Example ofTeaching Portfolio

[ E S C R I B I R L A D I R E C C I Ó N D E L A C O M P A Ñ Í A ]

Propietario

Name: 00/00/2015

“Teaching is the one profession that creates other professions.”

-Anonymous

My

Teaching

Portfolio

Teaching

Practice II

UNIVERSIDAD GERARDO BARRIOS

SCHOOL OF ARTS AND SCIENCES

FOREIGN LANGUAGE DEPARTMENT

TEACHING PRACTICE II SEMESTER X 2015

Introduction/PREPARING AND PRESENTING MY TEACHING PORTFOLIO. (Meaning of teaching at school levels)

a) Teaching Responsibilities according to my TP II subject (Citations) APA

(Pupil and Teaching Experiences)

b) Your Teaching Philosophy in higher Education (Citations) APA

c) My Teaching Objectives in higher Education (Citations) APA

d) Conclusion *my final reaction teaching in higher Education

a) Teaching Responsibilities

Pupil and Teaching Experiences

List of all courses or segments of courses taught (as a TA or lead instructor) in the past 5 years, plus a description of your role therein (Required)

List the title and number of each course with the years you've taught it; include a description of your instructional duties. Created and presented tutorial sessions, marked assignments, guest lectured, activated and supervised online course supplement,

Explain Courses independently. Include activities and some lesson plans

List of some important Research projects studied during the carrier

As a graduate student, you may have been involved in the development of some research projects or independent study. If so, list the names of the researches, and a brief description

c) Objectives

d) Conclusion

Appendices:

References

George, E. a. (21 de march de 2014). Nelson Mandela Metropolitan University.

Recuperado el 03 de Septiembre de 2014, de Nelson Mandela Metropolitan

University: http://tdu.nmmu.ac.za/Teaching-Portfolio-Development

Library, W. (12 de March de 2013). Teaching Support Centre. Recuperado el 02 de

March de 2014, de Teaching Support Centre:

http://www.uwo.ca/tsc/graduate_student_programs/western_certificate/tea

ching_portfolio.html

Priewe, J. (December de 2010). Teaching Tools. Recuperado el 03 de September

de 2014, de Teaching Tools:

http://vi.unctad.org/files/daaddlteachtools/html/1001273.html

TEACHING

ARTIFACTS

I- Program

NOMBRE DE LA ASIGNATURA: Redacción Profesional en Inglés.

NOMBRE DEL DOCENTE:

GENERALIDADES

1. Número de orden: 32

2. Código: BEL 500-32

3. Pre-requisito: Gramática Inglesa II

4. Número de horas por ciclo: 80 hrs.

5. Horas teóricas semanales: 1 hrs.

6. Horas prácticas semanales: 3 hrs.

7. Duración del ciclo: 20 semanas

8. Duración de la hora clase: 50 minutos

9. Unidades valorativas: 4 UV

DESCRIPCIÓN

En la sociedad del conocimiento en la que hoy vivimos, la redacción de textos

de diversa índole constituye una destreza fundamental para los profesionales.

En los ámbitos de desempeño laboral en los que es preciso elaborar informes,

redactar discursos, traducir documentos de texto son cada vez más frecuentes.

En este contexto, un profesional que se sabe expresar por escrito sus

argumentos en un estilo claro, conciso y elegante lo cual le permitirá mayores

ventajas competitivas que marcan la diferencia.

La asignatura de Redacción Profesional en Inglés está diseñada con el propósito

de desarrollar la capacidad de expresar las ideas de manera clara y efectiva en

idioma inglés. Está constituye una herramienta clave para afrontar los desafíos

laborales del mundo contemporáneo y tiene una orientación hacia el logro del

desempeño óptimo en el empleo del lenguaje, sea para redactar textos precisos

y sólidamente estructurados. Con el fin de garantizar una apropiación profunda

en los métodos de redacción, la asignatura cuenta con un enfoque teórico-

práctico en el que los conocimientos de gramática inglesa y análisis crítico se

refuerzan de una forma sistemática mediante la práctica en la elaboración de

ejercicios de redacción de textos. Los contenidos de la asignatura se articulan

alrededor de estrategias temáticas orientadas a: aprender a redactar con

precisión, eficiencia y solidez argumentativa, potenciar la capacidad de

desarrollo de estrategias de aplicación de herramientas de redacción profesional

académica a las distintas áreas de desempeño profesional de los futuros

profesionales.

