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TO DESIGN AND CREATE EFFECTIVE MATERIALS FOR SEVENTH GRADES WITH CURRICULAR ACCOMMODATIONS AT LIMÓN  TECHNICAL PROFESIONAL HIGH SCHOOL
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TO DESIGN AND CREATE EFFECTIVE MATERIALS FOR SEVENTH GRADES WITH CURRICULAR ACCOMMODATIONS AT LIMÓN TECHNICAL PROFESIONAL HIGH SCHOOL

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Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.

Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,

Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.

Rectoría, Universidad Magister. – 2014.

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  • 1. Universidad magister FINAL PROYECT TO DESIGN AND CREATE EFFECTIVE MATERIALS FOR SEVENTH GRADES WITH CURRICULAR ACCOMMODATIONS AT LIMÓN TECHNICAL PROFESIONAL HIGH SCHOOL ERIKA GRANT EDWARDS KAREN LEVELL MOODY 2013
  • 2. Introduction DESIGN MATERIALS BACKGROUND OF THE PROBLEM JUSTIFICATION
  • 3. General Objective  Create effective materials for seventh grade students with curricular accommodations at Limón professional high school in order to accomplish the English learning process.
  • 4. Specific objectives  To identify the Curricular Accommodations required by students at Limón Professional High School.  To build reading material to improve vocabulary.  To design didactic materials to improve the four languages skill.  To provide a challenging curriculum with a good teaching techniques to facilitate the English learning process.  To offer games and creative materials in order to improve the skills of the students.
  • 5. Methodology Total Physical Response According to Dr. James J Asher (1977.4) said that the TPR method is a language teaching method that built around the coordination of speech and action, also it attempts to teach language through physical (motor) activity. This method will help those students to learn the language in a happy way, because they are going to use their body to make different movements that will allow them to practice and acquire the language.
  • 6. Communicative Language Approach The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.
  • 7. Variables  Students with Curricular Accommodations for English learning process.  Reading materials to improve vocabulary for English learning process.  Didactic materials for English learning process.  Teaching  Skills techniques for English learning process for English learning process.
  • 8. Conceptual definition curricular acommodations One of the main purposes of teachers is to facilitate the learning process when they are acquiring a new language. On the other hand, teachers have to respond to the necessity of their students. They have noticed in this process of teaching, that students with bad behavior, slower progress in learning, emotional disorders, physical disabilities and developmental disorders are students that need help in their knowledge acquirement
  • 9. Operational Definition Teachers are going to find the information in the office that is in charge of students with curricular accommodations. Also they are going ask the pupils and teacher to answer some questions from the questionnaire. These answers will help to analyzed if the students accommodations are receiving the curricular also if the teachers knows about how to work with those types of students.
  • 10. Instrumental Definition Teachers are going to find the information in the office that is in charge of students with curricular accommodations. Also they are going ask the pupils and teacher to answer some questions from the questionnaire. These answers will help to analyzed if the students accommodations are receiving the curricular also if the teachers knows about how to work with those types of students.
  • 11. Reading vocabulary – operational definition Finally, the facilitator will make oral questions to the students about the meaning of the vocabulary, then pupils will perform, find adjectives and verbs in the reading. The indicators to measure the variable that the researchers are going to use are evaluating as a daily work with brings material requested by the teacher, following instruction, finishes on time, work in order and practice the language in class. Always with 5, almost always with 4,sometimes with 3 rarely with 2 and never with 1.
  • 12. INSTRUMENTAL DEFINITION This research is going to measure through the observation for the reason that the researchers observe the pupils while they were working practice in the classroom. However, with the the facilitators were worried because the students has a lot difficulties when they are reading and need to understand the vocabulary.
  • 13. DIDACTIC MATERIAL Teachers will use games, puzzles, songs, bingos and presentations in power point. The Bingo will help the pupil to remember the vocabulary that they already practice in class. OPERATIONAL DEFINITION They will play and practice with puzzles the different vocabulary that they have seen with the facilitators. Also with songs they will practice the TPR doing different movement with their body. The indicators that they are going to use are the daily rubrics.
