Universidad Técnica de Ambato
Facultad de Ciencias Humanas y de la Educación Carrera de Educación Inicial
PORTAFOLIO ESTUDIANTIL Autor: Michael Andaluz
LINGUISTICS I Semestre Septiembre 2018 – Febrero 2019 Elaborado por: María Cristina Páez
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LINGUISTICS I Semestre
Septiembre 2018 – Febrero 2019
Contenido Universidad Técnica de Ambato..................................................................................................3 Misión.........................................................................................................................................3 Visión...........................................................................................................................................3 Facultad de Ciencias Humanas y de la Eduación........................................................................3 Misión.........................................................................................................................................3 Visión...........................................................................................................................................3 Perfil de Egreso...........................................................................................................................5 1.
Trabajo Colaborativo............................................................................................................6
2.
Trabajo Práctico.................................................................................................................10
3.
Trabajo Autónomo.............................................................................................................28
4.
Proyecto Integrador de Saberes (PIS)................................................................................43
5.
Prácticas Preprofesionales.................................................................................................55
6.
Reflexión............................................................................................................................57
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Autor: Nombre del Estudiante
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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 íntegros de tercero y cuarto nivel en Ciencias Humanas y de la Educación, con bases científicas y tecnológicas, para el desempeño competente en procesos educacionales y de desarrollo del ser humano, a través del ejercicio de la investigación y vinculación con la colectividad, que respondan a los requerimientos del entorno sociocultural.”
Visión “La Facultad de Ciencias Humanas y de la Educación se constituirá en una institución de educación superior que garantiza la sustentabilidad y sostenibilidad en la formación de líderes profesionales, que transforman el contexto social en el área humanística y educativa del país, mediante la investigación científica y la práctica tecnológica, bajo principios éticos, políticos y culturales, que promuevan la calidad de vida y bienestar de los ecuatorianos.” Aaaaa
Autor: Nombre del Estudiante
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Sílabo https://utaedumy.sharepoint.com/:f:/g/personal/aj_vera_uta_edu_ec/Et2 qLoQXaPtPq5UHegzucOQBp4_V5hB80ThAPCu7lVQD0Q? e=qchPP3
Programa Analítico https://utaedumy.sharepoint.com/:f:/g/personal/aj_vera_uta_edu_ec/Et2 qLoQXaPtPq5UHegzucOQBp4_V5hB80ThAPCu7lVQD0Q? e=qchPP3
Guías PAE https://utaedumy.sharepoint.com/:b:/g/personal/aj_vera_uta_edu_ec/EW jSJsoe9yFNj3WJK8_kgHQBUxknnVKH_mW6mYT-6AbECQ? e=DhlmI7
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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. Planifica el micro currículo para mediar el inter aprendizaje que evidencie en el aula
la aplicación de la Reforma Curricular de la Educación Inicial. Implementa métodos y estrategias de gestión social y desarrollo inclusivas, en
procura de generar la accesibilidad de derechos de los diferentes actores educativos. Valora el bienestar individual y colectivo a través de un proyecto ético de vida
profesional. Planifica procesos sociales y educativos sostenibles en contextos organizacionales,
incorporando las dinámicas de inclusión social. 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 FIRST TERM
7
SECOND TERM
8
9
10
2. FIRST TERM
Trabajo Práctico
GUÍA PRÁCTIC
11
12
13
14
SECOND TERM
GUÍA PRÁCTIC
15
16
17
18
19
20
21
22
23
24
25
26
27
1. Trabajo Autรณnomo FIRST TERM
28
29
30
31
32
SECOND TERM
33
34
35
36
GUÍA PRÁCTIC
37
2.
