Foro 2. grupo 6
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The document outlines a three phase roadmap for quality improvement in schools, with the first phase focusing on establishing mission, vision, and quality documents, the second on consolidating the quality management system, and the third on using excellence tools to achieve high scores on evaluation models. It also provides guidance on prioritizing actions, planning SMART goals, allocating resources, and developing an inspiring action plan to engage staff in sustainability efforts.
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- Joseph Juran developed the concept of the "quality trilogy" of planning, control, and improvement. He also introduced the 80/20 rule about quality problems.
- Tom Peters stressed the importance of leadership and customer focus for quality. He outlined 12 attributes of successful quality programs.
- Kaoru Ishikawa promoted quality circles and company-wide participation in quality. He also developed tools like cause-and-effect diagrams.
Question 1.2
This document discusses several key concepts related to art appreciation and filmmaking. It begins by stating that art is for everyone regardless of attributes and that there is an artist within every person. It then discusses various artistic concepts like aesthetics, imagination, abstraction, themes, and styles. For filmmaking, it notes that the director's personality and subjective intervention shape the film through choices in what reality to depict and how to structure the narrative over time and space. Overall, the document provides an overview of artistic concepts and principles of filmmaking realization through a director's choices and interpretation.
Question 2.3
The document discusses the relationship between literature and cinema. It explains that early cinema adapted theatrical works and novels by putting them on screen. However, directly adapting a literary work to film is difficult and often produces opposite results than expected due to the different languages of each medium. Novels are able to vividly depict characters, settings, and drama in a way that engages readers, while films must show rather than tell through moving images and editing. The document also covers cinema genres and how films are increasingly difficult to classify into a single genre due to blending of plots and subplots.
Foro 2 old english
English has evolved significantly from its origins in 450 CE among Germanic language speakers settling in Britain. Over time, English transitioned from a synthetic to a more analytic language due to both internal factors like stress changes and external influences including Latin, French, and other languages entering the vocabulary. Theories of language change point to both internal developmental needs and external influences shaping a language. While English became more analytic, recent contractions show it may follow the linguistic cycle back toward greater synthesis.
Question 2.4
Fixed costs are expenses that do not change over the duration of a project, such as rent, salaries, and utilities. Variable costs fluctuate depending on production volume or sales revenue, like raw materials and labor. Direct costs are directly attributable to a project and paid from the project budget, while indirect costs are shared across multiple projects, such as a project manager allocated to several teams.
Question 2.4
This document discusses several factors that affect how learners acquire a second language (L2), including:
1. Social context factors like the status of the first language (L1) and L2, and institutional forces can impact a learner's attitude and opportunity, determining if the L2 is learned as a second language, foreign language, etc.
2. The quantity and quality of L2 input and interaction a learner experiences, determined by their social experiences, significantly influence ultimate success in L2 learning.
3. Individual learner factors like aptitude, motivation, age, and the relationship between the L1 and L2 can differentially impact how easy it is to acquire an L2.
4
Collaborative 2 ingrid margarita and sandra
This document provides guidance on project evaluation. It discusses what project evaluation is, its importance in project design and implementation, additional benefits like project improvement and capacity building. It outlines the planning, data collection, analysis, and reporting process for evaluations. Key steps include examining issues and objectives, establishing a team, identifying the purpose, focusing on improvement, assessing outcomes and impacts, and creating a report to synthesize findings. The goal is to help determine what is and is not working to improve the project.
Academic forum 2 Antonio and Sandra
Este documento describe el proceso de implementación de la gestión por procesos en la Unidad Educativa Abelardo Tamariz Crespo. Se identifican los principales procesos de la institución y se desarrollan planes para mejorarlos continuamente mediante el ciclo de Deming: planificación, aplicación, evaluación y revisión. El objetivo final es alcanzar una educación de calidad a través de la mejora sistemática de acuerdo con los estándares educativos.
