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Internship at “el recuerdo cdi” under the program my first steps from University of Córdoba

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dc.contributor.authorAcosta Pérez, Isaíasspa
dc.coverage.spatialMontería, Córdobaspa
dc.date.accessioned2020-07-08T14:11:19Zspa
dc.date.available2020-07-08T14:11:19Zspa
dc.date.issued2020-07-07spa
dc.description.abstractIn this report will be explained and exposed every detail of my experience in this internship. This internship was to be carried out at “CDI El Recuerdo” in Montería, but due to health issues in the country it was not possible to complete the process personally. This report will be about the pedagogies used to design the materials and lessons, along with the challenges and difficulties I encountered during the process. This internship is offered by the University of Córdoba, and any student in last semester can apply for it. This internship is part of the project “my first steps”, and it is offered as graduation option. This project is part of a macro project that goes by the name of “Cordoba Transformada”, which was created by the University and it is carried out in “CDI El Recuerdo.” In this internship, one of my responsibilities was to create 4 lessons from a unit created by the team (my partners and advisor). However, the lessons were not carried out as expected because of the national health situation. Although it was not possible develop the whole process in the CDI, the responsibilities were assumed and fulfilled. This paper describes all the features that made part of the internship process and all that was used to support my work. It is divided into 6 sections: introduction, pedagogies, methodology, experience, conclusions and recommendations, and limitations. They will be developed along the document.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.notesMonografíaspa
dc.description.tableofcontents1. Introduction ____________________________________________________________8spa
dc.description.tableofcontents2. Pedagogies ____________________________________________________________10spa
dc.description.tableofcontents3. Methodologies _________________________________________________________16spa
dc.description.tableofcontents4. Experience ____________________________________________________________20spa
dc.description.tableofcontents5. Conclusion and Recommendations _________________________________________26spa
dc.description.tableofcontents6. Limitation ____________________________________________________________ 28spa
dc.description.tableofcontents7. References ____________________________________________________________29spa
dc.description.tableofcontents8. Appendix _____________________________________________________________31spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/3171spa
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.relation.referencesArnerich, M. (2018, June 27). Play. Learn. Repeat. The Power of Repetition in the Early Years. https://famly.co/blog/management/play-learn-repeat-repetition-early-years/spa
dc.relation.referencesBorchgrevink, H. (1982). Prosody and musical rhythm are controlled by the speech hemisphere. In Clyne, M. (ed.), Music, Mind, and Brain: The Neuropsychology of Music (pp. 151- 157). New York: Plenum.spa
dc.relation.referencesCoburn, C. E. (2003). Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3-12.spa
dc.relation.referencesCondliffe, B., Quint, J., Visher, M., Bangser, M., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-Based Learning A Literature Review. https://www.mdrc.org/sites/default/files/Project-Based_Learning-LitRev_Final.pdfspa
dc.relation.referencesDahlman, A., Hoffman, P. and Brauhn, S. (2008). Classroom Strategies and Tools for Differentiating Instruction in the ESL Classroom. Minnesota and Wisconsin Teachers of English to Speakers of Other Languages. Vol. 25. https://conservancy.umn.edu/handle/11299/109954spa
dc.relation.referencesMedina, S. (1990). The Effect of Music upon Second Language Vocabulary Acquisition. https://eric.ed.gov/?id=ED352834spa
dc.relation.referencesMohammad Saber Khaghaninejad, Rahim Fahandejsaadi (2016). Music and Language Learning https://www.researchgate.net/publication/307014316_Music_and_Language_Learningspa
dc.relation.referencesRenganathan, S., Ambri Bin Abdul Karim, Z. and Su Li, C. (2012). "Students’ perception of industrial internship programme", Education + Training, Vol. 54 No. 2/3, pp. 180-191. https://doi.org/10.1108/00400911211210288spa
dc.rightsCopyright Universidad de Córdoba, 2019spa
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccessspa
dc.rights.creativecommonsAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/spa
dc.subject.keywordsEarly childhoodspa
dc.subject.keywordsLesson plansspa
dc.subject.keywordsMusic as a pedagogyspa
dc.subject.proposalEnseñanza en la primera infanciaspa
dc.subject.proposalPlaneación de clasesspa
dc.subject.proposalMúsica como pedagogíaspa
dc.titleInternship at “el recuerdo cdi” under the program my first steps from University of Córdobaeng
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_16ecspa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
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