Ramos Katerine PortfolioS

UNIVERSIDAD TCNICA DE AMBATOFACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIN

CARRERA DE IDIOMASMODALIDAD PRESENCIALSTUDENT PORTFOLIO

EDUCATIONAL PSYCHOLOGY IISixth Semester A

Students name: Katerine Estefania Ramos AcostaProfessors name: Dra. Mg. Pamela Liliana Chiluiza Godoy

AMBATO ECUADORApril September 2015

TABLE OF CONTENTS

MISINError! Marcador no definido.VISINError! Marcador no definido.EXIT PROFILE3CURRICULUM VITAE3STATEMENT OF PERSONAL LEARNING GOALS3SILABUS3ELEMENT 13 ELEMENT 2Error! Marcador no definido.ELEMENT 3Error! Marcador no definido.ELEMENT 4Error! Marcador no definido.ELEMENT 5Error! Marcador no definido.FINAL REFLECTION3RUBRIC TO ASSESS PORTFOLIO3

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIN

CARRERA DE IDIOMASMISIN (MISION STATEMENT)

Formar profesionales lderes competentes, con visin humanista y pensamiento crtico a travs de la Docencia, la Investigacin y la Vinculacin, que apliquen, promuevan y difundan el conocimiento respondiendo a las necesidades del pas.

VISIN (VISION STATEMENT)

La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educacin de la Universidad Tcnica de Ambato por sus niveles de excelencia se constituir como un centro de formacin superior con liderazgo y proyeccin nacional e internacional.

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACINCARRERA DE IDIOMASEXIT PROFILE

Al concluir la Carrera de Idiomas los estudiantes demostrarn haber adquirido y desarrollado las siguientes competencias, capacidades, habilidades, destrezas y desempeos como resultados de su formacin profesional:Usa el idioma ingls a un nivel B2 del Common European Framework.Maneja competentemente los mtodos y estrategias metodolgicas para la enseanza del idioma ingls segn las exigencias del Teaching Knowledge Test (TKT)Disea programas o cursos especficos y sus respectivos materiales didcticos.Elabora materiales didcticos mediante la utilizacin de NTICs.Transforma el contexto educativo a trves de la prctica de valores.Genera escenarios de aprendizaje significativos dando lugar a la investigacin participativa, el aprendizaje basado en problemas y el trabajo en equipo.Maneja leyes y reglamentos de Educacin Ecuatoriana.Aplica tcnicas de valoracin de los aprendizajes, as como tambin de su propio desempeo docente.Manejo de los aspectos sociales, intelectuales y psicolgicos de los estudiantes para promover el aprendizaje.

La Carrera de Idiomas adopta como instrumentos de evaluacin interno del perfil de ingreso dos simulaciones de exmenes con estndares internacionales. Siendo as, Teaching Knowledge Test (TKT) test de acreditacin internacional para la enseanza del ingls y Test of English as a Foreign Language (TOEFL) para la competencia comunicativa.Para ello la Coordinacin de Carrera de Idiomas organizar dentro de los mdulos optativos seminarios taller de preparacin para dichos tests, los mismos que podrn ser aprobados a partir del sptimo semestre.

CURRICULUM VITAE

PERSONAL INFORMATIONLAST NAMES: Ramos AcostaNAMES: Katerine EstefanaAGE: 21 yearsID: 1850107051CIVIL STATUS: SingleEMAIL: [email protected]: EcuadorianADDRESS: Gregorio Escobedo and Batalla de PichinchaTELEPHONE NUMBER: 0995548876

EDUCATIONPRIMARY 1999-2006 : Liceo Cristiano EmanuelSECONDARY 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 its necessary to identify which are the students 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

UNIVERSIDAD TCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIONCARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

SLABO

EDUCATIONAL PSYCHOLOGY II

Octubre 2015 - Marzo 2016

Docente Coordinador de la asignatura:Dra. Pamela Liliana Chiluiza Godoy, Mg.

