PEA-RG13/31032014 guía pedagógica Versión 1

FULL NAME ASIGNATURE: ENGLISH GRADE 5° A B CDATE TEACHER VERÓJNICA MAYORGA NIETO TERM FIRST

MY SCHOOL IS GOING TO BE A FOREING GEST

SOLVING PROBLEMS AS A STRATEGY OF TEACHING

A perceived gap between the existing state and a desired state, or a deviation from a norm, standard, or status quo.Read more: http://www.businessdictionary.com/definition/problem.html#ixzz2swcNGdHk

A problem can be caused for different reasons, and, if solvable can usually be solved in a number of different ways. This is determined by the context in which a said problem or problems is defined. When discussed, a problem can be argued in

The Steps in Problem-Solving In order to correctly solve a problem, it is important to follow a series of steps. Many researchers refer to

this as the problem-solving cycle, which includes developing strategies and organizing knowledge. While this cycle is portrayed sequentially, people

rarely follow a rigid series of steps to find a solution. Instead, we often skip steps or even go back through

steps multiple times until the desired solution is reached.

SOLVING PROBLEMS AS A STRATEGY OF TEACHING

A perceived gap between the existing state and a desired state, or a deviation from a norm, standard, or status quo.Read more: http://www.businessdictionary.com/definition/problem.html#ixzz2swcNGdHk

A problem can be caused for different reasons, and, if solvable can usually be solved in a number of different ways. This is determined by the context in which a said problem or problems is defined. When discussed, a problem can be argued in

The Steps in Problem-Solving In order to correctly solve a problem, it is important to follow a series of steps. Many researchers refer to

this as the problem-solving cycle, which includes developing strategies and organizing knowledge. While this cycle is portrayed sequentially, people

rarely follow a rigid series of steps to find a solution. Instead, we often skip steps or even go back through

steps multiple times until the desired solution is reached.

Topics to develop in the process:The student has to investigate and learn the following topics in order to obtain a successful result.

Countries Nationalities Plural and singular nouns Verb TO BE Conector

Topics to develop in the process:The student has to investigate and learn the following topics in order to obtain a successful result.

Countries Nationalities Plural and singular nouns Verb TO BE Conector

In order to achieve the activity it is necessary to know:

Differnt countries and nationalities Foods Clothes

In order to achieve the activity it is necessary to know:

Differnt countries and nationalities Foods Clothes

Problem A group of students from different countries will visit Cúcuta next month. They only speak English as their second language. So Education Secretary has chosen Educational Institution Monseñor Jaime Prieto Amaya school for welcome them.The rector Paul has great confidence in the fifth grade students’ skills, and assigns them their welcome.To solve this problem it is necessary (requirements):

The students have to know different countries and its nationalities because they don’t

Problem A group of students from different countries will visit Cúcuta next month. They only speak English as their second language. So Education Secretary has chosen Educational Institution Monseñor Jaime Prieto Amaya school for welcome them.The rector Paul has great confidence in the fifth grade students’ skills, and assigns them their welcome.To solve this problem it is necessary (requirements):

The students have to know different countries and its nationalities because they don’t

APPENDICES FOR ELABORATING OF THE REPORT

These attachments allow you to define the best solution, methods for construction and drafting the final report.

APPENDIX 1: ESTABLISHMENT OF THE TEAMTeam name

STUDENTS’ NAME FUNCTION

1.2.

3.4.5.6.

APPENDIX 2: Need situation (description)

Slogan:____________________________________________________________________________________________________________________________________________________________________________

APPENDIX 4: INFORMATION QUEST ABOUT THE PROBLEM

APPENDIX 3: Defining the problem

What kind of information does we looking for?

Where do we find it??

APPENDIX 5: OBSERVATION SHEETPLACE:SOURSE:DATA:

OBSERVATION:

BRAIN STORM (ideas)APPENDIX 6: BRAIN STORM (IDEAS)

Ideas Sketch

1st Idea: (strengths Vs. Weakness )

2nd Idea: (strengths Vs. Weakness )

3rd Idea: (strengths Vs. Weakness )

APPENDIX 7: SKETCH SELECTIONIdea Selected:

REASONS TO BE SELECTED :

IDEA SKETCH :

APPENDIX 8: MATERIALS USEDUsed materials : Denomination

APPENDIX 9: SAMPLE ESKETCHnº Observed aspects 0 1 2 3123456

789

10NOTA: Let´s evaluate the Project in order to know if it is according to the requirements or not.0 – 3 excellent (it succeeded)Analyze carefully every single aspect in the schema:

¡in Conclusion!Does this project answer to the need?

NO SI

disaster shocking Bad Good Better Excellent

Why?

RATING TEAMWORK AND OVERALL ASSESSMENT OF THE PROJECTASPECT TO EVALUATE Lot Enough Few NothingContribute to the analysis of the problem and helps to understand.

Search for information in different sources and brings to the team.Provides sketches of creative designsIt is tolerant of the ideas of others and does not impose his own.It is a Volunteers to carry out some tasksAccept the distribution of work and fulfills his part.Collaborate with others in the construction of some elementsHe is interested in investigating and correcting some bugsRecognize his/her own mistakes and is willing to rectify.Actively involved in the drafting of the report

PROJECT EVALUATION SHEETEVALUATION OF RESULTS

Positive features

Negative features

Time used Observations

Cost $ Observations

Possible Improvement

Observations