eoi i mòduls professionals d’anglès de secundària

Guia Integrada Especialitat: Anglès

Màster de Formació de Professorat d’Anglès de Secundària, Batxillerat, EOI i Mòduls Professionals

1Curs acadèmic 2020-2021

Materials developed by the master’s coordination and the team of teachers of the English specialisation

ContentsPage

Welcome to the master’s 4

Areas of development: Professional competences 5

Màster’s structure 9

Key information 12

Modules and subjects 13

● Module 1: Foundations:○ Project: Development, Learning and Education○ Project: Society, Family and Education

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● Module 2: English Specialisation:○ Foundations of Teaching and Learning:

■ Assessment■ Content-Based Instruction■ Curriculum and Course Design■ Designing Session Plans■ Second Language Acquisition

○ Complements for Professional Development:■ English for 21st Century Teachers■ ICT in English Language Teaching■ Literature and Culture

○ Design of Innovative Learning Spaces:■ Classroom Research and Innovation■ Design of Didactic Sequences■ Ensenyar Implica Conversar■ Methodology

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● Module 3: Practicum and master’s final paper

Teaching team 75

The aim of the UPF/UOC Master’s course is to help you develop professionally. Throughout the year, you’ll be working on the key competences to be a teacher, revising your own conceptions on learning and the nature of knowledge within the field of ESL.The Master’s is designed with a globalised holistic approach, based on a conception of learning as experiential, built collaboratively and based on reflective practice. Hence, your experiences during in the practicum school and the mentoring by school teachers will be key components of your professional development, reinforced by the work carried out at university.

Welcome aboard!

Practicum

Mòdul Fonaments

Mòdul Especialitat

TFM

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Welcome to the master’s

These are the seven areas for professional development that we’ll be working on across all three modules - Foundations, Specialisation and Practicum. As the Master’s is aimed at preparing you to work as an ESL teacher, your professional development is mapped so that it covers all essential areas: communication, management, orientation, research and reflection on one’s practice, and design of didactic sequences with different timeframes. In the following pages, you can see a more detailed view of the contents and skills involved in each area of competence.The UOC and UPF modules will provide you with projects and tasks to support your learning, along with the practicum e-portfolio and the Master’s final paper.

Methodology, didactics and management of students' diversity

Areas of development

Design, management and planning of

teaching and learning environments

Management and leadership in

educational contexts

Orientation, tutoring and support of students

and their families

Use of IT tools to enhance learning and

professional development

Communication and personal interaction in

teaching/ learning processes and effective

commitment in school and in teaching teams

Research, innovation and reflection on professional

identity, and better teaching practice

PROFESSIONALDEVELOPMENT

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This area covers the knowledge attitude and processes that teachers need to develop in order to interact with other agents in educational contexts, using different channels and formats and adapting to a range of situations and contexts.

● To carry out research, analysis, synthesis reelaboration and creation of information in their professional field, in connection to the context and requirements of specific situations.

● To understand educational interaction, and to be aware of and use emotions, listening skills, assertiveness and ability to adapt to different educational agents within the school and the classroom.

● To be able to transmit effectively and accurately information using any of the channels available in a teaching situation.

● To be aware of interaction and communication processes within the classroom, and to posses social skills to foster collaborative learning and a positive atmosphere in the classroom, being able to address attitude issues to solve conflicts and manage the group efficiently.

● To use educational jargon suitably in professional contexts.

● To commit ethically to one’s professional development.

This area covers the knowledge and skills that teachers need to design and implement their teaching at a school and at classroom levels:

● To know the definition and implications of educational projects.

● To know about and to apply the skills to implement curricula and their development in areas in which teachers can make changes.

● To implement a didactic plan adapted to a specific context, individual educational needs and students’ competence development.

● To plan and manage time in an efficient way adapted to different situations and in connection to the projects and activities of the school and the classroom.

Area of design, management and planning of teaching/ learning environments

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Area of communication and interaction within teaching/ learning processes and effective participation in teaching teams

Area of teaching methodology and management of diversity within the classroom

This area of competence refers to the didactic work that teachers carry out during their interactions with a group of students, conceptualising students as active agents of their learning and paying attention to their individual needs.

● Strategies, resources and teaching designs that reflect a socio-constructivist approach to education in which students gradually become more autonomous, independent, self-confident and proactive.

This area of competence refers to teachers’ awareness of the didactic potential of new communication technologies and how these technologies can be exploited to build rich learning environments to improve students’ learning.

● To know and put into practice different tools and methods connected to ICT to manage and mediate teaching.

● To be able to choose the right tools to integrate within their teaching materials according the the specific needs of their context and learning environment.

● To know about and to implement educational strategies connected to specific areas of knowledge, and to connect these to the competences students need to develop, to their current level of development and to their personality.

● To implement projects and activities that reflect a global curriculum, and advanced learning methodologies (collaborative learning, project-based learning, gamification, etc.) while bearing in mind students’ stage of development, their context and educational needs as individuals and as a group.

● To apply didactic knowledge specific to their field and to design teaching materials adapted to specific contexts and educational needs.

● To use classroom management in relation to specific situations that may arise during the learning process, with special attention to equity, emotional education, values, equality of rights and opportunities, sustainability, gender equality, etc.

● To set up processes and tools of formative assessment that are integrated in the educational process and geared towards students’ learning.

● To be aware of the connection between pedagogical acts and the contents of their specialisation, and the necesary skills to act as an expert in the field.

● To keep up to date with the contents and ways of doing of their specialisation.

Area of management and leadership in educational contexts

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Area of Use of ICT tools for professional development and to improve teaching practice

This area of competence covers the knowledge, procedures and attitudes that enable teachers to be active agents in management and leadership to continue improving educational processes at different levels - classroom, school, social and family contexts.

● To engage in leadership, management, design, and supervision of interdisciplinary workgroups with the goal of contributing to develop projects with a sense of responsibility and commitment while bearing in mind their practicalities and the resources at hand.

● To know the rules and institutional structure of the educational system, and the models and strategies available to improve the quality of learning.

● To be aware of the public services and community associations with whom the school can collaborate, and to have the capacity to design a range of joint actions to improve students’ education in collaboration with the directorial team and the wider community.

This area of competence comprehends the role of teachers as orientators and tutors, including follow-up of students’ individual development.

● To integrate orientation and tutoring across all aspects of the educational process.

● To promote students’ development in all its dimensions.

● To get students’ families directly involved in the school’s educational projects.

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● To be aware of and to implement actions and processes that enable students’ digital competence and their critical view of ICT, both in the field of learning as in wider searches for information or in communication.

● To know about and implement a range of ICT tools in connection to different types of activities in the field of classical knowledge.

Area of orientation, tutoring and support of students and their families

Area of research, innovation and reflection on one’s professional identity and improvement of teaching practice

This area refers to the set of knowledge, abilities and attitudes that contribute to develop assessment skills, problem solving skills and strategies to improve learning contexts and one’s own teaching practices. Within this area of competence, teachers are constantly developing their teaching identity and growing professionally.

● To identify, analyse and define elements and actors that are involved in a problematic or potentially improvable situation.

● To use pedagogical criteria to make decisions in their professional context.

● To solve situations and problems with efficacy to the satisfaction of all involved.

● To proactively suggest research and innovation projects at classroom and school level.

● To be aware of and act upon one’s training needs through professional networks or autonomously.

● To know about and use as a framework the historical progress of education, its current context and the perspectives and interconnections derived from the social context of each period.

Design of Innovative Learning Spaces10 ECTS

Foundations of Teaching and Learning10 ECTS

Project: Society, Family and Education10 ECTS

Project: Development, Learning and Education5ECTS

Master’s structure

Foundations Module15 ECTS

English Specialisation Module

25 ECTS

Master’s final paper6 ECTS

Practicum at a school or EOI14 ECTS

Master’s course60 ECTS*

Practicum Module20 ECTS

Complements for Professional Development 5 ECTS

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★ Foundations of Teaching and Learning:○ Assessment and the CEFR○ Content-Based Instruction○ Curriculum and Course Design○ Designing Session Plans○ Second Language Acquisition

★ Complements for Professional Development:○ English for 21st Century Teachers○ ICT in English Language Teaching○ Literature and Culture

★ Design of Innovative Learning Spaces:○ Classroom Research and Innovation○ Design of Didactic Sequences○ Ensenyar Implica Conversar○ Methodology

Foundations Module15 ECTS(online)

60 ECTS = 1.500 hours of work!

Practicum Module20 ECTS

(face-to-face)

★ Phase 1: Discovery / Observation★ Phase 2: Intervention★ Practicum seminar sessions & workshops★ Master’s final paper (TFM)

English Specialisation

Module25 ECTS

(face-to-face)

★ Project: Development, Learning and Education★ Project: Society, Family and Education

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● UOC Modules (online)● UPF Modules (in-class and online)● TFM work

● Practicum: Intervention phase● E-portfolio tasks● UOC Modules (online)● Upgrade and implementation of the didactic

sequence● TFM data gathering

● UPF Modules (in-class and online)

● UOC Modules (online)● TFM proposal (in pairs) and

tutor assignation● Design of a didactic

sequence (in pairs)

Master’s timeline

● UPF Modules (in-class and online)

● UOC Modules (online)

● Practicum school and tutor assigned

● UOC Modules (online)

● Practicum: Discovery and observation phase

● E-portafolio tasks

>>>OCTOBER>>>>>>NOVEMBER>>>DECEMBER>>JANUARY>

>>FEBRUARY>>>>>>MARCH>>>>>>>>APRIL>>>>>>>>>>>>>>>>

● First TFM submission● Review of the TFM by tutor and external

reviewer to determine acceptance for defence● Final TFM submission● Grades for the modules: Foundations,

Specialisation, Practicum.

● TFM oral defence (one day for each specialisation)

● Certificates and closure of academic register

● Graduation ceremony

>>>>>>>>>MAY>>>>>>>>>>>>>>>>>>>JUNE>>>>>>JULY>>>>>>>>>

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Regarding work distribution● Each ECTS (European Credit Transfer System) approximately corresponds to 25 hours of work

(both in class, online or autonomously), resulting in about 1,500 hours of work for the whole of the master’s course.

● The master’s can be finished in one year or two, depending on students’ personal and professional requirements. Part-time students must enroll in the Foundations module and in two subjects from the Specialisation module in their first year. In the second year, they must finish the Specialisation module and the Practicum.

Regarding students’ participation● Both the online and the face-to-face courses require continuous engagement via autonomous

work, activities and individual and group assignments.● In order to graduate, students must attend at least 85% of the sessions for each module

(including the practicum).Regarding assessment procedures

● The assessment of the master’s is based on the number of credits assigned to each module, as shown previously: 15 credits for the online module Fonaments, 25 credits for the English Specialisation module and 20 credits for the Practicum module.

● In order to graduate, you need to pass all subjects in each module, the practicum and the master’s final paper (TFM).

Regarding the practicum module● The practicum coordinators will liaise with the practicum schools and the class delegates to

assign placements to pairs of students. Every student will have a practicum tutor from UPF and a practicum mentor (the school teacher they’ll be working with).

● For ethical reasons, you cannot do your placement at a school in which you have some professional or personal connection (if you studied there, for example).

Key information

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In the following pages you’ll find a detailed description of the contents of the subjects, including the number of credits, the learning goals, teaching methodology, contents, assessment procedures and suggested readings. You’ll see first the Foundations module (online), the English Specialisation module (in-class) and the Practicum module (on-site at the school and in class).For the module carried out at the UPF, you’ll find some more information on the subjects in our Campus Global, along with the live calendar with rooms and teachers, task deadlines and materials, notes, submission links, etc. There is one moodle classroom for the coordination, with practicum and TFM-related items, and one classroom for each of the three subjects.As for the UOC module, you’ll find more detailed information on the courses in the UOC Campus Virtual.

Modules and subjects

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https://sso.upf.edu/CAS/index.php/login?service=https%3A%2F%2Fwww.upf.edu%2Fc%2Fportal%2Flogin%3Fp_l_id%3D1209435%26redirect%3D%252Fintranet%252Fcampus-global%252F

https://docs.google.com/spreadsheets/d/1nSwhqG3kc-HfJCT6jo7SMpnDXhQ3pwD4IvK58kqIiWI/edit?usp=sharing

https://www.uoc.edu/portal/ca/index.html

Foundations moduleOnline with UOC15 ECTS

● Project: Development, learning and education● Project: Society, family and education: Educational

processes and contexts

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Projecte: Desenvolupament,

aprenentatge i educació

FITXA TÈCNICA

Codi assignatura: M5.038 (UOC)

Temporització: ● Temps complet: primer semestre● Temps parcial: primer any, primer semestre

Nombre de crèdits: 5 ECTS

Dedicació: 125 hores

Professorat Responsable de l’Assignatura: Lorena Becerril Balín

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★ ASSIGNATURA: Projecte: Desenvolupament, Aprenentatge i Educació

Disseny, gestió i planificació per a la tasca i la intervenció educativa

Comunicació, interacció personal i treball col.laboratiu

Metodologia didàctica i atenció a les necessitats educatives individuals

Entorns digitals per al desenvolupament professional i la intervenció educativa

Orientació, tutoria i assessorament a estudiants i famílies

Recerca, innovació i reflexió sobre la identitat professional i la millora de la pràctica docent

Àmbits competencials

Mòduls de l’assignatura L’adolescència Procés

d’ensenyament-aprenentatge

Tasques

Avaluació

Activitat inicial

No avaluable de lliurament obligatori

Fita avaluable 1

Fita avaluable 2

Fita avaluable 3

Activitat inicial0%

Fita avaluable 135%

Fita avaluable 220%

Fita avaluable 345%

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OBJECTIUS I COMPETÈNCIES

● Àmbit del disseny, gestió i planificació per a la tasca i la intervenció educativa○ Implementar la planificació didàctica adaptada al context, a les necessitats educatives individuals i l'adquisició de

competències.

● Àmbit de la comunicació, interacció personal i treball col·laboratiu ○ Conèixer processos d'interacció i comunicació a l'aula dominant, per a la tasca i la intervenció educativa, destreses i

habilitats socials per a fomentar l'aprenentatge col·laboratiu i la convivència a l'aula, i ser capaç d'abordar problemes d'actitud posant en pràctica estratègies de resolució de conflictes i gestió efectiva de l'aula.

○ Usar correctament la terminologia educativa adaptada a l'àmbit professional d'actuació

● Àmbit de la metodologia didàctica i l'atenció a les necessitats educatives individuals○ Conèixer i posar en pràctica estratègies, recursos i plantejaments didàctics variats d'acord amb el paradigma

socioconstructivista de l'ensenyament i l'aprenentatge en què l'estudiant pugui esdevenir subjecte autònom i emancipat i amb els quals es potenciïn la confiança i la iniciativa personal.

○ Conèixer i posar en pràctica estratègies didàctiques relacionades amb diferents àmbits de coneixements i lligar aquests a les diferents competències que ha d'adquirir l'estudiant, així com al seu moment i nivell de desenvolupament i la seva personalitat.

○ Ser capaç d'aplicar els coneixements didàctics propis de cada àrea curricular en la selecció crítica i l'elaboració de materials didàctics adaptats al context i les necessitats educatives.

○ Ser capaç de mantenir-se al dia dels continguts i maneres de fer propis de cada àmbit de coneixement

● Àmbit dels entorns digitals per al desenvolupament professional i la intervenció educativa○ Ser conscient i posar en pràctica accions i processos per a l'adquisició de la competència digital i una visió crítica de les

TIC en els alumnes de secundària, tant en l'àmbit de l'aprenentatge com en el de la comunicació i la cerca d'informació.

