Ramos Katerine Portfolio

UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT PORTFOLIO
“EDUCATIONAL PSYCHOLOGY II”
Sixth Semester “A”
Student´s name: Katerine Estefania Ramos Acosta
Professor´s name: Dra. Mg. Pamela Liliana Chiluiza Godoy
AMBATO – ECUADOR
April – September 2015
TABLE OF CONTENTS
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN..................................1

STUDENT PORTFOLIO...................................................................................................................1
“EDUCATIONAL PSYCHOLOGY II”................................................................................1
Sixth Semester “A”......................................................................................................................1
Student´s name: Katerine Estefania Ramos Acosta......................................................................1
Professor´s name: Dra. Mg. Pamela Liliana Chiluiza Godoy..........................................................1
MISIÓN (MISION STATEMENT).......................................................................................2
VISIÓN (VISION STATEMENT).......................................................................................2
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN................................32
ELEMENT 1.......................................................................................................................32
SIXTH SEMESTER “A”..................................................................................................................32
STUDENT´S NAME: KATERINE ESTEFANIA RAMOS ACOSTA........................................................32
ELEMENT 2.......................................................................................................................35
SIXTH SEMESTER “A”..................................................................................................................35
ELEMENT 3.......................................................................................................................39
SIXTH SEMESTER “A”..................................................................................................................39
ELEMENT 4.......................................................................................................................47
SIXTH SEMESTER “A”..................................................................................................................47
ELEMENT 5.......................................................................................................................53
SIXTH SEMESTER “A”..................................................................................................................53
FINAL REFLECTION........................................................................................................59

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN (MISION STATEMENT)
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 (VISION STATEMENT)
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.

CARRERA DE IDIOMAS
EXIT PROFILE
Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y
desarrollado las siguientes competencias, capacidades, habilidades, destrezas y
desempeños como resultados de su formación profesional:
1. Usa el idioma inglés a un nivel B2 del Common European Framework.
2. Maneja competentemente los métodos y estrategias metodológicas para la
enseñanza del idioma inglés según las exigencias del Teaching Knowledge Test
(TKT)
3. Diseña programas o cursos específicos y sus respectivos materiales didácticos.
4. Elabora materiales didácticos mediante la utilización de NTIC´s.
5. Transforma el contexto educativo a tráves de la práctica de valores.
6. Genera escenarios de aprendizaje significativos dando lugar a la investigación
participativa, el aprendizaje basado en problemas y el trabajo en equipo.
7. Maneja leyes y reglamentos de Educación Ecuatoriana.
8. Aplica técnicas de valoración de los aprendizajes, así como también de su propio
desempeño docente.
9. Manejo de los aspectos sociales, intelectuales y psicológicos de los estudiantes
para promover el aprendizaje.
La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de
ingreso dos simulaciones de exámenes con estándares internacionales. Siendo así,
Teaching Knowledge Test (TKT) test de acreditación internacional para la enseñanza
del inglés y Test of English as a Foreign Language (TOEFL) para la competencia
comunicativa.

Para ello la Coordinación de Carrera de Idiomas organizará dentro de los
módulos optativos seminarios taller de preparación para dichos tests, los mismos
que podrán ser aprobados a partir del séptimo semestre.CURRICULUM
VITAE
PERSONAL INFORMATION
LAST NAMES: Ramos Acosta
NAMES: Katerine Estefanía
AGE: 21 years
ID: 1850107051
CIVIL STATUS: Single
EMAIL: stefyramos94@gmail.com
NATIONALITY: Ecuadorian
ADDRESS: Gregorio Escobedo and Batalla de Pichincha
TELEPHONE NUMBER: 0995548876
EDUCATION
PRIMARY 1999-2006 : Liceo Cristiano Emanuel
SECONDARY 2006-2012: I.T.A.S L.AM (Agronomy)
UNIVERSITY (6 Levels- Studying): Technical University of Ambato

STATEMENT OF PERSONAL LEARNING GOALS
In this semester, I had the chance to study a useful syllabus which is
“EDUCATIONAL PSYCHOLOGY II”. This syllabus allows me to know the
different backgrounds and diversities that students can have in our society where I
can use clear procedures and strategies to manage these diversities and have students
motivated to build their own knowledge within the classroom.
For me, the main reasons to take this course are that I can promote possible
solutions to common problems that are presented in the class where it’s necessary to
identify which are the student’s needs and desires in order to have encouraged
students to learnt and work together in a good atmosphere respecting each other their
preferences and their backgrounds.
In conclusion, this syllabus helps me to be a good professional in the future
applying the appropriate methods and techniques to create a positive learning
atmosphere because it helps to improve the process of teaching-learning where
students will be able to develop their capacities and multiple intelligences.

