Final Exam Grades sharing

Dear students,


Your final grades were posted in condor in case you need to revise them and collect your papers I will be there next Friday June 5th at 4:00 pm at MM room in Mac B

Take care,

Happy weekend

MAURA DÍAZ

Final Exam Projects

Dear students,

I hope to see you in the room 413 from 12:00 to 3:00 pm do not forget to sign the paper,


Take care happy day,

Maura Díaz

FINAL EXAM PROPOSALS

Dear students,

The main written proposal includes the following aspects:

1. Title
2. Abstact
3. Justification
4. Research Questions
5. Objectives
6. Literature Review
7. Research design (type of research, research method, settings and participants, instruments, ( lessons, gantt, data collection)
8. Data Analysis - constructs
9. Conclusions
10. Pedagogical Implications
11. further research

Sincerely,

Maura Díaz

Conceptual and Operational level of the research

Dear students,

Due to the strike that is currently at Distrital University; we have to put off our class this Saturday May 2nd.

So, in this page you can attach the answers to questions based on pages 38 and 49 as we had discussed on previous class, at the same time I invite you to continue working with your students at home in your private classes and collecting data because we are closed to analyze it; therefore you can begin analyzing some information collected based on pages 56, 57,58 and 59 from Allwright and Bailey; Focus on Language Classroom; chapter 3 part II (as we have already taken the copies).

Do not forget to continue with literature review, read chapter 4 From Seliger and Shohamy about Contextualization of Reseach; (we had already taken the copies) based on the information given you can continue writing the main aspects you need to include in your project at least minimun15 authors as references to constrast their theories,

In case you need; redefine the Research problem and the Objectives ( print and hand them out next class May 10th, 2015)

If you have questions let me know as soon as I receive them I will answer you.

Have a nice weekend,

Maura Díaz

SYNTHETIC-HEURISTIC

Dear students,

Taken into account the Readings done ( Second Language Research Methods, chapters 2-3) we have to read in detail and answer the questiosn on pages, 38, 49 ( except question 3, NA) and page 52 where you can find some parameters to construct your questions.


Good weekend,


Maura Díaz

Syllabus and Lesson Plans

Dear students,


In this page you can post your syllabus and lesson plans that I will contrast with the Gantt, by the way remember to begin carrying out your classes.


God Bless you,



Maura Díaz

Gantt

Dear students,


I have received some Gantt charts I hope you can post here.


Good week.


Maura Díaz

Syllabus, lessons, Gantt, justification, introduction

Dear students,

It is time to organize your project,  so, read the chapter 2 about Why focus on the classroom and complete your justification remembering to do a skimming reading to identify one by one all the steps, on page 32 are some indispensable questions you can take into account when organizing your lesson plans. Based on this information given during class, please attach the following things,

1. Syllabus WEDNESDAY, MARCH 25TH, 2015
2. ten lesson plans MARCH 25TH, 2015
3. Gantt WEDNESDAY, MARCH 18TH, 2015

http://1drv.ms/1ELNOsV

Use your drive in hortmail, mac, dropbox or any you can attach. DEADLINE WEDNESDAY, APRIL 8TH, 2015  with the development of four (4) lesson plans.

You would need to read chapter 3 about getting started in order to work on the validity of your project.

Good week, work hard and get good results,

Maura Díaz

The Development of Classroom Research

Dear students,


Can you develop the second reading based on the book Focus on Language Classroom from Allwright and Bailey, unit 1 entitle The Development of Classroom Research,  and make a summary of important aspects, and try to answer the discussion starters on page 15.

I hope you can easily work on the second big assignment I will propose for class tomorrow which includes to design 10 lesson plans and the Gantt chart.

Sincerely,

Maura Díaz

First Reading is ready

Dear students,



The first reading is ready at Buenos Aires copying machine. It is needed for class work.




Sincerely,


Maura Díaz

Needs Analysis, Class Observation, interviews

Dear students,

Here you will find a sample of classroom observation guide.

CLASSROOM OBSERVATION GUIDE

Student’s name____________________Date_______________Class level__________

GENERAL AREAS OF CONCERN	OBSERVATIONS
CLASSROOM MANAGEMENT Organization; lesson cohesion; pacing of activities; transition from activity to activity; pair/group/class work; exploitation of unexpected or unplanned classroom occurrences.
CLASSROOM INTERACTION Teacher-student interaction; student-student interaction; student participation; amount of teacher talk.
AFFECTIVE FACTOR Student/teacher attitudes; confidence building; perceived relevance of lesson; classroom atmosphere; student risk taking; teacher encouragement and feedback.
USE OF SOURCES Blackboard presentations; handouts; textbooks; equipment (O.H.P, video, tape recorder)
TEACHING TECHNIQUES Giving instructions; error correction, wait-time; asking questions
METHODOLOGY Teaching of reading, writing, speaking, listening, grammar, pronunciation, vocabulary, functions, teaching of communicative competencies; fluency versus accuracy; incorporation of culture; introduction, practice, review and evaluation of language.
ENGLISH USE Teacher’s pronunciation, fluency; use of knowledge of the vocabulary related to the lesson topic.
OTHER ASPECTS

OBSERVER’S SIGNATURE________________________________________________

STUDENT’S SIGNATURE_________________________________________________

Seminar V Program

Dear students,


Welcome to our blog; here you will find important information for the class. Check the program and give necessary feedback.

