COURSE GUIDE. Máster Oficial de Formación del Profesorado de Secundaria, Bachillerato, Formación Profesional y Enseñanzas de Idiomas (MPS)

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1 1 COURSE GUIDE Máster Oficial de Formación del Profesorado de Secundaria, Bachillerato, Formación Profesional y Enseñanzas de Idiomas (MPS) Specific Module: English INTEGRATED DIDACTICS OF LANGUAGES IN THE SPANISH EDUCATIONAL SYSTEM Academic Year

2 2 COURSE GUIDE TO INTEGRATED DIDACTICS OF LANGUAGES IN THE SPANISH EDUCATIONAL SYSTEM FIELD: MPS (English) Subject: Integrated Didactics of Languages in the Spanish 6 Educational System Module: MPS specific module English 24 Educational Model: Specific YEAR: 2016/17 Semester: 1 Lecturers: Mª Paz Marín García (PhD.) Daniel Buchón Moragues (M.A) ECTS Department: Languages Department maripaz.marin@ucv.es daniel.buchon@ucv.es SUBJECT ORGANIZATION Integrated Didactics of Languages in the Spanish Educational System Duration and temporal location within the curriculum: 1st semester MPS, specific subject Subjects and Courses Nº ECTS: 6 Subject ECTS Courses ECTS Course/ semester Didactics 12 Classroom Resources 6 Research 6 Foreign Language Didactics 6 1/1 Integrated Didactics of Languages in the Spanish Educational System Didactic Resources for the teaching of Language and Literature Innovation and Research in Language and Literature Didactics 6 1/1 6 1/2 6 1/2 COURSE GUIDE TO THE SUBJECT: INTEGRATED DIDACTICS OF LANGUAGES IN THE SPANISH EDUCATIONAL SYSTEM

3 3 Prerequisites: To be a specialist in English GENERAL GOALS The purpose of this subject is to train future English teachers at Secondary and Bachillerato levels in the area of personal reflection on their teaching practice. On the other hand, the module also intends to provide students with research tools and ideas in order to develop their Masters Project (TFM). In order to achieve this, the main objectives of this course are: - To eplore theories of second language learning in the classroom. - To assess the value of theory and research for the second language teacher. - To understand the development of research into first and second language acquisition. - To consider strategies for applying useful second language theory in the classroom. - To know how to cope with situations that are likely to present themselves when teaching Secondary and Bachillerato students in a second language. - To reflect on teaching practice and making informed choices on aspects such as materials, timing or assessment. - To develop their own classroom resources. - To learn to identify key information in academic tets. - To be able to produce coherent tets using academic language on topics of their interest which are related to their teaching practice CROSS-SECTIONAL COMPETENCES Competence measuring scale Instrumental G1 Be able to apply acquired knowledge and their problem-solving skills in new or unknown environments within wider contets (or multidisciplinary ones) related to their field of study. G2 Be able to integrate knowledge and face the compleity of issuing judgments from certain information which, either incomplete or limited, includes considerations on the social and ethical responsibilities bound to the application of their knowledge or judgments G3 Be able to communicate their conclusions and reasons to a specialist and non-specialist audience, without any ambiguity G4 Possess the learning abilities enabling them to go on studying mostly in a self-directed or independent way. G5 To Know the curriculum related to the specialization and the didactics of teaching and learning, as well as a didactic knowledge of the teaching and learning processes, respectively. A knowledge of the different professions will be included for vocational training. G6 Plan, develop and assess the teaching and learning process promoting educational processes which facilitate the acquisition of competences of the respective teaching levels, taking into account both the level and previous learning of students, and their orientation both individually and in collaboration with other teachers and professionals in the school

