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Fernanda Elizabeth Sarango Solano
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Assignment: Methodology and Didactics I
Assignment
First bimester
1. LEARNING ACTIVITY:
Apply and analyze two interviews; one to an expert teacher (4 years or more
of experience) and the other one to a novice teacher about “Managing the
Classroom” write an academic essay about it and answer a questionnaire in
the EVA+
2. TOPIC: Managing the classroom through the expert and novice teachers’
perspectives
3. COMPETENCES that support the activity: The student will be able to:
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Assignment: Methodology and Didactics I
Final Essay
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La Universidad Católica de Loja UTPL
Assignment: Methodology and Didactics I
ACTIVITY A
ACTIVITY B
Instruction: Read the example below and answer the related questions. (1
point) (0,5 each)
In an English class at the university, the teacher starts a new unit by giving the
students a reading activity “The story of Google”; they are supposed to figure out the
patterns found in this reading. Once again students are exposed to the same reading
but this time they are allowed to work in pairs. Their task is to find out how the regular
and irregular verbs in the past differ in their spelling. First of all, students share with
other peers their findings and then with the whole class. Finally, they work on a chart
to write down their findings.
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Assignment: Methodology and Didactics I
The written report is worth 4 marks and it will be assessed by the attached
rubric.
FIRST-TERM
6. RUBRIC:
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La Universidad Católica de Loja UTPL
Assignment: Methodology and Didactics I
SEÑOR ESTUDIANTE:
Le recordamos que para presentarse a rendir las evaluaciones presenciales no
está permitido el uso de ningún material auxiliar (calculadora, diccionario, libros,
Biblia, formularios, códigos, leyes, etc.)
Las pruebas presenciales están diseñadas para desarrollarlas sin la utilización
de estos materiales.
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Assignment
Second bimester
1. LEARNING ACTIVITY:
Analyze an academic strategy to teach one of the four basic English language
skills, include it in a lesson plan, describe your strategy in detail and answer a
questionnaire in the EVA +.
2. TOPIC: Teaching one of the four basic English language skills in a different way
3. COMPETENCES that support the activity: The student will be able to:
• Apply different strategies to teach the four basic English language skills.
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La Universidad Católica de Loja UTPL
Assignment: Methodology and Didactics I
i. Design a lesson plan including your strategy; consider the group number,
students’ background, level, the time of the lesson and so forth. (Use the
format stated in Harmer’s book page 161). Keep in mind you need to
include the strategy you have chosen and the way you will be using it.
j. You need to review unit 11 “Testing” and unit 12 “Problems and Solutions”
to answer the questionnaire.
ACTIVITY A
• The purpose of progress tests is to find out how well students have
assimilated what they have been taught over a period of time.
• Reliability and validity are pivotal features for good tests.
• When designing tests teachers need to include all the content stated
in the syllabus even if students haven’t reviewed it in class.
• Writing a postcard to my friend is a great example of an indirect test
item.
• A student who is good at multiple-choice questions is not necessarily
a better language learner.
• Indirect tests items refer to the activation phase, whereas direct test
items are more related to the study phase.
• Our “gut instinct” is high recommended when marking our student’s
pieces work.
• Marking scales do not have subjectivity issues for grading our students’
pieces of work.
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Assignment: Methodology and Didactics I
• When designing a test, teachers should consider the time and the
students’ motivation.
• It is a good idea to pilot the exam first or show it to our coworkers to
get feedback.
ACTIVITY B
2. Instruction: Choose the best two options. (1 point) (0,5 each) Strategy:
For doing this activity, please study Unit 12.
A. Threat all the students the same way because they have the right to be
threated equally
B. Use the material differently in order to support all learners
C. Do not consider their prior learning experiences
D. Allow students to use their mother tongue when they do not understand
something
E. Vary the same activity according to the students’ needs
F. Pair students to work cooperatively with someone who has their own level
so they can communicate effectively
The lesson plan and the description of the strategy are worth 4 marks and it will
be assessed by the attached rubric.
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La Universidad Católica de Loja UTPL
Assignment: Methodology and Didactics I
SECOND-TERM
6. RUBRIC:
SEÑOR ESTUDIANTE:
Le recordamos que para presentarse a rendir las evaluaciones presenciales no
está permitido el uso de ningún material auxiliar (calculadora, diccionario, libros,
Biblia, formularios, códigos, leyes, etc.)
Las pruebas presenciales están diseñadas para desarrollarlas sin la utilización
de estos materiales.
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