	UNIVERSIDAD DISTRITAL FRANCISCO JOSÉ DE CALDAS FACULTAD DE CIENCIAS Y EDUCACIÓN PROYECTO CURRICULAR DE LA LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN INGLÉS SYLLABUS
	NOMBRE DEL ESPACIO ACADÉMICO: Seminario Interdisciplinario V NOMBRE DE DOCENTE: MAURA IMELDA DIAZ CASTIBLANCO
CÓDIGO: 4432	PERIODO ACADÉMICO: 2015 –I		NUMERO DE CRÉDITOS: 1
TIPO DE ESPACIO ACADÉMICO: OBLIGATORIO BÁSICO                      ( X ) OBLIGATORIO COMPLEMENTARIO ( ) ELECTIVO INTRÍNSECO                     (  ) ELECTIVO EXTRÍNSECO                    (  )		NUMERO DE HORAS: TRABAJO DIRECTO      __2___ TRABAJO MEDIADO     __1___ TRABAJO AUTÓNOMO __1___
JUSTIFICACIÓN: This seminar is designed to give a broad introduction to areas of inquiry in education emphasizing on the educational practices in the Colombian context. It also aims at encouraging the investigation of individual areas of interest in learning and teaching a language. It is expected that the course will give a foundation for the articulation of the pre-service research project (monograph). It is divided into two parts.  In the first part, we will discuss and compare qualitative and quantitative approaches to the design of research studies in our field.  Topics to be covered include deciding on a paradigm, stating a purpose for a study, identifying the research questions, using theory, and defining and stating the significance of the study.  In the second part of the course we will concentrate on quantitative research methods.  During this course students are expected to develop skills when doing research in the educational field.
CICLO: Profundización CAMPO: Investigativo OBJETIVO DEL CICLO: Abordar una problemática específica de la práctica pedagógica e investigativa del Inglés como lengua extranjera desde una perspectiva social, cultural y crítica. OBJETIVO DEL SEMESTRE: Profundizar en los saberes lingüísticos, sociales, culturales, pedagógicos e investigativos para la identificación y análisis de temas relacionados con la enseñanza y aprendizaje del inglés como lengua extranjera  en un contexto educativo específico OBJETIVOS DEL ESPACIO ACADÉMICO: Definir un tema de interés pedagógico e investigativo y documentarlo teóricamente.
NÚCLEO PROBLÉMICO DEL CICLO: ¿Cómo se pueden abordar problemáticas relacionadas con las dimensiones pedagógica e investigativa de la enseñanza y aprendizaje del inglés como lengua extranjera  por medio de propuestas de investigación formativa? NÚCLEO PROBLÉMICO DEL SEMESTRE: ¿Cómo se integran los saberes lingüísticos, sociales, culturales, pedagógicos e investigativos en la formación del futuro maestro investigador? NÚCLEO PROBLÉMICO DEL ESPACIO ACADÉMICO: ¿Cómo concibe el futuro docente investigador e innovador la integración de los saberes lingüísticos, sociales, culturales, pedagógicos e investigativos en la formulación de un tema de su interés para la práctica pedagógica e investigativa? TEMA GENERAL DEL SEMESTRE: El aprendizaje de inglés como  lengua extranjera en distintos grupos de edades de la educación básica CONTENIDOS DEL ESPACIO ACADÉMICO: (PLANEACIÓN SOBRE LAS SEMANAS DEL SEMESTRE) Week 1 Course presentation Week  2 Needs analysis, interviews and class observation. Week  3 Course introduction. Research areas in the School of Science and Education. Presentation What is an investigation line? What are the lines of investigation in the School of Science and Education and in our Curricular Project. Week  4 Students discuss articles belonging to the research field of the lines established in the curricular project. Week 5 Approaches to research. Preparing the ground. Approaches to educational research. What is research? Helber Seliger and Elana Shohamy. Chapter 1  Students come to this class with samples of the research methods presented in the reading to share with the group. Week  6 Classroom research; What it is and why it is important. Discussion starters Week  7 Finding and framing a research question. Introduction.  Week  8 Types of research questions. A paradigm for Second Language Research Helber Seliger and Elana Shohamy, chapter 2. Week  9 The preparatory stages of research. Seliger and Shohamy chapter 3. Week 10 Student teachers presentations: Topics to explore.  Week 11 Refined research topic. Principles and procedures. Allwright and Bailey. Part II (pages 34-55) Week  12 Academic Writing.  APA style. Norms and guidelines. Week 13 Writing bibliography. Finding the sources. The review of the literature.  Contextualization of research. Seliger and Shohamy chapter 4. Week14 Writing  and searching bibliography. Finding the sources. Issues in data collection and data analysis. Principles and procedures. Allwright and Bailey. (pages 61-78) Part II Week 15 Research Proposal. Developing Research Questions and Proposal Preparation. Developing Research Questions and Proposal Preparation Week 16 Approaches to research (II) Interpretation of other research studies. Prepare a transparency presentation that summarizes and critiques the questions, rationale, literature review, research methodology, results, and impact for the educational community of a thesis from an undergraduate or master’s program in Colombia. Week 17 Poster session: Oral defense of the annotated bibliography Week 18 Feedback and final Grades.
