Invitation TEFL Congress

SEGUIMOS MOTIVANDOLOS A QUE SE INCRIBAN AL CONGRESO DE ENSEÑANZA!!

Estimados estudiantes nos complace invitarlos al Primer Congreso Estudiantil denominado: "Teaching English as a Foreign Language: Succesful and Innovating Practices"

Este año tenemos el honor de tener como main speaker a Helen Carpenter Ph.D. US Embassy. Tenemos el privilegio de contar con Vien Cao Ph.D. Coordinadora del Programa de Inglés de la Escuela Superior de Negocios ESEN. Asi como tambien la participación de Lic. Ana Maria Glower, Lic. Miguel Carranza, Lic Carolina Ramos, Lic. Mauricio Contreras, Lic. Francisco Rodriguez, Lic. Juan Carlos Cruz, Vice-decano Lic. Nicolas Ayala ademas de muchos expertos a nivel nacional incluyendo profesionales de USAID.

El congreso se estará desarrollando los dias 7, 8 y 9 de Diciembre
Miercoles 7: 7:30am a 5:00 pm
Jueves 8: 8:00am a 5:00 pm
Viernes 9: 8:00am a 12:30 m

PARA HACER EFECTIVA TU INSCRIPCIÓN TIENES QUE ENVIAR LOS SIGUIENTES DATOS AL CORREO ELECTRONICO congresoidiomas2016@gmail.com

1. Nombre Completo
2. Carrera
3. Año de estudio
4. Fotografia O imagen escaneada de su DUE
5. Link de perfil de facebook

Al realizar su inscripción recibirá un mensaje de confirmación.

TOTALMENTE GRATIS- Se brindará diploma de participación

para el recuerdo...

para el recuerdo y que ustedes lo practiquen en su vida

Final Grades

1. Good news. Final grades are ready and you can check online.

2. This is one of one of the books I told you about, read it and you will be more knowledgeable on TEFL (you can download it).

link: http://www.slideshare.net/igotamnesia/teaching-by-principles-brown

3. Mr. Jose Echeverria, you have some unfinished matters with this subject. You can send me a message to ask me what is going on, take care.

4. Some advice: I know it is not a good thing to give advice, but.....

a. next semester, ask for teachers who really teach and get involved in the process.

b. try different teachers to get a variety of points of view and that meas more knowledge

c. read, read and read; that´s the best thing you can do become an excellent professional.

5. ENJOY YOUR HOLIDAYS!

Micro-teachings on Friday, November 11

Micro-teachings will take place in room IF-3 on Friday, November 11

ejemplo and rubrics

Generic Lesson Plan Model

 http://s000.tinyupload.com/?file_id=71289548475241673641

ESA Model

http://s000.tinyupload.com/?file_id=82626165999248664459

Here is a sample lesson.

http://s000.tinyupload.com/?file_id=43892130201582782720

Micro-teachings Guidelines

http://s000.tinyupload.com/?file_id=34394267819969891053

Lesson Plan Rubric (bring one each group)

http://s000.tinyupload.com/?file_id=78745868568432713986

Micro-teaching Rubric (bring one for every student)

http://s000.tinyupload.com/?file_id=28713660025645618739

Groups and Skills for Micro-teachings / Information

 1. If you need advisory, please send me a message to set up an appointment and I will let you know when to come to my office. I am not available late in the afternoon, so please take into consideration in the mornings.Please, do not drop by my office without an appointment. Thank you.

 2. You can use any Lesson Plan Model that fits your aims, objectives, methodology for the class.

3. Micro-teachings will start on Tuesday, November 8 according to the specifications given in the last post.

4. Unfortunately, we will have class tomorrow. If you have any questions about micro-teachings or anything else, bring them tomorrow. 

