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Katerine Estefanía Ramos Acosta is a 21-year-old single Ecuadorian student currently studying at the Technical University of Ambato. She completed her primary education at Liceo Cristiano Emanuel from 1999 to 2006 and her secondary education at I.T.A.S L.AM, studying agronomy, from 2006 to 2012. She has been studying at the Technical University of Ambato since 2012.
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PORTFOLIO_GRAMMAR III
2.2 Grammar
Scoring scales
2.3 Pronunciation
Questionnaires
2.4 Spelling
Mindmaps
2.5 Punctuation
Writtentasks
2.6 Capitalization
Summative tests
2.7 Error correction
Digital tasks in
Excell
2.8 Error analysis
2
2
3
SUBTOTAL HOURS
2
2
3
TOTAL HOURS
7
Learning outcome: Analyze different methods to deal with grammar errors with examples
Learning Methodologies: Collaborative Learning; Project based learning, Study case, problem based
GRAMMAR III
The document discusses Element 5, but provides no other context or details about the topic. It is a very short document that only mentions "Element 5" without any explanation or additional information about what Element 5 refers to.
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This document contains a lesson plan for teaching 4th year basic education students about vertebrates and mammals. The lesson uses CLIL (content and language integrated learning) methods to teach science content in English. It includes objectives, materials, timing, activities, assessments and reflections. Students will classify vertebrates, learn their characteristics, compare mammals, and complete learning logs to reflect on what they learned. Cooperative learning, self-assessment and peer assessment will be used to evaluate students. The goal is to motivate students and help them learn science in English.
ADVANCED ENGLISH IV
1. The document is from Universidad Técnica de Ambato's Faculty of Humanities and Education for the English Language program.
2. It provides evidence for a student named Katerine Estefanía Ramos Acosta for the eighth semester course "Advanced English IV" under professor Ruth Elizabeth Infante Paredes.
3. The learning outcome is to apply reading and listening strategies for the TOEFL iBT through performing mock practice tests.
ADVANCED ENGLISH IV
This document outlines strategies for the listening section of the TOEFL iBT test. It provides learning outcomes related to applying strategies for each question type in the listening section. It also includes a URL for a video on strategies for the TOEFL iBT listening test. A reflection notes that the unit discussed the listening section, explained different strategies and skills to apply, and emphasized having knowledge of the strategies needed for each question type to find correct answers.
Advanced English IV
This document is from Universidad Técnica de Ambato in Ecuador for a student named Katerine Estefanía Ramos Acosta. It provides evidence for Unit 3 of her Advanced English IV course, where the learning outcome is to identify and follow the steps for different types of listening questions on the TOEFL iBT exam. The document asks her to study the types of listening questions for the TOEFL iBT.
Advanced English IV
This document is from Universidad Técnica de Ambato in Ecuador for a student named Katerine Estefanía Ramos Acosta. It provides evidence for Unit 3 of her Advanced English IV course, where the learning outcome is to identify and follow the steps for different types of listening questions on the TOEFL iBT exam. The document asks her to study the types of listening questions for the TOEFL iBT.
RAMOS ACOSTA KATERINE ESTEFANÍA
This document is a portfolio submitted by a student named Katerine Estefanía Ramos Acosta for a class called "The History and Language of English Culture" at the Technical University of Ambato in Ecuador. The portfolio contains evidence of the student's work and learning over the course of the semester, including a syllabus, reflections, and samples of work related to various elements assessed in the course.
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PORTFOLIO_GRAMMAR III
2.2 Grammar
Scoring scales
2.3 Pronunciation
Questionnaires
2.4 Spelling
Mindmaps
2.5 Punctuation
Writtentasks
2.6 Capitalization
Summative tests
2.7 Error correction
Digital tasks in
Excell
2.8 Error analysis
2
2
3
SUBTOTAL HOURS
2
2
3
TOTAL HOURS
7
Learning outcome: Analyze different methods to deal with grammar errors with examples
Learning Methodologies: Collaborative Learning; Project based learning, Study case, problem based
GRAMMAR III
The document discusses Element 5, but provides no other context or details about the topic. It is a very short document that only mentions "Element 5" without any explanation or additional information about what Element 5 refers to.
