¿Cómo enseñar Conocimiento del Medio a través de los cuentos?

Article · January 2010with84 Reads
Source: DOAJ
Abstract
Resumen: En este trabajo presento los resultados de una experiencia didáctica llevada a cabo en 4º curso de Educación Primaria del Colegio Público Jacobo Rodríguez Pereira. El objetivo del mismo fue trabajar el currículo de Conocimiento de Medio mediante cuentos. Los cuentos describen multitud de escenarios naturales y sociales, tanto próximos como lejanos al contexto del alumno, desde una perspectiva más infantil hasta otras menos infantiles, explican y detallan diferentes medios de transportes, máquinas, etc., recrean costumbres populares de regiones y países muy diferentes y podríamos seguir enumerando todos los bloques de contenido. Entre los resultados más destacados, mencionar un aumento notable de la motivación del alumno hacia el aprendizaje de Conocimiento del Medio y hacia la lectura, uno de los pilares básicos de esta etapa.Summary: As conclusion in this Project I show you all the didactic experience implemented in the 4th year of Primary in the State School “Jacobo Rodríguez Pereira”. The main objective of it is to teach Science using tales into the classroom. Tales use a great variaty of medioambiental and social scenes, which are closed to the students, some of them are related to children and they explain different transports, machines, etc. On the other side they show different habits from different areas and countries, so we could going on mentioning all the contents of this year. As the principal result of this project can be mentioned the increased of motivation of students about the subject as well as the reading skill, one of the most important part in the process of teaching-leaning in Primary Education.
    • "Working different topics through storytelling can contribute to this purpose. Due to the scarce research of studies on the value of Storytelling in CLIL, the aim of the present study is to provide a detailed description of appropriate criteria (Bloom, 1956; Coyle, 2005 and Coyle et al. 2010), which explain how the integration of storytelling in language learning develops communication and can serve as a practical tool for teachers in bilingual environments (Illán, 2007 and Fernández Antelo, 2010). "
    [Show abstract] [Hide abstract] ABSTRACT: Storytelling is a receptive and productive educational resource in which social values, content and language are linked and integrated (López Téllez, 1996; Hearn & Garcés, 2005; Miller & Pennycuff, 2008, etc.). Hence, as a current approach to language teaching, CLIL represents the best framework for providing young learners the effective acquisition of some topics from the curriculum (Bentley, 2010, p.6). However, this methodological approach requires establishing quality criteria for successful and sustainable CLIL teaching and learning. This paper aims to explore the complex process of delivering effective CLIL lessons through storytelling and to illustrate a framework (Bloom, 1956; Coyle, 2005 and Coyle et al., 2010) that a pre- primary teacher needs to apply in order to facilitate learners’ linguistic development and acquisition of content knowledge. These theoretical principles are then exemplified and assessed in the development of microteachings conducted at Universidad de Alcalá, where student teachers could reflect on 1) the establishment of an appropriate framework for successful and sustainable CLIL teaching and learning, 2) the effective teaching and learning of some curricular topics through storytelling and 3) the potential development of language and cognitive skills. The findings of the study report that storytelling can be considered an effective educational CLIL resource that facilitates not only the effective acquisition of contents from the curriculum, but also cognitive development and communication in another language. Limitations of the present paper call for further research in the young learner classroom.
    Full-text · Article · Dec 2015