Collaborative work 2
This document discusses various management roles and styles. It outlines the interpersonal roles a manager plays such as figurehead, leader, and liaison. It also discusses informational roles like monitor and disseminator. Decisional roles include entrepreneur, disturbance handler, and resource allocator. Management styles covered are democratic, autocratic, and laissez-faire. The document emphasizes that the most effective style depends on the situation and managers must consider the personalities involved, task characteristics, and wider environment. Motivation and morale of employees are also highlighted as important responsibilities for managers.
Question 1.4
Differences among learners can influence their success in acquiring a second language. Psychological factors like age, sex, aptitude, motivation, cognitive styles, personality, and learning strategies all potentially play a role. Research has produced mixed findings on how some of these factors like age and sex impact language learning, and their effects depend on interactions with social and learning contexts. Aptitude, motivation, and learning strategies employed appear to be important predictors of success, though other variables also influence ultimate proficiency attainment in a second language.
Collaborativo 1
This document discusses measurement and budgeting in the context of total quality management in schools. It argues that measurement is important to identify the causes of variation and that data collection must have a clear purpose. Regarding budgeting, it states that financial management is an underrated part of TQM and budgets should be delegated to empower teams. Delegating budgets allows teams greater control over resources and curriculum design, which can aid quality improvement. The document outlines models where budgets are delegated to teaching units based on student numbers to give autonomy while ensuring accountability.
Question 2.3
The document discusses the different aspects of communicative competence, including grammatical competence, discourse competence, sociolinguistic competence, and strategic competence. It then discusses seven different language functions: instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. Finally, it discusses various topics related to developing communicative competence such as functional syllabuses, discourse analysis, pragmatics, language and gender, styles and registers, and nonverbal communication.
Question 1.4
There are two main types of learning - observational learning (learning by watching others) and associative learning (learning by establishing connections between events). Classical conditioning is a method of teaching connections between two stimuli by associating a neutral stimulus with a meaningful stimulus until the neutral stimulus elicits the same response. While learning a foreign language is more difficult for adults due to reduced brain plasticity, humans have an innate ability to learn language from a young age through a combination of biological and environmental factors.
Foro 1. grupo 4
The document discusses planning for the implementation of an education policy through developing an action plan. It explains that action planning involves clarifying goals and strategies, programming activities with timing and resources assigned. Developing a logframe is important for action planning to help determine actions and activities to achieve objectives. The logframe should be nested from the goal level down to specific objectives and activities. Planning for monitoring, review and evaluation is also essential, including identifying performance indicators to measure objectives and the types and objects of evaluation.
Question 2.3
This document discusses different aspects of communicative competence. It defines grammatical competence as knowledge of rules of morphology, syntax, and semantics. Discourse competence is the ability to connect sentences into coherent discourse. Sociolinguistic competence requires understanding of social context for language use. Strategic competence refers to strategies for compensating for communication breakdowns. It also outlines different language functions, such as instrumental, regulatory, representational, and others. Functional syllabuses focus on tasks like introductions or asking for information. Discourse analysis examines the relationship between language forms and functions. Pragmatics considers the effect of context on language. Nonverbal communication conveys important cultural messages through kinesics, proxemics, artifacts, touch
Question 2.3
There are several factors that can influence differences in how successfully learners acquire a second language. Psychological factors within the individual include age, sex, aptitude, motivation, cognitive styles, personality, and learning strategies. Age does not necessarily determine success, as both children and adults can be successful learners. While research on sex differences is mixed, some studies have found women outperform men in certain language tasks. Aptitude, motivation, and learning strategies adopted by the individual also impact success. Cognitive styles and personality traits interact with social and learning contexts in complex ways to influence outcomes.
Foro 1
The listening instruction focused on bottom-up skills like identifying words in reduced speech, distinguishing segments tailored for Chinese learners, and identifying various types of intonation cues. Specifically, it emphasized identifying stressed words, grammatical intonation cues, accentual intonation cues indicating emphasis or new information, and attitudinal intonation cues revealing a speaker's attitude. Segmental skills like distinguishing minimal pairs and verb suffixes were also addressed. Strategies included using stressed words and discourse markers to aid comprehension and monitoring one's understanding of a text.
