{"id":12116,"date":"2023-04-16T17:49:35","date_gmt":"2023-04-16T14:49:35","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=12116"},"modified":"2023-04-28T23:51:17","modified_gmt":"2023-04-28T20:51:17","slug":"cum-formez-competente-antreprenoriale-prin-disciplina-mea","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/cum-formez-competente-antreprenoriale-prin-disciplina-mea","title":{"rendered":"Cum formez competen\u021be antreprenoriale prin disciplina mea?"},"content":{"rendered":"<p>Lucrarea \u00ee\u0219i propune s\u0103 aduc\u0103 \u00een discu\u021bie impactul pred\u0103rii limbii engleze asupra dezvolt\u0103rii competen\u021belor cheie, ce stau la baza profilului de formare al absolventului de liceu. Accentul cade pe formarea competen\u021bei de comunicare \u00een limba englez\u0103, al\u0103turi de competen\u021ba spirit de ini\u021biativ\u0103 \u0219i antreprenoriat \u0219i competen\u021ba digital\u0103, prin intermediul con\u021binuturilor, strategiilor \u0219i al materialelor predate \u0219i evaluarea rezultatului. <!--more--><\/p>\n<p>Competen\u021bele cheie sunt fundamentale\u00a0 \u00een strategiile de \u00eenv\u0103\u021bare\u00a0 pe tot parcursul vie\u021bii. Acestea sunt necesare\u00a0 dezvolt\u0103rii personale a fiec\u0103ruia,\u00a0\u00a0 incluziunii sociale,\u00a0 precum \u0219i cet\u0103\u021beniei active \u0219i integr\u0103rii profesionale. Spiritul de ini\u021biativ\u0103 \u0219i antreprenoriatul se num\u0103r\u0103 printre cele opt competen\u021be cheie ale \u00eenv\u0103\u021b\u0103rii pe tot parcursul vie\u021bii, definite de Uniunea European\u0103. Competen\u021bele antreprenoriale presupun metode active prin care elevii s\u0103 fie determina\u021bi s\u0103 dea fr\u00e2u liber creativit\u0103\u021bii \u0219i spiritului de inova\u021bie iar limba englez\u0103\u00a0 poate contribui prin implicarea elevilor \u00een diverse proiecte individuale\/de echip\u0103. Astfel, elevul reu\u0219e\u0219te s\u0103 \u00ee\u0219i pun\u0103\u00a0 ideile \u00een practic\u0103 \u0219i aduce \u00een prim plan spiritul de ini\u021biativ\u0103.<\/p>\n<p>Limba englez\u0103 joac\u0103 un rol important \u00een achizi\u021bia acestor competen\u021be. La ora de limba englez\u0103, elevul este pus \u00een situa\u021bia de a redacta texte func\u021bionale structurate (CV, scrisoare de inten\u021bie, email, documente specifice domeniului de specializare) foarte utile \u00een via\u021ba de zi cu zi. Acestea constituie o punte de leg\u0103tur\u0103 spre managementul carierei.<\/p>\n<p>Prin urmare, am urm\u0103rit dezvoltarea unei competen\u021be de specialitate integr\u00e2nd \u0219i competen\u021bele digitale, precum \u0219i dezvoltarea spiritului de ini\u021biativ\u0103 \u0219i antreprenoriatul, aleg\u00e2nd sarcini de lucru care s\u0103 arate o progresie spre \u00eenv\u0103\u021barea de profunzime. \u00cen continuare, voi prezenta strategiile didactice\u00a0 prin care am dezvoltat\u00a0 aceste competen\u021be la nivel liceal, clasa a X-a, la unitatea <em>Going for the job<\/em>.<\/p>\n<p><em>Lec\u021bia 1, 2, 3, 4, 5:\u00a0<\/em><\/p>\n<p>Etapa 1. Brainstorming (Ce \u0219tim \/ ce nu \u0219tim \/ ce am vrea s\u0103 \u0219tim despre meseria potrivit\u0103?)<\/p>\n<p>Etapa 2. Profesorul introduce tema \u0219i\u00a0 explic\u0103 sarcinile\u00a0 de lucru \u00een vederea realiz\u0103rii unui portofoliu:<\/p>\n<ul>\n<li>Profesorul ofer\u0103 suportul necesar \u0219i materialele necesare pentru scrierea unui CV, scrisoare de inten\u021bie \u0219i scrisoare de recomandare.