38
39
40
41
42
3. Proyecto Integrador de Saberes (PIS)
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MODALIDAD PRESENCIAL SECOND SEMESTER
PROJECT OF INTEGRATION OF KNOWLEDGE Topic: THE STUDENT-TEACHER INTERACTION IN THE LEARNING PROCESS AT SECOND LEVEL IN THE HIGH SCHOOL AT JUAN LEON MERA LA SALLE HIGH SCHOOL DURING THE ACADEMIC PERIOD SEPTEMBER 2018 – FEBRUARY 2019 Members: ANDALUZ CÓRDOVA MICHAEL ROMARIO ARROBA CHANGO EVELYN JAHAIRA BRIONES VIÑAN GABRIEL ELOY CHICAIZA CHUNCHA PAULINA MARIBEL
AMBATO – ECUADOR
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SEPETEMBER 2018 – FEBRUARY 2019 INDEX TOPIC:..............................................................................................................................43 Objectives........................................................................................................................45 General objective.........................................................................................................45 Specific objectives........................................................................................................45 METHODOLOGY...............................................................................................................45 APPROACH.......................................................................................................................46 LEVEL OF RESEARCH.....................................................................................................46 FRAMEWORK...................................................................................................................46 RESULTS............................................................................................................................49 Bibliography.....................................................................................................................52
TOPIC: THE STUDENT – TEACHER INTERACTION IN THE LEARNING PROCESS AT SECOND LEVEL IN THE HIGH SCHOOL AT JUAN LEON MERA LA SALLE HIGH SCHOOL DURING THE ACADEMIC PERIOD SEPTEMBER
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2018 – FEBRUARY 2019
Objectives General objective To analyze the student- teacher interaction influence in the learning process at second level in the high school at U. E “Juan León Mera La Salle” during the academic Period September 18 - February 19.
Specific objectives -
To identify the best forms of interaction that the students – teachers have in the classroom.
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To explain the benefist that the students have in the learning process when there is a good interaction.
METHODOLOGY FIELD RESEARCH This is field research because it was developed in the place where the study problem is produced, the technique that was used was the passive observation, the data collection was through the observation cards addressed with parameters to the interactions produced in the classroom in this case the student-teacher interaction in the learning process.
APPROACH This project has a qualitative-quantitative approach.
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Qualitative because it was based on observations and interviews in which the observation cards that were used as support material, as model number 2 was chosen, which is based on the interaction between student and the teacher in the classroom. Quantitative because the results obtained are based on statistics and the product is verified helping to understand the problem studied
LEVEL OF RESEARCH Our research problem is of a Correlational Level because it aims to study the relationships that exist between two or more concepts, categories or variables in a particular context. In addition, it is related to the existing practice in the classroom of the teacher and the student, because it focuses on knowing the behavior of a group of students to know the teacher´s attiutude. Concluding, this research is of a Correlational Level because our study has contact with the existing relationship between two variables that are the teacher and student.
FRAMEWORK “The interaction, simple and humanely, it is linked at the collaborative work between people and the relationship that they establish between them (Winston).” It means that a good interaction generates a good work environment; people must be collaborative to achieve a common goal. It is the same in the education because the students need a good learning space to concentrate on what is being taught, they need to have a good relationship with their classmates and their teachers; therefore, they will have confidence to participate in the classroom even if they are wrong because there would be a good relationship between the student teacher and there is no fear of participating. According to (Covarrubias & Piña, 2004); "The representation that students make to their teachers is not in a predetermined system, but obeys the needs and interests related to the way of evaluating teaching, with the teachers' performance in the transmission of knowledge and aspects of teaching, the personality of which is accepted or rejected by the student. That is, both teachers and students make a selection and categorization.”
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With this explanation, we can say that the interaction is not the same between all students and all teachers because everyone has different methods to teach and to learn English. Each student will respond in a different way to the tools used by the teacher some maybe positive and others maybe negative and these last ones will improve the tools used. “Information and Communication Technology facilitates interpersonal communication and provides access to all types of information, a fact that implies a methodological change in teaching, and teachers and students must adapt to these tools (Flores & De Arco, 2012).� In the interaction we also have the participation of technology because by using this tool, students are more motivated and their attention is obtained during the class. This method improves the quality of teaching and especially the interaction because the student is more related to current strategies. We know that having a good interaction in the area of education is very important so that the student can learn in a better way. A good interaction between the agents of the education will be able to develop a suitable environment so that the student can increase his knowledge, besides that the teacher feels comfort to spread his class. It is considered that the best way of interaction between the teacher and the students in the classroom is "Pedagogical touch". It is understood as "Pedagogical touch" to the form of ethical teaching based on the love and vocation of the teacher for his educational work. The pedagogical touch allows the use of skills that can be considered, true and meaningful teaching and learning processes, as well as the development of deep and meaningful interpersonal relationships in the classroom. As pointed out by Van Manen (1998), the pedagogical touch will provide the educational process: - Perform wonders and leave a mark on her and the student. - To suggest that the difficult is easy. - Concern for the interest of the student. - Creation of new possibilities The pedagogical touch achieves these purposes through a positive environment where one works with silence, the word, with the look, the gesture, the example and the environment. That is why it is very positive that the teacher takes into account these aspects in the development of relationships with their students.
