Programa Formación Docente 2008 -2009
 
Programa Formación Docente 2008 -2009
 
PROGRAMA DE FORMACIÓN DOCENTEUAM
 
  


Título
 Scaffolding techniques for instruction at the university level
Formador/res
 Alfonso López
Horas de formación
 8 horas presenciales
 17 horas no presenciales
Créditos ECTS
 1
Horario y lugar
  2019-11-19 de 09:30 horas a 13:30 horas en Sala multifunción-decanato- Facultad de Económicas
2019-11-26 de 09:30 horas a 13:30 horas en Sala multifunción-decanato- Facultad de Económicas
Objetivos del módulo
 - To understand the concept, scaffolding, and be aware of its special relevance in cases of EMI (English as Medium of instruction) or bilingual teaching in Spanish university.
- To become acquainted with the main types of scaffolds: reception, transformation, production.
- To analyze our own instructional needs and be able to implement the most relevant and effective scaffolding strategies.
Contenidos
 1. Scaffolding: what? When? Why?
2. Reception scaffolds
2.1. Teacher talk
2.2. Using structure
2.3. Activation
2.4. Visuals aids
2.5. Checking understanding
2.6. Review
3. Transformation scaffolds: Working with Text 3.1. Benefits of working with text 3.2. Why transform 3.3. Using graphic organizers 3.4. Collaborative work as a scaffold 3.5. Flipped classroom methodology 4. Production scaffolds 4.1. Academic production in our classes: genre analysis 4.2. Scaffolding speaking: presentations and debates 4.3. Formative assessment as a scaffold
Competencias que se van a adquirir
 By the end of the course, participants should be able to
- Understand the rationale of scaffolding instruction and language use in contexts of bilingual (English) instruction.
- Design and implement effective scaffolds to help students (a) understand the contents that are being taught; and (b) be able to use them effectively in academically specialized oral and written genres (presentations, debates, reports, etc.)
Metodología docente
 This course is taught as a seminar in which participants are expected to take an active role in brainstorms, discussions and simulations. The presentation of concepts and strategies will, in many ways, follow a scaffolding rationale and hence serve as a teaching model. Participants will also be asked to relate all the concepts and techniques to their own teaching practice in a variety of ways.
Sistema de evaluación
 At the end of the course, participants will be asked to submit their own teaching plan of a lecture / seminar in which they try to implement a selection of the scaffolding techniques discussed in the course.
Attendance to all the hours of the course is mandatory.
Descripción de las actividades presenciales
 - Teacher presentation and clarification of concepts
- Analysis of teaching sequences on video
- Text analysis
Descripción de las actividades no presenciales
 - Analysis of academic genres in English that are relevant to one’s own teaching
- Devising suitable concept questions
- Preparation of a scaffolded teaching plan
Referencia de consulta básica bibliografía, URL...
 Papers:
Dafouz milne, E. (2015). más allá del inglés: la competencia lingüística multi-dimensional como estrategia para la enseñanza en la universidad internacional.
Educación y Futuro, 32, 15-34. Retrieved from http://www.cesdonbosco.com/documentos/revistaeyf/EYF_32.pdf
Fernández, D. CLIL at the University Level: Relating Language Teaching With and Through Content Teaching. Latin American Journal of Content & Language Integrated Learning, North America, 2, dec. 2009. Retrieved from http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.11/2738.
Lasagabaster, David & Doiz, Aintzane. (2018). Language Errors in an English-Medium Instruction University Setting: How do Language versus Content Teachers Tackle them?. Porta Linguarum. 30. 131-148. López Hernández, A.: Thinking though a foreign languages: a case study of CLIL-inspired instruction in the social sciences in higher education I: CLIL and cognition, in Educación y Futuro Digital, vol 1. Retrieved from http://www.cesdonbosco.com/documentos/revistaeyfd/EYFD_1.pdf.
López Hernández, A. (Coord.). (2015). propuestas de scaffolding en enseñanza universitaria bilingüe. Educación y futuro, 32, 117-165. Retrieved from:
http://www.cesdonbosco.com/documentos/revistaeyf/EYF_32.pdf

Webpages:
- CoBaLTT Project on Content-Based-Instruction CARLA, University of Minnesota http://www.carla.umn.edu/cobaltt/index.html
- CLIL/AICLE Glossary: http://www.cambridgeenglish.org/images/22194-tkt-clil-glossary.pdf
- On concept checking: http://www.teachingenglish.org.uk/articles/checking-understanding
Información de interés para los participantes
 The course will be taught in English

La asistencia presencial de al menos un 80% del curso es un requisito imprescindible para la obtención del certificado del curso, independientemente del motivo que lo provoque, ya sea justificado o injustificado. Se realizará control de presencia al inicio y al final del curso, siendo responsabilidad del participante informar previamente sobre ausencias intermedias.
La anulación anticipada de la participación en un curso no supone nunca una penalización para poder ser seleccionado en otro.