SILLABUS
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION
CARRERA DE IDIOMAS
SÍLABO
EDUCATIONAL PSYCHOLOGY II
Octubre 2015 - Marzo 2016
Docente Coordinador de la asignatura:
Dra. Pamela Liliana Chiluiza Godoy, Mg.
AMBATO – ECUADOR
2015

I. SYLLABUS GENERAL INFORMATION
Subject: Educational Psychology II
Program: Carrera de Idiomas
Code:
FCHEIMP21290603
Prerequisites
:
Study Modality: On Campus
Subject Code
Educational Psychology I
FCHEIMP21290501
Curricular Organization Unit: Humanista
Correquisite
s:
Subject Code
Credits: 4
Language
Teachin
g
Level: Sixth Semester FCHEIMP21290605
Strategies
Diseño de Proyectos de FCHEIMP21290603
Investigación
Hours per
Week
Class Hours: 4
Theoretica
l: Practical:
Tutoring Student
On
Campus: Virtual:
Hours: -
TOTAL LEARNING HOURS :
Hours per week: 4
Independent Hours: 64
Total hours for the semester: 80 hours.
II. PROFESSOR'S TEACHING PROFILE
Professor's name: Pamela Liliana Chiluiza Godoy
Academic degree: Magister en Ciencias de la Educación mención Gestión Educativa y Desarrollo
Social; Magister en Currículo y Docencia para la Educación Superior
Knowledge area: Education
Bachelor's degree: Licenciada en Ciencias de la Educación especialidad Inglés; Doctora en Ciencias
de la Educación mención Investigación y Planificación Educativa
Knowledge area: Education
Professional experience: Teaching English as a Foreing Language
Teaching experience: Instituto Agropecuario Luis A. Martínez; Escuela Politécnica del Ejército,
Servicio Ecuatoriano de Capacitación Profesional, Universidad Técnica de Ambato
Program Academic area: Competencia Pedagógica y Psicosociolinguistica

Professsor's schedule (practical application and learning experimentation) : Tuesday 09h00 –
11h00 – Wednesday 07h00 – 09h00
Professor's schedule (Academic tutoring): 0
Phone numbers: +593998371323
E-mail: pl.chiluiza@uta.edu.ec; pamelachiluizagodoy@gmail.com
2

III. COURSE DESCRIPTION AND OBJECTIVES
Purpose
This course provides an overview of learning, motivational, and developmental theories with a
focus on their application to the field of education. Educational research addressing the
powerful role of the educator, effective teaching strategies, and curriculum decision making
are discussed. Theory and research based practices to reach all learners in an educational
environment are emphasized
Course Description:
This module is intended to help students understand and apply own proposals of solutions to
common problems in the classroom based on a psychological background of the teacher and
the student at the end of this module, students will be able to identify the characteristics of
students diversity and the importance of subjectivity in educational processes. To illustrate the
background of students with special educational needs. To show curricular adaptations for
students with special educational needs. To recognize communication as a product of
educational bond in the classroom. To produce a proposal of educational intervention with
focus on a psychological background.
In order to create a good learning atmosphere in which students can process, internalize and
make the information theirs, some approaches will be used, such as Functional approach and
Cooperative learning. Furthermore, in this module students will participate in formative and
summative assessment. The methodology that will be applied in the development of the
syllabus is Kolb´s strategies and basically ABP, ABPRO, and English methodology as
cognitive and meta-cognitive strategies that may help students develop an independent
learning. Some of the evaluation instruments such a mind maps, charts, oral presentations will
be applied in order to get critical thinking and students´ own conclusion according to each
topic.
At the end of the level, students will have developed the competencies corresponding to B2
Level, described in the Common European Framework of Reference.
Course General Objective:
Identify key researchers and their contributions to education in order to recognize signs of
learner distress and respond with appropriate interventions including referral to counselors,
social workers, and other support personnel.
Course Specific Objectives :
1. Identify of students diversity and the importance of subjectivity in educational
processes
2. Describe the characteristics and background of students with special educational needs
and emotional development.
3. Identify and utilize school and community resources to support learner’s
cognitive, physical, social, and emotional growth and development.
4. Recognize communication as a product of educational bond in the classroom
5. Understand how to design instruction and assessments that are appropriate for
social, cognitive, and emotional development
3

IV. COURSE STUDY PROGRAM
Curricular Units
U.
1
1
. Identify of students diversity and the importance of subjectivity in educational processes
Class
Hours Tutoring Independent hours
Assessment
tools
Thematic Units Theoretical Practical Hours including research and
community service
1.1. Student Diversity 1 1
Diagnostic
Observation
1.2. Individual Styles of Learning and thinking 1 1 4 Workshops
1.3. Multiple Intelligences 1 1 4 Questionnaires
1.4. Gifted and Talented students 1 1 4 Mind maps
1.5. Gender differences in the classrooms 1 1 4 Essays
1.6. Accommodating diversity in practice 1 1 4
Quiz
Projects
Presentations

SUBTOTAL HOURS 6 6 20
TOTAL
HOURS 32
Learning outcome: Elaborate a graphics organizer about diversity in the classroom and the importance of subjectivity in educational processes
Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, bibliography and e-books.

