Matriz para El Desarrollo de Habilidades Del Siglo Xxiii

MATRIZ PARA EL DESARROLLO
DE HABILIDADES DEL SIGLO XXI

1
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1.1. INFORMACIN COMO FUENTE

HABILIDAD DEFINICIN ACTIVIDADES
Definir la informacin
Que se necesita
Precisar la informacin
requerida con el fin de
orientar y acotar la
bsqueda en ambiente
digital.

Students will get in pairs to search information about health, illnesses and care
and the use of had better to build a previous vocabulary, select important details
about this, assisted by the use of internet and the use of google translator or any
other translator.

Buscar y acceder a
informacin
Generar y/o aplicar
una estrategia de
bsqueda para
localizar informacin
en ambiente digital.

Students will get in pairs to look for information about health, illnesses and care
and the use of had better to build a previous vocabulary, and select important
details about this assisted by the use of internet (specific links) and the use of
some translators.
www.bing.com/translator/

www.youtube.com/watch?v=aOGHB1ftR5k

http://www.youtube.com/watch?v=QkF1LGjdhyM

www.esl-lab.com/vocab/v-illness.htm

http://esl-lab.com/sick1/sick1.htm

http://quizlet.com/17651820/vocabulary-of-illness-flash-cards/

http://usefulenglish.ru/vocabulary/health-and-diseases

http://www.tolearnenglish.com/english_lessons/exercises-using-had-bett

Students will answer oral questions about what they found in the internet to
share with their classmate.

Evaluar y seleccionar
informacin
Elegir una o ms
fuentes
de informacin y
contenidos digitales en
base a criterios de
pertinencia,
confiabilidad y
Validez.

some translators.









After accessing this information students will present the important information chosen in
a chart which specific instructions.

Organizar
informacin
Ordenar y estructurar
informacin digital en
base a esquemas de
clasificacin dados o
propios para
recuperarla y
reutilizarla.

some translators.









After accessing this information students will present the important information chosen,
after having discriminating and analyzing it, in a chart which specific instructions.

Planificar la
elaboracin de
un producto de
informacin
Especificar los pasos
requeridos de un plan
de trabajo para la
elaboracin de un
producto usando
some translators.

herramientas digitales.









After accessing this information students will present the important information chosen,
after having discriminating and analyzing it, in a chart which specific instructions.

1.2. INFORMACIN COMO PRODUCTO

Sintetizar informacin
digital
Combinar e integrar
informacin en ambiente
digital para crear un nuevo
producto de informacin
Students have an explanation of the topic: whats the matter,
key vocabulary and the use of had better structure to have a
better understanding what it is about through the use of
multimedia.

Students will get in pairs to look for information about health,
illnesses and care and the use of had better to build a previous
vocabulary, and select important details about this assisted by
the use of internet (specific links) and the use of some
translators.







http://www.tolearnenglish.com/english_lessons/exercises-
using-had-bett

Students will answer oral questions about what they found in
the internet to share with their classmate.then,students watch
a video about different situations where we can use had
better , and some other suggested sites







using-had-bett

After accessing this information students will analyze it, to
complete some activities with specific instructions. One of the
students is going to monitor the activity and be sure for
accomplishing it. Then they will share the information with the
rest of their classmates.
Students get in groups to practice short conversations using
the learned vocabulary and structure. In this activity they
have to interact, get agreement about what they are going to
present.
Students in groups solve listening and written online practices
applying the acquired knowledge. There will be a coordinator
who is going to be in charge checking all the practices to
contribute in the classroom.
Students in group organize themselves to select information
about basic words, sentences and a dialogue to present
through a video.

Comprobar modelos
o teoremas en
ambiente digital
Verificar supuestos y reglas
usando software
especializado
No aplica
Generar un nuevo
Producto de informacin
Representar, disear y
generar nuevos productos
en ambiente digital
Have a better understanding what it is about through the use
of multimedia.

translators.







using-had-bett

the internet to share with their classmate.

Students watch a video about different situations where we
can use had better , and some other suggested sites







using-had-bett

rest of their classmates. Finally,students
Create a picture word.
Create a picture sentence
Present a dialogue
Present a video about the word pronunciation, sentences, and
dialogue.

