DIDÁCTICA ESPECÍFICA

I
INSTITUTO de EDUCACION SUPERIOR N°1

PROFESORADO DE INGLÉS

ESPACIO CURRICULAR: Didáctica Específica I

CURSO: Segundo Año

PROFESORA: Elizabeth Ibañez

ALUMNA: Analía Zerpa

 14th May 2021

Topic: DIDACTICS

Student: Esmeralda Mamaní and Saúl Flores

SUMMARY: DEFINITIONS OF DIDACTICS

Didactics is one of the sciences of education. In particular it deals with the

processes of teaching and learning. It is different from other education sciences in that

it concentrates specifically on how teachers, learners and knowlodge interect and

support one another.

Other Didactics ́definition is that it refers to the science of teaching, base don

multiples theories of teaching and the practical application of teaching and learning

methods.

The purpose of Didactics is to give solutions to the problems wich can emerge

in the teaching and learning process.

Also Didactics defines the “teaching” as a process of interaction between

teachers and knowledge, so that it became an object of learning. On the other hand,

the learning is defined by Didactics as a process of interaction between students and

knowledge in wich learners construct new meanings from experience.

Finally, Didactics allows the adaptation of academic knowledge to the different

levels of education and different subject such as Mathematics, Geography and English.

We define didactics as a discipline of the pedagogical scientific type, whose objective is to

study the processes and elements that may come into being in teaching and learning.
Likewise, the didactics is in charge of addressing, analyzing and designing the schemes to
ensure that the knowledge reaches the students in a more effective way.

The main elements of didactics that are involved throughout the learning process are:

Student

The objectives

The teacher

Program Contens

Methods and Techniques

Geographical, economic, cultural and social media

 The art or The activities Activities of
science of of educating educating or
teaching or instructing instructing

DIDACTICS
is...

20th May 2021

Topic: LANGUAGE SKILLS

Student: Micaela Cruz

The Four Basic Language Skills

One definition of “language” is “a system of symbols that permit people to communicate

or interact. These symbols can include vocal and written forms, gestures, and body
language.” Tutors would find this applicable for ESOL learners.

Another way to describe language is in terms of the four basic language skills: listening,
speaking, reading, and writing. In your teaching, you will need to address each of these
skills. And, whenever possible, you should utilize activities that integrate all four skills
since each reinforces the other.

People generally learn these four skills in the following order:

Listening: When people are learning a new language they first hear it spoken.

Speaking: Eventually, they try to repeat what they hear.

Reading: Later, they see the spoken language depicted symbolically in print.

Writing: Finally, they reproduce these symbols on paper.

Source: Teaching Adults, An ESOL Resource Book, Developed by ProLiteracy America

Scale for Resume Language Skills

Basic: suggests that you understand basic words and phrases, but are unable to hold a
conversation.

Intermediate: suggests you can hold a basic conversation in the language, but have
limited vocabulary, a low understanding of grammar rules, and may not be able to read.

Conversational: suggests that you can hold full conversations in this language but not at a
fluent level. You may struggle to find the right words and keep up with native speakers.
Additionally, you may not be fully literate.

Proficient: suggests you have a high level of comfort with the language, but not to the
same level that fluent or native speakers would. Proficient speakers have a larger
vocabulary and more developed skills than conversational speakers.
Fluent: suggests you’re highly comfortable speaking, writing, or reading in this language
and that you can hold conversations to the same level as a native speaker.

Native: indicates that this is your mother tongue, and that you’re fully comfortable
speaking, reading, and writing in this language.how to list language skills on resume

The only time you shouldn’t use this scale is if you’re applying for a role where a high level
of detail about your language skills is required. In this situation, you should use a more
specific, official scale.
 21th May 2021

Topic: SPEAKING AND WRITTING AT PRESCHOOL

Student: Gisela López and Gisel Mamaní

For a child, learning to read and write is a challenge that not only involves him, but also his
family and his teachers.

There are a series of factors that must take into account for learning to be effective and
these are:

 Sensory factors

 Psycological factors

 Psicomotor factors

The global method

The global method is like this, the word accompained by the image so that the concept is
understood from the beginning.

The diffrerent stages:

Like any method, the global method has four phases.

 In the first stage, the word is presented to them in a playful way whit the object.
We can use many resources and activities, such as lottery, memories, life line,
 cards with routines of the school day, routines of activities at home, posters with
their belongings.