U.
2 2. Describe the characteristics and background of students with special educational needs and emotional development
Class Hours Tutoring Independent hours
Assessment
tools
Thematic Units Theoretical Practical Hours including research and
community service
2.1. Students with special educational needs 1 1
Diagnostic
Observation
2.2. Learning disabilities 1 2 3 Workshops
2.3. Intellectual disabilities 1 1 4 Questionnaires
4

2.4. Behavioral disorders 1 1 4 Mind maps
Essays2.5. Physical disabilities and sensory impairments 1 1 4
Quiz2.6. The value of including students with special needs 1 1 4
Projects
Presentations
TOTAL
HOURS 32
Learning outcome: Written comment (group work) about classes of students’ disabilities in order to make a forum about the responsibilities of teachers for students with
disabilities. Describe in a graphics organizer of disabilities including a comment on their ambiguities.

U.3 3.
Identify and utilize school and community resources to support learner’s cognitive, physical, social, and emotional growth and
development.
Class Hours
Tutori
ng Independent hours
Assessment
tools
Thematic Units Theoretical
Practic
al Hours
including research
and
community service
3.1. Students motivation 2 3 9
Diagnostic
Observation
Workshops3.2. Expectancy x value: effects on students’ motivation 1
Questionnaires3.3. Classroom management and the learning environment 2 4 10
Mind maps3.4. Responding to student misbehavior 1
Essays
Quiz
Projects
Presentations
TOTAL
HOURS
3
2
Learning outcome: Show the use of community resources and a curricular adaptation to support learner by the elaboration of a video
5

U.4 4.
Recognize communication as a product of educational bond in the
classroom.
Class Hours
Tutori
ng Independent hours
Assessment
tools
Practic
al Hours
including research
and
community service
4.1. The nature of classroom communication 2 1 2
Diagnostic
Observation
Workshops4.2. Effective verbal – nonverbal communication 2 1 5
Questionnaires4.3. Communication styles in classroom 1 1 5
Mind maps4.4. Story for thinking 1 4 6
Essays

Quiz
Projects
Presentations
TOTAL
HOURS
3
1
Learning outcome: Analyse the nature of a communicative class and the influence of the environment and explain with an oral presentation
U.5 5. Understand how to design instruction and assessments that are appropriate for social, cognitive, and emotional development
Class Hours
Tutori
ng Independent hours Assessment tools
Practic
al Hours
including research
and
community service
5.1. Facilitating complex thinking 1 Diagnostic Observation
Workshops5.2. Forms of thinking associated with classroom learning 1 4
Questionnaires
5.3. instructional strategies stimulate 1 1 4

Broad that complex
thinking Mind maps
Essays
5.4.
Teacher – directed instructions. Student-centered 1 2 4
6

instruction Quiz
Projects5.5. Inquiry and cooperative learning 1 2 4
Presentations5.6. Instructional strategies an abundance of choice 1 2 4
TOTAL
HOURS 33
Learning outcome: Produce a proposal od educational intervention with focus on a psychological background

V. NORMATIVE STANDARDS EVALUATION
Specific
Objectives
Diagnostic Formative Summative
Evaluation Evaluation Evaluation
(Conocimientos previos) (Grado de logro de
(valorar los objetivos
generales
destrezas) alcanzados y el logro de
destrezas)
1. Identify of students diversity and the importance of subjectivity in
educational processes
Techniques and
instruments:

Interview Oral Presentations Quiz
Knowledge survey Written Works
Questionnaire
s
Task-based activities
Oral
presentations
Portfolio
2. Describe the characteristics and background of students with special educational needs and
emotional development.
Techniques and
instruments:

Observation Oral Presentations Quiz
Check list
Written Works
Questionnaire
s
Oral
presentations
Portfolio Projects
3. Identify and utilize school and community resources to support learner’s cognitive, physical,
social, and emotional growth and development.
Techniques and
instruments:

Check list
Written Works
Questionnaire
s
Oral
presentations
Portfolio Projects
Test
4. Recognize communication as a product of educational bond in the classroom
Techniques and
instruments:

