Assignment2.5 fabiola pérez_palma
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This document contains an evaluation of a language teacher's skills and competencies. It consists of: 1) A checklist evaluating the teacher's practical teaching competence, ability to reflect/judge, and cooperation skills. All areas are checked as strengths. 2) Comments praising the teacher's lesson plans, willingness to learn, creativity, and ability to work collaboratively. One recommendation is to include more evaluation rubrics and peer feedback. 3) A comparison to the original evaluator's feedback, which noted additional strengths in relating theory to practice but identified an area for growth in error correction.
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This document contains evaluations of a teacher's language teaching skills and competencies. The evaluator checked boxes to indicate that the teacher is able to combine theory with practice, acquire methodological skills, understand modern language teaching, reflect on and analyze their own teaching, try new solutions, learn from others, and work with others. In remarks, the evaluator praised the teacher's use of sources to create dossiers, participation in all activities, ability to relate theory to practice while also suggesting improvements, and clear lesson aims. The original evaluation also praised the teacher's reflection, original ideas, collaboration, planning, and presentation of supplemental materials.
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This document contains evaluations of a teacher's certification as a tutor for language teachers. It evaluates the teacher's practical teaching competence, ability to reflect and judge, and ability to cooperate. The evaluator finds that the teacher is able to combine theory with practice, acquire methodological skills, understand language teaching issues, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work cooperatively with others. Remarks provide examples of how the teacher demonstrates these competencies through lesson plans and activities. The evaluator concludes the teacher has excellent teaching skills and their work serves as a good example to follow.
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This document contains evaluations of a teacher's certification as a language tutor. The evaluator marks that the teacher demonstrates practical teaching competence by combining theory with practice, acquiring methodological skills, and understanding issues in modern language teaching. The teacher also shows an ability to reflect on and analyze their own teaching, draw conclusions to improve, and try new approaches. Additionally, the teacher collaborates well with others and is able to learn from peers. In remarks, the evaluator praises the teacher's lessons for relating theory to classroom practices, reflecting on learning processes, and having original ideas. While plans were sometimes lengthy, aims were clear. The teacher recognized needing to improve error correction. Overall, the evaluations found the teacher's work to be excellent.
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This document contains evaluations of a teacher's qualifications and competencies. It evaluates their practical teaching abilities, ability to reflect and judge, and cooperation skills. For each category, the evaluator ticks boxes to indicate what statements apply to the teacher. In remarks, the evaluator notes that the teacher is able to relate language teaching theories to classroom practices, reflect on and evaluate their own teaching, and suggest improvements. The original evaluation also found the teacher produced excellent lesson plans and was able to collaborate well and reflect on lessons.
B2 t2.5 maria_martinez
This document contains an evaluation of a teacher's certification dossier. The evaluator assessed the teacher's practical teaching competence, ability to reflect and judge, and ability to cooperate.
The evaluator found that the teacher demonstrated the ability to combine theory and practice, acquire methodological skills, and understand modern language teaching. The teacher also showed an ability to reflect on her own teaching and try new approaches. Furthermore, the teacher collaborated well with others on group projects.
The evaluator concluded that the teacher prepared high quality dossiers relating theory to classroom practice and reflecting on lessons. The projects were relevant to students and the teacher collaborated effectively with colleagues. The evaluation was overall very positive.
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This document contains an evaluation of a teacher's skills and competencies. The evaluator checked boxes to indicate that the teacher demonstrated practical teaching competence, the ability to reflect and judge their own teaching, and the ability to cooperate with others. In remarks, the evaluator praised the teacher's lesson planning and use of supplementary materials. However, the evaluator noted the teacher could improve on explicitly stating lesson aims and monitoring student language errors. Overall, the evaluation was positive and the teacher's work was described as "excellent."
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This document contains evaluations of a teacher's language teaching skills and competencies. The evaluator checked boxes to indicate that the teacher is able to combine theory with practice, acquire methodological skills, understand modern language teaching, reflect on and analyze their own teaching, try new solutions, learn from others, and work with others. In remarks, the evaluator praised the teacher's use of sources to create dossiers, participation in all activities, ability to relate theory to practice while also suggesting improvements, and clear lesson aims. The original evaluation also praised the teacher's reflection, original ideas, collaboration, planning, and presentation of supplemental materials.
