PortofoliuDidactica domeniuluiNivelul II Modulul psihopedagogic (Postuniversitar)-Ian. 2015-

Lect. univ. dr. Florin Frumos,Departamentul pentru Pregtirea Personalului DidacticFacultatea de Psihologie i tiinte ale Educaiei,Universitatea Al. I. Cuza Iai

Student: Simona-Maria BcoanuFacultatea de Litere, Iai. Specializare: Lingvistic Aplicat Didactica Limbii EnglezeAnul II, semestrul I

Cuprins:

1. Dou fie, fiecare cu cte un obiectiv operaional conform algoritmului lu R. Mager pentru domeniul cognitiv (modelul lui Bloom). Nivelul obiectivelor operaionale contruite va fi de la nelegere n sus i cele dou obiective se vor situa pe trepte diferite n ierarhia obiectivelor lui B. Bloom (exemplu: nelegere i evaluare)2. Trei fie care conin, fiecare, 1-2 obiective la care se asociaz 2-4 exerciii/sarcini/aplicaii didactice ce vizeaz: Dezvoltarea abilitilor metacognitive ale elevilor Dezvoltarea diverselor tipuri de inteligen conform TIM Dezvoltarea gndirii critice a elevilor.3. Dou fie care s conin, fiecare:a. 3-5 exemple de tipuri de cunotine din disciplina/disciplinele predateb. 3-5 exemple de concepte i prototipuri corespunztoare, plauzibile pentru diverse teme din disciplinele predate4. Studiu de caz pentru teoria atribuirii

I. La nivel operational, obiectivele sunt definite intr-un mod concret prin comportamente observabile i msurabile, mod n care s reflecte realizarea strategiilor i tacticilor instruirii, pe de o parte, i s ofere imaginea concret a ceea ce va trebui evaluat, pe de alt parte.Tehnica lui R.Mager este cea mai utilizat tehnic de formulare a obiectivelor operaionalei presupune respectarea a trei conditii:1. Denumirea comportamentului observabil

2. Enunarea conditiilor n care elevii vor exersa i vor demonstra c au atins comportamentul preconizat de obiectiv.3. Criteriul de reuit, nivelul performantei acceptabile." Mager insista asupra conditiilor materiale i mai puin asupra condiiilor psihologice.

Fia nr. 1

Domeniul : Limba Englez. GramaticPrezentul SimpluClasa a VII-aOb: La sfritul leciei elevii vor fi n stare s defineasc Prezentul Simplu, s explice formarea acestuia i s l utilizeze corect n propoziii. De exemplu n cadrul Prezentului Simplu putem exemplifica ,, aplicarea i ,, nelegerea:a) Precizarea comportamentului observabil Pe baza axei timpurilor, elevii vor interpreta diferenele ntre aciunile trecute si ncheiate n trecut i aciunile ncepute n trecut i care nc se deruleaz (influieneaz evenimente) n prezent.b) Definirea conditiilor n care trebuie s se produc comportamentul (ce este dat; care sunt restrictiile sau, totodata, i datele i restrictiile). Pe baza exerciiilor date n manual sau pe fiele de lucru elevii practic utilizarea Prezentului Simplu.c) Criteriile performantei acceptabile. Mager insista asupra conditiilor materiale i mai puin asupra condiiilor psihologice. d) Obiectivul este realizat la nivel minim dac elevii numesc cel puin trei caracteristici ale prezentului simplu i la nivel maxim dac elevii numesc 5 diferene ntre timpul trecut si prezentul simplu.

Fia nr. 2Domeniul : Limba EnglezTipuri de scrisori de intenieClasa a X-aOb: La sfritul leciei elevii vor fi n stare s identifice caracteristicile diferitor tipuri de scrisori de intenie: plngeri, invitaii, brouri, scrisoare de mulumire, etc. Obiectivul este realizat minimal dac elevul precizeaz elementele introducerii, cuprinsului i ncheierii scrisorii i este maximal dac, n plus, precizeaz cuvintele de legtur, expeditorul i destinatarul scrisorii, registrul folosit i gradul de nemulumire exprimat, toate aceastea susinute prin exemple concrete din text.