Rubric
Written Works
Questionnaire
s
Oral
presentations
Portfolio Projects
5. Understand how to design instruction and assessments that are appropriate for social,
cognitive, and emotional development
Techniques and
instruments:

Check list
Written Works
Questionnaire
s
Oral
presentations
Portfolio Projects
Test
8

V. BIBLIOGRAPHY
BIBLIOGRAPHY
EDITIO
N
NUMBE
R
AUTHOR (S)
ISSUE
D BOOK TITLE
NUMBE
R EDITORIAL CITY/COUNTRY
OF
PAGES
YEAR
Psychology for Language
Williams, M. y otros 2004 Teachers. A social 9th Cambridge New York/USA 240
constructivist approach
CODE/ DATABASE LOCATION:
COMMENTARY:
NUMBE
R
PRINTED: Inv.: 8652 Cód.:801.5=20/W718 x
OF
ISSUESThe book provides a brief of Educational Psychology which helps students get familiar
with
DIGITAL: the new subject of the
program. 1
VIRTUAL:
URL: http://biblioteca.uta.edu.ec/cgi-
bin/wxis.exe/iah/scripts/
EDITION NUMBE
R
AUTHOR (S) ISSUED BOOK TITLE NUMBER EDITORIAL CITY/COUNTRY OF
YEAR PAGES
Practice in Second Language.

DeKeyser, R. 2007
Perspective from applied
11st
Cambridge
New York/USA 323
Linguistics and Cognitive University Press
Psychology
CODE/ DATABASE
LOCATION: COMMENTARY: NUMBER
PRINTED: x The book provides information about language acquisition and cognitive psychology which OF
Inv.: 8799 Cód.:801.5=20/D369 helps students get familiar with the subject of the program ISSUES
9

DIGITAL: x
VIRTUAL:
URL: http://biblioteca.uta.edu.ec/cgi-bin/wxis.exe/iah/scripts/
EDITIO
N
NUMBE
R
ISSUE
D BOOK TITLE EDITORIAL CITY/COUNTRY OF
AUTHOR (S)
NUMBE
R
YEAR PAGES
Editorial:
Colegio
Lemer, R. M., Easterbrooks, A. M., &
2003
Handbook of Psychology,
2nd
Oficial de
Madrid/España 754
Mistry, J Developmental Psychology Psicólogos de
Madrid
CODE/ DATABASE LOCATION: COMMENTARY:
NUMBE
R
PRINTED: The purpose of this handbook of Psychology is educated and informing students the presents OF
state of psychology knowledge and about anticipated advances in behavioral science research ISSUES
DIGITAL: x and practice
VIRTUAL:
URL: http://site.ebrary.com/lib/uta/docDetail.action?docID=10612557
ADDITIONAL BIBLIOGRAPHY
EDITIO
N
NUMBE
R
ISSUE
D BOOK TITLE EDITORIAL CITY/COUNTRY OF
AUTHOR (S)
NUMBE
R
YEAR PAGES
Editorial:
Colegio
Seifert, K. y Sutton. R., 2009 Educational Psychology 2nd Oficial de Zurich/Switzerland 373

Psicólogos de
Madrid
CODE/ DATABASE LOCATION:
COMMENTARY:
NUMBE
R
PRINTED: OF
The purpose of this global text is help students with educational psychology and educational
ISSUES
research; focus on motivational theory can be used to create learning-focused classrooms.
DIGITAL: x
VIRTUAL:
URL: http://site.ebrary.com/lib/uta/docDetail.action?docID=10612557
10

VI. SYLLABUS APPROVAL
Fecha de elaboración: September 21st, 2015
--------------------------------------------
Dra. Pamela Liliana Chiluiza Godoy, Mg.
DOCENTE PLANIFICADOR UTA
Fecha de aprobación: September 23rd, 2015
------------------------------- ------------------------------------------
Mg. Verónica Chicaiza Redín Ph.D.
Coordinador de Área Coordinador de Carrera
Evaluador del Módulo Aval del Módulo
-----------------------------------
Dr. Mg. Marcelo Núñez
Subdecano de la Facultad
Visto Bueno
11

CARRERA DE IDIOMAS
ELEMENT 1
Elaborate a graphics organizer about diversity in the classroom and the importance of
subjectivity in educational processes
SIXTH SEMESTER “A”
STUDENT´S NAME: KATERINE ESTEFANIA RAMOS ACOSTA
PROFESSOR´S NAME: DRA. MG. PAMELA LILIANA CHILUIZA GODOY
AMBATO – ECUADOR
OCTOBER 2015-MARCH 2016
Graphic organizer: Diversity

