Analyzing a model for alternative
assessment and transformative
teaching
              Normal School Instituto Jaime Torre...
Student-Teachers
Something to think
       about...

In teaching for transformation,
teachers set the stage and provide
the environment in ...
Background

 The Normal School Instituto Jaime Torres is
  a school in charge of training EFL Teachers
  for Secondary Sc...
Background

 Intensive Teaching Practicum Periods
  in the fourth year
 Teaching Practicum 300 hours
 Distributed in pe...
Background

 Taller de Diseño de Propuestas
  Didácticas y Análisis de Trabajo
  Docente I y II


 Trabajo Docente I y II
Research Question


 What would be the best way
  to assess pre-service teachers
  and promote transformative
  teaching?
Introduction

The transformative teaching
  process promotes valuable
  changes in teachers‟
  thinking, beliefs, ideas, a...
Clinical Supervision

 Clinical Supervision is frequently defined as
  a formative assessment process involving a
  pre-c...
Clinical Supervision

 As a father of Clinical Supervision,
  Cogan believed that data had to be
  collected from the tea...
Participants

 13 Participants
 8 women & 5 men
 Pre-service English Language
  Teachers in 7th and 8th semesters.
Clinical Supervision in the Humanistic Evaluation Model
Clinical Supervision in the
Humanistic Evaluation Model
 STAGE 1: Pre Conference
 STAGE 2: Observation session
   A) Te...
5 Phases of Clinical
        Supervision
 Stage 1 (Pre-Conference).
   The reason and purpose for the
    observation
  ...
Clinical Supervision

 Stage 2 (Classroom observation)
   Teacher‟s performance
   Data collection
   Analysis and int...
Clinical Supervision

 Stage 4 (Post-Conference)
 The supervisor and the teacher collaboratively
  review and analyze th...
Pre-service teacher
    experience
Pre-service Teacher
           experience
 BEFORE USING THE MODEL .
 There was little communication between the
  superv...
Pre-service teacher
            experience
 WHILE USING THE MODEL.
 The use of a diagnostic format was really useful for...
Pre-service teacher
             experience
 AFTER USING THE MODEL.
 Put into practice new abilities into the classroom....
Conclusions

 The pre-service teachers are under continuous reflection

 The process takes place before, during and at t...
Conclusions

 The opinions expressed in the formats showed a
  real reflection upon their teaching practicum

 The self-...
Speakers:

 Supervisor:                • Student-Teacher:

  Ignacio Delgado              Victor Manuel Rivera
  Castella...
Upcoming SlideShare
Loading in …5
×

3rd. Academic Encounter for the Language Teaching Community

1,278 views

Published on

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,278
On SlideShare
0
From Embeds
0
Number of Embeds
222
Actions
Shares
0
Downloads
9
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

