Portfolio Didactic

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DIDACTIC Semestre

Septiembre 2019-febrero 2020

Contenido Universidad Técnica de Ambato ................................................................................................ 3 Misión ......................................................................................................................................... 3 Visión .......................................................................................................................................... 3 Facultad de Ciencias Humanas y de la Educación ...................................................................... 3 Misión ......................................................................................................................................... 3 Visión .......................................................................................................................................... 3 Sílabo .......................................................................................................................................... 4 Programa Analítico ..................................................................................................................... 4 Guías PAE.................................................................................................................................... 4 Perfil de Egreso........................................................................................................................... 5 1.

Trabajo Colaborativo........................................................................................................... 6

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Trabajo Práctico .................................................................................................................. 7

3.

Trabajo Autónomo .............................................................................................................. 9

4.

Componente Teórico ........................................................................................................ 11

5. Proyecto Integrador de Saberes (PIS) .................................................................................. 13 6. Prácticas Preprofesionales ................................................................................................... 16 7. Reflexión ............................................................................................................................... 17

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Autor: Vanessa Acosta

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Universidad Técnica de Ambato Misión Formar profesionales líderes competentes, con visión humanista y pensamiento crítico a través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y difundan el conocimiento respondiendo a las necesidades del país.

Visión La Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un centro de formación superior con liderazgo y proyección nacional e internacional.

Facultad de Ciencias Humanas y de la Educación Misión “Formar profesionales líderes competentes, con visión humanística y pensamiento crítico a través de la docencia, la investigación y la vinculación que apliquen, promuevan y difundan el conocimiento respondiendo a las necesidades del país”

Visión “La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de la Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un centro de Formación Superior con liderazgo y proyección nacional e internacional. " Aaaaa

Autor: Vanessa Acosta

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Sílabo https://humanaseducaciononline.uta.edu.ec/pluginfile.php/242506/mod_resource/content/ 1/DIDACTICS%20SYLLABUS.pdf

Programa Analítico https://humanaseducaciononline.uta.edu.ec/pluginfile.php/242509/mod_resource/content/ 1/DIDACTICS%20ANALYTICAL%20PROGRAM.pdf

Guías PAE https://drive.google.com/open?id=1YQYG9zFE2muWmoa8t2IDdl4McxxDpjTJ

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Perfil de Egreso 

Aplica destrezas, habilidades, procedimientos, técnicas y herramientas de su área de conocimiento para la resolución de problemas socioeducativos.

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Planifica el micro currículo para mediar el inter aprendizaje que evidencie en el aula la aplicación de la Reforma Curricular de la Educación Inicial.

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Implementa métodos y estrategias de gestión social y desarrollo inclusivas, en procura de generar la accesibilidad de derechos de los diferentes actores educativos.

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Valora el bienestar individual y colectivo a través de un proyecto ético de vida profesional.

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Planifica procesos sociales y educativos sostenibles en contextos organizacionales, incorporando las dinámicas de inclusión social.

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Analiza los escenarios de intervención socioeducativo y articula los diferentes contextos con las exigencias de las exigencias del Plan Nacional de Desarrollo y de las Políticas Socioeducativas.

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1. Trabajo Colaborativo

INTERACTIVE CLASS

1. Incorporate some mystery into your lessons

Learning is the most fun when you don't know what to expect. When was the last time you were at a surprise party? How did it make you feel when you were being surprised or when you saw your friend's expression as they entered the door to a surprise? Learning can be interesting too when you make it a mystery. The next time you plan your lesson try giving students a new clue each day up until the very last day of the lesson. This is a fun way to make your lesson mysterious, and you may just find that your students are actually looking forward to finding out what they will be learning about.

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2. Trabajo Prรกctico

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 CHRISTMAS ACTIVITY

This activty is about a Christmas mural and the relationship it has with the learning strategy is that the material is related with the students life since this activity tries to capture important memories thorugh drawing which for them represent christmas an attemp is made to create a real world connection with that students are learning since they need a personal connection with the material either through emotionally involving them or connecting the new information with previously acquired knowledge

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3. Trabajo Autรณnomo PRACTICE WORKSHEET

1.Listen and complete with the correct word in the corresponding picture.

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2. Order each question or request, using the passive causative have:

1.(can I/my sweaters/dry-clean) ………………………………………….by tomorrow?

2.(could you/this document/copy) ………………………………………………. for me?

3.(where did she/her painting/frame) ……………………………………………………?

4.(can I/this package/deliver) ………………………………………………...by Friday?

3.Read the passive causative sentences. Choose the correct forms.

1. I´m having some documents (copy/copied/to copy) right now.

2.Can I have this announcement (print/printed/to print) this morning.

3.Can we have a professional (paint/painted/to paint) this room?

4.He needs to have his pants (lengthen/lengthened/to lengthen) today.

PRODUCTION 4. Produce a dialogue Topic: Discuss how long a service will take Conversation model A: Could I have this jacket dry-cleaned by tomorrow?