AMBATO ECUADOR

2015

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

Correquisites:

Subject

Code

Credits: 4

LanguageTeaching

Level: Sixth Semester

FCHEIMP21290605

Strategies

Diseo de Proyectos deFCHEIMP21290603

Investigacin

Hours per Week

Class Hours: 4

Theoretical:

Practical:

Tutoring Student

On Campus:

Virtual:

Hours: -

TOTAL LEARNING HOURS :Hours per week: 4Independent 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 Educacin mencin Gestin Educativa y Desarrollo Social; Magister en Currculo y Docencia para la Educacin Superior

Knowledge area: Education

Bachelor's degree: Licenciada en Ciencias de la Educacin especialidad Ingls; Doctora en Ciencias de la Educacin mencin Investigacin y Planificacin Educativa

Knowledge area: Education

Professional experience: Teaching English as a Foreing Language

Teaching experience: Instituto Agropecuario Luis A. Martnez; Escuela Politcnica del Ejrcito, Servicio Ecuatoriano de Capacitacin Profesional, Universidad Tcnica de Ambato

Program Academic area: Competencia Pedaggica 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: [email protected]; [email protected]

2III. 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 Kolbs 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 :

Identify of students diversity and the importance of subjectivity in educational processes

Describe the characteristics and background of students with special educational needs and emotional development.

Identify and utilize school and community resources to support learners cognitive, physical, social, and emotional growth and development.

Recognize communication as a product of educational bond in the classroom

Understand how to design instruction and assessments that are appropriate for social, cognitive, and emotional development

3

IV. COURSE STUDY PROGRAM

Curricular Units

U.11.Identify of students diversity and the importance of subjectivity in educational processes

Class Hours

TutoringIndependent hoursAssessment tools

Thematic UnitsTheoreticalPracticalHoursincluding research and

community service

1.1. Student Diversity1

1

Diagnostic Observation

1.2. Individual Styles of Learning and thinking1

1

4Workshops

1.3. Multiple Intelligences1

1

4Questionnaires

1.4. Gifted and Talented students1

1

4Mind maps

1.5. Gender differences in the classrooms1

1

4Essays

1.6. Accommodating diversity in practice1

1

4Quiz

Projects

Presentations

SUBTOTAL HOURS

6620

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.22.Describe the characteristics and background of students with special educational needs and emotional development

Class HoursTutoringIndependent hoursAssessment tools

Thematic UnitsTheoreticalPracticalHoursincluding research and

community service

2.1. Students with special educational needs11


2.2. Learning disabilities12

3Workshops

2.3. Intellectual disabilities11

4Questionnaires

4

2.4. Behavioral disorders11

4

Mind maps

Essays

2.5. Physical disabilities and sensory impairments11

4

Quiz

2.6. The value of including students with special needs11

4

Projects

Presentations

SUBTOTAL HOURS

67

19

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.33.Identify and utilize school and community resources to support learners cognitive, physical, social, and emotional growth and development.

Class Hours

Tutoring

Independent hours

Assessment tools

Thematic Units

Theoretical

Practical

Hours

including research and

community service

3.1. Students motivation2

3

9


Workshops

3.2. Expectancy x value: effects on students motivation1

Questionnaires

3.3. Classroom management and the learning environment2

4

10

Mind maps

3.4. Responding to student misbehavior1

Essays

Quiz

Projects

Presentations

SUBTOTAL HOURS

6

7

19

TOTAL HOURS

32

Learning outcome: Show the use of community resources and a curricular adaptation to support learner by the elaboration of a video




5

U.44.Recognize communication as a product of educational bond in the classroom.