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This document contains evaluations of a teacher's certification as a tutor for language teachers. It evaluates the teacher's practical teaching competence, ability to reflect and judge, and ability to cooperate. The evaluator finds that the teacher is able to combine theory with practice, acquire methodological skills, understand language teaching issues, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work cooperatively with others. Remarks provide examples of how the teacher demonstrates these competencies through lesson plans and activities. The evaluator concludes the teacher has excellent teaching skills and their work serves as a good example to follow.
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This document contains evaluations of a teacher's certification as a language tutor. The evaluator marks that the teacher demonstrates practical teaching competence by combining theory with practice, acquiring methodological skills, and understanding issues in modern language teaching. The teacher also shows an ability to reflect on and analyze their own teaching, draw conclusions to improve, and try new approaches. Additionally, the teacher collaborates well with others and is able to learn from peers. In remarks, the evaluator praises the teacher's lessons for relating theory to classroom practices, reflecting on learning processes, and having original ideas. While plans were sometimes lengthy, aims were clear. The teacher recognized needing to improve error correction. Overall, the evaluations found the teacher's work to be excellent.
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This document contains evaluations of a teacher's qualifications and competencies. It evaluates their practical teaching abilities, ability to reflect and judge, and cooperation skills. For each category, the evaluator ticks boxes to indicate what statements apply to the teacher. In remarks, the evaluator notes that the teacher is able to relate language teaching theories to classroom practices, reflect on and evaluate their own teaching, and suggest improvements. The original evaluation also found the teacher produced excellent lesson plans and was able to collaborate well and reflect on lessons.
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This document contains an evaluation of a teacher's skills and competencies. The evaluator checked boxes to indicate that the teacher demonstrated practical teaching competence, the ability to reflect and judge their own teaching, and the ability to cooperate with others. In remarks, the evaluator praised the teacher's lesson planning and use of supplementary materials. However, the evaluator noted the teacher could improve on explicitly stating lesson aims and monitoring student language errors. Overall, the evaluation was positive and the teacher's work was described as "excellent."
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- They can reflect on their own teaching and draw conclusions to improve.
- They are able to try new approaches and evaluate solutions.
- The teacher learns from others and works well collaborating with colleagues.
- Overall the evaluation finds the teacher demonstrates strengths in practical teaching skills, reflection, collaboration and meeting basic course standards. Some minor suggestions are made to improve planning and error correction.
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This document contains an evaluation of a teacher's certification as a language tutor. The evaluator checked boxes to indicate that the teacher demonstrated practical teaching competence by combining theory with practice, understanding language teaching methods, and problems in the field. The teacher also showed an ability to reflect on and judge their own teaching by analyzing lessons, drawing conclusions to improve, and trying new approaches. Finally, the evaluator confirmed the teacher could learn from others and work cooperatively.
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This document contains an evaluation of a teacher's certification as a language tutor. The evaluator checked boxes to indicate that the teacher demonstrated several key competencies, including the ability to combine theory and practice in language teaching, understand methodology and apply it appropriately, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work cooperatively. In remarks, the evaluator praised the teacher's dossiers integrating songs, videos and movies into language lessons, noting original successful ideas and strong group work skills. The dossiers were well-written with a variety of supplementary materials beyond textbooks, and visual materials were professionally presented. Overall, the evaluator expressed that the teacher did a great job.
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1) Motivate learners to use English for academic or professional purposes by analyzing learner needs and designing courses and materials accordingly.
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Assignment2.3 fabiola pérez_palma
This document contains an evaluation of a language teacher's ability to plan and evaluate lessons. The evaluator ticks boxes to indicate that the teacher can plan lessons within a given curriculum, understands the institutional context, and can prepare students for examinations. Evidence is provided that the teacher can state objectives, define lesson aims, and plan appropriate activities. The evaluator remarks that integrated tasks were effective and most objectives were covered, with the only recommendation being about time management. The original evaluation praised the clear lesson plans and use of authentic materials. Both evaluations agree the teacher did well even when not using all exercises from the book.
