Mg. Norah Andrade Arce & MSc.

Miriam Sheen Cuba

THE PURPOSE OF THIS WORKSHOP IS

ANALIZE A COGNITIVE FRAMEWORK TO OBSERVE HOW STUDENTS ACQUIRE KNOWLEDGE OR LEARN A SKILL. DESIGN A LEARNING SESSION USING THIS NEW COGNITIVE FRAMEWORK.

A PUZZLE
You are going to get a piece of a puzzle. Find the other pieces checking with the participants. Sit together, introduce each other, and make sure you remember their names.

REFLECT
What did you do in order to find the pieces of your puzzle? What strategy did you use to remember the names of everyone in your group?

In your opinion . . . What is learning?

Discuss with your group

Learning is . . .
Discovering Drawing in from the outside Making that new information part of his/her a real part of the student. Using the new information in real world context.

Analyze the pictures

Observe the pictures
in the next slide.

Discuss the situation:

What is going on?

What do the two bubbles represent?

THE CONTENT

STUDENT ACTIVITIES

What do I need to know about the context? Whats the meaning? Whats correct? How is it used? What does it look like? What terminology is used to talk about it?

What will I have students do? Solo work Pair work Group work Whole class work Materials, readings, listenings Worksheets/exercises Games, board work, projects, role-plays

Divided Thinking
There is a split between content and student activities. The teacher feels worried as he tries to figure out what he is teaching and what he should have his students do. The teacher often struggles with text books, trying to figure out how to make the activities work.

Look at the next picture. What do you see different from the previous one?

 What do students need to know about the content? What aspects of it might be challenging for them? What do students need to do to understand and use this knowledge of skill? What classroom activities will help students use this language Fluently? - with ease and speed to communicate effectively. Accurately? precisely and with few errors

Teachers often split their attention thinking about language and activities. HOWEVER, in the previous picture, the teacher is focusing on the PROCESS that students go through as they learn the target language.

One of the latest approaches that works with this kind of process is the ECRIF Framework.

Encounter Clarify Remember

Internalize

Fluently Use

The ECRIF framework is a way of looking at how people learn. Rather than prescribing what teachers should or should not do. The aim of this framework is to provide a tool that teachers can use to see student activities and content from the perspective of student learning.
Joshua Kurzweil and his colleagues developed and use the E.C.R.I.F. framework for describing what happens while learning

Prepare a learning session using ECRIF GROUP WORK

Plan a lesson using the ECRIF framework.

Use the handout model. Make a poster to present it in a gallery exhibition.

"The real voyage of discovery consists not in seeking new landscapes, but in having new eyes." Marcel Proust
(French author)

Joshua Kurzweil and his colleagues developed and use the E.C.R.I.F. framework for describing what happens while learning

Mg.Norah Andrade Arce

MSc. Miriam Ruth Sheen Cuba

Especialista en Tecnologia Educativa

norahandrade@gmail.com

sheenmiriam@gmail.com http://tailoringteaching.blogspot.com/