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Cuprins
A. Lucrri pentru fiecare unitate tematic a programului:
Unitatea tematic 1: Pedagogie, curriculum, instruire
-
Hart cognitiv pentru una din subtemele unitii tematice sau .p.8
mai
multe
sisteme
de
invatamant
suporta
procese
de
innoire
si
lua
amploare datorita adresabilitatii mai largi. Dimensiunea internationala a educatiei este transpusa
in mobilitatea elevilor,studentilor,a cadrelor didactice si in tendinta decidentilor de a imprumuta
modele de reforma educationala. Preluarea termenului de curriculum a fost incurajata in
numeroase state, antrenand numeroase modificari la nivelulfinalitatilor, continuturilor si
metodelor didactice.
La nivel european, un semn concret de unificare la nivel academic este dat de
Declaratia de la Bologna1999,ce cosfinteste formarea spatiului european de invatamant
superior,la noi fiind un process in plina evolutie.Acesta presupune urmatoarele:
-adptarea unui sistem de diploma usor de comparat si de recunoscut;
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copiilor dar, in acelasi timp nu mai au rabdare sa le acorde atentie, sa faca teme impreuna cu
acestia. Acest lucru se constituie intr-un semnal de alarma care m-a determinat sa aflu care sunt
adevaratele cauze ale acestui fenomen incat sa pot remedia macar o parte dintre ele.
Se impune o reconsiderare a relatiei familie-scoala. Aceasta nu trebuie sa fie semidirectionala, redusa la simpla informare a parintilor asupra rezultatelor la invatatura. Scoala trebuie sa
convinga familia ca ea sa devina un participant activ in procesul de instruire-educare.
Colaborarea cu familia se poate concretiza intr-un program comun de activitati ale scolii cu
aceasta. Aici sunt incluse lectorate cu parintii, sedinte, consultatii, vizite la domiciliul elevului,
serbari scolare. Parintii pot vedea in profesor un prieten, un colaborator, un om adevarat care-i
poate ajuta prin atitudinea nepartinitoare.
Sanatate
precara
Unitatea tematic 3
Succesul
scolar
Insuccesul
scolar
Factori
externi
Factori
interni
Factori
externi
Ramanerea
in urma la
invatatura
prietenii
familia
Mediul sociocultural
Starea de
sanatate
familia
Esecul
scolar
Capacitate
intelectuale
De lunga
durata
De scurta
duratarecuperare
e
Mediul
social
Cognitiv
la anumite
materii
Necognitiv=
inadaptare
Caracter
generalizat
Task assignment 1
a. Devise a lesson plan based on two types of indirect items (five items per each activity) and
one direct item designed to develop students ability to express criticism in relation to a literary
text.
b. Specify the time limit and the students level.
c. Mention the learning objectives and competences targeted.
d. Provide an alternative assessment technique. Specify teachers role(s) and learners role(s).
Lesson plan
Teacher: Nicolae Gheorghita
Lesson: Informal style-The remains of the day
Type of lesson: developing integrated skills
Level:B2
Time:50 minutes
Objectives :by the end of the lesson students:
-will have developed the skills of interpreting and relating on authentic literary texts;
-will be able to recognize and use key vocabulary items;
-will better understand and use register related markers.
Methods: brainstorming, discovery, dialogue, explanation
Aids: worksheets , blackboards, notebooks, handouts
Procedure
1.Warm-up
Interaction TS
7min.
Teacher enters classroom, greets students and asks for absentees, then they check
homework. Students are asked the following question:Whats your favorite time of the
day?Students provide answers and the best are written on the blackboard.
2.Presentation
Interaction:SS,ST
10 min.
15 min.
3 min.
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Worksheet
I.
1.convey
a)the use of quick and skilful movement with your hands for magic tricks
2.glimpsing
3.worthwhile
4.lark
5.sleights-of hand
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Sarcina de evaluare 1
Care sunt strategiile de abordare a copiilor/tinerilor cu potenial aptitudinal ridicat?