Un asemenea exemplu ar putea fi pentru ,,analiz i ,,sintez:a) Precizarea comportamentului observabil.Elevii caut n manual sau n notie caracteristicile unui text de acest gen: scrisoare de intenie ( de exemplu, elementele unei plngeri ctre administraia unui hotel)

b) Definirea condiiilor n care trebuie s se produc comportamentul (ce este dat; care sunt restrictiile sau, totodata, i datele i restrictiile).Elevii se rezum strict la coninului textului primit i selecteaz/transcriu pri corespunztoare caracteristicilor enumerate.c) Criteriile performantei acceptabile

II. Fia nr. 3 La sfritul leciei, elevii vor fi capabili:-s identifice modaliti eficiente de subliniereActivitatea: Sublinierea: skimming and scanningProfesorul anun elevii c vor analiza 2 variante ale textului One day in the Countryside (O zi la ar); coninutul este acelai, doar felul n care este subliniat este diferit (cuvinte izolate/ pasaje ntregi/propoziia principal etc.). Scopul activitatii este de a identifica eficiena de a sublinia un text. Dup analizarea fiecrui tip de subliniere, profesorul va discuta cu elevii care stil este mai efficient usurnd nelegerea i organizarea textului.Exerciii 1. Dup ce elevii au fost informai asupra continutului textului ,,One day in the countryside, acetia sunt rugai s anticipeze ntrebrile care pot fi puse n cazul unei eventuale evaluri n funcie de cele dou tipuri de subliniere (anticipare) 2. Realizai un jurnal n care s notai strategiile pe care le utilizai n rezolvarea sarcinilor primite pentru acas iar la finalul fiecrei sarcini notai observaii cu privire la eficacitatea strategiei respective i la cum altfel ai mai fi putut face.

Fia nr. 4 Dezvoltarea diverselor tipuri de inteligen conform TIM Obiectiv (inteligena interpersonal) Elevul va coopera cu membrii grupului su. Obiectivul va fi atins la nivel minim dac elevul va prezenta cel puin o propoziie simpl, dar coerent care s aib legatur cu celelalte formulate de membrii grupului su.Obiectiv (inteligena verbal)Fiecare propoziie va ncepe cu un cuvnt de legtura corespunztor (pentru cuprins, pentru ncheiere)

Exerciii1. Realizai o scurt povestire pornind de la urmtoarea propoziie:Once upon a time, there was a warrior princess that lived in NY City (A fost odat ca niciodat o prines rzboinic care tria in New York). Fiecare are dreptul s contribuie cu o singur propoziie care va conine un cuvnt de legtur.2. Transformai povestioara ntr-o scenet si jucai-o n faa colegilor.

Fia nr. 5 Dezvoltarea gndirii critice a elevilorObiectiv: S analizeze o informaie primit i s aduc propriile argumente pro i contra acesteia.Exerciii:1. Gndii-v la 3 dintre cele mai periculoase/sigure joburi din Romnia i aducei argumente.2. Dezbatere: avantajele/dezavantajele tehnologiei de astzi. Creterea siguranei vs. Invadarea intimitii.

III. Fia nr. 6Tipuri de cunotine din disciplina/disciplinele predateDisciplina: Limba englez - gramatica) Cunotine declarative: definiii, situaii de comunicare coninut, relaie, context, termeniiraporturi ntre termeni, propoziii i raionamente caracterizare general, definirea i clasificarea

Exemplu:

1. Clasificarea tipurilor de texte2. Prezentul perfectPrezentul perfect(Present perfect), este una dintre particularitatile limbii engleze, acest timp nu are corespondent in limba romana.Ca definitie, prezentul perfect exprima o actiune terminata in trecut sau o actiune din trecut ce continua si in momentul prezent.Acesta se formeaza cuprezentul auxiliarului have (have/ has) + participiul trecut al verbului(regulat sau neregulat). Adesea, auxiliarulhaveeste folosit alaturi de subiect cu forma prescurtata've.