● Àmbit de l'orientació, la tutoria i l'assessorament a estudiants i famílies○ Integrar transversalment la funció d'orientació i tutoria en tots els moments del procés educatiu.○ Fomentar en l'alumnat de secundària el desenvolupament de totes les seves potencialitats en qualsevol de les dimensions

del desenvolupament humà.

● Àmbit de la recerca, innovació i reflexió sobre la identitat professional i la millora de la pràctica docent. ○ Saber identificar, analitzar i definir elements i actors que conformen una situació susceptible de millora o un problema.

Demostrar criteri pedagògic en la presa de decisions.


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PRESENTACIÓ

L'assignatura Projecte: Desenvolupament, aprenentatge i educació, forma part del Màster de Formació de Professorat d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyament d'Idiomes. Aquest Projecte aporta coneixements de caire psicopedagògic fonamentals per a la intervenció educativa. Es centra en dos dels aspectes principals: el desenvolupament de la persona en el període de l'adolescència, i els processos d'ensenyament-aprenentatge que es poden donar en l'etapa d'educació secundària obligatòria i postobligatòria. Partint dels conceptes i enfocaments teòrics de la Psicologia del desenvolupament i la Psicologia de l'educació, ofereix eines per a la seva aplicació a situacions en les que desenvoluparà el docent de secundària la seva funció. L'educació va més enllà de la mera instrucció. El docent no només ha de transmetre continguts d'una matèria escolar determinada, sinó que se sitúa en un procés d'ensenyament-aprenentatge de competències transversals com poden ser la competència comunicativa, d'autonomia o de tractament de la informació, entre d'altres. És en aquest context que pren sentit aquest Projecte, que ajudarà a comprendre les facilitats i dificultats d'aprenentatge de l'alumnat, en relació a una etapa evolutiva concreta.

L’assignatura consta de 5 crèdits que es desenvolupen durant el primer semestre del màster, ja que formen part de les bases psicopedagògiques necessàries per a la intervenció educativa. És per tant, una assignatura que cursen tots els estudiants del màster independentment de la seva especialitat i que dotarà a l'estudiant dels elements necessaris per reflexionar sobre les metodologies educatives que es duen a terme actualment.


METODOLOGIA

El disseny de l'assignatura segueix la metodologia de l'aprenentatge basat en projectes (ABP).

L' ABP és un conjunt de tasques basades en la resolució de preguntes o problemes a través de la implicació de l'alumne en processos d' investigació de manera relativament autònoma que culmina amb un producte final presentat als altres (Jones, Rasmusse i Moffitt, 1997).

El plantejament de l'ABP en aquesta assignatura té una doble finalitat: 1) Adquirir les competències relacionades amb l'assignatura centrades amb el desenvolupament de la persona en el període de l'adolescència i els processos d'ensenyament i aprenentatge en l'educació secundària. 2) Adquirir coneixements sobre aquesta metodologia a través de la pròpia participació i implicació en el projecte a fi de poder-la aplicar en un futur en l'entorn professional.

La dinàmica de treball contempla el treball individual i el treball en grup i demana a l'estudiant des de l'inici del procés una implicació emocional i cognitiva en el seu procés d'aprenentatge. La idea i el desenvolupament del projecte estaran definits però durant el procés caldrà prendre decisions que determinaran el producte final i l'aprenentatge dels estudiants de cada grup.

El paper del professor col·laborador durant el procés consistirà en acompanyar l'aprenentatge dels estudiants. Guiarà i provocarà la reflexió tant del procés seguit com a grup i com de l'aprenentatge que es va construïnt.

Els grups de treball, que els formaran els consultors, seran prioritàriament heterogenis tant pel que fa a l'especialitat docent, com als coneixements previs en relació al món educatiu.

* Per a una explicació més extensa de la metodologia i els espais digitals utilitzats, consulta el Pla Docent que trobaràs dins de l’aula virtual.

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CONTINGUTS

1. L'adolescència • Conceptualització de l'adolescència • Períodes de l'adolescència • Àmbits de desenvolupament de l'adolescència: biològic, cognitiu, emocional i social.

2. Procés d'ensenyament-aprenentatge

• Concepció constructivista de l'ensenyament-aprenentatge • Competències bàsiques en l'educació secundària • La disciplina a les aules

Els conceptes clau que al final de l'assignatura l'estudiant ha de conèixer, entendre, i saber aplicar per a l'anàlisi de situacions d'ensenyament-aprenentatge, són:

Adolescència - Desenvolupament de la personalitat - Àmbits de desenvolupament - Processos d'ensenyament/aprenentatge - Constructivisme - Competències Bàsiques - Disciplina - Maduresa - Intel·ligències múltiples - Desatel.lització - Identitat -

Autoestima - Autoconcepte - Pubertat - Metacognició - Aprenentatge significatiu - Aprenentatge cooperatiu- Zona de Desenvolupament Pròxim - Motivació - Estils d'aprenentatge - Estils de lideratge - Aprenentatge social - Agrupaments -

Aprenentatge globalitzat - Aprenentatge per projectes - Centres d'interès


AVALUACIÓ I FEEDBACK

Aquesta assignatura només es pot superar a partir de l'avaluació contínua (AC). La nota final d'avaluació contínua esdevé la nota final de l'assignatura. La fórmula d'acreditació de l'assignatura és la següent: AC. Concretament, la forma d'avaluació d'aquesta assignatura, es realitza a partir d'una activitat inicial no avaluable però de lliurament obligat i de 3 fites avaluables.

Les qualificacions de les activitats es penjaran en l'espai de lliurament i registre d'AC. Aquelles activitats que ho requereixin tindran un comentari específic també en aquest espai. Tanmateix, si un estudiant ho desitja, pot sol·licitar especificacions més concretes al professor consultor de la seva aula.

El dia següent a la finalització del període de lliurament es publicarà a l'aula una proposta general de solució, i que ha de servir com a orientació de resposta per a l'estudiant. Aquest treball forma part de les competències de treball autònom i d'autoaprenentatge requerit pel màster.

Un cop corregides les activitats lliurades es penjarà un document de comentaris generals a les respostes i s'oferirà feedback personalitzat a cada grup de treball així com orientacions per a les properes activitats.

La manca d'originalitat en l'autoria o el mal ús de les condicions en què es fa l'avaluació de l'assignatura és una infracció que pot tenir conseqüències acadèmiques greus. L'estudiant serà qualificat amb un suspens (D/0) si es detecta manca d'originalitat en l'autoria d'alguna activitat avaluable (pràctica, prova d'avaluació contínua (PAC) o final (PAF), o la que es defineixi al pla docent), sigui perquè ha utilitzat material o dispositius no autoritzats, sigui perquè ha copiat textualment d'internet, o ha copiat d'apunts, de materials, de manuals o d'articles (sense la citació corresponent), d'altres estudiants, o per qualsevol altra conducta irregular. La qualificació de suspens (D/0) en les qualificacions finals d'avaluació contínua pot comportar l'obligació de fer l'examen presencial per a superar l'assignatura (si hi ha examen i si superar-lo és suficient per a superar l'assignatura segons indiqui el pla docent).

* Trobareu més informació sobre l’avaluació al Pla Docent de dins de l’aula virtual.19

RECURSOS I BIBLIOGRAFIA RECOMANADA

Recursos d'aprenentatge i eines de suport Els materials necessaris per a treballar cada activitat estaran assenyalats o enllaçats des de l'aula, juntament amb la descripció i enunciat de l'activitat a realitzar. Les lectures incloses són:

- Castellana, M. (2003). La relació de l'adolescent amb les persones significatives. Barcelona: p.a.u. education. - Coll, C. (2004). La construcció del coneixement a l'escola: cap a l'elaboració d'un marc global de referència per a l'educació a

l'escola. A C. Coll (coord).Psicologia de la Instrucció.Barcelona: UOC - Coll, C. (2000). Psicología de la instrucción: la enseñanza y el aprendizaje en la educación secundaria.Barcelona: Horsori - ICE UB - Feixa, C. (2005). Ser jove: avui, ahir, demà. A AAVV. Joves i Valors, la clau per a la societat del futur.Barcelona: Obra Social La

Caixa. - López, P. (2009). Cervell, intel·ligències i dissenys d'ensenyament-aprenentatge. Perspectiva escolar,333. Barcelona: Rosa

Sensat. - López Vicente, P. (2008). Espais d'aprenentatge. Idees, estratègies i reflexions. Barcelona: MEGS. - Martí, E.; Onrubia, J. (2004). «Les teories de l'aprenentatge escolar». A: C. Coll (coord). Psicologia de la instrucció. (pàg. 65-76).

Barcelona: UOC. Moreno, A. (2009). El desenvolupament durant l'adolescència. A. A. Moreno (coord). Psicologia del desenvolupament II. Barcelona: UOC.

- Perinat, A. et al. (1997). El desenvolupament en l'adolescència. A A. Perinat. Desenvolupament i aprenentatge durant l'edat escolar.Barcelona: UOC

- Prensky, M. (2001). Digital natives, digital immigrants. On the horizon, 9 (5), octubre 2001. MCB University Press. - White, DS & Le Cornu A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, 16 (9), September

2011. http://firstmonday.org/ojs/index.php/fm/article/view/3171/3049

Bibliografia i fonts d'informació Disposeu també d'altres recursos i fonts d'informació. Aquelles que s'hagin de treballar per al desenvolupament de l'activitat, seran enllaçades des de l'aula, juntament amb la descripció de l'activitat.

- Baudrit, A. (2012). Interacción entre alumnos. Cuando la ayuda mutua enriquece el conocimiento. Madrid: Marcea. - Coll, C. (coord.). (2010).Desarrollo, aprendizaje y enseñanza en la Educación Secundaria.Barcelona: Graó. - Escaño, J.; Gil, M. (2008). Motivación y esfuerzo en la educación secundaria. En C. Coll (coord.). Desarrollo, aprendizaje y

enseñanza en la Educación Secundaria. Barcelona: Graó (pp. 131-148). - Funes, J. (2003). Claves para leer la adolescencia. Cuadernos de pedagogía,320, 46-51. - Funes, J. (2010). 9 ideas clave. Educar en la adolescencia. Barcelona: Graó - Funes, J (coord). (2004). Arguments Adolescents. Barcelona: Fundació Bofill. - Martí, E.; Onrubia, J. (coords.). (1997). Psicología del desarrollo. El mundo Adolescente. Barcelona: ICE/ Horsori (caps. II, III, V).- Pujolàs, P. (2008). 9 ideas clave. El aprendizaje cooperativo. Barcelona: Graó. - Pujolàs, P., Lago JR., Naranjo, M. (2013). Aprendizaje cooperativo y apoyo a la mejora de las prácticas inclusivas. Revista de

investigación en educación11(3), 207-218 http://www.joanteixido.org/pdf/gestio/profesorsecundaria_hoy.pdf - Vaello Orts, J. (2007). Cómo dar clase a los que no quieren. Madrid: Santillana. - Vinagre, M. (2010). Teoría y práctica del aprendizaje colaborativo asistido por ordenador. Madrid: Síntesis

* Per a una bibliografia més extensa, consulta el Pla Docent que trobaràs a l’aula virtual.


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Projecte: Societat, Família i Educació:

Processos i Contextos

FITXA TÈCNICA

Codi assignatura: M5.039 (UOC)

Temporització: Assignatura anual

Nombre de crèdits: 10 ECTS

Dedicació: 250 hores

Professorat Responsable de l’Assignatura: Josep Maria Mominó de la Iglesia

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★ ASSIGNATURA: Projecte: Societat, Família i Educació: Processos i Contextos Educatius

Disseny, gestió i planificació per a la tasca i la intervenció educativa

Comunicació, interacció personal i treball col.laboratiu

Metodologia didàctica i atenció a les necessitats educatives individuals

Orientació, tutoria i assessorament a estudiants i famílies

Àmbits competencials

Mòduls de l’assignatura

El context dels sistemes de desenvolupament personal i social

El context del sistema educatiu

Tasques

Avaluació

Activitat inicial 1No avaluable Lliurament obligatori

PAC 1Activitat obligatòria i avaluable

PAC 125%

PAC 230%

PAC 345%

Activitat inicial 2No avaluable Lliurament obligatori



Activitat inicial 10%

Activitat inicial 20%

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OBJECTIUS I COMPETÈNCIES

OBJECTIUS ● Relacionar l'educació amb l'entorn sociocultural i el marc legal, des d'una perspectiva sistèmica i inclusiva.● Comprendre la funció educadora de la família i la comunitat en el desenvolupament integral -personal, social i escolar- dels

infants i joves, i reconèixer la influència de les seves actuacions en els processos d'ensenyament-aprenentatge.● Conèixer el marc normatiu i d'organització institucional del sistema educatiu inclusiu i els models de millora de la qualitat

aplicables als centres educatius.● Identificar les tasques de planificació i de programació docent, en el context del centre i de sistema educatiu, en relació amb el

currículum. Aplicar-les al disseny d'activitats d'ensenyament i d'aprenentatge didàcticament fonamentades.● Desenvolupar habilitats socials i adquirir eines professionals per a l'atenció i l'orientació a les famílies en relació al procés

d'ensenyament i aprenentatge personal, acadèmic i professional dels seus fills i filles.● Valorar els processos d'interacció i comunicació a l'aula i al centre per fomentar l'aprenentatge i la convivència, per saber

abordar problemes de disciplina i la resolució de conflictes.● Determinar les mesures de suport educatiu necessàries per dissenyar estratègies adequades d'intervenció educativa davant de

situacions educatives d'atenció a la diversitat.

COMPETÈNCIES● Reconèixer la necessària relació de col·laboració entre família i escola i la seva influència en l'educació dels infants i joves.● Descriure els aspectes fonamentals del marc legal i l'estructura bàsica del sistema educatiu català.● Reconèixer els principals documents de centre, així com la seva estructura i funcionament, els seus òrgans de govern i de

participació.● Dissenyar activitats d'ensenyament-aprenentatge didàcticament fonamentades, preveient la interacció i la comunicació a l'aula,

la gestió de la convivència al centre i la resolució de possibles problemes.● Analitzar les necessitats específiques de suport educatiu de l'alumnat per prevenir les dificultats d'aprenentatge i contribuir a la

millora del seu desenvolupament competencial.● Aplicar diferents estratègies metodològiques per a la resolució de situacions educatives que afecten a l'alumnat amb diferents

capacitats i diferents ritmes d'aprenentatge: aprenentatge cooperatiu, aprenentatge multinivell, aprenentatge per projectes, aprenentatge entre iguals, aprenentatge i servei, aprenentatge basat en problemes, etc.

● Desenvolupar les funcions de tutoria i d'orientació en un centre de secundària a partir de la implementació del Pla d'Acció d'Orientació Educativa i Acció Tutorial, de manera col·laborativa amb l'equip docent i la xarxa de recursos del territori.

● Conèixer el mapa territorial de la xarxa de recursos educatius i d'acompanyament per planificar de manera coordinada i eficient l'atenció educativa de l'alumnat en el decurs del seu itinerari educatiu.


