TFM Presentación

A journey through global economy MUPES

Luis Valerio Molina Cara

Índice

Teaching role

Context

Curricular elements

Teaching action

Teaching unit

Learning analysis

01

TEACHING ROLE

Teaching ROle

I. Roles and Responsibilities of Teachers

A. Programming and Teaching: Teachers are responsible for delivering the assigned curriculum. They should possess deep knowledge of the subject matter. Different pedagogical approaches should be utilized to develop appropriate lesson plans. B. Evaluation and Support: Teachers evaluate students' learning progress. They provide guidance and support for students' intellectual and personal development. Fostering social and emotional skills in students is essential. C. Complementary Activities and Collaboration: Teachers organize and participate in complementary activities. Collaboration with other teachers is necessary for effective teamwork.

Teaching ROle

I.I.Professional Competencies for Secondary Education Teachers

A. Subject Matter Knowledge: Teachers should possess a comprehensive understanding of the content they teach. Conveying knowledge in an easily understandable manner is crucial. B. Pedagogical Theories and Models: Teachers need to understand various pedagogical theories and models. They should incorporate these into lesson plans and teaching strategies. C. Classroom Management: Proficiency in classroom management is essential for creating a positive learning environment. Maintaining discipline is important for effective teaching. D. Effective Assessments: Teachers must design and implement effective assessments to measure student learning. Utilizing feedback to improve teaching practices is crucial.

Teaching ROle

I.I.Professional Competencies for Secondary Education Teachers

E. Communication and Adaptability: Strong communication skills are necessary for interacting with students, colleagues, and parents. Adaptability and flexibility help teachers adjust to new teaching methods and technologies. F. Lifelong Learning and Professional Development: Teachers should commit to lifelong learning and continuously update their knowledge. G. Social and Emotional Skills: Teachers should focus on fostering social and emotional skills in students. Building strong interpersonal relationships contributes to student development. H. Educational Evaluation and Inclusion: Expertise in educational evaluation helps measure student progress. Educational inclusion ensures teaching is adapted to diverse learner needs.

02

Context

Context

I. School Overview

A. Cultural and Socioeconomic Diversity: Located in an urban area with diverse cultural and socioeconomic backgrounds. Students exhibit different levels of linguistic competence and study skills. B. Innovative Projects and Recognition: ICT school, Plurilingual Program, Bachibac, Comenius, Erasmus+, etc. Awarded the Educational Merit Plaque and the Rosa Regás award. C. Multilingualism: Some non-linguistic subjects are partially taught in French and English. Successful completion leads to B2 certification in both languages.

Context

II. Context of the Teaching Group

First-year non-compulsory secondary education or "Bachillerato" group. Consists of 26 students, some participating in mobility programs (Erasmus+). Wide diversity of English competence within the group. No students with special educational needs. Ethnic diversity with South American students.

03

Curricular Elements

Specific competences focus on acquiring skills and knowledge.

Curricular elements

Specific competences

Assessment criteria evaluate the level of specific competence acquisition. Indicators used to measure progress and skill development.

Assessment criteria

Fundamental competencies for personal and academic development.

Stage objectives

Contents necessary to acquire specific and key competences.

Basic Knowledge

Curricular Elements

Analysis and connections

Connections and Implications: Development of linguistic communication, digital competence, social and civic competences, and learning to learn. Acquisition of cultural knowledge and promotion of critical thinking and communication skills. Comprehensive Approach and Flexibility: The LOMLOE emphasizes a comprehensive approach to education, focusing on skill and competence development. Provides a framework for minimum content knowledge.

Importance of Flexibility and Autonomy in Teaching: Adapting content to students' needs and interests. Promoting meaningful and motivating learning experiences. Connections between competences, assessment criteria, objectives, and knowledge areas emphasize the subject's role. Emphasis on skills, competences, and flexibility leads to meaningful learning experiences.

