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UNIVERSIDAD TÉCNICA DE MANABÍ |
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FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
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CARRERA DE IDIOMA Y LINGUISTICA ESPECIALIDAD INGLES FRANCES
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Asignatura: |
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CONTEMPORARY PEDAGOGY |
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Código: |
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FO-0530 |
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Créditos: |
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4 |
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Régimen: |
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CRÉDITOS |
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Total de Horas: |
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64 |
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Vigente Desde: |
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02/12/2010 |
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Nivel: |
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V |
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Vigente Hasta: |
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02/12/2015 |
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DATOS GENERALES
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Presentación de la Asignatura:
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Pedagogy literaly means the art and science of educating children and often it is used as a synonym for teaching. more accuracy Pedagogyembodies teacher focus education.
In Contemporary Teachingl, the classroom of foreign languages must be a place in that not only the information is given, adn educational skills are developed, rather, over all, students skill to use the language can be developed with several communicaative purposes.
then, the professo"s principal task is to create better conditions for teaching and learning on the base of the consideration of interests, needs and ambitions of students as from reconsidering the roles of students within a process of negotiation.
the purpose of this module is to produce ideas, to share experiences and to provide inspiration of good practice to explore ant to support the creation of effective, learner-centered tea ching and learning experiences.
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Objetivo:
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To develop skills in students whcih aloww them to use the appropiated medhodology and several techniques in order to get a significant learning.
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Objetivos Especificos:
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» To kciw the relevant aspects of Contemporary Pedagogy and its importance in the classroom to to get a successfull teaching learning process.
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» To know and to use the appropiate techniques to teach English as a foreign language with communicative purpose
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UNIDAD No:
1
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Título:
PEDAGOGY
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Horas:
16
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Objetivo:
Will be able to use the different aspects of Pedagogy to get a significan learning
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Competencia General:
Know the different aspects of the Pedagogy and its use the the classroom
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Competencia Especifica:
To develop skills to use the different aspects of the Pedagogy as a tool in the classroom to get a relevant teaching learning process
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Contenidos:
» 1. Pedagogy
» 2. Criticism
» 3. Etymology
» 4. Academic degree
» 5. Andragogy
» 6. Critical Pedagogy
» 7. What really is the new Pedagogy?
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Referencias Bibliográficas:
» WIKIPEDIA
» Pedagogía crítica. Utopía o realidad. Artículo libre
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Recursos:
» Computer
» Projector
» Books
» Posters
» Cards
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Proceso Metodológico:
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Evaluación / Acreditación
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Experiencia:
» In pairs the studetns talk about what they think Pedagogy is and make notes in a card
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Experiencia:
» The relevant of the notes in the cards
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Reflexión:
» The students form 2 groups according the ideas on their carsd and make a debate talking about their ideas
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Reflexión:
» The participation os students in the debatae
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Conceptualización:
» In groups, the studentes read the information in the module and prepare presentations
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Conceptualización:
» The quality of the presentations
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Aplicación:
» The students make posters about the rlevant ideas in the presentation
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Aplicación:
» The quality of the posters
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UNIDAD No:
2
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Título:
EDUCATION
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Horas:
16
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Objetivo:
Will be able to recognize the different systems of education and its importance in the classroom
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Competencia General:
Recognize the different systems of education and its importance for the successful development of the human being
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Competencia Especifica:
To develop skill to recognize the different systems of education
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Contenidos:
» 1. Education
» 2. Systems of formal education
» 3. Primary education
» 4. Secondary education
» 5. Higher education
» 6. Adult education
» 7. Alternative education
» 8. Indigenous education
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Referencias Bibliográficas:
» Tendencias pedagógicas en la realidad educaativa actual BICC, XVIII, 1963 PAPEL DEL PROFESOR DE IDIOMAS
» Pedagogía y Bioética - Departamento de Bioética Universidad el Bosque
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Recursos:
» Computer
» Projector
» Books
» Internet
» Cards
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Proceso Metodológico:
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Evaluación / Acreditación
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Experiencia:
» The students talk in paris about what systems of education they think there are in Ecuador
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Experiencia:
» The participation of students in a brainstorming activity
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Reflexión:
» In groups, the students make notes in cards about the advantages and disadvantages they think the systems of education in Ecuador have
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Reflexión:
» The relevance of the notes
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Conceptualización:
» In groups the students read different information of formal education systems and prepare a fair (each group with a differnt systems)
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Conceptualización:
» The quality of the fair and the participation of studaents in it
