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NOMBRE DE LA ASIGNATURA

Tarea Virtual 1
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Topic: Learning and Teaching Practice and Methodology: Personal Experiences

Objective: To reflect on the candidates existing experience as a student and

teacher, and to provide a starting point from which to integrate new theoretical
perspectives and practices.

Activity: Write a 500 to 700 word essay on the above topic, using the five paragraph
essay format, conforming to APA page setup. Be sure to include a clear thesis
statement. Include citations for any external sources used.

Suggested Reading: Arends, R. Learning to Teach (10th Edition). Mc Graw Hill.

Lightbown, P. M. and N. Spada (2006) How Languages are Learned (3rd ed.) Oxford UP

Grading Rubric:

Humanities/Social Sciences Essay Rubric

A+ EXCEEDS EXPECTATIONS = 95-100%

• The paper is exceptional work that more than fulfills the requirements of the assignment.
• The writer introduces and clearly establishes the main idea (thesis).
• Organization is notably logical and coherent. The writer fully develops the main idea with specific details
and examples. The evidence which is included has been interpreted and clearly related to the writer's point.
All paragraphs are thoroughly developed and effectively illustrated. There is a separate conclusion.
There is consistent awareness of audience and purpose throughout.
• The style is energetic and precise: vocabulary and sentence structure are varied and effective. How the
writer says things is as excellent as what the writer says.
• There is evidence of careful editing since the essay contains few grammatical and/or mechanical errors
and, if necessary, is correctly documented using MLA format

B+/A- MORE THAN MEETS EXPECTATIONS = 85-94 %

• The paper is clearly above-average and more than meets the requirements of the assignment. It has a
clearly established main idea that is adequately developed and recognizable through specific details and/or
examples.
• Organization follows a logical and coherent pattern; there is an appropriate introduction, unified body
paragraphs, and a functional conclusion. Each paragraph provides some unified, coherent, and developed
support for the thesis and the supporting ideas (topic sentences).
• It is clear that the writer has considered the audience.
• If necessary, it properly documents sources.
• Vocabulary and sentence structure are mostly varied and effective.
• The essay shows strong evidence of editing since there are relatively few grammatical and/or
mechanical errors. Occasional errors in sentence structure, usage and mechanics do not interfere with the
writer's ability to communicate.
• The essay does not receive A+ because: the thesis may not be sufficiently interesting or insightful;
there may some problems with the organization; the supporting details may not all be conclusive and
convincing; and the style may not demonstrate the level of skill to use vocabulary and structures effectively.

B MEETS EXPECTATIONS = 80-84%

• The paper is average work that meets the requirements of the assignment. It has has a thesis and organizational
plan which demonstrate that the writer thought about the topic. The thesis is clearly stated and is developed with
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some specific details and examples.

• Supporting ideas are presented in a mostly logical and coherent manner. Paragraphs mostly contribute unified
and coherent support.
The essay has a generally clear style, an awareness of audience, and adequate documentation of sources, if
required.
• The writer shows some ability to use a range of vocabulary and structures in an effective way.
• The essay does not receive B+ because : the thesis may be too general; the evidence may be predictable, may
not be correctly interpreted, or may not be clearly related to the writer's point; some paragraphs may not have
the correct development and transition.
Occasional errors in sentence structure, usage, and mechanics may interfere with writer's ability to communicate
but even in the "B" essay, there should be relatively few grammatical or mechanical errors--not enough to
interfere with readability; the student has done some editing, even though it may be superficial.

C PARTIALLY MEET EXPECTATIONS = 70-79%

• The paper is below average work that demonstrates a serious attempt to fulfill the assignment and shows some
promise but does not fully meet the requirements of the assignment.
It states a main idea that is developed with supporting details organized in paragraphs.
The essay may have one or several of the following weaknesses:
It may have a general or implied thesis; but the idea may be too general, vague, or obvious.
Awareness of audience may not be evident.
The organizational plan may be inappropriate or inconsistently carried out.
Evidence may be too general, missing, not interpreted, irrelevant to the thesis, or inappropriately repetitive.
Documentation may be incomplete or inaccurate.
The style may be affected by sentence patterns that are repetitive and/or have errors, and also by a limited
vocabulary or bad choice of words.
Other grammatical and mechanical errors may make the essay difficult to read and indicate that the writer does
not have the necessary ability to edit, or is unfamiliar with some aspects of Standard Written English.

