Universidad Católica de la Santísima Concepción
Task 1
1-. Antecedentes generales del establecimiento, como por ejemplo:
Dependencia, tamaño, ubicación, y comunidad a la ...
Learning to learn: Learning is a process. Learning to learn is the ability to
recognize their own learning processes, esti...
During the classes we observe evaluations. There two students met with the
teacher in study desks, outside the room, and e...
Task 2
1. Numero de estudiantes y su diversidad en términos de edad, genero,
origen étnico, nacionalidad, religión, necesi...
In four secondary grades, after to check the list, some of the students go
to other classroom, they are divided into the o...
b) Avoid using too many guides: One an important difficult is the change of
some learning strategies that have the curricu...
Los estudiantes también se ven dispuestos a participar en los proyectos
que el colegio implementó, nos referimos al de “li...
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Experiencia pedagógica colegio concepción (1)


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Experiencia pedagógica colegio concepción (1)

  1. 1. _________________________________________________________________ Universidad Católica de la Santísima Concepción Facultad de Educación Área de lenguas Practica 1 Experiencia Pedagógica Colegio Concepción Integrantes: Melissa Salamanca Dianne Salas Ana María Vásquez
  2. 2. Task 1 1-. Antecedentes generales del establecimiento, como por ejemplo: Dependencia, tamaño, ubicación, y comunidad a la que atiende. The School Concepcion of San Pedro is an educational community that depends on the Masonic educational corporation who promotes the principles and values of the Masonic order or Freemasonry. Freemasonry is associated with the feeling of fraternity and aims at the improvement of man and humanity. The school Concepcion Campus Villa is a building made of concrete, originally this was built with panels because it is located in a wet area. Currently the school has four floors, and this has two gyms, a synthetic grass field, a basketball court, a covered patio, a library, two computer lab, and two science labs, restrooms that are located on the first and third floor, a nurse’s office, an art room and a music room. School also has a casino where children eat lunch and each floor has an office where an inspector works. The school also has emergency stairs, rooms called ‘’terraces’’ that are located on the third and fourth floors. The front of the school has two school logos. Also are visible thirty-four windows and an entrance door. The school Concepcion Campus Villa is located in the commune of San Pedro. The address is in Los Acacios, number 107. This school is near ‘’Laguna Grande’’ of San Pedro; Therefore, this was built in a wet area. Campus Villa attends students from fifth grade of elementary to fourth grade of secondary. That is, children of 9 to 18 years approx. Not all students who attend to this school live in the commune of San Pedro. Some students come from the communes of Concepcion, Talcahuano, Hualpen, Chiguayante, Coronel and Penco. The school provides buses to students and the routes of the buses have a specific schedule for each location. Currently the School Concepcion of San Pedro has 1,500 students and 117 employees. This number includes Campus Huerto that attends students in pre- kindergarten through fourth grade. 2-. Opciones pedagógicas que Ud. Tomaría en cuenta en virtud del proyecto curricular y de otros programas o proyectos en desarrollo. Educational options that we consider in relation to curriculum project of the School Concepcion of San Pedro should attend: Diversity: All students can learn without discrimination, respect for diversity. That School is a community that generates an environment of fraternity. Also encourages commitment, creativity, responsibility, solidarity, participation between others. Thus students can build their life projects based on their skills and abilities. Constructivism: The school supports some values in order that the students, teachers and parents can perform these habits. Thus, students are integral persons and possessors of a constructivist view that allows them to improve and be part of a more fraternal society.
  3. 3. Learning to learn: Learning is a process. Learning to learn is the ability to recognize their own learning processes, estimate the integration of new knowledge and then achieve autonomy in the development of new skills. The curriculum project of school considered meaningful learning of their students in order to achieve the full development of their capacities in all areas. 3-. Infraestructura, recursos de aprendizaje y tecnologías disponibles para el sector curricular de la unidad que desarrollara. First we went to the library where we observed fifty studies texts. They had previously one hundred seventy books because the editorial gives books but some of these are not handled so they are taken out of the library. There were Ten English Theater books, twenty one novels including ‘‘Lost’’ and ‘‘new moon'', a complete encyclopedia of Volume 14 to 24, and had twenty-four dictionaries (Oxford, Longman, Cambridge, Richmond student). Further, had sixty-six books of literature and thirty-five copies of each book. That is, 2310 literature books. In the library had a shelf where were stored materials such as grammar books, tests, original DVD copies for teachers. Also had eighteen computers where students work on pages directed by the teacher. The place had about 6 tables and 30 chairs approximately. In the library were saved five spokes with pendrive entries. There were five radios because there are five English teachers. The librarian mentioned that we were no longer used the DVD nor cassettes because they were used pendrive. There are two computer labs but one of them was frequently used by English learners. According to Claudia Muñoz responsible for computer lab, English teachers are the second teachers that most used computer labs with their students. They work with programs called'' solutions'','' Chairman'','' English plus'', ‘’pre int''. In that place there are 38 computers. 4-. Organización y dinámicas del aula: recursos de aprendizaje disponibles, organización del espacio aula, rutinas y actividades que habitualmente realiza el docente y sus estudiantes en el proceso de enseñanza aprendizaje en el subsector o sector para el cual se desarrolla la unidad , y el clima del aula en general y en particular en ese subsector o sector. In the classrooms we visited we observed a projector, four speakers, a router that provided internet to the computer that was in the room. Close the computer had a speaker bigger than the other four, had a bulletin board, a digital whiteboard and a whiteboard by room. On the walls were pasted copies of the vision, mission, and objectives of the school. Additionally, each room had published in escape routes. Also, on the walls of the rooms had cardstock that had words of cordiality and welcome. There were 4 lights, 15 windows that were covered by two curtains. Classroom organization had 30 tables and chairs were arranged in pairs and organized at three vertical rows. Each pair was a separation of one meter. In front of the tables and chairs were the blackboards and computers above was the data show, behind the students had 36 clothes racks, 15 windows that were covered by two curtains.
