Facultad de Educación
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Item 100% saludables(Universidad Alberto Hurtado, 2010) Sanhueza Ibarra, Andrea Jesús; Neira Silva, Jorge; Facultad de Educación; Escuela de Educación; Carrera de Pedagogía BásicaItem ¡A llorar de la risa! : unidad didáctica de lenguaje y comunicación para sexto básico(Universidad Alberto Hurtado, 2013) Santos Barrera, Karla; Yáñez Pérez, Mariluz Jacqueline; Facultad de Educación; Escuela de Educación; Carrera de Pedagogía BásicaItem Un acercamiento hacia el contexto pedagógico : el quehacer filosófico con niñas en el aula(Universidad Alberto Hurtado, 2011) Labrin Zúñiga, Yovania; Carrozzi Reyes, Valentina; Facultad de Educación; Escuela de EducaciónItem Action research(Universidad Alberto Hurtado, 2016) Sepúlveda Cuevas, André; Díaz, Paula; Facultad de Educación; Escuela de Educación; Carrera de Pedagogía en InglésThe purpose of this document is to present the findings carried out in a municipal school of girls in Santiago. This action research aims at helping the students to enhance their motivation and participation in the classroom. The first steps consisted of identifying the factors that were presented at the beginning of the semester through a detailed observation. Questionnaires were given to all the students from eight grade C and teachers who work with them. After identifying the main causes of the problem, an action plan was designed to seek out outcomes based on the design of motivational strategies and well-prepared lessons by the teacher. So, the main goal is to enhance the degree of motivation and participation of the students.Item Action research : how can I validate my 12th grade students' perception of working in groups as a useful tool for their individual learning process?(Universidad Alberto Hurtado, 2016) Río R., Javiera del; Silva, Pablo; Facultad de EducaciónThis Action Research aims to validate the 12th grade students’ perception of group work as a useful tool for their individual learning process. The Action Research took place in a school located in La Granja for fourth months. In order to gather data, there were made interventions in relation to the literature review that supported the findings of the main concepts for the investigation. In terms of the analysis of the data, it can be said that there was an increase in relation of how to work in groups properly. Furthermore, it was difficult to validate the learning process by itself. However, with the help of some instruments and assessments, students could perceive that they were learning.Item Action research : interaction in english during lessons(Universidad Alberto Hurtado, 2016) Cabezas Laporte, Javiera; Silva, Pablo; Facultad de EducaciónThe following research is based on a teaching experience during the second semester of 2016 with eighth grade course in Nuestra Señora de Andacollo School located in Santiago Centro district. The problem in which this research worked on was the lack of interaction in English during lessons. For that, the context of students was analyzed and an intervention was planned considering appropriate literature which is about strategies to encourage students to speak in English in spontaneous situations.Item Action Research : young EFL learners : how to assess them with a communicative approach?(Universidad Alberto Hurtado, 2011) Rasse, Bárbara; Mella, Olga; Facultad de Educación; Escuela de Educación; Carrera de Pedagogía en InglésItem Action research project(Universidad Alberto Hurtado, 2015) Contreras Paredes, Orlando Esteban; Abrahams, Mary Jane; Silva, PabloItem Action research project : what motivational strategies can i implement to integrate a group of third graders with ADHD in my english lessons?(Universidad Alberto Hurtado, 2016) Moya Campos, Pamela; López, Ester; Facultad de Educación; Escuela de EducaciónAction research project : what motivational strategies can i implement to integrate a group of third graders with ADHD in my english lessons?Item Action research project : what teaching strategies can i implement in order to improve students' speaking skills regarding interactions in classes, activities and evaluations in my 5th grade B at "Colegio San Pedro de Quilicura"?