4 6 1_fabiola_pérez_palma
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- They can reflect on their own teaching and draw conclusions to improve.
- They are able to try new approaches and evaluate solutions.
- The teacher learns from others and works well collaborating with colleagues.
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This document contains an evaluation of a teacher's certification as a language tutor. The evaluator checked boxes to indicate that the teacher demonstrated practical teaching competence by combining theory with practice, understanding language teaching methods, and problems in the field. The teacher also showed an ability to reflect on and judge their own teaching by analyzing lessons, drawing conclusions to improve, and trying new approaches. Finally, the evaluator confirmed the teacher could learn from others and work cooperatively.
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This document contains an evaluation of a teacher's certification as a language tutor. The evaluator checked boxes to indicate that the teacher demonstrated several key competencies, including the ability to combine theory and practice in language teaching, understand methodology and apply it appropriately, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work cooperatively. In remarks, the evaluator praised the teacher's dossiers integrating songs, videos and movies into language lessons, noting original successful ideas and strong group work skills. The dossiers were well-written with a variety of supplementary materials beyond textbooks, and visual materials were professionally presented. The evaluator concluded the teacher did a great job.
2 5 task_format
This document contains an evaluation of a teacher's certification as a language tutor. The evaluator checked boxes to indicate that the teacher demonstrated several key competencies, including the ability to combine theory and practice in language teaching, understand methodology and apply it appropriately, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work cooperatively. In remarks, the evaluator praised the teacher's dossiers integrating songs, videos and movies into language lessons, noting original successful ideas and strong group work skills. The dossiers were well-written with a variety of supplementary materials beyond textbooks, and visual materials were professionally presented. Overall, the evaluator expressed that the teacher did a great job.
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The document contains an evaluation of a teacher's skills and competencies in language teaching. It finds that the teacher is able to combine theory with practice, acquire methodological skills, and understand modern language teaching. The teacher can reflect on and evaluate their own teaching to improve. They are also able to try new approaches and collaborate well with others. The evaluation notes the teacher created thorough lesson dossiers drawing on various sources and participated fully in all classroom activities.
Session 1 April 9th
This document outlines an introductory session for a teacher training program. It includes introducing participants and discussing expectations. There is also a brainstorming activity about curriculum guidelines, standards, and teaching concepts. The document then defines various teaching concepts like theory, method, procedure, and strategy. It outlines the sessions for the teacher training program, which will cover methodology, grammar, and language skills through 12 five-hour sections. It lists the specific topic areas that will be addressed for general methodology, language skills, and grammar.
Using effective teaching techniques
A good showcase by Dr Dheeraj Mehrotra for all teachers to learn how to LEARN and then TEACH. Remember what we learnt once upon a time is no longer of DEMAND for the students. We need to know NEW to DELIVER in the classrooms of today.
Introduction Pres Tsaggari
Observation is an important learning tool that can help teachers improve through feedback. As future English teachers, the authors want to use observation in their classrooms and eliminate any negative perceptions of the process. Effective observation involves a series of tasks to correctly observe, analyze data, and draw conclusions. It is important to note that observation takes significant time from preparation to presenting conclusions. Every observation should have a clear focus so the analysis leads to concrete results and teaching strategy improvements.
Integrative learning and appraisal
The document discusses integrative learning, which involves making connections among concepts, experiences, and skills and applying them to new situations. It provides background on integrative learning, outlining its principles and stages. Potential challenges for implementing integrative learning are addressed, as are approaches for assessing integrative learning outcomes, such as through reflective portfolios, presentations, and rubrics. Assessment aims to evaluate students' abilities to complete tasks and apply knowledge from multiple areas.
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This document defines and describes cooperative learning. Cooperative learning involves organizing classroom activities into academic and social learning experiences where students work in groups to collectively complete tasks and meet academic goals. It has benefits like allowing students to capitalize on one another's resources and skills, and changing the teacher's role from information giver to facilitator. There are formal and informal types of cooperative learning. Formal cooperative learning is more structured and facilitated by the teacher, while informal involves temporary small groups. The document also lists several cooperative learning strategies like fish bowl, round robin, and think pair share.
