Aquí tienes un ejemplo de Supuesto Práctico de Magisterio de Inglés traducido.

Study case is one of the most important parts of the exam, since this practical test evaluates the candidate’s knowledge as well as the use of all tools that they have at their disposal. We are going to present a sample of the study case as follows:

General Methodological guidelines to be used in English subject area

You are an English teacher in the group of the 3rd grade of Primary education. Say which methodological guidelines that the decree of primary education 198/2014 (region of Murcia) establishes you will use with your students. Give examples.

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To help candidates express their ideas, we provide them with study case samples in Grupo Pedro Nicolás along our training. These samples are divided in several sections:

Considerations about sudy case’s target topic

In this part, you are expected to define methodological guidelines before you start dealing with issue.

Didactic methodology is defined in the article 2 of the Royal decree 126/2014 as “a set of strategies, procedures and actions that are organized and planned for teachers in a sensible manner, having as purpose to enable learning process and attain educational objectives.

Therefore, we can define methodological guidelines as those patterns or recommendations (proposed by the decree 198/2014 that establishes the curriculum of primary education in the region of Murcia) that every teacher must plan and organize with the purpose of getting our students learning and previously set objectives attainment.

Methodological guidelines

According to the article 13 of the decree 198/2014, some of the examples of methodological guidelines that you are going to bear in mind to be able to plan didactic units are as follows:

  1. To design integrated learning activities.
  2. To design these activities, so that our students will learn more than one competence all at once, as well as they will be able to apply this knowledge in diverse contexts.
  3. To carry out tasks that will be intellectual challenge for students.
  4. To carry out tasks and projects that will imply reading, writing, ICT and oral expression.
  5. Individual, team and cooperative work, arranging flexible grouping when possible.
  6. Contents’ organization in themed areas that the students are familiar with.
  7. Diverse, interactive and accessible materials as well as didactic resources selection.

Justify the use of each methodological guideline, for instance, in the case of first two guidelines that are about integrated learning activities design that enable students to learn more than one competence all at once, you can highlight that they are linked with key competencies which are essential for your students, so that they will be able to apply acquired contents in a functional manner.

Professional profile functions linked with the sudy case’s target topic

In this sudy case, regarding English teacher’s functions, you must focus on the importance of learning through competencies, according to the Royal decree 126/2014. This learning through competencies means that “students acquires a set of practical abilities, knowledge, motivation, ethic values, attitudes, emotions and other social and behavioral  components that are mobilized together in order to fulfill efficient action.”

Therefore, it is vital to point out that your function as an English teacher is to teach a foreign language (English) through key competencies acquisition. In essence, they are knowledge put into practice in such a way that do not allow students to acquire contents in isolated and illogical manner, but in context and linked with their interests and environment in a transversal way.

This study case has been based on the following state and/or autonomous regulations.

You can point out among others:

  • The order of June 4, 2010 that regulates the Attention to Diversity Plan in educational institutions in the region of Murcia. As individual attention in difficulties prevention and later reinforcement strategies implementation are emphasized in this Order.
  • The article 119 of the Organic law LOMCE 8/2013 which include the teacher’s coordination with Pedagogical Coordination Committee and with teaching staff.
  • The Organic law 8/2013 of December 9 on educational quality improvement (LOMCE), where aims and objectives of primary education are indicated.

School and/or group context

Subsequently, we are going to situate the school in a context: geographical location, socio-economic level of families, number of students and their features, number of lines, etc.

For instance, trying to adjust to reality this sample, we can say that the school where I work as a teacher is the school with two groups per course situated in urban area on the outskirts of Murcia. Families have average socio-economic level.

In addition, we will describe in detail the group’s features, such as number of students, their gender, students having specific needs of educational support specifying these needs.

NB: The more students there will be the better our study case will be.

Coordination levels in intervention

In this section, we recommend that you describe in detail coordination levels with different professional teams. They are mainly Psycho Pedagogical and Educational Orientation team, educational compensation teacher and diversity attention professionals (speech therapist and therapeutic teacher).

Specific Intervention

Now focus on the task of the study case, stating exactly what your intervention will be in order to carry out methodological guidelines established by the decree 198/2014 of September 5 that establishes the curriculum of primary education in the region of Murcia.

To do this, plan the complete lesson where the activities will fulfill all methodological guidelines established by this decree. In the following, you will find a short example of the lesson which you will have to present in detail taking into account group’s characteristics.

“Routines and basic timetable” Contents mentioned in the decree 198/2014

Presentation

  1. Prior knowledge activation.
  2. Input presentation.
  3. Students’ connection by means of a song linked with the content of the lesson.
  4. Reading and listening to the story.
  5. Reading comprehension.

Link these 5 activities of presentation stage with methodological guidelines. For instance, aside from working on linguistic communication (competence) during activity with a song we will work on digital, social and civic competence, since personal hygiene habits such as brushing teeth will be one of the linguistic components of the lesson.

Practice

Bear in mind in this part methodological guidelines that point at integrated learning activities design that will allow students to move up learning more than one competence.

The activities to be used:

  1. Match pictures and routines
  2. Guided writing tasks

Production

In the last stage of the lesson the activities will be:

  1. Written production activities presentation
  2. Work in pairs with a comic

Methodological guidelines used throughout these activities are the same as in the previous stages. On top of that, there will be flexible grouping.

Feedback and assessment

Last but not least, we need to carry out suitable feedback and assessment. To do this, we will have to bear in mind that we work with the third course of primary education. Therefore, we will use measurable learning standards appropriate to this course.

Divide the standards by blocks, for instance, in the block 1 oral text comprehension the following standards will be evaluated:

  • The student understands general information and simple, well-structured presentations about familiar or students’ interest topics on the condition that they are pronounced in a slow and simple way. (This standard will be assessed in all activities through direct observation when students have to hear and understand each instruction/explanation)
  • The student recognizes and understands high frequency vocabulary related with their needs and interests. (This standard will be assessed through routines comprehension listening to the song).

It is important to name all assessment tools used.

We hope you can find this study case useful. Do not hesitate to leave your comments if you have any further doubts.

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