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PRESENTACIÓ

L'assignatura respon a la necessitat d'aprofundir en el coneixement dels diferents contextos on es desenvolupa la funció educativa, on els futurs docents hauran d'intervenir i, alhora, explorar i comprendre els processos que la configuren. L'assignatura integra els àmbits d'anàlisi següents: el sistema educatiu, el centre educatiu de secundària i la seva interrelació amb l'entorn familiar i social; la gestió de l'aula, posant especial èmfasi en l'organització; el currículum i els processos d'ensenyament-aprenentatge; l'acció tutorial, l'orientació educativa i l'atenció a la diversitat de l'alumnat de secundària. En el desenvolupament de l'assignatura, s'ofereixen els elements necessaris per interrelacionar aquests àmbits des d'una perspectiva sistèmica i inclusiva. La finalitat és aprendre a aproximar-se adequadament als contextos on es desenvolupa la intervenció educativa i tenen lloc els diferents processos d'ensenyament-aprenentatge. Es tracta també d'aprendre a gestionar el grup i la dinàmica d'aula, de facilitar la convivència i la resolució de conflictes. La realitat educativa és coneguda per tots/es els/les estudiants, com a mínim des de la pròpia experiència prèvia com a alumnes i, a partir d'aquest moment, també com a estudiants d'aquest Màster. La vinculació amb el centre educatiu on realitzaran les pràctiques en els propers mesos també ha de facilitar aquesta aproximació. El desenvolupament dels continguts i la proposta d'activitats proposades en l'assignatura estan, així mateix, molt relacionades amb la realitat educativa actual dels centres educatius. En aquest sentit, la intenció és afavorir la significativitat i funcionalitat dels aprenentatges que l'assignatura vol promoure, per tal d'adquirir les competències professionals necessàries en la formació inicial del professorat.

Aquesta assignatura forma part del mòdul de Fonaments de l'Educació Secundària, que cursen tots els/les estudiants, amb independència de l'especialitat que hagin triat. L'objectiu és facilitar l'adquisició d'algunes de les competències fonamentals en l'aspecte psico-sociopedagògic. Enguany, el mòdul de Fonaments de l'Educació Secundària s'estructura en dos projectes: el de "Societat, família i educació: processos i contextos", i el de "Desenvolupament, aprenentatge i educació" centrat a conèixer l'adolescència i les seves implicacions per a la pràctica educativa. Els significatius canvis que s'estan produint els darrers anys en l'àmbit social, familiar i educatiu, justifiquen la necessitat d'aprofundir en el coneixement dels diferents contextos i processos educatius: el sistema educatiu català, els centres educatius de secundària i la seva interrelació amb l'entorn familiar i social; l'organització i gestió de l'aula, el currículum i els processos d'ensenyament-aprenentatge; l'acció tutorial, l'orientació educativa i l'atenció a la diversitat de l'alumnat de secundària. En aquests contextos, també cal destacar la capacitat de treball transversal i en xarxa que l'exercici de l'activitat docent requereix per a una intervenció educativa integral de l'alumnat. L'adquisició de les competències que proposa l'assignatura ha de servir a l'estudiant per desenvolupar la seva tasca docent, durant la realització del Pràcticum, però principalment en el seu exercici professional futur. És per això que, juntament amb alguns conceptes fonamentals, es prioritzen els aspectes instrumentals i pràctics. En darrer terme, l'assignatura pretén proporcionar les bases i orientar l'estudiant perquè pugui continuar la seva formació en el futur professional.

Aquesta assignatura ha de proporcionar una base fonamental per a la formació inicial del professorat de secundària. Es posa al servei dels diferents rols i responsabilitats que els estudiants puguin desenvolupar en el seu futur exercici professional, en l'àmbit de l'educació secundària, independentment de l'especialitat del futur professor/a.

Atès que l'assignatura forma part del mòdul de Fonaments de l'Educació Secundària, obligatori per a tots/es els/les estudiants, no es requereixen coneixements previs per cursar-la. Tot i això, cal considerar que tothom té algun tipus d'experiència educativa prèvia, especialment sobre què és un centre educatiu, sobre el paper de l'alumnat i del professorat, i també pel que fa a les relacions entre les famílies i els centres. D'altra banda, el treball realitzat a l'altra assignatura del bloc de fonaments, "Desenvolupament, aprenentatge i educació", ha de proporcionar una aproximació complementària imprescindible.


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METODOLOGIA

La metodologia de treball que caracteritza l'assignatura es basa en el tractament dels continguts i l'adquisició de competències específiques a partir de l'anàlisi d'un supòsit pràctic a través d'un procés de treball en equip per a l'elaboració d'una proposta d'intervenció. Aquest enfocament queda recollit en la "Guia Metodològica del Supòsit Pràctic" i per això és important llegir amb atenció aquest document, juntament amb altres documents fonamentals com és el Pla Docent del curs i les Guies d'Estudi.

Es proposen dues activitats inicials, no avaluables, però que s'han de portar a terme necessàriament per a una primera aproximació a l'assignatura i a l'entorn virtual. D'una banda, la participació en un debat inicial, per compartir una primera reflexió sobre la funció docent en els centres d'educació secundària. En segon terme, la lectura en profunditat de la Guia metodològica del supòsit pràctic.

Es plantegen tres proves d'avaluació continuada (PAC), qualificables i obligatòries per a tots els estudiants. Les tres activitats parteixen de l'estudi del mateix supòsit pràctic. En cadascuna d'elles, s'anirà avançant progressivament en el nivell d'aprofundiment. Es tracta de descobrir la complexitat i el caràcter polièdric de la pràctica educativa i d'obtenir algunes de les competències necessàries per poder actuar amb finalitats educatives en la pràctica quotidiana que es produeix a les aules dels centres educatius de secundària.

● PAC 1- Anàlisi del supòsit: Primera aproximació al supòsit. Anàlisi del seu context i identificació de les situacions i fets rellevants que el caracteritzen. Es realitzarà de manera individual, durant el primer semestre de curs.

● PAC 2- Reformulació del supòsit: Elaboració de la problemàtica que planteja el supòsit d'acord amb els coneixements rellevants i necessaris per fer-ho. Es portarà a terme en treball en equip, durant el segon semestre de curs.

● PAC 3- Disseny i desenvolupament d'una l'estratègia d'intervenció educativa: Disseny dels processos d'actuació necessaris per resoldre la situació problema. Es portarà a terme a través del treball en equip, durant el segon semestre de curs

A l’inici de cadascuna de les activitats d'avaluació continuada, el professorat proporcionarà les orientacions necessàries per a una correcta aproximació als continguts teòrics i al supòsit pràctic. Proposarà, així mateix, la consulta dels recursos d'aprenentatge que es considerin més rellevants en cada cas.

La proposta de treballar en equip en la segona i tercera PAC té com objectiu que l'estudiant es familiaritzi amb la dinàmica de treball pròpia de la praxi professional del professorat en els centres educatius. En aquest context, la capacitat de col·laboració interdisciplinària i el treball en xarxa i transversal entre l'equip docent i amb d'altres professionals i agents socials i educatius de l'entorn així com amb la comunitat educativa, començant per les pròpies famílies dels alumnes, esdevé una competència imprescindible. En finalitzar la PAC 1, el professorat proposarà la creació dels grups de treball amb una composició màxima de 5 persones. Per al desenvolupament de la seva activitat, cada grup disposarà d'un espai de treball en grup dins de l'aula. L'ús d'aquest espai, d'altra banda, no impedeix que els/les estudiants puguin utilitzar altres dispositius o plataformes de treball que els resultin més eficaces per a la col·laboració. En darrer terme, per orientar aquesta dinàmica els/les estudiants disposen de la Guia metodològica del supòsit pràctic que especifica les característiques, tasques i rols dels diferents membres del grup i, d'altra banda, del document El treball en equip en entorns virtuals: desenvolupament metodològic, que pot proporcionar criteris útils per a l'organització d'una cooperació eficaç

* Per a una explicació més extensa de la metodologia i els espais digitals utilitzats, consulta el Pla Docent que trobaràs dins de l’aula virtual.


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CONTINGUTSEl context dels sistemes de desenvolupament personal i social:● El sistema familiar: Estructures i dinàmiques familiars. Funcions de la família, pràctiques educatives familiars i relacions

família-escola: coneixement compartit i col·laboració. Actituds necessàries.● El sistema socioeducatiu: L'obertura dels centres a la comunitat. Xarxes sòcioculturals, plans educatius d'entorn, projectes

educatius de ciutat, servei comunitari a l'ESO, xarxes d'innovació educativa i xarxes sòcio-sanitàries d'atenció a l'alumnat.

El context del sistema educatiu: ● El sistema educatiu català: Què és l'educació secundària? L'educació secundària dins del sistema educatiu i especificitats de

l'etapa. Marc normatiu, l'escola inclusiva, l'ordenació dels ensenyaments de secundària: organització curricular (secundària obligatòria i postobligatòria) i planificació de l'acció educativa.

● El centre educatiu de secundària: Què és un institut i quina és la seva organització?. Autonomia de centres (organitzativa, de gestió i pedagògica), direcció, òrgans de govern i de participació, estructura organitzativa de l'equip docent, el Projecte Educatiu de Centre i el Projecte de Direcció.

● Els espais d'aprenentatge: L'espai de l'aula a secundària. Com es gestionen el grup, els espais i els processos d'ensenyament-aprenentatge?. El desplegament del currículum a l'aula, components i models de la programació. Estratègies didàctiques i gestió de recursos i materials. Metodologies innovadores d'ensenyament-aprenentatge i avaluació formativa i formadora dels processos. Actuacions en el marc del Projecte de convivència del centre per a la promoció, prevenció i resolució de conflictes a l'aula i al centre.

● Orientació educativa: Recursos i estratègies per facilitar la continuïtat dels itineraris formatius. El Pla d'Acció tutorial i d'Orientació Educativa, funcions del tutor/a i actuacions en relació amb l'equip educatiu, les famílies i l'alumnat.

● L'atenció a la diversitat: planificació de les mesures i suports d'atenció a la diversitat de l'alumnat de secundària. El Pla d'atenció a la diversitat: actuacions. Marc normatiu de l'atenció educativa a l'alumnat en el marc d'un sistema educatiu inclusiu. La inclusió educativa i la inclusió social. L'atenció a l'alumnat amb necessitats específiques de suport educatiu (NESE). Les dinàmiques de grups i la promoció de la convivència


AVALUACIÓ I FEEDBACKAquesta assignatura només es pot superar a partir de l'avaluació contínua (AC). La nota final d'avaluació contínua esdevé la nota final de l'assignatura. La proposta d'avaluació continuada consta dels següents elements: • Dues activitats inicials que tindran caràcter no avaluable, però requeriran la participació obligatòria dels estudiants. • Tres PAC que s'adrecen a l'estudi d'un mateix supòsit pràctic i que es realitzaran: la primera de manera individual i les següents en

grup. L'avaluació, es referirà a la capacitat d'anàlisi del supòsit i de disseny d'una intervenció i, al mateix temps, a la capacitat de col·laboració i de treball en equip.

• Cada activitat, en la seva formulació, comptarà amb uns criteris d'avaluació que n'orientaran el desenvolupament. En el cas de la tercera activitat, a més, els estudiants disposaran d'una rúbrica que precisarà els focus de l'avaluació en la darrera fase de treball.

El pes d'aquestes tres activitats, en la qualificació final, respon a la següent ponderació: PAC 1: 25% / PAC 2: 30% / PAC 3: 45%

L'avaluació del treball en grup es durà a terme en dos moments: a través d'un informe d'autoavaluació que realitzaran de manera conjunta tots els components del grup i que es presentarà en el transcurs del segon exercici i també en finalitzar el tercer exercici.

L'equip docent oferirà informació, orientacions generals i específiques per al desenvolupament de cadascuna de les activitats i criteris d'avaluació. També proporcionarà el retorn necessari en l'avaluació final de cadascuna de les activitats, adreçat al conjunt dels estudiants a través del Tauler transversal i de l'aula i també de forma específica a aquells/es estudiants que ho requereixin. D'altra banda, cada grup rebrà un retorn específic en relació a la resolució de cada activitat realitzada (PAC 2 i PAC 3).

* Trobareu més informació sobre l’avaluació al Pla Docent de dins de l’aula virtual.26

RECURSOS I BIBLIOGRAFIA RECOMANADA

Recursos d'aprenentatge i eines de suport

- Pla Docent de l'assignatura: és un document que proporciona orientacions generals sobre l'estructura i dinàmica de funcionament de l'assignatura. Hi consten els objectius, les competències, els continguts, la metodologia de treball i la proposta d'activitats d'avaluació continuada, els recursos, el calendari de treball i el sistema d'avaluació.

- Guia d'estudi Societat, Família i Educació: és un document de síntesi dels continguts relacionats amb els contextos de desenvolupament, les relacions entre família i escola, l'orientació i l'acció tutorial, l'educació inclusiva i l'atenció a la diversitat.

- Guia d'estudi Processos i contextos educatius: és un document de síntesi dels continguts relacionats amb el sistema educatiu català, l'organització i el funcionament dels centres educatius de secundària i la gestió de l'aula, posant especial èmfasi en la planificació docent del currículum i els processos d'ensenyament-aprenentatge.

- Guia metodològica del supòsit pràctic: és un document sobre el plantejament metodològic d'aquesta assignatura i la resolució de l'activitat proposada. Incorpora el procediment de treball en grup, la proposta de valoració de les activitats d'avaluació i la narració del supòsit pràctic amb la vinculació als principals continguts de referència de l'assignatura.

- Entorn social i familiar i intervenció psicopedagògica: és part del material del contingut teòric de l'assignatura relacionat amb aspectes vinculats a la relació família-escola i el rol de la comunitat i serveis educatius en els processos educatius de l'alumnat.

- Organització del centre escolar: és part del material del contingut teòric relacionat amb el model del sistema educatiu català, l'organització i gestió de centres de secundària, la gestió de l'aula, els processos d'ensenyament-aprenentatge i la innovació educativa.

- El treball en equip en entorns virtuals: desenvolupament metodològic. És un document que proporciona orientacions per al desenvolupament eficaç del treball cooperatiu en entorns virtuals. Tenint en compte que en aquesta assignatura, la major part de l'activitat es portarà a terme en treball en grup, considerem que aquest material pot ser útil als estudiants per desenvolupar habilitats i estratègies de treball en equip.

Bibliografia i fonts d'informacióEn la presentació de cada activitat, els/les estudiants hi trobaran les principals referències bibliogràfiques i webs de consulta sobre la part específica del contingut i, al mateix temps, algunes lectures d'interès i d'ampliació sobre la temàtica que facilitarà el/la col·laborador/a docent.


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English specialisation moduleFace-to-face and online sessions at UPF25 ECTS

● Foundations of Learning and Teaching (FAE)● Complements for Professional Development (CFP)● Design of Innovative Learning Spaces (DEIA)

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FAE: Fonaments de l’aprenentatge i l’ensenyament

CONTENTS This subject is aimed at providing students with an overview of the theoretical foundations of the processes of acquisition and learning of English as a foreign language in connection to the contents of the curriculum and its implementation, and to communicative content-based approaches. It provides students with a comprehensive introduction to assessment theories and procedures, to the CEFR and the ELP as formative assessment tools, and to different resources to develop communicative language skills.

TIMING: ● Full-time students: October to February● Part-time students: First year subject, October to February

Sections and professors involved: ● Assessment and the CEFR: Yris Casart● Content-Based Instruction: Oriol Pallarés● Curriculum and Programming: Teresa Galobardes● Designing Session Plans: Dirk Lagerwaard, with collaborations from Usoa Sol and Xavier

Ortin, and Mireia Xortó and Mar Rosso.● Second Language Acquisition: Helena Roquet

Number of credits: 10 ECTS

Dedication: 36 hours of in-class work + 34 hours of online work + 180 hours of autonomous work

AC2. Design, management and planning of teaching and learning environments

Assessment and the CEFRFAE. ASS

★ SUBJECT: Fonaments de l’Aprenentatge i l'Ensenyament (FAE)

AC1. Communication and personal interaction in the teaching and learning processes, and effective commitment in the school and in the teaching teams

AC3. Methodology, didactics and management of students' diversity


Sections

Assessment task

Content-Based InstructionFAE. CBI

Curriculum and ProgrammingFAE. CUR

Second Language AcquisitionFAE. SLA

Designing Session PlansFAE. DSP

T1. Design of a competency-based 4 to 8-hour lesson plan. Further details here

100%

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● AC1. Design, management and planning of teaching and learning environments

○ To understand the implications of current conceptualizations of curriculum.

