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DEL III Syllabus 2022
DEL III Syllabus 2022
UNIVERSITY OF EL SALVADOR
FACULTAD MULTIDISCIPLINARIA DE
OCCIDENTE
ENGLISH LANGUAGE DEPARTMENT
SEMESTER II-2023
GENERALITIES
SCHEDULE:
CREDITS : 4.U.V
Art. 3. - Para los efectos de este Reglamento se entenderá por: a) UNIDAD VALORATIVA
(UV): Es la carga académica de cada materia, asignatura, módulo o unidad de
aprendizaje, tomando en cuenta las horas de clase, los laboratorios, las prácticas,
discusiones y cualquier otra actividad académica establecida en el respectivo plan y
programa de estudios. Cada Unidad Valorativa equivaldrá como mínimo a veinte
horas de trabajo del estudiante tendidas por un profesor, en un ciclo de dieciséis ,
asemanas entendiéndose la hora académica e cincuenta minutos. d
COURSE DESCRIPTION
This is the culmination of three teacher training courses in language methodology
taught to students of Licenciatura en Idioma Ingles, Opción Enseñanza at the Facultad
Multidisciplinaria de Occidente. The main goal of this course is to provide student teachers
with an array of tools and principles of good language teaching derived from research and
observation. This course relies on collaborative project-based curriculum used to develop
higher order thinking skills, fundamental theoretical bases, effective communication skills, and
ICT-based skills that student teachers will need in the 21st century workplace that will
empower them to function as effective and reflective EFL/ESL practitioners and critical
thinkers.
Nowadays, one of the challenges facing teacher educators is how to ensure that
novice teachers have the necessary combination of skills and pedagogical knowledge that
will enable them to both effectively use today’s technologies in the classroom as well as
continue to develop and adapt to new technologies that emerge in the future. The core
practices of this course are sound methodological procedures, teaching practicum at a high
school level, elaboration of AVs, hands-on activities, drama sketches, ICT-based
presentations, micro- teaching, Web 2.0 tools, and execution of educational research to
some extent.
COURSE OBJECTIVES
General Objectives:
At the end of this course, SWBAT:
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Specific Objectives:
5. Integrate ICT into their teaching and learning, to advance their learning, and
to improve other professional duties.
6. Apply various techniques taken from the most common methods and approaches
to teach EFL/ESL
Just as student learning has changed so has assessment of that learning. Nowadays,
a variety of performance-based assessments are used to evaluate student learning.
Tests that measure a student’s ability to memorize and recall facts are no longer the
sole means of assessing student learning. In this regard, student projects, presentations,
micro- teaching, on-line discussions, e-folio, drama, and other performance-based
assessments are being implemented in this course to determine students’ achievement and
their individual needs to prepare them to become productive members of the workplace in
this 21st Century. That is why, after completing this course, DEL-III student are ready to
enter the teaching arena and discover their strengths and challenges in their long journey
through the vast world of ELT. This course will be mainly based on hands-on activities,
on-line and in situ discussions, and presentations of different topics. The instructor
and the students themselves will lead most of the activities. The instructor will be in
charge of providing the students with accessible exemplification and summaries to facilitate
their understanding of the material covered in class. Controlled-reading and hands-on
activities will be the core of teaching; here the students will be expected to put into practice
ELT tenets and principles, techniques, and activities while doing some teaching inside the
classroom at a high school level.
The focus of student learning in this class is different. The focus is no longer on
learning by memorizing and recalling information but on learning how to learn. DEL-
III students use the information they have learned and demonstrate their mastery of the
content in the projects they work on. Students learn how to ask the right questions, how
to conduct an appropriate investigation, how to find answers, how to share their
findings with their peers, and how to use and incorporate information. The emphasis
in this course is on creating lifelong learners.