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Aplicación:
» The students prepare a role play showing the different types of formal education systems
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Aplicación:
» The quality of the role plays
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UNIDAD No:
3
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Título:
TEACHING ENGLISH AS A SECOND LANGUAGE
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Horas:
16
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Objetivo:
Will be able to use different active and participant techniques to teach English as second language
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Competencia General:
Know different techniques to teach English as a second language
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Competencia Especifica:
To use different active and participant techniques to teach English as second language
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Contenidos:
» 1. Teaching English as a second language
» 2. Methods and techniques
» 3. The role of an English teacaher in a school classroom
» 4. The roles of the English teachers
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Referencias Bibliográficas:
» ROBERT L POLITZER Y CHARLES N STAUBATCH, Teaching Spanish - A linguistic orientation, Boston 1961. Wykipedia commons. Alberga contenido multimedia sobre Pedagogía
» ARCHIBALD A. HILL. Language Analysis and Language Teaching en Modern Language Journal, (1966)
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Recursos:
» Computer
» Projector
» Book
» Intenet
» Cards
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Proceso Metodológico:
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Evaluación / Acreditación
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Experiencia:
» The students watch a video of different English classes and discuss about their characteristics
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Experiencia:
» The relevance of their icomentaries
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Reflexión:
» In groups, the students make a short summry about their ideal English classroom. Including what techniques they would like to use
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Reflexión:
» The relevance and queality of their summaries
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Conceptualización:
» REJILLA technique. The students form groups and read different part of the information, then, they change groups and share information
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» QUESTIONS BOX. The students answer several questions prepared by the teacher
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Conceptualización:
» The participation of students in the "rejilla" activity and their answers in the "questions box" activity
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Aplicación:
» The students prepare a role plaly showing the different roles of English teachers in an English class
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Aplicación:
» The quality of the role play
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UNIDAD No:
4
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Título:
TEACHING METHODS
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Horas:
16
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Objetivo:
Will be able to use active and participant techniques to develop all the English communicataive skills (Reading, Writing, Listening and Speaking)
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Competencia General:
Know different acative and participant skills to develop all the English skills
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Competencia Especifica:
To use acative and participant skills to develop the English communicative skills
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Contenidos:
» 1. Teaching methods
» 2. Choosing props for the ESL / EFL
» 3. Games in the TEFL classroom
» 4. How to keep your students attention
» 5. Methods and techniques
» 6. Role of music in English classes
» 7. Students - centered activities
» 8. Teaching listening
» 9. Teaching spoken language
» 10. Teaching vocabulary methods
» 11 TEFL speaking activities games
» 12 TEFL warmers
» 13. TEFL classroom teaching tools
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Referencias Bibliográficas:
» Revista Española de Pedagogía
» Velàsquez Isabel. Una aproximación al mapa disciplinar de la Pedagogía
» ARCHIBALD A. HILL. Language Analysis and Language Teaching en Moderm Language Journal (1690)
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Recursos:
» Comuter
» Projector
» Book
» Posters
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Proceso Metodológico:
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Evaluación / Acreditación
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Experiencia:
» The studeents in paris talk about the way they learnt English when they were at school
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Experiencia:
» The participation in a brainstorming activity
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Reflexión:
» The students watch a video of an English class and list the activities the teacher use and express their opinions about the class
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Reflexión:
» The participation in a debate
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Conceptualización:
» The student read the information in the module and prepare presentations
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Conceptualización:
» The quality of the presentations
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Aplicación:
» The students make microteachings
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Aplicación:
» The uality of the microteachings
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METODOLOGÍAS Y EVALUACIONES
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Recursos:
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» Computer
» Projector
» Books
» Internet
» Board
» Cards
» Markers
» Posters
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Herramientas de Medición:
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» Formal tests
» Exam
» Class participation
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Evaluación:
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» Debate
» Brainstorming
» Summaries
» Presentations
» Questioning
» Role plays
» Microteachings
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ACREDITACIÓN
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El proceso de acreditación, se lo hará siguiendo los lineamientos establecidos por el Reglamento de Régimen Académico vigente en la Universidad Técnica de Manabí , que es el siguiente:
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RÉGIMEN: CREDITOS
Actividades varias: 40 %
Investigación: 30 %
Examen Medio Ciclo: 15 %
Examen Final de Ciclo: 15 %
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RÉGIMEN: SEMESTRAL
Lecciones Orales o Escritas (Aportes): 2 Pts.
Exposiciones y Trabajos Grupales: 2 Pts.
Participación Individual Intra-Aula: 1 Pts.
Trabajos de investigación: 2 Pts.
Examen: 3 Pts.
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Libro: TEACHING SPANISH - A LINGUISTIC ORIENTATION
Autor: ROBERTH LL POLITZER
Página:
Edición: 1961
Editorial: WIKIPEDIA
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Libro: TENDENCIAS PEDAGÓGICAS EN LA REALIAD EDUCATIVA ACTUAL BICC. EL ROL DEL PROFESOR DE IDIOMAS
Autor:
Página:
Edición: 1963
Editorial:
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Libro: LANGUAGAE ANALYSIS AND LANGUAGE TEACHING
Autor: ARCHIBALD A HILL
Página:
Edición: 1960
Editorial: MODERM LANGUAGAE JOURNAL
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