The Use of Appropriate Assessment Instruments
The document discusses choosing appropriate assessment instruments for students. It notes that student learning styles and abilities vary, so teachers must consider this variation when selecting assessments. Assessments should allow all students opportunities to demonstrate their knowledge. The concept of appropriate assessment instruments is explained, with factors like curriculum guidelines, differentiated instruction, content competencies, and learner backgrounds influencing the choice of instruments. An example is provided of choosing a rubric on writing friendly letters integrated with ICT for students inclined towards technology, and composing song rubrics using economics terminology for musically inclined learners. The workshop portion asks teachers to consider these factors to select assessment tools for their classrooms.
Lesson planning and elt
This document discusses lesson planning and provides guidance on developing effective lessons. It outlines the advantages of having a good lesson plan, including inspiring teacher improvement, helping with evaluation, and developing confidence. It then describes the key components of a lesson plan, such as objectives, anticipatory sets, direct instruction, guided and independent practice, materials, assessment, and reflection. The document also discusses principles for designing lessons focused on specific skills, like reading, speaking, vocabulary, grammar, and listening. These include introducing new vocabulary in context, providing opportunities for student speaking practice, and incorporating strategy training. Finally, it addresses learning styles and motivation.
How to help teacher be effective article
The document discusses how teachers can be more effective in the classroom. It states that having a variety of teaching strategies allows teachers to choose the most appropriate tool for the task. Effective teachers strive to engage all students in learning, believe every student is capable of success, and have high expectations of both students and themselves. They personalize learning to accommodate different student needs and abilities. The document lists many qualities of effective teachers, such as establishing good classroom management, designing lessons that consider student interests, continually learning from colleagues, and having positive expectations for students. Being an effective teacher requires learning from daily teaching experiences to improve both effective and ineffective aspects of classroom instruction.
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This document provides guidance for exam designers and teachers on developing effective assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also provides recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for planning exams, such as writing questions throughout the term, including a variety of question types, and testing the timing. Overall, the document aims to help exam designers and teachers create assessments that effectively measure student learning.
Planning Instructional Delivery
The document discusses instructional planning and delivery. It explains that instructional planning is the process where teachers use appropriate curricula, strategies, and resources to address student needs. It involves deciding what will be taught, how it will be organized, and how learning will be assessed. Instructional delivery is applying instructional strategies to communicate with and engage students around academic content. Effective delivery considers differentiating instruction, using variety, providing cognitive challenge, engaging students, recognizing learning patterns, and asking questions to stimulate thinking.
Negotiated syllabuses_Hang
This document discusses negotiated syllabuses, which involve teachers and learners working together to make decisions about course design. It outlines the key components that can be negotiated, including goals, content, presentation, and assessment. The steps for implementing a negotiated syllabus are presented, as well as examples. Both the advantages and disadvantages are examined, such as increased learner involvement but also the time commitment required. Requirements for negotiated syllabuses include establishing procedures for negotiation and planning course elements collectively. Overall, negotiated syllabuses can improve learner outcomes but also require skilled facilitation from teachers.
An overview of integrative learning
Integrative learning involves problem solving, exploring and using information effectively, and applying ideas and experiences to new situations both inside and outside the classroom. It develops intellectual and practical skills that are important for students to become lifelong learners. Student learning should provide opportunities for them to develop problem-solving, inquiry, and integrative skills in a technology-rich environment. Integrative learning also helps students develop good thinking patterns, solve problems critically, and integrate skills across a broad range, which are key aspects of lifelong learning and can help students with critical thinking.
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The document provides instructions for a crafts activity in which students will plan and create their own artistic productions individually or cooperatively. It outlines objectives and criteria for assessing students' craft projects. Categories for assessment include design/composition, painting skill, capturing an artist's style, use of materials, time/effort, drawing, creativity, use of English in the art classroom, and daily routines in the art classroom. Scores from 1 to 4 are assigned to each category to evaluate student work.
Testing & examiner guide 2018 teacher's hand out oued semar a lgiers
The document provides guidance for developing effective exams and assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also outlines recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for constructing exams, including writing clear instructions, balancing easy and difficult questions, and testing timing. Overall, the summary emphasizes the importance of exams reflecting curriculum goals and being designed to effectively measure student learning.
