Claudia borja teaching practice plan julio 30 2015 english

PLANNING PDP_ CLAUDIA BORJA

PLANNING PDP_ CLAUDIABORJA

Julio 30 de 2015

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TEACHING PRACTICE PLAN JULY 30 2015

Claudia Patricia Borja Puerta - [email protected]

Competitions

Orient-face training processes based on training plans agreed through collaborative learningmethodologies. 240201044

Interact in the productive and social contexts in terms of universal ethical principles andvalues.

Develop effective and assertive communication processes within the criterion of rationalitythat allow coexistence, establishing agreements, collective construction of knowledge andproblem solving productive and social.

Goals

Learn the different methods of learning and pedagogical elements available to allinstructors of the Center for Advanced Manufacturing Technology SENA Medellin

Adapt new strategies to improve educational processes and procedures of Integral Trainingthe trainers and members of the academic community.

TOPICS - TOPICS

SHAFT 1. CONTEXT OF THE INTEGRAL VOCATIONAL TRAINING SENA

SESSION 1:Describe the concepts, objectives and principles of Vocational Training and thedifference with the (middle and high) formal education.

SESSION 2.Institutional characterize the SENA teaching model, identifying the maincomponents of comprehensive Vocational

SESSION 3. Interpret the essential characteristics and classification of powers in thecontext of the FPI Teaching SENA

SESSION 4. Identify learning: concept, types, cognitive processes, types of knowledge SESSION 5. Describe the procedure for Implementation of IPF established by SENA

2_ AXIS TEACHING TRAINING

SESSION 6:Identify aspects and features of the teaching in the framework ofcomprehensive training.

SESSION 7: Recognizing the importance of teaching and its characteristics through debate,applied to concrete situations of teaching and learning.

SESSION 8: Select the techniques and teaching strategies according to criteria andfeatures provided in the previous activities.

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Adapt teaching to the design of learning activities, according to their characteristics andpurposes.

PILLAR 3. EDUCATIONAL PLANNING _ and tutorials

Session 9. Interpret the structure, components, systemic relations and the role oflearning outcomes in relation to a training program in the context of the FPI TeachingSENA

Session 10. Describe the process for making the Educational Planning of EducationalProjects SENA, Learning develop products designed Pedagogical Planning attending theconcepts, principles and institutional methodology established in the state.

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SCRIPT FOR TEACHING 10 sessions

SHAFT 1. CONTEXT OF THE INTEGRAL VOCATIONAL TRAINING SENA

Session 1

Topic - Theme

Describe the concepts, objectives and principles of Vocational Training and the differencewith the (middle and high) formal education.

General competence

Orient-face training processes based on training plans agreed through collaborative learningmethodologies.

Ice breaker videos Emotional engagement -

Video 1 - What is SENA of Colombia Ministry of Labour - 2 minutes

Learning Outcomes

Identify key concepts and principles from which arises the National LearningService SENA of Colombia.

Reconstructs the history and identifies the social context of the entity in the country Classifies the various types of services offered by SENA Develop effective and assertive communication processes within the criterion of

rationality that allow coexistence, establishing agreements, collective constructionof knowledge and troubleshooting of production and social institutions from theSENA

1. Topics and learning content 120 minutes

Institutional conceptualization, quality policy Comprehensive training status (SENA Technical Unit Act 115 1994 Law 119 of 1994 and Act 30 of 1992 Definitions and procedures of Integral Training SENA Education project

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Teaching Methods60 minutes

Independent work Mind Map Reading circle Teaching discussion Cooperative learning

Feedback 20 minutes

Group discussion 5 tips of the counselor / conclusion

Logout 10 minutes

5


Session 2

Topic - Theme

Institutional characterize the SENA teaching model, identifying the main components of theIntegral Vocational Training.

General competence


Ice breaker activity Tree Words

It should generate a list of words related to the subject matter. In this case the chart thatidentifies the institutional educational model SENA and is divided into the roots and fruits, forexample, if you discuss setting goals, participants to give words related to the topic are askedto use. Participants can you suggest "targets" Action Plan "goals, planning and achievementsincluding all the characteristics of the model, after each member located on the tree of wordssuch selected words and these are grouped by subject, is written all suggestions on the board,if possible grouped by topic. You can use this opportunity to introduce essential terms alsowhich have not been taken into account to complete the whole graphic and do a littleintroduction against it.

