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UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODULO:
“LESSON PLANNING AND OBSERVATION”
Quinto Nivel “A”
Docente: Lic. MSc. Leonor Catalina Espin Padilla
Ambato-Ecuador Septiembre 2012 - Febrero 2013
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INDEX
I. BASIC INFORMATION OF THE MODULE: ........................................................... 4
II. FORMATIVE ROUTE .................................................................................................. 5
III. FORMATION TRAINING METHODOLOGY ................................................... 7
IV. EVALUATION PLAN ................................................................................................. 9
V. EVALUATION PROCESS .......................................................................................... 10
Competence of emphasis to be developed through this module: Lesson Planning and
Observation ........................................................................................................................ 10
VI. INSTRUCTIONAL GUIDELINES ........................................................................... 12
VII. ANNEXES ................................................................................................................. 13
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ABSTRACT
The module presents an approach to the teaching - learning process that sees successful language
as being dependent upon the activities of curriculum development, that is, the use of variety of
planning and implementation processes involved in developing or renewing a language program. These
processes include determining learners’ needs, analysis of the context for the program and consideration
of the impact of contextual factors, the planning of learning outcomes, the organization of a course or
set of teaching materials, the selection and preparation of teaching materials, etc.
Finally, this module seeks to deal with issues of the language curriculum development in order to
provide the basis for more effective planning and decision making in language program development.
This module will develop the following elements:
1. Study the origins of language curriculum development.
2. Discuss the educative reality and its concordance with the current pedagogical model. 3. Determine the reasons for planning and development of a course
4. Point out the advantages and disadvantages of planning and order the steps for a lesson plan
5. Design a curriculum with different course applications
The methodology that will be applied in the development of the module is 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 as mind maps, charts, oral presentations
will be applied in order to get critical thinking and students´ own conclusion according to each topic.
The level to be accomplished is that given by the pedagogical area which determines that students
will be able to create matrices for lesson plans according to the schools needs.
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BASIC INFORMATION OF THE MODULE:
CODE: FCHE-CI0505
PRE-REQUISITES:
Integrated skills IV
Oral skills III
COMPETENCE TYPE: Specific
Become Pedagogically competent in lesson
planning and class observation and understand the
importance of the intrinsic learning process.
CREDITS:
4
SEMESTER:
FIFTH
CO-REQUISITES:
EFLT Methods and Approaches
Internet and Multimedia Resources
Educational Psychology I
Research
TRAINING LEVEL:
Bachelor of Arts
(B.A)
HOURS PER WEEK: In class 4
Independently 4
TOTAL HOURS FOR THE SEMESTER: 64
TOTAL HOURS FOR INDEPENDENT WORK: 64
Professor’s name : Leonor Catalina Espin Padilla
Title and Academic degree: Lic. en Lingüística Aplicada a la Enseñanza de Ingles,
Maestría en Docencia Universitaria y Administración Educativa
Academic area according to global competence: Pedagogical Competence.
Office hours:
Contact telephone number : 084437012
E-mail address: [email protected]/[email protected]
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II. FORMATIVE ROUTE
General problem (node):
Lack of knowledge of methods, approaches, techniques, strategies for the English teaching and learning
process according to today’s situations.
Global competence: Pedagogical competence.
To develop pedagogical competence in order to internalize the major and minor teaching methods used
around the world for teaching English.
Specific Competence: Lesson Planning And Observation
EFL Methods and Approaches
Internet and Multimedia
Language Teaching strategies
Teaching Children
Elaboration of Teaching Materials
Language Assessment
Drama
Modules that are part of the specific competence.
Lesson Planning And Observation
Description of the specific competence.
Become Pedagogically competent in lesson planning and class observation and understand the importance
of the intrinsic learning process.
Module research areas:
Ss might do some research on how to improve all types of planning, proposing new stages as well as new
strategies for successful classes. Student will work on the interdisciplinary project: ”La importancia de
incluir un factor cultural en la enseñanza de una lengua extranjera” keeping in mind a communicative
approach.
