Ramos _Katerine _Educational _Psychology II

UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA

EDUCACIÓN

CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

STUDENT PORTFOLIO

“EDUCATIONAL PSYCHOLOGY II”

Sixth Semester “A”

Student´s name: Katerine Estefania Ramos Acosta

Professor´s name: Dra. Mg. Pamela Liliana Chiluiza Godoy

AMBATO – ECUADOR

October 2015 – March 2016

TABLE OF CONTENTS

MISIÓN (MISION STATEMENT) ......................................................................................3

VISIÓN (VISION STATEMENT) ......................................................................................3

EXIT PROFILE.....................................................................................................................4

CURRICULUM VITAE .......................................................................................................5

STATEMENT OF PERSONAL LEARNING GOALS........................................................6

SILLABUS ............................................................................................................................7

ELEMENT 1 .......................................................................................................................18

ELEMENT 2 .......................................................................................................................21

ELEMENT 3 .......................................................................................................................25

ELEMENT 4 .......................................................................................................................32

ELEMENT 5 .......................................................................................................................39

FINAL REFLECTION ........................................................................................................46

RUBRIC TO ASSESS PORTFOLIO .................................................................................47

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

MISIÓN (MISION STATEMENT)

Formar profesionales líderes competentes, con visión humanista y

pensamiento crítico a través de la Docencia, la Investigación y la

Vinculación, que apliquen, promuevan y difundan el conocimiento

respondiendo a las necesidades del país.

VISIÓN (VISION STATEMENT)

La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación

de la Universidad Técnica de Ambato por sus niveles de excelencia se

constituirá como un centro de formación superior con liderazgo y proyección

nacional e internacional.

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

EXIT PROFILE

Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y

desarrollado las siguientes competencias, capacidades, habilidades, destrezas y

desempeños como resultados de su formación profesional:

1. Usa el idioma inglés a un nivel B2 del Common European Framework.

2. Maneja competentemente los métodos y estrategias metodológicas para la

enseñanza del idioma inglés según las exigencias del Teaching Knowledge Test

(TKT)

3. Diseña programas o cursos específicos y sus respectivos materiales didácticos.

4. Elabora materiales didácticos mediante la utilización de NTIC´s.

5. Transforma el contexto educativo a tráves de la práctica de valores.

6. Genera escenarios de aprendizaje significativos dando lugar a la investigación

participativa, el aprendizaje basado en problemas y el trabajo en equipo.

7. Maneja leyes y reglamentos de Educación Ecuatoriana.

8. Aplica técnicas de valoración de los aprendizajes, así como también de su propio

desempeño docente.

9. Manejo de los aspectos sociales, intelectuales y psicológicos de los estudiantes

para promover el aprendizaje.

La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de

ingreso dos simulaciones de exámenes con estándares internacionales. Siendo así,

Teaching Knowledge Test (TKT) test de acreditación internacional para la enseñanza

del inglés y Test of English as a Foreign Language (TOEFL) para la competencia

comunicativa.

Para ello la Coordinación de Carrera de Idiomas organizará dentro de los módulos

optativos seminarios taller de preparación para dichos tests, los mismos que podrán ser

aprobados a partir del séptimo semestre.

CURRICULUM VITAE

PERSONAL INFORMATION

LAST NAMES: Ramos Acosta

NAMES: Katerine Estefanía

AGE: 21 years

ID: 1850107051

CIVIL STATUS: Single

EMAIL: [email protected]

NATIONALITY: Ecuadorian

ADDRESS: Gregorio Escobedo and Batalla de Pichincha

TELEPHONE NUMBER: 0995548876

EDUCATION

PRIMARY 1999-2006 : Liceo Cristiano Emanuel

SECONDARY 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 it’s necessary to

identify which are the student’s 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


FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION

CARRERA DE IDIOMAS


SÍLABO

EDUCATIONAL PSYCHOLOGY II

Octubre 2015 - Marzo 2016

Docente Coordinador de la asignatura:

Dra. Pamela Liliana Chiluiza Godoy, Mg.

AMBATO – ECUADOR

2015

I. 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

Language Teaching

Level: Sixth Semester

FCHEIMP21290605

Strategies

Diseño de Proyectos de FCHEIMP21290603

Investigación

Hours per Week

Class Hours: 4 Theoretical: Practical:

Tutoring Student On Campus: Virtual:

Hours: -

TOTAL LEARNING HOURS : Hours per week: 4 Independent 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 Educación mención Gestión Educativa y Desarrollo Social; Magister en Currículo y Docencia para la Educación Superior Knowledge area: Education

Bachelor's degree: Licenciada en Ciencias de la Educación especialidad Inglés; Doctora en Ciencias de la Educación mención Investigación y Planificación Educativa Knowledge area: Education Professional experience: Teaching English as a Foreing Language Teaching experience: Instituto Agropecuario Luis A. Martínez; Escuela Politécnica del Ejército, Servicio Ecuatoriano de Capacitación Profesional, Universidad Técnica de Ambato

Program Academic area: Competencia Pedagógica 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]

2

mailto:[email protected]

mailto:[email protected]

III. 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 Kolb´s 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 :

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

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

3. Identify and utilize school and community resources to support learner’s cognitive, physical, social, and emotional growth and development.