○ To know about and to apply the skills to implement curricula and their development.

○ To design and implement a content-rich teaching unit adapted to a specific context, individual educational needs and students’ competence development.

○ To design scaffolding and language support strategies to help students develop their communicative competence.

● AC2. Communication and personal interaction in teaching/ learning processes and effective commitment in school and in teaching teams

○ To be aware of interaction and communication processes within the classroom, and to possess social skills to foster collaborative learning and a positive atmosphere in the classroom, being able to address attitude issues to solve conflicts and manage the group efficiently.

○ To be able to transmit effectively and accurately information using any of the channels available in a teaching situation.

○ To collaborate with other student-teachers and teachers in the design of teaching environments

● AC3. Methodology, didactics and management of students' diversity

○ Strategies, resources and teaching designs that reflect a socio-constructivist approach to education in which students gradually become more autonomous, independent, self-confident and proactive.

○ To know about and to implement educational strategies connected to specific areas of knowledge.

○ To implement projects and activities that reflect a global curriculum, and advanced learning methodologies (collaborative learning, project-based learning, gamification, etc.).

○ To use classroom management in relation to specific situations that may arise during the learning process, with special attention to equity, emotional education, values, equality of rights and opportunities, sustainability, gender equality, etc.

○ To set up processes and tools of formative assessment that are integrated in the educational process and geared towards students’ learning.

○ To relate second language acquisition theories to social, educational and individual factors involved in the teaching practice.

LEARNING GOALS AND COMPETENCES


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● In all the modules of this subject students are expected to participate actively throughout face-to-face, online synchronous and asynchronous sessions.

● Students will also be asked to complete homework assignments and they will be required at times to do background reading at home.

● The FAE sessions will provide students with:

○ theoretical presentations and lots of other types of input

○ individual and group hands-on work opportunities

○ reflection and discussion time

● Some of the materials used in the sessions will be posted on the Moodle classroom.

METHODOLOGY


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● Assessment and the CEFR:

○ Theories related to the assessment of communication skills

○ The Common European Framework and its application in the classroom

○ Assessment instruments: types and functions

● Content-Based Instruction:

○ Content and Language Integrated Learning (CLIL): definition and teaching strategies

○ CLIL tasks and teaching materials design

○ Classroom Interactional Competence (CIC)

● Curriculum and Programming:

○ The contents of the curriculum for the subject of English for secondary school and their organisation in relation to aspects of planning and the evaluation of learning.

CONTENTS

● Designing Session Plans: The content aims at developing the capacity to use the fundamental concepts of session-planning to consciously plan task-based sessions that aim at developing the communicative competence from all students.

○ The fundamental concepts of session planning

○ Competence-based session planning with and without a textbook

○ Dealing with diversity in the classroom/session plans

○ Including affordances in session plans

● Second Language Acquisition in Formal Instruction Contexts:

○ Theoretical foundations of the processes of acquisition and learning of EFL.

○ Social, educational and individual factors involved in these processes, and their relationship with different models and experiences of teaching additional languages (bilingual programs, language immersion, etc).

CONTENTS


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Session nº Assessment and the CEFR

1 ▪ Critical analysis of one’s experiences and pre-understandings about ‘assessment’: what lies behind it?

2 ▪ Communicative product or output▪ Assessment criteria and indicators

3▪ Designing a competence-based assessment task▪ Using assessment criteria and indicators along the DS

4 ▪ Analysis of assessment tasks and tools.▪ The European Language Portfolio

5 ▪ Common understanding about assessment

Session nº Content-Based Instruction

1 ▪ Enriching foreign language learning

2 ▪ Starting with the end in mind: action-oriented FL teaching

3 ▪ Identifying content-obligatory language.

4 ▪ Helping students succeed: scaffolding and other strategies

5 ▪ In-class performance: Classroom Interactional Competence

6 ▪ Starting to design the experiment

7-8 ▪ Sharing results

SESSIONS


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Session nº Curriculum and Programming

1▪ The curriculum as an opportunity for pedagogical reflection. The foreign language

curriculum for ESO.

2▪ Curriculum development. ▪ From the curriculum to the classroom

3 ▪ Planning as pedagogical decision making.

4 ▪ The planning of didactic sequences.

5 ▪ Course Planning.

6 ▪ Analysis of current course plans from schools

Session nº Designing Session Plans

1 ▪ Session led by Dirk Lagerwaard▪ From experiencing session plans to consciously designing them

2 ▪ Session led by Dirk Lagerwaard▪ From communicative to competence-based session planning

3 ▪ Session led by Dirk Lagerwaard▪ Planning task-based session plans with and without a textbook

4 ▪ Session led by Dirk Lagerwaard▪ Managing diversity and addressing students’ special needs in session plans

5 ▪ Session led by Dirk Lagerwaard▪ Sharing informed session plans through presentations

6 & 7▪ Session led by Usoa Sol and Xavier Ortin▪ Creating an inquiry-based project to promote critical thinking, ethical citizenship and an

entrepreneurial spirit


35

Session nº Designing Session Plans (continued)

8 & 9 ▪ Session led by Mireia Xortó and Mar Rosso▪ Handling information in the ESL class

10 & 11 ▪ Session led by Dirk Lagerwaard▪ Implementing the session plan: opening the doors to affordances.

Session nº Second Language Acquisition in Formal Instruction Contexts

1 ▪ Course presentation: syllabus and assessment. Questionnaire on second language acquisition.

2 ▪ Stages of SLA.

3▪ Theories and foundations of SLA.▪ The interlanguage model.▪ The communicative approach.

4▪ Input, interaction and output.▪ Error treatment. Error treatment task.

5 ▪ Individual differences in SLA.▪ Learning contexts.


36

In order to pass the subject Fonaments de l’Aprenentatge i l’Ensenyament, students are expected to:

- Attend at least 85% of the sessions

- Participate in 80% of class and homework activities from each of the individual modules

- Hand in all sections of the final assessment task within the established deadlines

The assessment task consists in designing a 4 to 8-hour action-oriented teaching unit, specifying its curricular components, ??????, sharing post-design reflections. The assessment task must be carried out in pairs.

Students are expected to upload the task to the moodle classroom. There will be the three following different submissions:

● Block 1 - unit overview (45%). Deadline: January, 11

● Block 2 - 2-hour lesson plan (30%). Deadline: February, 9

● Block 3 - reflections (25%). Deadline: February, 17

● Final task oral presentation - February 17

This task is assessed by all the course teachers who will complete the corresponding assessment rubric.

Students will receive qualitative and quantitative feedback through the rubric. If indicated, students may be asked to improve a specific part of the task. Once the task is improved following the teachers’ guidelines, the task mark can be changed to maximum 3 out of 4 (rubric scale).

ASSESSMENT AND FEEDBACK


37

Mandatory and recommended bibliography, to be used in the course and for the theoretical framework of the TFM.

Required readings for Assessment and the CEFR

● Esteve, O. & Fernández, F. (2013). “Evaluación y autonomía: caminos que convergen”. En Esteve, O. & Martín-Peris, E. (eds.). Cuestiones de autonomía. Aprender a aprender en la clase de lengua extranjera. Barcelona: ICE-Horsori.

● Piccardo, E. (2014). From Communicative to Action-Oriented: A Research Pathway. Curriculum Services Canada.

● Trullàs, M. (2013). Una visió compartida de l’avaluació. EOICAT, XII: 29-35.

● ORDRE ENS/108/2018, de 4 de juliol, per la qual es determinen el procediment, els documents i elsrequisits formals del procés d'avaluació a l'educació secundària obligatòria.

Recommended readings

● Escobar, C. (2009) ¿Por qué no te callas? o Avaluar, Ensenyar i Aprendre Comunicació Oral a l’educació secundària. Articles Didàctica de la Llengua i de la Literatura, 47:99-111.

● Escobar Urmeneta, C. (2006). Una propuesta PEL de evaluación criterial para la educación secundaria. En: Cassany, D. (Ed.). Portfolio Europeo de las Lenguas de secundaria y su aplicación en el aula. Madrid: Instituto Superior de Formación del Profesorado del MEC de España: 77-108. Download descriptors.

● Esteve, O. & Arumí, M. (2006). “Instruments per al foment dels procesos autoreguladors en situacions diverses d’aprenentatge”. Actes de la XI Trobada de Centres d’Autoaprenentatge: L’espai d’autoaprenentatge: les noves necessitats i els models de funcionament en la societat actual. Generalitat de Catalunya. Secretaria de Política Lingüística.

● Figueras, N. (2012). The Impact of the CEFR. English Language Teaching Journal.

● Figueras, N. y F. Puig (2013) Pautas para la evaluación del español. Edinumen.

● Lantolf, J. And Poehner, M.E. (2004). Dynamic assessment of L2 development: bringing the past into the future, Journal of Applied Linguistics, vol 1/1: 49-72. Downloadable

● Little, D. (2009) The European Language Portfolio: where pedagogy and assessment meet.

● Teacher’s Guide to the CEFR. Pearson Longman.

● Chapters 1 and 2 of Common European Framework of Reference for languages: Learning, Teaching, Assessment.

BIBLIOGRAPHY AND RESORCES


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https://portaldogc.gencat.cat/utilsEADOP/PDF/7659/1685428.pdf

https://portaldogc.gencat.cat/utilsEADOP/PDF/7659/1685428.pdf

http://gent.uab.cat/cristinaescobar/sites/gent.uab.cat.cristinaescobar/files/Good_bad%20speaker%20red_blue%20descriptors_manusc.pdf

http://eltj.oxfordjournals.org/content/66/4/477.full.pdf?keytype=ref&ijkey=iSnDZ74sW29UaEZ

http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Publications/ELP_pedagogy_assessment_Little_EN.pdf

http://www.euddansk.dk/wp-content/uploads/2013/04/cefguide.pdf

http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf


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Required readings for Content-Based Instruction

● Escobar Urmeneta, C. (2012). Content-Rich Language Learning in Content-Rich Classrooms, in Serra, N. and McCullough, J. (eds.) APAC Quarterly Magazine, 74.

● Escobar Urmeneta, C. (2009). “Cuando la lengua de la escuela es diferente de la lengua familiar” in Monográfico Aprender en ingles. Cuadernos de Pedagogía, 395: 46-51. ISSN: 0210-0630

● Nussbaum, L. (2009). Integrar lengua y contenido, con los andamios necesarios. In Monográfico Aprender en inglés. Cuadernos de Pedagogía, ISSN 0210-0630. 395. pp. 56-58.


● Bellaterra Journal of Teaching and Learning Language and Literature. Edició Especial: Monogràfic CLIL / AICLE.

● Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: National Dissemination and Assessment Center.

● Cummins, J. (1984) Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters.

● Dale, L., Van der Es, W., Tanner, R. (2011). CLIL Skills. European Platform.

● Dale, L. and Tanner, R. (2012) CLIL Activities – A Resource for Subject and Language Teachers. United Kingdom: Cambridge University Press.

● Dalton-Puffer, C. (2007) Discourse in CLIL Classrooms. (Language Learning and Language Teaching 20). Amsterdam etc.: Benjamins.

● Escobar Urmeneta, C. & Nussbaum, L. (2008). Tasques d’intercanvi de informació i processos d’aprenentatge en l’aula AICLE. In Camps and Milian (coord.) Mirades i veus. Investigacions sobre l’educació lingüística i literària en entorns plurilingües. Barcelona: Editorial Graó: 167-187. ISBN: 978-84-7827-525-0.

● Infante, D., G. Benvenuto & E. Lastrucci (2009). The Effects of CLIL from the Perspective of Experienced Teachers. In D.Marsh, P. Meehisto, D. Wolff, R. Aliaga, T. Asikainen, M.J. Frigols-Martin, S. Hughes & G. Langé, eds., CLIL Practice: Perspectives from the Field. See chapter 20.

● Krathwohl, D. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212-218.

● Pallarés Monge, O. (2011). Crònica d’un projecte d’educació plurilingüe: Un estudi de cas. Bellaterra journal of teaching and learning language and literature. ISSN 2013-6196. Vol. 4 (2), pp. 57-70.

● Swain, M. (1998) Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal 6 (1), 68-83.

● Whaley, S. (2004). Making content comprehensible. In Fay & Whaley (eds.) Becoming one community: reading and writing with English language learners. Stenhouse Publishers: 105-132. Available online.

http://revistes.uab.cat/jtl3/issue/view/52/showToc

http://www.icpf.eu/?id=contents


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Required readings for Curriculum and Programming

● DECRET 187/2015, de 25 d'agost, d'ordenació dels ensenyaments de l'educació secundària obligatòria.

● Departament d’Ensenyament (2015). Competències bàsiques de l’àmbit lingüístic.. Llengües estrangeres. Educació secundària obligatòria.

● Departament d’Educació (2018) El currículum competencial a l’aula Una eina per a la reflexió pedagògica i la programació a l’ESO.

● Departament d’Educació (2018). El model lingüístic del sistema educatiu de Catalunya.


● OCDE (2010). The Nature of Learning: Using Research to Inspire Practice. (317-337)

● Marope, Mmantsetsa, Patrick Griffin and Carmel Gallagher. Future competences and the future of currículum. A global reference for Curricula Transformation. Geneva: IBE-UNESCO.

● DECRET 142/2008, de 15 de juliol, pel qual s'estableix l’ordenació dels ensenyaments de batxillerat

● Reial decret 1041/2017, de 22 de desembre, pel qual es fixen les exigències mínimes del nivell bàsic a l'efecte de certificació, s'estableix el currículum bàsic dels nivells intermedi B1, intermedi B2, avançat C1 i avançat C2, dels ensenyaments d'idiomes de règim especial regulats per la Llei orgànica 2/2006, de 3 de maig, d'educació, i se n'estableixen les equivalències entre els ensenyaments d'idiomes de règim especial regulats en diversos plans d'estudis i les d'aquest Reial decret (BOE núm. 311, de 23.12.2017)

Required readings for Designing Session Plans

● Generalitat de Catalunya, Departament d’Ensenyament. Decret 150/2017, de 17 d’octubre, de atenció educativa a l’alumnat en el marc d’un sistema educatiu inclusiu. Diari Oficial de la Generalitat de Catalunya.

● Mercè Esteve (2017). Decret 150/2017, de 17 d’octubre, de atenció educativa a l’alumnat en el marc d’un sistema educatiu inclusiu. Generalitat de Catalunya, Departament d’Ensenyament.

● Van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J.P. Lantolf (ed.) Sociocultural Theory and Second Language Learning, 245-259. Oxford: Oxford University Press.

● Woodward, T. (2001). Planning lessons and courses: Designing sequences of work for the language classroom. Cambridge University Press.

● Council of Europe (2017). Common European Framework for Reference for Languages: Learning, Teaching, Assessment. Cambridge, UK: Cambridge University Press.

● Richards, J. C. and Rodgers, T. (2015). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. 3rd edition.

● Willis, D. and Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.

http://portaldogc.gencat.cat/utilsEADOP/PDF/6945/1441278.pdf

http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/colleccions/competencies-basiques/eso/eso-linguistic-estrangeres.pdf

http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/colleccions/competencies-basiques/eso/eso-linguistic-estrangeres.pdf

http://xtec.gencat.cat/web/.content/curriculum/eso/orientacions/20180302ProgramacionsESO.pdf

http://xtec.gencat.cat/web/.content/curriculum/eso/orientacions/20180302ProgramacionsESO.pdf

http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/monografies/model-linguistic/model-linguistic-Catalunya-CAT.pdf

https://read.oecd-ilibrary.org/education/the-nature-of-learning_9789264086487-en#page1

http://www.ibe.unesco.org/sites/default/files/resources/future_competences_and_the_future_of_curriculum.pdf

http://www.ibe.unesco.org/sites/default/files/resources/future_competences_and_the_future_of_curriculum.pdf


https://portaljuridic.gencat.cat/eli/es-ct/d/2009/01/13/4





Required readings for Second Language Acquisition

● Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richard and R. W. Schmidt (Eds.). Language and communication (pp. 2-27). London and New York: Longman.

