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Unit 2: Step 3- To Follow Guidelines for Designing Teaching Material

Present by: Liceth Marlovick Salazar Rodriguez Code: 1193445207

Present to: Jairo Gutiérrez de Piñeres

Material Design for Face to Face Environments

Group: 551022A_474

Universidad Nacional Abierta y a Distancia

Bachelor in English as a Foreign Language

Buenaventura-Valle

INTRODUCTION there is a wide variety of strategies that can be used in the practice face to face, but before mentioning them it is important to note that education of the 21st century has been seen anachronistically, by many of our schools from years ago, as a P Unidirectional friction of transfusion of acquired knowledge in which there is no possibility of interlocution, more than of interlocutors and listeners, And although there are enough educational models and these have been appropriate for many of the schools in our country, a number of teachers who continue to plan their classes from the established, the authoritarian, the vertical, the structured, which commonly Called Freire: Pedagogy of the oppressed, however there are numerous strategies that we can implement in our learning environment, to achieve excellent learning outcomes, According to Tobón (2004), in the field of pedagogy, didactic strategies are the way the teacher proposes, in a systemic way, to develop a learning, can be exhibitions, dialogues, forums, debates, listen to a radio program or watch a movie To discuss it in class. The didactic strategy is aimed at an interactive situation, implying the spontaneity and generation of creative and multiple responses in the exchange with the students; It is the coherent combination of a group of elements belonging to the society, the curriculum, the institution, the group, the individual learning process and the activity of the teacher in the pedagogical space.

UNIT 2: STEP 3- TO FOLLOW GUIDELINES FOR DESIGNING TEACHING MATERIAL

Link: https://www.goconqr.com/es/p/2693126-English-Languague-TeachingMaterial-mind_maps Howard, J., & Major, J. (2012). Guidelines for Designing Effective English Language Teaching Material. Retrieved from Guidelines for Designing Effective English Language Teaching Material: Retrieved from http://www.paaljapan.org/resources/proceedings/PAAL9/pdf/Howard.pd f

PRINCIPLE OF LANGUAGE ACQUISITION LEARNERS NEED OPPORTUNITIES TO USE LANGUAGE TO TRY TO ACHIEVE COMMUNICATIVE PURPOSES.

Hughes. J, (2009). Section1 – Getting Started. Teachers’ Aids on Creating Content for Learning Environments: Retrieved fromhttps://www.matsda.org/folio-sample-tomlinson.pdf

CONCLUSIONS Nowadays the most effective professional development engages teams of teachers to focus on the needs of their students, they learn and problem solve together in order to ensure all students achieve success, is for this reason, this document

present some

strategies in order to accomplish each one of the goals that we proposes in our daily practices as a teacher, including methods like portfolio, peer observation, and teaching journal,and others material

that constitute in a fundamental and important pillar in

order to recognize the truly mission of education , a new paradigm for professional education has to pay attention to the personal attributes and qualities of the individual, and not to separate these from the expectations of society. The central concern for all who educate is to focus on what we can do because of who we are. That relationship of our self to our actions is a sensitive and important one – and one that is at the heart of what it is to be a professional person.