METODOLOGÍA (Descripción de la metodología de acuerdo a las modalidades de trabajo contenidas en la normatividad de la universidad: 1. Créditos académicos: trabajo directo, mediado y autónomo; 2. Competencias a desarrollar ver Artículo 4 Acuerdo No. 009/2006) TD: Class attendance and peer’s contributions. Class session focused on research fields for teaching EFL. TC: Students will organize and carry out individual and pair research presentations, cooperative class session focused on research field TA: Individual student’s practice focused on some research points and argumentative individual presentation showing language management based on the research program carried out. Class organization: Turn off your mobile phones during class time. Avoid going out and coming in the classroom, this disturbs your classmates and the teacher. Listen to each other when speaking. Every single paper should be handed in the due date. No papers will be received after due date.
EVALUACIÓN (Seguimiento evaluativo en relación con las competencias y modalidades de trabajo contenidas en la normatividad de la universidad) There will be three general grades, one each period, according to the University regulations. Each one will result from class-work (oral presentations, partial oral and written reports, individual, peer-group work, quizzes), reflective papers, as well as self-evaluation obtained from students’ individual conscious evaluation guided by some criteria established in agreement with teacher and students at the beginning of the course, and partial tests that cover the topics addressed throughout the course, studied in each period. Grading will be reported as follow: FIRST PERIOD 35% SECOND PERIOD 35% THIRD PERIOD 3O% Class-work-presentations Class-work Class-work designing Reflective paper Personal insights and summaries Personal insights and summaries Personal insights and summaries 1st  Written Project. 2nd Project written report Final project report: oral and written NOTA SOBRE PLAGIO E INASISTENCIA: This course requires students to be present and prepared for each class. Regular class attendance is expected of all students. Absences without notifying the teacher and exceeding what is allowed according to the student’s booklet will be deemed excessive and may result in the student being dropped from the course. In addition, tardiness may be counted as an absence. If a student must enter the classroom after class has begun, please do so as quietly as possible. Each student is responsible for lectures missed due to absences. Thus, it is suggested that each student secures lecture notes from a student who attended the class. University regulations will be followed for any situation that involves both attendance and plagiarism. Note:  Assignments handed in after the due date will not be received nor will they be graded. Email assignments will not be graded.
BIBLIOGRAFÍA, HEMEROGRAFIA, CIBERGRAFIA GENERAL Y/O ESPECIFICA: Bell, J. (1999). Doing your research project. A guide for first-time researchers in education and social science.        Cantor, Diana (2009). Discussion Boards as Tools in Blended EFL Learning Programs. In Profile. Universidad Nacional de Colombia. López, Angela María. (2009). The Contributions of a Hispanic Immigrant Home Reading Practices to a Child’s Bilingual Reading Development. In: Colombian Applied Linguistics Journal. Universidad Distrital Francisco José de Caldas. Hubbard, R.  & Miller, B. (1999) Living the questions: a guide for teacher-researchers. Yorl, Maine: Stenhouse Publishers. Johnson and Christensen, (2004). Educational Research.: Quantitative, qualitative and mixed approaches. Merriam, S. (1998). Qualitative research and case study applications in education.  Jossey Bass Publishers.  Richards, J. (1996) Reflective teaching in second language classrooms. Cambridge. Useful Websites www.owlenglish.purdue.edu.html. http://www.asocopi.org http://www.colciencias.gov.co/mapas http://www.tesol.org, http://www.alte.org, Reference of some journals relevant to ELT which are published in Colombia. CALJ:     Colombian Applied Linguistics Journal.  Universidad Distrital. Eureka:   Revista de educación en Línea. Universidad del Norte. HOW:     Asociación Colombiana de Profesores de inglés. Bogotá D.C. Huellas: Facultad de Humanidades. Universidad del Norte. Humanidades.   Facultad de Ciencias Humanas.  Universidad Industrial de Santander. Ikala:   Universidad de Antioquia. Interacción.   Facultad Ciencias de la Educación.  Universidad Libre de Colombia. Interlenguajes.   Revista de semiótica y lingüística teórica y aplicada.  Bogotá: Pontificia Universidad Javeriana. Profile.   Facultad de Ciencias Humanas.  Universidad Nacional de Colombia. Revista Científica:    Universidad Distrital CIDC (indexada)  Bogotá, D.C. Blog: mauraseminar5.blogspot.com