<\/li>\n<li>\u00cen perechi, elevii vor avea de realizat un CV dup\u0103 modelul Europass, o scrisoare de inten\u021bie \u0219i o scrisoare de recomandare (fiecare elev va scrie scrisoarea de recomandare pentru perechea sa, dup\u0103 ce au studiat CV-ul \u0219i scrisoarea de inten\u021bie \u0219i au primit feedback din partea profesorului)<\/li>\n<li>\u00cen perechi, elevii vor realiza un interviu pentru meseria dorit\u0103, folosind\u00a0 mijloace audio-video de inregistrare \u0219i filmare<\/li>\n<\/ul>\n<p>Fiecare portofoliu va cuprinde: CV, scrisoare de inten\u021bie \u0219i scrisoare de recomandare. Pa\u0219ii proiectului vor fi:<br \/>\na. Cercetare \u0219i selectare de informa\u021bii folosind diverse resurse digitale, manual, siteuri educa\u021bionale\/ profesionale, TED talks (Bonesteel, 2017)<br \/>\nb. Scrierea unor texte func\u021bionale (CV, scrisoare de inten\u021bie, scrisoare de recomandare)<br \/>\nc. Prezentarea portofoliului \u0219i evaluarea acestuia<br \/>\nd. Feedback<br \/>\ne. Interviul \u0219i evaluarea acestuia<br \/>\nf. Feedback<\/p>\n<p>Etapa 3. Profesorul demonstreaz\u0103 modul de realizare al textelor func\u021bionale \u0219i ofer\u0103 texte model. Se va insista pe preluarea critic\u0103 a informa\u021biilor \u0219i prelucrarea lor (utilizarea propriului limbaj, descurajarea tehnicii copy-paste, selectarea informa\u021biilor \u00een func\u021bie de meseria aleas\u0103, folosirea limbajului formal, clasificarea tipurilor de scrisori, compararea\u00a0 diferitelor\u00a0 tipuri de scrisori \u0219i eviden\u021bierea\u00a0 asem\u0103n\u0103rilor\u00a0 \u0219i deosebirilor, folosirea corect\u0103 a formulelor de \u00eenceput \u0219i sf\u00e2r\u0219it) \u2013 termeni cheie: corectitudine, accesibilitate, colaborare, con\u0219tientizare, contextualizare, atractivitate, varietate. (Evans, 2008)<\/p>\n<p>Etapa 4. Elevii lucreaz\u0103 \u00een perechi\u00a0 pentru a utiliza resursele digitale \u0219i materialele puse la dispozi\u021bie iar\u00a0 profesorul monitorizeaz\u0103 \u0219i sprijin\u0103 activitatea.<\/p>\n<p>Etapa 5. Feedbackul este oferit dup\u0103 finalizarea fiec\u0103rui text func\u021bional \u00een parte.<\/p>\n<p><em>Lec\u021bia 6, 7, 8:\u00a0<\/em><\/p>\n<p>Etapa 1. Profesorul prezint\u0103 un Ted Talk\u00a0 https:\/\/www.ted.com\/talks\/regina_hartley_why_the_best_hire_might_not_have_the_perfect_resume<\/p>\n<div style=\"max-width: 854px;\">\n<div style=\"position: relative; height: 0; padding-bottom: 56.25%;\"><iframe loading=\"lazy\" style=\"position: absolute; left: 0; top: 0; width: 100%; height: 100%;\" src=\"https:\/\/embed.ted.com\/talks\/lang\/en\/regina_hartley_why_the_best_hire_might_not_have_the_perfect_resume\" width=\"854\" height=\"480\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/div>\n<\/div>\n<p>Filmul este un prilej pentru a discuta modul de realizare al unui interviu, vocabular \u0219i limbaj formal, formule specifice \u0219i expresii. Elevii sunt implica\u021bi \u00een activit\u0103\u021bi de ascultare \u0219i completare de spa\u021biu lacunar, ordonare a replicilor unui interviu, exerci\u021bii cu alegere multipl\u0103, pentru a le oferi o baz\u0103 solid\u0103 de la care s\u0103 porneasc\u0103 \u00een realizarea propriului interviu. Interviul se bazeaz\u0103 pe materialele existente \u00een portofoliul fiec\u0103rui elev. (Perspectives)<\/p>\n<p>Etapa 2. Elevii lucreaz\u0103 \u00een perechi.<\/p>\n<p><em>Lec\u021bia 9:<\/em> Elevii prezint\u0103 interviurile\u00a0 \u0219i primesc feedback. Se realizeaz\u0103 interevaluarea.<\/p>\n<p>Rezultatele \u00eenv\u0103\u021b\u0103rii:\u00a0 Elevii vor utiliza resurse digitale pentru a extrage informa\u021bii relevante \u0219i vor elabora \u00een mod independent \u0219i \u00een perechi o viziune a viitorului profesional (meseria potrivit\u0103).<br \/>\nVor\u00a0 identifica\u00a0 punctele tari\u00a0 si punctele slabe \u00een realizarea unui profil.<br \/>\nVor crea\u00a0 un plan de ac\u021biune, cu pa\u0219ii necesari pentru atingerea scopului (accesul pe pia\u021ba muncii.<br \/>\nVor realiza un interviu \u0219i \u00eel vor prezenta la clas\u0103, apoi\u00a0 vor oferi \u0219i primi feedback.