3rd. Academic Encounter for the Language Teaching Community

  1. 1. Analyzing a model for alternative assessment and transformative teaching Normal School Instituto Jaime Torres Bodet BA Program of EFL Teachers for Secondary Education. Cuautlancingo, Puebla.
  2. 2. Student-Teachers
  3. 3. Something to think about... In teaching for transformation, teachers set the stage and provide the environment in which the student can articulate and critically reflect on their assumptions and perspectives. Patricia Cranton
  4. 4. Background  The Normal School Instituto Jaime Torres is a school in charge of training EFL Teachers for Secondary Schools in Mexico. It is located in Cuautlancingo, Puebla.  The Teacher Education programs for Secondary Schools have been in Mexico for a very long period of time.  4 years program
  5. 5. Background  Intensive Teaching Practicum Periods in the fourth year  Teaching Practicum 300 hours  Distributed in periods of 4 weeks at the Secondary School vs 3 weeks in the Normal School.  3 Modules of Evaluation per semester
  6. 6. Background  Taller de Diseño de Propuestas Didácticas y Análisis de Trabajo Docente I y II  Trabajo Docente I y II
  7. 7. Research Question  What would be the best way to assess pre-service teachers and promote transformative teaching?
  8. 8. Introduction The transformative teaching process promotes valuable changes in teachers‟ thinking, beliefs, ideas, and actions. Brenes, Cabral, Delgado, Encinas, Salazar, Tomas- Ruzic, Sánchez (2008: 14)
  9. 9. Clinical Supervision  Clinical Supervision is frequently defined as a formative assessment process involving a pre-conference, observation and post- conference cycle (Glickman and Bay, 1990).  Morris Cogan, cited by Acheson and Gall (1977) defines a model for conducting the observation of a teacher as “the rationale and practice designed to improve the teacher‟s classroom performance” (p. 9)
  10. 10. Clinical Supervision  As a father of Clinical Supervision, Cogan believed that data had to be collected from the teacher in the classroom.  The Supervisor and the teacher collaborate to plan programs, procedures and strategies aimed to improve the teacher „s classroom behavior.
  11. 11. Participants  13 Participants  8 women & 5 men  Pre-service English Language Teachers in 7th and 8th semesters.
  12. 12. Clinical Supervision in the Humanistic Evaluation Model
  13. 13. Clinical Supervision in the Humanistic Evaluation Model  STAGE 1: Pre Conference  STAGE 2: Observation session  A) Teaching the lesson  B) Classroom management  C) Rapport and communication with learners  STAGE 3: Data Analysis/Evaluation session  STAGE 4: Post conference/Feedback session  STAGE 5: Post Mortem Session
  14. 14. 5 Phases of Clinical Supervision  Stage 1 (Pre-Conference).  The reason and purpose for the observation  The focus of the observation  The methods and form of observation to be used,  The time of observation  The time for post-conference
  15. 15. Clinical Supervision  Stage 2 (Classroom observation)  Teacher‟s performance  Data collection  Analysis and interpretations are made  Stage 3 (Evaluation)  Reviewing the results of the observation  Identify the strenghts and areas of concern
  16. 16. Clinical Supervision  Stage 4 (Post-Conference)  The supervisor and the teacher collaboratively review and analyze the observed lesson focusing on both the strenghts and areas of concern.  Stage 5 (the Post Mortem)  The supervisor and the teacher agree upon the next plan of action and decide on reasonable time lines agreeable to both.
  17. 17. Pre-service teacher experience
  18. 18. Pre-service Teacher experience  BEFORE USING THE MODEL .  There was little communication between the supervisor with the pre-service teacher.  The assessment was not qualitative.  The teaching practicum was not focused on transformative teaching.  There was not focused areas in the observation sessions
  19. 19. Pre-service teacher experience  WHILE USING THE MODEL.  The use of a diagnostic format was really useful for me, the supervisor and the tutor.  The use of five formats.  There was more communication between the supervisor and the pre-service teacher.  The assessment was more qualitative.
  20. 20. Pre-service teacher experience  AFTER USING THE MODEL.  Put into practice new abilities into the classroom.  Change in certain areas which were not noticed before.  Improvement in certain areas of teaching practicum.  Following the formats helped me to realize the areas where I needed to pay more attention during my classes.  The main objective was obtained (transformative teaching.)
  21. 21. Conclusions  The pre-service teachers are under continuous reflection  The process takes place before, during and at the end of the teaching practicum periods.  The pre-service teachers have the time to share their experience with the supervisor  The supervisor and the pre-service teachers analyze the formats for observation (Domains 2 , 3 & 4)  The pre-service teachers analyze the reflection formats (Domains 1, & 5)
  22. 22. Conclusions  The opinions expressed in the formats showed a real reflection upon their teaching practicum  The self-reflection promotes the transformative teaching process  The Formats used to guide the teaching practicum process promotes a more objective evaluation.  The Evaluation process is more centered into qualitative aspects rather than quantitative.
  23. 23. Speakers:  Supervisor: • Student-Teacher: Ignacio Delgado Victor Manuel Rivera Castellanos Guzmán English Language Teacher English Language Teacher for Secondary Education and Teaching Practicum Supervisor nachodc73@hotmail.com vic_8786@hotmail.com

×