UNIVERSIDAD TÉCNICA DE MACHALA
UNIDAD ACADÉMICA DE CIENCIAS SOCIALES
CARRERA DE CIENCIAS DE LA EDUCACIÓN MENCIÓN INGLÉS
TEMA: GROUP TECHNIQUES THAT TEACHERS USE IN THE TEACHING-LEARNING
PROCESS TO ACHIEVE AND INTEGRATED SIGNIFICANT LEARNING IN ENGLISH LEARNERS
TRABAJO PRÁCTICO DEL EXAMEN COMPLEXIVO PREVIO A LA OBTENCIÓN DEL
TÍTULO DE LICENCIADO EN CIENCIAS DE LA EDUCACIÓN ESPECIALIZACIÓN INGLÉS
AUTOR: SARANGO GONZA MANUEL IVAN
MACHALA - EL ORO
CESIÓN DE DERECHOS DE AUTOR
Yo, SARANGO GONZA MANUEL IVAN, con C.I. 0705175115, estudiante de la carrera de CIENCIAS DE LA EDUCACIÓN MENCIÓN INGLÉS de la UNIDAD ACADÉMICA DE CIENCIAS SOCIALES de la UNIVERSIDAD TÉCNICA DE MACHALA, en calidad de Autor del siguiente trabajo de titulación GROUP TECHNIQUES THAT TEACHERS USE IN THE TEACHING-LEARNING PROCESS TO ACHIEVE AND INTEGRATED SIGNIFICANT LEARNING IN ENGLISH LEARNERS
• Declaro bajo juramento que el trabajo aquí descrito es de mi autoría; que no ha sido previamente presentado para ningún grado o calificación profesional. En consecuencia, asumo la responsabilidad de la originalidad del mismo y el cuidado al remitirme a las fuentes bibliográficas respectivas para fundamentar el contenido expuesto, asumiendo la responsabilidad frente a cualquier reclamo o demanda por parte de terceros de manera EXCLUSIVA.
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EXCLUSIVA con referencia a la obra en formato digital los derechos de:
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Machala, 13 de noviembre de 2015
SARANGO GONZA MANUEL IVAN
C.I. 0705175115
DEDICATION
To my parents, to my wife, to my sonny, and to my brothers for the unconditional support,
patient, affection and to give me the force to get to crystallize the objective.
ACKNOWLEDGE
I thank in special way to my Investigation Design Teacher, Sociologist Francisco Samuel
Sanchez Flores, to give his time and comprehension to get a correct learning, and to can
crystallize my proposed goal to become in a successful professional man
I also thank to all teachers of the academic unit because their given help in the classrooms I
have got to improve my knowledge and to can prepare to a major of quality with honesty and
confidence.
El Author.
ABSTRACT
GROUP TECHNIQUES THAT TEACHERS USE IN THE TEACHING-LEARNING
PROCESS TO ACHIEVE AN INTEGRATED SIGNIFICANT LEARNING IN
ENGLISH LEARNERS
Author: Manuel Iván Sarango Gonza
Guide: Soc. Francisco Samuel Sánchez Flores.
The general objective of this study identifies the group techniques that teachers use to
get an integrated significant learning in the English students. To talk of group techniques, we
say they are methodological resource that the teacher develop in the classroom through the
straight planning of a task group with the objective to do teaching-learning process, where the
gay is active part of the process. The significant learning is, according to the American theorist
David Ausubel, the kind of learning where a student match the new information with the
information that he has, resetting and rebuilding both information in this process. To the
development of the present project I will use the investigation like the principal skill to recollect
data. With the present project I want to help to the teachers of English to use more the group
techniques to get an integrated significant learning in English students. To this is so relevant
the group techniques study, for this reason I recommend the mayor use of these.
Keywords: meaningful learning, group techniques, teaching, students learning English
El objetivo general del presente trabajo identificar las técnicas grupales que los
docentes utilizan para lograr un aprendizaje significativo integrado en los estudiantes de
inglés. Al hablar de técnicas grupales decimos que son recursos metodológicos que el docente
desarrolla en el aula mediante la planificación consecutiva de un conjunto de tareas con la
finalidad de llevar a cabo procesos de enseñanza-aprendizaje, en los que los individuos
forman parte activa del proceso. El aprendizaje significativo es,
según el teórico norteamericano David Ausubel, el tipo de aprendizaje en que un estudiante
relaciona la información nueva con la que ya posee, reajustando y reconstruyendo ambas
informaciones en este proceso. Para el desarrollo del presente proyecto se utilizara la
investigación como principal herramienta para la recopilación de datos. Con el presente
trabajo se quiere ayudar a los docentes de inglés a utilizar más las técnicas grupales para
lograr un aprendizaje significativo integrado en los estudiantes de inglés. Con lo cual es muy
relevante el estudio de las técnicas grupales por lo que se recomienda el mayor uso de las
mismas.
