Study programme competencies |
Code
|
Study programme competences
|
A23 |
(CE-E9)Integrar a formación en comunicación audiovisual e multimedia no proceso de ensino-aprendizaxe. |
A28 |
(CE-E14)Coñecer e aplicar metodoloxías e técnicas básicas de investigación e avaliación educativas e ser capaz de deseñar e desenvolver proxectos de investigación, innovación e avaliación. |
C2 |
Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
C3 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
C8 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
Learning aims |
Learning outcomes |
Study programme competences |
Know and apply basic methodologies and techniques of educational research and evaluation and be able to design and develop research, innovation and evaluation projects. |
AJ23 AJ28
|
|
CC2 CC3 CC4 CC6 CC7 CC8
|
Contents |
Topic |
Sub-topic |
Main lines of research in didactics of Foreign Languages. |
. |
Analysis and preparation of innovative proposals and projects in the teaching-learning of Foreign Languages. |
. |
Participation in discussions and forums related to the field of study. |
. |
Publication of conclusions and research studies. |
. |
Planning |
Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
Guest lecture / keynote speech |
A23 C2 C3 |
7 |
3 |
10 |
Oral presentation |
C2 C3 C4 C6 |
2 |
10 |
12 |
Research (Research project) |
A23 A28 C7 C8 |
1 |
15 |
16 |
Objective test |
A28 C2 |
1 |
10 |
11 |
|
Personalized attention |
|
1 |
0 |
1 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Guest lecture / keynote speech |
Oral presentation (using audiovisual material and student interaction) designed to transmit knowledge and encourage learning. Presentations of this type are variously referred to as ‘expository method’, ‘guest lectures’ or ‘keynote speeches’. (The term ‘keynote’ refers only to a type of speech delivered on special occasions, for which the lecture sets the tone or establishes the underlying theme; it is characterised by its distinctive content, structure and purpose, and relies almost exclusively on the spoken word to communicate its ideas.) |
Oral presentation |
Core component of teaching-learning process involving coordinated oral interaction between student and teacher, including proposition, explanation and dynamic exposition of facts, topics, tasks, ideas and principles. |
Research (Research project) |
Teaching process aimed at promoting student learning through use of practical, situation-based activities in which learner is tasked with identifying problem, articulating specific nature of problem, analysing it, interpreting results, and reaching appropriate conclusion. |
Objective test |
Written learning progress test, characterised by pre-determined answers. Well-designed tests offer objectively quantifiable results in relation to student knowledge, capacities, skills, performance, aptitudes, attitude, intelligence, etc. Used for diagnostic, formative and summative assessment. May consist of all or any of the following types of questions: multiple choice, ordering and sequencing, short answer, binary, completion, multiple matching. |
Personalized attention |
Methodologies
|
Research (Research project) |
Oral presentation |
|
Description |
Oral presentations and projects imply the possibility for the student to receive personalised attention. These will be reviewed by the teacher at least once during tutoring hours and whenever deemed appropriate.
Students with partial enrollment and/or academic exemption will carry out the work and tasks individually, with deliveries on the dates established by the teacher and will have personalised attention during the tutorial hours, to clarify doubts about the work and also about the theoretical and practical part of the subject. |
|
Assessment |
Methodologies
|
Competencies |
Description
|
Qualification
|
Objective test |
A28 C2 |
Written learning progress test, characterised by pre-determined answers. Well-designed tests offer objectively quantifiable results in relation to student knowledge, capacities, skills, performance, aptitudes, attitude, intelligence, etc. Used for diagnostic, formative and summative assessment. May consist of all or any of the following types of questions: multiple choice, ordering and sequencing, short answer, binary, completion, multiple matching. |
30 |
Research (Research project) |
A23 A28 C7 C8 |
Teaching process aimed at promoting student learning through use of practical, situation-based activities in which learner is tasked with identifying problem, articulating specific nature of problem, analysing it, interpreting results, and reaching appropriate conclusion. |
40 |
Oral presentation |
C2 C3 C4 C6 |
Core component of teaching-learning process involving coordinated oral interaction between student and teacher, including proposition, explanation and dynamic exposition of facts, topics, tasks, ideas and principles. |
30 |
|
Assessment comments |
Regular students To pass the subject in the ordinary call, students must attend 80% of the onsite sessions and it will be necessary for them to pass each of the evaluation items indicated below. Otherwise, no media will be done. 1. Oral presentation 30 2. Research project 40 3. Objective test 30 Students with academic exemption According to what is established in the "RULE REGULATING THE REGIME OF
DEDICATION TO STUDY AND THE PERMANENCE AND PROGRESSION OF DEGREE AND MASTER'S
STUDENTS AT DACORUÑA UNIVERSITY (approved by the Social Council of 05/04/2017):
1. Students must bring it to the attention of the teacher in the first week of
class, or, if this is not possible, within a period of no more than 7 days
after the recognition had been granted.