ALTERNATIVES IN ASSESSMENT_CLASS PROJECT
This document contains a lesson plan for teaching 4th year basic education students about vertebrates and mammals. The lesson uses CLIL (content and language integrated learning) methods to teach science content in English. It includes objectives, materials, timing, activities, assessments and reflections. Students will classify vertebrates, learn their characteristics, compare mammals, and complete learning logs to reflect on what they learned. Cooperative learning, self-assessment and peer assessment will be used to evaluate students. The goal is to motivate students and help them learn science in English.
ADVANCED ENGLISH IV
1. The document is from Universidad Técnica de Ambato's Faculty of Humanities and Education for the English Language program.
2. It provides evidence for a student named Katerine Estefanía Ramos Acosta for the eighth semester course "Advanced English IV" under professor Ruth Elizabeth Infante Paredes.
3. The learning outcome is to apply reading and listening strategies for the TOEFL iBT through performing mock practice tests.
ADVANCED ENGLISH IV
This document outlines strategies for the listening section of the TOEFL iBT test. It provides learning outcomes related to applying strategies for each question type in the listening section. It also includes a URL for a video on strategies for the TOEFL iBT listening test. A reflection notes that the unit discussed the listening section, explained different strategies and skills to apply, and emphasized having knowledge of the strategies needed for each question type to find correct answers.
Advanced English IV
This document is from Universidad Técnica de Ambato in Ecuador for a student named Katerine Estefanía Ramos Acosta. It provides evidence for Unit 3 of her Advanced English IV course, where the learning outcome is to identify and follow the steps for different types of listening questions on the TOEFL iBT exam. The document asks her to study the types of listening questions for the TOEFL iBT.
Advanced English IV
This document is from Universidad Técnica de Ambato in Ecuador for a student named Katerine Estefanía Ramos Acosta. It provides evidence for Unit 3 of her Advanced English IV course, where the learning outcome is to identify and follow the steps for different types of listening questions on the TOEFL iBT exam. The document asks her to study the types of listening questions for the TOEFL iBT.
RAMOS ACOSTA KATERINE ESTEFANÍA
This document is a portfolio submitted by a student named Katerine Estefanía Ramos Acosta for a class called "The History and Language of English Culture" at the Technical University of Ambato in Ecuador. The portfolio contains evidence of the student's work and learning over the course of the semester, including a syllabus, reflections, and samples of work related to various elements assessed in the course.
12.- RUBRIC TO ASSESS PORTFOLIO
This rubric outlines criteria for assessing student portfolios. It evaluates portfolios based on organization, documentation of the learning process, demonstration of skills and growth, and reflection. Portfolios are scored on a scale of 1 to 4 in each category, with 4 being the highest score. The assessment focuses on helping students learn and improve.
11.- FINAL ESSAY
This syllabus on psycholinguistics taught the student about language development and acquisition, how the brain processes language in each hemisphere, and different teaching methods to meet student needs. The student achieved the semester's goals by learning how children naturally acquire grammar rules and that they learn through reinforcement and analogy. Studying this subject will open opportunities for teachers to support students' learning and achieve good results through understanding language development and effective teaching methods.
10.- EVIDENCE FOR UNIT 5
The document is a proposal from a student named Katerine Estefanía Ramos Acosta for their seventh semester course "Psycholinguistics" at Universidad Técnica de Ambato in Ambato, Ecuador. The proposal is related to second language acquisition theory based on bilingual settings and theories and practical applications. The learning outcome is for the student to propose a theory about second language acquisition from a pedagogical point of view for their professor Lic. Mg. Ruth Elizabeth Infante Paredes.
9.- EVIDENCE FOR UNIT 4
Katerine Estefanía Ramos Acosta conducted research on language development in pre-K children for a class at Universidad Técnica de Ambato. The research examined first language acquisition across phonology, morphology, syntax, semantics and pragmatics from a psycholinguistic perspective. The goal was to study how language develops in these areas for pre-K students. The research was conducted between April and September 2016 under the supervision of professor Lic. Mg. Ruth Elizabeth Infante Paredes.
8.- EVIDENCE FOR UNIT 3
This document provides evidence and a learning outcome for Unit 3 of a psycholinguistics course. The evidence asks students to summarize the central neurological system and language process based on a linguistic model in order to compare the cognitive, perceptive, social and communicative development of children's language. The learning outcome is for students to create a mind map about the central neurological system and language process from a linguistic perspective. The reflection identifies that the brain controls motor and sensory activities, has two hemispheres with the left controlling the right side of the body and being specialized for language acquisition.