Community service related to the module:
Ss will prepare their own lesson plans, that they can implement when they work out in the community.
Elements of Specific Competence
1. Study the origins of language curriculum development.
2. Discuss the educative reality and its concordance with the current pedagogical model.
3. Determine the reasons for planning and development of a course
4. Point out the advantages and disadvantages of planning and order the steps for a lesson
plan
5. Design a curriculum with different course applications
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III. FORMATION TRAINING METHODOLOGY
General didactic approach: Problem based learning PBL
Learning environment: Classroom, library
Competence element
(such as the specific
activities)
Cognitive contents Procedural contents Affective-motivational
contents
Didactic activities Time
Element 1:
Study the origins of
language curriculum
development.
* Curriculum Concept
* Types of curriculum
*Curriculum policy
* Syllabus design
*Needs Analysis
- Create concepts about the
curriculum coherently
-read the sources of the
curriculum cooperatively
-Identify the components and
theories effectively
- Demonstrate critical
thinking skills, and
develop an argument about
topics presented.
-Decodable text
- Daily re-looping of
previously learned material
-project and problem
based learning
-portfolio development
13H
RESULT: pamphlet to summarize all theories to have a clear view of them.
Element 2:
Discuss the educative
reality and its
concordance with the
current pedagogical
model.
* Board of Ed. Curricular
Design:
Philosophy, General
Objective, Methodology
Analysis
The Ecuadorian
curriculum 2011
* Investigate the theories and
the pedagogical models
thoroughly
*Elaborate summaries and
brain maps correctly
*Comparison: 2003 and 2011
- Participate giving
suggestions and criticism
about the models
- Cooperative learning
- Cross-disciplinary
teaching on themes
project and problem based
learning
portfolio development
13 H
RESULT: - Make a portfolio where Ss research on the current pedagogic model to debate about it and add ideas on how they could change it.
Element 3 *The course rationale *Characterize the components a *Show respect and interest -Brainstorming 13 H
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Determine the reasons
for planning and
development of a course
*Choosing course content
and materials
*Planning the course
structure accurately
*Evaluate course books
*Develop Spider grams of
learning styles appropriately
*Analyze, compare and
contrast theories
- Collecting anonymous
student generated questions
project and problem based
learning
portfolio development
RESULT: Create mind maps in order to summarize main ideas.
Element 4:
Point out the advantages
and disadvantages of
planning and order the
steps for a lesson plan
*What´s Planning
* Lesson Plans
* Unit plans
* Draw spider grams neatly
*Discuss different topics
related to teaching
* Create lesson plans carefully
*Teach a class enthusiastically
* Work in groups and
respect differences of
opinions
*Value and respect other
students’ works
- Explicit vocabulary
building through random
recurrent assessments
project and problem based
learning
portfolio development
13 H
RESULT: Present lesson plans for different English content
Element 5:
Design a curriculum with
different course
applications
* Bilingual schools
* English for Specific
Purposes (ESP) courses
* Young Learners
*Analyze demographics
*Outline the curriculum
*Develop and evaluate the
curriculum
*Value and respect other
students’ ideas
* Infer ways of helping
people learn new things
-Decodable text
- Daily re-looping of
previously learned material
project and problem based
learning
12 H
FINAL RESULT: Interdisciplinary project, student portfolio, Present the curricular design
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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) – Fail
< 5.5 Theoretical basic level (Comprehension) - Fail Specific Competence:
Become Pedagogically competent in lesson planning and class observation and understand the importance of the
intrinsic learning process.
ACHIEVE
MENT
LEVEL
ELEMENTS
ACHIEVEMENT INDICATORS
1
Study the origins of
language curriculum
development.
- Create concepts about the curriculum coherently
-read about the sources of the curriculum cooperatively
-Identify the components and theories effectively
Demonstrate criticism and attitude of interest to argue about the
topics presented.
