Número de preguntas y tiempo disponible
The examination will be answered in two sessions. The first session is four hours, from 7:00 am and the second of four hours, starting at 1:30 pm The test structure is as follows:
types of questions and examples
Type I. Multiple choice with single answer
are developed around an idea, situation or problem. In some trials, several questions may share a common context or situation brings elements for solving specific problems raised in it. Each item has a question and four answer choices, one of which successfully completes the statement or solve the problem.
TEXTS TEXT 1 Brief
My pedagogic creed of John Dewey.
My pedagogic creed of John Dewey.
In My pedagogic creed, John Dewey stated its most popular and incisive view of education. The work was published in New York in 1897, then reprinted several times in the United States and was translated into several languages.
Dewey wrote his credo as a manifesto of new education and the subsequent "active school" movement of which he was the theoretical maximum. The active school paves the way for a new education, whose followers and supporters include Americans Parkhurst, Kilpatrick, Washburne and Europeans Montessori Decroly, Freinet and Ferrière, whose educational theories have a significant influence in our century.
In the center of the active school Deweyan is notorious, the principle of student interest, "ie, the dimension" individual "of the educational, located in close relationship with the "everyday reality" of the pupil, ie the "social" dimension of educational life. All this in a knowledge process, reconstruction and transformation of it by the subject in a learning situation. In this table, Dewey argues with the traditional school, defined as notional, mnemonic, abstract, aiming only to watch and play the society as it is, not reinventing it through culture change and work. The school-society relationship is not resolved, according to Dewey, the ambiguous proclamation of the "school is life", but rather on the pedagogical perspective of a school seen as' process of life "powered by its own aims and its own educational journeys.
The book of pedagogy and didactics. Franco Frabboni. Madrid, Popular, 2002: 36-37.
TEXT 2
The pedagogical knowledge in the Superior Normal School: John Dewey and the social and political purposes of education.
As an institution under the Ministry of National Education, educational and social issues of the Superior Normal School were similar to that underlying state education policies in this period [1934-1946], this is, the social and democratizing role of the Colombian school, the potential of national culture and the educational theories of John Dewey.
The pedagogical model of Dewey had a double appropriation in the Higher Normal: as a teaching method as an object of institutional and teaching. In 1937, and as a politician from the Ministry of Education, the method was tested Dewey Project, with the freshmen, but "the results were unsatisfactory due to lack of pedagogical preparation of teachers and especially lack of material resources *.
But the test method Dewey left a series of elements that came to be part of standard teaching practices of the Normal College; they were individual investigations, the labs, field studies, seminars and the use of index cards and readings side. On the other hand, the state emphasized the social dimension of teaching and public education was reflected in the contents of the various areas and theses in the Normal. Watching
childhood education, moral and modernity in Colombia. 1903-1946. Vol 2. Saenz, Javier et al. Medellin, Colombia-National Forum for University-Universidad de los Andes of Antioquia, 1997: 349-350.
1. of the issues raised in the pleadings, we conclude that pedagogy
A. implemented by the traditional school prevented the development of more just societies.
B. founded by Dewey sought to promote the development of a more proactive school.
C. inspired by American theorists was inapplicable in Colombia.
D. APP was an opportunity to develop new educational models.
Key: B
Component: general pedagogy
Topic: History of Pedagogy
Competition: Interpretative
Justification: The question what can be concluded from what was stated in the texts.
Component: general pedagogy
Topic: History of Pedagogy
Competition: Interpretative
Justification: The question what can be concluded from what was stated in the texts.
Options A, C, and D point to aspects of teaching that you can not claim from them. In both Option B, Dewey refers to questioning that makes that kind of school that did not contribute to the transformation of reality, which is manifest in the texts.
2. Forms individual research teaching, laboratory work, field studies and seminars are methods that, according to the tenets of Dewey should
A. point to the psychological and social development of students through the implementation scene of his own abilities.
B. provide the opportunity for the student to develop fully, for it is engaged in such activities.
C. facilitate the stimulation of students' psychological capacities to the extent that an integration with the environment.
D. create a new relationship between teachers and students, which should be reflected in classroom work.
B. provide the opportunity for the student to develop fully, for it is engaged in such activities.
C. facilitate the stimulation of students' psychological capacities to the extent that an integration with the environment.
D. create a new relationship between teachers and students, which should be reflected in classroom work.
Key: C
Component: general pedagogy
Topic: History of Pedagogy
Competition:
Argumentative Justification: The pedagogy of Dewey was interested in promoting the development of individual subjects in harmony with the social, as a way to understand reality in pursuit of its transformation. Forms of education raised in the statement also point to this. Options A, B and D refer to partial aspects.
3. In the book Looking children: education, moral and modernity in Colombia develop the pedagogy related to John Dewey because
A. Dewey is the best example of active learning, which still is part of the educational work of Colombia.
B. Besides influencing the educational development of our country, one of the key ideas of this author was taking education as a raid psychological and social capacities of the child.