 Second, we begin to have contact with graphomotor skills, What is it? It consist of
the graphic movement that we make to writhe a Word. There are different types
of exercises, so that the child begins to master the movements of the forearm,
wrist,hand, and especially the fingers.

 Third stage: identify the letters of the words, observe that together they form
syllables and that the syllables form the word and that the  words form sentences.

 Finally The fourth stage: strengthen and practice both at school and at home, the
Reading comprehension of the know words that make up sentences.

One way to streng then this can be to write short texts, such as notices, messages,
invitations, or to promote reading and writing habit. Also, to expand their vocabulary and
knowledge we can make use of stories, songs, poems.

27th May 2021

Topic: HOW YOUNG CHILDREN LEARN ENGLISH

Student: Celeste Carrazana and Analía Zerpa

HOW YOUNG CHILDREN LEARN ENGLISH

Young children have time to learn through play-like activities. They pick up language by
taking part in an activity shared with an adult. They firstly make sense of the activity
and then get meaning from the adult's shared language.
The advantages of beginning early
Young children are still using their individual, innate language-learning strategies to
acquire their home language and soon find they can also use these strategies to pick
up English.
Have more time to fit English into the daily programme.
School programmes tend to be informal and children’s minds are not yet cluttered
with facts to be stored and tested.
They may have little or no homework and are less stressed by having to achieve set
standards.
Children who have the opportunity to pick up a second language while they are still
young appear to use the same innate language-learning strategies throughout life
when learning other languages. Picking up third, fourth, or even more languages is
easier than picking up a second.
Young children who acquire language rather than consciously learn it, as older children
and adults have to, are more likely to have better pronunciation and feel for the
language and culture.
The age at which this change occurs depends greatly on the individual child’s
developmental levels as well as the expectations of their society.
Stages in picking up English
Spoken language comes naturally before reading and writing.
Silent period
When babies learn their home language, there is a ‘silent period’, when they look and
listen and communicate through facial expression or gestures before they begin to
speak.
During this time parents should not force children to take part in spoken dialogue by
making them repeat words. Spoken dialogues should be one-sided, the adult’s talk
providing useful opportunities for the child to pick up language.
Beginning to talk
After some time, depending on the frequency of English sessions, each child begins to say
single words (‘cat’, ‘house’) or ready-made short phrases (‘What’s that?’, ‘It’s my book’, ‘I
can’t’, ‘That’s a car’, ‘Time to go home’) in dialogues or as unexpected statements. The
child
has memorised them, imitating the pronunciation exactly without realising that some may
consist of more than one word. This stage continues for some time as they child picks up
more
language using it as a short cut to dialogue before they are ready to create their own
phrases.
Building up English language

Gradually children build up phrases consisting of a single memorised word to which they
add
words from their vocabulary (‘a dog’, ‘a brown dog’, ‘a brown and black dog’) or a single
memorised language to which they add their own input (‘That’s my chair’, ‘Time to play’).
Depending on the frequency of exposure to English
Understanding
Understanding is always greater than speaking and young children’s ability to comprehend
should not be underestimated, as they are used to understanding their home language
from a
variety of context clues. Though they may not understand everything they hear in their
home
language, children grasp the gist – that is they understand a few important words and
decipher
the rest using different clues to interpret the meaning.
Mistakes
Children should not be told they have made a mistake because any correction
immediately
demotivates. Mistakes may be part of the process of working out grammar rules of English
or
they may be a fault in pronunciation. ‘I goed’ soon becomes ‘went’ if the child hears the
adult
repeat back ‘yes, you went’; or if the adult hears ‘zee bus’ and repeats ‘the bus’. As in
learning
their home language, if children have an opportunity to hear the adult repeat the same
piece
of language correctly, they will self-correct in their own time.
LANGUAGE-LEARNING ENVIRONMENTS
Young children find it more difficult to pick up English if they are not provided with the
right type of experiences, accompanied by adult support using ‘parentese’ techniques.
Young children need to feel secure and know that there is some obvious reason for
using English.
Activities need to be linked to some interesting everyday activities about which they
already know, eg sharing an English picture book, saying a rhyme in English, having an
‘English’ snack.
Activities are accompanied by adult language giving a running commentary about what
is going on and dialogues using adjusted parentese language.
Activities are backed up by specific objects, where possible, as this helps
understanding and increases general interest.
It is helpful to Knowles experts liike Jean Piaget, Lev Vigostsky and Jerome Bruner say
about

how children learn.