4 4 G7 Seek, retrieve, process and communicate information (oral, written, audiovisual, digital or multimedia), transform it into knowledge and apply it in the teaching and learning processes in their areas of specialization Interpersonal G8 Specify the curriculum to be implemented in a school taking part in the collective planning of it. Develop and implement teaching methodologies which may be focused on a group or an individual and adapted to the students diversity G9 Design and develop learning environments with a special attention to an education in values, equal rights and opportunities between men and women, citizenship and respect for human rights that facilitate social interaction, decision-taking, and a sustainable future. G11 Know the interaction and communication processes in the classroom, master the skills and social abilities necessary to encourage learning and create a good classroom environment, and deal with discipline problems and conflict resolution G14 Know and analyze the historical characteristics of the teaching profession, its current situation, perspectives and relation to different social realities. Systemic G10 Acquire strategies to stimulate the student s effort and encourage his ability to learn by himself and together with others, and develop abilities to think and decide which facilitate the autonomy and personal confidence and initiative. SPECIFIC COMPETENCES Disciplinary E1. Know the formative and cultural value of the specialist subjects and the contents that are taught in them. E2. Know the history and most recent developments of the subjects and their perspectives in order to be able to have a dynamic vision of their classroom application. E4. Know the theoretical and practical developments in the learning and teaching of the specialist subjects E9. Know assessment strategies and techniques and understand assessment as a regulatory tool to stimulate effort E11. Critically analyze good teaching practice using quality assurance indicators Attitudinal X X E5. Transform the curricular content into activity and working programmes

5 5 E6. Acquire criteria for the selection and development of teaching materials. E10. Know and apply innovative teaching techniques within their area of specialization Professional E3. Know situations and contets in which the different curricular contents are used or applied. E7. Encourage a classroom environment that facilitates learning and values student participation E8. Integrate media resources into the teaching and learning process E12. Identify key issues related to teaching and learning of their area of specialization and propose alternatives and solutions E13. Know and apply basic educational research methodologies and techniques and be able to design and develop projects on the areas of research, innovation and evaluation X X LEARNING OUTCOMES R-1.Students produce well-organized written and oral tets that are appropriate for the interlocutor and their communicative purpose R-2.The students perform with correctness, fluency and spontaneity that allow them to maintain interaction, being able to react, question or repeat the previous statement to ensure mutual understanding when participating in classroom discussions R-3.The student understands the overall meaning, essential information, the main points and the most relevant details in clearly structured oral tets using standard language that are articulated at a regular speed and transmitted orally or by technical means, provided that the acoustic conditions are reasonably good or what was heard can be listened to again. R-4. Students understand the meaning, essential information, the main points and the most relevant details in clear, well-organized tets using standard and academic language on current topics related to their own specialty or topics of special interest to them within their research field R-5. The students write field-related, cohesive tets, be them public or private, on specific topics in which they have a personal interest, which call for or transmit information. Reflection and critical interpretation is present COMPETENCES G1, G2, G3, E5, E6, E8, E11, E12, E13 G9, G10, G11, E2, E10, E11, E12 G4, G5, G6, G7, G8, E3, E4, E8, E9, E12 G4, G5, G6, G7, G8, E1, E2, E3, E6, E9, E10, E11, E12, E13 G1, G2, G3, E5, E7, E8, E9, E10, E11, E12, E13

6 6 ON-CAMPUS EDUCATIONAL ACTIVITIES ACTIVITY ON-CAMPUS CLASS PRACTICAL CLASSES Teaching-Learning Methodology Teacher presentation of contents, analysis of competences, eplanation and in-class display of skills, abilities and knowledge. Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-line, Internet, etc. Meaningful construction of knowledge through interaction and student activity. Relationship With Learning Outcomes for the subject E5, E7, E8, E9, E10, E11, E12, E13 R1, R2, R3, R4, R5 ECTS 1,2 GROUP PRESENTATION OF PAPERS Application of multidisciplinary knowledge R1, R2 0,24 TUTORING Personalized and small group attention. Period of instruction and/or orientation carried out by a tutor to review and discuss materials and topics presented in classes, seminars, readings, papers, etc. R2, R3, R4 0,6 ASSESSMENT Set of oral and/or written tests used in initial, formative or additive assessment of the student R1, R2, R3, R4, R5 0,36 Total 2,4

7 7 INDEPENDENT WORK ACTIVITIES ACTIVITY GROUP WORK INDEPENDENT WORK Teaching-Learning Methodology Group preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. Work done on the university e-learning platform ( ) Student study: Group Individual preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. Work done on the university e-learning platform ( ) Relationship of Course with Learning Outcomes ECTS R1, R2, R3, R4, R5 1,6 R1, R2, R3, R4, R5 2 Total 3,6 SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM Assessment Tool LEARNING OUTCOMES ASSESSED Allocated Percentage Final assessment R1, R2, R3, R4, R5 60% Attendance and ongoing assessment activities. Oral presentation. In-class guided activities R1, R2, R3, R4, R5 40% MENTION OF DISTINCTION: Criteria for granting a grade of A with honors: The grade can be granted to those students who have attained a grade of 9 and have proven high proficiency in the language. Only one

