Benemrita Universidad Autnoma de Puebla

Facultad de Lenguas

Good Practices to Promote Personal and Professional

Competence Development in Higher Education

Dr. Josu Cinto Morales

Students:
Alonso Barragan, Maria del Carmen
Carrillo Valds, Jos Luis
Luna Ros, Cindy Teresa
 INTRODUCTION

Universidad Tecnolgica
Bilinge Internacional y Sustentable de Puebla
Ciudad Modelo de Puebla.
 An overview of existing knowledge related to
the identified problem (1/2)
Valadez (MILENIO), states that figures of UNAM and
Politcnico, of 26 thousand students in basic level have

suffered violence. And according CNDH in 2011,

reports that 30% of students of basic education suffer

bullying.

Due to that fact, this problem is a realistic fact where

schools and families should take in consideration to
prevent different types of social problems, such as school
dropouts or suicide.
 An overview of existing knowledge related to
the identified problem (2/2)

Kaizen Methodology

1. Classify 3. Cleaning

2. Organize 4. Maintaining and Discipline

 An overview of existing knowledge related to
the identified problem (2/2)
In 1999, Kohonen proposed the term authentic assessment as a process oriented

means of evaluating communicative competence, cognitive abilities and effective learning,

using reflective form of assessment in instructionally-relevant classroom activities. For the learners,

this means developing autonomy in which reflective awareness through self-assessment and peer

assessment, in other words how to manage learning, rather than just managing

to learn.
 Student Profile

36 learners (19 women and 17 men)

which are from far places of Puebla such as
Mecapalapa.
Socioeconomic level:

65 % lower-mid and 55% low

Ages: 17 to 19 years in average.
85% of the learners are supported by their

parents, 10% themselves and 5% by their

grandparents.
Learners are taking the second quarter of IT
program.
 Theoretical Framework
Problem(s): During the first two quarters, learners have shown the following
characteristics such as low self-esteem, problems of emotional intelligence,
certain type of low professional development, bad nutrition, certain degree
of reluctancy of collaborative work (equity).

To promote active participation to foster good practices.

Objectives

To improve professional development by including students

in collaborative tasks
To improve healthy environment
 Questions

QR1. What kinds of factors contribute to block the

strategies which foster healthy environment?

QR2. What types of collaborative activities

contribute to active participation during the
sessions?
 Goals
To identify variables that affect the relationship in
the school and contribute with strategies that allow an
improvement in the students and teacherscoexistence
and performance.

To implement and develop a tutoring program in

the institution in order to generate a cognitive
development in a collaborative way (students, teachers
and tutors)
 Methodology
Actions

n osis
ia g

M ain
D

en in
tr
Pre-assessment

to g
period:

r
collaborative
Learners and training,
teachers identification of
Ev
tutors profile
alu
at

am
io

g r
Pro ation
n

Assessment period: p p lic

collaborative training,
a
identification of the factors
which contribute with better
practices in the proces
 Evaluation (indicators)
Name Indicators Type

Lesson Plans (including tasks Content of the lesson plan such as Rubric/checklist:
which promote collaborative work) objectives, learning outcomes, and type of Qualitative
competences.

Journals (Teachers, Tutors & Factors/elements about learning style of Descriptive/narrative

Students) the learners or results which were obtained information: Qualitative
during the session: personal interest about / Quatitative
the topics according to the students interests

Face to face interviews Factors/elements (Maieutic method) which Descriptive/narrative

contribute to any kind of improvement: type information:
of exercises, type of problems, difficulty(ies) Quantitative /
during the lesson, etc. Qualitative

Teacher/tutor seminars Record of achievements: Number of courses Records: Quantitative /

which were taken during the 4 months such as Qualitative
 Data Collection Instruments
interviews , questionnaires

documentary evidence (test results) - (Derrick, 2013).

recordings (pre and post training)

diagnostic tests (pre and post training)

rubrics, checklists, Observations

The foreign language classroom anxiety scale (FLCAS)

(Horwitz, 1986; Speilber in Baker, 2011),

Planning evaluation (Farrell, 2011), and speaking evaluation by CEFR.

 RQ1 Impact Assessment
QR1. What kinds of factors contribute to block the
strategies which foster healthy environment?
According to Dudley, balancing the parameters which are arising from institutional

and learner expectations are extremely important. Initial revisions may be major, but

thereafter the details may only need fine-tuning, negotiating the course with the learners

and reacting quickly to the needs as expressed at the beginning of the course and as they

change over the period of the course, as shown below in Table 4.1.
4.1 Parameters of course design according Dubley which were used for the training
session. (Adapted from Developments in Specific Pourpouses Book)

Intensive or extensive course

Assessment or non- assessment session.
Intermediate needs or with delayed needs
Teacher as provider, facilitator or consultant
Broad or narrow focus course
Pre-study, pre-experience or run parallel course with that study or experience
Common-core or specific material to learnersstudy or work
Homogenous or heterogeneous group
Course design after consultation with the learners and the institution
 RQ2 Impact Assessment

QR2. What types of collaborative activities contribute to

active participation during the sessions?
The learners, who participated in this research, expressed with details what they

expected and needed about the course. However, there are essential characteristics of

assessment which was considered, as shown below in Table 4.2.

 4.2 Authentic Assessment Characteristics of Oral
language

Identify the purpose

Planning of action
Developing rubrics and/or scoring procedures
Setting standards
Involving students in self-and peer assessment
Selecting assessment activities
Recording information

By assessing during certain period, the teacher could determine a plan of action or re-adaption according to students needs. Thus,

some factors are enlisted to determine the impact of continuous assessment with learner-centered activities on participants

communicative language competence during this training course.


