miércoles, 25 de noviembre de 2015

MY TEACHING PHILOSOPHY AND MY STUDENTS

MY TEACHING PHILOSOPHY AND MY STUDENTS
Por, Clara Patricia Villabona
Fotografía
Over the years of teaching experience I have come to realize primarily that as in any profession every principle have its difficulties and hiding weaknesses of the teaching practice, showing a  strong  domain character, I would say that behavioral overbearing boss guy, but fortunately with my   time of experience and learning process,  and considering my attitude collaborator, caring person (solidarity), mixed with the specific knowledge and / or technical achievement combined share knowledge, workplace experience,  that I consider vital to become a teacher.
Today I develop my teaching practice, student-focused, encouraging their interest in learning that go beyond what teachers put to them, they have initiative, are resourceful, constructivist critics, performing analysis and understanding of the researched and learned, I am person who applied a method called by me "rope", which pose situations which should seek knowledge and skills, loosened the rope and students are walking, building their learning path and when to observe an unfavorable change, either for lack of motivation or understanding, pick up the rope and go back to resettle on the road, creating a method of approach, kindness, with the student still be demanding and maintain mutual respect.
I consider very important, carrying my apprentices to wonder and be able to find their own answers, setting clear from practices in which they must reflect and build their own knowledge.
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One of the techniques that I apply , is the analysis of technological objects, through which apprentices must find answers to how an object is constructed, technology applied for the fabrication, Electronics, electricity, materials, what is its main function among others.
My apprentices constructed a blog and write news about technology.
What type of trainees I have?
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My group which support the formation is composed of 25 students aged between 17 years to 40 years, with most between 19-25 years old, with different social levels and learning styles in the beginning with them Kolb technique of learning styles to today VARK applying the technique is applied the results are given:

LEARNING STYLES KOLB
ASSIMILATOR
14
USHER
1
DIVERGENT
8
CONVERGENT
2

LEARNING STYLES VARK
VISUAL
5
HEARING
12
READER
3
KINESTHESTIC
5

About these results are most students of assimilating type of technique KOLB consistent with the hearing in the VARK art style. With these results we perform distribution of teams with members of different learning styles.
SCRIPT FOR SESION CLASS 20 HOURS
TOPIC: 3 sessions of 6 hours each one.
Hardware and software maintenance according to established procedure.
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OUTCOMES LEARNING
  • Diagnose faults and defects in equipment manuals and according to international standards.
  • Perform maintenance work safety standards at work.
  • Develop the technical documentation of the repair process.
CONTENTS
What knowledge needs the trainees?  6 hours
Apprentices work conducted search about parts of the notebook according to different brands and references.

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  • Hardware Architecture.

Resultado de imagen para basic electronic computadores portatiles Resultado de imagen para basic electronic computadores portatiles


Apprentices made related to the different concepts of basic electronics needed to work with portable work.


  • Basic Electronic. 6 hours

Resultado de imagen para herramientas y seguridad mantenimiento  computadores portatiles http://www.10puntos.com/wp-content/uploads/2011/07/kit.jpg

  • Work safety at work. 3 hours
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  • Software diagnostic. 3 hours
ASSESSMENT 2 HOURS
ON LINE QUESTIONS BLACKBORD PLATAFORM
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ASSEMBLY LAPTOP SIMULATOR

ASSEMBLY LAPTOP EVIDENCE AND CHECK LIST EVALUATION

PERFORMANCE ASSESSMENT

PRODUCT ASSESSMENT


martes, 24 de noviembre de 2015

MY PDP

PDP Clara Patricia Villabona
For work my PDP I need especial   study of the different criteria of the competences areas.
  • Various learning environments.
  • Make implementation.
  • Collaborating.
  • Student’s diverse starter points.
  • Implementing networks at different  communities.