● Dörnyei, Z. & Skehan, P. (2003). Individual differences in SLL. In C. J. Doughty and M. H. Long (Eds.). The handbook of second language acquisition (pp. 589-630). Oxford: Blackwell.

● Ellis, R. (2008). Principles of instructed SLA. CAL Digest available at http://www.cal.org/resources/digest/instructed2ndlang.html.(pp. 1-6).

● Lightbown, P. & Spada, N. (2013). Individual differences in second language learning. In P. Lightbown and N. Spada. How languages are learned. (pp. 76-101). Oxford Handbooks for Language Teachers.

● Mitchell, R. & Myles, F. (1998). The recent history of SLA research. In R. Mitchell and F. Myles. Second language learning theories (pp. 22-41). New York: Routledge.

● Pérez, C. (2002). An introductory note: input and interaction in language acquisition. In P. Safont and M. C. Campoy (Eds.). Oral skills: resources and proposals for the classroom (pp. 19-31). Castelló de la Plana: Universidad Jaume I.

● Pérez-Vidal, C. (2011). Language acquisition in three different contexts of learning: Formal instruction, stay abroad, and semi-immersion (CLIL).” In Y. Ruiz de Zarobe, J. M. Sierra and F. Gallardo del Puerto (Eds.). Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts (pp. 103-127). Bern: Peter Lang.


● Doughty, C.J. & Long, M.H. (2003). The handbook of second language acquisition. Oxford: Blackwell.

● Ellis, R. (2012). The Study of Second Language Acquisition. Oxford University Press.

● Gass, S. & Selinker, L. (2008). Second Language Acquisition. An introductory course. London: Routledge.

● Mitchell, R & Myles, F. (2004). Second language learning theories. New York: Routledge.

● Van Patten, B. & A.G. Benati (2010). Key Terms in Second Language Acquisition. London: Continuum.


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CFP: Complements de Formació Professional

CONTENTS This subject is aimed at providing students with different approaches to the nature of discourse and literary language and their roles in teaching and learning processes. You will also experiment with different ICT tools and platforms to further connect the classroom and the outside world. It is structured into three modules: Literature and Culture in TEFL, Using ICT in the English Classroom, and English for 21st Century Teachers.

TIMING: ● Full-time students: October to February● Part-time students: First year subject, October to February

Sections and professors involved: ● English for 21st Century Teachers: Dirk Lagerwaard● Literature and Culture in TEFL: Anna Asian● Using ICT in the English Classroom: Ricard Garcia

Number of credits: 5 ECTSDedication: 20 hours of in-class work + 14 hours of online work + 182 hours of autonomous work

AC5. Use of IT tools to enhance learning and professional development

★ SUBJECT: Complements de Formació Professional (CFP)




Sections

Assessmenttask

Using ICT in the English ClassroomCFP. ICT

English for 21st Century TeachersCFP. E21

Literature and Culture in EFLCFP. LIT

T1. Designing, completing and reflecting on a song, film extract or literary text using ICT tools. See further details here

● In CFP. E21, classroom sessions will include presentations, class discussions and group work in which students will engage in the analysis of texts with their peers and the design of short genre-based didactic sequences:

○ Individual student work will include readings (provided by the teacher in the Moodle).

○ Students are expected to check the Moodle classroom before each session and to have done assigned readings before each class.

● As for CFP. LIT, through a series of hands-on sessions students will work collaboratively and reflect on how different kinds of texts can be exploited so as to develop language learners’ literary and cultural competences, their creativity and critical thinking skills. Before each class students will need to read some short literary texts as well as critical reviews, provided by teacher on Moodle, and do some activities.


○ To promote the use of and reflection on different text typologies and genres

○ To design mini-sequences of activities based on texts

○ To provide clear instructions, with examples


○ To choose and exploit texts, bearing in mind students’ needs/wants and their cultural interests

○ To promote creativity and critical thinking skills

○ To share one's work and ideas and to provide constructive feedback

● AC6. Use of IT tools to enhance learning and professional development

○ To know about different types of ICT resources

○ To learn about the adequate methodologies to use with ICT resources

○ To be able to choose the right tools to integrate within their teaching materials according the the specific needs of their context and learning environment.

○ To relate the outcomes produced with the ICT resources reviewed with students’ digital competencies



METHODOLOGY

● Sessions for CFP. ICT are based on practice. Students will deal with the multiple possibilities that creative tools offer in ESL. Sessions offer an overview of webtools and mobile apps. Students will be able to try some of these tools and create their own materials. Both group and individual work are expected. Students will also learn how to be always up to date with the arrival of new tools and apps, becoming part of professional learning networks where they will share their experiences and benefit from others’. For some sessions, students may have to bring their own laptops.


● English for 21st Century Teachers:

○ Understandings of what genuine communication implies and how this can be worked on in the foreign language classroom by means of genre-based instruction.

● Literature and Culture in TEFL:

○ Knowledge of cultural and discourse analysis as tools for the learning of English as a foreign language.

● ICT in the English Classroom:

○ ICT educational applications in the English classroom and the use of these tools according to diverse teaching methods.

CONTENTS

SESSIONS

Session nº English for 21st Century Teachers

1 ▪ Defining Genuine Communication

2 ▪ Teaching towards Spoken Genuine Communication

3 ▪ Understanding Genre and Text Types

4 ▪ Implementing Genre-Based Instruction

Session nº Literature and Culture in TEFL

1 ▪ Literary and cultural competences.▪ Pedagogical approaches: aims and principles

2 ▪ Activity-based cycle▪ Focus on content; focus on form

3 ▪ Creativity: principles.▪ Poetry.

4▪ Images▪ Music▪ Drama activities

5 ▪ Short texts in prose.▪ Types of activities.

6 ▪ The need of fantasy: fairy tales.▪ Oral presentations.

Session nº ICT in the English Classroom

1▪ Introduction: ICT in ESL: Creativity empowered▪ New approaches to teaching ESL through ICT▪ Competencies

2 ▪ Dealing with images▪ Some reflection

3▪ Voice and avatars▪ Enriching projects

4

▪ Stories and ESL▪ Animation▪ Comics▪ Movie clips▪ Newspaper simulators

SESSIONS


5

▪ Split-group session▪ Learning through videos▪ QR codes▪ Narrative

6

▪ Split-group session▪ Digital worksheets▪ Gamification▪ Assessment

SESSIONS


In order to pass the subject Complements de Formació Professional, students are expected to:

- Participate in at least 85% class activities and 75% online activities.

- Hand in all sections of the assessment tasks within the established deadlines.

There is one final task, composed of two sub-tasks. The first sub-task consists in designing, completing and justifying a mini-sequence of activities based on a literary text, song or film extract, with the aim to develop students’ literary, cultural and digital competences, paying special attention to creativity and critical thinking skills. The second subtask involves designing another mini-sequence of activities based on the same text, song or film extract in order to engage students in genuine self-expression. In both cases, you should use ICT tools. Students are expected to both upload the task to the moodle classroom. This task is assessed by Anna Asian, Ricard Garcia and Dirk Lagerwaard.

The task will be assessed according to the following criteria:

● Activities design● Activities completion● Short essay

After 15 days, students will receive a message with their marks and feedback on the work submitted.



BIBLIOGRAPHY AND RESOURCES

Required readings for Literature and Culture in TEFL

● Bettelheim, B. (1976). “The Child’s Need for Magic”. The Uses of Enchantment. The Meaning and Importance of Fairy Tales. New York: Vintage Books.

● Brumfit C. J. and Carter R. (1986). “Introduction”. Literature & Language Teaching. Oxford: OUP.

● Carter, R. and Long, M. (1991). “Literature in the Classroom”. Teaching Literature. Essex: Longman.

● Collie, J. and Slater, S.. 1991 (1987). “Teaching Literature: Why, What and How”. Literature in the Language Classroom. A resource book of ideas and activities. Cambridge: CUP.t

● Foster, D. (2005). “This is Water”.

● Hughes. T. (1967). Poetry in the Making. London: Faber and Faber.

● Lazar, G. 2008 (1993). “Examining the Reasons for Using Literature”. Literature and Language Teaching. A guide for teachers and trainers. Cambridge: Cambridge University Press.

● Maley, A. (1999). “Introduction”. Short and Sweet. Short Texts and How to Use Them. Volume 2. England: Penguin.


● Bassnett, S. And Grundy, P. (1993). Language through Literature. Creative Language Teaching through Literature. England: Longman.

● Carter, R. and McRae, J. (1996). Language, Literature and the Learner: Creative Classroom Practice. New York: Routledge.

● Corbett, J., and Thornbury, S. (2010). Intercultural Language Activities. Cambridge, UK: Cambridge University Press.

● Donaghy, K. (2015). Film in Action. Teaching Language Using Moving Images. Great Britain: Delta Publishing.

● Hinkel, E. (1999). Culture in Second Language Teaching and Learning. Cambridge Applied Linguistic Series. In M. Long and J. Richards (Eds.). Cambridge: C.U.P.

● Holmes, V. and Moulton, M. (2001). Writing Simple Poems. Cambridge: CUP.

● Maley, A. (2005). Drama Techniques. A Resource Book of Communication Activities for Language Teachers. Cambridge Handbooks for Language Teachers: CUP.

● Maley, A. (2018). Alan Maley’s 50 Creative Activities. Cambridge Handbooks for Language. Cambridge: CUP.

https://www.youtube.com/watch?v=8CrOL-ydFMI

● McRae, J. (1991). Literature with a Small “l”. London: Macmillan.

● Xerri, D. & Vassallo, O. (2016). Creativity in Language Teaching. Malta: ELT.

Required readings for ICT in the English Classroom

● http://americancultures.pbworks.com/w/page/12559454/ICT%20Benefits%20in%20EFL

Recommended readings:

● http://www.scoop.it/t/2-0-tools-and-esl

● http://www.scoop.it/t/web-2-0-tools-in-the-efl-classroom

● http://americancultures.pbworks.com/w/page/12559454/ICT%20Benefits%20in%20EFL

● Barnes, M. (2014) Teaching the iStudent. A quick Guide to using mobile devices and social media in the K-12 Classroom. USA, Corwin

● Peachey, N. Web 2.0 Tools for Teachers.

● Korkut Uluc Isisag, The Positive Effects of Integrating ICT in Foreign Language Teaching.

Required readings for English for 21st Century Teachers

● Johnson, K. E. 2009. Second language teacher education: A sociocultural perspective. New York; London: Routledge.

● Martín Peris, E. (2018). Pràctiques discursives situades: pràctiques comunicatives genuïnes. Articles de Didàctica de la Llengua i la Literatura, 78, 7-13.


● Menjíbar, Y. & Surribas, E. (2018) El trabajo por conceptos. Instrucción gramatical desde un enfoque competencial. Hacia el Aprendizaje Competencial de Lenguas Adicionales. Textos de Didáctica de la Lengua y de la Literatura (p.22-30).

● Useful resources and readings for teachers/researchers


http://americancultures.pbworks.com/w/page/12559454/ICT%20Benefits%20in%20EFL

http://www.scoop.it/t/2-0-tools-and-esl

http://www.scoop.it/t/web-2-0-tools-in-the-efl-classroom

http://americancultures.pbworks.com/w/page/12559454/ICT%20Benefits%20in%20EFL

http://conference.pixel-online.net/ICT4LL2012/common/download/Paper_pdf/235-IBT107-FP-Isisag-ICT2012.pdf

http://teachersresearchers.wordpress.com/

CONTENTS This subject is aimed at guiding students through different models and paradigms of foreign language teaching and their application to the design of didactic sequences that implement a TBLT approach. Along the design of materials and sequences, students will engage in the observation and analysis of the components and processes that are critical to teaching and learning processes by designing a spiral of inquiry adapted to the context of the practicum.

TIMING: ● Full-time students: October to May● Part-time students: Second year subject, October to May

Sections and professors involved: ● Classroom Research and Innovation: Àngels Oliva, with collaborations from Dirk

Lagerwaard, Carmen Pérez, Mireia Trenchs and Toni Pedragosa● Designing Didactic Sequences: Imma Boluña, with collaborations from Jose Fernández,

Oriol Pallarès, Yris Casart, Maria Trullàs, Cristina Malgrat and Toni Pedragosa● Ensenyar implica conversar: Laura Farró● Methodology: Philippa Davies

Number of credits: 10 ECTS

Dedication: 54 hours of in-class work + 50 hours of online work + 146 hours of autonomous work

DEIA: Disseny d’Espais Innovadors

d’Aprenentatge


AC4. Research, innovation and reflection on professional identity, and better teaching practice

AC1. Communication and personal interaction in the teaching and learning processes, and effective commitment in the school and in the teaching teams

★ SUBJECT: Disseny d’Espais Innovadors d’Aprenentatge (DEIA)



Sections

Assessmenttasks

Classroom Research and InnovationDEIA. CRI

MethodologyDEIA. MET

Designing Didactic SequencesDEIA. DDS

Ensenyar Implica ConversarDEIA. EIC

T2. Oral presentation of spiral of inquiry: teaching intervention + observation tools. See instructions here

40%

T3. Anàlisi de la interacció a l’aula basat en un recull de gravacions a l’aula de pràctiques. Veure instruccions aquí.

T1. Written justification and critical analysis of the methodological principles on which the DS has been developed. See instructions here.

20%

40%

https://docs.google.com/presentation/d/1lAUiO1MRbr9wLGwxf-USuBm5Ai1Hh5VJfZLRnno9ld4/edit?usp=sharing

https://docs.google.com/presentation/d/1lAUiO1MRbr9wLGwxf-USuBm5Ai1Hh5VJfZLRnno9ld4/edit?usp=sharing

https://drive.google.com/file/d/1Gz5_Lcxz-6vIT-SdC78e7wdgnXpHr7Qf/view?usp=sharing

https://drive.google.com/file/d/1fWrJuOhBvV1vQXFx0ipfpWGAuNZwbv8W/view?usp=sharing

https://drive.google.com/file/d/1fWrJuOhBvV1vQXFx0ipfpWGAuNZwbv8W/view?usp=sharing

● AC1. Communication and personal interaction in the teaching and learning processes, and effective commitment in the school and in the teaching teams

○ To acquire social discourse strategies to promote group formation and inclusion, to elicit previous knowledge, experiences and beliefs, and to promote the construction of shared knowledge.

○ To know about and use strategies that promote an inclusive and welcoming atmosphere that contributes to learners’ positive self-image, bearing in mind the roles of students and teachers play in building classroom atmosphere.

○ To know about and use different discursive strategies in order to explaind, orientate and guide learning: types of questions, inquiry discourse, use of symbolic and metaphorical language, use of graphic representations.

○ To incorporate discursive scaffolding strategies to use during collective activities in order to promote meaningful learning.

○ To apply constructive debate strategies, and exploratory conversation to promote the construction of knowledge within collaborative work.


○ To design didactic sequences that have a communication-focused final task and are sequenced to supports students’ progress


○ To connect the didactic sequence to a specific teaching method or teaching tool and to apply it successfully

○ To design didactic sequences that take into account students' diversity (in terms of their development, skills, social situation, etc.)

○ To innovate one's teaching practices based on theory and sound evidence, and to provide justified arguments to support innovations

○ To connect methodological principles with the design of a didactic sequence, and to illustrate these connections with specific references to materials..

