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  1. 1. 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 1
  2. 2. 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 2
  3. 3. 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. 3
  4. 4. BASIC INFORMATION OF THE MODULE: CODE: FCHE-CI0505 PRE-REQUISITES:  Integrated skills IV COMPETENCE TYPE: Specific  Oral skills III Become Pedagogically competent in lesson planning and class observation and understand the importance of the intrinsic learning process. CO-REQUISITES: SEMESTER: CREDITS:  EFLT Methods and Approaches FIFTH  Internet and Multimedia Resources 4  Educational Psychology I  Research TRAINING LEVEL: HOURS PER WEEK: In class 4 Bachelor of Arts Independently 4 (B.A) 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: kathyespin@yahoo.com/leonorcespinp@uta.edu.ec 4
  5. 5. 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. 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 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. 5
  6. 6. III. FORMATION TRAINING METHODOLOGY General didactic approach: Problem based learning PBL Learning environment: Classroom, library Competence element Cognitive contents Procedural contents Affective-motivational Didactic activities Time (such as the specific contents activities) Element 1: * Curriculum Concept - Create concepts about the - Demonstrate critical -Decodable text Study the origins of curriculum coherently thinking skills, and - Daily re-looping of * Types of curriculum language curriculum -read the sources of the develop an argument about previously learned material development. *Curriculum policy curriculum cooperatively topics presented. -project and problem -Identify the components and based learning * Syllabus design theories effectively -portfolio development 13H *Needs Analysis RESULT: pamphlet to summarize all theories to have a clear view of them. Element 2: * Board of Ed. Curricular * Investigate the theories and - Participate giving - Cooperative learning Discuss the educative Design: the pedagogical models suggestions and criticism - Cross-disciplinary reality and its Philosophy, General thoroughly about the models teaching on themes concordance with the Objective, Methodology *Elaborate summaries and project and problem based current pedagogical Analysis brain maps correctly learning 13 H The Ecuadorian *Comparison: 2003 and 2011 portfolio development model. curriculum 2011 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 7
  7. 7. Determine the reasons *Choosing course content *Evaluate course books *Analyze, compare and - Collecting anonymous for planning and and materials *Develop Spider grams of contrast theories student generated questions development of a course learning styles appropriately project and problem based *Planning the course learning structure accurately portfolio development RESULT: Create mind maps in order to summarize main ideas. Element 4: * Draw spider grams neatly * Work in groups and - Explicit vocabulary Point out the advantages *What´s Planning *Discuss different topics respect differences of building through random and disadvantages of * Lesson Plans related to teaching opinions recurrent assessments planning and order the * Unit plans * Create lesson plans carefully *Value and respect other project and problem based 13 H steps for a lesson plan *Teach a class enthusiastically students’ works learning portfolio development RESULT: Present lesson plans for different English content Element 5: * Bilingual schools *Analyze demographics *Value and respect other -Decodable text Design a curriculum with * English for Specific *Outline the curriculum students’ ideas - Daily re-looping of different course Purposes (ESP) courses *Develop and evaluate the * Infer ways of helping previously learned material * Young Learners curriculum people learn new things project and problem based 12 H applications learning FINAL RESULT: Interdisciplinary project, student portfolio, Present the curricular design 8
  8. 8. 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 ELEMENTS ACHIEVEMENT INDICATORS LEVEL Study the origins of - Create concepts about the curriculum coherently language curriculum -read about the sources of the curriculum cooperatively 1 development. -Identify the components and theories effectively Demonstrate criticism and attitude of interest to argue about the topics presented. Discuss the educative - Investigate about the theories and the pedagogical models reality and its willingly 2 concordance with the *Elaborate summaries and brain maps correctly current pedagogical - Participate giving suggestions and criticism about the theories model. Determine the reasons Characterize the components accordingly 3 for planning and * Spider grams of styles development of a Show respect and interest course Analyze, compare and contrast theories Point out the Draw spider grams neatly advantages and *Discuss different topics related to teaching 4 disadvantages of *Create a lesson plan carefully planning and order the *Teach a class enthusiastically Work in groups and respect opinions steps for a lesson plan *Value and respect other students’ works Design a curriculum *Execute strategies according to proficiency levels with different course *Understand learning styles 5 applications *Find out what motivates students *Value and respect other students’ ideas * Infer ways of helping people learn new things 9