8 8 grade A with honors can be awarded every 20 students, with the eception of groups with less than 20 students in total; in that case, the award of one grade A with honors is also possible. DESCRIPTION OF CONTENTS COMPETENCES DIDACTIC UNIT I: The European Framework of Reference for Languages. Origin and aim: plurilingualism. Core competences. Descriptors and common reference levels DIDACTIC UNIT II: Mandatory Secondary Education in Spain. Legislation, aims, competences DIDACTIC UNIT III: Regional legislation. Detailed provisions. Assessment criteria. Students diversity DIDACTIC UNIT IV: Practical sessions G1, G2, G3, G4, G10, G11, G14 E1, E2, E4, E11, E12 G1, G2, G3, G4,G 10, G11, G14 E 1, E2, E4, E11,E 12 G1, G2, G3, G4, G10,G 11, G14 E 1, E2, E4, E11, E12 G1, G2, G3, G4, G10, G11, G14 E1, E2, E4,E 11, E12 TEMPORAL ORGANIZATION OF LEARNING: # OF MEETINGS CEFR 3 National Legislation to teach in ESO 3 Autonomic Legislation to teaching English 3 Programming practice. Integrated didactics 3 REFERENCES

9 9 LEYES ORGÁNICAS DE EDUCACIÓN: LODE: Ley Orgánica 8/1985, de 3 de julio, reguladora del Derecho a la Educación. BOE , pags.: LOGSE: Ley Orgánica 1/1990, de 3 de octubre, de Ordenación General del Sistema Educativo. BOE , pags.: LOPEGCE: Ley Orgánica 9/1995, de 20 de noviembre, de la Participación, la Evaluación y el Gobierno de los Centros Docentes. BOE , pags.: LOCE: Ley Orgánica 10/2002, de 23 de diciembre, de Calidad de la Educación. BOE , pags.: LOE: Ley Orgánica 2/2006,de 3 de mayo, de Educación. BOE , pags.: LOMCE Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. BOE , pags: Anderson, J.R. (1981). Cognitive Skills and Their Acquisition. Hillsdale, NJ: Lawrence Erlbaum. Clavel Arroitia, Begoña (2012). Second Language Acquisition and Teaching English as a Foreign Language. Valencia: PUV Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) Decreto 87/2015, de 5 de junio, por el que se establece el currículo y desarrolla la ordenación general de la Educación Secundaria Obligatoria y del Bachillerato en la Comunitat Valenciana. DOGV 7544/ Delors, Jacques et al. (1996). La educación encierra un tesoro. París: Ediciones de la Unesco. Estévez Fuertes, Nicolás y Clavel Arroitia, Begoña (2013). Adquisición de segundas lenguas en el marco del nuevo milenio. Valencia: Universidad de Valencia. Gardner, Howard (2006). The development and education of the mind: the selected works of Howard Gardner. London: Routledge Gimeno Sacristán, José (2011). El curriculum: una refleión sobre la práctica. Madrid: Ed. Morata. Moya Otero, José y Luengo Horcajo, Florencio (2010). La concreción curricular de las competencias básicas: un modelo adaptativo e integrado. Tribuna Abierta. CEE Participación Educativa, 15, noviembre 2010, pp Robinson, Ken y Lou Aronica (2015). Escuelas creativas. Barcelona: Grijalbo. Salmerón, H., Rodríguez, S. & Gutiérrez, C. (2010). Metodologías que optimizan la comunicación en entornos de aprendizaje virtual. Comunicar, 34,

10 10 Valverde Berrocoso, Jesús; Fernández Sánchez, María Rosa; Revuelta Domínguez, Francisco Ignacio. El bienestar subjetivo ante las buenas prácticas educativas con TIC: su influencia en profesorado innovador. Educación XX1, [S.l.], v. 16, n. 1, ene < Fecha de acceso: 02 sep doi: Additional Biblography and References will be added