2. They will have to carry out, individually, all the activities/work
proposed throughout the course and hand them in on the dates established by the
teacher.
3. The grade will be the weighted average of the marks for the activities
and work carried out during the course and the mark of the test carried out on
the date of the official examination calendar, with each part having to obtain
a pass (5 out of 10) in order to pass the subject. If you do not pass any of
the parts in the first chance, you must repeat the not approved parts (activities/work
and/or test) in the second chance. Other cases Those students who do not attend 80% of the onsite sessions or do not pass the subject in the ordinary call will be evaluated in the extraordinary call in July by the same method proposed for students with an academic exemption.
As ageneral consideration, spelling deficiencies in punctuation and accentuation (if applicable), as well as incoherent or inappropriate writing, poor presentation, etc., will be taken into account, both in the exams and in the assignments. All this will imply a reduction on the grade obtained.
In the case of detecting plagiarism in the evaluation tests, the grade will be adjusted to the provisions of article 14.4 of the Norms of evaluation, revision and complaint of the master's degree studies *. In this subject, if the teachers detect plagiarism in any of the tests, it will mean a 0 in the final grade. In case of reiteration, the Academic Committee will apply the appropriate measures.
* "Plagiarism and the use of non-original material, including that obtained through the internet without express indication of its origin and, if applicable, the permission of its author, may be considered as a fail in the activity. All this without prejudice to the disciplinary responsibilities to which there could be place after the corresponding procedure ".
|
Sources of information |
Basic
|
|
Bobadilla-Perez,
M., & Couto-Cantero, P. (2015). Development and implementation of plurilingual/bilingual projects
in pre-school and primary schools. INTED2015
Proceedings, 7448–7458. https://library.iated.org/view/BOBADILLAPEREZ2015DEV Casanova
Fuentes, A., & Couto Cantero, M. P. (2019). English language in the classroom: A text dramatization
experience in Galicia. DIGILEC: Revista
Internacional de Lenguas y Culturas, 5(0), 52–69. https://doi.org/10.17979/digilec.2018.5.0.4988 Couto-Cantero,
P., & Bobadilla-Pérez, M. (2017). Análisis, implementación y evaluación de
programas bilingües en Galicia y la Universidad de A Coruña. 57-66. In M. E. Gómez-Parra & R.
Johnstone (Eds.), Bilingual Education:
Educational Trends and Key Concepts. Educación Bilingüe: Tendencias Educativas y Conceptos Clave. (pp.
57–66). Catálogo de publicaciones del Ministerio de Educación, Cultura y
Deporte. https://bit.ly/3czIFKq Couto-Cantero,
P., & Bobadilla-Pérez, M. (2018). Ten Fundamentals for Novice CLIL Teachers. E-TEALS, 9(s1), 108–131. https://doi.org/10.2478/eteals-2018-0015 Ferrer,
Carolina, Algás, Pilar, y Martos, Juan M. (2007). “Valoramos el trabajo por
proyectos”. Aula de Innovación Educativa, 166, 71-75. Fried-Booth, D. L. (1997). Project work. (8th Ed.) Oxford: Oxford
University Press. Majó,
Fanny. (2010). “Por los proyectos interdisciplinares competenciales”, Aula de Innovación Educativa, 195, 7-11. Meganathan R. Project Work to
promote English Language Learning. (12/ 09/2010). Retrieved from http://www.teachingenglish.org.uk/blogs/rama-meganathan/project-work-promote-english-language-learning Moss, D. (1998). Project-based
learning and assessment: A resource manual for teachers. Arlington, VA: The Arlington Education and Employment Program (REEP). Pozuelos
Estrada, Francisco J., y Rodríguez Miranda, Francisco de, 2008, “Trabajando por
proyectos en el aula. Aportaciones de una investigación colaborativa”, Investigación en la escuela, 66, 5-27. Stoller,
F. (2002). Project Work: A Means to
Promote Language and Content.