During this course, the instructor will facilitate and provide appropriate feedback,
error correction, and positive reinforcement. By and large, the students will also create
their own materials and engage in some research project-based work to update and upgrade
their knowledge of the English Language teaching and learning principles. The instructor
will also monitor and evaluate the student learning progress by administering quizzes and
assigning
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COURSE CONTENTS
MODULE ONE: DIDACTICS
1. . What Is Didactics? First week of class
2. . A Brief History Of Didactics second week of class
3. Didactics In The Context Of The Education Sciences Practitioner G. 1 third week
of class
4. Didactics: General Or Specific? Fourth week of class Practitioner G.2
5. Didactic Interactions Fifth week of class group 1
MODULE TWO: THE TEACHING ROAD MAP A GUIDE FOR HIGH SCHOOL AND
COLLEGE TEACHERS
1. Project Based Learning sixth week of class Power rangers Knowledge bees
2 . Student Ownership/Engagement sixth week of class Learning hunters
.
3 . Collaborative Teaching/Cooperative Learning seventh week of class Master
. minds
4
. . Citizenship/Leadership/Personal Responsibility seventh week of class
. Power rangers 5. Community Partnerships seventh week of class Tire
6 burners
5
. . Teaching Vocabulary ninth week of class Tire burners
6
. . Teaching Pronunciation ninth week of class
Teaching force
7
. 7. Listening Practice ninth week of class The researchers
8. Speaking Practice tenth week of class Pratitioners G1seventh
week of class 9. Reading Practice tenth week of class
Practitioners G2 eighth week of class
A
10. 0. Other Language Activities ninth week of class Practitioners G1
1. udiovisual Aids tenth week of class tenth week of class
Practitioners will teach on Wednesday G 1 and Thursday G2 the
same topic
MODULE 5: ESSENTIALS OF SUCCESSFUL ELT…(GROUPS OF
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9. Reporting Out/Celebration
MODULE 4: PRESENTATION + DEMOS CLASS ON AN INTRODUCTION 20
%
TO ENGLISH LANGUAGE TEACHING
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son inmersos en una comunidad de aprendizaje donde se les proveen las oportunidades para
desarrollar y demostrar sus capacidades en competencias relacionadas con los roles
profesionales para los cuales se están preparando.
Los maestros principiantes enseñan dos horas semanales, 20 horas en total en un lapso
de diez semanas con un mínimo de 16 horas, 8 semanas en las escuelas públicas de Santa
Ana, bajo la orientación y supervisión de los maestros cooperadores. Se enriquece esta
experiencia de enseñanza a través de pre y post conferencias, observaciones dirigidas y la
participación activa en todas las clases.
Normas Generales de los Estudiantes-maestros
A continuación, se incluyen algunas normas que los estudiantes-maestros deben cumplir
Cuando se ausente debe ser por causa justificada. Deberá notificarlo al maestro
cooperador y acordar con éste cómo repondrá la ausencia. El plan de ese día de
ausencia debe dejarlo con anticipación al maestro cooperador con los artificios y
los materiales.
En ningún momento debe emplear castigo corporal o maltrato con sus estudiantes para
modificar conducta inapropiada. Art. 88, Art. 89 Ley de Protección Integral de la
Niñez y la Adolescencia, LEPINA
El estudiante-maestro debe entregar dos planes por adelantado o el día en acuerdo con su
maestro cooperador.
El plan debe estar bien redactado en todas sus partes, con adecuada sintaxis y ortografía;
además, se debe evidenciar el uso de la estrategia de enseñanza.
Debe entregar los materiales y artificios que ha preparado con anticipación al maestro-
cooperador para ser evaluados.
Transferir a la práctica educativa los conocimientos, destrezas y actitudes propias del rol
que ha de desempeñar como maestro.
Diseñar el plan de clase de acuerdo con el modelo sugerido por el maestro cooperador.
Criterios de Evaluación
Sistema de Calificación
Many schools and businesses have rolled out virtual classrooms to provide synchonrous
distance education. Virtual classroom software applications often employ multiple
synchronous technologies, such as web conferencing, video conferencing, livestreaming,
and web-based VoIP to provide remote students with the ability to collaborate in real time.
To enhance the educational process, applications may also provide students with
asynchronous communication tools, such as message boards and chat capabilities
Source: https://www.techtarget.com/whatis/definition/virtual-classroom
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All of these are central to the applied teaching and learning that occurs in this subject. Students
are expected to attend, participate actively, be punctual, and show a very positive behavior in
all formal Didactics of the English Language III sessions.
