C-map Natural Approach
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The conceptual map outlines the Natural Approach language teaching method developed by Stephen Krashen in 1977. It focuses on providing students with comprehensible input through meaningful classroom activities and communication to help lower their affective filter. The method aims to create a rich classroom atmosphere for natural language acquisition based on Krashen's five hypotheses about language learning and development.
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The document provides an evaluation plan for assessing student progress on learning goals for a unit on using the present perfect tense. It includes:
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Mdd 5 decisions and results analysis gerardo valdivia zavalla
- The majority of students understood and demonstrated understanding of present perfect structures, applying "for/since" correctly. However, some struggled differentiating present perfect from past simple.
- Most students remembered irregular verb forms based on a quiz, but differentiating tense forms remained a weakness.
- A listening activity using a familiar song helped most students identify present perfect.
- The teaching was generally effective, but providing more feedback and opportunities for student production could improve learning. Differentiating tense forms requires more practice.
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Mdd 5 reflection
The document summarizes MDD 5, which requires a pre-service teacher to reflect on modifications made to their unit plan, analyze student learning outcomes, and evaluate the effectiveness of their teaching. In MDD 5, the teacher analyzes student achievement data through graphs or tables to assess learning goal attainment. They also evaluate the strengths and weaknesses of their unit plan, and whether teaching enabled students to meet stated learning goals. In conclusion, MDD 5 involves the teacher evaluating how effectively their MDD 2 unit plan worked for students by analyzing goal achievement and identifying areas for future improvement.
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MDD 4 is an evaluation plan designed to monitor student progress and determine if they achieved the learning goals proposed by the pre-service teacher. The plan evaluates a previously designed unit plan by collecting evidence to check if students learned through the teaching process. It presents the goals and designs an evaluation plan showing test types, evaluations, feedback, and materials to check if students achieved the goals while reflecting on how the plan addresses student diversity.
Mdd 2 reflection
MDD 2 and 3 require pre-service teachers to plan a learning unit and individual class lessons, justifying decisions and reflecting on strengths, weaknesses, and challenges. While the teacher was unable to complete the assignments due to computer issues, MDDs are meant to build upon each other by applying information from the initial context analysis in MDD 1 to lesson planning in MDD 2 and a retrospective evaluation in MDD 3.
Mdd 1 teaching contextualization
MDD 1 requires teachers to collect information about their institution, classroom context, and student diversity to help plan contextualized teaching. The information gathered in MDD 1, including details about the school, classroom, and student needs and differences, can be used to make future classes more engaging for students by relating content to their preferences and context. Completing MDD 1 helps teachers understand their teaching environment to personalize instruction and motivate learners.
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The student did not complete their assignment because their computer was broken, preventing them from finishing the work. Their computer issues meant they were unable to finish and submit the assignment on time.
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Este documento describe un curso de práctica profesional de 29 créditos para estudiantes de educación. El curso les permite a los estudiantes demostrar sus competencias profesionales y habilidades adquiridas a través de observaciones e intervenciones en el aula. Los estudiantes analizan críticamente su desempeño pedagógico y proponen soluciones a problemas de la realidad educativa. El curso se centra en el desarrollo de la identidad profesional del estudiante a través de proyectos y reflexión sobre la
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The document describes the context of a practicum for an English pedagogy student. It provides details about the school, classroom, students, and relevant factors to consider for lesson planning. Specifically, it notes that the school has a bilingual program until 5th grade and focuses on delivering quality education inspired by values. The classroom has 38 students aged 13-15, some with learning difficulties. Relevant contextual factors for lesson planning include the school's educational focus, using technology resources, and accommodating different learning needs. The student aims to understand the context well to design motivating lessons connected to students' interests.
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The document provides an evaluation plan for assessing student progress on learning goals for a unit on using the present perfect tense. It includes:
1. Diagnostic, formative, and summative assessments to monitor progress and determine achievement. Formative tasks include reading, writing, and listening exercises while summative is a test.
2. Guidelines for designing assessment tools, including relating activities to goals and providing feedback to students.
3. Examples and rationales for specific assessment tools, such as a verbs quiz and listening to song lyrics, and adaptations for diverse learners.
