In this module students will establish common ground: attitudes and approaches to teaching children, teenagers and adults.
1. Define concepts related to pedagogy, andragogy and special needs students. 2. Identify the strategies and techniques to teach children, teens and adults and special needs. 3. Contrast the different formats for planning lessons and structure lessons based on them. 4. Demonstrate the strategies and techniques needed to teach different groups making use of effective classroom management skills. 5. Develop practical activities to foster real interaction and creative use of language in children.
In order to create a good learning atmosphere in which students can process, internalize and make the information theirs. Some approaches will be used, such as the Communicative Language Teaching, Functional approach and Cooperative learning. Furthermore, in this module students will participate in formative and summative assessment.
The methodology that will be applied in the development of the module is Kolbs strategies and basically ABP, and English methodology as cognitive and meta-cognitive strategies which may help students develop an independent learning. Some of the evaluation instruments such a mind maps, charts, oral presentations will be applied in order to get critical thinking and students own conclusion according to each topic.
This module contributes to the competences students develop in the other modules that are part of the Pedagogical Competence. In addition, at the end of the semester, students will have developed the competencies of a B2 level and will start to develop the competencies of a C1 level described in the Common European Framework. This level of English will let them succeed in the test
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NDICE DE CONTENIDO
Content Pages
I. BASIC INFORMATION OF THE MODULE 4
II. FORMATIVE ROUTE 5
III. TRAINING METHODOLOGY 6
IV. EVALUATION PLAN 10
V. INSTRUCTIONAL GUIDELINES 14
VI. ADDITIONAL RESOURCES 15
VII. APPROVAL OF THE FORMATIVE MODULE 16
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I. BASIC INFORMATION OF THE MODULE:
Code: FCHEIP0602
Prerequisites: Advance Methodology and Lesson Planning Competence type: The students will be able to apply appropriated methodology and classroom practice issues through themes and topics, which can be used with children.
Credits:
4 Semester: Sixth Corequisites Methodology and Lesson Planning Level:
6 th Level B.A Hours per week: 4 hours Total hours for the semester: 80 hours Total hours for independent work: 80 hours
PROFESSORS:
Professors name: Lcda .Cristina del Roco Jordn Buenao Title and Academic degree: Licenciada en Ciencias Humanas y de la Educacin Mencin Ingls Academic area according to global competence: Area Pedaggica. Office hours: Wednesday from 4pm to 6pm. Contact telephone number: 0995746360 E-mail address: cristinajordan13@gmail.com
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II. FORMATIVE ROUTE
General Problem (node): Unknowledgements of the methods, techniques and strategies of the learning process. Global Competence: Manage of the didactics for teaching children. Competence of emphasis: Apply different active didactics direct to the teaching for kids in order to get meaningful learning with effectiveness. Modules that are part of the specific competence. Lesson Planning and Observation Elaboration of Teaching Materials Description of the specific competence. Develop strategies, methods and techniques to work with children. Elements of the competence:
1. Define concepts related to pedagogy, andragogy and special needs students. 2. Identify the strategies and techniques to teach children, teens, adults and special needs. 3. Contrast the different formats for planning lesson and structure lesson based on them. 4. Demonstrate the strategies and techniques needed to teach different groups making use of effective class management skills. 5. Develop practical activities to foster real interaction and creative use of language in children.
Module research areas
This module will support the interdisciplinary project developed by the professors from this class which is about Manejo de conflictos en el aula de clase and the module will support the project by defining concepts related to pedagogy, andragogy and special needs students; moreover, they will identify the strategies and techniques to teach children, teens, adults and special needs.
Community service related to the module The students will be able to collaborate with the development of the community through their significant knowledge acquired and values. Also students will be able to develop strategies, methods and techniques to work with children, teenagers and adults.
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III. TRAINING METHODOLOGY
Competence element (such as the specific activities)
Cognitive contents
Procedural contents
Affective-motivational contents
Didactic activities
Time Element 1: Define concepts related to pedagogy, andragogy and special needs students.