As a course designer and materials provider
As a course designer and materials provider, the ESP teacher should:
1) Motivate learners to use English for academic or professional purposes by analyzing learner needs and designing courses and materials accordingly.
2) Consider who the learners are, what they need English for, and what texts they require when designing courses.
3) Select existing textbooks when possible, and modify activities to suit learner needs, or generate original materials by working in a team and improving drafts over time while paying attention to appearance.
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Here are the sentences in the correct order:
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1. She (dance) is dancing
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- Preparing for observations by understanding class level, size, objectives and setting
- Conducting 1-2 hour observations and providing structured feedback using a rubric
- Discussing feedback by highlighting strengths, areas for improvement, and setting an action plan
- Providing up to 4 months of additional training if needed but removing teachers who refuse changes
- Conducting a follow up observation with the same trainer to assess improvement
Assignment4.6 parte3
The training aims to develop teaching dossiers in areas like language awareness, language and culture, language learning processes, language teaching, planning and evaluation, and self-assessment. It will be offered in English and Spanish. Trainees must demonstrate basic competencies like language proficiency and computer skills. The training consists of 6 modules covering the key content areas. It will be delivered through 120 hours of face-to-face lessons, assignments, and evaluations. Trainees must maintain 80% attendance and score at least 80% overall to complete the certification which assesses knowledge, skills, and participation.
Assignment2.1 fabiola perez_palma
This document contains evaluations of a language teacher's certification dossier and classroom performance by a teacher trainer. Both evaluations found that the teacher demonstrated strong language analysis skills and was able to effectively teach grammar structures in a way that learners could understand. However, one evaluation noted that one of the lesson's sub-aims of having students discuss former jobs was not entirely suitable for the retired learner group. Overall, both evaluators determined that the teacher displayed the necessary skills and competencies to be certified.
Assignment1 fabiola perez_palma
This document contains information about certifying language teacher tutors, including:
1. A lesson plan and time table for a 2-week certification course with sessions on topics like lesson planning, grammar teaching, learning strategies, and classroom management.
2. A matching activity connecting content areas like language awareness, culture, and self-assessment to themes in the time table.
3. Sample lesson plans for listening and grammar activities with initial, developmental, and final activities.
4. A detailed time table outlining the daily schedule and topics to be covered each day of the 2-week course.
3 2 task_format_fabiola_perez_palma_utcancun
This document lists famous historical figures and the disabilities or health conditions they lived with. It includes 27 individuals from various fields such as music, art, politics and more. Some of the conditions mentioned are deafness, polio, epilepsy, blindness, learning disabilities, tuberculosis and mental health issues such as depression and anxiety. The document aims to showcase how these individuals were able to achieve great things despite facing significant health adversities.
Assignment3 fabiola perez_palma
This document reflects on areas of content for certifying language teacher tutors. It discusses that the area of most interest is self-assessment and development. The author feels most confident in language awareness, language and culture, language learning processes, language teaching and planning and evaluation. Self-assessment and development is an area to work on more. The author lists various resources including books, magazines, websites and materials they have relating to the content areas. Ways to keep trainee motivation high include considering learning styles, needs and bringing authentic materials. Progress can be checked through portfolios, rubrics, checklists, interviews and evaluations. Learner autonomy in trainees can be improved by identifying expectations, learning styles and strengths/weaknesses.
Cln presentation cognition + affect = effect - marda kirn 10.12.10
The document discusses communicating climate science effectively. It summarizes research showing that emotions and beliefs, not just facts, must be engaged to influence attitudes. Two systems in the brain process information - an analytic, logical one and an experiential, emotional one. Communicating through images and narratives can tap the emotional system. The benefits of collaborating with artists are discussed - it can increase and diversify audiences and media attention while making climate science more accessible and tangible. Principles for effective arts/science collaboration projects are outlined.
Cln presentation cognition + affect = effect - marda kirn v3 10.12.10
The document discusses challenges with communicating climate science to the public and strategies for overcoming these challenges. It notes that while many people are aware of environmental crises, few take action in response to the science. Effective communication requires understanding how cultural values and the emotional and analytic systems of the brain influence information processing. The document recommends collaborating with artists to make climate science more accessible, tangible and actionable in order to increase audiences and media attention. It provides tips for initiating arts/science collaborative projects and principles for non-partisan, compassionate programming.