b) Cunotine procedurale: Cunotinele procedurale sunt cele care corespund unui anumit mod de aciune, ele intervin n realizarea unei activiti, rspund unor obiective de tipul a ti s faci i cuprind ansambluri structurale de reguli, secvene i operaii aplicabile ntr-o situaie determinat. Exemple: nvarea prilor corpului prin cntece i artarea direct a acestora. TPR (Total Physical Response)/ metodarspunsului fizic total: Metoda are ca scop reducerea stresului n nvarea unei limbi strine. Partea iniial a leciei const n modelare, profesorul dnd comenzi, realiznd aciuni mpreun cu studenii. n a doua faz a leciei studenii demonstreaz c au neles comenzile.c) Cunotine condiionale (strategice): argumente i contraargumente n negociere i n rezolvarea de conflicte/dezbateri.d) Cunotine metacognitive: predara i utilizarea diferitelor metode de nvare

Fia nr. 7 Concepte i prototipuri corespunztoare, plauzibile pentru diverse teme din disciplinele predateDisciplina: Limba EnglezLecia: SubstantivulConceptePrototipuri

Mobil (Furniture)Scaun (chair)

Culori (Colours)Rou (Red)

Membrii familiei (family members)Mama (Mother)

Unelte (tools)Ciocan (hammer)

Animale de cas (Pets)Cine (Dog)

3. La alegere: un studiu de caz ilustrativ pentru teoria novici-experi sau teoria atribuirii.

Persoanele cu performane superioare ntr-un domeniu poart numele de experi, iar cei cu performane modeste novici. A dezvolta inteligena nseamn a transforma novicii n experi (Miclea, Lemeni, 1999, pag.75). Problema diferenelor cognitive dintre novici i experi: volumul i modul de organizare a cunotinelor; puterea strategiilor rezolutive; metacogniia; adncimea procesrii informaiei; capacitatea de transfer. (Miclea, Lemeni, 1999, pag.79).A modifica sau mbunti performana inteligent nseamn a interveni la unul sau mai multe din nivelele menionate. Studiile comparative privind organizarea bazei de cunotine ntre novici i experi (persoane cu niveluri de performan extreme), arat c experii sunt n general superiori novicilor n ceea ce privete articularea cunotinelor conceptuale cu cele procedurale. n cazul experilor, cunotinele declarative sunt n mare parte contextualizate, n sensul c le sunt asociate, la nivel mnezic, reguli de producere. Altfel spus, chiar dac uneori nu se constat diferene semnificative ntre novici i experi sub aspectul cunotinelor declarative dintr-un domeniu i nici mcar sub aspectul cunoaterii unor reguli sau proceduri, cel mai adesea, condiiile de aplicabilitate ale acestora sunt mult mai bine stpnite de experi.

Studiu de caz: Experiences of a Novice Language Teacher in Cyprus

As interviews enable participants to discuss their interpretations of the world in which they live, and to express how they regard situations from their own point of view, we interviewed a novice teacher at a university in Cyprus to have a deep understanding of particular challenges experienced in the work of a novice language teacher (Cohen et al, 2000, p. 349). The participant was purposefully selected within a criteriasampling frame. The interview was semi-structured. After the initial determination of key questions, the interview protocol was revised based on expert consultation. Interview data were transcribed. The analysis of the verbal protocols relied on open coding. The interpretive process focused on the challenges experienced.