B: Tomorrow? That might be difficult A: I´m sorry, but it´s pretty urgent. My friend is getting married this weekend B: Well, I´ll see what I can do. But it won´t be ready until after 4:00 A: I really appreciate it. Thanks

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4. Componente TeĂłrico

Teacher name: Fanny Vega Years Teaching of experience: 17

1. Why did you decide to become a teacher? A brief professional mission

statement that explains not merely how you want to change students’ lives but also how your own life is enriched by being a teacher.

I decided to focus on teaching as an English teacher because I have always loved to share my knowledge with others and more if they are children, since they transmit energy and a lot of peace, our mission as educators is to see our students realized based on perseverance, discipline and responsibility, through teaching, one enriches himself through the students' own knowledge, being able to see them develop and become capable people is a sign that what we are doing we are doing well.

2. How do you use data to differentiate instruction and support students identified with specific learning disabilities so all students

can learn?

Describe a few ways you work with parents and school resource personnel to meet the individual needs of each child.

In this field of education, we find several factors that influence

student

learning, so what I have been able to do is not exclude anyone from my class, regardless of the student's situation, and a very important part is knowing A little more about each one. and apply strategies that help them in their learning.

One of the ways I work with parents is to send them homework and have them do it with their children.

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3. How do you support literacy for all students, including English language learners? Explain how you help develop your students’ reading, writing, speaking, and listening skills.

Supporting literacy in students is important as they will have the basis to continue learning. To develop reading, images are an excellent help to capture the student's attention through interesting texts. In writing, what I do is teach them two or three words a day which helps them know their meaning, for the speaking I make them repeat words and practice conversations, finally, for listening comprehension they listen to a song or stories and have to complete in their worksheets.

4. How do you keep your students engaged and motivated?

What I do is always keep them active during class because at the beginning of the class I always put a song to them which they like very much, as wel l as playing games in class on the subject that will be treated by maintaining a positive attitude in them, as well as talking about the importance of learning a language and committing to comply with what they are asked to be responsible, respectful and punctual.

5. How do you teach 21st-century learners, integrate technology, and guide students to be global citizens?

Technology has greatly revolutionized because teaching is easier since new strategies and teaching resources have been developed to teach, which makes learning faster and more effective in our students.

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5. Proyecto Integrador de Saberes (PIS)

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS AUTORES: Acosta Vanessa Avilés Stephanie Becerra Karen Bocancho Paola Cajamarca Alexandra

LEVEL: THIRD “A” PROYECTO INTEGRADO DE SABERES Social Model for Language Learning AMBATO - ECUADOR SEPTIEMBRE 2019 – FEBRERO 2020

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1. TITLE OF THE PROJECT The social model for language learning.

2. OBJECTIVES a. GENERAL 

Identity the use of social model for language learning at “Las Américas School” b. SPECIFICS

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To determine the strategies of language learning.

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To analyze the frequency with social model is used.

3. METHODOLOGY The present project is qualitative and quantitative approach of Social Model for Language Learning at “Las Americas” School”. This research is qualitative as Kothari (2014) mentioned “is concerned with subjective assessment off attitudes, opinions and behaviour.”

due to the notes taken by the observers of the

phenomenon to identify the social model for Language Learning and to describe the use of Social Model. In addition, it is a quantitative approach since the data collected will be interpreted using numbers, percentage tables of frequency or graphics.

3.1 Technique As a technique, it will be used the observation that will help us to identify how social model is used in the classroom. To starting with collect data, it will necessary to use the observation Card N°3 which consists on a column of 16 criteria followed by an Iker scale: never, sometimes, and always.

LINK: https://drive.google.com/file/d/1H54Vit7KQgdD78HecRcUCNqM6s8ZCA8Z/view

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6. Prรกcticas Preprofesionales

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7. Reflexiรณn The didactic course has been of great help since, through this, we have been able to analyze in a certain way the styles, types, and learning methods which are applied in class and how they have been developed over the years and the changes that have been generated in them.

This subject contributes to the graduation profile with the development of the skills and attitudes of future professionals to consolidate their values regarding relevance, awareness and responsible participation in theoretical, methodological and technical instrumental components within the educational field.

On the other hand, referring to the pre-professional practices of the subject, it has provided an aid to identify the different learning techniques and strategies that have been used by teachers with students and how they are applied in the classroom, as well as their influence on the student learning in this way, it has been enriching to be able to analyze each of them when attending these Educational Institutions.

In conclusion, the UTA educational model related to this subject because its main objective is to train human beings and professionals with skills, abilities and knowledge such as knowing how to think, knowing how to do it, knowing how to live in community and knowing how to undertake, that allow to solve problems and propose solutions. Thus, didactic

is a

fundamental basis for carrying out teaching because in this there are different immersed factors that are of great importance for education, so that knowing which and how to apply the different learning methods and techniques will be of great importance on student learning.

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