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UNIVERSIDAD TCNICA DE AMBATO



FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIN



CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL

Mdulo Formativo


TEACHING CHILDREN

SEXTO SEMESTRE



Docente: Cristina del Roco Jordn Buenao



Ambato
Septiembre 2013- Febrero 2014







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ABSTRACT
























































In this module students will establish common ground: attitudes and
approaches to teaching children, teenagers and adults.

1. Define concepts related to pedagogy, andragogy and special needs
students.
2. Identify the strategies and techniques to teach children, teens and adults
and special needs.
3. Contrast the different formats for planning lessons and structure lessons
based on them.
4. Demonstrate the strategies and techniques needed to teach different groups
making use of effective classroom management skills.
5. Develop practical activities to foster real interaction and creative use of
language in children.

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 the Communicative Language Teaching, 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 module is
Kolbs strategies and basically ABP, and English methodology as cognitive and
meta-cognitive strategies which 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.

This module contributes to the competences students develop in the other
modules that are part of the Pedagogical Competence. In addition, at the end of
the semester, students will have developed the competencies of a B2 level and
will start to develop the competencies of a C1 level described in the Common
European Framework. This level of English will let them succeed in the test

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NDICE DE CONTENIDO

Content Pages


I. BASIC INFORMATION OF THE MODULE 4

II. FORMATIVE ROUTE 5

III. TRAINING METHODOLOGY 6

IV. EVALUATION PLAN 10

V. INSTRUCTIONAL GUIDELINES 14

VI. ADDITIONAL RESOURCES 15


VII. APPROVAL OF THE FORMATIVE MODULE 16


































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I. BASIC INFORMATION OF THE MODULE:

Code: FCHEIP0602


Prerequisites:
Advance
Methodology and Lesson Planning
Competence type:
The students will be able to apply
appropriated methodology and classroom
practice issues through themes and topics,
which can be used with children.

Credits:

4
Semester:
Sixth
Corequisites
Methodology and Lesson Planning
Level:

6
th
Level
B.A
Hours per week:
4 hours
Total hours for the semester:
80 hours
Total hours for independent work:
80 hours


PROFESSORS:

Professors name: Lcda .Cristina del Roco Jordn Buenao
Title and Academic degree: Licenciada en Ciencias Humanas y de la Educacin Mencin Ingls
Academic area according to global competence: Area Pedaggica.
Office hours: Wednesday from 4pm to 6pm.
Contact telephone number: 0995746360
E-mail address: cristinajordan13@gmail.com

























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II. FORMATIVE ROUTE


General Problem (node):
Unknowledgements of the methods, techniques and strategies of the learning process.
Global Competence:
Manage of the didactics for teaching children.
Competence of emphasis:
Apply different active didactics direct to the teaching for kids in order to get meaningful learning
with effectiveness.
Modules that are part of the specific competence.
Lesson Planning and Observation
Elaboration of Teaching Materials
Description of the specific competence.
Develop strategies, methods and techniques to work with children.
Elements of the competence:

1. Define concepts related to pedagogy, andragogy and special needs students.
2. Identify the strategies and techniques to teach children, teens, adults and special needs.
3. Contrast the different formats for planning lesson and structure lesson based on them.
4. Demonstrate the strategies and techniques needed to teach different groups making use of
effective class management skills.
5. Develop practical activities to foster real interaction and creative use of language in
children.


Module research areas

This module will support the interdisciplinary project developed by the professors from this class
which is about Manejo de conflictos en el aula de clase and the module will support the project by
defining concepts related to pedagogy, andragogy and special needs students; moreover, they will
identify the strategies and techniques to teach children, teens, adults and special needs.


Community service related to the module
The students will be able to collaborate with the development of the community through
their significant knowledge acquired and values. Also students will be able to develop
strategies, methods and techniques to work with children, teenagers and adults.



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III. TRAINING METHODOLOGY



Competence element (such as the
specific activities)

Cognitive contents


Procedural contents


Affective-motivational
contents


Didactic activities



Time
Element 1:
Define concepts related to pedagogy,
andragogy and special needs students.


Pedagogy vs.
Andragogy
Assumptions
- Concept of the
learner
- Role of learners
experience
- Readiness to learn
- Motivation
Process elements
- Climate
- Planning
- Diagnosis of need
- Setting of
objectives
- Designing learning
plans
- Learning activities
- Evaluation
Characteristics of
young learners and
adult learners



Do reading research
about the differences
between definitions
of Pedagogy and
Andragogy.