● AC4. Research, innovation and reflection on professional identity, and better teaching practice

○ To share one's teaching practices and reflections orally, in writing and using audiovisual resources effectively with the wider community



● DEIA. CRI is intrinsically connected to the TFM, both in terms of contents and timing. Lessons will be very practical and hands on, so bringing a laptop is recommendable, as students are expected to work in group for collective reflection and analysis and in some sessions, students will be working in their practicum pairs on specific sections of the TFM. Autonomous work consists mainly of online collaborative tasks that require an internet connection and some basic online tools, or some pre-session readings at specific points of the course.

● In the module DEIA. DDS, the contents learnt in all the other modules (both UPF & OUC) converge and are applied. The module is organised mainly in hands-on sessions:

○ Through workshops, the instructors will acquaint the student-teachers with the necessary background knowledge for the design of a TBLT Didactic Sequence, which will be mostly designed in pairs.

○ Coursebooks will be looked at critically and then deconstructed in groups so as to see how the units in a given textbook can be reorganized from a task-based approach. The tasks designed will have to comply with the parameters given: the five questions that make a task complete.

○ The student-teachers will learn to focus on what text types they want to teach and to design class activities based on active and student-centred methodologies, though the ESETE process of design.

○ The student-teachers will also learn to design Course Programmes framing their teaching goals within the current competential curriculum.

METHODOLOGY


○ To understand key concepts and theories on learning and learning languages, and to use them to plan their own research projects and to analyse their own practice

○ To know about different types of educational research, their purposes and tools, and to use them to plan their own research projects

○ To design and carry out efficient research plans to improve their own teaching practices using tools that can be used along their teachingTo understand the role of feedback in reflective practice, to use different feedback tools and strategies to design their own research, to analyse their teaching practices and to give effective feedback after an observation and help their peer to establish next improvement steps

○ To develop reflective and collaborative observation skills: Observing a class and knowing what to focus on, and taking useful notes for the subsequent co-reflection

○ To be aware of the social and cultural issues involved in language learning and to take them into account to reflect on their own teaching practices, and to do research in the classroom using tools that take into consideration all agents in the learning context

CONTENTS


● Classroom Research and Innovation:

○ Theoretical approaches to the analysis of learning a foreign language in formal instruction contexts

○ Models and tools for a critical observation of teaching and reflective practice: quantitative, qualitative, ethonographic and mixed-methods analysis

○ Innovative teaching interventions within the framework of spirals of inquiry

○ Management and analysis of data: ethical issues, resources and strategies

○ Observation and feedback between teachers

● Designing Didactic Sequences:

○ Planning Didactic Sequences through the design of meaningful final tasks and sequences based on the ESETE frame. The former design will aim to develop stds’ language skills (both productive and receptive)

○ Designing competential tasks that enable learners to learn to do things for the real world

○ Choosing active methodologies that truly maximise language learning

○ Understanding that the text is the basis of all language exchanges and communicative acts

● Ensenyar Implica Conversar:

○ Capacitar els futurs docents en l’adquisició d’estratègies d’interacció constructiva a l’aula que els permeti usar la comunicació, i en concret la conversa, com a instrument facilitador i mediador dels aprenentatges.

● Methodology:

○ Models and methods of foreign language teaching which encourage learner autonomy and active learning, such as task- and project-based learning.

● A les sessions de DEIA. EIC, la metodologia pretén ser un reflex del contingut que es tracta, de manera que els futurs docents puguin experimentar per si mateixos un model pedagògic dialògic basat en la interacció constructiva i en la comunicació com element de mediació en els processos d’ensenyament i aprenentatge. Està centrada en tres eixos: l'experimentació, la reflexió crítica i la interacció dels participants.

● The sessions for DEIA. MET will be very participative, with individual, pair and group work within class hours. Collaborative work and peer feedback will be emphasised. Students will also be expected to do mandatory pre-session readings and preparation. Instructions and all reading materials will be available via Moodle.

Session nº Classroom Research and Innovation

1▪ Live online session led by Àngels Oliva

▪ Introduction to the subject and the TFM: learning goals, assessment, methodology.

2

▪ In-class session

▪ Roundtable: Teacher roles: Can teachers be researchers? With Mireia Trenchs and Carmen Perez

3

▪ Live online session led by Àngels Oliva

▪ Wrap-up of previous day discussion on teachers’ roles in class

▪ Research for teachers: the spiral of inquiry

4▪ In-class session led by Dirk Lagerwaard

▪ Learning in a language classroom

5▪ Asynchronous work

▪ Theories of learning

6 & 7

▪ Live online session led by Àngels Oliva

▪ The research diary for the first practicum phase

▪ Asynchronous work: Design of an own tool


▪ Recap on research tools and feedback on research diary

SESSIONS


Check the calendar for the specific timings and contents

Session nº Classroom Research and Innovation


▪ TFM Proposal


▪ Building the theoretical framework for the TFM

11 & 12▪ In-class sessions led by Carmen Pérez and Mireia Trenchs

▪ Quantitative and qualitative methods for research in SLA

13 & 14▪ In-class sessions led by Carmen Pérez and Mireia Trenchs

▪ Quantitative and qualitative methods for research in SLA


▪ Design of the spiral of inquiry

16▪ Live online session led by Toni Pedragosa

▪ Observació i retorn entre iguals

17

▪ Online session led by Àngels Oliva

▪ Sorting out the data: ethical issues, tables, working with spreadsheets, transcriptions, etc.

18 & 19▪ In-class sessions led by Àngels Oliva

▪ Presenting results and analysing data

20 & 21▪ Online tutoring sessions led by Àngels Oliva

▪ Voluntary Q&A session on the TFM data

SESSIONS


Session nº Classroom Research and Innovation (continued)

22▪ Online session led by Àngels Oliva

▪ Writing and editing the TFM

23▪ Online session led by Àngels Oliva

▪ Designing the poster for the TFM

SESSIONS


Session nº Designing Didactic Sequences

1

▪ Session led by Maria Trullàs & Cristina Malgrat (in Catalan)

▪ The task-based approach in teaching (introduction) : How to design a task and phrase it within a thorough and rich context. The concepts on this session will be the basis for the design of your final task in the Practicum context

2

▪ Session led by Imma Boluña

▪ How to make do with a traditional coursebook and still hold a TBL stance: looking at textbooks with a critical eye, deconstructing them according to TBLT principles

3

▪ Session led by Oriol Pallarès

▪ Preparing for your Didactic Sequence. How? By signing a Teaching Contract with your School Mentor. In this session you are going to be shown how.

4

▪ Session led by Maria Trullàs & Cristina Malgrat (in Catalan)

▪ ESETE: una eina per aprendre a programar competencialment. La SD a vista d’ocell o les cinc passes que poden guiar la construcció d’una seqüència (bastida de la seqüència).


Session nº Designing Didactic Sequences

5

▪ Session led by Imma Boluña

▪ How to phrase a task properly. Improving our phrasings though peer-feedback

▪ Getting the hang of the ESETE scaffolding technique

6

▪ Session led by José Fernández (in Catalan)

▪ Com programar competencialment i coherent tot un curs. Preparant-nos per programar per a una escola, per a unes oposicions.

▪ Com distingir millor què és una activitat i què és una tasca

▪ Com planificar cada sessió de forma detallada (exemples)

7▪ Session led by Yris Casart & Imma Boluña

▪ SCOBA presentation. Peer and teacher feedback for further improvement of our SCOBAS.

8, 9 & 10▪ Online sessions led by Imma Boluña

▪ Design of your practicum didactic sequence

11 & 12▪ Sessions led by Toni Pedragosa (in Catalan)

▪ Gestió d’aula

12▪ Live online session led by Imma Boluña

▪ On-demand tutorial sessions concerning the design of the didactic sequence

SESSIONS

SESSIONS


Session nº Ensenyar Implica Conversar

1

La conversa eficaç per la l’ensenyament-aprenentatge

▪ La interacció constructiva i els seus elements

▪ Les peces clau per a la implicació dels aprenents en el seu procés d’aprenentatge

2

Estratègies conversacionals d’interacció constructiva

▪ La conversa vertical i la horitzontal

▪ Un model d’estratègia discursiva estructural de bastida pedagògica

▪ La conversa com a pont: del coneixement espontani al coneixement científic

▪ Els esquemes d’orientació de l’aprenentatge

4

Estratègies per a la interacció amb un mateix

▪ Reflexió, autoregulació. Procés autonomitzador

▪ Eines d’autoregulació dels aprenentatges

▪ Interacció amb un mateix i desenvolupament professional

5

Educar amb tacte

▪ Estratègies discursives socials per afavorir el bon clima d’aula

▪ Tipus de preguntes per implicar, indagar i explorar

▪ El llenguatge simbòlic i les metàfores

SESSIONS


Session nº Methodology

1▪ Subject introduction (face to face): What are the course objectives? What are our own

teaching beliefs about methodology? What is the connection between classroom environment and methodology?

2▪ Setting the methodological context (face to face): What are some methods and

approaches that teachers have used over the years? What are current methods and approaches, and how are these realised in practice?

3▪ Task-based Learning: a closer look (online). What is TBL and the “gap principle”? How

can we identify a task?

4▪ Task types and sequencing (online): What are some examples of output tasks? How can

we sequence them?

5▪ Text-based tasks (face to face): What does it mean to read and listen meaningfully?

How can we use texts in class? What are some examples of input tasks?

6▪ Project-based learning (online): What is PBL? What is a driving question, and how can

we create effective ones? How can we structure and plan an effective project?

7▪ Global competence and critical thinking (face to face): What is “global competence”

and “critical thinking”? Why are these valuable? How can we design projects that foster these?

8▪ “Post methods”, learner strategies and autonomy (face to face): What are effective

learner strategies? How can we support and challenge students?

Mandatory and recommended bibliography, to be used in the course and for the theoretical framework of the TFM.

Required readings for Classroom Research and Innovation

● Allwright, D. (2001). Exploratory practice. Some Introductory readings.

● Badger, R. (2018). Teaching and Learning the English Language. A Problem-Solving Approach. London: Bloomsbury.

● Bates, B. (2016). Learning Theories Simplified. London: Sage. (selected chapters).

● Benavides, F., Dumont, H., & Istance, D. (Eds.). (2010). Nature of Learning: Using Research to Inspire Practice. OECD.

● Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press. (Selected chapters)

● Esteve, O. (2011). Desarrollando la mirada investigadora en el aula: la práctica reflexiva: herramienta para el desarrollo profesional como docente. En Ruiz, U. (coord.), Lengua castellana y literatura. Investigación, innovación y buenas prácticas. Barcelona: Graó (Serie Formación del Profesorado).

● Esteve, O., Ràfols, J., & Busquets, O. (2006). La pràctica reflexiva: una modalitat de formació del professorat. Guix. Elements d’Acció Educativa, 323, 11-15 (extract)

● Timperley, H., Kaser, L., & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry (Vol. 234). Melbourne: Centre for Strategic Education (selected chapters)

Recommended readings for Classroom Research and Innovation

● Allwright, D. & Bailey, K. (1991). Focus on the language classroom. Cambridge: Cambridge Language Teaching Library. London: Cambridge University Press.

● Burns, A. (1999). Collaborative action researh for English language teachers. London: Cambridge University Press.


In order to pass the subject Disseny d’Espais Innovadors d’Aprenentatge, students are expected to obtain a passing grade in all 3 assessment tasks:

● Task 1: With your DS partner. Written justification of the methodology implemented in the didactic sequence. This task is assessed by Philippa Davies;

● Task 2: With your DS partner. Edited video in which you present orally the spiral of inquiry that will be the backbone of the TFM. This task is assessed by Àngels Oliva, Philippa Davies & Imma Boluña;

● Task 3: Individual task. Analysis of class interactions based on a video recording. This task is assessed by Laura Farró & Toni Pedragosa.

You can find the deadlines for the tasks in the live calendar, and any other information in the moodle classroom. All work must be submitted via the master’s moodle classroom unless otherwise instructed by teachers.


BIBLIOGRAPHY AND RESORCES

http://www.letras.puc-rio.br/oldepcentre/readings/ep_reading_contents.htm

http://www.xtec.cat/~ilopez15/materials/practicareflexiva/lapracticareflexiva.pdf

https://docs.google.com/spreadsheets/d/1fTNKEhLE99sH3x4cYdNRN6amzRJyoL1g6yKXF2VyIoA/edit?usp=sharing

● Esteve, O. (2004). La observación en el aula como base para la mejora de la práctica docente. In Lasagabster, D. & Sierra, J.M. (Coord.), La observación como instrumento para la mejora de la enseñanza-aprendizaje de lenguas. Barcelona: ICE-Horsori (Cuadernos de Educación).

● Lasagabaster, D. & Sierra, J. M. (2004). La observación como instrumento para la mejora de la enseñanza-aprendizaje de lenguas. Barcelona: ICE-Horsori.

● Paltridge, B. and Phakity, A. (eds.) Research Methods in Applied Linguistics. London and New York: Bloomsbury. (Selected chapters)

● Richards, J. C. & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. London: Cambridge University Press.

● Wallace, M. (1998). Action Research for Language Teachers. Cambridge: Cambridge University Press.

Required readings for Designing Didactic Sequences

● DECRET 187/2015, de 25 d'agost, d'ordenació dels ensenyaments de l'educació secundària obligatòria.

● DECRET 142/2008, de 15 de juliol, pel qual s'estableix l’ordenació dels ensenyaments de batxillerat

● Reial Decret 1041/2017, de 22 de desembre, que estableix el currículum bàsic dels nivells Intermedi B1, Intermedi B2, Avançat C1 i Avançat C2 dels ensenyaments d'idiomes de règim especial regulats per la Llei Orgànica 2/2006, de 3 de maig, d'educació (EOI) Pendent de publicació a Cat.

● Reial Decret del 2019 de les EOI

● Projecte de decret pel qual s'estableix l'ordenació i el currículum dels ensenyaments d'idiomes de règim especial (Gencat)

● Curriculum per a les escoles d’adults

● Departament d’Ensenyament (2015). Document d'identificació i desplegament de les competències bàsiques de l'àmbit lingüístic a l'Educació Secundària Obligatòria. Llengües estrangeres.

● Com programar per competències a l’ ESO

● DECRET 150/2017, de 17 d'octubre, de l'atenció educativa a l'alumnat en el marc d'un sistema educatiu inclusiu

● De l’escola inclusiva al sistema inclusiu

● Orientacions per a l'elaboració del pla de suport individualitzat

● Diversitat i Inclusió

62




http://xtec.gencat.cat/ca/curriculum/idiomes-a-les-eoi/curriculum/



https://www.boe.es/diario_boe/txt.php?id=BOE-A-2019-317

http://ensenyament.gencat.cat/ca/departament/normativa/disposicions-normatives/en-tramit/projectes-decret/ordenacio-curriculum-idiomes-regim-especial/

https://projectes.xtec.cat/xarxadults/portada/nou-curriculum-de-llengues-estrangeres/

http://ensenyament.gencat.cat/ca/departament/publicacions/colleccions/competencies-basiques/eso/ambit-linguistic-lleng-estr/

http://ensenyament.gencat.cat/ca/departament/publicacions/colleccions/competencies-basiques/eso/ambit-linguistic-lleng-estr/

http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/colleccions/competencies-basiques/eso/programar-eso.pdf

https://bit.ly/2MbsSC

http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/colleccions/inclusio/escola-inclusiva/escola-inclusiva.pdf

http://ensenyament.gencat.cat/ca/departament/publicacions/colleccions/competencies-basiques/primaria/orientacions-pla-suport-individualitzat/

http://xtec.gencat.cat/ca/curriculum/diversitat-i-inclusio/marc-conceptual-i-normatiu/

BIBLIOGRAPHY AND RESOURCES


Recommended readings for Designing Didactic Sequences

● Esteve, O. i Martin Peris, E. (2013) Cuestiones de autonomía en el aula de lenguas extranjeras. Barcelona. Horsori.● Esteve, O. Entre la práctica y la teoría. Comprender para actuar (Between practice and theory. Understanding for

acting) . BIBLID [ISSN: 1137-4446, eISSN: 2255-1069 (2013), 19; 13-36]

● Erickson, H.L. (2007). Concept-Based Curriculum and Instruction for the Thinking Class-room. California: Corwin Press.