Learning Outcomes

Identify the different types of learning models Relate the different processes of the Comprehensive Training Discover the basic elements of the IPF process and performance in all processes of

formation


Pedagogical models Pedagogical model of integrated vocational training SENA Definition of integrated vocational training Principles and purposes of the comprehensive training Technical, social, axiological, epistemological components The trainee and the training team The teaching, learning, assessment

Teaching Methods 60 minutes

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Presentation lecture Cross-over groups Personal guidance Mental map Group discussion

Feedback 20 minutes

Panel discussion 3 tips indexer

Logout 10 minutes

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Session 3

Topic - Theme

Interpret the essential characteristics and classification of powers in the context of the FPI TeachingSENA

General competence


Emotional ice breaker hitch videos - Video 1 - News and become an apprentice instructorSENA - 2 minutes

http://bcove.me/uwdbex58

Learning Outcomes

Meet the standards established institutionally linked to the comprehensive training Play the role of the instructor and the importance of its role in comprehensive

training To argue about the importance of the development of basic skills training processes

and the best way to integrate them into educational planning. Apply information and concepts in their own daily work training Establish conceptual guidelines for the appropriation of the instructor role and

powers inherent professional profile

Topics and learning content 60 minutes

Definition of skills Regulatory framework of competencies Basic and transversal competences of integrated vocational training SENA


Group work Mind map Learning coffee

Feedback 20 minutes

Panel discussion 3 tips indexer

Logout 30 minutes

Session 4

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Topic - Theme

Identify learning: concept, types, cognitive processes, types of knowledge

General competence


Emotional ice breaker hitch videos - Video 1 - types of students - 5 minutes

https://www.youtube.com/watch?v=X8Q4vPKDMpk

Reflection and learning from the game significantly reach the star -20 minutes

Learning Outcomes

Reflect on the different learning and cognitive processes Identify the characteristics and components of curricular paradigms. Contextualize the Seine in the social and working environment of the country Transfer in planning and tutorials, and meaningful learning training products.


Meaningful learning concepts and definitions


Role Playing Group discussion Gallery walk Brainstorming Cooperative learning

Feedback 20 minutes

10 Tips indexer

Logout 10 minutes

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Session 5

Topic - Theme

Describe the procedure for Implementation of IPF established by SENA

General competence



Video 1 - I think in the Seine, the place of opportunity - 2 minutes

Learning Outcomes

Identify the different types of learning methods to implement in the classroomsessions with instructors from technical programs and technological

Design and implement learning activities and assessment of learning Integrate and coordinate work teams and learning groups Designing the work plan with the structuring of the course, the design of the

activities and mechanisms and evaluation criteria Attending the requirements and training needs of trainers Examine the learning needs of instructors

Develop effective and assertive communication processes within the criterion ofrationality that allow coexistence, establishing agreements, collective construction ofknowledge and problem solving productive and social.


Logical construction of a course Delimitation of contents Learning activities Development and application of methods Definition of Integral Training SENA Procedure Integral Training SENA Pedagogical planning of Educational Projects SENA Development Guidelines Learning, learning scripts. Application of methods and learning games


Role Playing Group discussion

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Gallery walk Brainstorming Cooperative learning

Feedback 20 minutes

Print run 3 tips indexer

Logout 10 minutes

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Session 6

Topic - Theme

Identify aspects and features of the teaching in the framework of comprehensivetraining.

General competence


Ice breaker gallery of images related to the types of training

The facilitator will expose through a presentation and visual scheme, the relevant elements of theteaching and its applicability in the context of comprehensive training. During the exhibitionactivities as they apply strategy to focus the attention of the audience. After making the exhibitionthe facilitator will make a thoughtful reading of the role of teaching and generate a space forattendees to argue from experience, the role of teaching in the teaching-learning. -

Learning Outcomes

Identify the main characteristics of the components of vocational training in theinstitutional framework of SENA

Knowing the context of vocational training in Colombia Establishing teaching methods from SENA training experience Facilitate understanding of the model and the institutional framework SENA


Teaching in the context of comprehensive training Teaching in the perspective of contemporary pedagogies. Didactics and its role in the teaching-learning process


Group work Cross over groups Cumulative group - snowball

Feedback 20 minutes

Gallery Walk 5 tips Counselors and workgroup

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Logout 10 minutes

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Session 7

Topic - Theme

Recognizing the importance of teaching and its characteristics through debate, applied toconcrete situations of teaching and learning.

General competence



Video 1 - https://www.youtube.com/watch?v=58-ElDRVXG8 - 2 minutes

From the video shall establish the limits of a debate where the main topic will be the particularsituations related to teaching and learning processes. To do a short video will be screened andguiding questions will be used to encourage participants focused on the critical capacity concretesituations of teaching and learning processes and models adopted by education systems.