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ACTIVITY PLAN
ACTIVITIES/ WEEKS
NOVEMBER 1
2
3
DECEMBER 4
1
2
Topic Objectives (General and specifics) Methodology Theoretical literature Results Bibliography written presentation Oral presentation
RESULTS Question 1: How often do students make questions? INDICATORS FREQUENCY PERCENT
3
JANUARY 4
1 2 3 4
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ALWAYS
3
75%
SOMETIMES
1
25%
NEVER
0
0%
TOTAL
4
100%
STUDENTS MAKE QUESTIONS 0% 25%
NEVER SOMETIMES
75%
ALWAYS
Source: Observation Card Nº2 “Students – teacher´s interaction Elaborated by: Andaluz,M. et all (2018)
Analysis and Interpretation According to the information, it is possible to say that only 3 observers that correspond to 75% expressed that students make questions. Meanwhile, 1 student with 25% said that it only occurs sometimes.Therefore, there is a good interaction into the classroom because the students make questions to understand the topic.
Question 2: Do students enjoy the class?
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INDICATORS ALWAYS
FREQUENCY 2
PERCENT 50%
SOMETIMES
1
25%
NEVER
1
25%
TOTAL
4
100%
STUDENTS ENJOY THE CLASS
25%
NEVER SOMETIMES
50% 25%
ALWAYS
Source: Observation Card Nº2 “Students – teacher´s interaction Elaborated by: Andaluz,M. et all (2018)
Analysis and Interpretation This graphic shows that 2 students that represent the 50% said: “the students enjoy the class” and 1 student said that it only occur sometimes and the last one said that this never happens because the students get bored.As a result of this, there is a good work environment but the teacher needs to improve her methods because it does not work with all and some students get bored.
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Question 3: Are students easily distracted during the time the teacher speaks?
INDICATORS ALWAYS
FREQUENCY 2
PERCENT 50%
SOMETIMES
2
50%
NEVER
0
0%
TOTAL
4
100%
STUDENTS ARE EASILY DISTRACTED DURING THE TIME THE TEACHER SPEAKS 0%
NEVER 50%
50%
SOMETIMES ALWAYS
Source: Observation Card Nº2 “Students – teacher´s interaction Elaborated by: Andaluz,M. et all (2018)
Analysis and Interpretation According to the information, 2 students with 50% conclude that sometimes students are easily distracted during the time the teacher speaks and the other middle said that the students never are distracted. Therefore, some students do not pay attention and they do not understand while other students listen clearly the teacher instructions; all depends of the method that the teacher use and it could be improve to get everyone's attention.
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In conclusion, we can say that the student – teacher interaction at second level in the high school is good because it gets the attention of most students; the work environment is nice because students ask questions and many times this creates a funny class. The methods used were interesting and the strategy in that institution to have a good English level is very interesting. It is true that the student sometimes get distracted but it can change if the teacher improve her techniques.
Bibliography Covarrubias, P., & Piña, M. M. (2004). La interacción maestro-alumno y su relación con el aprendizaje. Revista Latinoamericana de Estudios Educativos, XXXIV(1). Flores, O., & De Arco, I. (2012). La influencia de las TIC en la interacción docentey discente en los procesos formativos universitarios. Universities and Knowledge Society Journal, IV(2), 32-33. Winston, E. (s.f.). vicariaeducacion. Recuperado el 27 de Noviembre de 2018, de vicariaeducacion: http://www.vicariaeducacion.cl/documentos/equipos_direct/interaccion.pdf
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4. Prรกcticas Preprofesionales
55
56
.
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5. Reflexiรณn During this semester, the subject of Linguistics I helped me develop my skills for understanding the English language. First, I knew the meaning of Linguistics subject, therefore, I could differentiate some myths that were said about it. I understood several phonetic symbols that were very helpful to transcribe words. While I was learning how to pronounce vowels and consonants correctly, I was knowing new vocabulary, so thanks to that I can have a dialogue in a proper and fluid way. Second, strategies were developed in the jobs and activities together with the lessons in class that generated in me an independent learning and a critical knowledge according to the different topics. Finally, the teacher behavior was an important factor to achieve the principal objective, so I can say that the teacher is very professional. This subject helped me develop a good pronunciation and the use
of
new
By: Michael Andaluz
terms
and
transitions
to
have
good
communication.