Discuss content that
is in the selected
readings (small
group)

Make students work
on power point
presentations stating
the differences
between definitions
of Pedagogy and
Andragogy..
Have students
identify what a
special need students
are through a video
report.
Demonstrate a
genuine interest
towards readings.
Show respect to
teachers
commands.
Take part in giving
critical opinions
Show respect and
tolerance to other
peoples opinions
and ideas.
Value the
contributions
made by people in
different fields.
Work
collaboratively.
Being truly with
others
consistently.
Responsibility
Work
cooperatively


Experiential Cycle
Concrete Experience
Brainstorming
Interchange of prior
knowledge
Reflection
Analysis of language and
language skills
Generalization
Team work
Sharing information based on
research
Application
Use the new knowledge to
modify past practices
Reflection log
Problem based learning
Project based learning
Portfolio development



16h
Results: Elaborate a graphic organizer about pedagogy and andragogy in order to contrast both terms.


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Element 2:
Identify the strategies and techniques to
teach children, teens, adults and special
needs.


Review Learning
Styles
Active strategies to
Teach Children.
Active Strategies to
teach Adults.
Approaches for
special need students
learning.


Analytic reading
about strategies to
teach children
and adults.
Group work
activities to
develop
cooperative
learning on
strategies to teach
children and
adults.
Identifying
efficient learning
strategies for
adults.


Demonstrate a genuine
interest towards
readings.
Show respect to
teachers commands.
Take part in giving
critical opinions
Show respect and
tolerance to other
peoples opinions and
ideas.
Value the
contributions made by
people in different
fields.
Work collaboratively.


Task-based learning.
- Give students tasks to do.
- Present the tasks and give
feedback.

Team work.
Reflection log
Problem based learning
Project based learning
Portfolio development

16h

Reasults : Design some Power Point Presentation about the different strategies and techniques according to the topic studied.
Element 3:
Contrast the different formats for
planning lesson and structure lesson
based on them.


Overview of Lesson
Plans: Formats for
lesson planning.
Lesson plans main
components.
Long term planning
Short term planning.

Analysis of
communicative
formats for lesson
planning.
Proposal from
students to design
lesson plans that
empower
communicative
learning.

Working on
improvements for
traditional

Demonstrate a genuine
interest towards
readings.
Show respect to
teachers commands.
Take part in giving
critical opinions
Show respect and
tolerance to other
peoples opinions and
ideas.
Value the
contributions made by
people in different
fields.

Analysis
Determine the main criteria of
the different aspects of
Storytelling, comprehension,
error and correction.
Study and internalize the new
concepts.
Extension activities
Team work
Reflection log

16h

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formats of lesson
plans.

Responsibility
Self confidence
Work collaboratively
Result:

Develop a lesson plan considering students points of view.
Element 4:
Demonstrate the strategies and
techniques needed to teach different
groups making use of effective class
management skills.


Class management and
atmosphere
Listening
Oral work
Reading
Writing
Topic-based work
Planning your work


Mind mapping
about differences
between
strategies and
techniques.
Presentations of
differences
between
strategies and
techniques.
How can a
technique become
into a strategy. (
analysis)
Video
presentation of
classroom
management.
Elaborating
material to use in a
class to teach
English to children


Demonstrate a
genuine interest
towards readings.
Show respect to
teachers
commands.
Take part in giving
critical opinions
Show respect and
tolerance to other
peoples opinions
and ideas.
Value the
contributions
made by people in
different fields.
Work
collaboratively.


Brief discussion
Orientation of the topic
Clarification of key terms
Presentation of the content

Forum
Discussion about the topic
presented
Team work.
Reflection log
Problem based learning
Project based learning
Portfolio development


16h
Result:


Design some teaching materials to be presented in front of the class.

Element 5:
Develop practical activities to foster

Classroom

Identifying best

Demonstrate a genuine
16h

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real interaction and creative use of
language in children.



atmosphere.
Seating arrangements.
Games for teaching
children.
Helping children to
feel secure.
and worst
teachers abilities
and attitudes.
Listing task
which students or
children can do in
classrooms.
Reading about
how to foster
confidence in
children.
Using appropriate
classroom
language
depending the
level and age of
students.

Planning a demo
class
interest towards
readings.
Show respect to
teachers commands.
Take part in giving
critical opinions
Show respect and
tolerance to other
peoples opinions and
ideas.
Value the
contributions made by
people in different
fields.
Work collaboratively.

Partial Seeking
Present the topic
Give supporting information
Make questions
Analyze answers
Make conclusions
Team work.
Reflection log
Problem based learning
Project based learning
Portfolio development.

Result:

Present a demo class to demonstrate the different strategies and techniques studied.
Portfolio
Interdisciplinary project

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IV. EVALUATION PLAN.