CARRERA DE IDIOMAS
ELEMENT 2
Written comment (group work) about classes of students’ disabilities in order to make a
forum about the responsibilities of teachers for students with disabilities. Describe in a
graphics organizer of disabilities including a comment on their ambiguities.
AMBATO – ECUADOR
1. Written comment about classes of students with disabilities (Unit 6)

Students with special educational needs
There are students with different backgrounds and disabilities that need consideration
and respect within the classroom because it is important to recognize legally the rights
and competence of students with disabilities. There are three major laws that guaranteed
the rights of person with disabilities.
Rehabilitation Act of 1973: This law requires that individuals with disabilities be
accommodated in any program or activity. It has protected student’s right is come extra-
curricular activities.
American with disabilities Act of 1990 (or ADA): This legislation has prohibited
discrimination on the basis of disability which is responsible for renovations in schools
like wheelchair-accessible doors, ramps, etc.
Individuals with Disabilities Education Act (OR IDEA): This law guarantees the
following rights related to education for students with disabilities from birth to age 21.
Responsibilities of teachers for students with disabilities
The IDEA legislation has created three new important expectations: The first
expectation is to provide alternative methods of assessment for students with
disabilities. This assessment refers to identify the strengths and needs of the student, the
second is called least restrictive environment which involves the students with regular
classrooms and programs as much as possible, and the third is to participate in
individual educational plan where teachers need to develop an annual plan for each
student with a disability according to the student’s strengths and needs.
Categories of disabilities- and their ambiguities
There are students with different disabilities that are inherent ambiguous where each
student has a particular behavior and qualities. These categories of disabilities are useful
because it allows classifying the different disabilities and knowing what their limitations
are
Defining learning disabilities

A learning disability reduces a student’s academic performance where the students may
be delayed in reading, writing, listening, or doing mathematics. However, a learning
problem is not considered a learning disability because it stems from physical, sensory,
or motor handicaps. There are a variety of solutions to help students with learning
disabilities. The first solution is to assist students with learning disabilities which
depends on the concepts or theory of learning, the second is the reinforcement for
wrong strategies where the teacher needs to reward behaviors of their students, the third
is called metacognition and responding reflectively where the teacher could encourage
their students to participate and work in groups and finally the constructivism consists
in develop their skills successfully through practice.
References:
Seifert, K & Sutton, R. (2009). Global Text.
Educational Psychology. Switzerland: Jackie Sharman.
Cft.vanderbilt.edu,. (2015). Teaching Students with Disabilities | Center for Teaching |
Vanderbilt University. Retrieved 23 November 2015, from
https://cft.vanderbilt.edu/guides-sub-pages/disabilities/

CARRERA DE IDIOMAS
ELEMENT 3
Show the use of community resources and a curricular adaptation to support learner by
the elaboration of a video
AMBATO – ECUADOR

RESOURCES - FLASHCARDS
TAKE A SHOWER
BRUSH
MY TEETH
WAKE-UP
MAKE THE BE

WASH MY FACE
WASH
MY HANDS
BRUSH MY HAIR
EAT
BREAKFAST

DRY MY HAIR
GO TO
SCHOOL
DO MY HOMEWORK TAKE THE BUS
STRATEGIES USED IN
THE CLASSROOM
1. We used some flashcards about daily activities in order to use the visual
intelligence to help students learn new vocabulary.

2. We applied the inductive approach to teach “Past Time Expressions” in
order that students infer and provide other expressions. In that way, we
make learners to practice their logical intelligence.
3. Furthermore, we used an active learning strategy to allow students to listen
and talk with the teacher and partners in order to create a good
communication and develop an interpersonal relationship.
4. In addition, we performed a chronological activity which included the
strategy of cooperative learning in order to get a meaningful knowledge for
our students. It was appropriate because it made students work between
their diversity.
Also, with this activity we make students walk around for ordering the
pictures and in this way, they interacted and for the other students that
were seated they have to pay attention in order to create a story with the
pictures and the expressions of time.
5. Another important strategy that we applied was a game called “Bingo”. This
game helped students to be encouraged and participate actively. Besides, it
makes learners to pay more attention to the teacher and work as a
community. Finally, it is a good activity to integrate people of different
diversity as was in that case their different level of knowledge.
VIDEO
Link: https://www.youtube.com/watch?v=v47ueaUuGdQ

CARRERA DE IDIOMAS
ELEMENT 4
Analyse the nature of a communicative class and the influence of the environment and
explain with an oral presentation
PROFESSOR´S NAME: DR.MG. PAMELA LILIANA CHILUIZA GODOY
AMBATO – ECUADOR
Oral presentation about communication in class