Video 2. https://www.youtube.com/watch?v=X8Q4vPKDMpk - 9 minutes

Learning Outcomes

Recognize from past experiences Identify the different types of learning methods toimplement in the classroom sessions with instructors of technical and technologicalprograms from a problem

Compare the different situations that arise in the process of learning Design and implement learning activities and assessment of learning according to

the processes identified


Didactics The teaching-learning process The boundaries of the formation Learning models adapted to vocational training


Role Playing Group discussion Step-by-step discussion Cooperative learning

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Feedback 20 minutes

5 tips indexerConclusions of the participants

Logout 10 minutes

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Session 8

Topic - Theme

Techniques and teaching strategies according to criteria and characteristics given in theabove activities and the didactic design of learning activities, according to theircharacteristics and purposes.

General competence


Emotional ice breaker activity hitch - the box of surprises - 20 minutes

- Prepare a box (can also be a bag) with a series of strips of paper wound which have written sometasks (for example: sing, dance, whistle, yawn, etc.) - Participants in a circle. - The box circulatedfrom hand to hand until certain signal (can be a music that stops suddenly). - The person having thebox in the time the signal has been given. or music has stopped, you must remove the strips ofpaper and execute the indicated task. - The game will continue until they are gone ballots. - Eachparticipant to carry out the activity, will continue to guide the game.

To develop the activities proposed in this session is necessary to divide the groups in 3people

Attendees will make up teams of 3 people and made reading a summary table which areclassified didactic, taking into account variables such as: definition, objectives, applicationcontext, steps and evaluation. It will give each group a learning activity which should bestrengthened with the teaching available.

Each collaborative team will be assigned a technical and teaching strategy which must beprepared and applied in plenary. The other teams will have a checklist designed to verify thechoice of technique or strategy was applied according to certain criteria.

Learning Outcomes

Identify different types of educational teaching available for applying in the processof formation

Plan different types of activities aimed at different types of teaching and learningactivities

Define different learning strategies for proper orientation training processes usingtools, methods and teaching to enhance learning.


Didactic concepts Strategies

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Teaching methods Building products aimed at teaching Learning activities Development and application of methods


Inquiry teaching Brainstorming Reading circle

Feedback 20 minutes

Discussion group 3 tips indexer

Logout 20 minutes

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PILLAR 3. EDUCATIONAL PLANNING _ and tutorials

Session 9

Topic - Theme

Interpret the structure, components, systemic relations and the role of learning outcomes inrelation to a training program in the context of the FPI Teaching SENA

General competence


Ice breaker 1 - Emotional engagement activity -

a. I formed a team with three (3) comrades and participated in the dynamic "tower" followingthe instructions of the coach. Where the construction of the highest tower was plannedusing wooden sticks, ribbons and cups,15 min

b. Socialization in plenary with the rest of the group reflections and insights of the dynamics.Within groups15 min

c. The teams are reorganized again and reflect on the following questions is performed:20min

Should I plan my training process? Why? How? What should I know to do that? What are the components and the methodology that should be followed to develop an

Education Plan? What are the variables (educational) that are part of the Pedagogical Planning? What is the logical sequence or the procedure for preparing the PPPF? How can time management in preparing these educational planning of training

projects PPPF? Drew up a list of what I consider to be the pedagogical variables that must be taken

into account when developing an Education Planning a Training Project PPPF Now, in my opinion, these variables are all designed to be an order or time to design

them and characterize them? If you believe that there is an order, what I think it shouldbe?

I participate in the plenary for sharing. 25 min

d. Form team of three (3) comrades together and analyzed the structure, components,relationships and implications for a training program in the context of the FPI whichimparts SENA.20 min

e. Exhibit on plenary the conclusions that the team has come.15 min

f. Participating in the exhibition and Sequence Principles for Educational Planning ofEducational Projects PPPF. 15 min

g. Forming again the team and analyze the pedagogical planning of a program of trainingarea, implementing improvements according to what worked in the workshop.30 min

h. I socialize in plenary on educational planning. 20 min

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Learning Outcomes

Identify the different types of learning outcomes Recognize the different stages of the educational planning Understand the training process Describe the process for making the Educational Planning of Educational

Projects SENA


Educational planning The training program and curriculum structure Training project Delimitation of contents Learning activities


Group discussion Cooperative learning Reading circle Debate With argumentation

Feedback 20 minutes

Debate 3 tips indexer

Logout 10 minutes

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Session 10

Topics - Topics

Describe the process for making the Educational Planning of Educational ProjectsSENA

Develop Guidelines Education Learning Plan designed attending the concepts,principles and institutional methodology established in the state.