The novice teachers imagined identity of a good English teacher changed when she started teaching and her perception of the todays language teacher was different from that of the past. When she was asked how she would define an effective English teacher before starting teaching, the answer was: A teacher who would give a lot of homework, teach grammar in a very organized way using the board and ask his/her students take proper notes was an effective teacher for me. However, now, it has changed a lotHow to make lessons fun We have shifted our focus from grammar based teaching a bit. We are trying to fill the lesson with entertaining activities. The novices imagined identity started to transform into an identity aimed to meet the needs of the changing world and the learners. What was emphasized here was that making lessons entertaining has become very important for this novice teacher. Another issue that needs to be elaborated on is when the novice teacher feels safe and successful in class. In this regard, the participant stated: If everything I am supposed to cover is definite and I am prepared for the lesson. She feels safe and successful in class when everything is specified and the instructional procedures are completed accordingly. As can be understood from the response, the flow of the lesson is very important for this novice teacher. Richards and Pennington (1998) also found that novice teachers focused on covering the essential material efficiently and thoroughly in their first years (p.186). As Pitton (2006) also underscored, the primary focus of novice teachers is to complete the day-to-day work of teaching (p.36). The participant also noted that when the pace of the program is slow and there is nothing to do, she experienced anxiety. She said: When there is nothing in the program, I cannot decide what to do in class. And I feel weak those times You have to follow something Mann and Tang (2012) had also referred to such feelings. When the classes progress as novice teachers plan novice teachers feel relatively comfortable, but the situation would change since they dont have a repertoire of pedagogical routines to deal with the unexpected problems in the classroom. This might be the reason why the participant in this exploratory study also continuously drew attention to the need for being ready for class and how she felt weak when there was not much to do. Previous studies had also drawn attention to the criticality of classroom management for novice teachers. As Ross et al. (2011) noted, strong classroom management involves judgment and skills that are developed over time and with practice and novices struggle with finding the balance between nurturing students and being authoritative (p. 7). The participant also negotiated classroom management strategies. She said: Sometimes, I can be very determined and say no to students. Then, I think it is not necessary to be that strict with students...However, this leads to problems in the long run because each time, the concessions I make are making the situation worse. When asked to clarify these problems by giving examples, the participant described an event in which she did not allow a latecomer to enter class at first. However, when the other students insisted, she called the student. Although she allowed him to come to class, she warned the class not to exploit her goodwill. She said: Problems arise since I am a bit tolerant. Sometimes, I get angry with myself and I become determined and strict in class, but then I think that there is no point in being obsessed with this issue. As long as they respect me, understand the topic and listen to me when I teach something important, there is no problem As this vignette revealed, this participant experiences a conflict. On the one hand, she feels that there is no need to be strict and authoritative. On the other hand, she is concerned that students would exploit her goodwill. Students can tend to break the rules and ask for exceptions if they find that she is constantly tolerant. When asked to give recommendations for induction programs, the participant stated: Observing a teacher contributes a lot to me During the induction period, every two or three days, we could have observed teachersWhile observing others, you compare yourself with the teacher. These remarks reveal that the novice teacher finds observations crucial and expresses a need forextending the duration of these opportunities for novice teachers. This finding is consistent with the results of previous research. For example, Richards and Pennington (1998) also addressed the importance of observations and noted: Instruction alone- even instruction that espouses or demonstrates new philosophies or innovative techniques- will not be sufficient to impact teachers practices substantially and for the long term. What would perhaps more effective is an extended period of classroom experience combined with repeated cycles of guided reflection (p.190). The participant in the study also emphasized how useful observations were in the reflective thinking process of novice teachers within their practices. While observing more experienced teachers, novice teachers learn from them. As Good and Brophy (1987) noted, through observing how teachers conduct their lessons, novice teachers can develop a repertoire of strategies and techniques that they can apply in their own teaching (as cited in Richards, 1998, p.140). It is assumed that acquiring skill in teaching and improving your teaching involves mastery of certain behaviors and these can be seen in the lessons of good teachers. Therefore, observing experienced teachers can help novice teachers distinguish between effective and ineffective strategies in class and contribute to their development process. Fostering reflective observations are crucial in professional development (Richards, 1998). When discussing the challenges she encountered, the participant mainly discussed difficulties in preparing materials for the students and managing teacher-student relationships. When asked to talk about her sources of support, the novice teacher stated that she received support from her partners (colleagues), her officemate and her husband. The nature of support was both psychological and professional. Psychological support. I also receive professional support from my office mate. Since we teach the same classes and at the same time, my office mate shows the material she prepares for her class makes my life easier The participant also reported that her husband also provided substantial help for her especially with the house chores. Furthermore, when she experiences a problem with the students in class, she talks with her husband about it at home. She said:If I have a problem with students that day- not very big problems but sometimes I believe that my lessons are boring and this affects my life in the evening a lot. When I talk to my husband, he says there is no point in exaggerating it. Students are never pleased, dont take it personal For this novice teacher, these conversations at home are likened to a therapy session. With such help, she finds that she can reduce her stress levels and better prepare for the next day.

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