The nature of classroom communication
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
EDUCATIONAL PSYCHOLOGY II
ELEMENT 4
NAMES: ESPIN BELEN
MEJIA MIGUEL
MONTENEGRO ROBERTO
RAMOS KATERINE

The nature of classroom communication
We have reviewed the chapter 8 which is about communication in classroom, it’s
important for teachers to apply communication skills in order to have motivated
students to participate within the classroom. Furthermore, there are three purposes for
communication: content talk, procedural talk, and behavioral talk. These three purposes
help the teacher to coordinate their activities and correct misbehaviors through
procedures. It’s essential to recognize that classroom communication has some elements
which are verbal, nonverbal and unintended. These elements are useful for an effective
interaction with others because we learn how to express information orally or in writing
and to use gestures, eye contact, postures, facial expressions and others to emphasize
what we say and do. Therefore, an effective learning process requires adequate
communication inside the classroom, needing all forms of students’ talking time with
the appropriate utterances and interactions. Additionally, we manage strategies in order
to allow students to be understood while they talk clearly, so they will be able to
understand their own thinking as well as possible. There also are some instructional
strategies for both, teachers and students that contribute to effective verbal
communication about content.
On the other hand, effective nonverbal communication teachers and students through
behaviors and gestures can have different communication and interpretation, some of
them are: eye contact which involves authority in the case of the relationship between
teacher-students. To avoid misunderstandings, teacher needs that students are sitting in
different places which they can feel comfortable and productive.

Also, eye contact has different interpretations such as when a student is giving a
presentation with their eyes can say their classmates to be quiet, also continue talking.
Another is wait time which is a pause that exists when a student gives an explanation,
he keeps silence to try to remember something and social distance between teacher
student allows maintain a good environment in the classroom.
Furthermore, it is essential to classify and identify the communication styles that we can
found in the classroom. Thus, teachers and students have identifiable styles of talking to
each other that linguists call a register. A register is a pattern of vocabulary, grammar,
and expressions or comments that people associate with a social role. It describes
simply the communicative feature each individual has according to his/her role inside
the educative environment. Also, these registers help to indicate the role of each
individual, who the teacher is and who the student is. Each one of them would use
different communicational utterances which make them original and unique individuals.
It is vital to mention that the better the communication, the better the learning and
thinking displayed by students.
Although teacher talk varies somewhat with the tasks or purposes at hand, it also has
uniformities that occur across a range of situations. Each strategy simultaneously
influences the course of discussion and focuses students’ attention, and in these ways
also helps indirectly to insure appropriate classroom behavior. On the other hand,
children and youth also use a characteristic speech register when they are in a classroom
and playing the role of students in the presence of a teacher. Their register—student talk
—differs somewhat from the teacher’s because of their obvious differences in
responsibilities, levels of knowledge, and relationships with each other and with the
teacher.

CARRERA DE IDIOMAS
ELEMENT 5
Produce a proposal od educational intervention with focus on a psychological
background
PROFESSOR´S NAME: DR. MG. PAMELA LILIANA CHILUIZA GODOY
AMBATO – ECUADOR
Proposal of educational psychology
English learners have difficulties to develop their critical thinking.
1.- Issues related to the problem.

Nowadays, critical thinking is a difficult activity to achieve from the majority of the
students because they are not prepared to criticize any issue or simply, they have fear to
communicate their points of view. Now, it is important to have a clear idea about what
critical thinking is in order to understand the main difficulties that happen in a
classroom.
Critical thinking is an intellectually disciplined process in which the thinker
conceptualizes, analyses, synthesizes, and evaluates information gathered from
observation and experience in order to reflect, argue, and communicate his point of
view.
2.- Knowledge about the problem.
As we mentioned before, students are not critical thinkers. This could happen for some
reasons that we are go explain. First, students have had a traditional education since
they were children and they never participated in this kind of activity. A traditional
classroom is when the teacher doesn’t encourage students to learn in an innovative way.
And as a result, students will have a deplorable knowledge. Second, this situation
happens because students are not interested in giving opinions about any topic. In other
words, they don’t like to participate in the classroom. In this part, the teacher has to
identify these kind of students in order to help them to participate and make them to
understand that their points of view are always important. Finally, other students have
fear to communicate their ideas or points of view because they don’t want to be
criticized. In this part, the teacher has to motivates them to lose the fear and also make
them to understand that their opinions are welcome when these are constructive in order
to improve other ideas.
3.- Problem Statement.
High level of difficulties in English learners to develop their critical thinking in the
classroom.
4.- Possible solutions to the problem.
● Provide enough wait-time for students to reflect when responding to inquiries. It
is very relevant in order to students can respond in a good way

