Centro de Posgrados

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Subject: search.filters.subject.GUÍA METODOLÓGICA

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    Intensive reading strategies to develop the oral interaction
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-09) Santamaría Serrano, Jorge Santiago; Sulca Guale, Manuel Xavier
    This research work was focused on evaluating oral interaction as a result of exposure to intensive reading material in the Fourth semester students of Escuela Politécnica Superior de Chimborazo of Riobamba, Chimborazo. A pre-test as an assessment instrument was applied, the data collection was done and, so, it was evident the lack of use of intensive reading material within classrooms to promote the development of oral interaction in students. The results were analyzed using T-student statistical test to check the validation of hypothesis. A population of 25 students was considered and the present research was carried out demonstrating that intensive reading provides a better practice of oral interaction, promoting the communicative process of students in the English language. The result was 3.75. Due to this very favorable result, this study concluded in the creation of a methodological guide including the application of intensive reading material within the class to improve oral interaction. The methodological guide also includes a rubric for evaluating activities and thus to verify the advance of the students. This is why, the use of intensive reading material is suggested to reinforce oral interaction based on the results.
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    Las adaptaciones curriculares no significativas de evaluación en los estudiantes con necesidades educativas especiales de la Unidad Educativa Pedro Fermín Cevallos
    (Universidad Técnica de Ambato. Dirección de Posgrado., 2017-11) Valencia Espinoza, Alexandra Elizabeth; Rivera Flores, Danny Gonzalo
    The present investigation was carried out in "Pedro Fermín Cevallos" Educational Unit, which is located in Cevallos in Tungurahua Province during 2016 - 2017 academic year where the teachers who work in the Basic Section and the Baccalaureate participated as well as the students who have Special Educational Needs with the purpose of determining if the teachers make differentiated evaluation instruments to evaluate the students with Special Education Needs regardless of the Grade of need presented by each student. To do this, it was necessary to inquire about the teachers' knowledge about Curricular Adaptations in the Evaluation, having as a result that the teachers know and dominate the terms and their meaning but unfortunately in the praxis the use of Curricular Adaptations in the treatment of the student in the classroom for which it has been necessary to present an alternative solution and a "Methodological Guide to Evaluate Students with Disabilities" has been elaborated as a proposal of solution to the lack of knowledge of Curricular Adaptations in the Evaluations, resulting from the Lack of training in teachers and poor training by the National and Local Authorities, as well as the lack of joint work between teachers, members of the Students Counseling Department and the Inclusion Support Unit of the District. The work is based on the critique - propositive paradigm of the constructivist model of a qualitative and quantitative character, supporting the information in a bibliographical way and in the facts place, under the application of a teachers’ survey to verify later the results obtained through A Student's Test whose results led us to determine that the suggestion presented had a positive impact on the school performance of students with Special Educational Needs.