Pedagogy vs. Andragogy Assumptions - Concept of the learner - Role of learners experience - Readiness to learn - Motivation Process elements - Climate - Planning - Diagnosis of need - Setting of objectives - Designing learning plans - Learning activities - Evaluation Characteristics of young learners and adult learners
Do reading research about the differences between definitions of Pedagogy and Andragogy.
Discuss content that is in the selected readings (small group)
Make students work on power point presentations stating the differences between definitions of Pedagogy and Andragogy.. Have students identify what a special need students are through a video report. Demonstrate a genuine interest towards readings. Show respect to teachers commands. Take part in giving critical opinions Show respect and tolerance to other peoples opinions and ideas. Value the contributions made by people in different fields. Work collaboratively. Being truly with others consistently. Responsibility Work cooperatively
Experiential Cycle Concrete Experience Brainstorming Interchange of prior knowledge Reflection Analysis of language and language skills Generalization Team work Sharing information based on research Application Use the new knowledge to modify past practices Reflection log Problem based learning Project based learning Portfolio development
16h Results: Elaborate a graphic organizer about pedagogy and andragogy in order to contrast both terms.
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Element 2: Identify the strategies and techniques to teach children, teens, adults and special needs.
Review Learning Styles Active strategies to Teach Children. Active Strategies to teach Adults. Approaches for special need students learning.
Analytic reading about strategies to teach children and adults. Group work activities to develop cooperative learning on strategies to teach children and adults. Identifying efficient learning strategies for adults.
Demonstrate a genuine interest towards readings. Show respect to teachers commands. Take part in giving critical opinions Show respect and tolerance to other peoples opinions and ideas. Value the contributions made by people in different fields. Work collaboratively.
Task-based learning. - Give students tasks to do. - Present the tasks and give feedback.
Team work. Reflection log Problem based learning Project based learning Portfolio development
16h
Reasults : Design some Power Point Presentation about the different strategies and techniques according to the topic studied. Element 3: Contrast the different formats for planning lesson and structure lesson based on them.
Overview of Lesson Plans: Formats for lesson planning. Lesson plans main components. Long term planning Short term planning.
Analysis of communicative formats for lesson planning. Proposal from students to design lesson plans that empower communicative learning.
Working on improvements for traditional
Demonstrate a genuine interest towards readings. Show respect to teachers commands. Take part in giving critical opinions Show respect and tolerance to other peoples opinions and ideas. Value the contributions made by people in different fields.
Analysis Determine the main criteria of the different aspects of Storytelling, comprehension, error and correction. Study and internalize the new concepts. Extension activities Team work Reflection log
16h
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formats of lesson plans.
Responsibility Self confidence Work collaboratively Result:
Develop a lesson plan considering students points of view. Element 4: Demonstrate the strategies and techniques needed to teach different groups making use of effective class management skills.
Class management and atmosphere Listening Oral work Reading Writing Topic-based work Planning your work
Mind mapping about differences between strategies and techniques. Presentations of differences between strategies and techniques. How can a technique become into a strategy. ( analysis) Video presentation of classroom management. Elaborating material to use in a class to teach English to children
Demonstrate a genuine interest towards readings. Show respect to teachers commands. Take part in giving critical opinions Show respect and tolerance to other peoples opinions and ideas. Value the contributions made by people in different fields. Work collaboratively.
Brief discussion Orientation of the topic Clarification of key terms Presentation of the content
Forum Discussion about the topic presented Team work. Reflection log Problem based learning Project based learning Portfolio development
16h Result:
Design some teaching materials to be presented in front of the class.
Element 5: Develop practical activities to foster
Classroom
Identifying best
Demonstrate a genuine 16h
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real interaction and creative use of language in children.
atmosphere. Seating arrangements. Games for teaching children. Helping children to feel secure. and worst teachers abilities and attitudes. Listing task which students or children can do in classrooms. Reading about how to foster confidence in children. Using appropriate classroom language depending the level and age of students.
Planning a demo class interest towards readings. Show respect to teachers commands. Take part in giving critical opinions Show respect and tolerance to other peoples opinions and ideas. Value the contributions made by people in different fields. Work collaboratively.