Class Hours

Tutoring

Independent hours

Assessment tools

Thematic Units

Theoretical

Practical

Hours


community service

4.1. The nature of classroom communication2

1

2


Workshops

4.2. Effective verbal nonverbal communication2

1

5

Questionnaires

4.3. Communication styles in classroom1

1

5

Mind maps

4.4. Story for thinking1

4

6

Essays

Quiz

Projects

Presentations

SUBTOTAL HOURS

6

7

18

TOTAL HOURS

31

Learning outcome: Analyse the nature of a communicative class and the influence of the environment and explain with an oral presentation




U.55. Understand how to design instruction and assessments that are appropriate for social, cognitive, and emotional development

Class Hours

Tutoring

Independent hours

Assessment tools

Thematic Units

Theoretical

Practical

Hours


community service

5.1. Facilitating complex thinking

1


Workshops

5.2. Forms of thinking associated with classroom learning1

4

Questionnaires

5.3. Broadinstructional strategies thatstimulate complex1

1

4

thinking

Mind maps

Essays

5.4. Teacher directed instructions.Student-centered1

2

4

6

instruction

Quiz

Projects

5.5. Inquiry and cooperative learning12

4

Presentations

5.6. Instructional strategies an abundance of choice12

4

SUBTOTAL HOURS

67

20

TOTAL HOURS

33

Learning outcome: Produce a proposal od educational intervention with focus on a psychological background




7

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)

Identify of students diversity and the importance of subjectivity in educational processes

Techniques and instruments:

InterviewOral PresentationsQuizKnowledge surveyWritten WorksQuestionnaires

Task-based activitiesOral presentations

Portfolio

Describe the characteristics and background of students with special educational needs and emotional development.


ObservationOral PresentationsQuiz

Check listWritten WorksQuestionnaires


PortfolioProjects

Identify and utilize school and community resources to support learners cognitive, physical, social, and emotional growth and development.





PortfolioProjects

Test

4.Recognize communication as a product of educational bond in the classroom



RubricWritten WorksQuestionnaires


PortfolioProjects

Understand how to design instruction and assessments that are appropriate for social, cognitive, and emotional development





PortfolioProjects

Test

8

V. BIBLIOGRAPHY

BIBLIOGRAPHY

EDITION

NUMBER

AUTHOR (S)

ISSUED

BOOK TITLE

NUMBER

EDITORIALCITY/COUNTRY

OF PAGES

YEAR

Psychology for Language

Williams, M. y otros2004

Teachers. A social

9thCambridgeNew York/USA240

constructivist approach

CODE/ DATABASE LOCATION:

COMMENTARY:

NUMBER

PRINTED: Inv.: 8652 Cd.:801.5=20/W718

x

OF ISSUES

The 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

NUMBERAUTHOR (S)ISSUEDBOOK TITLENUMBEREDITORIALCITY/COUNTRYOF

YEAR

PAGES

Practice in Second Language.

DeKeyser, R.2007

Perspective from applied11stCambridgeNew York/USA323

Linguistics and Cognitive

University Press

Psychology


COMMENTARY:

NUMBER

PRINTED:

x

The book provides information about language acquisition and cognitive psychology whichOF

Inv.: 8799 Cd.: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/

EDITION

NUMBER

ISSUED

BOOK TITLE

EDITORIAL

CITY/COUNTRY

OF

AUTHOR (S)

NUMBER

YEAR

PAGES

Editorial: Colegio

Lemer, R. M., Easterbrooks, A. M., &

2003

Handbook of Psychology,

2nd

Oficial de

Madrid/Espaa754

Mistry, J

Developmental Psychology

Psiclogos de

Madrid


COMMENTARY:

NUMBER

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

EDITION

NUMBER

ISSUED

BOOK TITLE

EDITORIAL

CITY/COUNTRY

OF

AUTHOR (S)

NUMBER

YEAR

PAGES

Editorial: Colegio

Seifert, K. y Sutton. R.,

2009

Educational Psychology

2nd

Oficial de

Zurich/Switzerland373

Psiclogos de

Madrid


COMMENTARY:

NUMBER

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 elaboracin: September 21st, 2015

--------------------------------------------Dra. Pamela Liliana Chiluiza Godoy, Mg.

DOCENTE PLANIFICADOR UTA

Fecha de aprobacin: September 23rd, 2015

-------------------------------------------------------------------------

Mg. Vernica Chicaiza Redn Ph.D.