Palabras claves: aprendizaje significativo, técnicas grupales, enseñanza, aprendizajes
estudiantes de inglés.
INTRODUCTIÓN
The group techniques are methodological resources that the teacher develops in the
classroom by means of the consecutive planning of a set of tasks with the purpose of carrying
out processes of education - learning, in which the individuals form a part it activates of the
process. To the moment of which the student forms a part it activates of the educational, this
process turns into the principal point, therefore the advance of the educational process will
depend on the advance so much individually as group of the students. Significant learning is
that one in that the fact that the student relates and combines the knowledge that already it
possesses with those that he is learning, bony the new knowledge. Therefore, (Coll, 2001)
indicates that:
To learn significantly supposes the possibility of attributing meaning to what it is
necessary to to learn from what already is known. This process ends in the
accomplishment of learnings that can be really integrated to the cognitive structure
of the person that he learns, with what one assures his comprehensive memorization
and his functionality. It seems to be, so, well-taken and desirable that the school
situations of education and learning chase the accomplishment of learnings as
significant as be possible, provided that his profitability is notable. (Coll, 2001)
In Ecuador, the most of the teachers do not use group techniques in the educational process,
so they do not achieve the integrated meaningful learning in the English students. In the “El
Oro Province” in the different educational units it is observed as the students of English take
their cycle of learning in individual form since the teachers do not apply the group techniques.
In such a virtue, it is necessary to stimulate the teachers to use the group techniques, due to
the fact that they constitute a basic tool in the aim to get a significant learning.
GROUP TECHNIQUES THAT TEACHERS USE IN THE TEACHING-LEARNING
PROCESS TO ACHIEVE AN INTEGRATED SIGNIFICANT LEARNING IN ENGLISH
LEARNERS
DEVELOPMENT
EXAMINATION COMPLEXIVO PRACTICAL DIMENSION
Practice Reagent to resolving
The teachers do not apply group techniques in the process of teaching learning to get an
integrated meaningful learning to the students.
What group techniques do teachers use to get an integrated meaningful learning in the English
students?
1. What does mean group techniques?
2. What is self-evaluation and the co-evaluation?
3. What are the advantages to use group techniques?
4. Group techniques that an English teacher use.
5. Feasibility of group techniques
6. What does mean significant learning?
7. How to integrate the knowledge in a significant learning?
8. Capacitation that English teachers receive according the techniques
What group techniques do teachers use to get an integrated meaningful learning in the
English students?
Group techniques that teachers used to get an integrated meaningful learning are those that
allow the exchange of ideas, and in this case since we are referring to English students, are
those in which the students can help each other in what is pronunciation, the skills of the
language and its vocabulary. They may also find new ways to search for meanings of new
words for them.
To choose the correct group techniques option to increase the meaningful learning is the
learning cycle; exploration, conceptualization and evaluation. But this technique is not always
group but the teacher needs to adapt this technique to the lesson.
Nowadays the strategies to teach a foreign language is very important. English is the language
most spoken in the world, so to study this language is necessary to get any opportunity
1. What does mean group techniques?
Group techniques are those methodological strategies that teachers can use to carry out the
tasks in which it is intended that the student is the main part of the educational process, since
it will be an active member of the same, as it says (Acosta, quoted in Rivas, 2011)
Group techniques are methodological tools that are developed through the
planning of a consecutive series of activities in order to carry out teaching-
learning processes, in which individuals play an active part of the process.
These techniques are varied depending on their purpose, the context, the
characteristics of the group, etc. (Rivas, 2011)
Also, as we read in (Lopez, 1983) :
Group techniques are advertised as the most appropriate for the changing of
attitudes. This work tries to present a psychosocial methodology, with special
attention to the controls on the experimental situation, adapted to the study of
the experimentation with groups. A summary of the research carried out in the
area of the faculty. (López, 1983)
When you work in a group, we have more option to a change of skill already that this acts
presenting a psychosocial methodology, showing a situation adapted to learning on the basis
of group experiences.