04

Teaching Action

Teaching Action

Methodology

Use of ICT and Multimedia Resources

Ongoing Assessment

Cooperative Learning and Group Work

Promotion of ICT tools and multimedia resources for English language learning and enhancing engagement and interaction in the learning process.

Continuous assessment through direct observation by the teacher, evaluation of group and individual activities and projects and assessment of student participation and involvement in the learning process.

Encouragement of cooperative learning and completion of group projects and development of social skills and competencies like leadership, organization, and communication.

Clear Evaluation Criteria

Developing Competencies

Extracurricular Activities

Establishment and communication of clear evaluation criteria to students and families and consideration of both practical activity results and active classroom and teamwork participation.

Opportunities for real-life language practice through extracurricular activities and possibilities that include exchanges with students from other countries or participation in international projects.

Practical activities focused on developing linguistic, digital, and social competencies and encouragement of collaborative work, critical thinking, and creativity.

05

Teaching Unit

Teaching Unit

Identification

The present didactic unit focuses on money and economics related language while teaching the use and understanding of the passive voice in English. Strategically located after a unit on human relationships and modal verbs, and before a unit on indirect speech and sports vocabulary. Introduction of the passive voice promotes the continuity and progression of acquired linguistic knowledge. The passive voice is frequently used in contexts related to human relationships and interpersonal communication.

The subsequent unit on indirect speech and sports vocabulary benefits from understanding and practicing the passive voice. Vocabulary related to economics and finance helps comprehend and discuss economic aspects of sports. The study of money and economics extends beyond the English subject and connects with disciplines like Economics, History, and Geography. Vocabulary and grammatical structures related to economics lay a foundation for future studies in these areas.

Teaching Unit

Final Product

Introduction of the Activity: Explain the purpose of the activity: researching different ways to make money and presenting findings. Emphasize the goal of gaining a deeper understanding of options and their pros and cons. Research Phase: Allocate time for students to conduct research on various methods of making money. Encourage exploration of traditional employment, entrepreneurship, investments, freelancing, and creative opportunities. Gather information on required skills, potential income, flexibility, risks, and cultural factors. Debate Preparation: Provide time for students to organize their findings and prepare their debates. Encourage visually engaging slides or creative materials. Highlight pros and cons, considering financial stability, personal fulfillment, work-life balance, and future prospects.

Presentation and Debate: Allocate a session for students to present their research findings. Organize a debate on cultural differences in how people make money, analyzing and comparing approaches. Self-Assessment Report: Assign a self-assessment report to reflect on the learning process and difficulties encountered. Encourage consideration of what was learned about different ways to make money, significant pros and cons, cultural differences, challenges faced, and personal growth. Promote critical thinking and identification of areas for improvement.

Teaching Unit

Curricular elements

Teaching Unit

Lesson summary

Initial Stage: 1 Lesson: Understanding Money in Everyday Life: Introduction to the unit on money's relevance in daily life. Brainstorming activity explores spending habits in different countries. Key money-related vocabulary is introduced, defined, and discussed. Exploring Attitudes Towards Money: Group discussions on the importance of money and diverse attitudes. Findings presented to the class, fostering whole-class discussion. Promotes critical thinking, collaboration, and active participation.

Development stage: Session 1: Review money-related vocabulary. Practice creating dialogues about buying and spending. Participate in a role-playing activity simulating commercial transactions. Session 2: Learn about the passive voice in money-related contexts. Practice transforming active sentences into passive. Create passive sentences about spending and consumption situations. Session 3: Introduction to the structure of a for and against essay. Analyze sample essays on different ways of spending money. Engage in a small group activity to list pros and cons of spending money worldwide. Session 4: Receive feedback on essays. Exchange essays with peers for constructive feedback. Rewrite essays based on received feedback.