  4. 4. During the classes we observe evaluations. There two students met with the teacher in study desks, outside the room, and each student answered a question from the teacher. The interview included personal questions like: ‘’are you optimistic?’’ With that the teacher evaluated the fluency and dominion of the English of the student. In a time a young man had confusion between'' jealous'' and'' generous'', so the teacher asked again. In the second part each student had to select a paper containing a topic and questions. After that, each student had to answer the questions asked by the teacher. Finally both students had to describe a picture in order to stimulate a colloquial conversation among them. Meanwhile students from high school 3rd c / d were in the room waiting for their turn. This course was merged with two third of high school, and as a result this was a workshop for advanced students in English. Then in the first and second grade of high School, students did an activity in which they listened to a song called'' My Immortal''. There they had to identify and complete the possessive pronouns, order sentences, and find the right words in an item. In the freshman year, they also made simple past activities and past continuous they had to know the differences, find grammatical errors in a text, edit the text with the c correct words. Students in this course were talkers that the academics repeatedly called for silence. Students asked in Spanish and English teachers responded in English to them. Before listening activity students are still talking, so the teacher had to rise from his seat calling for silence and correcting children. After that the students said the answers requested by the teacher in unison. In a time a student asked for the word'' Childish'' and another classmate gave the answer in Spanish and the teacher gave an example, so both explained to the student. Another activity was to sing the evanescence song together including teacher. In this way we observed the participation of all developing three skills, ‘’Reading, listening and speaking.’’ Finally most students applauded at the end of the song. Each time students read a sentence, the teacher was returning to read the sentence for the students to realize the correct pronunciation. 5-. Señale las fuentes y procedimientos utilizados para recoger la información de cada aspecto. Before starting this investigative process, we seek information on the website http://www.colegioconcepcionsanpedro.cl. From there we got the location, educational project, vision, mission, general objectives between other things. Furthermore, by our observation both inside and outside of the establishment, we collected most of the information presented. Additionally, the English educational team, the librarian and the head of the department of laboratories provided us information.
  5. 5. Task 2 1. Numero de estudiantes y su diversidad en términos de edad, genero, origen étnico, nacionalidad, religión, necesidades educativas especiales. The students are between twenty-five and thirty-five in each classroom. The courses are organized in terms of age only, as all the schools in Chile. In one course was a foreign student, (four secondary grade) the school admit students of all origins, ethnic and social class. There are students from Concepcion, San Pedro de la Paz, Chiguayante, and other territories. We don´t ask about their religion. The students who don´t have aptitudes to English or have very bad marks, are exempt from the subject, they attend the class but they don´t participated. 2. Diversidad de los estudiantes en cuanto aspectos cognitivos y sociales, con particular atención al sector curricular , habilidades y conocimientos previos, que tipo de tareas realizan habitualmente, niveles cognitivos de las tareas que proponen habitualmente al docente, intereses, formas de interacción con sus pares y con sus profesores, entre otros. Con respecto a estudiantes con NEF, mencione características especificas de cada uno que deberá considerar para hace adecuaciones que posibiliten su participación exitosa. The school tries to encourage values as philanthropy, work, responsibility, free exam, truth, solidarity, fellowship, equality, freedom, respect, tolerance, justice and patriotism, (in all the classroom they are on the wall where everyone can read them),to do this the school introduce a program where this values are practiced, it is called: “libre examen”, and the idea is to make free thinker people; everyday all the courses do an activity, it could be a presentation about a hobby or just some theme the student want to talk about, this work doesn´t have a mark and the students are free to do it using any method, for example; in an eight grade course, a students made a presentation using “PREZI” about Wakeboard, that is a kind of sport he practices. Then, after fifteen minutes more or less, it start the English lesson, the professor give the students a worksheet where they have to complete a song, the teacher used the computer and the projector to do the activity. The teacher ask the students to sing the song, but nobody do it, after three attempts to the students sing, I can listen two or three of them singing. They finally read aloud the good answers. In the middle of the class a student start making a noise and he is expels from the classroom, outside the student must go to talk with the inspector of the floor.