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C:\Users\CLARA PATRICIA\Pictures\HAAGA HELIA\AGOSTO 29\PDP\PDP NOT SO IMPORTANT WP_20140829_020.jpg

lunes, 7 de septiembre de 2015

El Sistema Educativo Finlandés Subtitulado web

Excellent video, because a know about de education at the university and vocational, and help me with the observations of the teaching practice, i recomend

domingo, 6 de septiembre de 2015

WORKING WITH THINGLINK

Planning project networking in the CIMI


Publish at Calameo

NETWORK CIMI WITH THE EXECUTOR TEAMlogo_membrete
By, Clara Patricia Villabona
STARTING POINT.
Dentro  de la metodología SENA, el desarrollo de la formación se hace a través de Guías de aprendizaje, en la cual se plantean,
  • Actividades de reflexión inicial.
  • Actividades de contextualización e identificación d conocimientos necesarios para el aprendizaje.
  • Actividades de apropiación del conocimiento (Conceptualización y Teorización).
  • Actividades de transferencia del conocimiento.
  • Actividades de evaluación.
Pero estas actividades se vienen realizando de manera aislada por cada competencia, es decir una guía para lo técnico, una guía para la ética, una guía para lo ambiental y una guía para comunicación.
MATRIZ DOFA PARA EL DESARROLLO DE LA RED.
S W
O T

GOALS
Diseñar una guía de aprendizaje holística  e integrada con actividades para las  competencias técnicas, básicas y transversales, de acuerdo a los lineamientos institucionales del SENA.
WORKING MODEL.
El modelo pedagógico en el SENA es Constructivista social, Holístico, Sistémico, Pertinente, Flexible, Articulador, Cohesionador y Humanista.
Para nuestro trabajo en red además desarrollaremos un modelo Ecléctico,



IMPLEMENTING, WHAT? WHOM? HOW?
SOCIAL NETWORKING COMMUNITY
Con nuestros instructores para nuestros aprendices.
En la etapa inicial del desarrollo del proyecto, se realizó la presentación del proyecto de red al Equipo Pedagógico del Centro EPC, al obtener la aprobación se invitan a los instructores del equipo ejecutor para el programa de Electricidad Industrial.
Se realizan las siguientes actividades con el equipo ejecutor, miembros de la red CIMI.
  • Conformación de la red d trabajo colaborativo CIMI con los instructores de las competencias de Ética, Comunicaciones, Ambiental y de la técnica.
  • Planeación de reuniones.
  • Presentación del proyecto de Red de trabajo colaborativo CIMI.
  • Implementación de las herramientas tecnológicas a utilizar durante la ejecución del proyecto, como:
  • Comunidad en Google +
  • Encuentro en Hangouts.
  • Google Drive.
  • A través de la herramienta Google drive se comparten las actas de reuniones, material de trabajo, como la guía principal a integrar, planeación de componentes técnicos y básicos de la guía.
  • La próxima reunión se tendrá el día miércoles Nov 19/2015, en la cual se realizará el análisis del círculo PHVA, planear, hacer, verificar y actuar, para clasificar los diferentes resultados de aprendizaje de las competencias básicas a integrar en la guía.
DISSEMINATION OF RESULTS.
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  • A nuestros aprendices del programa de Tecnólogo de Electricidad industrial,  quienes desarrollarán a partir del mes de marzo/2016 la guía Holística a integral, apoyados en el equipo ejecutor de la red colaborativa de trabajo CIMI.
  • A nuestros compañeros instructores de otros equipos ejecutores a través de jornadas pedagógicas por redes de conocimiento.
CONCLUSIONS.
  • A partir del trabajo inicial del proyecto de la red de trabajo colaborativo del CIMI, se ha mejorado sustancialmente la planeación del quehacer pedagógico, completamente desarrollado en comunidad de trabajo con las competencias técnicas y competencias blandas (ética, ambiental, comunicaciones), fin principal de la formación profesional integral en el SENA.
  • El aprendizaje de trabajo colaborativo mediante el modelo Área de Trabajo, con la utilización de diversas herramientas tecnológicas para facilitar el trabajo en equipo, recolección y compartir la  información en línea, ha permitido desarrollar el proyecto de una manera eficaz y eficiente en tiempo y resultados.
En el siguiente enlace se encuentra la carpeta de la red de trabajo colaborativo CIMI, compartida en Google Drive, con la diferente información y documentos de trabajo.
Enlace de la comunidad de la red de trabajo colaborativo CIMI.