D DOES NOT MEET EXPECTATIONS = 60-69%

• The paper presents a main idea but is incomplete or unclear. Support is developed with generalization and lists.
• The structure of the overall essay or some paragraphs is not logical and coherent. If there is some organization,
it is mechanical.
• The writer uses words that are often simple, and there is no creativity with the sentence structures that would
help keep the reader interested.
Discussion of the ideas is general or superficial; the writer does not seem very aware of the audience and
therefore the reader is not persuaded or interested by the essay.

• Errors in sentence structure, usage, and mechanics frequently interfere with the writer's ability to
communicate.
• There is evidence to suggest that plagiarism has occurred unintentionally.

F DOES NOT MEET EXPECTATIONS = 1 – 59%

• The paper has no evident main idea. Development is inadequate and/or irrelevant.
• Organization is illogical and/or incoherent. No sense of main idea, organization, or continuity
• Vocabulary and sentence structure are confusing.
• Significant and numerous errors in sentence structure, usage, and mechanics block the writer's ability to
communicate.
• The paper shows obvious signs of deliberate plagiarism.
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LEARNING AND TEACHING PRACTICE: EXPLORING EFFECTIVE

METHODOLOGIES

INTRODUCTION

Effective learning and teaching practices are crucial components of the educational
process. They are intricately connected, with the methodologies used by educators
significantly influencing the quality of learning experienced by students. This essay
delves into the dynamic relationship between learning and teaching practices,
highlighting the importance of well-designed methodologies in promoting meaningful
educational experiences. Drawing upon research and educational theory, we will
explore various teaching methodologies and their impact on student learning
outcomes, emphasizing the need for a learner-centered approach.

The Interconnectedness of Learning and Teaching

The relationship between learning and teaching is reciprocal and symbiotic. Effective
teaching practices not only facilitate learning but also ignite the desire to learn. It is the
responsibility of educators to create a conducive environment that engages students
and fosters their curiosity. This environment is built upon a solid foundation of teaching
methodologies that cater to diverse learning styles and abilities.

Traditional vs. Modern Teaching Methodologies

Historically, traditional teaching methods often relied on lecture-style instruction and

rote memorization. While these methods have their merits, they tend to be passive and
one-size-fits-all, failing to cater to the unique needs of individual students. Modern
teaching methodologies, on the other hand, embrace a more student-centered
approach. Active learning strategies such as problem-based learning, flipped
classrooms, and group discussions encourage students to take ownership of their
learning, promoting critical thinking and problem-solving skills.

The Importance of Active Learning

Active learning is a cornerstone of effective teaching practices. This methodology

challenges students to engage with course material actively, rather than passively
absorbing information. Active learning techniques include collaborative group work,
debates, hands-on experiments, and interactive technology. These strategies foster a
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deeper understanding of the subject matter and enhance retention, ultimately leading
to improved learning outcomes (Prince, 2004).

The Role of Technology in Teaching Methodology

In the digital age, technology has revolutionized teaching practices. The integration of
multimedia, online resources, and virtual classrooms has expanded the possibilities for
engaging and interactive learning experiences. Educators can now tailor their teaching
methodologies to suit the preferences of digital-native students. However, it is crucial
to strike a balance between technology and traditional methods to ensure a well-
rounded educational experience.

The Learner-Centered Approach

One of the most effective teaching methodologies is the learner-centered approach.

This approach acknowledges that students come from diverse backgrounds and
possess varying learning styles and preferences. Educators who adopt a learner-
centered approach tailor their teaching methods to accommodate these differences.
They focus on creating a supportive and inclusive learning environment, where
students are encouraged to ask questions, share ideas, and take an active role in their
education (Weimer, 2002).

CONCLUSION

In conclusion, the relationship between learning and teaching practices is integral to

the educational process. Effective teaching methodologies play a pivotal role in
shaping the learning experiences of students. While traditional methods have their
place, modern approaches, such as active learning and the integration of technology,
are proving to be more conducive to meaningful learning outcomes. The learner-
centered approach, in particular, emphasizes the importance of adapting teaching
practices to meet the diverse needs of students. In an ever-evolving educational
landscape, it is imperative that educators remain open to innovation and continue to
refine their teaching methodologies to ensure that they are providing the best possible
learning experiences for their students.
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REFERENCES:

Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of

Engineering Education, 93(3), 223-231.

Weimer, M. (2002). Learner-Centered Teaching: Five Key Changes to Practice. San

Francisco: Jossey-Bass.