Universidad Católica de la Santísima Concepción
Facultad de Educación
Área de lenguas
Integrantes: Melissa Salamanca
Ana María Vásquez
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
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.
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
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
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
1. Numero de estudiantes y su diversidad en términos de edad, genero,
origen étnico, nacionalidad, religión, necesidades educativas
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
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
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.
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.
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
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
a) To promote collaborative work in a group: Difficulties arise; students
would have difficulty into a group work where distractions could have
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
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.
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.
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.