C. to Dewey, education should support the democratization of the countries, and Colombia, at the time, was in a social crisis.
D. this author postulates were so revolutionary that deeply influenced by the educational reforms of the United States, which were taken by Colombia in the mid-30's.
B. Besides influencing the educational development of our country, one of the key ideas of this author was taking education as a raid psychological and social capacities of the child.
C. to Dewey, education should support the democratization of the countries, and Colombia, at the time, was in a social crisis.
D. this author postulates were so revolutionary that deeply influenced by the educational reforms of the United States, which were taken by Colombia in the mid-30's.
Key: B
Component: general pedagogy
Topic: History of Pedagogy
Competition: Argumentative
Rationale: The evaluation also relate the book's title and the tenets of Dewey, exposed in the two texts, Go to their knowledge about teaching. The key is the only established this relationship, the remaining options are limited to teaching the author without further links.
ANSWER QUESTIONS 4 TO 6 IN ACCORDANCE WITH THE TEXT INFORMATION
DELSIGUIENTE TEXT 3
4. From a constructivist approach, the analysis of the previous text in the situation which occurred would say that
A. is not acceptable for fifth grade, it is inconsistent and has trouble spelling and punctuation in this grade should have been fixed.
B. is a coherent written to comply with the intent of communication. The spelling and punctuation are aspects that can work from that production.
C. is a well written because the child expresses what you want and it does so clearly. You need to let children explore spelling and punctuation in a natural way, otherwise you can generate motivation to write.
D. is not acceptable as it does not comply with the instruction given, you have problems that prevent targeting to bring cohesion to the text and therefore there is no consistency.
Key: B
Component: The teaching pedagogy and discipline located in
Topic: Relationship between teaching models, teaching and discipline in the teaching of language:
Writing Competition:
Argumentative Justification: Only the key addresses some of the central tenets of constructivism, the remaining options are located in other perspectives.
Component: The teaching pedagogy and discipline located in
Topic: Relationship between teaching models, teaching and discipline in the teaching of language:
Writing Competition:
Argumentative Justification: Only the key addresses some of the central tenets of constructivism, the remaining options are located in other perspectives.
5. Based on the previous letter, a path of educational work for the classroom, based on the constructivist approach might be
A. allow the child to identify the problems presented its letter to thus build their own solutions and forms of autonomy for writing.
B. point out the problems in their submission and building workshops for the student to develop in class, thus serving the individual processes.
C. take the problems of the text and analyze them with all students in the class, because the collective work allows the construction of the concepts necessary to improve the text.
D. develop more activities aimed at the writing of texts with correct spelling, that way it put the concepts and advances in correcting the text.
Key: C
Component: The teaching pedagogy and discipline located in
Topic: relationship between pedagogical models, teaching and discipline in the teaching of the language:
Component: The teaching pedagogy and discipline located in
Topic: relationship between pedagogical models, teaching and discipline in the teaching of the language:
Writing Competition: Purpose
Justification: While the individual dimension construction of knowledge is important, from a constructivist perspective is necessary for such construction occurs through the interaction. Options a, b and d point to individual activities, aimed from a constructive regulatory approach.
Justification: While the individual dimension construction of knowledge is important, from a constructivist perspective is necessary for such construction occurs through the interaction. Options a, b and d point to individual activities, aimed from a constructive regulatory approach.
6. From the point of view of the current analysis speech, we may consider the student's written
A. is a good text because it meets key aspects such as coherence, cohesion and textual superstructure and these elements make it understandable.
B. is not a text for to be must comply with issues such as coherence, the use of punctuation and diversity of linguistic resources to signal cohesion.
C. is a good text because it meets the required conditions of enunciation, despite some linguistic anomalies.
D. not a good text because it is very short and because the conditions called for in the statement were not met.
Key: C
Component: Discipline
Topic: Theories and currents in the study of language
Competition: Interpretative
Justification: Options A, B and D do not refer to a central concept of discourse analysis: The situation of enunciation. It is from this concept that makes a student's written assessment.
7. Benveniste claims (Problems in General Linguistics II. 11 th ed. Mexico, DF, Siglo XXI, 1993. P. 96): "If we look at the historical evolution, is also that language and society evolved separately. The same language is stable through the rollover
social profound. Since 1917, Russian society has undergone profound structural change - is the least we can say, but nothing has happened comparable to the structure of the Russian language. "
It can be concluded that the
A. social structure and language structure are not isomorphic magnitudes.
B. Language is an accurate reflection of social structures.
C. Russian language, in particular, defies linguistic change.
D. historical linguistics is not at all a scientific approach to the facts of language.
D. historical linguistics is not at all a scientific approach to the facts of language.
Key: A
Component: Discipline
Topic: Theories and currents in the study of language
Competition: Interpretative
Rationale: Benveniste strong thesis is to flatly deny that language reflects one to one social structure.