● Esteve, O. Enseñar la producción escrita. UPF. Grup de treball sobre el Portfolio Europeu de Llengues. http://blocs.xtec.cat/portfolio/materials-pel/

● Esteve, O.; Fernández, F. Evaluación y Autonomía, Caminos que convergen.

● Picardo, E. & North, B. (2019)The Action-oriented Approach: A Dynamic Vision of Language Education. New Perspectives in Language & Education. Multilingual Matters. ISBN: 9781788924337

On Motivation:

● Dörnyei, Z. & Hadfield, J.(2013) Motivating Learning. Pearson. *Hadfield & Dornyei- Routledge.

On active approaches to TEFL:

● http://www.scottthornbury.com/articles.html

● http://www.cambridge.org/elt/blog/tag/penny-ur/

Required readings for Ensenyar Implica Conversar

● Mercer, N., Hargreaves, L., Garcia-Carrión, R., Soler, M., 2017. Aprendizaje e interacciones en el aula. Hipatia Editorial

● Mercer, N., 2001. Palabras y mentes. Como usamos el lenguaje para pensar juntos. Paidos

● Esteve, O., Carandell, Z., Farró, L. (2011). La construcción guiada de conocimiento en la formación del profesorado: la función mediadora de la interacción desde los distintos niveles de andamiaje pedagógico.

● Van Manen, M., 2009. El tacto en la enseñanza. El significado de la sensibilidad pedagògica. Paidos.

● Farró, L., Lope, S., 2018. Cartas conversacionales para aprender a debatir. Revista Alambique-91.

http://blocs.xtec.cat/portfolio/materials-pel/

http://www.scottthornbury.com/articles.html

http://www.cambridge.org/elt/blog/tag/penny-ur/

https://www.researchgate.net/publication/272176242_La_construccion_guiada_de_conocimiento_en_la_formacion_del_profesorado_la_funcion_mediadora_de_la_interaccion_desde_los_distintos_niveles_de_andamiaje_pedagogico

https://www.researchgate.net/publication/272176242_La_construccion_guiada_de_conocimiento_en_la_formacion_del_profesorado_la_funcion_mediadora_de_la_interaccion_desde_los_distintos_niveles_de_andamiaje_pedagogico


Recommended readings for Ensenyar Implica Conversar

● Meirieu, P., 2007. Frankenstein educador. Laertes

● Gilbert, I., 2005. Motivar para aprender en el aula. Las siete claves para la motivación escolar. Paidos

Required readings for Methodology (all required chapters are found in the Moodle folder)

● Celce-Murcia, M., Brinton, D. M. and Snow, M. A. (2014). Teaching English as a second or foreign language. (Ch. 1, pp. 2-14). Boston, Mass.: National Geographic Learning.

● Erlam, R. (2016). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 20(3), 279-299.

● Kumaravadivelu, B. (2006) TESOL Methods: Changing Tracks, Challenging Trends. TESOL Quarterly, 40(1), pp. 59 – 81.

● Larsen-Freeman, D. & Anderson. M. (2011) Techniques and Principles in Language Teaching. Oxford: OUP.● Richards, J.C. & Rodgers, T.S. (2014). Approaches and Methods in Language Teaching (Third Edition). CUP● Willis, J. (1996). A Framework for Task-Based Learning. Longman.● Willis, D. & Willis, J. (2007). Doing Task-Based Teaching. Oxford: OUP.

Recommended readings for Methodology

● Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press. ● Harmer, J. (2001) The Practice of English Language Teaching. Longman. ● Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.● Kumaravadivelu, B. (2006). Understanding language teaching: from method to postmethod. Mahwah, New Jersey:

Lawrence Erlbaum.● Leaver & Willis (Eds.). (2004) Task- based instruction in foreign language education. Washington, DC:

Georgetown University Press.● Long, M. (2015). Second language acquisition and task-based language teaching. Wiley-Blackwell.● Long, M., & Doughty, C. (Eds.) (2009). The handbook of language teaching. Malden, MA: Blackwell.● Long, M. H. (2000). Focus on form in task-based language teaching. In R. L. Lambert & E. Shohamy (Eds.),

Language Policy and Pedagogy. Philadelphia, PA: John Benjamins.● Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. ● Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.● Richards & Reppen (2014). Towards a Pedagogy of Grammar Instruction. RELC Journal, 45 (1), pp. 5–25.

● Scrivener, J. (2005) Learning Teaching. Macmillan.

● Thornbury, S. (1999). How to Teach Grammar. Harlow: Pearson Education/Longman.

● Thornbury, S. (2005). How to Teach Speaking. Harlow: Pearson Education/Longman.

● Thornbury, S. (2006). An A-Z of ELT. Macmillan.

● Wong, W. & VanPatten, B. (2003). The Evidence is IN: Drills are OUT. Foreign Language Annals 36 (3), pp. 403–423.

● Williams, M. & Burden, R. (1997). Psychology for Language Teachers: A Social Constructivist Approach. CUP


66

Practicum moduleFace-to-face and online sessions at UPF and at a practicum school20 ECTS (14 for the Practicum and 6 for the TFM)

● Practicum seminars and workshops● Practicum phase 1 and phase 2● Final master’s paper (TFM)

★ PRACTICUM (not including the TFM)

AC3. Methodology , Didactics and Management of students’ diversity


Sections

Assessment

Practicum seminars and workshops

Tutoring sessions with UPF tutor

10-week stay at practicum school

67

AC4. Research, innovation and reflection on professional identity and better teaching practice

AC5. Use of IT tools to enhance learning and professional development


AC1. Communication and personal interaction in the teaching & learning processes and effective commitment in the school and in the teaching teams

My practicum e-portfolioSee template hereSee rubric here

50%

Mentor’s assessment of teaching competencesSee rubric here

Mentor’s assessment of the Didactic Sequence See rubric here

25% 25%

https://drive.google.com/open?id=1cTDbl-dVbMC8jT1TO5TpOMpdVckj6vdIyGo4Wv3ZoO0

https://docs.google.com/spreadsheets/d/1BUoDnaXHjEM327vdf9UMajdw92BcE53IflPay_m0mss/edit#gid=481125208

https://docs.google.com/spreadsheets/d/1iA-jeqIVzC0_mrKxqO7cStanKqj8KdyOe2IKl_oDr6k/edit?usp=sharing

https://docs.google.com/spreadsheets/d/13S8SuUPbvgvGNFQ4EgqfuD3uBwgdoamXfPXir3RgLMA/edit?usp=sharing

The main goals of the practicum are 1) to enable you to develop key areas of competence all teachers need, and 2) to see in practice the concepts and knowledge you have worked on in the other subjects. The practicum is, in this sense, an experience of personal growth.

The practicum offers you a space for the observation, participation and reflection on the current state of affairs in secondary schools. It is an opportunity to participate in the school community, to get to know different approaches to teaching/learning, to compare and contrast theoretical and practical models, and to explore your own ideas and attitudes.

Therefore, it is important to bear in mind that the practicum placement is not an idealised setting but the reality you will find once you start working: Mentors, students and other teachers are real people, with their own personal, family and professional backstories and issues.

Make the most of this opportunity to get to know and reflect on the areas of potential development. As the future of the profession, you will soon find yourselves working in a similar setting to the one you approach now as an outsider observer. It is up to you, and it should certainly be a priority, to take the chance to observe in depth the system, write your reflections about it, and contribute to its further development.

Overview of the practicum

Remember that in order to pass the practicum, attendance is mandatory to at least 85% of the school hours and the sessions at UPF

● Second year module

● Nºof ECTS: 14 ECTS (350 hours)

● Subjects: Practicum placement (in the school), Practicum seminars, tutoring sessions with the UPF practicucm tutors.

● Classroom hours: Practicum seminars, and up to 250 hours in the school (between 20-25 hours per week), plus other tutoring sessions with the UPF practicum tutor.

● Teachers involved:

○ Practicum placement: school mentor and UPF practicum tutor (Imma Boluña, Anna Asián, Anna Bertran, Laura Carmona, Ricard Garcia, Philippa Davies, Anna Diaz, Yris Casart or Isabel Tornero).

○ Practicum seminars: Imma Boluña, Anna Asian, Isabel Tornero and Toni Pedragosa.

○ Practicum workshops: Anna Bertran and Laura Carmona.

Syllabus

Session Contents

1 ▪ PRACTICUM WORKSHOP 1: Session to work on group dynamics to form practicum pairings

▪ Prof. Laura Carmona

2 ▪ PRACTICUM SEMINAR 1: Important information on the practicum I and group reflection. Presentation of tasks

▪ Prof. Imma Boluña and Isabel Tornero

3 ▪ PRACTICUM WORKSHOP 2: Tutoring a group (1).

▪ Prof. Anna Diaz

4 ▪ PRACTICUM SEMINAR 2: Distribution of practicum placements and setting up of practicum pairings

▪ Prof. Anna Asian, Imma Boluña and Isabel Tornero

▪ FIRST PRACTICUM PHASE (3 weeks): Including Observation and scaffolded intervention, and school swap

▪ Prof. Mentors of the practicum schools

5 ▪ PRACTICUM SEMINAR 3: Practicum stories and SCOBA


6 ▪ PRACTICUM WORKSHOP 3: Who am I as a teacher?

▪ Prof. Anna Bertran

Session Contents

7 ▪ PRACTICUM WORKSHOP 4: Feedback entre iguals

▪ Prof. Toni Pedragosa

8 ▪ PRACTICUM SEMINAR 4: Prep for second practicum phase


▪ SECOND PRACTICUM PHASE (7 weeks): Intervention phase

▪ Profs. School mentors and UPF practicum tutors

9 ▪ PRACTICUM WORKSHOP 5: Tutoring a group (2).

▪ Prof. Anna Diaz

10 ▪ PRACTICUM SEMINAR 5: TTT and peer assessment of the practicum video clips.

The assessment of the practicum is carried out by the UPF practicum tutor and the school mentor on an individual basis. The grade for the practicum is split between the assessment of your E-Portfolio by your UPF tutor (50%) and the assessment of your overall practicum performance by your practicum mentor (50%).

The practicum e-portfolio contains evidence of your work in different areas of teaching and research, and is carried out individually.

To assess your overall practicum performance, your mentor will take into account the design and implementation of the didactic sequence and your progress in the 5 areas of teaching competence we have presented at the start of the guide.

The co-ordination will be sharing with you a rubric containing a series of tabs with all of the above:

● the total practicum grade● the grade and follow-up to the e-portfolio (50%)● the rubric to assess your DS (25%)● the rubric to assess your teaching competences

(25%)

Assessment of the

practicum

Work distribution

through each phase

The practicum is organised into two phases:

● Phase 1: Observation and discovery (60 hours).

● Phase 2: Accompanied and autonomous intervention (190 hours).

Meetings with the practicum mentor

At the start of each phase, students should meet their school mentor in order to negotiate their Teaching Contract, which they’ll start preparing at UPF beforehand. They will also map out the tasks to be carried out during this period, which need to be written down in the Practicum Follow Up Grid that mentors will sign weekly.

https://docs.google.com/presentation/d/1cTDbl-dVbMC8jT1TO5TpOMpdVckj6vdIyGo4Wv3ZoO0/edit?usp=sharing

https://docs.google.com/spreadsheets/d/1iA-jeqIVzC0_mrKxqO7cStanKqj8KdyOe2IKl_oDr6k/edit?usp=sharing

https://drive.google.com/open?id=10RWRHeWR3dVwVyahywlRHUDUBexuYoPAQBOsutpx9JA

https://drive.google.com/open?id=17y2gymtX5xq9MOnsVBfUVN7Q-w8TRRpg

Phase 1: Observation and discovery

The goal of the first phase is to get to know the school context, to observe and to analyse it globally, to become acquainted with the teaching practices, the way it interacts with the area and the people involved.

During this first phase, you may start leading some activities under the mentor’s supervision and help.

In addition to the tasks that the mentor sets for you, you should try and observe a wide variety of sessions, not necessarily only your mentor’s.

Phase 2: Accompanied and autonomous intervention

The main goal of this phase is to test the implementation of the 9-hour didactic sequence you have designed, with the approval of your UPF practicum tutor and the school mentor. You’ll be in charge of the implementation, follow-up, class management and assessment.

Besides, you will continue to contribute to the school in the same manner as in the previous phase (attendance to meetings, school trips, grading, material design, etc.).

You will also continue to work on the action research project for the TFM.

Tasks to be carried out

During Phase 1:

● Attend the mentor’s sessions.● Attend department coordination meetings and

seminars, assessment meetings and any other meetings the mentor attends.

● Attend the coordination meetings with teachers from other areas.

● Outline the didactic sequence to be implemented in phase 2, negotiate terms with the practicum partner and mentor, and sign the Teaching Contract.

● Attend a school trip or outing.● Grade some tasks by students.

https://drive.google.com/open?id=19BGuKyx2JchX1B2jynXVeRNjKFjEYE5ckuAAEqLWBLw

● Negotiate with the mentor assessment criteria. Analyse the results obtained and provide students with formative feedback.

● Participate in tutoring sessions with the whole group.

● Attend some meetings with students’ families.● Attend some individual tutoring sessions with

students.● Prepare some materials for the mentor’s sessions

following their guidelines.● Lead some short activities during the mentor’s

sessions.● Help the mentor with class management during the

mentor’s sessions.

During Phase 2:

● All items included under phase 1.● Implement the 9-hour DS.● Set up an observation visit for the UPF

practicum tutor while you teach the 9-hour DS. During the visit, your UPF tutor should see you and your partner “in action”, and have some time to talk to the school mentor and to you.

● Gather data for the TFM using the observation tools designed in DEIA. Classroom Research and Innovation.

● Observe your peer and vice-versa and offer feedback on their performance and discuss their feedback on yours.

● Analyse your own teaching competences.

In the following pages, you’ll find a brief introduction to all the people involved in the master’s courses and the practicum seminars, along with their different roles and contact details.● UOC professors: Subject coordinators for the Foundations module.● UPF professors: Subject teachers for the Specialisation module, they also

act as practicum tutors and/or TFM tutors. The list also includes school mentors who contribute to some of the courses.

The teaching team

Content teachers:● Fonaments d’Aprenentatge i Ensenyament (FAE)

○ Teachers and possible TFM tutors: Yris Casart, Teresa Galobardes, Oriol Pallarès, Dirk Lagerwaard, Helena Roquet.

○ Collaborators: Xavier Ortín, Mar Rosso, Usoa Sol, Mireia Xortó.● Complements de Formació Professional (CFP)

○ Teachers and possible TFM tutors: Anna Asian, Ricard Garcia, Dirk Lagerwaard.

● Disseny d’Espais Innovadors d’Aprenentatge (DEIA)○ Teachers and possible TFM tutors: Imma Boluña, Philippa

Davies, Àngels Oliva, Laura Farró. ○ Collaborators: Dirk Lagerwaard, Cristina Malgrat, Toni

Pedragosa, Carmen Pérez, Mireia Trenchs, José Fernández and Maria Trullàs.

Practicum tutors: ● Anna Asian● Anna Díaz● Imma Boluña● Laura Carmona

Coordination team ● Master’s director for UPF: Mar Carrió.● Master’s director for UOC: Guillermo Bautista● Coordinators for the English specialisation: Imma Boluña and

Àngels Oliva.