● Prompt students' reflection by asking questions that seek reasons and evidence.
● Provide some explanations to guide students' thought processes during
exploration
● Provide reflective journal to write down students' positions, give reasons to
support what they think, show awareness of opposing positions and the
weaknesses of their own positions.
● Provide emotionally supportive environments in the classroom encouraging
reevaluation of conclusions.
● Provide social-learning environments such as those inherent in peer-group works
and small group activities to allow students to see other points of view.
● Provide a less-structured learning environment that prompts students to explore
what they think is important.
With that possible solution we can stimulate the student’s critical thinking.
5.- List of actions to be taken in class with a timeline
● Teacher assigns a task to students in order to discuss an issue in class
● Teacher divides the class in smalls groups where they can discuss and they
comment it with different students point of view.
● Teacher assigns a time with the purpose to students argue in class.
● Teacher monitoring the groups and she or He tries to motivate the students.
● Teacher and students discuss the issue in class
We rank these actions the most important. Also, we agree on these activities because as
a group we think students will improve their critical thinking using these pieces of
advice. Also is very important that everybody respect each point of views.
6.- List of things of possible problems

● Familiar problems: sometimes students could have problems in their families
about their economic status, social status, or conflicts between their parents. all
of this makes less motivation in students.
● Anger is a powerful state of emotion. Sometimes it is a perfectly appropriate
response and can be constructive in thinking through issues in a clear and cogent
manner.
● A depressive psychological state in students. It can also negatively impact
one’s ability to think clearly and carefully. Scientifics think it is ta cause in a
person to exaggerate the negative and fail to properly appreciate the positive.
● Lack of Motivation from teacher : In this point there are teacher that don't
motivate their students or may they don't include activities in groups in order to
students share differing point of view in class.
Possible Resources
● Internet
● Textbook
● Interviews (Ask other partners and teachers)
7.- Solutions to the problem supported by documents.
It’s essential to develop English learners as critical thinkers where they are able to
express their own ideas and opinions by themselves. For this reason, it’s essential to
encourage students to develop their critical thinking using some strategies within the
classroom.
Class Debates for Critical Thinking Skills: Students will feel involved working in
class debates where they can respond to another’s arguments while they are defending
their own points.

 Working in groups: It means that students can work in collaborative
discussions where they are able to participate and develop their own ideas. Also,
it provides inspiration to work harder and helps students to cultivate a good
relationship and good atmosphere within the classroom.
 Open-ending questions: It means to help learners to think critically by asking
questions where they are able to evaluate the evidence for ideas, reasons for
problem logically and objectively, and expresses ideas and conclusions clearly
and precisely.
 Help learners to develop hypotheses: It means that learners should predict the
context and what will happen next in order to develop their own hypotheses.
There are some strategies that should be incorporated into the learning environment to
help students to develop their ability to reflect on their own learning. For example:
 Teachers should model metacognitive and self-explanation strategies on specific
reflection.
 Study guides or advance organizer should be integrated into classroom materials
to prompt students to reflect on their learning.
 Questioning strategies should be used to prompt reflective thinking, specifically
getting students to respond to why, how, and what specific decisions are made.
 Social learning environments should exist that prompt collaborative work with
peers, teachers, and experts.
 Learning experiences should be designed to include advice from teachers and
co-learners.
 Classroom experiences should involve enjoyable, concrete, and physical
learning activities whenever possible to ensure proper attention to the unique
cognitive, affective, and psychomotor domain development of middle school
students.
Suggestions to promote Critical thinking:
 Structuring lesson plans to support critical thinking.

 Providing lesson components that prompt inquiry and curiosity.
 Providing resources and hand-on activities to prompt exploration.
 Providing reflection activity worksheets for each lesson plan to prompt
students to think about what they know, what they learned, and what they need
to know as they progress through their exploration.
8.- Conclusions
In conclusion, it’s important that English learners can improve their critical thinking
because it allows them to build their own knowledge and capacities to express their
ideas. For these reasons, teachers should encourage their students to develop critical
thinking skills. Teachers can ask students some questions according to their needs. Also,
they work in groups and participate in discussion and debate where they are able to
share their points of view with their partners.
9.- Review and reflect on your individual and team’s performance
As English learners, we think that this project helps us to know what problems students
face on at the moment to develop their critical thinking. The topic is related to complex
forms of thinking, for that reason we had to be involved on the theme and study it. After
all the work realized and resources found, we can conclude that all students have
different learning styles where teachers need to use different strategies and techniques in
order to have motivated and encouraged students to build their own knowledge in a
good atmosphere.
References:

Team, G. (2015). 8 Ways to Develop Critical Thinking Skills with EdTech.Global
Digital Citizen Foundation. Retrieved 9 February 2016.
From https://globaldigitalcitizen.org/8-ways-to-develop-critical-thinking-skills
 Learning Solutions Magazine,. (2016).Supporting Critical Thinking in
eLearning by Bill Brandon : Learning Solutions Magazine. Retrieved 9
February 2016.
From http://www.learningsolutionsmag.com/articles/1090/supporting-critical-
thinking-in-elearning
 Hawaii.edu,. (2016). How do I promote student reflection and critical thinking.
Retrieved 9 February 2016.
From http://www.hawaii.edu/intlrel/pols382/Reflective%20Thinking%20-
%20UH/reflection.html
 Center for Teaching and Faculty Excellence,. (2012). Developing Critical
Thinkers. Retrieved 9 February 2016.
From http://ctfe.gmu.edu/teaching/developing-critical-thinkers/
 Seifert, K & Sutton, R. (2009) Global Text .Educational Psychology
FINAL REFLECTION

This syllabus “EDUCATIONAL PSYCHHOLOGY II” that I studied this semester
was essential because I understood the diversity in the classroom and the importance of
subjectivity in educational processes where each student has physical, social and
academic differences because students differ according to cultures, language, and ethnic
groups which it’s difficult for them to learn a language.
This module is important because I achieved all the goals during this semester through
effort and perseverance. I learnt about students with special educational needs where
they need support and affection in order to feel motivated to learn in a collaborative
environment. Furthermore, I learnt that teachers need to encourage their students using
positive comments or rewards. In addition, teachers need to use communicative
procedures and expectations in the classroom to have students to interact with the
teacher and their partners using verbal and non-verbal communication. Finally, I was
able to understand that are different strategies to think creatively and to solve problems.
In conclusion, in the future allow us to open dozen of doors and opportunities as
teachers to get good results in our students at the end of the class using strategies and
procedures to manage our students’ behaviors and attitudes. In addition, it’s beneficial to
know this module because it gives us many advantages in our life to be great and
successful professionals in the future.
RUBRIC TO ASSESS PORTFOLIO
CARRERA DE IDIOMAS
FINAL PORTFOLIO RUBRIC

Student´s name: Katerine Estefania Ramos Acosta Syllabus: Educational Psychology II
Date: February 12th
, 2016
ASPECTS TO BE
EVALUATED
EXEMPLARY
2,5
GOOD
2
OK
1,5
POOR
1
Format,
completeness and
Organization
(1. Cover
page & index,
(2. Vision
statement, Mision
statement, Exit
profile
(3. C.V.
(4. Syllabus
(5. Statement
of personal goals
according to each
syllabus.
(6. Five
evidences
(7. Final
Essay
8. Rubric with grade
of portfolio)
The portfolio contains all
the elements (8
elements described
below) in a very
organized way.
The portfolio is somewhat
organized and may miss
one or two elements.
The portfolio shows
little organization and
may miss three or four
elements.
The portfolio shows no
organization and may
miss more than four
elements.
Statement of
Personal Learning
Goals
Demonstrates honest
and complex
understanding of
learning goals, relates
goals to current
syllabus, few or no
language errors.
Good reflection about
future goals, some parts
could use elaboration or
further analysis, some
language errors that don´t
affect comprehension.
Statement may be
short and insincere,
demonstrates little
reflection about goals
and how it relates to
class, many language
errors.
Many language errors
that make it difficult to
understand, little or no
reflection about future
goals and current
syllabus.
Final essay
(Students from 3rd
to 9th
semester)
The final essay explains
how the learning
outcomes of the current
syllabus respond to the
Program´s exit profile in
a very clear and
complete way.
The final essay explains
how the learning
outcomes of the current
syllabus responds to the
Program´s exit profile in a
very good way.
The final essay
explains how the
learning outcomes of
the current syllabus
responds to the
Program´s exit profile
in a good way.
The final essay does
not give a good
explanation of how the
learning outcomes of
the current syllabus
responds to the
Program´s exit profile in
a good way.
Mechanics
grammar,
punctuation,
capitalization and
spelling.
The portfolio does not
have major
mistakes that distract
the reader from the
context. One to three
minor mistakes in
grammar, punctuation,
capitalization, or
spelling are tolerated.
The portfolio has four to
six mistakes in grammar,
punctuation,
capitalization, or
spelling.
The portfolio has seven
to ten mistakes in
grammar,
punctuation,
capitalization, or
spelling.
The portfolio has more
than ten mistakes in
grammar,
punctuation,
capitalization, or
spelling. It is difficult for
the reader to
understand the content.
Total /10
Comments About Portfolio:
PLAGIARISM in any section of the portfolio will be PENALIZED with the grade of zero.
Authors: Professors of the Academic Area of the English Language Teaching Program at UTA.

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