7.- EVIDENCE FOR UNIT 2
The document is from Universidad Técnica de Ambato in Ecuador. It provides evidence for Unit 2 of the "Psycholinguistics" course for the Carrera de Idiomas career. The learning outcome is to schematize models of human language development from a psychological perspective by analyzing models that establish the characteristics of children's language development. The document was produced by student Katerine Estefanía Ramos Acosta for professor Lic. Mg. Ruth Elizabeth Infante Paredes during the seventh semester A from April to September 2016 in Ambato, Ecuador.
6.- EVIDENCE FOR UNIT 1
Speech refers to the physical ability to produce sounds, language is a system of symbols and rules for communication, and communication is the exchange of thoughts and information between individuals. This document outlines the learning outcome of differentiating these three concepts from a psychological perspective for a psycholinguistics class. It provides the name of the student, professor, semester, location and timeframe for the class.
5.- STATEMENT OF PERSONAL LEARNING GOALS
This document outlines the learning goals for a course in psycholinguistics. The student aims to learn about language development through different stages and forms, including phonology, morphology, syntax, semantics and pragmatics. They also want to identify the central neurological systems involved in language processing. Taking this course will help the student understand human development and second language acquisition, as well as the best ages for teaching language. Overall, the student believes this course will help them become an effective language professional by learning techniques for creating a positive learning environment.
4. - SYLLABUS
This syllabus outlines a psycholinguistics course taught at Universidad Técnica de Ambato in Ecuador. The course is divided into 5 units that cover key concepts such as the relationship between speech, language, and communication; models of human language development; the neurological basis of language; first and second language acquisition; and applying psycholinguistic theories to language teaching. Students will learn through activities like workshops, presentations, and independent research. The goal is for students to understand language development and be able to apply psycholinguistic concepts to improve English language instruction.
2.- VISION STATEMENT, MISION STATEMENT, EXIT PROFILE
Este documento presenta la misión, visión y perfil de egreso de la Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de la Universidad Técnica de Ambato. Su misión es formar profesionales líderes competentes con pensamiento crítico a través de la docencia, investigación y vinculación. Su visión es constituirse como un centro de formación superior con liderazgo y proyección nacional e internacional. El perfil de egreso incluye dominio del idioma inglés nivel B2, manejo
Elemento II_ Ensayo
El documento describe la realidad nacional de Ecuador. Ecuador tiene una población de más de 16 millones de habitantes y su capital es Quito. La economía de Ecuador se basa en la exportación de petróleo, flores, banano, cacao y camarón. El país también tiene una gran biodiversidad de recursos naturales debido a sus cuatro regiones geográficas distintas. Bajo la presidencia de Rafael Correa, Ecuador ha evolucionado en educación, tecnología e industria.
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Este documento presenta un cuadro comparativo de la realidad nacional de Ecuador realizado por Katerine Ramos como parte de su trabajo de séptimo semestre en la carrera de Idiomas de la Universidad Técnica de Ambato durante el período de abril a septiembre de 2016.
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This document is a student portfolio for the subject "Advanced English II" taken by Katerine Estefania Ramos Acosta. The portfolio contains various elements that demonstrate her progress and learning in the course, including her mission and vision statements, CV, learning goals, summaries of course elements, and a final reflection. It follows the structure and rubric required for the portfolio assignment.
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investigación: variables, hipótesis,
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RAMOS_KATERINE
This syllabus outlines a course on teaching children in the English language classroom. The course is divided into 5 units that cover topics such as how children learn, characteristics of young learners, teaching approaches, classroom management techniques, and using songs, stories and interaction to engage students. Students will develop their pedagogical competence through activities, workshops, presentations and demo teaching sessions. The goal is for students to understand developmentally appropriate practices and strategies for making English lessons fun and meaningful for young learners. Assessment will include formative tools like conversations and projects, as well as summative quizzes, tests and demonstrations to evaluate students' mastery of the concepts.
Ramos_Katerine_Advanced_English II
This document outlines a syllabus for an Advanced English II course at the Technical University of Ambato in Ecuador. The syllabus provides information about the course objectives, which are to help students improve their English proficiency to an advanced B2 level based on the Common European Framework. Students will develop skills in reading, writing, listening, and speaking English through activities focused on vocabulary, grammar, organization, and communication. Assessment will include formative and summative evaluations, with the goal of preparing students to pass the First Certificate in English exam. The course will use communicative language teaching approaches to create an engaging learning environment.