2
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C
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2.1. COMUNICACIN EFECTIVA

Utilizar protocolos
sociales en ambiente
digital
Reconocer y aplicar reglas y
normas sociales para
comunicar informacin en
ambiente digital, segn un
propsito, medio digital y
audiencia especfica.
No aplica
Presentar
informacin
en funcin
de una
audiencia
Aplicar criterios de diseo y
formato en la elaboracin de
un documento, presentacin
u otro en funcin de una
audiencia y finalidad
especfica.
Student in group to create a simple conversation using the
taught vocabulary and grammar structure which will be
record and presented trough a video. There will be a
coordinator who is going to be in charge of the organization
of the group, monitor all the activity, the use of the
information according to the topic, following the given
criteria for the evaluation, who is going to bring the
materials for recording, and present the video.

Transmitir
informacin
considerando
Reconocer y destacar la
informacin relevante e
identificar el medio digital
Student in group of three will create a simple conversation
using the taught vocabulary and grammar structure which
will be record and presented trough a video. There will be a
objetivo
y audiencia
ms adecuado para enviar
un mensaje de acuerdo a un
propsito y audiencia
especfica.
coordinator who is going to be in charge of the organization
of the group, monitor all the activity, the use of the
information according to the topic, following the given
criteria for the evaluation, which is going to bring the
materials for recording, and present the video.

2.2. COLABORACIN

Colaborar con otros
a distancia para
elaborar un producto
de informacin
Intercambiar informacin,
debatir, argumentar y
acordar decisiones con
otros a distancia para
lograr objetivos comunes
en ambiente digital.
No aplica
Desarrollar contenidos a
distancia y publicarlos con
pares, profesores u otras
personas, usando
herramientas digitales.

3
.

t
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c
a
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3.1. TICA Y AUTOCUIDADO
Identificar oportunidades y
Riesgos en ambiente
digital, y aplicar
estrategias de
proteccin personal
y de los otros
Distinguir oportunidades y
riesgos propios del
ambiente digital y aplicar
estrategias de seguridad
emocional.
No aplica
Aplicar estrategias de
proteccin de la
informacin personal y de
los otros en ambiente
digital.

3.1. TICA Y AUTOCUIDADO
Respetar la propiedad
intelectual
Reconocer dilemas ticos y
consecuencias legales de no
respetar la creacin de otros y
aplicar prcticas de respeto a la
propiedad intelectual en el uso
de recursos de informacin.
No aplica
4
.

T
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3.2. TIC Y SOCIEDAD
Comprender el impacto
Social de las TIC
Entender y evaluar la
capacidad que tienen las
TIC de impactar positiva o
negativamente en los
individuos y la sociedad en
problemticas sociales,
econmicas y culturales.

4.1. CONOCIMIENTO TIC
Dominar conceptos
TIC bsicos
Demostrar entendimiento
Conceptual y prctico de
los componentes del
computador y sistemas
informticos.
translators.







using-had-bett

the internet to share with their classmate.
Then Students watch a video about different situations where
we can use had better , and some other suggested sites







using-had-bett

rest of their classmates.
Students get in groups to practice short conversations using
the learned vocabulary and structure. In this activity they
have to interact, get agreement about what they are going to
present.
Students in groups solve listening and written online practices
applying the acquired knowledge. There will be a coordinator
who is going to be in charge checking all the practices to
contribute in the classroom.
Students in group organize themselves to select information
about basic words, sentences and a dialogue to present
through a video. Finally students
Create a picture word.
Create a picture sentence
Present a dialogue
Present a video about the word pronunciation, sentences , and
dialogue.

4.2. SABER OPERAR LAS TIC
Seguridad en el
uso (cuidado de
equipos)
Conocer y aplicar normas
bsicas de cuidado y
seguridad en el uso del
computador.
No aplica
Resolucin de
Problemas tcnicos
Diagnosticar y resolver
problemas bsicos de
hardware, software y redes
utilizando los sistemas de
No aplica

ayuda de las aplicaciones e
Internet.
Dominar aplicaciones
De uso ms extendido
Utilizar funciones bsicas
de herramientas de
productividad.
No aplica
Utilizar las funciones
bsicas de herramientas de
comunicacin a travs de
internet.

Matriz para El Desarrollo de Habilidades Del Siglo Xxiii

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MATRIZ PARA EL DESARROLLO

DE HABILIDADES DEL SIGLO XXI

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