a deescriptive study of effective competency - based education to enhance the learning process in...
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UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN ENSEÑANZA DEL INGLÉS
A DESCRIPTIVE STUDY OF EFFECTIVE COMPETENCY –
BASED EDUCATION TO ENHANCE THE LEARNING PROCESS
IN CONVERSATIONAL ENGLISH COURSES OF ADULT
EDUCATION PROGRAMS IN TURRIALBA, 2013
CINDY REBECA VEGA PEREIRA
2014
CHAPTER I
INTRODUCTION
PREFACE
«English is conceived as a linguistic and cultural tool
for communication, which allows the learner to
complement his education» (MEP, 2005)
BACKGROUND OF THE PROBLEM
Learning according to the context.
Students are different on the way they internalize
information.
PROBLEM STATEMENT
Why is it important to describe the competency –
based education to enhance the learning process in
conversational English courses of adult education
programs in Turrialba, 2013?
GENERAL OBJECTIVE
To propose teaching techniques according to
the learning styles of students by the
description of competency – based education
to enhance the learning process in
conversational English courses of adult
education programs in Turrialba 2013
SPECIFIC OBJECTIVES VARIABLES
To identify the approaches suggested by the Ministry of Public Education in the curriculum of adult educational programs
Curriculum
To describe the approaches used by conversational english teachers
Approaches
To describe the learning styles of adult students Learning styles
To describe teaching tools Teaching tools
To propose the implementation of learning styles in Competency Based Education
Teaching techniques
CHAPTER II
THEORETICAL FRAMEWORK
INSTITUTIONAL FRAMEWORK
Location
Population
Characteristics
Instituto Nacional
de Aprendizaj
e (INA)
Centro Integrado
de Educación
para Jóvenes y
Adultos (CINDEA)
Universidad Estatal a Distancia (UNED)
Boston Institute
THEORETICAL FRAMEWORK
«The objective of learning is to provide a contribution
to social and personal development» (MEP, 2005)
Communication
Cooperative attitude
Competency
Different intelligence
Different ways to learn
Visual
Auditory
Kinesthetic
Tactile
Materials
Pedagogically prepared
Unrehearsed
Authentic
CHAPTER III
METHODOLOGICAL FRAMEWORK
Qualitative investigation.
Subjects: adults.
Sources: textbooks, dictionaries, web sites,
original materials.
Instruments: observation, questionaire, interviews.
CHAPTER IV
DATA ANALYSIS AND INTERPRETATION OF
RESULTS
INTERVIEW
Approach teachers use
Source: Vega, 2013
OBSERVATION Percentage about the approaches used by teachers at UNED, INA,
BOSTON institute, and CINDEA, 2013
Communicative Approach
Cooperative Learning Aproach
0
0
1
1
3
3
Never Sometimes Always
QUESTIONAIRE
PERCENTAGE OF THE WAYS STUDENTS PREFER TO WORK IN THE
ENGLISH CLASS AT UNED, INA, BOSTON INSTITUTE, AND CINDEA,
2013
OBSERVATION
PERCENTAGE ABOUT THE WAY TEACHERS WORK WITH STUDENTS AT UNED, INA, BOSTON INSTITUTE, AND
CINDEA, 2013
53%
26%
16%
5%
In Small groupsWith all the classIn pairsIndividually
Source: Vega, 2013
Group Work
Pair work
Individual work
1
0
2
1
2
1
2
2
1
Never Sometimes Always
QUESTIONAIRE
Percentage of the students who know their learning style at UNED,
INA, BOSTON institute, and CINDEA, 2013
Source: Vega, 2013
OBSERVATION
Percentage of the frequency teachers implement learning styles at UNED,
INA, BOSTON institute, and CINDEA, 2013
28%
72%
YesNo
Activities for visual learners
Activities for auditory learners
Activities for kinesthetic learners
Activities for tactile learners
3
1
0
0
0
0
0
0
1
3
4
4
Never Sometimes Always
INTERVIEW
Tools teachers use.
Web sites.Books.CD’s. Video beam.Computer.Internet connection.Speakers.Text books.Flash cards.Newsprint.Copies.
Source: Vega, 2013
OBSERVATION
Percentage of teachers who use pedagogically prepared materials, authentic materials, unrehearsed
materials and technological materials at UNED, INA, BOSTON institute, and
CINDEA, 2013
Pedagogically prepared materials
Authentic materials
Unrehearsed materials
Technological materials
3
0
0
0
1
0
0
3
0
4
4
1
Never Sometimes Always
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
VARIABLE CONCLUSIONS RECOMMENDATIONS
CURRICULUM Made to finish a specific program.
They must take into account the way students learn.
TEACHING APPROACH Teachers do not use a specific approach.
Misunderstanding.
Teachers need capacitation to know the correct use of approaches.
LEARNING STYLES Not implemented.
Students are not diagnosed.
Its implementation may become the lesson more interesting.
VARIABLE CONCLUSIONS RECOMMENDATIONS
TEACHING TOOLS They are not the necesary to implement learning styles.
Institutions must be well prepared for the implementation of learning styles.
TEACHING TECHNIQUES
Teachers do not challenge students to speak.
Take into account the context and the way the student learn.
CHAPTER VI
PROPOSAL TO IMPLEMENT LEARNING
STYLES WHEN USING THE COMPETENCY
BASED APPROACH IN CONVERSATIONAL
ENGLISH FOR ADULT EDUCATION
PROGRAMS
PREFACE
Process of information and context.
Reduces boring
Creates a relaxing and comfortable learning – teaching
atmosphere.
GENERAL OBJECTIVE
To implement learning styles when using the
competency based approach by a workshop given to
teachers who work with adult conversational English
courses
SPECIFIC OBJECTIVES To describe multiple intelligences, learning styles and
competency based approach in a power point presentation
for teachers
To provide conversational English teachers with some
diagnostics to identify the way students process information
To explain activities for teaching according to the learning
styles by a web site
PLAN DESCRIPTION OF THE PROPOSAL
LESSONS CONTENTS PROCEDURE MATERIALS TIME
LESSON 1 Competency based approach.Multiple intelligences. Learning styles. Diagnostics.
Power point presentation.
Diagnostics.
Computer
Video beam
Copies
2 hours
LESSON 2 Activities. Web site Computer
Internet
2 hours
LESSON 3 Micro teaching .
Evaluation assignment.
Craft paper
Markers
2 hours
COSTS AND IMPACT
Interest and participation.
Active lesson.
Activities can be adapted to any topic, objective
or level.