Metodologia cultivarii creativitatii
si talentelor reprezinta un amplu capitol al
pedagogiei.Multitudinea metodelor a determinat cercetatorii sa opereze diverse clasificari iar
cele mai multe impart metodele dupa scopul propus (metode de stimulare a procesului si a
produsului creativitatii) sau dupa numarul de indivizi ce le utilizeaza (individuale si de grup).
Registrul este deosebit de amplu:metoda listelor, brainstormingul,sinectica,metoda Delphi,
metoda Frisco,metoda palariilor colorate, discutia panel dar si metode psihoterapeutice
individuale.
In perspectiva educatiei copiilor supradotati se poate recurge la mai multe strategii.
Psihopedagogii care se ocupa de acest domeniu au identificat mai multe modalitati si forme
concrete de educatie :
Accelerarea. Presupune dimensionarea unor scenarii de invatare prin stabilirea unor continuturi
specifice pentru fiecare nivel de instruire pentru copiii capabili de performante superioare.
Accelerarea se bazeaza pe parcurgerea continuturilor intr-un timp mai scurt.Accelerarea invatarii
a condus la schimbari de ordin legislativ ale sistemelor de instruire. Cele mai multe dintre aceste
precizari normative privesc : a) saltul peste o clasa ; b) parcurgerea a doua clase intr-un an ; c)
admiterea timpurie la scoala, liceu sau facultate ; d) activitati suplimentare de tip extrascolar ; e)
progresul diferentiat la unele materii ; f) cursuri extracurriculare.Accelerarea parcursurilor
genereaza si unele consecinte negative: instabilitatea in timp a performantelor scolare,
neadaptarea emotionala si neintegrarea sociala.
Imbogatirea. Se refera la extinderea sau aprofundarea studiilor prin diferite strategii didactice. La
nivelul curriculumului se pune accent pe introducerea unor experiente educationale mai bogate,
variate sau suplimentare la curriculumul clasic, experiente care pot viza continutul sau strategiile
de predare ale profesorului. Imbogatirea poate fi orientata spre proces (avand ca scop dezvoltarea
proceselor mintale, a creativitatii), spre continut (centrat catre anumite materii ce se predau in
sens aprofundat) si spre produs (avandu-se in vedere anumite tipuri de rezultate - directe sau
indirecte - ale instruirii.
Gruparea. Presupune reunirea elevilor in mai multe forme, pentru a genera o invatare eficienta.
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Sarcina de evaluare 2
Prezentai, pe scurt, structura personalitii umane, cu referire la temperamentele umane
i cu exemple din propria experien didactic.
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Sarcina de evaluare 3
Descriei una dintre metodele moderne din activitatea cadrelor didactice: Brainstorming,
SINELG, Tehnica acvariului. Identificai specificul, etapele i condiiile metodei.
2.
Elevii sunt invitai s aleag scaunul unde doresc s se aeze; Este necesar prezena altui
cadru didactic, plasat n exteriorul cercurilor, care va avea rol de observator. El va nregistra
preferinele elevilor pentru anumite locuri, va corela aceste opiuni cu datele pe care le deine
deja despre participani, va observa modul de soluionare a eventualelor conflicte etc.
Participanii aflai n cercul din interior vor constitui grupul de discuie, iar cei plasai n
cercul din exterior grupul de observatori.
Prezentarea sarcinilor de lucru i stabilirea regulilor
3.
Elevii din cercul interior vor dezbate timp de 8-10 minute, o problem controversat;
4.
Elevii din cele dou grupuri realizeaz sarcinile distribuite: dezbaterea temei propuse,
respectiv completarea fiei/protocolului de observare.
5.
6.
Prezentarea observaiilor
Elevii din cercul exterior prezint datele nregistrate n fia de observare.
Inversarea rolurilor (i reluarea etapelor 3-5)
Se lanseaz o alt idee controversat pe care elevii din cercul interior trebuie s o dezbat;
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Task assignment 2
a. Devise a placement test based on two types of indirect items (five items per each exercise) and one
direct item designed to measure students ability to express criticism in relation to a literary text.
b. Specify the time limit and the students level.
c. Mention the learning objectives and competences targeted by the test format.
d. Design the marking scheme.
e. Provide an alternative assessment technique. Specify teachers role(s) and learners role(s).