Teaching Unit

Lesson summary

Developmental stage continuation: Session 5: Introduction to debating skills and oral expression. Learn key elements of a debate. Participate in a mini debate on money-related topics. Session 6: Analyze sample debates on money-related topics. Form debate groups. Gather information for upcoming debates through group discussions and brainstorming. (Kialo) Session 7: Continue gathering information on spending habits in other countries. Note advantages and disadvantages. Conduct simulated debates on the advantages and disadvantages of different spending habits. Session 8: Review grammar concepts for debates and essays, address student questions. Engage in practice exercises to reinforce grammar skills. Further refine debating techniques, incorporate learned grammar concepts. Provide feedback on debates, discuss effective persuasive techniques. Conclude with key points and assign practice exercises for next session.

Teaching Unit

Lesson summary

Final stage: 1 Lesson: Final Preparation for the Debate: Students spend time refining their arguments, evidence, and rebuttals. They review their notes and ensure they are well-prepared for effective presentations. The teacher provides guidance and addresses any last-minute questions or concerns. Group Debate on Different Ways of Spending Money: Students are divided into debate groups, each assigned a specific country or region. Groups present arguments based on research and analysis of spending money in their assigned country. The debate follows a structured format, including opening statements, rebuttals, and closing statements, moderated by the teacher. Assessment and Reflection: Individual and group performances during the debate are evaluated and provided with constructive feedback. Assessment criteria may include clarity of arguments, evidence usage, logical reasoning, delivery, and audience engagement. Students reflect on their learning, skills development, challenges faced, and cultural differences' impact on spending habits.

Teaching Unit

State the objectives and the activities of the session.

1. Introduction (2 minutes)

Teacher provides students with sample debates or excerpts from debates on money-related topics.

Provide sample debates (3 minutes)

Activity Example: Sample Debate

In this 60-minute lesson, students will develop critical thinking and analytical skills by analyzing sample debates on money-related topics. They will discuss the strengths and weaknesses of the arguments, examine debate structures, and vocabulary. Students will also engage in research and discussion using the digital platform Kialo to explore spending habits in assigned countries, fostering clearer idea structuring and preparation for spoken debates.

Students watch the debates individually, focusing on key points, evidence, persuasive techniques, vocabulary, and useful structures.

Watch and analyze the debates (5 minutes)

In their groups students research about their assigned countries and post their findings on the platform Kialo.

Research and discussion (25 minutes)

Teaching Unit

Diversity and assessment

Students assessment: Assessment tools:Performance on the debate Participation in the group discussion. Self- assessment Marking tools:Rubric Cheklist Bulls-eye

Diversity: Individual Choice: Choose the country for the debate Different perception options: Different displays of information (Descriptive audio, Subtitles, ...) Collaboration and community: Heterogeneous groups Background Knowledge: Revisions through online resources

06

Learning Analysis

Learning analysis

Prior knowledge and attitudes towards language and learning influence learning processes. Prior knowledge as a foundation for meaningful connections with new materials. Positive attitudes and active participation enhance language skills progress. Educational context impacts content assimilation (cultural, socioeconomic, and skill differences). Adaptation of content and activities to individual needs. Implementation of flexible pedagogical approaches and inclusive environments. III. Social Interactions: Social interactions among students contribute to a conducive learning environment. Promotion of positive communication, respect, and collaboration. Group work strategies foster effective teamwork and problem-solving skills.

Learning analysis

Impact of programs like Erasmus and multilingualism on the educational institution. Interaction with different cultures, improving language skills and promoting intercultural understanding. Intercultural activities and curriculum enhancements celebrate diversity and foster respect. Prioritization of best educational practices in program design. Clear objectives, relevant content, and coherent evaluation criteria. Development of language and transversal competences for personal, academic, and professional success. Interdisciplinary connections to enhance language learning. Collaborative working approach within the English Department. Exchange and collaboration among teachers to improve teaching quality. Discussions on content sequencing, teaching resources, and assessment strategies. Coherent and systematic planning considering students' diversity and inclusive participation.

References

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