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Jacqueline ibarra caso 1 syllabus_format


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Jacqueline ibarra caso 1 syllabus_format

  1. 1. FACULTAD DE ECOLOGÍA HUMANA Carrera Educación Internacional Course Name: IEC 101 INTERNATIONAL EDUCATION CASE I Credits: 2 Semester/Year: 2010 Instructor: Jacqueline Ibarra Schedule: Day and times TBA Office Hours:TBA Contact Information:TBA Office I. Course Description: Groups of students use the principles of Communicative Language Teaching to assess commercial text books. Students will survey English teachers about preferences in text books. II. Pedagogical Approach: Student Role/Expectations: • What do you expect from students? Students are expected to apply theory and knowledge from the courses they are taking, in this case CLT. o Students are expected to take an active role in their learning o Follow a code of professional conduct. o Commit yourself to ongoing learning. • What do they have to do to be successful in this class? o They will have to identify, analyze and solve a number of issues in a variety of settings to preppare them to become truly professional in their field of work. o They will have to demonstrate that they understand the concepts they have learned and justify how they solved the case. Faculty Role/Expectations: • What should students expect from you? Guidance, prompt feedback, punctuality. o to have the program, course, seminar or workshop instructional responsibilities. III. Established Goals: Student will be able to use English professionally
  2. 2. Students will use English to obtain, process, construct and provide professional information in spoken and written form. At the end of the course the learner will... Students will be able to use CLT theory to compare two new text series. Students will be able to survey English teachers about their preferred activities in a text and write a report on the results. Students will be able to make recommendations based on weaknesses and strenghts od each text. Students will be able to use Google Site to work collaboratively and a Blog to post their reflections through the whole process. IV. Understandings: What relevant goals (eg. content standards, course or program objectives, learning outcomes) will this design address English teachers analyze texts that their Coordinators show them. Book selection is based on the needs of teachers and students. Book selection is based on current theories of learning English as a Foreign Language. • What are the big ideas? o How do English teachers evaluate learning materials?  Analytical dimension: What is the case reader's task with respect to the key decision or issue of the case?  Conceptual dimension: What theories, concepts or techniques might be useful in the understanding and/or resolution of this case?  Presentation dimension: What is really important and relevant information here and what is still missing? • What specific understandings about them are desired? o What is good material?  Learning the three stage process the individual preparation, small group disccussion and large group or clas discussion.  Analyzing the case a. Defining the issue: immediate and basic issues, high and low importance and urgency b. Analyzing case data: causes and effects, constraints and opportunities, quantityaive and qualitative assessment. c. Generating Alternatives d. Selecting decsion criterion e. Analyzing and evaluating alternatives: short term vs long term, predicting outcomes, quantitavie vs qualitative analysis f. Selecting the preferred alternative g. Developing an action and implementation plan: planning the implementation • What misunderstandings are predictable? o Missing information and assumptions  Context Assumptions  "Normal State Affairs" Assumptions  Decison Criterion Assumption
  3. 3.  If-Then Assumption  The "Perfect Person" Assumption V. Essential Questions: What provocative questions will foster inquiry, understanding, and transfer of learning? How are case studies going to help students in their career? It gives them a sense of reality, a simulation process Why is this simulation going to prepare students? They will be exposed to experience situations where they can anticipate reactions and actions to solve the case. What can be learned from case studies? Interactions between peers, practicing theory and knowledge, learning to take risks, argumenting their position. Which team solves the case? I think the one that has done the investigation to support their solutions, the ones who are convinced of what they are trying to solve/crack. what is the underlying reason for taking CASOS? What is it that the students are going to take with them for the rest of their lives? They are going to take the overall experience, the reason to have hands on perception of their professional life. They will take with them the experience of cracking the case. The possible alternatives and taking responsibility for their decisons when suggesting the text. Or, whatever other decsion presented to them. They should be able to reach a consensus and learn about teamwork online through the site. They will be able to reflect on the blogs and sense the maturity of how they began and how they have evolved. VI. Knowledge: Students will know... 1. How to identify teacher and students needs 2. Draw conclusions from survey 3. How to teamwork How to write a report, recommendations based on findings VII. Skills: Students will be able to... • Use CLT theory to survey students and teachers needs and preferences about materials • Use CLT theory to compare 2 texts • Make a professional presentation using ppt • Develop qualitative and quantitiative framework to reason clearly and logically in sifting careflully through the data available. • Assess what can be done and to make descisions to generate and evaluate different alternatives in order to formulate congruent action and implementation plans. • Use the tools, techniques and theories they have learned • Communicate, express themselves, construct arguments and convince the jury of their views. • Manage time under pressure while juggling various responsibilites. • Deal with others in conflict resolutions and the art of compromise. • Use their imagination into creating multiple solutions to one case. • Write reports of the book selection decision justifying it using CLT theory. VIII. Performance Tasks:
  4. 4. • Through what authentic performance tasks will students demonstrate the desired understandings? Comparative chart for both texts, survey for teachers and analysis from teacher survey. • By what criteria will performances of understanding be judged? Their descriptions of the texts, book features, Ecuadorian market, survey analysis report, their insights and growth on the process to solving the case, improvisation and synchronization among team members. IX. Other Evidence • Through what other evidence (quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? Their reflections and their participation in the sites • How will students reflect upon and self-assess their learning? Blogging their reflections X. Assessment Policy Procedure Criteria (rubrics) XI. Prerequisites (if other courses are required before taking this course, they should be named, and if not then leave this space out) XII. Course Rational (who should take this course and why, if applicable) XIII. Class Procedure (describes percentage of time spent in class and on line and channels of communication) XIV. Course Content Case???? XV. Methodology XVI. Bibliography Learning with Cases second Edition Lousie A. Mauffette-Leenders, James A. Erskine, Michel R. Leenders Understanding by Design Grant Wiggins and Jay McTighe textbooks.pdf
  5. 5. id=TT1Qu_g0Ji8C&pg=PA272&lpg=PA272&dq=Jack+Richards+evaluating+materials&sourc e=bl&ots=IFSJ2VnGbK&sig=mpORghJ3AaI4J-feE0M3oyZ_dm8&hl=en&ei=5o- OS4LHJYOXtgek2q2iCw&sa=X&oi=book_result&ct=result&resnum=9&ved=0CCsQ6AEwCA# v=onepage&q=&f=false id=9mQ9l3K73BoC&pg=PA110&lpg=PA110&dq=Jack+Richards+evaluating+materials&sour ce=bl&ots=20B_k9VtVf&sig=b-oH5SgSQCEjB7gAKE6gYMstPz4&hl=en&ei=5o- OS4LHJYOXtgek2q2iCw&sa=X&oi=book_result&ct=result&resnum=6&ved=0CCAQ6AEwBQ# v=onepage&q=&f=false Challenges Pearson-Longman TB Patricia Mugglestone SB Michael Harris and David Mower WB Amanda Maris Star Team Oxford Norman Whitney and David Newbold