Universitat Internacional de Catalunya
School Internships 2
Other languages of instruction: English, Spanish
Teaching staff
The mandatory seminars are officially established and approved by the Faculty of Education at the UIC. You will find the dates on the calendar document Practices II school 11-12, Textbooks section of this teaching guide.
Introduction
School Practices II are located in the second half of the third year of the Degree in Elementary Education.
The workload of the course is 15 ECTS credits representing a commitment of about 360 hours spread between the previous visit to the center, stay in placement, attendance at seminars with the tutor / college to have character mandatory and individual development work.
The practice mode is accompanied intervention and during their stay in the centers, students will have the opportunity to relate the theory learned in the course with practice and the experience in the classroom. In addition to observations in the areas of math, language and science, should develop a teaching unit adjusted to curricular standards and the needs of the center and then applied in the classroom after reflecting and evaluating their involvement and input from the experience .
The internship course for 2017 - 2018 is April the 16th to May the 25th, 2018 in the middle school. An exception will schedule the students to whom they were granted, on time, a plan to adapt the practice schedule-option 1 or option 2 - that have developed a schedule with the approval of the tutor / A the university, according to the rules contained in the Practicum Manual Faculty of Education at the UIC.
Pre-course requirements
You need to have made the subject of School Practices I and third year subjects linked to the three viewing areas (language, math and science).
Objectives
School Practices II accompanied intervention modality are intended to carry out observations and interventions in the classroom with the support and the tutor supervision and monitoring center and reflection of the university tutor and design of the programming, that apply in the classroom.
Competences/Learning outcomes of the degree programme
- CEM-63 - To know and apply processes of interaction and communication in the classroom, and master the social skills and abilities required to promote a classroom environment fomenting learning and harmony.
- CEM-64 - To control and monitor the educational process and, in particular, the teaching and learning process, through mastery of the necessary techniques and strategies.
- CEM-65 - To be able to relate theory and practice to the realities of the classroom and school.
- CEM-66 - To participate in teaching activity and gain expertise; acting and reflecting based on practice.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
- CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
1. Manage a group class effectively taking into account the diversity of the students.
2. Plan the teaching and learning across the board, disciplinary and interdisciplinary.
3. Plan and adapt the techniques and strategies to the needs arising in the classroom context and the educational needs of students.
4. Identify learning difficulties and appropriate assistance activities designed to solve them, tailoring interventions to the needs of students and the context.
5. Generate alternatives innovative and original approach to the situation.
6. Use forms of organization, educational media and materials in accordance with the objectives and learning activities.
7. Has a working knowledge of behavioral psychology to analyze and understand their own behavior and that of others.
8. Work to develop their competence in a systematic way based on a thorough analysis of skills.
9.Integrate information technology and communication in the teaching-learning in management education and professional development.
10. Communicates and expressed correctly in the language of instruction in oral and written form.
11. Is able to express the information using charts and graphs that clearly highlights relevant information.
12. Coherently integrates different perspectives, sources, theoretical dimensions to analyze reality.
13. Generalized with caution and critical from the observations.
14. Recognizes the responsibility of actors in multiple problems, evaluating and judging the implications of considering one or the other as a reference to analyze problems and roles.
15. It asks questions inquiring into reality, makes their own judgments and evaluations from systematic reflection, showing a process of personal growth.
16. Judgments based on internal criteria (consistency, consistency, consistency, reliability, etc..) And used as a basis for the arguments.
17. Show a process of identifying and overcoming their own previous experience from the reflection that we can face situations characteristic of mental block.
18. His reasoning represents a complete and with an organization that reflects the structure of his thought.
19. It argues that there are several ways to solve problems and propose innovative solutions.
20. Transmitted to other new ideas generated and is understandable.
21. 37. Keep progression in deepening and developing their work, reflected in a deep and personal involvement.
22. Systematically reviewed the use of resources, according to research at what point is, and makes decisions by adjusting its action plan to improve efficiency.