4. Recognize communication as a product of educational bond in the classroom 5. Understand how to design instruction and assessments that are appropriate for

social, cognitive, and emotional development

3

IV. COURSE STUDY PROGRAM

Curricular Units

U.1 1. Identify of students diversity and the importance of subjectivity in educational processes

Class Hours Tutoring Independent hours Assessment tools

Thematic Units Theoretical Practical Hours including research and

community service

1.1. Student Diversity 1 1 Diagnostic Observation

1.2. Individual Styles of Learning and thinking 1 1 4 Workshops

1.3. Multiple Intelligences 1 1 4 Questionnaires

1.4. Gifted and Talented students 1 1 4 Mind maps

1.5. Gender differences in the classrooms 1 1 4 Essays

1.6. Accommodating diversity in practice 1 1 4 Quiz

Projects

Presentations

SUBTOTAL HOURS

6 6 20

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

Class Hours Tutoring Independent hours Assessment tools Thematic Units Theoretical Practical Hours including research and community service

2.1. Students with special educational needs 1 1 Diagnostic Observation 2.2. Learning disabilities 1 2 3 Workshops 2.3. Intellectual disabilities 1 1 4 Questionnaires

4

2.4. Behavioral disorders 1 1 4 Mind maps

Essays

2.5. Physical disabilities and sensory impairments 1 1 4

Quiz

2.6. The value of including students with special needs 1 1 4

Projects

Presentations

SUBTOTAL HOURS 6 7 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. 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.3 3. Identify and utilize school and community resources to support learner’s cognitive, physical, social, and emotional growth and development.

Class Hours

Tutoring

Independent hours

Assessment tools


community service

3.1. Students motivation 2 3 9 Diagnostic Observation

Workshops

3.2. Expectancy x value: effects on students’ motivation 1

Questionnaires

3.3. Classroom management and the learning environment 2 4 10

Mind maps

3.4. Responding to student misbehavior 1

Essays

Quiz

Projects

Presentations


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

5

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

Class Hours

Tutoring

Independent hours

Assessment tools


community service

4.1. The nature of classroom communication 2 1 2 Diagnostic Observation

Workshops

4.2. Effective verbal – nonverbal communication 2 1 5

Questionnaires

4.3. Communication styles in classroom 1 1 5

Mind maps

4.4. Story for thinking 1 4 6

Essays

Quiz

Projects

Presentations


Learning outcome: Analyse the nature of a communicative class and the influence of the environment and explain with an oral presentation 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.5 5. Understand how to design instruction and assessments that are appropriate for social, cognitive, and emotional development Class Hours Tutoring Independent hours Assessment tools


community service

5.1. Facilitating complex thinking 1 Diagnostic Observation

Workshops

5.2. Forms of thinking associated with classroom learning 1 4

Questionnaires

5.3. Broad instructional strategies that stimulate complex 1 1 4

thinking Mind maps

Essays

5.4. Teacher – directed instructions. Student-centered 1 2 4

6

instruction Quiz

Projects

5.5. Inquiry and cooperative learning 1 2 4

Presentations

5.6. Instructional strategies an abundance of choice 1 2 4


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

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)

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

Techniques and instruments:

Interview Oral Presentations Quiz Knowledge survey Written Works Questionnaires Task-based activities Oral presentations Portfolio

2. Describe the characteristics and background of students with special

educational needs and emotional development. Techniques and instruments:

Observation Oral Presentations Quiz

Check list Written Works Questionnaires

Task-based activities Oral presentations

Portfolio Projects

3. Identify and utilize school and community resources to support learner’s cognitive, physical, social, and emotional growth and development.





Portfolio Projects

Test

4. Recognize communication as a product of educational bond in the classroom Techniques and instruments:


Rubric Written Works Questionnaires


Portfolio Projects

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





Portfolio Projects

Test

8

V. BIBLIOGRAPHY

BIBLIOGRAPHY

EDITION

NUMBER

AUTHOR (S) ISSUED BOOK TITLE NUMBER EDITORIAL CITY/COUNTRY OF PAGES

YEAR

Psychology for Language

Williams, M. y otros 2004 Teachers. A social 9th Cambridge New York/USA 240

constructivist approach

CODE/ DATABASE LOCATION: COMMENTARY:

NUMBER

PRINTED: Inv.: 8652 Cód.: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 NUMBER AUTHOR (S) ISSUED BOOK TITLE NUMBER EDITORIAL CITY/COUNTRY OF YEAR PAGES

Practice in Second Language.