Partial Seeking Present the topic Give supporting information Make questions Analyze answers Make conclusions Team work. Reflection log Problem based learning Project based learning Portfolio development.
Result:
Present a demo class to demonstrate the different strategies and techniques studied. Portfolio Interdisciplinary project
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IV. EVALUATION PLAN.
EVALUATION SCALE (Expected achievement levels) 9.0 to 10.0 Theoretical practical innovative level -Score- ( Very satisfactory) 8.0 to 8.9 Theoretical practical expert level Score - ( Satisfactory) 7.0 to 7.9 Theoretical practical basic level Score - ( Acceptable) 5.5 to 6.9 Theoretical advanced level (Critical analysis) No Score 55. Theoretical basic level (Comprehension) - No Score
Competence of emphasis to be developed through the module: Teaching Children Apply different active didactics direct to the teaching for kids in order to get meaningful learning with effectiveness
No.
ELEMENTS
Achievement indicators. 1 Define concepts related to pedagogy, andragogy and special needs students.
Do reading research about the differences between definitions of Pedagogy and Andragogy. Discuss content that is in the selected readings (small group) Make students work on power point presentations stating the differences between definitions of Pedagogy and Andragogy.. Have students identify what a special need students are through a video report. 2 Identify the strategies and techniques to teach children, teens, adults and special needs.
Analytic reading about strategies to teach children and adults. Group work activities to develop cooperative learning on strategies to teach children and adults. Identifying efficient learning strategies for adults.
3 Contrast the different formats for planning lesson and structure lesson based on them.
Analysis of communicative formats for lesson planning. Proposal from students to design lesson plans that empower communicative learning. Working on improvements for traditional formats of lesson plans.
4 Demonstrate the strategies and techniques needed to teach different groups making use of effective class management skills.
Mind mapping about differences between strategies and techniques. Presentations of differences between strategies and techniques. How can a technique become into a strategy.
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( analysis) Video presentation of classroom management. Elaborating material to use in a class to teach English to children
5 Develop practical activities to foster real interaction and creative use of language in children.
Identifying best and worst teachers abilities and attitudes. Listing task which students or children can do in classrooms. Reading about how to foster confidence in children. Using appropriate classroom language depending the level and age of students. Planning a demo class
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EVALUATION PROCESS Competence of emphasis to be developed through this module: Teaching Children
Apply different active didactics direct to the teaching for kids in order to get meaningful learning with effectiveness Elements of the module Diagnostic Evaluation
Formative Evaluation Performance evaluation Result Indicator Element 1: Define concepts related to pedagogy, andragogy and special needs students.
Determine a concept for pedagogy and andragogy. Define special needs students
Awareness of the value of children centered activities
Elaborate a graphic organizer about pedagogy and andragogy in order to contrast both terms.
Techniques and instruments. Teacher observation. Oral and written quizzes and tests. Oral presentations. Portfolios. Learning logs. Rubric for scoring students work. Rubric Reflection Element 2: Identify the strategies and techniques to teach children, teens, adults and special needs.
Review of learning strategies and techniques
Organize ideas
Design some Power Point Presentation about the different strategies and techniques according to the topic studied.. 20% Content:20% : Quality of presentation :30% Creativity:10% Completeness: 20%
Techniques and instruments. Teacher observation. Oral and written quizzes and tests. Oral presentations. Portfolios. Learning logs. Rubric for scoring students work. Rubric Reflection Element 3: Contrast the different formats for planning lesson and structure lesson based on them.
Overview of different kinds of formats to plan a lesson
Express students ideas on what makes a plan effective
Develop a lesson plan considering students points of view. Organization: 10% Content:30% Lesson plan: 20% Completeness: 10% Creativity:30% Techniques and instruments. Teacher observation. Oral and written quizzes and tests. Oral presentations. Portfolios. Learning logs. Rubric for scoring students work. Rubric Reflection
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Element 4: Demonstrate the strategies and techniques needed to teach different groups making use of effective class management skills.