2
Discuss the educative
reality and its
concordance with the
current pedagogical
model.
- Investigate about the theories and the pedagogical models
willingly
*Elaborate summaries and brain maps correctly
- Participate giving suggestions and criticism about the theories
3 Determine the reasons
for planning and
development of a
course
Characterize the components accordingly
* Spider grams of styles
Show respect and interest
Analyze, compare and contrast theories
4
Point out the
advantages and
disadvantages of
planning and order the
steps for a lesson plan
Draw spider grams neatly
*Discuss different topics related to teaching
*Create a lesson plan carefully
*Teach a class enthusiastically
Work in groups and respect opinions
*Value and respect other students’ works
5
Design a curriculum
with different course
applications
*Execute strategies according to proficiency levels
*Understand learning styles
*Find out what motivates students
*Value and respect other students’ ideas
* Infer ways of helping people learn new things
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V. EVALUATION PROCESS
Competence of emphasis to be developed through this module: Lesson Planning and Observation
Become Pedagogically competent in lesson planning and class observation and understand the importance of the
intrinsic learning process.
Elements of the module Diagnostic Evaluation
Formative Evaluation Performance
evaluation
Result Indicator
Element 1:
Study the origins of
language curriculum
development. Study the
origins of language
curriculum development.
- Determine the level
of knowledge of Basic
concepts of the
curriculum and
components
Create concepts about the
curriculum coherently
-read about the sources of the
curriculum cooperatively
-Identify the components and
theories effectively
Demonstrate criticism and
attitude of interest to argue
about the topics presented.
Pamphlet to
Summarize
all theories
to have a
clear view of
them.
Content
40%
Group
Work
20%
Presentati
on20%
Organizat
ion 20%
Techniques and
instruments.
Teacher observation. Oral and written quizzes and
tests.
Oral presentations.
Portfolios.
Learning logs.
Rubric for
oral
presentations
Rubric
for
learning
logs
Element 2:
Discuss the educative
reality and its
concordance with the
current pedagogical
model.
Analyze the different
types of reality
concerning education
Investigate about the theories
and the pedagogical models
willingly
*Elaborate summaries and
brain maps correctly
- Participate giving
suggestions and criticism
about the theories
Make a
portfolio
where Ss
research on
the current
pedagogic
model to
debate about
it and add
ideas on how
they could
change it.
Oral
presentati
on 20%
Content
30%
Presentati
on 20%
Resource
s 20%
Responsi
bility
10%
Techniques and
instruments.
Teacher observation. Oral and written quizzes and
tests.
Oral presentations.
Portfolios.
Learning logs.
Rubric for
oral
presentations
Rubric
for
learning
logs
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Element 3:
Determine the reasons
for planning and
development of a course
- Distinguish the
aspects related to
language learning
and teaching
Characterize the components
accordingly
* Spider grams of style
Show respect and interest
Analyze, compare and
contrast theories
Create mind
maps in
order to
summarize
main ideas.
Organizat
ion 40%
Summary
20%
Presentati
on 10%
Examples
30%
Techniques and
instruments.
Teacher observation. Oral and written quizzes and
tests.
Oral presentations.
Portfolios.
Rubric for
oral
presentations
Rubric
for
learning
logs
Element 4:
Point out the advantages
and disadvantages of
planning and order the
steps for a lesson plan
- Describe the
components of a
lesson plan and
prepare one
Draw spider grams neatly
*Discuss different topics
related to teaching
*Create a lesson plan
carefully
*Teach a class enthusiastically
Work in groups and respect
opinions
*Value and respect other
students’ works
Present
lesson plans
for different
English
content
Organizati
on 20%
Activities4
0%
Presentatio
n 20%
Resources
20%
Techniques and
instruments.
Teacher observation. Oral and written quizzes and
tests.
Oral presentations.
Portfolios.
Learning logs.
Rubric for
oral
presentations
Rubric
for
learning
logs
Element 5:
Design a curriculum with
different course
applications
Adapt tasks to different
situations and levels
and share information.