  9. 9. 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: Pamphlet to Content - Determine the level Create concepts about the Summarize 40% Study the origins of of knowledge of Basic curriculum coherently all theories Group language curriculum concepts of the -read about the sources of the to have a Work development. Study the curriculum and curriculum cooperatively clear view of 20% origins of language components -Identify the components and them. Presentati theories effectively on20% curriculum development. Demonstrate criticism and Organizat attitude of interest to argue ion 20% about the topics presented. Techniques and Teacher observation. Oral and written quizzes and Rubric for Rubric instruments. tests. oral for Oral presentations. presentations learning Portfolios. logs Learning logs. Make a Oral Element 2: Analyze the different Investigate about the theories portfolio presentati types of reality and the pedagogical models where Ss on 20% Discuss the educative concerning education willingly research on Content reality and its *Elaborate summaries and the current 30% concordance with the brain maps correctly pedagogic Presentati current pedagogical - Participate giving model to on 20% suggestions and criticism debate about Resource model. about the theories it and add s 20% ideas on how Responsi they could bility change it. 10% Techniques and Teacher observation. Oral and written quizzes and Rubric for Rubric instruments. tests. oral for Oral presentations. presentations learning Portfolios. logs Learning logs. 10
  10. 10. - Distinguish the Characterize the components Create mind Organizat Element 3: aspects related to accordingly maps in ion 40% language learning * Spider grams of style order to Determine the reasons and teaching Show respect and interest summarize Summary for planning and Analyze, compare and main ideas. 20% development of a course contrast theories Presentati on 10% Examples 30% Techniques and Teacher observation. Oral and written quizzes and Rubric for Rubric instruments. tests. oral for Oral presentations. presentations learning Portfolios. logs Element 4: - Describe the Draw spider grams neatly Present Organizati components of a *Discuss different topics lesson plans on 20% Point out the advantages lesson plan and related to teaching for different *Create a lesson plan English Activities4 and disadvantages of prepare one planning and order the carefully content 0% steps for a lesson plan *Teach a class enthusiastically Presentatio Work in groups and respect opinions n 20% *Value and respect other Resources students’ works 20% Techniques and Teacher observation. Oral and written quizzes and Rubric for Rubric instruments. tests. oral for Oral presentations. presentations learning Portfolios. logs Learning logs. Interdiscipli Element 5: Adapt tasks to different nary project, Creativity Design a curriculum with situations and levels *Execute strategies according student 40% different course and share information. to proficiency levels portfolio, Presentati applications *Find out what motivates reports to on 20% students check Lesson *Value and respect other students plans students’ ideas progress 20% * Infer ways of helping people Reflectio learn new things n 20% Techniques and Teacher observation. Oral and written quizzes and Rubric for Rubric instruments. tests. oral for Oral presentations. presentations learning Portfolios. logs Learning logs. 11
  11. 11. 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 - Write definitions of the Internet - pamphlet to origins of curriculum Sheets of paper summarize all language - Exposition of extra material Books theories to have a curriculum about the curriculum sources Computer clear view of them development. Element 2 Internet Discuss the - Search information about Sheets of paper Make a portfolio educative theories and pedagogical Books where Ss research reality and its models Computer on the current concordance - Analyze both levels pedagogic model to debate about it and with the current add ideas on how pedagogical they could change it. model. Element 3 Determine the - Look for information in Internet Create mind maps in reasons for books and text related to Sheets of paper order to summarize planning and education and analyse the Books main ideas development of components of the curriculum. Computer - Draw a mind map of the a course components and its importance Element 4 Present lesson plans Point out the Internet for different advantages and - Work on unit plans. Sheets of paper English content disadvantages - List the positive and negative Books of planning and aspects of planning Computer order the steps for a lesson plan Element 5 Design a -Analyze courses to prepare an Internet - Interdisciplinary curriculum with appropriate curriculum Sheets of paper project, student different course Books portfolio, reports to applications Computer check students progress 12
  12. 12. 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 e-mail blogs Virtual classrooms 13
  13. 13. 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 DOCENTE 14

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