Ramos _Katerine _Educational _Psychology II
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This document contains a syllabus for a "Language Teaching Strategies" course. The syllabus provides information on the course objectives, which are to develop students' pedagogical competence and ability to internalize major and minor teaching methods for English. Specific objectives include identifying concepts for language teaching/learning, comparing strategies for teaching English to different ages/levels, and applying strategies in an eclectic way. The methodology uses Kolb's strategies and approaches like ABP, ABPro. The course aims to equip students with a range of teaching strategies and apply them depending on learners' levels and environments.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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12.- RUBRIC TO ASSESS PORTFOLIO
This rubric outlines criteria for assessing student portfolios. It evaluates portfolios based on organization, documentation of the learning process, demonstration of skills and growth, and reflection. Portfolios are scored on a scale of 1 to 4 in each category, with 4 being the highest score. The assessment focuses on helping students learn and improve.
11.- FINAL ESSAY
This syllabus on psycholinguistics taught the student about language development and acquisition, how the brain processes language in each hemisphere, and different teaching methods to meet student needs. The student achieved the semester's goals by learning how children naturally acquire grammar rules and that they learn through reinforcement and analogy. Studying this subject will open opportunities for teachers to support students' learning and achieve good results through understanding language development and effective teaching methods.
10.- EVIDENCE FOR UNIT 5
The document is a proposal from a student named Katerine Estefanía Ramos Acosta for their seventh semester course "Psycholinguistics" at Universidad Técnica de Ambato in Ambato, Ecuador. The proposal is related to second language acquisition theory based on bilingual settings and theories and practical applications. The learning outcome is for the student to propose a theory about second language acquisition from a pedagogical point of view for their professor Lic. Mg. Ruth Elizabeth Infante Paredes.
9.- EVIDENCE FOR UNIT 4
Katerine Estefanía Ramos Acosta conducted research on language development in pre-K children for a class at Universidad Técnica de Ambato. The research examined first language acquisition across phonology, morphology, syntax, semantics and pragmatics from a psycholinguistic perspective. The goal was to study how language develops in these areas for pre-K students. The research was conducted between April and September 2016 under the supervision of professor Lic. Mg. Ruth Elizabeth Infante Paredes.
8.- EVIDENCE FOR UNIT 3
This document provides evidence and a learning outcome for Unit 3 of a psycholinguistics course. The evidence asks students to summarize the central neurological system and language process based on a linguistic model in order to compare the cognitive, perceptive, social and communicative development of children's language. The learning outcome is for students to create a mind map about the central neurological system and language process from a linguistic perspective. The reflection identifies that the brain controls motor and sensory activities, has two hemispheres with the left controlling the right side of the body and being specialized for language acquisition.
7.- EVIDENCE FOR UNIT 2
The document is from Universidad Técnica de Ambato in Ecuador. It provides evidence for Unit 2 of the "Psycholinguistics" course for the Carrera de Idiomas career. The learning outcome is to schematize models of human language development from a psychological perspective by analyzing models that establish the characteristics of children's language development. The document was produced by student Katerine Estefanía Ramos Acosta for professor Lic. Mg. Ruth Elizabeth Infante Paredes during the seventh semester A from April to September 2016 in Ambato, Ecuador.
6.- EVIDENCE FOR UNIT 1
Speech refers to the physical ability to produce sounds, language is a system of symbols and rules for communication, and communication is the exchange of thoughts and information between individuals. This document outlines the learning outcome of differentiating these three concepts from a psychological perspective for a psycholinguistics class. It provides the name of the student, professor, semester, location and timeframe for the class.
5.- STATEMENT OF PERSONAL LEARNING GOALS
This document outlines the learning goals for a course in psycholinguistics. The student aims to learn about language development through different stages and forms, including phonology, morphology, syntax, semantics and pragmatics. They also want to identify the central neurological systems involved in language processing. Taking this course will help the student understand human development and second language acquisition, as well as the best ages for teaching language. Overall, the student believes this course will help them become an effective language professional by learning techniques for creating a positive learning environment.
4. - SYLLABUS
This syllabus outlines a psycholinguistics course taught at Universidad Técnica de Ambato in Ecuador. The course is divided into 5 units that cover key concepts such as the relationship between speech, language, and communication; models of human language development; the neurological basis of language; first and second language acquisition; and applying psycholinguistic theories to language teaching. Students will learn through activities like workshops, presentations, and independent research. The goal is for students to understand language development and be able to apply psycholinguistic concepts to improve English language instruction.