Placement test
Time: 50 minutes
Level: B1
Objectives: by the end of the test, students will be able to demonstrate:
-their ability to express criticism in relation to a literary text;
-their knowledge of adjectives from the literary text used to describe personality;
-their knowledge of the learnt vocabulary.
ITEMS
I. Complete the sentences with the correct form of the words in brackets:
1.Diamonds are the minerals ever discovered.(hard)
2.Your brother shouldnt be so with Romanian traditions.(ignore)
3.There might be a ..to cheat if students sit too close together.(tempt)
4. He..his family and deserves to be punished.(honor)
5.My mother arranged.our clothes.(care)
II. Match the following adjectives with their definitions.
1. curious.
2. wise
3. ignorant
4. grave
5. fanciful
III. Write a narrative essay that ends with:..there was a strange kind of magick bias,
which good or bad names, as he called them, irresistibly impressed upon our characters and
conduct. Use between 150-200 words.
d.Marking scheme
10 points granted
I.
1.hardest
4.dishonoured
2.ignorant
5.carefully
3.temptation
II. 5 points *5 items-----25 points
Suggested answers:1.c,2.d, 3.a, 4.e, 5.b
III.40 points
-wide range of grammatical structures..5p
-wide range of lexical structures.5p
-coherence and cohesion 5 p
-style and register.5p
-topic relevance10p
-text length..2p
-impact on the reader3p
e. As an alternative assessment technique students must describe how they would feel if they
had an ugly name .
the Teachers roles:assessor and tutor
The studentsroles:task performers
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Task assignment 3
a. Devise a progress test based on two types of indirect items (five items per each exercise) and one direct
item designed to measure students communicative competence, level B1.
b. Mention the learning objectives and competences targeted by the test format.
c. Design the marking scheme.
d. Provide an alternative assessment technique for a targeted language skill.
e. Mention 1 advantage of using direct items in progress test
Progress test
Time:50 minutes
Level:B2
Objectives: by the end of the test the students will have demonstrated:
-their ability to express criticism on a literary text(poem);
-their knowledge of words and expressions in the poem;
-ability to correct errors from the text.
ITEMS
I.Choose the correct synonyms for the underlined word:
1. When the evening is spread out against the sky
a)thrown
b)put
c)dispersed
d)found
b)uneasy
c)homeless
d)rested
b)tidy
c)funny
d)short
b)irresistible
c)annoying
d)horrible
b)large
c)unexpected
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d)short
Marking scheme
10 points granted
I.
4. its
5.there
III.40 points
-wide range of grammatical structures..10p
-wide range of lexical structures.10p
-coherence and cohesion 5 p
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Task assignment 4
a. Devise a summative test based on two types of indirect items (five items per each exercise) and one
direct item designed to measure students ability to express criticism in relation to the a literary text.
b. Specify the time limit and the students level.
c. Mention the learning objectives and competences targeted by the test format.
d. Design the marking scheme.
e. Provide an alternative assessment technique for the writing skills. Specify teachers role(s) and
learners role(s).
Summative test
Time;50 minutes
Level:B1
Objectives: : by the end of the test the students will have demonstrated:
-their ability to express criticism in relation with authentic texts (plays);
-their knowledge of language functions;
-knowledge of Direct and Reported speech rules.
Items
I.Turn the following sentences from Direct Speech into Reported Speech, paying
attention to the rules of tense changes:
1.What are you doing with your boots?
2.All my life Ive compared myself to him.
3.Tomorrow everything will be better.
4.Pity we havent got a bit of rope.
5.Do you remember the day I threw myself into the Rhone?
III.The teacher provides the students with the following sentencefrom the text:
We werent made for the same road.Students have to write a 150 word essay starting from this
sentence.
Marking scheme
10 points granted
I.
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