Chapter 9
The document discusses several trends affecting curriculum issues, including the rapid changes in society driven by industrialization, computerization, and globalization. This has prompted questions about whether education systems are adequately preparing students for these challenges. Specifically, the education system faces adapting to the Information Age, a changing workplace, competing influences on children, and preparing students for democratic participation. Several curriculum issues are also discussed, such as grouping students, differentiated curriculum, compensatory education, character education, performance assessment, and retooling schools for the future with principles like schools for all, personalized learning, thinking skills, and technology integration.
Question 1.3
There are several factors that can influence differences in how successfully learners acquire a second language. Psychological factors within the individual include age, sex, aptitude, motivation, cognitive styles, personality, and learning strategies. Age does not necessarily determine success, as both children and adults can be successful learners. While research on sex differences is mixed, some studies have found women outperform men in certain language tasks. Aptitude, motivation, and learning strategies adopted by the individual also impact success. Cognitive styles and personality traits interact with social and learning contexts in complex ways to influence outcomes.
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- 1. Teacher: Miguel Vinicio Ponce Medina Students: • Jorge Luis Rengifo Tobar • Sandra Cecilia Pico Guevara Proyecto Integrador II Planning and action plan
- 2. Road map Gives a very condensed overview of planned action and their timing. At each stage the schools produce a strategic plan that allows them to focus on to their strategic objectives. In the first three academic years, the schools identify: - The school’s mission, vision, values, stakeholders, and prepare strategic documents . - Quality manual and operating procedures of the school. - At the end of this phase they are able to obtain ISO 9001:2008. In the second phase the quality management system of the schools is consolidated. They begin walking on the road to excellence. The goal is to improve in the management system to achieve the level of 400 points on the model e2cat in three years. The third phase includes the massive use of the tools of excellence to reach 500 points according to the EFQM European model.
- 3. Do not waste time with possible actions which are not important for the school. Take non-complex but important actions first, they are quick wins and create goodwill. Important but complex actions should be properly prepared, fragmentized and planned. How to prioritize
- 4. How to plan An action plan is an instrument to organize your quality improvement and a means to trace progress and difficulties. The action plan clarifies how the priorities will be tackled. Formulate your priorities in a SMART (I) way: S = Specific The priority should be specific, meaning the goal is clear and unambiguous using the five ‘W-questions’ normally leads to a good formulation: • What do we want to accomplish? • Why do we want this, what is the reason, purpose or benefits? • Who is involved? • Where is it going to happen? • Which? Identify requirements and constraints.
- 5. M = Measurable Take into account what will be the concrete criteria for measuring progress towards the attainment of the goal. A measurable goal will answer questions such as: • How much or how many? • How will I know when it is accomplished? A = Acceptable or attainable Try to temporize, fragmentise and define sub-goals. By doing so, you develop the attitudes, abilities and skills that the organization will need to continue the process of quality improvement. Do not forget the important equation: R = E x A Result = Effffort x Acceptance R = Relevant or Realistic Obtaining the goals should be relevant and realistic. This does not mean the goal cannot be ambitious. A relevant or realistic goal will answer the questions: • Does this seem worthwhile? • Can we achieve this goal?
- 6. T = Timing A timed goal is intended to establish a kind of sense of urgency. A timed goal will answer the questions: • When? • What can I do within X months /weeks from now? • What can I do today? I = Inspiring The planned action or priority should inspire the school team to continue in the progress and improvement of the educational quality. Inspiration is perhaps the most important aspect in the motivation of the team.
- 7. The free spendable time is limited It is estimated that within the work plan and the tasks there is 15% of free time for new things and innovation. Of that percentage we can take 5% to be invested in quality development.
- 8. Pareto rule We have to prioritize the goals and objectives we know will make big changes and give us most of our results.
- 9. Example of action plan on sustainable development made by Ofsted Ofsted Strategic Priority: Better ways of working Objective 1.3: To ensure that staff are aware of and engaged in our drive towards sustainability
- 11. Conclusions