Distribution of Groups and Skills for Micro-teachings
(remember, this is not the order of the presentations, we will raffle that on Friday, November 4)

Reading 6 November 15
Vicky Alvarado
Rosselyn Reyes
Patricia Perez

Listening 7 November 18
Jhonny Avendaño
Jose Echeverria
Nelson Mendoza

Grammar 9 November 22
Karla Arias
Judith Portillo
Flor Miranda

Speaking 4 November 11
Abigail Pineda
Salvador Cruz
Celia Pineda

Writing 8 November 18
Cristian Navarrete
Jhimy Alfaro
Maria Vasquez

Listening 5 November 15
Javier Rivas
Irvin Abarca
Leyla Lima

Reading 3 November 11
William Aguirre
Kenia Ambrosio
Blanca Faustino

Grammar 1 November 8
Carlos Santos
Yeny Sanchez
Ruth Marroquin

Speaking 2 November 8
Sara Guerrero
Jessica Gonzalez
Alejandra Aguiluz

Micro-teaachings Guidelines

1. For Tuesday, October 25, please bring the names of three people, those will be the members of each group.

2. We will have a raffle on the same day to allocate topics for micro-teaching round one.

3. Read the following guidelines and bring questions for tomorrow.

University of El Salvador                                                                 TEFL I

School of Arts and Sciences                                                           Semester II, 2016

Foreign Language Department

Lesson Planning and Micro-teaching Guidelines

Objective:  design a professional lesson plan with its general components, based on a Language Competence previously assigned.

1-      Students will be asked to work in groups of three (under teacher’s discretion or by streaming: friendship) to elaborate a lesson plan based on a specific language competence and topic. The group will carry out their micro-teaching based on their lesson plan.

2-      The teacher will raffle the language competences and topics among the groups. Lesson plans must be presented the day of the class, before micro-teaching.

3-      If material is to be used, each group is responsible of having it ready and professionally made, (including use of technology which has to be reserved at least one day before micro-teaching day and has to be picked up before the class and taken back to teacher´s office after).

4-      The order in which each group will participate will be raffled in class (November 4^th).  The micro-teachings will begin on November 8^th, groups ?? (08:00 to 08:30AM) and ?? (09 to 09:30AM).

5-      Punctuality is a MUST!

6-      Each group will have 30 minutes to develop their class (10 minutes for each student). The length of time is required to be distributed equally among the activities and the three group members. 20 minutes will be dedicated to provide a critique and feedback to the group after micro-teaching.  Every group is expected to start and finish on the established time (there will be no more time allocated). 

7-      Students are expected to apply the theory previously studied in class, e.g. classroom management, classroom environment, the code of ethics, writing objectives, and the like.

8-      A rubric will be used to evaluate the lesson plan and the micro-teachings.

9-      Attire is part of the micro-teaching and the evaluation system.

10-  Doors will be closed after micro-teaching has begun. No one is allowed to come in after that. Latecomers will be allowed to enter at 09:00 after the first session.

11-  Students who are not doing micro-teachings are expected to be present (attendance is part of the overall grade) and to help by serving as designated students for micro-teachings.

12-  There is one teacher at each phase, no interventions allowed by anyone else.

Proficiency Guidelines Oral Task

This is a reminder that the Proficiency Guidelines Oral Task will take place on Tuesday, October 11. Please bring your flashcards for this activity because we will use them.

Activities Week October 10 - 14

Activities Week October 10 - 14

1. Please leave a copy of your homework (method or approach) at the copystand with don Moises or upload it to the facebook accout you guys have.

2. The second part of the homework is to present the complete matrix (individually) with all the methods and approaches presented by the students. In order to complete this, the students need a copy of the homework of the other groups). The homework is to be completed in handwriting.  The due date is on Friday, October14.

3. We have completed Managing the classroom, so..........

4. The Mid-term Exam will take place on Friday, October 21 (please make all necessary arrangements to be there on that day).

Matrix for homework due date Friday, October 7

1. This is the matrix for the assignment. Due date is on Friday, October 7. It should include a folder and a title page as well.

date and time uploaded: Tuesday, October 4, 10:17AM

http://s000.tinyupload.com/?file_id=28276744862433637516

Chapter 6

1.  Presentation on Jeremy Harmer Chapter 6:


http://s000.tinyupload.com/?file_id=78583566764420446375

2. Generic  Lesson Plan Model

 http://s000.tinyupload.com/?file_id=08773518642504798956

Homework / Information

Homework

1. Taking into account the two proficiency guidelines (CEFR and ACTFL) you will make two sets of flashcards with the corresponding levels, skills and what students can do at each different level. The due date for this is on Tuesday, September20.