For the learning of the English language we can say that the group techniques help the
development of all language skills as well as grammar and vocabulary, due to that practiced
the self-assessment and evaluation schemes.
2. What is self-evaluation and the co-evaluation?
"The self-assessment activities must be designed to be useful for students (format, content,
complexity… ), being particularly important the immediate return, as detailed as possible, that
the learner is provided on the results obtained" (García, 2009)
You can also say that self-evaluation is a very important tool for the measurement of
knowledge that we make to ourselves.
The co-evaluation does not serve to plan, to correct and remedy our own learning, in addition
to identifying these weaknesses that we have in relation to our high schools.
In this virtue according to Pinar del Rio in its Journal of Medical Sciences.
Self-evaluation and coevaluation between other forms or techniques of
evaluation as the Interevaluacion are not private property in any subject in
particular; but tracks and instruments of all; always and when provided with the
student the necessary elements and aspects to take into account to carry them
out not only in the CPILI (practical classes comprehensive of the English
language) where they interact with greater freedom and excitement, but in all
other. (Rio, 2007)
3. What are the advantages to use group techniques?
Before mentioning the benefits of working in a group, such as background we have to say that
the work group, is neither new nor should only be give in the educational field, as they say
Zárate, Moiraghi scientific in a statement of the National University of the Northeast..
The group is not an invention of the school or by the society. It is a way to live
that arose between the different species of animals including man. In our
everyday life we live much of the time by integrating groups, this is so clear that
it is impossible to improve the education ignoring the human behavior and the
problematic nature of the groups. That is why the teaching methods that are
beyond a development group to become inconsistent with the own purposes of
education.
Group work is popular in North America and in Europe during the Second World
War, and since that time has been an employee of empirical way almost always,
in many countries through the pioneering experiences of a few schools. (Zarate,
2004)
There are a number of advantages that presents the work with group techniques, however,
the most relevant we must; we provide a study with a more formative level and with a
deeper reflection.
Working with group techniques also enables students to value and to emphasize its
performance and participation that generate these within your work group
4. Group techniques that a English teacher use.
There are a number of group techniques that teachers can use in a classroom. Among them
we have:
The dynamics.
The games.
The dialogues.
Interpretation of a text
Writing a text
Translation of a writing.
Discussion, among others.
Dynamic: This is the way or means of as predispose students to increase their emotion
and mood, with the purpose of obtaining the maximum performance in the process of
teaching and learning.
Games: These are techniques or resources that the teacher used to make learning more
enjoyable, and in turn earn more attention and interest of the student.
Dialogues: the dialogues are very helpful, because in that this technique puts into practice
the skills of oral English language (listening and speaking), you can also integrate all the
skills in this technique. Since we can raise for our students to develop their own dialog in
relation to a topic, where in addition to strengthen their skills, enrich their vocabulary and
grammar and, where the students go correcting the errors of the companions and also
learning what still do not know.
Interpretation of a text: what we call generally summary, with the difference that in this
technique the students write what they understand of the text.
Write a text: in this technique will provide students with clear ideas for the proper
performance of the text, where in addition will strengthen their skills such as: writing,
speaking, reading and listening. We must also say that the students will learn new words,
thus improving their vocabulary, and grammar that they also might not be aware of.
Translation of a text: when we ask the students translate a text on a group basis, we
should not expect less than a very good job, because that may help each other with those
words that some member of the group do not know.
Discussion: It is an act of defense and presentation of ideas with a different point of view
on any issue that is being treated. The goal of such a debate is the exposure of their points
of view in relation to a topic and know the arguments and positions of the different people
or parts.
5. Feasibility of group techniques
To choose a technical group we must take into account and consider the feasibility of the same.
So Omar Torres Proposed:
It is recommended that you take into account this element, even so we suggest,
but it is necessary to consider other criteria, in order to realize the feasibility that
you can have the use of group techniques in other contexts hitherto excluded,
either by ignorance, prejudices, tease out or other reasons. What is more,
estimating other elements, it can make us conscious of the desirability of their
non-implementation by certain circumstances so require. Some of these
elements might be, among others, the composition of the group from the point
of view ethnic, ideological, age, etc. In addition, take into account the activity
that unites the members of the group in question. Such considerations are core
to the time to consider the feasibility of the use of the techniques. (Rodriguez)
6. What does mean significant learning?
Significant Learning is one in which the student relates the knowledge you already own with
new knowledge, as we see:
Meaningful Learning is the process through which new information (a new
knowledge) is related in a way that is neither arbitrary and substantive (non-
literal) with the cognitive structure of the person that learns. In the course of the
meaningful learning, the logical meaning of the learning material will be
transformed into psychological meaning for the subject. (Ausubel, 1963 citado
en Moreira, 1997)
This teaching kind matches the knowledge that the student has with the new that they
are learning, so is method does the relationship of the knowledge.
