Different applications of concept maps in Higher Education

Purpose: The aim of this work is to show different applications of concept maps in higher education, concretely in qualifications of the Polytechnic University of Valencia. Design/methodology/approach: Different methodologies have been used depending on the application of concept maps: as evaluation tool, as knowledge organizing tool, and as meaningful learning tool. Findings: Students consider the concept maps useful principally to select key ideas, to achieve a comprehensive view of the lesson, and to bring up the subject. Moreover, concept maps promote the meaningful and active learning, help students to understand, follow-up, and learn subjects with a high load of contents. Research limitations/implications: The most important limitation is the use of the concept maps in subjects with a high number of students. Practical implications: The realization of concept maps allows the student to develop generic competences. Originality/value: The originality of this work is to show how a same tool can be used in different subjects of different qualifications.Peer Reviewe

TEACHING ENGLISH THROUGH BASED BRAIN STRATEGY TO YOUNG LEARNER

English has a need for some people around the world. People been struggling to learn and master English actively. And so teachers around the world been struggling to find the best way to teach the students of how to master English well. Not many people realize that the ability to speak and to master new language is an innate ability. Its in the brain. When the teacher are able to dig thebrain potential of the students than all the problem of learning English suffered by the students are solved. In this article, the author will show what our brains do when students listen to you. Most particularly, we will show how the brains of infants and children are tuned to understand language, and how changes in the brain during development serve as preconditions for language learning. Understanding language is a process that involves at least two important brain regions, which need to work together in order to make it happen. This would be impossible without connections that allow these brain regions to exchange information. The nerve fibers that make up these connections develop and change during infancy and childhood and provide a growing underpinning for the ability to understand and use language. We will show you how to gain students’ brain potentiality. So, they can learn English maximally like their own languag

Creative, imaginative English-as-a-foreign-language using storytelling and drama

With a view to improve English teaching, this project provides creative teaching methods for English teachers of elementary schools in Taiwan. Storytelling, creative writing, and creative drama are interesting and lively activities that are used to motivate students to learn English

Teaching Children to be Storytellers: A Handbook for Educators

The purpose of this project was to design a handbook for second grade teachers interested in teaching storytelling. By introducing children to the world of storytelling, teachers can bring the true nature of storytelling into the classroom and take full advantage of its educational benefits. Through the storytelling process, children\u27s listening, reading, and oral language skills are enhanced. Although storytelling is only one part of a literacy program, it is the means to a very important literacy goal: the development of independent, lifelong readers. The handbook includes a five-week storytelling unit that gives an explanation of how to realize and implement the benefits of storytelling in a second grade classroom

Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language

This project serves as a resource for kindergarten ESL educators to explore more creative multisensory teaching strategies. The five methodologies presented are Neurolinguistic Programming, Suggestopedia, music, storytelling and Total Physical Response

The Effects of Project-based Learning Using Storytelling on Enhancing EFL Young Learners’ 21st Century Skills

This report of classroom action research is based on the application of Project-based learning (PBL) using storytelling and analyzing its effects on enhancing EFL young learners’ 21st Century Skills. The report presents how the EFL education has been in Portugal and provides insights for teachers who would consider implementing PBL into young learner EFL classrooms using storytelling, with the aim of enhancing 21st Century Skills, among others. Therefore, the main focus is to conduct classroom action research to analyze the possibility of transforming traditional EFL teaching classrooms into an active learning environment through PBL. By undertaking an ethnographical methodological approach of both qualitative and quantitative nature and with action research outlines, the following triangulation of data collection tools were applied: lesson plans, discussions, self-assessment worksheets, questionnaires, one-on-one interviews, observation grids, and a teaching journal. Results show that both PBL and storytelling can produce effective learning experiences and foster learners' 21st Century Skills. Therefore, it can be stated that implementing PBL using storytelling has saliently positive impacts on EFL young learners’ 21st Century Skills, namely: collaboration, critical thinking, creativity, communication, problem-solving and ICT 1skills.Este relatório de investigação-ação em sala de aula é baseado na aplicação da abordagem “Aprendizagem baseada em projetos” (“PBL” em inglês), usando a narração de histórias, e analisando os seus efeitos no desenvolvimento de competências do século XXI, relativamente a jovens alunos de ILE. Este trabalho aborda distintos temas, nomeadamente o estado do ensino de ILE em Portugal e também fornece ideias para professores que equacionem a implementação da abordagem PBL nas salas de aula de ILE para crianças, usando a narração de histórias com o objetivo de fomentar as competências acima referidas, entre outras. Portanto, o foco principal do nosso estudo é levar a cabo este projeto com contornos de investigação-ação, de forma a verificar a possibilidade de transformar as salas de aula de ensino de inglês tradicional num ambiente ativo de aprendizagem através do PBL. Ao levarmos a cabo uma abordagem metodológica etnográfica de natureza qualitativa e quantitativa e com contornos de investigação-ação, utilizaremos as seguintes ferramentas de recolha de dados: planos da aula, discussões, checklist de auto-avaliação, questionários, entrevistas individuais, tabelas de observação, e um diário de bordo. Os resultados demonstram que tanto “Aprendizagem baseada em projetos” (“PBL” em inglês) como a narração de histórias podem produzir experiências de aprendizagem efetiva e melhorar as competências do século XXI das crianças. Portanto, pode ser dito que a implementação de PBL usando narração tem impactos positivos nas competências do século XXI dos jovens alunos de ILE, nomeadamente: colaboração, pensamento crítico, criatividade, comunicação, resolução de problemas, e competências TIC2, usando a narração de histórias

Technology Use in Early Childhood

This literature review examines the influence of technology on early childhood development. It uses scholarly journals and articles to show the benefits and risks of technology use and how it can be used to compliment growth, development, and learning of young children. It also examines how technology can impact the early childhood developmental domains of: (a) social emotional, (b) cognitive, (c) physical motor, (d) language and literacy, and (e) mathematics. The influence of technology use on teaching and the family are also addressed. Furthermore, this literature review includes implications for the future, continuing research, and recommendations from the American Academy of Pediatrics (AAP), The United States Department of Education (DoEd), and The National Association for the Education of Young Children (NAEYC) & The Fred Rogers Center for Early Learning and Children\u27s Media