EVALUATION SCALE
(Expected achievement levels)
9.0 to 10.0 Theoretical practical innovative level -Score- ( Very satisfactory)
8.0 to 8.9 Theoretical practical expert level Score - ( Satisfactory)
7.0 to 7.9 Theoretical practical basic level Score - ( Acceptable)
5.5 to 6.9 Theoretical advanced level (Critical analysis) No Score
55. Theoretical basic level (Comprehension) - No Score

Competence of emphasis to be developed through the module: Teaching Children
Apply different active didactics direct to the teaching for kids in order to get meaningful learning with
effectiveness

No.

ELEMENTS

Achievement indicators.
1 Define concepts related to pedagogy,
andragogy and special needs students.

Do reading research about the differences
between definitions of Pedagogy and
Andragogy.
Discuss content that is in the selected
readings (small group)
Make students work on power point
presentations stating the differences between
definitions of Pedagogy and Andragogy..
Have students identify what a special need
students are through a video report.
2 Identify the strategies and techniques to
teach children, teens, adults and special
needs.

Analytic reading about strategies to teach
children and adults.
Group work activities to develop cooperative
learning on strategies to teach children and
adults.
Identifying efficient learning strategies for
adults.

3 Contrast the different formats for
planning lesson and structure lesson
based on them.

Analysis of communicative formats for
lesson planning.
Proposal from students to design lesson plans
that empower communicative learning.
Working on improvements for traditional
formats of lesson plans.

4 Demonstrate the strategies and
techniques needed to teach different
groups making use of effective class
management skills.

Mind mapping about differences between
strategies and techniques.
Presentations of differences between
strategies and techniques.
How can a technique become into a strategy.

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( analysis)
Video presentation of classroom
management.
Elaborating material to use in a class to teach
English to children

5 Develop practical activities to foster real
interaction and creative use of language
in children.

Identifying best and worst teachers abilities
and attitudes.
Listing task which students or children can
do in classrooms.
Reading about how to foster confidence in
children.
Using appropriate classroom language
depending the level and age of students.
Planning a demo class


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EVALUATION PROCESS
Competence of emphasis to be developed through this module: Teaching Children

Apply different active didactics direct to the teaching for kids in order to get meaningful learning with
effectiveness
Elements of the module Diagnostic
Evaluation

Formative
Evaluation
Performance evaluation
Result Indicator
Element 1:
Define concepts related
to pedagogy, andragogy
and special needs
students.



Determine a
concept for
pedagogy and
andragogy.
Define special
needs students

Awareness of
the value of
children
centered
activities


Elaborate a graphic
organizer about
pedagogy and
andragogy in order
to contrast both
terms.

Organization:
20%
Content: 30%
Conceptualizat
ions: 30%
Creativity :
10%
Materials: 10%


Techniques and
instruments.
Teacher observation. Oral and written
quizzes and tests.
Oral presentations.
Portfolios.
Learning logs.
Rubric for scoring
students work.
Rubric
Reflection
Element 2:
Identify the strategies and
techniques to teach
children, teens, adults and
special needs.





Review of
learning
strategies and
techniques



Organize ideas


Design some Power
Point Presentation
about the different
strategies and
techniques according
to the topic studied..
20%
Content:20% :
Quality of
presentation
:30%
Creativity:10%
Completeness:
20%

Techniques and
instruments.
Teacher observation. Oral and written
quizzes and tests.
Oral presentations.
Portfolios.
Learning logs.
Rubric for scoring
students work.
Rubric
Reflection
Element 3:
Contrast the different
formats for planning
lesson and structure
lesson based on them.



Overview of
different kinds
of formats to
plan a lesson


Express students
ideas on what
makes a plan
effective

Develop a lesson
plan considering
students points of
view.
Organization:
10%
Content:30%
Lesson plan:
20%
Completeness:
10%
Creativity:30%
Techniques and
instruments.
Teacher observation. Oral and written
quizzes and tests.
Oral presentations.
Portfolios.
Learning logs.
Rubric for scoring
students work.
Rubric
Reflection

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Element 4:
Demonstrate the
strategies and techniques
needed to teach different
groups making use of
effective class
management skills.


Strategies and
techniques
differentiations.
Classroom
Management
techniques and
strategies


Check list of
effective
techniques and
strategies for
teaching
different types
of students.

Design some
teaching materials to
be presented in front
of the class.

Report
Presentation:
20%
Organization:
30%
Content:30%
Completeness:
20%

Techniques and
instruments.
Teacher observation. Oral and written
quizzes and tests.
Oral presentations.
Portfolios.
Learning logs.
Rubric for scoring
students work.
Rubric
Reflection
Element 5:
Develop practical
activities to foster real
interaction and creative
use of language in
children.


Common
interaction patterns
and activities.
Effective activities
for learning english
in children.