  • 14. INSTRUMENTAL DEFINITION Pupils with the knowledge tree they will observe the different vocabulary that they will practice during the week. The researchers are going to work with a checklist that the teachers and students will answer in order to determine if the students need the materials to use , also what didactic materials they are using in their classroom.
  • 15. TEACHING TECHNIQUES OPERATIONAL DEFINITION The facilitator will use the Total Physical response with songs and giving instructions to make the students move their body meanwhile they are following instructions. Also they will use the communicative approach employ games in order that they practice all the vocabulary that the teacher already taught to them. The indicators that they are going to use are the daily rubrics.
  • 16. INSTRUMENTAL DEFINITION The facilitator will use the observation as a data collection with the group of students and teachers that work with those pupils also the teacher will make a checklist to know how the teachers are using the knowledge to improve the English learning process.
  • 17. SKILL CONCEPTUAL DEFINITION The ability to think creatively about, analyze, and understand complicated and abstract ideas, using a well developed conceptual skill set. Also is a capacity to do an activity or job well, especially because you have practiced it.
  • 18. OPERATIONAL DEFINITION The facilitators will use written materials in order that the students build their skills , and they will create flash cards, post cards, invitation cards. Using materials that the teacher provide to them (magazines, scissors, glue, color papers and markers) In the daily work teacher will evaluate them with brings material requested by the teacher, following instruction, finishes on time, work in order and practice the language in class. Always with 5, almost always with 4, sometimes with 3 rarely with 2 and never with 1.
  • 19. INSTRUMENTAL DEFINITION The teachers employ the observation as indicators, because they were observing how the pupils were developing the topic that the facilitators already proposed to them.
  • 20. LIMITATIONS  Time: time was one of the main limitations to get the students to fill up the questionnaire, in order to continue with this research.  Teachers: to find the teachers that could talk about the different resources or materials they use to help those students with special needs was very difficult  Classroom: due to their multiple occupations. classroom arrangement was difficult because some of these students do not like to sit where they are assigned by their teacher due to shame, shyness and those who do not want the rest of the class know that they have curricular accommodations.
  • 21. THE ROLES OF INSTRUCTIONAL MATERIALS The teacher role is to facilitate and motivate students in their learning process, materials are also important for the development of the lesson. The realia is an increasing role in the learning stages. As a result, the teacher has to use actions, gestures, voices to be a sufficient basis for classroom activities. Meanwhile, the teacher may use common classroom objects such as pencil, marker, cardboard, color paper and chalk.
  • 22. LEARNING STYLES AND STRATEGIES Language teacher must recognize that their student learn differently but you may not have the necessary skills for dealing with different learning styles and strategies in the classroom. The purpose of this research is to help teachers to learn more about learning styles and strategies so they can help those special students to learn efficiently.
  • 23. TYPES OF INVESTIGATION Qualitative Research This method of research gathers the understanding of human behavior. It investigates the why and how of decision making, producing information only on particular cases of study. Qualitative research includes observation, fieldwork, interviews and questionnaires, documents and texts, to understand and explain social phenomena
  • 24. POPULATION AND SAMPLE The population of teachers in the High School are 25, but only 19 teachers have been choose because those teacher works directly with the students . The population of students are 16 but only This content analysis will evaluate 16 students with Curricular Accommodations between 12 and 15 years old, and 19 teachers from Limón Technical Professional High School. However from 1500 students at the High School the sample has been taking from ten groups of seventh graders. Then the amount from the groups of students. varies
  • 25. Checking personal records 0 0 32% check Do not check 68%
  • 26. TEACHERS THAT NEED TRAINING WITH CURRICULAR ACCOMMODATION 84% 16%
  • 27. PERCENTAGES OF TEACHERS THAT IDENTIFY STUDENTS WITH CURRICULAR ACCOMMODATION. 5% 95%
  • 28. TEACHERS THAT NEED TRAINING WITH CURRICULAR ACCOMMODATION Source: Erika, Karen (researchers)
  • 29. APPENDIX
  • 30. Orientation Department (Curricular Accommodation)
  • 31. Teacher Presenting Different Works
  • 32. Exposition of Limon Dishes / 7-4
  • 33. Exposition of Different Invitations Cards / 7-7
  • 34. Bilingual Tourism Group
  • 35. Conversational English Seventh Grade / 7-2
  • 36. Our Institution