● Philippa Davies● Ricard Garcia● Yris Casart

Anna [email protected]. Literature and culture in ELT, and Practictum tutor

Anna studied English Philology at the Universitat de Barcelona, where she also did the doctorate courses on Literature and Cultural Pluralism. She holds a Diploma in Teaching English to Speakers of Other Languages (International House, Barcelona) and a Diploma in English Literature (British Council, Barcelona). She has been teaching English language and literature at the UPF for the last 25 years. She also teaches English Language at the UOC. Anna is currently working as an instructor and co-coordinator of the Màster de Formació de Professorat de Secundària Obligatòria i EOIs.

Àngels [email protected]. Classroom Research and Innovation, & TFM and academic Coordinator

Àngels has worked at the faculty of Humanities and Translation at UPF, teaching ESP and English literature, but is now focused on the Master’s as coordinator and teacher, while contributing to doctoral tutoring. She has taught Content-based teaching at UIC, UPF and UdL. At UPF, she has participated in a series of projects to improve the quality of teaching, including the implementation of an English mentoring programme and writing workshops at UPF and URL. Àngels finished her PhD at the UAB’s Faculty of Education in 2012. Her main research interests lie in the field of literacies and multilingualism, particularly regarding the exploration of the connections between discourse and identity construction in the FL class. Àngels is president of APAC, and part of the editorial team for APAC’s ELT Journal, and member of the research group GREILI and ALLENCAM.

mailto:[email protected]


Carmen Pé[email protected]. Classroom Research & Innovation

Carmen is an Accredited Full Professor of English at the Dept. of Translation and Linguistic Sciences (UPF), having been a secondary school teacher and accredited teacher trainer. Her current research interests lie within the field of foreign language acquisition, bilingualism, and the lingüístic and non-linguistic effects of different learning contexts. On this topic, she has been leading researcher of the Study Abroad and Language Acquisition (SALA) project, and an oficial Catalan research group, ALLENCAM (2004-2017). Carmen has published internationally in high impact journals in her field, and contributed with key chapters to different handbooks. She has launched and co-coordinated the AILA Research Network (ReN) on Study abroad.

Anna completed her studies in Translation and Interpreting at Pompeu Fabra University in 2005. She is an English teacher and the International Baccalaureate Diploma Coordinator at Institut Moisès Broggi. She has also collaborated with EOI-IOC as English teacher for 5 years. Last year she completed the postgraduate course to become Head of School at Fundació Martí l’Humà. She has also collaborated with UPF’s MA Teacher Training programme, performing the role of referent at Moisès Broggi. Anna passed “opos” in 2009 and has been training teachers to face “opos” since then. She is currently coordinating the Opos.cat programme in Barcelona.

Anna Dí[email protected] Practicum workshops and tutor



Cristina and Maria are currently teaching German at an EOI. They have participated in different research workgroups and are now members of GRAULA. Besides their teaching in the EOI, they also work as teacher-trainers, specialising in competence-based teaching.

Cristina Malgrat & Maria Trullà[email protected], [email protected]. Designing didactic sequences

Dirk is a PhD candidate at UPF, where he investigates practical ways to enable students to situate themselves communicatively and cognitively through mediation to enable them to become social agents who fearlessly express themselves according to how they experience and interpret the communicative situation. Dirk teaches English at a secondary school in Barcelona, the UB’s Escola d’Idiomes Moderns, and at EOI Cornella. He also works at Blanquerna (URL), where he teaches the subject “The Teacher as an Agent of Change”. Apart from that, he is the Social Media Coordinator of the IATEFL Young Learners and Teenagers SIG and started the vlog NovELTies, where he aims at bridging the gap between research and their practice with teachers from all over the world. He is involved in the research groups GRAULA and ECODAL.

Dirk [email protected]. Designing session plans, CFP. English for 21st Century Teachers & DEIA. Classroom Research and Innovation




Helena is head of the Institute for Multilingualism at Universitat Internacional de Catalunya and an adjunct professor in the Department of Translation and Language Sciences at Universitat Pompeu Fabra. Before that, she taught English and German in public Secondary Education. She completed her PhD in Second Language Acquisition at UPF in July 2011, which focussed on the integration of content and language in mainstream education. Helena is also a member of the research group ALLENCAM (Language Acquisition from Multilingual Catalonia) in UPF, a project granted by the Catalonian Government. Her main research interests lie within the field of second and third language acquisition, bilingualism and CLIL, and EMI (English Medium Instruction).

Helena [email protected]. Second language acquisition

Imma Boluñ[email protected]. Designing didactic sequencesCoordinator and practicum tutor

Imma has 26 years' worth of experience as an EOI professor (currently in EOI Guinardó) and 7 years for Secondary. She did a Post-Graduate course in Teacher Training and has been a teacher trainer, especially concerned with the TBLT approach and the use of ICT tools for collaborative learning. She has held a number of responsibilities within her institution: Pedagogical Advisor, Head of the English Department, Coordinator for English in the Self-Access Centre & Erasmus Coordinator. At EOI Vall d’Hebron she contributed to the design of an on-line multilingual teaching & learning platform. She was awarded a sabbatical by the Departament d’Ensenyament to design text-oriented on-line writing materials (SWIM), which were awarded various prizes. Since 2013 she has been a coordinator at the Master’s.



José Manuel majored in French at Universitat de Barcelona and Paul Valéry 3 Montpellier. He also studied teacher education at Université de la Sorbonne Nouvelle. He started his teaching career in the US, in the state of Kentucky, as a French and Spanish high school teacher. Then, back in Barcelona, he taught French in various high schools for several years. He currently holds a post as a French teacher at EOI Cornellà de Llobregat where he is also the department chair. He currently helps design the Department of Education Official French language exams and he has given different teacher training talks and participated in various European projects. He is very interested in task-based learning and competency-based assessment and during his career as an EOI teacher, he has been trained to make the most of ICT resources in his teaching.

José Manuel Ferná[email protected]. Designing Didactic Sequences

Mestre, doctor en Pedagogia i Màster en investigació pedagògica per la Universitat Ramon Llull. Ha exercit com a mestre en les diferents etapes de Primària i Secundària (1983/1995). Des de 1995, és professor dels Estudis de Psicologia i Ciències de l’Educació de la Universitat Oberta de Catalunya on ha estat director del Programa de Psicopedagogia i també dels Estudis de Psicologia i Ciències de l’Educació. Ha desenvolupat la seva activitat docent, primerament al segon cicle de Psicopedagogia, Curs de Qualificació Pedagògica (Màster d’ensenyament de l’anglès com a llengua estrangera, UPF) i al Màster Universitari de Formació del Professorat d’Educació Secundària (UPF-UOC), al Postgrau de Lideratge i Direcció de Centres Educatius, al Màster de Psicopedagogia i al Màster Universitari en Educació i TIC. Ha centrat la seva activitat de recerca, fonamentalment, en l’anàlisi del procés d’integració de les TIC en els sistemes educatius.

Josep M. Mominó[email protected]: Societat, Família i Educació: Processos i Contextos Educatius


Laura has a degree in Political Science (UAB, 2008) and an MSc in Social Development and Conflict (Swansea University, 2011). After working abroad with indigenous communities in linguistic revitalisation programmes and in non-formal education, she came back to Barcelona in 2015, when she joined the programme set up by the foundation “Empieza por educar” (ExE). As a trainee, Laura worked for two years in a high-complexity secondary school, also obtaining the master’s for English teachers. Later on, she rejoined the ExE programme as a tutor for other student teachers. Laura is currently teaching in a secondary school in L’Hospitalet de Llobregat.

Laura [email protected] workshops and tutor

Laura majored in Spanish and Catalan at UB, has been head of Catalan Language and Literature at a secondary school, and has more than 30 years’ teaching experience. Other professional ventures include teacher training at the ICE of UB; reflective practice coach for Ensenyament and other teacher-training positions in leadership, communication, and emotional intelligence, within and outside educational contexts. She has coordinated a series of seminars on educational innovation, and has contributed in many conferences. Laura has also published books on emotional intelligence and communication, school textbooks, and articles on teaching and training. She’s currently working as a teacher/researcher at CESIRE. Her main research interests revolve around the importance of language in learning and in subject learning.

Laura Farró[email protected]. Ensenyar implica conversar



Lorena Becerril Balí[email protected]: Desenvolupament, aprenentatge i educació

Mestra, Llicenciada en Psicopedagogia i doctora en Societat de la Informació i el Coneixement per la UOC. Professor Propi de la Universitat Oberta de Catalunya dels Estudis de Psicologia i Ciències de l'Educació. Assessora psicopedagògica a centres educatius de Primària i Secundària.

Fa recerca en temes d'identitat del professor i formació inicial i contínua de professors. Membre del grup de recerca consolidat per la Generalitat de Catalunya "Seminari Interuniversitari en Estratègies d'Ensenyament i aprenentatge”.

Mar is a secondary school teacher at IES Rafael Casanova (Sant Boi de Llobregat). She studied English Philology at Universidad de Zaragoza (2002) and Translation and Interpretation at UPF(2006). She got her Diploma in Teaching Spanish to Foreigners at International House Barcelona (2004), and has been working for the Department of Education teaching English and German since 2009. She is currently an orientation teacher and collaborates with the CLIL project. She has set up an eTwinning project with the German students and also collaborates with the Department of Education as a teacher trainer. She loves working with teenagers, is very interested in the use of technology in the classroom to motivate students and is always eager to learn new ways to improve her teaching.

Mar [email protected]. Designing session plans


Mª Teresa [email protected]. Curriculum and programming

Maria Teresa holds a degree in English and German Philology from the University of Barcelona. She has over twenty years’ experience teaching English and German to students in many different kinds of secondary schools. She has been an inspector of education since 2001, and Deputy Chief Inspector of Barcelona since 2005. She has been involved in in-service and pre-service training of teachers for the last twenty years and has been a consulting professor at the Open University of Catalonia (UOC) since 2012. Her research interests include educational evaluation, curriculum development and ICT as a support for innovation in teaching.

Mireia [email protected]. Classroom Research & Innovation

Mireia is Chair Professor of Applied Linguistics and Multilingualism at the Dep. of Humanities (UPF), lead researcher of the Grup de Recerca en Espais Interculturals, Llengües i Identitats, and senior member of ALLENCAM. She holds a doctorate in Applied Linguistics from Teachers College-Columbia University, NY. Current research interests include studies on language attitudes, ideologies and practices in Catalonia, teaching and learning languages in multilingual and study abroad contexts, and transcultural competences. Recent funded research projects deal with translingualism and multilingualism both in secondary schools (The Translinguam Project) and at university (The Translinguam-Uni Project). She has published internationally in the areas of applied linguistics and sociolinguistics. She is a member of the board of directors of the European Language Council and of the Societat de Catalana Sociolingüística.


Mireia Xortó[email protected]. Designing session plans

Mireia is an English high school teacher now working at the Sub-direcció General de Transformació Educativa at the Departament d'Educació. In the past she was also Head of the Department, a school librarian, teacher of the Reading Project in English, orientation teacher and course coordinator, as well as French teacher. She is an edublogger and an Edu-Twitter contributor. She took part in several e-twinning and Comenius projects and collaborated in the design of a PILE project. She used to lead the Global Scholars project, an innovative online global awareness education initiative connecting 10- to-13-year- old students in global cities around the world. She believes English must be taught in a meaningful way and that ICT really serves this purpose. Mireia is also an APAC contributor, managing training and social media. She has collaborated as a mentor, being herself an ongoing teacher learner.

Oriol Pallaré[email protected]. Content-based instruction

Oriol holds a degree in Translation and Interpreting and an Official Master's Degree in Research in Language Teaching and Education (UAB). He started his teaching career as an English and music teacher in primary and secondary education. He has taught in plurilingual programs, been involved in CLIL projects, worked in California as a high school Spanish teacher and at EOIs. He is currently a part-time lecturer at UPF and UAB, and works as an inspector of education for the Departament d’Educació. He has participated as a teacher trainer in a variety of in-service teacher development programs and is currently involved in the CLIL and Plurilingualism teacher-training program organized by the Departament d’Ensenyament. Oriol is particularly interested in the fields of CLIL, oral interaction assessment and computer-mediated communication.



Philippa is a teacher at the British Council Barcelona and has over 12 years’ experience teaching young learners and teenagers. She has the Cambridge DELTA and a Master’s in TESOL with the UCL Institute of Education, London. Her varied research interests include identity and motivation in teaching and learning from a sociocultural perspective, and critical pedagogy. She has written several teacher training courses, including two for the Departament d’Ensenyament: one on developing Critical Thinking skills with young learners, and another on Task Based Teaching and Learning. She is also currently involved with a global materials writing project with the British Council, focussing on TBL.

Philippa [email protected]. Methodology and Practicum tutor

Ricard holds a degree in English and German Philology from the Universitat Autònoma of Barcelona. He’s a teacher of English in secondary education. He has been an educational advisor at the Service of Learning and Knowledge Technologies at the Catalan Ministry of Education for 15 years, and also works as a teacher at the University of Barcelona.Teacher trainer and author of the batxillerat textbook Next Generation (Cambridge University Press). This year he is starting his new job as director of a Centre of Educational Resources near Barcelona. Ricard is very keen on the use of new technologies in foreign language learning. He’s father to three girls.

Ricard [email protected]. ICT in ELT and Practicum tutor



87

Toni graduated in Pharmacology (UB), and worked as a secondary school teacher for 14 years, 8 as part of the management. He’s been a basketball coach and volunteered for the Espai d’Estudi del Casal dels Infants in the Raval borough of Barcelona. In 2001, he left to spend a year in Tijuana, where he started and coordinated an after-school academy. For 5 years, he collaborated with the Asian committee of Setem-Catalunya, and lead training sessions for summer volunteers for the Fundació Educació Solidària. In 2011 he joined the programme ExE of the network Teach for All as a coach/tutor, where he is currently working, training and supporting novice teachers in high-complexity schools. He also collaborates with training for teaching teams, and in groups that promote better pre-service training for teachers.

Toni [email protected]. Classroom Research & Innovation

Usoa is a secondary school English teacher at Sant Gregori School in Barcelona. She graduated in Translation and Interpreting from UPF in 2003 and she got her Diploma in English Teaching (DELTA) from International House Barcelona in 2008. She is particularly interested in the psychology of teenagers and believes in the use of ICT to motivate students and to help them in their learning. She's a keen wiki user and the administrator of www.santgregorienglish.pbworks.com, winner of the John McDowell-British Council award in 2013. She's also a teacher trainer, a materials writer and APAC’s vice-president.

Usoa [email protected]. Designing session plans


http://www.santgregorienglish.pbworks.com


Yris [email protected]. Assessment and the CEFR

Yris completed her BA in English Language and Literature with summa cum laude distinction by Universidad de Los Andes (Venezuela, 1996). In 2004, she earned her master's degree in Applied Linguistics at Universidad Simón Bolívar (Caracas), where she has been professor and researcher at the Languages Department since 2003. During 2007-2009, she was an accredited member of the Researcher Promotion Program by the Venezuelan Foundation for the Promotion of Research. She has published several research papers and participated in conferences. Her studies focus on the teaching and assessment of reading comprehension skills in English as a Foreign Language. She is currently working on her PhD on the evaluation of and for the development of EFL reading comprehension skills from the sociocultural perspective.

Xavier is a secondary/EOI English teacher who also collaborates with the Department of Education as a teacher trainer. Working as a visiting teacher in Canada fostered his interest to teach English as a tool to promote ethical citizenship and critical thinking among his students. He currently works as an English teacher in Santa Coloma de Gramanet’s EOI, and contributes to the Master’s as a practicum mentor.

Xavier Ortí[email protected]. Designing session plans



eoi i mòduls professionals d’anglès de secundària

Documents