First I am going to start with a question : If you want to teach to child WhatsApp scissors
are

or colors papers are what would you do read them a definition from the dictionary,
explain

the purpose of color papers or scissors and how to hold them...No, you give them a
scissors or

papers and have them use, them but be careful scissors are sharp.

So, how do children learn?

They learn by doing!

Piaget helped us understand that children learn by interacting with their environment. So

when you are teaching English you should bring in realia or real objects, it is like the
scissors or

papers.

If you teaching young learns about toys bring in toy for them to touch and play.
Play is precisely the work of children.

Through the game, a whole world of posibilities begins to appear bote individually and
socially.

Children algo learn through social interaction -Lev Vigotsky – helped understand trata we

learn through interaction with others, for example children learn to walk and tal with
guidance

from theirs parents.

The younger students are the more they depend on teacher to help them learn.

Children learn through scaffolding by adults – Jerome Bruner-.

Bruner's work showed us some effective ways to scaffold instrucciones for young learns.

The English teacher are the scaffolding for students.

The teachers have to hold the students up as they build their understing of language.

28th May 2021

Topic: CHILDREN’S COGNITIVE DEVELOPMEN

Student: Leila Armella and Natalia Gerónimo

Cognitive development is the process by which the human being acquires knowledge
through learning and experience, we are learning to use memory, language, perception
and problem solving.

Allows pre schoolers, 2 to 5 years old, develop your own questions about the world
around you and how it Works. These activities help a child's brain develop and understand
thoughts and things as they grow.

Piaget differentiates four stages of cognitive development:

 Sensorimotor period (0 to 2 years)

This stage is developed through experience, movement and the 5 senses (smell, touch,
taste, see and hear), the child interacts with the environment through simple reflexes that
he modifies and refines by trial and error. They detect that their actions modify the
environment, an exploratory intention is awakened in them (for example: crawls to reach
an object that catches your attention).
  Preoperative period (2 to 7 years)

At this stage when the child develops the capacity for representation. The child creates
mental images of reality, imitates the actions of adults, shows clear signs of symbolic play,
and their language skills improve significantly. Learn to speak and understand that words,
images and gestures are symbols of other things. Ex: She loves to play simulation which
allows him to experience something new and learn a lot.

Around the of 4 years the child becomes curious and asks many questions because they
wants to know everything. Piaget called it the intuitive stage because we acquire a lot of
knowledge and we do not realize how we acquire it.

 Period of specific operations (8 to 12 years)

The child uses logic to act on events and realities. This is because your previous knowledge
has been organized into more complex, unified structures. Our brain learns to reorganize
our thoughts, to classify and build mental structures.You begin to understand that your
thoughts and feelings are unique.

 Period of formal operations (12 to 16 years)

Once we become teenagers we become formally operative, we now have the ability to
think more rationally about abstract concepts. Our advanced cognitive skills allow us to
understand abstract concepts such as success, failure, love and hate. We form a deeper
understanding about our identity and morals.
 04th June 2021

Topic : SOCIAL AND EMOTIONAL DEVELOPMENT OF YOUNG CHILDREN

Student: Daniela Delgado

DEVELOPMENT 

Social development refers to the child's ability to create and maintain  meaningful relationships
with adults and other children. Emotional development is the child's ability to express, recognize,
and manage her  emotions, as well as to respond appropriately to the emotions of others. Both 
social and emotional development are important to the mental health of  young children. In fact,
early childhood mental health is the same as social 

emotional development. 

The social and emotional development domains for infants, toddlers, and  preschoolers include
the following subdomains:  

• Relationship with Adults  

• Relationships with Other Children  

• Emotional Functioning 

• Sense of Identity and Belonging 

RELATIONSHIP WITH ADULTS:  

Goals:  
• The child participates and maintains  

positive relationships and interactions with  

adults.  

• The child participates in social and  

cooperative behavior with adults.  

Interactions: 

• Model and discuss social behaviors  

so children can experience how they  

look and feel.  

• Show respect by kneeling, using eye  

contact (if culturally appropriate),  

and listening carefully until children  

have finished speaking.

RELATIONSHIP WITH OTHER CHILDREN 

Mateas  

• The child participates in and maintains positive interactions and  relationships with

other  

children. 

• The child participates in  

cooperative play with other  

children.  

• Child uses basic skills to solve  

problems with other children.  