2.- VISION STATEMENT, MISION STATEMENT, EXIT PROFILE
Este documento presenta la misión, visión y perfil de egreso de la Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de la Universidad Técnica de Ambato. Su misión es formar profesionales líderes competentes con pensamiento crítico a través de la docencia, investigación y vinculación. Su visión es constituirse como un centro de formación superior con liderazgo y proyección nacional e internacional. El perfil de egreso incluye dominio del idioma inglés nivel B2, manejo
Elemento II_ Ensayo
El documento describe la realidad nacional de Ecuador. Ecuador tiene una población de más de 16 millones de habitantes y su capital es Quito. La economía de Ecuador se basa en la exportación de petróleo, flores, banano, cacao y camarón. El país también tiene una gran biodiversidad de recursos naturales debido a sus cuatro regiones geográficas distintas. Bajo la presidencia de Rafael Correa, Ecuador ha evolucionado en educación, tecnología e industria.
Elemento i cuadro comparativo
Este documento presenta un cuadro comparativo de la realidad nacional de Ecuador realizado por Katerine Ramos como parte de su trabajo de séptimo semestre en la carrera de Idiomas de la Universidad Técnica de Ambato durante el período de abril a septiembre de 2016.
Ramos_Katerine_Language_Teaching_Strategies
This document contains a syllabus for a "Language Teaching Strategies" course. The syllabus provides information on the course objectives, which are to develop students' pedagogical competence and ability to apply a range of teaching strategies for teaching English as a foreign language to different ages and types of learners. The syllabus outlines the course content, methodology, evaluation instruments, and objectives, which include identifying language teaching concepts, comparing strategies for teaching children and teenagers, applying strategies for teaching adults, and proposing eclectic uses of strategies. The course aims to equip students with the foundations of teaching through exposure to methods and techniques.
Ramos Katerine Advanced English II
This document is a student portfolio for the subject "Advanced English II" taken by Katerine Estefania Ramos Acosta. The portfolio contains various elements that demonstrate her progress and learning in the course, including her mission and vision statements, CV, learning goals, summaries of course elements, and a final reflection. It follows the structure and rubric required for the portfolio assignment.
RAMOS KATERINE
1.2 Análisis de los componentes de la
investigación: variables, hipótesis,
población y muestra
3 1 2 6 Conversación
Informal:
RAMOS_KATERINE
This syllabus outlines a course on teaching children in the English language classroom. The course is divided into 5 units that cover topics such as how children learn, characteristics of young learners, teaching approaches, classroom management techniques, and using songs, stories and interaction to engage students. Students will develop their pedagogical competence through activities, workshops, presentations and demo teaching sessions. The goal is for students to understand developmentally appropriate practices and strategies for making English lessons fun and meaningful for young learners. Assessment will include formative tools like conversations and projects, as well as summative quizzes, tests and demonstrations to evaluate students' mastery of the concepts.
Ramos_Katerine_Advanced_English II
This document outlines a syllabus for an Advanced English II course at the Technical University of Ambato in Ecuador. The syllabus provides information about the course objectives, which are to help students improve their English proficiency to an advanced B2 level based on the Common European Framework. Students will develop skills in reading, writing, listening, and speaking English through activities focused on vocabulary, grammar, organization, and communication. Assessment will include formative and summative evaluations, with the goal of preparing students to pass the First Certificate in English exam. The course will use communicative language teaching approaches to create an engaging learning environment.
Ramos _Katerine _Educational _Psychology II
The document is a student portfolio for an Educational Psychology II course. It includes sections on the course mission and vision statements, the student's personal learning goals, the course syllabus, and five elements completed by the student as part of the coursework. The portfolio provides an overview of the content and assignments for the Educational Psychology II course, which focuses on understanding student diversity, special needs, motivation, communication in the classroom, and instructional design.
Ramos_Katerine_Language_Teaching_Strategies
This document contains a syllabus for a "Language Teaching Strategies" course. The syllabus provides information on the course objectives, which are to develop students' pedagogical competence and ability to internalize major and minor teaching methods for English. Specific objectives include identifying concepts for language teaching/learning, comparing strategies for teaching English to different ages/levels, and applying strategies in an eclectic way. The methodology uses Kolb's strategies and approaches like ABP, ABPro. The course aims to equip students with a range of teaching strategies and apply them depending on learners' levels and environments.
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2.- VISION STATEMENT, MISION STATEMENT, EXIT PROFILE
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