Ahmedkorra cv
This resume summarizes the professional experience and qualifications of Ahmed Korra. He has over 21 years of experience in senior management positions in the hospitality industry across 3 continents and 12 countries. His most recent role was as owner and director of Simple Travel Company in Egypt, where he was responsible for all operational aspects of the full-service travel agency. Prior to that, he held the position of Group Executive Manager of a 600-room hotel in Morocco, where he exceeded various targets.
Space Mouse_Krishna Raj
The document summarizes the space mouse technology, a 3D controller that allows for manipulation of objects in a 3D environment. It has 6 degrees of freedom and was developed by the German Aerospace Center. The space mouse senses motion and sends it to the computer, allowing for fingertip control of 3D objects with minimal fatigue. It has applications in mechanical design, animation, simulation, and robot control.
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Assignment2.5 fabiola pérez_palma
- 1. Certificación de tutores de docentes de idiomas Content area: Global Evaluation My evaluation Target Skills and Competencies (Please tick the spaces with an “X”, if the statement is true for the person you are evaluating.) Practical teaching competence The teacher is able to __X__ combine theoretical knowledge with practical language teaching __X__ acquire basic methodological-didactic competence and skills and know when and how to apply them __X__ understand the different aspects and problems related to modern language teaching Ability to reflect and judge The teacher is able to __X__ reflect and analyse own teaching, based on practical examples, and draw conclusions for own further development. __X__ try out and evaluate new and alternative solutions. Ability to reflect and judge The teacher is able to __X__ reflect and analyse own teaching, based on practical examples, and draw conclusions for own further development. __X__ try out and evaluate new and alternative solutions. Cooperation The teacher is able to __X__ learn from others. __X__ work together with others. Remarks (Comments and Recommendations) The teacher’s lesson plans are very well written. It is remarkable that she is always trying to make her classes productive, interesting and inspiring. The teacher is willing to learn and, actually, she is aware of her weaknesses and, most importantly, of the ways she can improve for her own benefit and, mainly, for her students’ advantage. Furthermore, she is able to work collaboratively. The teacher made use of great creativity and a very good pace that helped students to be always attentive and participative. The way she approached the grammar point regarding the difference between present perfect and past simple was great. She may include some evaluation rubrics, peer evaluation and feedback. Original evaluation Practical teaching competence The teacher is able to __X__ combine theoretical knowledge with practical language teaching __X__ acquire basic methodological-didactic competence and skills and know when EUROCSYS © 2012 Claudia Schuhbeck Página 1 de 3
- 2. Certificación de tutores de docentes de idiomas and how to apply them __X__ understand the different aspects and problems related to modern language teaching Ability to reflect and judge The teacher is able to __X__ reflect and analyse own teaching, based on practical examples, and draw conclusions for own further development. __X__ try out and evaluate new and alternative solutions. Ability to reflect and judge The teacher is able to __X__ reflect and analyse own teaching, based on practical examples, and draw conclusions for own further development. __X__ try out and evaluate new and alternative solutions. Cooperation The teacher is able to __X__ learn from others. __X__ work together with others. Remarks SB has produced four excellent dossiers that show that she can relate the current theories of foreign language teaching and learning to the practices and procedures used in a foreign language classroom. She could make improvements for further lessons. She has also proved that she can collaborate very successfully with colleagues in the group project in all aspects - exchange of ideas, planning, lesson observation and reflection. Planning and evaluation of the lessons are good. However, Susan could work more on error correction and feedback. The dossiers are coherently written and well presented. Compared to the original EUROCSYS © 2012 Claudia Schuhbeck Página 2 de 3
- 3. Certificación de tutores de docentes de idiomas The experienced teacher’s feedback mentioned some points I did not consider. For example, he pointed out the teacher’s use of materials and the way she presented them. Finally, we observed the same aspects of the teacher’s dossiers. EUROCSYS © 2012 Claudia Schuhbeck Página 3 de 3