General competence


Team settle for three people and critically in the light of the pedagogical model analyzed, withan initial reflection, contextualization activities and identification of skills needed for learningactivities ownership, transfer activities, evaluation activities. "Instructions tutorials sampleformat ·" guidelines for the preparation of tutorials of training projects in the Seine "," modelinstructions guide learning format "for this activity, the following documents must be takeninto account. 60 minutes

Strategy: Independent learning and collaborative learning.

i. Observe the following video How to plan evaluation

https://www.youtube.com/watch?v=aDyBgWcIpwM

ii. identify and write in parallel:

1. What are the differences and similarities between the evaluationmeeting in the SENA competency and skills assessment of anydifferent to the integral Vocational school

2. What I mean by "assessment tools"?3. What is the purpose of the assessment instruments?

iii. In collaborative team is shared and concepts raised is recorded for each ofthe team members on the evaluation instruments.

iv. Consensus building and collaborative team, the concept and the objectivessought with the "assessment tools". We write these agreements.

v. In collaborative teams make text reading Annex, on "assessment"assessment concepts, types of assessment, evaluation evidence, evaluationcriteria, evaluation techniques, identification of basic principles concerningthe assessment instruments into a process of evaluation, what are theassessment tools, types of assessment tools, assessment objectives andinstruments, which is assessed, how is evaluated and who evaluates. Finally,validation of items.

Team approaches to the concepts previously discussed are also confronts.

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vi. As a team, we make a mental map of the above basics: What is theassessment, what are the assessment tools, assessment objectives andinstruments, what is assessed, how is evaluated and who evaluates.

vii. In plenary, and through a gallery (type art exhibition), socialize concept mapsof the different teams and conclusions.

Time: 180 minutes

Deliverable: conceptual map

Learning Outcomes

develop tutorials given the institutional educational model and following the proposedprocedure.

Designing with the team, a guide (in the institutional format) for educational planning I madeat the time of planning. 60 minutes

Build basic agreements on assessment instruments as evaluation criteria Identify the different types of learning methods to implement in the classroom sessions with

instructors from technical programs and technological Design and implement learning activities and assessment of learning Integrate and coordinate work teams and learning groups


Evaluation instruments Institutional educational model Institutional formats Evaluation criteria Collaborative learning activities


Mental map Group discussion Gallery walk Brainstorming Cooperative learning Circle discussion

Feedback 20 minutes

Discussion Group 3 tips indexer

Logout 20 minutes

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TIMETABLE

Week ThemeSHAFT 1. CONTEXT OF THE INTEGRAL VOCATIONAL TRAINING SENA

1 SESSION 1: Describe the concepts, objectives and principles of VocationalTraining and the difference with the (middle and high) formal education.

2 SESSION 2. Institutional characterize the SENA teaching model, identifyingthe main components of comprehensive Vocational

3 SESSION 3. Interpret the essential characteristics and classification ofpowers in the context of the FPI Teaching SENA

4 SESSION 4. Identify learning: concept, types, cognitive processes, types ofknowledge

5 SESSION 5. Describe the procedure for Implementation of IPF established bySENA

2_ AXIS TEACHING TRAINING6 SESSION 6: Identify aspects and features of the teaching in the framework of

comprehensive training.7 SESSION 7: Recognizing the importance of teaching and its characteristics

through debate, applied to concrete situations of teaching and learning.8 SESSION 8:Select the techniques and teaching strategies according to

criteria and features provided in the previous activities. Adapt teaching to the design of learning activities, according to their

characteristics and purposes._ 3. EDUCATIONAL PLANNING axis and tutorials

9 Session 9. Interpret the structure, components, systemic relations and therole of learning outcomes in relation to a training program in the context ofthe FPI Teaching SENA

10 Session 10. Describe the process for making the Educational Planning ofEducational Projects SENA

Bibliography

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http://campusvirtualcsf.org/blogcsf/DOCUMENTOS%20DEL%20SISTEMA%20INTEGRADO%20DE%20GESTION/INSTRUCTOR/Planeacion%20Pedagogica/MODELO%20PEDAG%20DE%20LA%20FPI%20SENA%20(1).pdf

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SENA- General Directorate. Methodological Guide for the Comprehensive Educational Administration Vocational TrainingSENA. 2005

SENAStatute of the Integral Vocational Training, 00008 1997 Agreement, March 1997

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SENA, Act 119 1994, Congress of Colombia, February 9, 1994

SENA, Law on Science and TechnologyAct 29 of 1990

SENAGuide for the Development of Competence and Qualifications Units, based on the Functional Analysis, Directorate ofEmployment, Division of Occupational Studies. Bogota. 1999

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Claudia borja teaching practice plan julio 30 2015 english

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