Examinando por Materia "PBL"

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  • Miniatura
    PublicaciónAcceso abierto
    Internship at bilingualism for peace program from University of Cordoba at la ribera school.
    (2020-06-06) Espitia Romero, Ana Gabriela; García Montes, Paula Andrea; González Rodríguez, Estefany
    Internships are professional practicums carried out by university students, generally during the last years of the degree, to put into practice the knowledge and faculties learned in a real working context. Besides, the intern has the purpose of improving or solving a problem found in that context. My internship was developed in a program offered by the University of Cordoba, called Bilingualism for peace at la Ribera high school in Monteria, Cordoba. I was working with pre-intermediate level students. In this level the vast majority of students had difficulties in expressing themselves verbally (speaking skill). To improve this, I decided to base my teaching method on various pedagogies (PBL, culturally responsive pedagogy, and intrinsic motivation). Throughout this process, I grew as a teacher, and as a person; I realized how difficult and challenging is this job but, it is also rewarding to see students’ progress and how they got more interested in a subject.
  • Miniatura
    PublicaciónAcceso abierto
    A qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroom
    (2020-05-10) Navarro Rodríguez, Paola Saray; Lorduy Arellano, Danilza
    Project-based learning or PBL as short is a teaching method that offers students fundamental tools for both cognitive and personal development through the completion of a project aimed at providing alternatives to a real-world problem. Although some researchs have been done on the benefits of PBL, little have emphasized on the characteristics of materials that can be used during the learning process including required standards for improving oral participation. The purpose of this study was to investigate through document analysis the characteristics of materials that must meet the PBL method to improve students’ oral participation. Data included observation, archival data, and reflection. The results showed that the characteristics of the materials to improve oral participation employing PBL must be based on communicative tasks and the learner-centered approach integrated into the general English materials to achieve the purpose. The conclusion is that, although it was difficult to find a document specifying the characteristics needed to help learners improve their oral participation through PBL, teachers are free to create or adapt authentic materials based on approaches whose purpose meets the requirements that learners need to improve