Title page (remember all homework should include a folder)

This is what a basic title page should include:

1. University of El Salvador
     School of Arts and Science
     Foreign Language Department


     Subject:                 TEFL I

     Assignment:          "Proficiency Guidelines"

     Teacher´s Name:  XXXXXXXXXXXXXXXXXX

     Student´s Name:   ZZZZZZZZZZZZZZZZZZZZZ

     Due date:              September 20



                                      University Campus, Friday, September 16, 2016

Task Photographs / Good Job Guys

Activities / Homework week September 13

1. Homework:

Using rubric "C," (you can use a different format that will give you enough space to complete the homework)  you will complete it using the information provided by each group which presented on the "Walking Gallery Task" and will turn it in on September 13 (homework is not asked for, you have to leave it on my desk on the due date).

2. Jack Richards "Theories of Teaching in Language Teaching"

http://s000.tinyupload.com/?file_id=02963470124362849455

Material: Unit 2 "On Learning a Language"

1. This is the presentation for Unit 2 "On Learning a Language"

link: http://www.4shared.com/office/LS6rQflUba/TEFL_I_Chapter_2_On_Learning_a.html

2. If any student is absent for the activity on Tuesday, September 6, you must provide a justification according to UES Law (see syllabus for reference).

Task ! / additional information

The make-up quiz will take place on September 2nd, after the class. This group of students is in charge of getting a classroom for that activity. It includes Second Language Acquisition and On Learning a Second Language.

1. Attire: formal attire is expected on that day for everyone.

Men: formal shoes, pants and shirt

Women: formal skirt, dress or pants; blouse and shoes (high heel), wear make up.

2. All groups will pass on September 6th.

3. Avoid reading from any kind of papers, notes o visual aids.

4. Bring rubric C (at least one for each group of theories) on that day.

5. Punctuality if extremely important; therefore, the door will be closed at 8:00AM. Please be there at least five minutes before that time.

Groups and Rubrics for Task 1

Task 1

Rubric A: http://www.4shared.com/office/NoIw2U9bba/Task_I_Rubric_A.html
Rubric B: http://www.4shared.com/file/H9W6EY27ba/Task_I_rubric_B.html
Rubric C: http://www.4shared.com/office/Iy4traTyba/Task_I_Rubric_C_Learning_theor.html

(if anyone for any reason is not part of a group, please let me know as soon as possible: Not knowing, not visiting the blog or being absent to class is not a justification for not doing the task)

Group 1
Maria Vasquez
Blanca Santos
Kenia Ambrosio
Nelson Mendoza
Alejandra Aguiluz
Karla Arias

Group 2
Javier Rivas
Cristian Navarrete
Salvador Cruz
Oscar Castaneda
Irvin Abarca

Group 3
Jhony Avendaño
Jimmy Alfaro
Jose Echeverria
Judith Vanegas
Jonathan Hernandez

Group 4
Jessica Gonzalez
Celia Avalos
Abigail Pineda
Rosselyn Reyes
Martha Batres

Group 5
Flor Melara
Yeny Sanchez
Judith Portillo
Carlos Santos
Catherin Serrano

Group 6
Victoria Dominguez
William Aguirre
Sara Guerreo
Ruth Marroquin
Leyla Lima

Task 1

Task 1

Task I: Walking Gallery: Theories Perspectives

Guidelines

1.      The task will be carried out in groups of 5 members each ( under the teacher’s discretion)

2.      The teacher will raffle the six theories perspectives.

3.      Each group will be in charge of explaining to their classmates the theory perspective that they have been assigned. 

4.      Each group will be assigned 15 minutes to deliver their presentation.

5.      The presentations will be carried out in a walking gallery format.

6.      Each group must hand in a summary of the perspective they are in charge of to the other groups and to the teacher (one page summary) on the day of the activity.