Coordinador de reaCoordinador de CarreraEvaluador del MduloAval del Mdulo

-----------------------------------Dr. Mg. Marcelo Nez

Subdecano de la Facultad Visto Bueno

11


CARRERA DE IDIOMASMODALIDAD PRESENCIAL

ELEMENT 1Elaborate a graphics organizer about diversity in the classroom and the importance of subjectivity in educational processes


SIXTH SEMESTER A

STUDENTS NAME: KATERINE ESTEFANIA RAMOS ACOSTA

PROFESSORS NAME: DRA. MG. PAMELA LILIANA CHILUIZA GODOY

AMBATO ECUADOROCTOBER 2015-MARCH 2016Graphic organizer: Diversity


CARRERA DE IDIOMASMODALIDAD PRESENCIALELEMENT 2Written 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.


SIXTH SEMESTER A



AMBATO ECUADOROCTOBER 2015-MARCH 2016

1. Written comment about classes of students with disabilities (Unit 6)Students with special educational needsThere 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 students 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 disabilitiesThe 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 students 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 areDefining learning disabilities A learning disability reduces a students 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/

Disabilities

STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

ANITA ESPN

ROBERTO MONTENEGRO

GABRIEL RAMOS

KATERINE RAMOS

GABRIELA TAPIA

THREE PEOPLE ON THE MARGINS:

Phillis Wheatley

Helen Keller

Sue Rubin

GROWING SUPPORT FOR PEOPLE WITH DISABILITIES: LEGISLATION AND ITS EFFECTS.

-Rehabilitation Act: programs that receives Federal Funding.

-Americans with Disabilities Act: employment and jobs.

-Individuals with Disabilities Education Act: the law guarantees rights.

Alternative assessments: gathering information about someone in order to identify the strengths, and special education if were necessary.

Least restrictive environment: students with regular classrooms and school programs.

RESPONSIBILITIES OF TEACHERS FOR STUDENTS WITH DISABILITIES:

INDIVIDUAL EDUCATIONAL PLAN

For each student with a disability.

People involved in the IEP

Transition planning for adolescents with disabilities

CATEGORIES OF DISABILITIES AND THEIR AMBIGUITIES

The behavior and qualities of a particular student with a disability can be hard to categorize.

The student may be challenged not only by the disability, but also by experiences common to all students, disabled or not.

LEARNING DISABILITIES

These are problems that affect the brain's ability to receive, process, analyze, or store information.

ASSISTING STUDENTS WITH LEARNING DISABILITIES

It depends not only on the nature of the disability,but also on the concepts or theory of learning guiding you.

Example:Irma, a tenth-grader, adds multiple-digit numbers as if they were single-digit numbers stuck together

BEHAVIORISM: REINFORCEMENT FOR WRONG STRATEGIES

Behavioral disorders are conditions in which students chronically perform highly inappropriate behaviors.

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

Hyperactivity

Difficulty paying attention

Tendency to act impulsively

THREE MAJOR TYPES

Predominantly inattentive

Predominantly hyperactive/impulsive

Combined

CAUSES OF ADHD

Family connection

There are genetic characteristics that seem to be passed down.

Pregnancy problems

Frontal lobe of the brain

Not the TV

A lot of scientist differs to.

Not sugar

TEACHING STUDENTS WITH ADHD

Cooperative Learning

Seating arrangement

Peer tutoring

Tone

Creativity

Home connection

Simplicity

ADAPTIVE AND FUNCTIONAL SKILLS

Create examples about the purchasing.

Encourage students to learn words.

Use useful clock knowledge.

INCLUDE THE STUDENTS DELIBERATELY IN GROUP ACTIVITIES

To provide opportunities for everyone.

To learn from classmates socially and academically

BEHAVIORAL DISORDERS

Acting out disruptively in class.

Be distractible and overly active.

General features

They tend to be extreme.

They persists for extended periods of time.

They tend to be socially unacceptable.

They affect school work.

They have no other obvious explanation.

STRATEGIES FOR TEACHING STUDENTS WITH BEHAVIORAL DISORDERS

1.Identifying circumstances.

2.Teaching of interpersonal skills

3.Disciplining a student.

Factors of inappropriate behavior

Physiological effects

Physical features of the classroom

Instructional choices

TEACHING INTERPERSONAL SKILLS

Reading or assigning books and stories.

