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Didactic unit
Case 3:
Population: seventh semester pre-service English teachers, private university in Bogot.
Number of students: 28 students ( 14 young women and 14 young men).
Age: 19 to 22 years old.
Classroom characteristics:
The room is comfortable and looks neat.
Equipment and internet available at times.
Circle arrangement.
Classes are from 1pm to 3pm They study two times a week: Mondays and Fridays.
Most students have taken pedagogy and didactic classes. They are technology enthusiasts.
Students are eager to try innovating projects.
Language level:
Students can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. They can deal with most situations likely to arise
whilst travelling in an area where the language is spoken. They can produce a simple
connected text on topics, which are familiar, or of personal interest. They can describe
experiences and events, dreams, hopes and ambitions and briefly give reasons and
explanations for opinions and plans.
Unit overview
Overall aims
Assessment
Anticipated problems
Resources
Lesson 1
Students are able to
understand and use the
concept of visual design,
following some topics like
multiliteracies, their types
and their uses for
educational purposes.
Computer
Video beam
Multiliteracies videos
Lesson 2
Students are able to create
a mind map with some
important ideas taken from
previous concepts about
pedagogy and the concepts
seen last class.
Computer
Video beam
PPT presentation about
pedagogy and
multiliteracies
Board
Markers.
Lesson 3
Students are able to
analyze visual information
following three
metafunctions: the
representational, the
interactional and the
compositional.
Computer
Video Beam
Audio player
PPT metafunctions
Lesson 4
Students are able to
analyze an advertisement
following three
metafunctions: the
representational, the
interactional and the
compositional.
Computer
Video Beam
Audio player
Advertisement
Lesson 5
Computer
Video Beam
Audio player
Final project
Defining multiliteracies
Lesson 1 and 2:
-Creating and generating is an excellent example of
how digital literacies truly encompass non digital
forms of literacy as well. Indeed, we are creating and
generating as we write a letter, keep a journal in a
spiral note-book, or draw illustrations on paper. In the
digital realm, creating and generating is facilitated
through technologies such as wikis, blogs, podcasts,
e-portfolios, augmented reality (AR), and multiuser
virtual environments (MUVEs). (Summey, 2013, p. 6)
The use of a blog in very useful for the students because
they will interact with each other by internet and they
generate a common knowledge and develop their ideas
and clarify their doubt.This kind of interaction will improve
their technological skills.
-Teaching with a piece of technology merely
demonstrates a device or application, even with
hands-on student participation. Teaching students
how to use a technology tool loads them with skill
sets that will likely be obsolete in a short time as
technology changes rapidly. (Summey, 2013, p. 21)
It is important to involve technology in an education
process due to the students need to be more recursive in
the way they receive knowledge and create their own
meanings.
-If teachers help students learn to use their literacy
identities in this way they will become more flexible
and strategic about literate activities. They will learn
to reflect on and combine and recombine their
resources to complete tasks. Note that the students
literacy identity includes social and cultural
resources, technological experience, and all previous
life experiences, as well as specific literacy
knowledge and experience. Because literacy is a
social practice, being literate goes beyond specific
literacy knowledge to include social and cultural
behavior. ( Anstey & Bull 2006, p. 35)
It is important for the teacher to accompany their students
in their educational process because he is the guide, he
needs to know about their context and he is the guide of
their process. The self- reflection is not only a practice for
the teacher, it is for the student too.
Pedagogical and
theoretical rationale0
Lesson 3 and 4:
-In our globalized and culturally diverse world,
communication is increasingly multimodal, hence the
importance of devoting attention in the classroom to
References:
Teaching and Learning Multiliteracies: Changing Times, Changing Literacies
by Michele Ansty and Geoff Bull.Copyright 2006 by the International Reading
Association.
Multimodality in the EFL classroom Multimodalidade na sala de aula de ingls
Fbio BEZERRA
Summey, D. (2013). Developing digital literacies. A framework for professional
learning. USA: Corwin A sage company.