CONTENIDOS

UNIDAD UNO: INTRODUCTION TO ACADEMIC WRITING

1. What is a sentence?

1.1 From words to sentences

2. Importance of Syntax in Professional Writing

3. from sentence to paragraphs

4. Grammar and vocabulary: Verbs and Nouns

5. Papers and paper types.

6. Rules for Capitalization

7. Steps in the writing process

8. Writing Practice: Starting a journal

UNIDAD DOS: THE WRITING PROCESS

1. Semantics: Concept and implications in Academic Writing.

2. Topic Sentence and supporting sentence

3. Sentence structure: simple sentence patterns

4. Grammar: Common verbs and Non – Action Verbs

5. The Paragraph

6. Writing Practice: your journal.

UNIDAD TRES: GETTING STARTED: PRACTICAL EXERCISES

1. Orthography: Punctuation marks.

2. Organizing Ideas

3. Results of the writing process

4. Grammar: Compound Sentences.

5. Concluding Sentences

6. Listing order and Listing-Order Words

7. Run-On Sentences

8. Writing Practice: The journal

UNIDAD CUATRO: WRITING TECHNIQUES AND APPLICATION

1. Listing Common Writing Techniques

2. Practical Application of Writing Techniques

ESTRATEGIA METODOLÓGICA

Para el logro de los objetivos de la asignatura, se realizara una variedad de

estrategias metodológicas consistentes principalmente en ejercicios de

comprensión de lectura elaborando mapas semánticos, análisis de contenido a

través de la identificación de conceptos sobre aspectos de la lingüística inglesa

con el fin de desarrollar una cátedra centrada en el estudiante. Además. La

naturaleza de la cátedra permitirá el desarrollo de actividades de investigación

a lo largo del ciclo de estudio. En el 75% de la asignatura se aplicará el método

de transmisión de conocimiento a través de la exposición, interrogatorio, lectura

dirigida, clase dialogada y la enseñanza programada del profesor. El 25% de la

duración de la asignatura se deberá desarrollar aplicando el método de

investigación, ya sea bibliográfico o de campo a fin de inculcar en el estudiante

fascinación por la lectura y la investigación.

- BIBLIOGRAFÍA

SMALZER, William R.. Write to be read: Reading, reflection, and writing. 1a. ed.

New York: Cambridge University Press 2005. 6 ejemplares.

SMALZER, William R.. Write to be read: Reading, reflection, and writing teacher's

manual. 1a. ed. New York: Cambridge University Press 2005. 6 ejemplares.

CURTIS, Kelly. Gargagliano, Arlen. . Writing from within intro. 1a. ed. New

York: Cambridge University Press 2004. 6 ejemplares.

CURTIS, Kelly. Gargagliano, Arlen. Writing from within intro: Teacher´s manual.

1a. ed. New York: Cambridge University Press 2005. 3 ejemplares.

SINGLETON, Jill. Writers at work: The paragraph. 1a. ed. New York: Cambridge

University Press 2005. 6 ejemplares.

MASTER, Peter. Responses to English for specific purposes. 1 Ed. Washington:

Office of English Language Programs 1998. 3 ejemplares.

LEKI, Ilona. Academic writing: Exploring processes and strategies. 1a. ed. New

York: Cambridge University Press 1998. 6 ejemplares.

MACLIN, Alice. Reference guide to English: A handbook of English as a second

language. 3a. ed. Washington: Office of English Language Programs 2001. 6

ejemplares.

MASTER, Peter. English grammar and technical writing. 1 Ed. Washington: Office

of English Language Programs 2004. 6 ejemplares.

WITHROW, Jean. Brookes, Gay. Cummings, Martha Clark. Inspired to write. 1a.

ed. New York: Cambridge University Press 2004. 6 ejemplares.

BUTLER, Linda. Fundamentals of Academic Writing. Editorial Pearson ESL.

Nueva Edición.

II- Planning

UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS

SCHOOL OF ARTS AND SCIENCE


TEACHING PRACTICE II SEMESTER X-2015

Line Time

Activity

Tuesday 08/19/14

Assistance

Thursday 08/21/14

Assistance

Tuesday 08/26/14

Papers and paper types.

Thursday 08/28/14

Tuesday 09/02/14

Thursday 09/04/14

Rules for Capitalization

Tuesday 09/09/14

Thursday 09/11/14

Tuesday 09/16/14

Thursday 09/18/14

Semantics: Concept and implications in Academic Writing

Tuesday 09/23/14

Thursday 09/25/14

Tuesday 09/30/14

The Paragraph

Thursday 10/02/14

Tuesday 10/07/14

Thursday 10/09/14

Orthography: Punctuation marks.