Interactions 

• Read and discuss books, tell  

stories, and discuss what it  

means to be a friend.  

• Remind children of the steps in  

using problem solving to solve a  

problem.  
PRESCHOOLERS EMOTIONAL FUNCTIONING:  

Goals  

• The child expresses a wide range of emotions and recognizes these  emotions in himself and

in  

others.  

• The child expresses interest  

and concern for others.  

• The child handles emotions  

more independently.  

Interaction 

• Invite the children to express  

their feelings and to consider  

what others may be feeling.  

• Acknowledge and accept  

children's feelings while helping  

them express those feelings appropriately. 

SENSE OF IDENTITY AND BELONGING:  

Goals:  

• The child recognizes himself as a unique individual who has abilities, characteristics,  

emotions and interests of his  

own.  

• The child expresses  confidence in his own abilities  and positive feelings about  

himself.  

• The child has a sense of  belonging to the family, the  community and other groups.  

Interactions 

• Invite the children to explain  the steps they took to  complete an activity or task. 

• Show an interest in the child's  life in the program and at  home.

 O4th June 2021

Topic: THE ROLES OF PARENTS

Student: Melisa Prieto

Models of parental involvement

Educators and parents play major roles in the educational success of students. 

Parental involvement in the education of students begins at home providing a safe and healthy
environment.

Studies also indicate that parental involvement is most effective when viewed as a partnership
between educators and parents.

There are six factors  that are most effective with children's education.

Those six factors are parenting, communicating, volunteering, learning at home, decision-making
and collaborating with the community.

Determinants of Parental Involvement

Parents’ cognitions about their role have been identified as a major contributor

We focused on three forms of parental cognition:

*parents’ aspirations concerning their children’s future

*their self-efficacy in rearing and educating

*and their perceptions of the school

Parental involvement: a summary of empirical findings

Parents and families have a major impact on the success of the process of

education and upbringing of children .

Involvement of parents is related to their position at home, , as well as participation in activities

organized at school 

Research shows that parental involvement is more important to children’s academic success than
their family’s socioeconomic status, race, ethnicity, or educational background. Parental
involvement can encourage children’s and adolescents’ achievement in many ways. One way that
parents can contribute positively to their children’s education is to assist them with their academic
work at home.

Barriers to parental involvement

Today’s parents are often preoccupied with the distractions and demands

of daily life. Burdened by low-income, inflexible work hours and language barriers, some parents
are unable to attend school activities as well as cite cultural norms, insufficient financial resources,
and lack of educational attainment as barriers to parental involvement in school.

Rutherford and Edgar (1999) recognize that parents have increased

difficulty in being involved in their student’s secondary education as determining which educator is
responsible for which part of the child’s academic programme can be overwhelming.

Hill and Taylor (2004) “parents from lower socioeconomic backgrounds face many more barriers to
involvement, including nonflexible work schedules, lack of resources, transportation problems,
and stress due to residing in disadvantaged neighborhoods” 
 10th June 2021

Topic: TEACHING SKILLS

Student : Natalia, Vides

Teaching offers teachers the opportunity to improve the lives of others permanently.
We as teachers can help develop someone's subject knowledge and perhaps even their mind and
personality.

eaching is incredibly rewarding and good teachers are needed everywhere: in schools and
university classrooms to educate young people, as well as in the workplace and other settings to
teach adults and colleagues.

However, teaching anyone can also be exhausting, stressful, and demanding. It is a responsibility
and any slip is very visible. People's minds and motivation vary widely, and teachers have to find
many different ways to connect with their students.

Teaching skills:  

As a teacher, we must:

1. Enjoy communicating your understanding to others: There is definitely a performance element

to most teaching. Our section on interpersonal skills, including effective speaking, covers this in
more detail, and there is a lot of overlap with presentation skills.

2. Be Confident: You will need the confidence to look calm and professional even when you are
tired and stressed.

3. Have great organizational skills: be able to organize our times and the right moment to teach
classes, neatly and without haste. We must also plan the class that will be taught on the day.

4. Work effectively in groups: In a school or university, you can be part of a group that teaches at
your level or within your subject. If so, you will need to agree among yourselves on what to teach
and how to address the difficulties.

5. Being able to deal with conflict: There may be students you need to tell to work harder, or a
disagreement between students that you need to help resolve.