Social Impact
Social Impact
To improve in the personal and
professional development
(praxeological approach)
To promote the collaborative work
and critic perspective in problem
solving (Mayeutic approach -
coaching)
To foster good self-esteem
Active participation of students and
teachers, specifying roles
Expected Results
Part or the program Instrument
Mentoring program Narrative and descriptive
Lesson plan including the long and records (journals)
short term learning outcomes checklists
To support the topics which are part of Rubrics,
the sociocultural formation subject Portafolio,
Face to face interviews (T, Sts, Methods and approaches
Tutors)
Sustainability program: ecological
consciousness, separation of materials
(PNCE Programa Nacional de
Convivencia Escolar).
 Strategies

Maieutic method
Project-oriented Learning (POL)
Problem-oriented Learning (PBL)
Case-based learning (CBL)
Peer observation learning (Teacher & Students)
Praxeological approach - (Warnier, 2011)
 Expected Problems

Time (application of the program)

Type of learners: student profile
The type of topic/Subject
Gender
Teacher profile
 References (1/2)
Albores-Gallo, Lilia, Sauceda-Garca, Juan Manuel, Ruiz-Velasco, Silvia Roque-Santiago, Eduardo. (2011) El acoso escolar (bullying) y su
asociacin con trastornos psiquitricos en una muestra de escolares en Mxico. Salud Pblica Mx; Vol. 53(3):220-227. Recuperado el 4
de marzo de 2016 de:
http://bvs.insp.mx/rsp/articulos/articulo.php?id=002588

Bullying en Mxico ya es un escndalo 'internacional'. Recuperado el 4 de marzo de 2016 en de:

http://sipse.com/mexico/bullying-adquiere-proporciones-de-escandalo-en-mexico-97794.html

http://www.istas.ccoo.es/descargas/Elaboraci%C3%B3n%20de%20unas%20bases%20para%20una%20metodolog%C3%ADa%20formativa.
pdf

Goleman, Daniel. (2002) La Inteligencia Emocional. Editorial Punto de Lectura, Mxico.

Lopez-Diaz, Concepcin. (2010) Relaciones sociales en la escuela. Recuperado el 4 de marzo de:
http://www.csi-csif.es/andalucia/modules/mod_ense/revista/pdf/Numero_37/CONCEPCION_LOPEZ_2.pdf
 References (2/2)
Romero, Gabriela. (2014) Mxico, primer lugar mundial en bullying en secundaria. Recuperado el 4 de marzo de 2016 de:

http://www.jornada.unam.mx/ultimas/2014/10/25/mexico-primer-lugar-mundial-en-bullying-en-educacion-secundaria-7269.html

Valadez, Blanca. (2014) Mxico es el primer lugar de bullying a escala internacional.

Peridico Milenio. http://www.milenio.com/politica/Mexico-primer-bullying-escala-internacional_0_304169593.html

Wamer, Jean-Pierre (2011) A Praxeological Approach to Subjectivation in a Material World. SAGE Journals. Available on:
http://journals.sagepub.com/doi/abs/10.1177/135918350100600101

Dolci, Danilo. (1973) The maieutic approach: the plan of a new educational centre at Partinico. Prospects, Vol.Ill,No. 2, Summe r 1973.
availabe on http://unesdoc.unesco.org/images/0000/000055/005581eo.pdf

Woods, Donald. (2014) Problem-Oriented Learning, Problem-Based Learning, Problem-Based Synthesis, Process Oriented Guided Inquiry
Learning, Peer-Led Team Learning, Model-Eliciting Activities, and Project-Based Learning: What Is Best for You? Ind. Eng. Chem. Res.,
2014, 53 (13), pp 53375354. Available on: http://pubs.acs.org/doi/abs/10.1021/ie401202k
http://journals.sagepub.com/doi/abs/10.1177/2158244013503834

Understanding Why Students Drop Out of High School, According to Their Own Reports
Are They Pushed or Pulled, or Do They Fall Out? A Comparative Analysis of Seven Nationally Representative
Studies
Jonathan Jacob Doll, Zohreh Eslami, Lynne Walters
First Published November 7, 2013
Thank you.
Cuestionario inicial para los estudiantes
Cuestionario a aplicar durante el desarrollo del programa a los estudiantes
With base on this criteria, the distinguished aspects of the socio economic composition of Mexico are:

1. Monthly family income per socio economic level in the country is estimated around $0.00 to 179 (USD) For level E; from 180
to 452 (USD) for level D;from 453 to 773 (USD) For level D+;From 774 to 2333 (USD) for level C;from 2334 to 5666 (USD) for
Level C+ and from 5667 or more (USD) for Level A/B.

2. From the total of urban nuclea with more than 40,000 inhabitants, 7.5% belongs to A/B 13.6% to level C+ 18.8% to C;32.6%
to D+;19.5% to D and 8% to E

3. The average educational level of family per socio economic level it's in its major percentage of finished Bachellors degree for
level A/B;Incomplete Bachellors for level C+;Associates degree or Unfinished bachellors for C;finished elementary or unfinished
highschool for D; Finished elementary for D and unfinished elementary for level E.

Read more:
http://www.city-data.com/forum/mexico/573620-distribution-socio-economic-levels-mexico-apartment.html#ixzz4iHF1aMRW