<br \/>\nElevii \u00ee\u0219i\u00a0 vor asuma responsabilitatea \u00een realizarea sarcinii de lucru \u0219i vor manifesta atitudine pozitiv\u0103 fa\u021b\u0103 de predare-\u00eenv\u0103\u021bare-evaluare \u0219i dezvoltare personal\u0103. Vor aplica informa\u021bii \u0219i competen\u021be \u00een situa\u021bii noi de comunicare scris\u0103 \u0219i verbal\u0103. Vor utiliza strategii creative \u0219i critice de rezolvare a problemelor \u0219i de luare a deciziilor. (Harmer, 2004)<\/p>\n<p>Pe l\u00e2ng\u0103 cuno\u0219tin\u021bele lingvistice pe care le vor dob\u00e2ndi \u0219i exersarea utiliz\u0103rii limbii engleze \u00eentr-un context antrenant, elevii \u00ee\u0219i vor dezvolta abilit\u0103\u021bi de munc\u0103 intelectual\u0103 care le vor putea fi de folos \u00een alte activit\u0103\u021bi \u0219colare \u0219i profesionale. Utilizarea responsabil\u0103, critic\u0103, creativ\u0103, personal\u0103 a resurselor digitale disponibile are o deosebit\u0103 \u00eensemn\u0103tate \u00een contextul actual. (Ur, 2012)<\/p>\n<p>Evaluarea prin proiect:<\/p>\n<ul>\n<li>asumarea de roluri;<\/li>\n<li>\u00eendeplinirea sarcinilor \u00een perechi;<\/li>\n<li>utilizarea resurselor digitale\/ materiale;<\/li>\n<li>texte func\u021bionale (realizarea unui CV, scrisoare de inten\u021bie, scrisoare de recomandare);<\/li>\n<li>structura eseului;<\/li>\n<li>vocabularul specific;<\/li>\n<li>limbaj formal\/informal;<\/li>\n<li>interviu;<\/li>\n<li>fluen\u021ba \u00een exprimare;<\/li>\n<\/ul>\n<p>Resursele digitale necesare:<br \/>\n<a href=\"https:\/\/jobs.theguardian.com\/article\/cv-personal-statement-examples-and-tips\/\" target=\"_blank\" rel=\"noopener\">jobs.theguardian.com\/article\/cv-personal-statement-examples-and-tips\/<\/a><br \/>\n<iframe title=\"Regina Hartley: Why the best hire might not have the perfect resume\" src=\"https:\/\/embed.ted.com\/talks\/regina_hartley_why_the_best_hire_might_not_have_the_perfect_resume\" width=\"584\" height=\"329\" frameborder=\"0\" allow=\"autoplay; fullscreen; encrypted-media; picture-in-picture\" referrerpolicy=\"strict-origin-when-cross-origin\" loading=\"lazy\" allowfullscreen><\/iframe><br \/>\n<a href=\"https:\/\/writeandimprove.com\/\" target=\"_blank\" rel=\"noopener\">writeandimprove.com\/<\/a><br \/>\n<a href=\"https:\/\/europa.eu\/europass\/en\/create-europass-cv\" target=\"_blank\" rel=\"noopener\">europa.eu\/europass\/en\/create-europass-cv<\/a><\/p>\n<p><em><strong>Bibliografie<\/strong><\/em><br \/>\n1. Bonesteel, Lynn. (2017), 21ST Century Communication, National Geographic Learning;<br \/>\n2.\u00a0 Evans, Virginia. (2008),\u00a0 Successful Writing, Express Publishing;<br \/>\n4.\u00a0 Harmer,\u00a0 J. (2004), How to teach writing, London: Pearson Longman;<br \/>\n5. Ur, P. (2012). A Course in English Language Teaching,\u00a0 Cambridge University Press;<br \/>\nPerspectives, Intermediate, Workbook, National Geographic Learning<br \/>\nPerspectives, Intermediate, Student\u2019s Book, National Geographic Learning<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Lucrarea \u00ee\u0219i propune s\u0103 aduc\u0103 \u00een discu\u021bie impactul pred\u0103rii limbii engleze asupra dezvolt\u0103rii competen\u021belor cheie, ce stau la baza profilului de formare al absolventului de liceu. Accentul cade pe formarea competen\u021bei de comunicare \u00een limba englez\u0103, al\u0103turi de competen\u021ba spirit &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/cum-formez-competente-antreprenoriale-prin-disciplina-mea\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1088,1225,939,1228],"tags":[1662],"class_list":["post-12116","post","type-post","status-publish","format-standard","hentry","category-abordare-interdisciplinara","category-competente-cheie","category-didactica-limbii-engleze","category-resurse-educationale-deschise","tag-daniela-pribeanu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/12116","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=12116"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/12116\/revisions"}],"predecessor-version":[{"id":12156,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/12116\/revisions\/12156"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=12116"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=12116"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=12116"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}