Tuesday 10/14/14

Thursday 09/16/14

Tuesday 09/21/14

Thursday 09/23/14

UNIVERSIDAD “GERARDO BARRIOS”

“SCHOOL OF ARTS AND

SCIENCES”

Course´s Instructional Design

II-2015

Subject:

Teacher in Charge:

USULUTAN, EL SALVADOR, CENTROAMÉRICA

I- General Datas

Year : 2015

Career :

Subject : English

Academic Level :

Teaching Practice Time : 40 Hours

Time Per Week : 8 weeks

Semester : II 15

Requirement :

Schedule : 8:40 a.m. to 10:10 a.m (Mon-Fri)

Classroom :

II- Teacher´s Responsible

English Teacher:

Supervisor:

English Practitioner:

III- Subject Description

The English subject on High School from Eleventh grade is based on

provides to the learners, a useful information or topics about the English

language in order to facilitate the English learning. Also, giving the basic

vocabulary that is considered fundamental at the moment to interact with the

world, and the basic things that are related to the daily life. For that reason, it is

a duty of the learner from Eleventh grade to put into practice the English

language in both ways……

IV- Competence´s Objective

V- Expected Course´s Competences

VI- Subject´s Contents

Unit 1: THE WORLD

2.1 Fashion

2.2 Working trends

2.3 Types of housing

2.4 Entertainment

2.5 Science and Technology

2.6 Relative clauses with “who” and “that”

2.7 Review of comparative and superlative of adjectives

2.8 Passive voice in the past tense

VII- COMPETENCES THAT ARE EXPECTED TO ACHIEVE

IN THE LEARNER AT THE END OF THE COURSE

Knowledges

Competences

Attitudes

Values

VIII- METHODOLOGICAL PROPOSAL

IX- PROPOSALS FOR EVALUATION AND

PERFORMANCE CRITERIA

Methods

Techniques

X- REFERENCES

https://www.mined.gob.sv/jdownloads/Nuevos%20Programas%20de

%20Estudio/Programa%20de%20Estudio%20de%20Educacion%20Medi

a/ingles_educacion_media.pdf

http://www.fibre2fashion.com/industry-article/7/605/what-is-

fashion-design1.asp

http://www.prospects.ac.uk/types_of_jobs.htm

http://homebaseforhousing.org/Education/Definitions.cshtml

http://www.wikihow.com/Find-a-Hobby

http://www.diffen.com/difference/Science_vs_Technology

http://www.divine.vic.gov.au/lifestyle/travel/what-holiday

http://www.lifeinitaly.com/holiday-celebrations-customs-and-

traditions

https://www.mined.gob.sv/jdownloads/Nuevos%20Programas%20de%20Estudio/Programa%20de%20Estudio%20de%20Educacion%20Media/ingles_educacion_media.pdf



http://www.fibre2fashion.com/industry-article/7/605/what-is-fashion-design1.asp

http://www.fibre2fashion.com/industry-article/7/605/what-is-fashion-design1.asp

http://www.prospects.ac.uk/types_of_jobs.htm

http://homebaseforhousing.org/Education/Definitions.cshtml

http://www.wikihow.com/Find-a-Hobby

http://www.diffen.com/difference/Science_vs_Technology

http://www.divine.vic.gov.au/lifestyle/travel/what-holiday

http://www.lifeinitaly.com/holiday-celebrations-customs-and-traditions

http://www.lifeinitaly.com/holiday-celebrations-customs-and-traditions

III- Syllabus

Design

UNIVERSIDAD “GERARDO BARRIOS”

Facultad: Docente:

Asignatura: Ciclo:

Área de Competencia: Competencias Esperadas de la Asignatura:

.

Elemento(s) de Competencia:

Nombre de la Unidad y contenidos:

No. de Sesión

CONOCIMIENTOS

HABILIDADES

ACTITUDES

VALORES

METODOLOGÍA

SISTEMAS DE EVALUACIÓN

TIEMPO ESTIMADO

CRITERIOS MECANISMOS Fechas No. De

Horas

IV- Lesson Planning

UNIVERSIDAD GERARDO BARRIOS

SCHOOL OF ARTS AND SCIENCES


TEACHING PRACTICE II

Teacher’s name: Date: Time: Semester:

Walter A. Castro López

F: _____________________________ F: ____________________________

Docente supervisor de práctica Practicante

Topic Objective Warm-up Activity/ time

Language and

Structure Used

Activities for practice and Production/time

(Teacher- Students)

Wrap-up Activity/time

Resources

Topic Objective Warm-up Activity/ time

Language and

Structure Used

Activities for practice and Production/time

(Teacher- Students)

Wrap-up Activity/time

Resources

Example ofTeaching Portfolio

Documents

Transcript of Example ofTeaching Portfolio