7.      Each student must complete a chart containing the six perspectives at the end of the walking gallery.  The teacher will provide this chart on the day of the activity.

8.      The walking gallery will take place on September 6, 2016.

Aspects to be considered in the oral presentation:

·         Brief explanation of the perspective

·         Main proponent (proponents) of the perspective

·         Contributions of the perspective: the view of the perspective of how learning takes place

·         Characteristics of the perspective

·         Techniques to be applied in the classroom

·         Other that the group considers to be relevant

Evaluation:

Written summary:                              10%

Complete chart:                                 20%

Delivery of oral presentation              70% (A rubric will be used)

                                                            100%

Task I: Walking Gallery

Theories Perspectives

1. Behaviorist Perspective

Classical Conditioning: Stimulus/Response
Ivan Pavlov 1849-1936 Classical Conditioning Theory

Behaviorism: Stimulus, Response, Reinforcement
John B. Watson 1878-1958 Behaviorism
Edward L. Thorndike 1874-1949 Connectivism
Edwin Guthrie 1886-1959 Contiguity Theory
B. F. Skinner 1904-1990 Operant Conditioning
William Kaye Estes 1919 - Stimulus Sampling Theory

Neo-behaviorism: Stimulus-Response; Intervening Internal Variables; Purposive Behavior
Edward C. Tolman 1886-1959 Sign Theory & Latent Learning
Clark Hull 1884-1952 Drive Reduction Theory
Keneth W. Spence 1907-1967 Discrimination Learning

2. Cognitive Perspective: Learning as a Mental Process

Gestalt Learning Theory: Perception, Decision making, Attention, Memory, & Problem Solving
Max Wertheimer 1880 -1943 Gestalt Learning Theory
Kurt Lewin 1890 - 1947 Field Theoretical Approach
Wolfgang Kohler 1887 - 1967 Insight Learning
Kurt Koffka 1887 - 1941 Gestalt Theory
Leon Festinger 1919 - 1989 Cognitive Dissonance

Information Processing and Computer Models
D.O. Hebb 1904 - 1985 Neurophysiologic Theory
George A Miller 1920 - Information Processing Theory
Allen Newell 1927 - 1992 General Problem Solver
Craik & Lockhart Levels of Processing
Allan Paivio 1941 - Dual Coding Theory
David E. Rumelhart 1942 - Interactive Activation with Competition

Constructivism: Knowledge is Constructed; the Learner is an Active Creator
David Ausubel 1918 - 2008 Subsumption Theory
Jerome Bruner 1915 - Constructivism
Jean Piaget 1896 - 1990 Genetic Epistemology
Jean Lave Situated Cognition
Chris Argyris 1923 - Double Loop Learning
Rand J. Spiro Cognitive Flexibility
David Kolb Learning Styles
John Flavell Metacognition
Roger Schank Script Theory

Psychoanalytic: The role of the Unconscious Mind in Learning
Sigmund Freud 1856-1939 Psychoanalytic Theory of Learning

3. Humanistic Perspective: Emotions and Affect Play a Role in Learning
Abraham Maslow 1908-1970 Humanistic Theory of Learning
Carl Rogers 1902-1987 Experiential Learning
Jack Mezirow Transformational Learning

4. Social Learning Perspective: Learning as a group process
Lev Vygotsky 1896 - 1935 Social Constructivism
Albert Bandura 1925 - Observational Learning
John Seely Brown Cognitive Apprenticeship

5. General Theories of Memory & Intelligence
J. R. Anderson ACT*
J.P. Guilford Structure of Intellect
Howard Gardner Multiple Intelligences
Robert Sternberg Triarchic Theory of Intelligence

6. Instructional Theories
John Bransford Anchored Instrution
Lee Joseph Cronbach 1916 - 2001 Aptitude Treatment Interaction
K.P. Cross CAL- Characteristics of Adult Learners
Robert Gagne 1916-2002 Conditions of Learning
Malcolm Knowles Andragogy
Lev Landa Algo-Heuristic
Mager Criterion-Referenced-Instruction
Merrill Component Display Theory