6. Motivate your students to do the best they can: by motivating them we will ensure that they do
not get depressed, but feel like working and achieving everything they want.
7. Empathize with your students: If you can see that your students are exhausted, it may not make
sense to try to teach a very complicated subject. You need to create the feeling that everyone is
working together towards the same goal. This means building trust and sympathy.

8. Give Your Feedback: Whether this takes the form of feedback on the performance or grading of
written work, it should be constructive. Offer praise and criticism whenever possible and tell your
students how they can improve.

The Best of Teaching

What's the Best that can happen?

 You get to tell enthusiastic people about a subject that you love.

 You may have interesting discussions that push you to think on your feet and expand your
own understanding.

 You see less-able students blossom and manage to get the out come they need.

18th June 2021

Topic: Learning Management System or LMS

Student: Aldo Corimayo

What is Learning Management System or LMS?

It is a platform for digital learning enabling the delivery of learning content, resources and
activities and also handles the associated administration task. That is to say,‘Learning
Management System is a software or computer program that it is used to deliver education
courses or training programs’.

It lets you permit create eLearning lesson, enrol student to said courses, deliver these contents,
and later monitor and assess student’s performance.

LMS unifies or organize all teaching tools in one place.

Why would I need a Learning Management System?

This is necessary, because with the constant growth of information, increased student diversity,
new learning theories and ready access to the internet, the knowledge has accelerates to a point
where it is estimated that the knowledge will double every 73 days since 2020 (according to,
appleberry as quoted by Gilliani, 2003).

LMS holds that through the computers can support knowledge construction, learning-by-doing, by
conversing and by reflecting, but managing all this in student-centred environment is a complex
task that might be made more manageable by the

implementation of LMS.

LMSs are sometimes associated with distance-learning in university but even if a classroom
teacher does not want to move away from face-to-face lesson, an LMS can provide benefits in the
form of flexibility, such as:

-Offering options in self-study activities

-Extension activities

-The type of learning activities available, and

-Monitoring of the students’ achievement

There are difference between delivering content and facilitating learning. When deciding whether
LMS could work in your own environment, think about the implications of using an LMS from
different a number of perspectives:

-The students’ experience

-The teachers’ practices

-Technology requirement, and

-Ability to maintain these resources

Who use the Learning Management System?

There are many institutions that are making used of LMS such as:

-Small to Large businesses

-Local and National Government Agencies

-Non-Government Organization

-Educations Institutions (schools, colleges or universities)

-Online and eLearning based Educations Institutions

How has a learning Management System to help to the institutions?

An ideal Learning Management System must help to the institution to administer:

-Document

-Analyse performance

-Report

-Delivery educational courses, and

-Training programs

What are the basic features of Learning Management System?

The majority of Learning Management Systems have the same general features:

- General course organisation (including administration and record-keeping of tudent marks and
absences, as well as general planning for the course)

- Content (e.g., lectures, learning objects)

- Self-study (including instructions, readings, practical exercises)

- Communication (teacher-to-student-to-teacher, student-to-student, group-to-teacher, teacher-

to-group, etc.)

The advantages and disadvantages of an LMS

Advantages:

- An LMS allows flexibility of access form anywhere with internet access and usually at anytime.

- Using the correct learning strategies, an LMS with motivate learners.

- An LMS can support content in many formats, e.g., multimedia, video, and text.

- Teachers can access materials anytime. Material can be updated to students are able to see the
changes immediately.

- LMS does not automatically guarantee improved teaching and learning outcomes but are show
to transform the teaching and learning process.

- It is easy to offer students a choice of activities and more individualized

learning programs.

Disadvantages:

- Traditionally, LMSs tend to be course-centric rather than student-centric. The way the available
tools can be used is dictated by the need to re-skill teachers.

At this time, an LMS does not accommodate a complete range of teaching styles nor do they
provide tools for specialized pedagogical practices. For example audio discussion boards for
foreign language teaching.

- Managing and administering an institution-wide LMS requires a reasonably high level of technical
expertise that most classroom teachers do not possess.

- Some teaching staff has poor computer and information literacy skills and little of the
information management skills needed to effectively use an LMS to support their teaching.

- The technology can drive the way instructions are presented. That is to say, the teachers were
preoccupied with “driving” the LMS rather than thinking about

using it effectively in their teaching.

- It is a challenge for many teachers to design and organise a mix of learning activities that are
appropriate to student needs, teacher skills and style, and institutional technical capacity.