Examinando por Materia "Flipped instruction"

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    The design of an instructional unit and lesson intended to flip the r2l class to engage tenth-graders in oral exposition texts
    (2020-06-07) Oyola Massy, Reinel David; Ortega Sanabria, Josué David
    Reading to learn is an instructional approach that leads students from aided to independent creation of meaning in reading and writing, it follows a cycle with a set of strategies guiding students to independent construction of a specific text-genre. Nevertheless, few studies have designed instructional units and lessons for the use of R2L to promote learners’ oral production, most specifically of oral exposition texts. Neither has it been researched yet the use of this methodology along with mediation tools in the EFL class. Therefore, this qualitative study is intended to describe the main characteristics an instructional unit and lesson based on R2L and flipped learning should contain to develop tenth-graders’ capacity to produce oral exposition discourses in an EFL class. As well as to identify the main adaptations EFL teachers should consider when integrating R2L and FL for developing students’ capacity to produce exposition oral genres. Previous to the unit design, a diagnostic lesson was conducted on tenth-graders in a public school from the rural side of Montería, Colombia. Throughout the intervention oral production tasks, audio recordings, observations, and document analysis were used to collect data for the present design. This study sheds light on the existing gap of knowledge about the design and implementation of R2L and Flipped instruction to prompt the participation of oral exposition texts in tenth-graders. Leer para aprender (R2L) es un enfoque instructivo que, siguiendo un ciclo con un conjunto de estrategias pedagógicas, lleva a los estudiantes de la ayuda a la creación independiente de significado en la lectura y la escritura, así como a la construcción independiente de géneros textuales específicos. Sin embargo, pocos estudios han diseñado unidades y lecciones instructivas para el uso de R2L enfocados a la producción oral de los estudiantes, específicamente de textos orales argumentativos. Además, la investigación del uso de esta metodología junto a herramientas de mediación tecnológica es casi nula en el campo de la enseñanza del inglés como lengua extranjera. Por eso, este estudio cualitativo pretende describir las principales características que deben contener una unidad y lección instructiva basadas en R2L y el modelo de aula invertida, enfocadas en capacitar a alumnos de décimo grado para la producción de discursos argumentativos. El presente estudio también busca identificar las principales adaptaciones que los docentes deben considerar al momento de integrar R2L y herramientas tecnológicas en el aula de inglés como lengua extranjera, enfocados a la producción del género textual argumentativo. Antes del diseño de la unidad, una clase diagnóstica permitió identificar un bajo nivel de producción oral en alumnos de décimo grado en una escuela rural pública de Montería. Durante la intervención, tareas de producción oral, grabaciones de audio, observaciones y análisis de documentos permitieron recopilar información para el presente diseño. Este estudio permitirá esclarecer la brecha existente en la literatura concerniente al diseño e implementación de R2L y aula invertida para impulsar la participación alumnos de décimo grado en discursos argumentativos.
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    Internship at Saber Pro Cross Curricular Competence: english course
    (2020-12-10) Sierra López, Diana Yesmith; Vega Calao, Yina
    This internship was carried out at Universidad de Córdoba, in the frame of Saber Pro course. Its main purpose was to offer interns an authentic experience in English teaching taking into account virtual sceneries as a response to continue teaching EFL during the current pandemic situation, COVID 19. This report follows a methodology that focuses on the Flipped Instructional and a Gamification approach, which were the foundation of the lessons planned during this internship. The sessions were through virtual modality in periods of three hours each one, and the groups were mostly 10th-semester students of various programs in Universidad de Córdoba. Moreover, the attitude of students at the end of the course showed to be more open and their participation increased considerably. At the end of this internship, it could be observed that the Gamification approach had a positive impact on students' perception of English classes. The pedagogical theories used in this internship are explained in this paper along with the description of the lesson plan of one of the sessions. Finally, the conclusions, recommendations, and limitations of this experience are asserted.
  • Miniatura
    PublicaciónAcceso abierto
    Internship at saber pro cross curricular competencies: english course
    (2020-12-07) Morales Orozco, Angélica; Vega Calao, Yina Margarita
    This report describes the internship conducted at Cross Curricular Competencies’ courses in the frame of Saber Pro University of Cordoba Institutional Program. It aims to enhance students’ results on Saber Pro National Test while taking the English course to foster students’ reading skills and meliorate their development on the standard test. This internship was implemented in a student-centered e-learning course and follows a flipped instruction method, which used self-recorded videos and personalized learning guides for the asynchronous phase, and interactive activities and discussions for the synchronous online meetings. The use of ICT was valuable to deliver the English courses through an LMS and reduce transactional distance and sense of isolation resulted from the E-approach. Finally, it discusses the findings, pedagogical gains, conclusions, and limitations faced during this meaningful experience.