UTPL-METHODOLOGY AND DIDACTIS I-I-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)

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Universidad Técnica Particular de Loja
Carrera: Inglés
Docente: Mgs. Orlando Vicente Lizaldez E.
Ciclo: Séptimo
Bimestre: Primero

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UTPL-METHODOLOGY AND DIDACTIS I-I-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)

  1. 1. METHODOLOGY AND DIDACTIS 1 ESCUELA : NOMBRES: Escuela de Inglés Mgs. Orlando Vicente Lizaldes BIMESTRE: Primer bimestre Octubre 2011-Febrero 2012
  2. 2. RESOURCES <ul><li>CORE – SUBJECT 5 utpl-ects credits </li></ul><ul><li>Textbook </li></ul><ul><li>Didactic Guide </li></ul><ul><li>EVA - Platform </li></ul><ul><li>Tutorials </li></ul><ul><li>E-mail [email_address] </li></ul><ul><li>Videoconference </li></ul>
  3. 3. OBJECTIVE <ul><li>TO HELP STUDENTS AQCUIRE A THEORETICAL AND PRACTICAL FOUNDATION IN TEACHING METHODS, PRINCIPLES, ELEMENTS, TRENDS AND OTHER GENERAL ASPECTS REGARDING ENGLISH LANGUAGE TEACHING. </li></ul>
  4. 4. In Methodology Discussed different reasons for learning
  5. 5. Discussed the SS’s responsibilities for their own learning THE LEARNER
  6. 6. The learner: different learning contexts
  7. 7. THE PURPOSES <ul><li>Will have an effect on what it is they want and need to learn. </li></ul><ul><li>Consideration of our students’ different reasons for learning is just one of many different learner variables. </li></ul>
  8. 8. Multiple Intelligences
  9. 9. The importance of SS motivation Students need to be “doer” in class AGENCY = decision-making power
  10. 11. AUTONOMY
  11. 12. Describing good teachers Qualities ?
  12. 13. The teacher is: (teacher roles)
  13. 14. GOOD OR BAD ?
  14. 15. Personality
  15. 16. Adaptability
  16. 17. Rapport
  17. 18. Learning by doing
  18. 19. <ul><li>TEACHER’S ROLES </li></ul><ul><li>RECOGNIZING STUDENTS </li></ul><ul><li>LISTENING TO STUDENTS </li></ul><ul><li>RESPECTING STUDENTS </li></ul><ul><li>BEING EVEN-HANDED </li></ul>
  19. 20. Something to remember The teaching and learning process is not a STATIC one
  20. 21. DIFFERENT SEATING ARRANGEMENTS <ul><li>Seating arrangements </li></ul><ul><li>  Orderly rows </li></ul><ul><li>Circles </li></ul><ul><li>Horseshoes </li></ul><ul><li>Separate tables </li></ul><ul><li>Student groupings </li></ul><ul><li>Whole class </li></ul><ul><li>Groupwork / pairwork </li></ul><ul><li>Solowork </li></ul><ul><li>  Class-to-class </li></ul>
  21. 22. The most important thing is… <ul><li>Interpersonal contact and visual connection </li></ul>
  22. 23. Describing learning and teaching
  23. 24. LEARNING
  24. 25. TEACHING
  25. 26. Acquisition or Learning?
  26. 27. Language Acquisition - trying out period EXPOSURE ROUGH-TUNE INTERACTION
  27. 28. Learners in foreign language classrooms are in a very different situation from that of children of loving parents ≠
  28. 29. Different times, different methods
  29. 30. Audio-lingualism - PPP
  30. 31. Communicative Language Teaching
  31. 32. Task-based learning VS It is a natural extension of CLT: the emphasis is on the task rather than in language (e.g. real situations “bus schedules”) and subsequent study later
  32. 33.
  33. 35. <ul><li>PROGRAMA: Methodology and Didactics 1 Carrera: INGLÉS </li></ul><ul><li>Fecha: 21 de noviembre de 2011 </li></ul><ul><li>Docente: Orlando V. Lizaldes </li></ul><ul><li>Hora Inicio: 19h15 Hora Final: 20h15 </li></ul>GUIÓN DE PRESENTACIÓN Puntos de la Presentación Intervienen Duración Aprox. en minutos Material de Apoyo - Presentación - Objetivos Nombre del docente y/o invitados <ul><li>2 minutos </li></ul><ul><li>3 minutos </li></ul>Sin material. Sin material. <ul><li>Desarrollo del contenido: </li></ul><ul><li>Capítulo I </li></ul><ul><li>Capítulo II </li></ul><ul><li>…………… . </li></ul>Nombre del docente y/o invitados <ul><li>35 minutos </li></ul>Diapositivas (cambios cada 5 seg.), videos, otro o ningún material. - Preguntas - Despedida (Contactos, Sugerencias) Nombre del docente y/o invitados <ul><li>15 minutos (Si no existen, proponer y dar solución) </li></ul><ul><li>5 minutos </li></ul>Correo, teléfono, ext, horario de tutoría.

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