*Execute strategies according
to proficiency levels
*Find out what motivates
students
*Value and respect other
students’ ideas
* Infer ways of helping people
learn new things
Interdiscipli
nary project,
student
portfolio,
reports to
check
students
progress
Creativity
40%
Presentati
on 20%
Lesson
plans
20%
Reflectio
n 20%
Techniques and
instruments.
Teacher observation. Oral and written quizzes and
tests.
Oral presentations.
Portfolios.
Learning logs.
Rubric for
oral
presentations
Rubric
for
learning
logs
12
VI. INSTRUCTIONAL GUIDELINES
Specific Competence: Curriculum Development
Become pedagogically competent in lesson planning and class observation and understand the importance of
the intrinsic learning process.
ELEMENTS INSTRUCTIONS RESOURCES RESULT
Element 1
Study the
origins of
language
curriculum
development.
- Write definitions of the
curriculum
- Exposition of extra material
about the curriculum sources
Internet
Sheets of paper
Books
Computer
- pamphlet to
summarize all
theories to have a
clear view of them
Element 2
Discuss the
educative
reality and its
concordance
with the current
pedagogical
model.
- Search information about
theories and pedagogical
models
- Analyze both levels
Internet
Sheets of paper
Books
Computer
Make a portfolio
where Ss research
on the current
pedagogic model to
debate about it and
add ideas on how
they could change it.
Element 3
Determine the
reasons for
planning and
development of
a course
- Look for information in
books and text related to
education and analyse the
components of the curriculum.
- Draw a mind map of the
components and its importance
Internet
Sheets of paper
Books
Computer
Create mind maps in
order to summarize
main ideas
Element 4
Point out the
advantages and
disadvantages
of planning and
order the steps
for a lesson plan
- Work on unit plans.
- List the positive and negative
aspects of planning
Internet
Sheets of paper
Books
Computer
Present lesson plans
for different
English content
Element 5
Design a
curriculum with
different course
applications
-Analyze courses to prepare an
appropriate curriculum
Internet
Sheets of paper
Books
Computer
- Interdisciplinary
project, student
portfolio, reports to
check students
progress
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VII. ANNEXES
1.-COMMENTED BIBLIOGRAPHY :
* Curriculum Devlopment in Language Teaching, Jack C. Richards,2007
*Planning Lessons and Courses, Tessa Woodward, 2001
*Fundamentos del currículo y teoría curricular, M.Sc. Gonzalo Hallo, FCHE
*Reforma Curricular, ME.
*Module: Lesson Planning and Observation (2010)
*TEFL, ESL, EFL articles
*Leyes y reglamentos de la Universidad Técnica de Ambato
This presented bibliography will let Ss to do extra home as well as campus research by having their own
course book which allow them to go further in their own learning process.
Reglamento del Sistema de Evaluación, Acreditación y Calificación por Competencias para la Promoción
en Ciclos Semestrales y Créditos de la Universidad Técnica de Ambato.
Esquema para un Diseño de Proyecto de Investigación o Trabajo de Grado.
Reglamento de Graduación para obtener el Título Terminal de Tercer Nivel de la Universidad Técnica de
Ambato
Reglamento del Régimen Académico del Sistema por Competencias para el Pregrado de la Universidad
Técnica de Ambato.
2.-ADDITIONAL RESOURCES
CD’s
Elaborated material
Video Cassette
Dictionary (CHICAGO Carlos Castillo & Otto Bond)
Internet
blogs
Virtual classrooms
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APPROVAL OF THE FORMATIVE MODULE
Date prepared: September 2012
Lcda. Msc. Catalina Espin Padilla
UTA PROFESSOR
Date of approval:
Lic.Msc. Catalina Espin Padilla Dr. Msc. Maryorie Chimbo
Area Coordinator Program Coordinator
Module Evaluator Support for Module
Dr. Msc. Ramon Saltos
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.
Lcda. Msc. Catalina Espin
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