(Universidad Alberto Hurtado, 2016) Soto Figueroa, Daniela; Verdugo, Carlos; Facultad de Educación; Escuela de EducaciónThe following Action Research helps the researcher find some strategies in order to improve 5th grade students’ speaking skills regarding specific purposes. During the process of execution of this Action Research, topics such as group-work, concrete material, discussion, and different types of comprehension will be tackled in order demonstrate that, students can improve their speaking skills when the teacher have the necessary tools to guide them in the process of learning, and consequently help them to achieve a better speaking performance and succeed in specific class interactions, assessments, among others. At the end of this project, the researcher found that students improved their speaking from the level they had before the interventions. The activities were effective and helped students to be aware of their process and the things they can do with other classmates, as supporters or partners.Item Action research proposal : inclusive setting for deaf and hard of hearing students(Universidad Alberto Hurtado, 2012) Gálvez Valenzuela, Felipe; Mella, Olga; Facultad de Educación; Escuela de Educación; Carrera de Pedagogía en InglésItem Action research proposal : motivation and self-confidence to promote group and pair work in my 9th E classroom(Universidad Alberto Hurtado, 2012) Boza Valenzuela, Alejandro; Aliaga Salas, Loreto; Facultad de Educación; Escuela de Educación; Carrera de Pedagogía en InglésEsta investigación fue hecha en base a mi experiencia como profesor a cargo del 1° medio E del Liceo Politécnico San Joaquín, ubicado en avenida Santa Rosa, comuna San Joaquín. En esta investigación se busca dar respuesta a la inquietud que me aqueja cuando noto que el 80% de los estudiantes de dicho curso no participan de las actividades planeadas para el transcurso de las clases. Dichos alumnos se niegan a participar por distintos motivos, de los cuales, el que más se repite es la vergüenza, que se traduce en un poco confianza de los alumnos con sus habilidades, y la poca motivación que éstos tienen para aprender un nuevo idioma.Item Action research proposal : to make english simple to students is to show them the practicality of learning it(Universidad Alberto Hurtado, 2012) Leni, Franco; Mella, Olga; Facultad de Educación; Escuela de Educación; Carrera de Pedagogía en InglésItem Adaptations in the planning of instructions for english language activities in the online Modality(Universidad Alberto Hurtado, 2020) Fleming Cruz, Carla; Villa Larenas, Salomé; Facultad de Educación; Departamento de Pedagogía en Inglés como Idioma Extranjero; Carrera de Pedagogía en InglésThe present self-study research explores the adaptations that have entailed planning instructions for English language activities in the English Language Teaching (ELT) in the online modality. Using a qualitative approach, data were gathered from weekly journal entries of tasks with the register of my experience, reflections, and field notes when planning the tasks for Project 1 and after the implementation of each task. Also, lesson plans with their corresponding PowerPoint presentations from my previous practicum experience in a face-to-face classroom setting and the lesson plans from my current practicum experience in the online modality. The results showed three adaptations when planning instructions for English language activities in the online teaching modality which involved the inclusion of multimodal literacy as a visual aid to support body language and TPR, for clarification and emphasizing actions, and for the association of content and keywords. The findings of this study have become a contribution to my online teaching practices by showing the use of multimodal literacy as an innovative strategy when planning instructions for English language activitiesItem Addressing 1st grade student's mixed abilities to learn vocabulary in the english class(Universidad Alberto Hurtado, 2011) Vilchez Cabezas, Catalina; Silva, Pablo; Facultad de Educación; Escuela de Educación; Carrera de Pedagogía en InglésItem ADHD and english teaching : dealing with teenagers(Universidad Alberto Hurtado, 2012) Salas, Francisca; Aliaga Salas, Loreto; Facultad de Educación; Escuela de Educación; Carrera de Pedagogía en InglésEl Trastorno por Déficit de Atención con Hiperactividad (TDAH), o Déficit Atencional, está entre los trastornos de aprendizaje más comunes con los cuales los profesores han de lidiar en el aula. A pesar de esto, la formación inicial docente no lo hace más fácil para nosotros, los profesores recientemente egresados, pues no se nos prepara para enseñar a estudiantes que sufren de déficit atencional; así, terminamos perpetuando prácticas docentes que no potencian el aprendizaje de éstos estudiantes. Esta propuesta de investigación apunta precisamente a sugerir estrategias y acciones específicas a ser probadas en el contexto educacional Chileno, tomando mayormente como punto de referencia un estudio de caso realizado en Costa Rica con un niño de catorce años de edad. Es igualmente importante mencionar que la mayoría de la bibliografía encontrada es acerca de investigaciones realizadas con niños pequeños que han sido diagnosticados y medicados por un profesional. Esta experiencia de Costa Rica no menciona ninguna de éstas dos características, por lo que especulo que no están presentes en el tratamiento y estrategias aplicadas en el estudio de caso. La investigación también nos muestra ejemplos de pequeños grupos de estudiantes con déficit atencional insertos en un grupo normal de estudiantes. Esta propuesta está inspirada en un caso completamente distinto en el que el grupo entero –de nueve estudiantes adolescentes- muestra evidentes síntomas concordantes con el déficit atencional, pero que nunca han sido diagnosticados y tratados.Item ADHD students : what are the best strategies to promote their participation?