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dc.contributor.authorZapata Vargas, Melissaspa
dc.coverage.spatialMontería, Córdobaspa
dc.date.accessioned2020-07-06T14:05:28Zspa
dc.date.available2020-07-06T14:05:28Zspa
dc.date.issued2020-07-05spa
dc.identifier.uriHttps://repositorio.unicordoba.edu.co/handle/ucordoba/3083spa
dc.description.abstractThis report serves the purpose of explaining the details of my experience while developing my internship held at CDI El Recuerdo. It will envelop the design of the material, the limitations, and the challenges faced during the process. Students who are willing to graduate from an English Teaching degree at the University of Córdoba, can opt to choose an internship in “my first steps” Project as an option to complete the requirements to graduate. The Project “my first steps” was launched as part of the macro Project “Córdoba Transformada,” led by the University, and it is carried out at CDI El Recuerdo. It usually consists in teaching 2 times a week kids from 3 to 5 years old, but as a consequence of the pandemic, this semester it required changes. The main change was the creation of a unit, and 4 lesson plans that will be used by next interns once the CDI opens again instead of going to develop them ourselves. The paper shows different aspects such as pedagogies used to design the lessons, per example gamification, which consists in adding game characteristics to real live classrooms. It is divided in 5 sections: introduction, pedagogies, methodology, experience, and conclusions and limitations. The former will be explained later.eng
dc.description.tableofcontents1. INTRODUCTION 8eng
dc.description.tableofcontents2. PEDAGOGIES 11eng
dc.description.tableofcontents2.1. PROJECT BASED LEARNING (PBL). 12eng
dc.description.tableofcontents2.2. GAMIFICATION 13eng
dc.description.tableofcontents2.3. TOTAL PHYSICAL RESPONSE (TPR) 15eng
dc.description.tableofcontents3. METHODOLOGY 17eng
dc.description.tableofcontents4. EXPERIENCE 21eng
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS 27eng
dc.description.tableofcontents6. LIMITATIONS 29eng
dc.description.tableofcontentsREFERENCES 30eng
dc.description.tableofcontentsAPPENDICES 32eng
dc.format.mimetypeApplication/pdfspa
dc.language.isoengspa
dc.rightsCopyright Universidad de Córdoba, 2019spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/spa
dc.titleInternship at “el recuerdo cdi” under the program my first steps from University of Córdobaeng
dc.typeTrabajo de grado - Pregradospa
dc.type.driverInfo:eu-repo/semantics/bachelorThesisspa
dc.relation.referencesAsher, J. (1968). The total physical respond method for second language learning. The modern language journal, 53(1), 3-17.spa
dc.relation.referencesBlumenfeld, P., Solloway, E., Marx, R., Krajcik, J., Guzdial, M. & Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), 369-398spa
dc.relation.referencesBuck Institute for Education. (n.d.) What is PBL? PBL works. https://www.pblworks.org/what-is-pblspa
dc.relation.referencesFrost, R. (n.d). Total physical response. British Council teaching English. https://www.teachingenglish.org.uk/article/total-physical-response-tprspa
dc.relation.referencesGallardo, J. (2018). Teorías del juego como recurso educativo. IV Congreso Virtual Internacional sobre Innovación Pedagógica y Praxis Educativa INNOVAGOGÍA 2018. https://www.researchgate.net/publication/324363292_TEORIAS_DEL_JUEGO_COMO_RECURSO_EDUCATIVOspa
dc.relation.referencesGriffin, G. (1990). Curriculum decision making for teacher education. Theory into practice, 29:1, 36-41. https://doi: 10.1080/00405849009543428spa
dc.relation.referencesHardman, J. (2007). Researching pedagogy: an Activity Theory approach. Journal of Education, No. 45, 2008. http://joe.ukzn.ac.za/Libraries/No_45_Dec_2008/Researching_pedagogy_an_Activity_Theory_approach.sflb.ashxspa
dc.relation.referencesHenry, A. (2014). Rewarding foreign language learning: effects of the Swedish grade point average enhancement initiative on students’ motivation to learn French. The Language Learning Journal. https://doi:10.1080/09571736.2013.853823spa
dc.relation.referencesJones, B., Rasmussen, C., & Moffitt, M. (1997). Real-life problem solving: A collaborative approach to interdisciplinary learning. American Psychological Associationspa
dc.relation.referencesKapp, K. (2012). The Gamification of Learning and Instruction: Game-based Methods and strategies for training and education. Pfeiffer.spa
dc.relation.referencesMuñoz, M. & Valencia, M. (2011). Teaching English vocabulary to third graders through the application of the total physical response method. Universidad Tecnológica de Pereira.spa
dc.relation.referencesPalomino, P. T., Toda, A. M., Oliveira, W., Cristea, A. I., & Isotani, S. (2019) . Narrative for gamification in education: why should you care?. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) (Vol. 2161, pp. 97-99). IEEE. https://www.researchgate.net/publication/335570867_Narrative_ for_Gamification_ in_Education_Why_Should_you_Carespa
dc.relation.referencesRuiz, M. (2017). El juego: una herramienta importante para el desarrollo integral del niño en Educación infantil. Universidad de Cantabria. https://repositorio.unican.es/xmlui/bitstream/handle/10902/11780/RuizGutierrezMarta.pdf?sequence=1spa
dc.relation.referencesShodhganga (2020). Introduction of internship. Shodhganga. https://shodhganga.inflibnet.ac.in/bitstream/10603/21611/8/08_chapter%201.pdfspa
dc.relation.referencesThomas, J. (2000). A review of research on project-based learning. Retrieved from: https://tecfa.unige.ch/proj/eteach-net/Thomas_researchreview_PBL.pdfspa
dc.relation.referencesWalton, E. (n.d). An introduction to total physical response (and four activities to try). Teacher zone blog. https://www.ef.com/wwen/blog/teacherzone/total-physical- response-efl-classroom/spa
dc.relation.referencesZichermann, G. & Cunningham, C. (2011). Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps O'Reilly Series. O'Reilly Media, Inc.spa
dc.rights.accessrightsInfo:eu-repo/semantics/restrictedAccessspa
dc.rights.creativecommonsAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)spa
dc.subject.proposalGamificación, planes de clase, enseñanza en la primera infanciaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.versionInfo:eu-repo/semantics/publishedVersionspa
dc.subject.keywordsGamification, early childhood teaching, lesson plansspa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.type.contentTextspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
oaire.accessrightshttp://purl.org/coar/access_right/c_16ecspa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa


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