In Jack, C. Richards
& Willy, A. Renandya (Eds.) Methodology in Language
Teaching: an anthology
of Current Practice (pp.
107-120). Cambridge: Cambridge University Press. Stoller, F. (2006).
Establishing a theoretical
foundation for project-based learning in second and foreign
language contexts. In Beckett, G., H. & P. C. Miller (Eds.), Project-Based Second and Foreign Language
education: past, present, and future (pp. 19-40).
Greenwich, Connecticut: Information Age Publishing. Thomas, J. W.
(2000). A review of research on
project-based learning.
Retrieved from http://www.ri.net/middletown/mef/linksresources/documents/researchreviewPBL_070226.pdf Trujillo Sáez, Fernando. (2012),
Enseñanza basada en proyectos: una propuesta eficaz para el aprendizaje y el
desarrollo de las competencias Básicas. Eufonía - Didáctica de la
Educación Musical, 55,
7-15. Wrigley, H. S. (1998). Knowledge in
action: The promise
of project-based learning. Focus on
Basics: Connecting Research and
Practice, 2(D). National Centre for
the Study of
Adult Learning and Literacy. Retrieved from: http://www.ncsall.net/index.html@id=384.html |
Complementary
|
|
Buck Institute of Education PBL Explained http://bie.org/objects/cat/videos Planning forms http://www.bie.org/objects/cat/planning_forms Project-Based Learning for
Adult English Language Learners Donna Moss,
Arlington (VA) Education and Employment Program (REEP) http://www.cal.org/caela/esl_resources/digests/ProjBase.html Project Work to promote
English Language Learning Submitted by Rama
Meganathan on 17 March, 2011 - 02:57 http://www.teachingenglish.org.uk/blogs/rama-meganathan/project-work-promote-english-language-learning E Pals Global Community http://www.epals.com
13 personal Projects Ideas
for English Language Students
Desde-el-libro-de-texto-al-trabajo-por-proyectos |
Recommendations |
Subjects that it is recommended to have taken before |
|
Subjects that are recommended to be taken simultaneously |
|
Subjects that continue the syllabus |
|
Other comments |
As a general consideration, spelling deficiencies in punctuation and
accentuation (if applicable), as well as incoherent or inappropriate writing,
poor presentation, etc., will be taken into account, both in the exams and in
the assignments. All this will imply a reduction on the marks obtained. In the case of detecting plagiarism in the evaluation tests, the grade will
be adjusted to the provisions of article 14.4 of the Norms of
evaluation, revision and complaint of the master's degree studies *. In
this subject, if the teachers detect plagiarism in any of the tests, it will
mean a 0 in the final grade. In case of reiteration, the Academic Committee
will apply the appropriate measures. * "Plagiarism and the use of non-original
material, including that obtained through the internet without express
indication of its origin and, if applicable, the permission of its author, may
be considered as a fail in the activity. All this without prejudice to the disciplinary
responsibilities to which there could be place after the corresponding
procedure ". It
is recommended to send the works electronically and if this is not possible, do
not use plastics, choose double-sided printing, use recycled paper and avoid
printing drafts. Sustainable
use of resources and the prevention of negative impacts on the natural
environment must be made. It
is recommended to send the works electronically and if this is not possible, do
not use plastics, choose double-sided printing, use recycled paper and avoid
printing drafts. |
|