(Universidad Alberto Hurtado, 2010) Cerda Alvial, Pamela; Jerez Valdivia, Luis; Tapia, Astrid; Facultad de Educación; Escuela de Educación; Carrera de Pedagogía en InglésItem Affective matters when performing orally in the target language(Universidad Alberto Hurtado, 2017) Villagrán Cabrera, Fernanda; Facultad de Educación; Departamento de Inglés; Escuela de EducaciónThis classroom-based research was focused on investigating and understanding the influence of affective matters on student participation in oral activities. The subject of this study were 33 students from an eightth grade class. The data was gathered using a qualitative approach, with the use of three different tools: observations conducted by a teacher colleague, selfreports prepared by the researcher and surveys completed by students. Subsequently, data were analyzed using a thematic coding approach, which categorized the data into themes to define outcomes. It was found that different factors hindered oral production. These factors found correspond to lack of proficiency, followed by motivation, anxiety, self-confidence, among other motives. This research can help teachers with a similar context or issue to understand the limitations that prevent students when performing orally in the target language. However, further investigations need to be conducted on this topic in order to better understand how to most effectively enhance oral participation in the classroomItem Aligning English instructional objetives with the revised bloom´s taxonomy and bases curriculares(Universidad Alberto Hurtado, 2020) Alegría Gaete, Felipe Eduardo; Villa Larenas, Salomé; Abrahams, Mary Jane; Facultad de Educación; Departamento de Pedagogía en Inglés como Idioma Extranjero; Carrera de Pedagogía en InglésTeaching English in Chile in primary and highschool implies teaching in agreement with the English Bases Curriculares. One of the elements of teaching that must be aligned with this document are instructional objectives. However, the English Bases Curriculares do not propose a criterion to organize chronologically student learning experiences. Thus, a criterion that has been widely used in the educational field is sequencing these learning events according to the level of complexity of the cognitive processes involved. In this sense, taxonomies of learning have been generally used to provide an arrangement of cognitive processes from simple to complex. Having the aim of exploring the level of alignment of a set of instructional objectives that I set during a part of three teacher training programs, the present self-study research used a qualitative approach to analyze the level of alignment of those objectives with the English Bases Curriculares and with the Revised Bloom’s Taxonomy. As a result of the analysis, an overly presence of two cognitive processes, misplaced cognitive processes, incorrect language functions among other findings were described. This self-study research concludes that some of the issues found are intrinsic to the use of the Revised Bloom’s Taxonomy in English language teachingItem Almacén de ecuaciones : secuencia didáctica de matemática ; Aprendamos a cuidar las capas de la tierra : secuencia didáctica de ciencias naturales(Universidad Alberto Hurtado, 2019) Alfaro Muñoz, Camila Tiare; Valenzuela Molina, Macarena; Martens Albizú, Erich; Facultad de Educación; Departamento de Educación Inicial y Básica; Carrera de Educación BásicaEl presente documento corresponde al proyecto para optar a Título Profesional de Profesora de Educación Básica con doble mención en Lenguaje y Comunicación y Ciencias Naturales, con él se podrá evaluar el sustento teórico, implementación, reflexiones académicas y profesionales. Se presentarán dos Secuencias Didácticas implementadas en el Tercero Básico. La primera implementación corresponde a Lenguaje y Comunicación y la segunda, por consiguiente, a Ciencias Naturales. Para el diseño de ambas secuencias lo primero a realizar fue un diagnóstico institucional, con la información de la institución educativa y sus características. Posteriormente un diagnóstico pedagógico enfocado en los intereses de los estudiantes y su forma de incorporar el contenido. Para el levantamiento de información se genera un marco teórico general y otro por cada mención específica, además de una selección curricular, planificación clase a clase, reflexiones de actividades, evaluaciones que se realizaron y un análisis correspondiente a las respuestas de los estudiantes. En último lugar se presentan las reflexiones personales y pedagógicas a lo largo de estos cinco años de formación docente.