8. In an essay on language, Agustín García Calvo (Lalia. testing linguistic study of society. Madrid, Siglo XXI, 1973. P. 232) states: "Every language is changing along, it is said, time, these changes constitute the history of the language. This history of the language is presented, first as a continuous evolution, so it is recognized that a language is not fixed or as itself a single day or a moment (although, strictly speaking, this continuity would require giving up their theoretical observation), and so on historicist theories of language that story was assimilated to that of plants and living organisms, and talked of old words die or age. "
on the underlined expression in the previous paragraph, it would appear that
A. is incorrect to speak of language as a system subject to continuous change.
B. the scientific validity of the diachronic perspective has always been questioned by the structuralists as impossible to describe the linguistic system properly.
C. biologist perspective of language restricts the possibilities to understand in all its dimensions.
D. the language changes but, basically, remains the same.
Key: B
Component: Discipline
Topic: Theories and currents in the study of language
Competition: Interpretative
Rationale: It is a principle clearly stated by structuralism (especially the most faithful to the principles of De Saussure) that the system of language can only be addressed scientifically from a synchronic perspective (disregarding historical factors).
Component: Discipline
Topic: Theories and currents in the study of language
Competition: Interpretative
Rationale: It is a principle clearly stated by structuralism (especially the most faithful to the principles of De Saussure) that the system of language can only be addressed scientifically from a synchronic perspective (disregarding historical factors).
9. According to the document on curriculum standards for 6 th and 7 th grades can assert that the threads that are defined for the production of written texts
A. are appropriate because they allow students to delve into the production of narrative texts
to the point that let you build textual and discursive tools to produce other types of texts, such as argumentative.
B. are not suitable because it is necessary to work on each type of text, since each type has different characteristics and discursive text.
C. are appropriate because the narrative is an important way of thinking and language in school age and therefore should be further on this aspect.
D. are not adequate because by working with the narrative is impossible to build key tools of thought and language, so we should not delve into this aspect.
Key: C
Component: Educational policy
Topic: Policy and evaluative curriculum for the area
Competition:
Argumentative Justification: In addition to taking a position the student must select the most appropriate reason to support the proposal standards. For the 7th. degree, this paper suggests deeper into the narrative.
Component: Educational policy
Topic: Policy and evaluative curriculum for the area
Competition:
Argumentative Justification: In addition to taking a position the student must select the most appropriate reason to support the proposal standards. For the 7th. degree, this paper suggests deeper into the narrative.
10. The approach referred to the text comprehension and production that have standards for this cycle can be classified as sustained in
A. structural linguistics
B. transformational generative linguistics
C. discourse analysis
D. textual language.
B. transformational generative linguistics
C. discourse analysis
D. textual language.
Key: D
Component: Educational policy
Topic: Policy and evaluative curriculum for the area
Competition: Interpretative
Justification: To answer this question, the student must return to a particular theory of language study underlies the proposed standards and this is the textual language.
Component: Educational policy
Topic: Policy and evaluative curriculum for the area
Competition: Interpretative
Justification: To answer this question, the student must return to a particular theory of language study underlies the proposed standards and this is the textual language.
EXAMPLE OF OPEN QUESTION
Previously, students will give the references of a group of texts like the following:
a) Chapter VII, "The semiotic nature" , the book Language as social semiotic, MA K Halliday. Bogotá, Fondo de Cultura Economica, 1994.
b) Chapter 1, "What is writing?", Taken from the book Building the writing, Daniel Cassany.
Cambridge, Polity Press, 1999.
c) Let's Play Paper interpret, Fabio Jurado, Mauricio Perez and Guillermo Bustamante.
Bogotá, Plaza y Janes, 1998.
d) curriculum guidelines. English-speaking area. Bogotá: Ministry of Education, Teaching, 2000.
a) Chapter VII, "The semiotic nature" , the book Language as social semiotic, MA K Halliday. Bogotá, Fondo de Cultura Economica, 1994.
b) Chapter 1, "What is writing?", Taken from the book Building the writing, Daniel Cassany.
Cambridge, Polity Press, 1999.
c) Let's Play Paper interpret, Fabio Jurado, Mauricio Perez and Guillermo Bustamante.
Bogotá, Plaza y Janes, 1998.
d) curriculum guidelines. English-speaking area. Bogotá: Ministry of Education, Teaching, 2000.
the day of the test, the student will receive a statement like this: "Develop an essay that develops the question: do you consider that the evaluation was conducted, on a massive scale in basic primary education which process and results presented the book "Let's play to play", is relevant to the curriculum policy of Colombia and for the theories raised by Halliday and Cassany?
Note that a test is required to delimit the subject field that is being discussed. It requires, also define a point of view, opinion or thesis which must be supported by either argument, reasons, evidence or examples, these arguments (at least some of them) should refer to documents read. If you make reference to other documents or texts, you must cite them properly. Remember also that a trial should have one or some of the conclusions derived from the arguments. Remember
textual aspects such as coherence, cohesion, segmentation units like sentences and paragraphs, the type of vocabulary that you use, as well as the basics of spelling. "
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