Applying games that require courteous language.

Teachers can arrange for contingency contracts.

TEACHING STUDENTS WITH HEARING LOSS

Take advantage of the students residual hearing.

Use visual clues liberally

Include the student in the community of the classroom.

VISUAL IMPAIRMENT

Students have difficulty seeing even with corrective lenses.

The difficulty has to do with refraction (the ability to focus).

Some students may also experience a limited field of view (called tunnel vision)

SIGNS OF VISUAL IMPAIRMENT

Students with visual impairments often show some of the same signs as students with simple, common nearsightedness.

They may complain of itchiness in their eyes, or of headaches, dizziness, or even nausea after doing a lot of close eye work.

TEACHING STUDENTS WITH VISUAL IMPAIRMENT

Take advantage of the students residual vision.

Use non-visual information liberally.

Include the student in the community of the classroom.

THE VALUE OF INCLUDING STUDENTS WITH SPECIAL NEEDS

Educational environment (positive social atmosphere)

Socially and academically.

Teaching strategies

High quality teaching

Individual qualities

SUMMARY

There are many ways of classifying people with disabilities, all of which carry risks of stereotyping and oversimplifying individuals strengths and needs.

Intellectual disabilities (or mental retardation) are general limitations in cognitive functioning as well as in the tasks of daily living.

Behavioral disorders are conditions in which students chronically perform highly inappropriate behaviors.

Physical and sensory disabilities are significant limitations in health, hearing, or vision.

REFERENCES

Algozzine, R. & Ysseldyke, J. (2006). Teaching students with emotional disturbance: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press.

American Association on Mental Retardation. (2002). Definition, classification, and system of supports, 10th edition. Washington, D.C.: Author.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, DSM-IVTR(text revision). Arlington, VA: American Psychiatric Association.



ELEMENT 3Show the use of community resources and a curricular adaptation to support learner by the elaboration of a video


SIXTH SEMESTER A



AMBATO ECUADOROCTOBER 2015-MARCH 2016VIDEO


CARRERA DE IDIOMASMODALIDAD PRESENCIALELEMENT 4

Analyse the nature of a communicative class and the influence of the environment and explain with an oral presentation


SIXTH SEMESTER A


PROFESSORS NAME: DR.MG. PAMELA LILIANA CHILUIZA GODOY

AMBATO ECUADOROCTOBER 2015-MARCH 2016Oral presentation about communication in class The nature of classroom communication

UNIVERSIDAD TCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIN

CARRERA DE IDIOMAS


ELEMENT 4

NAMES: ESPIN BELEN

MEJIA MIGUEL

MONTENEGRO ROBERTO

RAMOS KATERINE

THE NATURE OF CLASSROOM COMMUNICATION

Communication in classroom vs communication elsewhere

Talking with students can become confusing.

Understand and become comfortable.

Functions or purposes of communication.

The nature of nonverbal communication.

Unwritten expectations.

FUNCTIONS OF TALK: CONTENT, PROCEDURES, AND BEHAVIOR CONTROL

Content talk: It focuses on what is being learned.

Procedural talk: Administrative rules or routines.

Control talk: Preventing or correcting misbehaviors.

VERBAL, NONVERBAL, AND UNINTENDED COMMUNICATION

Verbal communication: Message or information expressed in words.

Non-verbal communication: Gestures or behaviors.

Unintended communication: The excess meanings of utterances.

EFFECTIVE VERBAL COMMUNICATION

Effective content talk

Advance organizers: Concise overview of new material.

Prior knowledge: New material is more meaningful to students.

Elaborate and Extend: Complete explanations that avoid ambiguities.

Organize: Presentation of new material in order to be remembered.

EFFECTIVE PROCEDURAL AND CONTROL TALK

Teachers need to communicate procedures and expectations:

Creating a positive learning environment.

Resolving conflicts in the class.

EFFECTIVE NONVERBAL COMMUNICATION

EYE CONTACT

One of the most important nonverbal behavior is the 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

WAIT TIME

Another important nonverbal behavior is wait time which is a pause between

conversational turns. Increasing wait time to several seconds: students give longer,

more elaborate responses, they express more complex ideas.