Syllabus
- Planning programs, projects and innovative educational processes and shared
- Uncertainty management and decision making: integrating knowledge to solve problems
- Classroom management from the application of educational activities
- Strategies applied to the school and its relation to the theoretical framework
- Intervention strategies to the difficulties and learning disabilities
- Own practice and that of others: interventions in the classroom
- Implicit theories and changing thinking from analysis and reflection on practice
- Functionality of knowledge: application to various situations effectively
- Work in real situations: planning and participation in the classroom
- Models of educational practice and classroom management and assessment depending on the context
- Teaching resources applied to education
- Knowledge and comprehensive description of the center and its relationship with the environment
- Observation as an instrument of record
- Responsibility as a key element in the training and development of the teaching profession
- The skills needed to make a professional contribution to the educational climate of the school
- Techonologies as a tool for improving teaching and learning process
Teaching and learning activities
In person
The knowledge received in the general educational subjects, language, math and science students will to perform and interpret the observations in the classroom.
We must make use of the materials for the subjects to develop work practices.
Training activities will include:
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CEM-62 CEM-63 CEM-64 CEM-65 CEM-66 CET-2 CET-3 CG-01 CG-02 CG-03 CG-09 | project-based learning learning contract case study method | practical classes theory classes group study and work internships seminar-workshops tutorials |
Evaluation systems and criteria
In person
Assessment practices will be directed to state to what extent they have been achieved competencies selected. The purpose is to evaluate own teacher / tutor in / to the University and the teacher / tutor in / at school.
The formative assessment (qualitative) to establish a profile of future performance and teacher shows how its evolution. The summative evaluation will be used for the final result and the overall value of the business practices and determine the grade that consist in the proceedings.
The evaluation of the course consists of three parts. Students must pass all parts to pass the course. Disruption of practical skills deficiencies of students suspended suppose the subject.
The practices will be evaluated based on:
The report of the tutor of the educational institution (based on the attitudes and abilities of the student). 35%. The evaluation sheet and the tutor classrooms Hospital where do charitable projects is usually different sheet valuation
Active participation in the seminars. 15%
The quality of the proposed project. 50%
The final practicum will officially marks the third quarter. However, each tutor will help mark the day of lliuramwnt individual.
Features:
Memory Extension: Between 30 and 35 pages. Annexes shall be included at the back.
Language: Catalan
Initial Seminar: 12 April, 2018
Follow-up seminar: 30th 31 th May, 2018
Submission of Memory to tutors: 4st June, 2018
Corrections and marks: 11th June, 2018
Closing of records: June, the 14th, 2018
Students will be evaluated according to the criteria established in other subjects.
Remember:
The notes will have an assessment activities based on the following scale:
Excellent (9-10)
Very good (7 to 8.9)
Pass (5-6.9)
Insufficient (3-4.9)
Poor (0-2.9)
NC - no corregit. Students will have one week to do improve their work and can only get a pas mark in the second correction.
The final mark will be quantitative.
Awarding MH (honours) involves a special mention for excellence regarding level of achievement, content, formal aspects and assessment practices as a whole (workshops submitted work, tutor evaluation sheet). MH can only be proposed by university supervisors.
MH cannot be entered directly on the students' record. Supervisors who wish to award a MH to a student will need to make a formal proposal to the Practicum Committee (deadline 15th June, 2015) because the number of MH that can be awarded is limited.
Bibliography and resources
CELA, J. i PALOU, J.(2008). Va de mestres. Carta als mestres que comencen. Col·lecció testimonis. Barcelona: Associació de mestres Rosa Sensat.
CELA, J.(2001) Calaix de mestre. Barcelona: Associació de mestres Rosa Sensat. ISBN:84-891 149-95-X.
FUSTER, C. (2005). La volta a l'escola en vuitanta mons. Col·lecció testimonis. Barcelona: Associació de Mestres Rosa Sensat.
PUIG. JM. (1999). Feina d'educar. Barcelona: Edicions 62. Rosa Sensat.