DeKeyser, R. 2007

Perspective from applied 11st

Cambridge New York/USA 323

Linguistics and Cognitive University Press

Psychology

CODE/ DATABASE LOCATION: COMMENTARY: NUMBER

PRINTED: x The book provides information about language acquisition and cognitive psychology which OF

Inv.: 8799 Cód.:801.5=20/D369 helps students get familiar with the subject of the program ISSUES

9

http://biblioteca.uta.edu.ec/cgi-bin/wxis.exe/iah/scripts/

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/España 754

Mistry, J

Developmental Psychology Psicólogos de

Madrid

CODE/ DATABASE LOCATION: 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/Switzerland 373

Psicólogos de

Madrid

CODE/ DATABASE LOCATION: 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

http://site.ebrary.com/lib/uta/docDetail.action?docID=10612557

http://site.ebrary.com/lib/uta/docDetail.action?docID=10612557

VI. SYLLABUS APPROVAL

Fecha de elaboración: September 21st, 2015

-------------------------------------------- Dra. Pamela Liliana Chiluiza Godoy, Mg. DOCENTE PLANIFICADOR UTA

Fecha de aprobación: September 23rd, 2015

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

Mg. Verónica Chicaiza Redín Ph.D. Coordinador de Área Coordinador de Carrera Evaluador del Módulo Aval del Módulo

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

Dr. Mg. Marcelo Núñez Subdecano de la Facultad

Visto Bueno

11



EDUCACIÓN

CARRERA DE IDIOMAS


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

subjectivity in educational processes





AMBATO – ECUADOR


Graphic organizer: Diversity



EDUCACIÓN

CARRERA DE IDIOMAS


ELEMENT 2 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.





AMBATO – ECUADOR


1. Written comment about classes of students with disabilities (Unit 6)

Students with special educational needs

There 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 student’s 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 disabilities

The 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 student’s 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

are

Defining learning disabilities

A learning disability reduces a student’s 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/

2. Graphic Organizer



EDUCACIÓN

CARRERA DE IDIOMAS


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

the elaboration of a video.





AMBATO – ECUADOR


RESOURCES - FLASHCARDS

TAKE A SHOWER BRUSH MY TEETH

WAKE-UP MAKE THE BE

WASH MY FACE WASH MY HANDS

BRUSH MY HAIR EAT BREAKFAST

DRY MY HAIR GO TO SCHOOL

DO MY HOMEWORK TAKE THE BUS

STRATEGIES USED IN THE CLASSROOM

1. We used some flashcards about daily activities in order to use the visual

intelligence to help students learn new vocabulary.

2. We applied the inductive approach to teach “Past Time Expressions” in

order that students infer and provide other expressions. In that way, we

make learners to practice their logical intelligence.

3. Furthermore, we used an active learning strategy to allow students to listen

and talk with the teacher and partners in order to create a good

communication and develop an interpersonal relationship.

4. In addition, we performed a chronological activity which included the

strategy of cooperative learning in order to get a meaningful knowledge for

our students. It was appropriate because it made students work between

their diversity.

Also, with this activity we make students walk around for ordering the

pictures and in this way, they interacted and for the other students that

were seated they have to pay attention in order to create a story with the

pictures and the expressions of time.

5. Another important strategy that we applied was a game called “Bingo”. This

game helped students to be encouraged and participate actively. Besides, it

makes learners to pay more attention to the teacher and work as a

community. Finally, it is a good activity to integrate people of different

diversity as was in that case their different level of knowledge.

VIDEO

Link: https://www.youtube.com/watch?v=v47ueaUuGdQ

https://www.youtube.com/watch?v=v47ueaUuGdQ



EDUCACIÓN

CARRERA DE IDIOMAS


ELEMENT 4 Analyse the nature of a communicative class and the influence of the environment and

explain with an oral presentation





AMBATO – ECUADOR


Oral presentation about communication in class

The nature of classroom communication



EDUCACIÓN

CARRERA DE IDIOMAS

EDUCATIONAL PSYCHOLOGY II

ELEMENT 4

NAMES: ESPIN BELEN

MEJIA MIGUEL

MONTENEGRO ROBERTO

RAMOS KATERINE

2. Analysis

The nature of classroom communication

We have reviewed the chapter 8 which is about communication in classroom, it’s

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. It’s 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 register—student

talk—differs somewhat from the teacher’s because of their obvious differences in

responsibilities, levels of knowledge, and relationships with each other and with the

teacher.



EDUCACIÓN

CARRERA DE IDIOMAS


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

background





AMBATO – ECUADOR


Proposal of educational psychology

English 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 doesn’t 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 don’t 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 don’t 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 way

● Prompt students' reflection by asking questions that seek reasons and evidence.

● Provide some explanations to guide students' thought processes during

exploration

● Provide 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 student’s 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 class

● Teacher 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

one’s 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

● Internet

● Textbook

● Interviews (Ask other partners and teachers)

7.- Solutions to the problem supported by documents.

It’s essential to develop English learners as critical thinkers where they are able to

express their own ideas and opinions by themselves. For this reason, it’s 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 another’s 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 to why, how, and what specific decisions are made.

Social learning environments should 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.- Conclusions

In conclusion, it’s 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 team’s performance

As 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

https://globaldigitalcitizen.org/8-ways-to-develop-critical-thinking-skills

http://ctfe.gmu.edu/teaching/developing-critical-thinkers/

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 it’s 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, it’s 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 PORTFOLIO