SOCIAL DISTANCE

When people interact, the physical spaces or distance between them often indicates about how intimate or personal their relationship.

Social distance affects how people describe others and their actions.

STRUCTURES OF PARTICIPATION

Lectures: teacher talks and students listen.

Questions and answers: teacher asks a series of questions.

Group work: teacher assigns a task and students form groups to complete the activity assigned.

Discussion

Teacher talks about any topic and the students are invited to comment and give an opinion about that.

COMMUNICATION STYLES IN THE CLASSROOM

A register is a pattern of vocabulary, grammar, and expressions or comments that people associate with a social role.

The better the communication, the better the learning and thinking displayed by students.

HOW TEACHERS TALK

Nominating and interrupting.

Marking importance or irrelevance.

Signaling boundaries between activities.

Asking test and evaluating responses.

Exaggerated changes in pitch.

Careful enunciation.

Formal vocabulary and grammar.

HOW STUDENTS TALK

Agenda enforcement.

Digression attempts.

Side talk.

Calling out.

Answering a question with a question.

Silence.

Eye contact, gaze aversion, and posture.

USING CLASSROOM TALK TO STIMULATE STUDENTS THINKING

Differences among students:

Linguistic

proficiency home language

Motivation

HELPING STUDENTS TO ARTICULATE THEIR IDEAS AND THINKING

Strategies:

Enhance students self-belief

Create learning that is active, collaborative, and fosters learning

relationships

Wait time.

BENEFITS

Participation adds interest

Participation engages students

Participation provides the teacher feedback

Participation provides the students feedback

Participation can be used to control whats happening in class

Participation can be used to balance whos contributing in class and how much

REFERENCES

Seifert, K & Sutton, R. (2009). Global Text.

Educational Psychology. Switzerland: Jackie Sharman.

AnalysisThe nature of classroom communicationWe have reviewed the chapter 8 which is about communication in classroom, its 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. Its 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 registerstudent talkdiffers somewhat from the teachers because of their obvious differences in responsibilities, levels of knowledge, and relationships with each other and with the teacher.



ELEMENT 5Produce a proposal od educational intervention with focus on a psychological background


SIXTH SEMESTER A


PROFESSORS NAME: DR. MG. PAMELA LILIANA CHILUIZA GODOY

AMBATO ECUADOROCTOBER 2015-MARCH 2016

Proposal of educational psychologyEnglish 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 doesnt 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 dont 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 dont 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 wayPrompt students' reflection by asking questions that seek reasons and evidence.Provide some explanations to guide students' thought processes during explorationProvide 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 students 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 classTeacher 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 ones 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

InternetTextbookInterviews (Ask other partners and teachers)

7.- Solutions to the problem supported by documents. Its essential to develop English learners as critical thinkers where they are able to express their own ideas and opinions by themselves. For this reason, its 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 anothers 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 towhy, how,andwhatspecific decisions are made.Social learning environmentsshould 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.- ConclusionsIn conclusion, its 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 teams performanceAs 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 its 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, its 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 PORTFOLIOCARRERA DE IDIOMASFINAL PORTFOLIO RUBRICStudents name: Katerine Estefania Ramos Acosta Syllabus: Educational Psychology IIDate: February 12th, 2016ASPECTS TO BE EVALUATEDEXEMPLARY2,5GOOD2OK1,5POOR1Format, completeness and OrganizationCover page & index, Vision statement, Mision statement, Exit profileC.V.SyllabusStatement of personal goals according to each syllabus.Five evidencesFinal 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 GoalsDemonstrates 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 dont 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 Programs exit profile in a very clear and complete way.The final essay explains how the learning outcomes of the current syllabus responds to the Programs exit profile in a very good way.The final essay explains how the learning outcomes of the current syllabus responds to the Programs 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 Programs exit profile in a good way.Mechanics grammar, punctuation, capitalization and spelling.

The portfolio does not have majormistakes 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, orspelling.

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.