Group work
proposing
activities to
empower
communicative
interaction
Present a demo class
to demonstrate the
different strategies
and techniques
studied.
Portfolio
Interdisciplinary
project
Organization:
20%
Content: 50%
Presentation:
30%

Techniques and
instruments.
Teacher observation. Oral and written
quizzes and tests.
Oral presentations.
Portfolios.
Learning logs.
Rubric for scoring
students work.
Rubric
Reflection

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V. INSTRUCTIONAL GUIDELINES
Apply different active didactics direct to the teaching for kids in order to get meaningful learning with effectiveness

ELEMENTS

INSTRUCTIONS

RESOURCES

RESULT
Define concepts related to
pedagogy, andragogy and
special needs students.

Do reading research about the differences between
definitions of Pedagogy and Andragogy.
Make students work on power point presentations
stating the differences between definitions of
Pedagogy and Andragogy.
- Handouts
- Book
Elaborate a graphic organizer
about pedagogy and andragogy
in order to contrast both terms.

Identify the strategies and
techniques to teach children,
teens, adults and special
needs.

Perform analytic reading about strategies to teach
children and adults.
Get into groups to develop cooperative learning on
strategies to teach children and adults.
- Handouts
- Internet
Design some Power Point
Presentation about the different
strategies and techniques
according to the topic studied.
Contrast the different
formats for planning lesson
and structure lesson based
on them.

Design lesson plans that empower communicative
learning.

Work on improvements for traditional formats of
lesson plans.

- Handouts
- Book
. Develop a lesson plan
considering students points of
view.
Demonstrate the strategies
and techniques needed to
teach different groups
making use of effective
class management skills.

Do Mind mappings about the differences between
strategies and techniques.
Present the differences between strategies and
techniques.
- Projector
- Desks
- Internet
- Book



. Design some teaching materials
to be presented in front of the
class.


Develop practical activities
to foster real interaction and
creative use of language in
children.

Identify the best and worst teachers abilities and
attitudes.
List task which students or children can do in
classrooms.

- Handouts
- Book
Present a demo class to
demonstrate the different
strategies and techniques studied.
Portfolio
Interdisciplinary project

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VI. ANNEXES

BIBLIOGRAPHY
- TEACHING ENGLISH TO CHILDREN (NI. 8809) WNDY A. SCOTT gives sounds,
straightforward advice on good teaching methods, and practical suggestions for lessons and
activities. This book includes useful games and activities for children to enjoy as they learn the
four skills. Its from the Faculty Library
- Leyes y reglamentos de la Universidad Tcnica de Ambato:
- Reglamento del Sistema de Evaluacin, Acreditacin y Calificacin por Competencias para la
Promocin en Ciclos Semestrales y Crditos de la Universidad Tcnica de Ambato.
- Reglamento de Graduacin para obtener el Ttulo Terminal de Tercer Nivel de la Universidad
Tcnica de Ambato
- Esquema para un Diseo de Proyecto de Investigacin o Trabajo de Grado.
- Reglamento del Rgimen Acadmico del Sistema por Competencias para el Pregrado de la
Universidad Tcnica de Ambato.
- Reglamento para el Funcionamiento de la Unidad de Prcticas Pre-profesionales, Facultad de
Ciencias Humanas y de la Educacin.




ADDITIONAL RESOURCES
http://site.ebrary.com/lib/uta/search.action?p00=TEACHING+CHILDREN&fromSearch=fromSearch&search=Search
http://site.ebrary.com/lib/uta/search.action?p00=TEACHING+CHILDREN&sortBy=score&sortOrder=desc&viewType=normal&page=2
http://site.ebrary.com/lib/uta/docDetail.action?docID=10229809&p00=learning%20styles
Elaborated Materials
Projector
Computer
Intertet virtual classroom and blogs
email
http://eHow.com
http://iteslj.org/c/games.html
http://iteslj.org/v/games.html
http://www.eslkdstuff.com/Classroomgamesframe.htm








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VII. APPROVAL OF THE FORMATIVE MODULE

Date prepared: August 29
th
,2013




Lcda. Cristina Jordn .
UTA PROFESSOR.

Date of approval: September 19
th
, 2013


Lcdo. M.Sc. Paulina Altamirano Dra. Wilma Suarez
Area Coordinator Program Coordinator
Module Evaluator Support for Module



Ing. Wilma Gavilnez
Faculty Sub-dean
Approval



Notes:

1. The Area Coordinator will sign the document once the module has been evaluated in the Academic Area
of Global Competence; therefore they are also responsible for this document.
2. The signature of the Program Coordinator serves as a support for the module created by the members of
the Academic Area.
3. The signature of the Sub-dean, provides approval that the module fits with the other elements of the
curriculum.








Lcda. Cristina Jordn
DOCENTE