Here, there are some definitions and explanations of some of the terms that we are to
use constantly during the course.
eblog (Or 'Blog') can be thought of as an online journal that an individual can
● W
continuously update with his or her own words, ideas, and thoughts through software
that enables one to easily do so. Unlike a standard website, weblog entries are made by
typing directly into the browser and with the click of a button are instantly published on
the internet. Similar to an open journal, the accumulation of writings and other content
creates both a record of learning and a resource for others. Furthermore, a weblog is
interactive, in the sense that readers can respond to any given entry with a comment and
even threaded discussions can take place depending on the software chosen.
● Discussion Board Similar to a blog, a discussion board allows multiple people to respond
to comments and questions. They are threaded, in that one in a response to a particular
message is nested under the message to which it is a response. Replies that are associated
with the same post are grouped together, creating message threads that can be expanded
and collapsed. The nesting is usually indicated in the online environment by
indentation, much as the organization of major and minor points is indicated in a formal
outline by indentation.
EVALUATION PROTOCOL
Art. 20. - Una vez publicadas las notas de cualquier evaluación, los estudiantes
tendrán derecho dentro de los tres días hábiles siguientes a solicitar en forma
individual o colectivamente y por escrito la revisión de prueba. La Dirección o
Jefatura de la Escuela o Departamento que sirve la unidad de aprendizaje, señalará
día, hora y lugar dentro de los recintos universitarios para realizarla; el alumno tendrá
derecho a estar presente al momento de realizarse la revisión y exponer las
observaciones pertinentes, los resultados deberán hacerse constar en un acta la cual
firmarán el docente y el estudiante si éste último estuviera presente.
El estudiante que no estuviere conforme con el resultado de la revisión podrá
solicitar se le practique una nueva revisión, a más tardar dentro de los tres días hábiles
siguientes, exponiendo por escrito las razones de su inconformidad a la Dirección o
Jefatura correspondiente, quien señalará día, hora y lugar dentro de los recintos
universitarios para realizarla. Esta segunda revisión la realizará dicha Dirección o
Jefatura con la presencia del Docente responsable y otro docente de la respectiva
especialidad, quienes oirán las observaciones del estudiante y la nota que así se
establezca no admitirá recurso alguno.
La calificación de la prueba objeto de revisión únicamente se podrá mantener
o aumentar.”(1)
CLASS ATTENDANCE
PROTOCOL DE LA ASISTENCIA
DE LOS ALUMNOS
Los alumnos están obligados a asistir a las clases teóricas, prácticas y a los seminarios, en
la hora y fecha que indiquen los horarios respectivos de cada Facultad.
Artículo 147. Artículo 147. El estudiante para tener derecho a las evaluaciones en cada
unidad de aprendizaje deberá tener una asistencia a las actividades académicas mayor o
igual al 75% entre el período de una evaluación y la próxima.
Salvo el caso que los estudiantes presenten una causa justificada de inasistencia de las
previstas en el Artículo 151 del Presente Reglamento. (2)
a) Problemas de salud;
b) Problemas laborales;
c) Muerte del cónyuge o parientes hasta el segundo grado de consanguinidad;
d) Programación de dos o más evaluaciones en la misma fecha;
e) Cumplimiento de actividades oficiales;
f) Cumplimiento de misiones oficiales; y
g) Caso fortuito y fuerza mayor debidamente comprobados. Los motivos antes
mencionados deberán sustentarse con los respectivos atestados.
b) Cuando se retire, sin permiso del profesor, antes de terminar éste su exposición.
c) Cuando las clases sean de dos o más horas consecutivas el profesor comprobará la
asistencia en cada hora, como si se tratase de clases independientes.
d) Cuando las clases prácticas sean complemento inmediato de las teóricas, el número de
clases programadas será el resultado de la suma de las clases teóricas y de las clases
prácticas, al efecto de computar el 75% al que se refiere el artículo 147.
REFERENCE MATERIALS:
Airasian, P. (2001). Classroom Assessment, Concepts & Applications (4th ed.). NY: McGraw-
Hill
Bailey, K, Curtis, A. & Nunan, D. (2001). Pursuing Professional Development: The Self as
Source. Boston: Heinle & Heinle
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“The teacher who is indeed wise does not bid you to enter the house of his wisdom but
rather leads you to the threshold of your mind.”
~Kahlil Gibran