IT IS NOT WHO YOU ARE, BUT WHOM

REFLECTIONS ABOUT THE INSTRUCTORS COLLEAGUES

REFLECTIONS ABOUT THE INSTRUCTORS COLLEAGUES





https://docs.google.com/a/misena.edu.co/document/d/1J2fJpNpedeC4zb4xDiRYkXyT5xPAzrNJzYXyQGI6Td0/edit?usp=sharing

REFLECTIONS ABOUT MY TEACHING PRACTICE

https://drive.google.com/a/misena.edu.co/file/d/0B4Zyo3dJgy4ddmpfQmVKVVpqU2c/view?usp=sharing https://drive.google.com/a/misena.edu.co/file/d/0B4Zyo3dJgy4ddmpfQmVKVVpqU2c/view?usp=sharinghttps://drive.google.com/a/misena.edu.co/file/d/0B4Zyo3dJgy4ddmpfQmVKVVpqU2c/view?usp=sharing

MY REFLECTIONS ABOUT THE PRACTICE TEACHING

Reflections about my teaching practice. By. Clara Patricia Villabona. Since the formation impart my absolutely technical apprentice immediate practice this leads me to be very proactive in the design of the activities undertaken, especially since they must motivate acquire basic knowledge in technical, safety at work, environmental care. When you start training with my apprentices, apply the technique given by our guardian Katri which I called closing his eyes with which trainees understand fully achieved the objectives of the activity was very productive for both apprentices and me . LEARNING OUTCOMES DEVELOPED. • Diagnosing faults and defects in equipment manuals and in accordance with international standards. • Perform the safety of maintenance work on the job. • Develop technical documentation of the repair process. PRIOR KNOWLEDGE TO PRACTICE Apprentices required knowledge as different computer equipment that can be found on the market and users, identifying their technical characteristics, learners should acquire basic knowledge related electronics with computers, software diagnostic tools and safety at work . For this work in addition to the explanations given by me, the object scan methodology, which leads us to inquire about those technological objects around us or not, as its history, manufacturing techniques, skills applied for operation and anatomical description, essential in our work of maintenance of computer equipment. In this session of teaching practice is that we should apply different strategies, teaching methodology and to make motivating learners, also it should not be very long duration in time of explanation by the instructor. TRAINEES DURING PRACTICE It is the most motivating for our apprentices given the pedagogical model of our institution SENA, where we are to work in a holistic and systematic manner, bearing in mind all the basic knowledge to develop practical time. During this activity practice evaluation it was applied through a checklist which was released prior to the trainees. ENDING THE ACTIVITY. During these activity learners a questionnaire, they worked with a simulator of the above assembly equipment online through the internet. Also they documented and socialized the entire group knowledge acquired through presentations and study related to the different types of maintenance applied to computer equipment cases. To end my reflection, I consider vital as I could see in a video on education in Finland not only in primary but also vocational the plan very well the different stages of a teaching session such as the before, during and then, bearing in mind some ideas as time instructors speak during the teaching session should not exceed 40% of the time schedule, performing the instant feedback finalizing any presentation help learners done. I want to emphasize how important and helpful it is to identify the learning styles of my learners, so hopefully distribute computers with members of different learning styles. In the Seine during the first days of apprentices in personnel welfare institution to the learner, apply the test of Learning Styles Honey, and I personally applied the test VARK throwing similar results. Finally also reflect on practice with instructors teaching colleagues, which also applied the teaching of closing his eyes among others, leading to substantially enhance participation of instructors and commitment to activity, in conclusion, we must always take our scenario of teaching various active learning techniques. PHOTOGRAPHIC RECORD APPRENTICES
INSTRUCTORS COLLEAGUES