  6. 6. In four secondary grades, after to check the list, some of the students go to other classroom, they are divided into the ones that are more knowledge of English and the ones that not. The teacher starts a conversation with the students about a PSU exam they did the previous day. The students who are late have to ask for a pass to enter the class. The teacher explain the subjects using the backboard, some of the students are talking, at the same time other use their cell phones, and other do another things. In first secondary grade, the teacher start checking the list, as in the other courses, then she ask the students to put on their smock, after that she start checking a homework, again they answer the question aloud. There is a student that is exempt from the English lessons, she explains to me that she doesn´t understand and she had very bad marks, in that period she doesn´t do anything. They use “Solutions” book to work. After an hour to start the English class the teacher must go, she order the students to do a homework from their students’ books. The students doesn´t speak in English in the English lessons, they use Spanish to ask for everything, for example to go to the bathroom or to say that she or he doesn´t understand something. Task 3 1-. Tres factores que priorizará para diseñar una enseñanza de calidad en ese contexto, fundamentando su selección. a) To promote collaborative work in a group: Learning takes place in a better way when mixed the personal with the group learning. English by having a communicative approach, that´s why requires more emphasis on the other, a competent collaborative work, but among peers. b) Avoid using too many guides: We must empower developing English in use, we also will be helping the ecology of our context. An Integral learning for our students. c) Develop independent learning: As well as the group work is important, it is also relevant the personal work, developing critical thinking and developing deep level about skills. 2-. Considerando los factores priorizados señale qué desafíos o dificultades concretas necesitará resolver y cuáles son las fortalezas del contexto que le permitirán resolverlos. a) To promote collaborative work in a group: Difficulties arise; students would have difficulty into a group work where distractions could have between them.
  7. 7. b) Avoid using too many guides: One an important difficult is the change of some learning strategies that have the curriculum, a mechanical theory to a theory applied that fits the real context. c) Develop independent learning: To enhance skills that are “deep level”, such as analyze, synthesize, etc. It can be complicated if the skills that are promoted are in a “surface” way, such as the memorization. 3-. Orientaciones específicas para la planificación que se derivan de estos desafíos y posibilidades. a) To promote collaborative work in a group: Distractions about everyday conversations among students could be a problem, however If we place these everyday conversations in a familiar context for students, but in English. For that reason, we can create situations that students are interesting; we should be worried about those motivating things for them. b) Avoid using too many guides: The methodology for us its mediate knowledge and we can give space for students to develop in activities that practice in natural approach. c) Develop independent learning: to improve this, it is necessary for students to construct their own knowledge, using deep analysis in both oral and written questions, not standardized tests to alternative levels or true / false without cognitive work where you can change the simple structures to complex. Task 4 Reflexione acerca de la posibilidad de contar con un conocimiento adecuado de los estudiantes en el contexto de su práctica. Los estudiantes de este establecimiento, trabajan de acuerdo a los principios masónicos, esto cabe mencionarlo ya que, se pueden ver reflejados algunos de estos principios en sus actitudes, por ejemplo en los cursos de básica los alumnos son muy participativos y a pesar de tener ideas distintas, se puede ver una tolerancia de opiniones, esto lo pudimos apreciar cuando se comenzó a debatir sobre un tema trivial que no tenia, eso si nada que ver con la clase, pero en la que los estudiantes tenían distintos puntos de vista, los cuales eran expuestos sin miedo o vergüenza, con esta información podemos trabajar en fomentar esta ventaja de los estudiantes haciendo trabajos grupales, ya que pueden lograr consensos.
  8. 8. Los estudiantes también se ven dispuestos a participar en los proyectos que el colegio implementó, nos referimos al de “libre examen”, ya que a pesar de no recibir una nota por hacer el trabajo, los alumnos se ven gustosos con la iniciativa y prestos a participar. El colegio, en su postura de incentivar la libertad de la persona, permite que a los alumnos que no les va bien en inglés se puedan eximir, conocimos un caso, en un primero medio, la estudiante explicó que se le hacia difícil el ramos y que la profesora le había propuesto la opción, nosotras creemos que se podría haber ahondado mas en el tema de porque a la alumna le fue mal en la signatura y haber tomado algunas medidas, para evitar que la estudiante se eximiera. Creemos que, al igual que en los otros establecimientos en los que estuvimos, seria importante conocer un poco del contexto familiar de los estudiantes, aspectos como: luego de salir de la escuela, ¿cuales son tus actividades cotidianas?, ¿tus padres trabajan todo el día?, ¿quien te ayuda a estudiar o a resolver las tareas?, etc. Existen de todas maneras las instancias en que los profesores hablan con los apoderados, pero nosotros no tenemos información al respecto. Esta información la consideramos importante, ya que podemos armar una planificación que incluya a los padres, que son la base educativa principal de los estudiantes. Falto conocer además información acerca de si el colegio da clases de reforzamiento, para los estudiantes con más dificultades para aprender, además de clases extra programáticas. La información, fue obtenida directamente de los estudiantes y mediante la observación que hicimos en las aulas.