Strategies and techniques differentiations. Classroom Management techniques and strategies
Check list of effective techniques and strategies for teaching different types of students.
Design some teaching materials to be presented in front of the class.
Techniques and instruments. Teacher observation. Oral and written quizzes and tests. Oral presentations. Portfolios. Learning logs. Rubric for scoring students work. Rubric Reflection Element 5: Develop practical activities to foster real interaction and creative use of language in children.
Common interaction patterns and activities. Effective activities for learning english in children.
Group work proposing activities to empower communicative interaction Present a demo class to demonstrate the different strategies and techniques studied. Portfolio Interdisciplinary project Organization: 20% Content: 50% Presentation: 30%
Techniques and instruments. Teacher observation. Oral and written quizzes and tests. Oral presentations. Portfolios. Learning logs. Rubric for scoring students work. Rubric Reflection
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V. INSTRUCTIONAL GUIDELINES Apply different active didactics direct to the teaching for kids in order to get meaningful learning with effectiveness
ELEMENTS
INSTRUCTIONS
RESOURCES
RESULT Define concepts related to pedagogy, andragogy and special needs students.
Do reading research about the differences between definitions of Pedagogy and Andragogy. Make students work on power point presentations stating the differences between definitions of Pedagogy and Andragogy. - Handouts - Book Elaborate a graphic organizer about pedagogy and andragogy in order to contrast both terms.
Identify the strategies and techniques to teach children, teens, adults and special needs.
Perform analytic reading about strategies to teach children and adults. Get into groups to develop cooperative learning on strategies to teach children and adults. - Handouts - Internet Design some Power Point Presentation about the different strategies and techniques according to the topic studied. Contrast the different formats for planning lesson and structure lesson based on them.
Design lesson plans that empower communicative learning.
Work on improvements for traditional formats of lesson plans.
- Handouts - Book . Develop a lesson plan considering students points of view. Demonstrate the strategies and techniques needed to teach different groups making use of effective class management skills.
Do Mind mappings about the differences between strategies and techniques. Present the differences between strategies and techniques. - Projector - Desks - Internet - Book
. Design some teaching materials to be presented in front of the class.
Develop practical activities to foster real interaction and creative use of language in children.
Identify the best and worst teachers abilities and attitudes. List task which students or children can do in classrooms.
- Handouts - Book Present a demo class to demonstrate the different strategies and techniques studied. Portfolio Interdisciplinary project
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VI. ANNEXES
BIBLIOGRAPHY - TEACHING ENGLISH TO CHILDREN (NI. 8809) WNDY A. SCOTT gives sounds, straightforward advice on good teaching methods, and practical suggestions for lessons and activities. This book includes useful games and activities for children to enjoy as they learn the four skills. Its from the Faculty Library - Leyes y reglamentos de la Universidad Tcnica de Ambato: - Reglamento del Sistema de Evaluacin, Acreditacin y Calificacin por Competencias para la Promocin en Ciclos Semestrales y Crditos de la Universidad Tcnica de Ambato. - Reglamento de Graduacin para obtener el Ttulo Terminal de Tercer Nivel de la Universidad Tcnica de Ambato - Esquema para un Diseo de Proyecto de Investigacin o Trabajo de Grado. - Reglamento del Rgimen Acadmico del Sistema por Competencias para el Pregrado de la Universidad Tcnica de Ambato. - Reglamento para el Funcionamiento de la Unidad de Prcticas Pre-profesionales, Facultad de Ciencias Humanas y de la Educacin.
Lcdo. M.Sc. Paulina Altamirano Dra. Wilma Suarez Area Coordinator Program Coordinator Module Evaluator Support for Module
Ing. Wilma Gavilnez Faculty Sub-dean Approval
Notes:
1. The Area Coordinator will sign the document once the module has been evaluated in the Academic Area of Global Competence; therefore they are also responsible for this document. 2. The signature of the Program Coordinator serves as a support for the module created by the members of the Academic Area. 3. The signature of the Sub-dean, provides approval that the module fits with the other elements of the curriculum.