SECOND IDEA FIRST DRAFT 1

Benchmarking

MUESTRA:

Sindicatos de trabajadores-jubilados

Universidades

Dependencias de gobierno

ONG’s

Asilos / casas de asistencia

Otros

1. A segmento de la población dirigen sus servicios (describir con precisión: rango de edad, estilo de vida, nivel socioeconómico…)
2. ¿Qué servicios de capacitación o cursos ofrecen?
3. ¿Ofrecen Inglés?
4. ¿En qué modalidad?
5. ¿Cuántos cursos?
6. ¿Duración?
7. ¿Costos?
8. Ubicación
9. Características de sus instalaciones
10. Horarios
11. Tipo de difusión de sus servicios
12. Objetivo
13. ¿En qué se fundamentan sus programas o servicios?
14. Número de atendidos (por mes, por periodo, por año??? Debemos estandarizar para comparar)

****algo más que se les ocurra comparar chicas?

SI LES PARECE PONGO EN HOJA TIPO EXCEL EL DOCUMENTO PARA IRLO LLENANDO.

ADIS: CREES QUE PUEDAS ADELANTARLE CAÑÓN AL BENCH?

SECOND IDEA FIRST DRAFT

PROPOSAL 2

BASIC ENGLISH FOR ELDERLY / ENGLISH FOR EVERYDAY LIFE

CHALLENGE:

to demonstrate necessity,

understanding of the target,

doable: can we negotiate with the program for elderly people BUAP 50+?  DONE

WHAT FOR ELDERLY PEOPLE SHOULD LEARN ENGLISH? ARGUMENT

ORIENTATION: teaching / creative use of leisure time

GRAPHIC MODEL:

*** ajustar el término correcto: older learners, elderly or senior

PROBLEM:

LIST OF PARTICIPANTS (BENEFICIARIES)	FEATURES	LIST OF NEEDS	EVIDENCE
Client: Program 50+ BUAP (direct beneficiaries)	50+ years old In General they not work Have time Live in Puebla	They need to maintain their mind and body in good shape	Demographic data Previous studies
	GROUP A: Elderly people 50+ enrolled to the program	They are interested in to learn new things. They are willing to participate in this kind of courses but they need an offer according to their necessities and interests They could have specific necessities of communication in English	Survey or deeper interviews Statistics of the program Preliminary results of the first courses
	GROUP B: Elderly people not enrolled	They need to maintain their bodies and minds in good shape They could have specific necessities of communication in English	Survey or deeper interviews Previous studies
Client: Program 50+ BUAP (indirect beneficiary)		They have a program of recent creation but	Web page Programs offered
		-They have not offered English courses yet	Web page Programs offered
		It exist the need to prepare an offer of basic English (or English for life) adequate for elderly People	The benchmarking could demonstrate that other institutions have English Survey or deeper interviews with elderly What for they need English?

Why haven’t they offered English courses yet?

VERIFICATION:

Is this the real problem?

Are there evidences of the existence of the problem?

Is the target interested in participate in English courses?

What for? Which are their motivations to Learn?

Which are the motivations to Learn English?

What modality is better for them (check BUAP 50+ modalities)?

EVIDENCES:

*** Adriana suggests BENCHMARKING

*** Interviews with people 50+ (mother’s friends)

***Gladis suggests to check statistics (INSEN)

*** IVONNE, interview with coordinator of the program 50* BUAP (shceduled)

FIRST IDEA PROJECT COMPLETE

On this link, you will see tan updated version of the first idea.

https://docs.google.com/document/d/1gD_En7Bqj0DO6meJ9GHFAHHdVkVBYJ6RTujeRZ2pwUc/edit?usp=sharing

FIRST IDEA DRAFT 2

We continued working on the same ideas.
Below you will see a link that shows the document we prepare for the second draft.
Click on it.
Draft 2


Also the references we checked and included in the draft 2.

References

Copy short URL

FIRST IDEA

Our first idea was to work on a project related to the academic preparation of teachers in terms of the use and implementation of accurate and well-designed materials for their lessons. However, later on, we realized that it was going to be difficult to convince our classmates to take it. They may think that we were attacking them or push them to take something that it was not going to be useful for them. 

Below, you will see the first draft and the development of the first idea. 

1. A project is.
2. The purpose is explain
3. The components (description)
4. Indicators of impact (explained)
5. Methods of impact (described)
6. The community of social group (stated)
7. Location
8. History socioeconomic description
9. Social problems
10. Human development index (described tuning)

LIST OF PARTICIPANTS

LIST OF NEEDS

FRAME IT...

APPROACH (THEORY)

METHODOLGY

STANDARDS

ORIENTATION: professionalizing training courses

CONTEXT: LAEL-I O LEI

OBJECTIVES+RESULTS+USE OF MATERIALS + STANDARDS EX: CERTIFICATIONS

ACOTAR.

METHODS OF MEASUREMENT:

1. Actual certification (el que tendría cada quien)

¿contra qué lo vamos a comparar? ¿cuál va a ser nuestra medida? Perfil de egreso

Encuadrar en uso de materiales

MATERIALES:

Adapting

Adopting

Designing (creating)

ENFOQUES:

Cognitive

Praxiological approach---PRAGMATICS - CONTEXT

Evaluation of materials eliphelet

***INTELIGENCIA PRÁCTICA DHP

HAB PEDAGÓGICAS

SI ES EN LAEL-I MODELO PEDAGÓGICO ES SOCIAL CONSTRUCTIVISTA.

QUESTIONS

HOW TO DECIDE?

DESCRIMINAR

MODEL OF SOCIAL IMPACT

INTRODUCTION

On this blog, you will find information about project ideas for the class of social impact projects.

I will be shown the steps to create our project, the drafts, ideas, and material we have used along this course.

This subject has become of a big interest for me because this is the first step for my real social service.

The idea of having a good project that impacts the society made me have a clearer idea of what I will be doing on my future service.  My team and I have struggled a little bit with our ideas, but I think that we ended up with a very good and positive project.