7. How to integrate the knowledge in a significant learning?
The integration of knowledge in the meaningful learning occurs due to the fact that we can
relate those knowledge we already have with the new knowledge learning. It is as well as to
integrate a new knowledge in the learning of the English language
8. Capacitation that English teachers receive according the techniques
“In the year 2010, 108 000 teachers took at least one course. Many filed two and more. The
policy of the Ministry is to provide for several times each year, until it covers the demand for
teacher”. (Educacion, 2015)
RESULTS
The use of group techniques have helped to obtain a significant learning integrated into the
students of English, due to the fact that integrate the prior learning with the new and in turn
practiced techniques such as self-evaluation that helps the students alone are able to identify
the shortcomings that have and achieve correct them, in turn also apply the evaluation that will
help them to learn from my partner and correct those who have empty, according to his
knowledge.
The techniques that teachers most often used in a classroom are the presentations and
summaries group, however we see that the best group techniques that can be used are those
in which the student is the active part of the learning process.
The use of group techniques is vital to have a significant learning integrated, but also to ensure
that the students help between correcting existing weaknesses practicing the assessment and
cooperative learning.
Group techniques generally help obtain a meaningful learning, as we read below:
1. The strategies used by teachers in classroom, are the traditional, the dictate
of course, sometimes the participation of the student and very few teachers
employ the dynamic group, in general.
2. The technique of group dynamics is not really used in the classroom,
according to the students are not accustomed to working in groups, 56.2 % said
this, the 22.9 % said that they always do. The techniques used were: Seminar,
group work, plenary and partner dramas.
3. The type of learning that students use in the classroom is to work in groups
on a low percentage and 25% studying using the methodology of working alone
or in group. There was a greater participation of the students in this dynamic of
group work that in the other three dynamics.
4. The use of the dynamic group makes it easy to work in the classroom,
enabling it to improve the academic performance of students, it also promotes
active participation, by which prevents the natural tiredness that presents this
class of students who work in the day and studying at night.
5. The dynamic group (Seminar, group work, plenary and partner dramas)
promote integration at the level of pairs facilitating research and compliance
with the academic tasks.
6. The students before the experimentation (experimental group) prioritized the
rote learning, from the frequent use of the dynamic group, applied in class,
develop a critical learning, understanding and analytical. To the extent that it
promotes the exchange of knowledge.
7. The dynamic group (Seminar, group work, plenary and partner dramas),
facilitates the integration of the components of the classroom and the school,
and facilitates the communication of ideas, development leadership to the
extent that the leadership of working groups is given alternately.
8. Learning with the use of the dynamic group improved school performance,
before the implementation of the group dynamics the 72.92 per cent had a
performance considered good, after the experiment the group reached the
77.08 % with a performance considered as very good. (monografias.com, s.f.)
In this case the best group techniques that the teacher has to use is that allows the
integratation of the all members of the work group.
CONCLUSSIONS
The meaningful learning matches the knowledge that the student has with the new that
they are learning, so is method does the relationship of the knowledge. So
You must use the group techniques, as these can help to achieve a significant learning in
English students, integrating the knowledge of a few students with others, it is necessary to
say that to take full advantage of these techniques, we can also integrate English language
skills, and in turn will help the cooperative work.
Some teachers do not apply the group techniques due to the fact that it does not have the
necessary capacity so that they can be used, so much so that limited use only individual
techniques. In other cases, teachers apply group techniques, but not the monitor, rather than
just devote themselves to making the instructions and leave the groups into oblivion.
Education authorities are doing their work at the time of train constantly to the teachers;
however there is a need to fill with these seminars to all teaching staff of Ecuador, with greater
attention to the teachers of English, since they perform a particular job at the time that they
teach a new language.
All teachers should apply the significant learning integrated, through which will achieve a level
commensurate with the needs of the society and remembering and relating the previous
knowledge with new ones that go by collecting the student.
The integration of knowledge in the meaningful learning occurs due to the fact that we can
relate that knowledge we already have with the new knowledge learning. It is as well as to
integrate a new knowledge in the learning of the English language
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