Mdd 5 decisions and results analysis gerardo valdivia zavalla
- The majority of students understood and demonstrated understanding of present perfect structures, applying "for/since" correctly. However, some struggled differentiating present perfect from past simple.
- Most students remembered irregular verb forms based on a quiz, but differentiating tense forms remained a weakness.
- A listening activity using a familiar song helped most students identify present perfect.
- The teaching was generally effective, but providing more feedback and opportunities for student production could improve learning. Differentiating tense forms requires more practice.
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In Unit 2, the author learned that there are several types of rubrics used to assess student performance, including checklists, analytic rubrics, holistic rubrics, and rating scales. Checklists indicate what students can or cannot do, analytic rubrics have specific criteria and performance levels, holistic rubrics score work as a whole, and rating scales express the degree of skills. The author also learned that rubrics should be known by raters beforehand, tested before a real assessment, and shared with test takers so they understand the criteria.
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In this reflection, the author comprehends several key principles of evaluation, assessment, and testing. They understand that evaluation considers broader factors that influence learning, while assessment involves collecting information on a learner's abilities through various techniques including tests. The author also comprehends principles of effective tests, including authenticity in reflecting real-world language use, practicality, reliability in producing consistent results, validity in measuring the intended skills, interactiveness in motivating students, and transparency in clearly communicating standards to learners. Security and the ability to recycle well-designed test materials is also discussed as important.
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In Unit 3, the author learned that speaking tests must follow specific guidelines for their purpose, students, level, constructs, task structure, language, text and elements to assess, such as fluency, grammar, turn-taking and intonation. They also comprehended Fulcher's specification which relates to the task orientation, interaction between raters and test takers, goal orientation, and interlocutor status and familiarity. The author gained understanding of the important specifications for designing and implementing a valid speaking assessment.
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Este documento presenta el programa de evaluación de la competencia comunicativa en inglés de la Facultad de Educación de la Universidad Católica de la Santísima Concepción. El curso se enfoca en desarrollar conceptos y técnicas de evaluación que ayuden a los estudiantes a evaluar las cuatro habilidades lingüísticas. El curso cubre temas como la construcción de rúbricas, la evaluación de cada habilidad lingüística, y el uso de tecnología en la evaluación. La metodología
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2) A second rubric is presented for assessing students' reading comprehension through an essay explaining the theme, main ideas, and important details of the story "The Story of an Hour" with references to the text. It evaluates students on understanding, support, inferring, and identifying concepts.
3) Both rubrics are adapted from an online source and aim to help teachers provide effective feedback to students to improve their English receptive and productive skills.
Assessment on SLA Theoretical Framework
The document discusses theoretical frameworks and principles for language assessment from several scholars. It defines key concepts like authenticity, practicality, reliability, validity, interactiveness, washback, transparency, impact, and security. The authors agree that assessments should be authentic, practical, reliable, and valid to properly measure students' language abilities. Assessments should also motivate students and reflect classroom content and activities. Teachers must provide transparency around assessments and use results to give feedback and improve teaching.
Design of a speaking test
This document outlines the assessment of an English speaking test given to first year high school students in Chile. It consists of two parts: (1) individual interviews with an examiner and (2) a collaborative task where students discuss recommendations for a relative's trip to Australia. The test aims to measure vocabulary, fluency, pronunciation, grammar and ability to discuss and make recommendations. It provides context and visual aids to scaffold students' conversation. The document also discusses test construction and how the tasks relate to language skills assessed based on rubrics evaluating fluency, grammar, turn-taking and more.
Unit 4 assignment
The document describes two online performance-based assessment instruments that can be used to assess vocabulary and grammar.
The first instrument assesses vocabulary, specifically the use of make and do collocations. It contains 20 multiple choice questions and provides feedback on correct and incorrect answers in the form of percentages.
The second instrument assesses grammar through prepositions within sentence contexts. Learners must fill in missing prepositions or can choose from alternatives. It contains 14 sentences and also assesses vocabulary. It gamifies the assessment by awarding points for correct answers. Feedback includes quiz scores, numbers of correct and incorrect answers, points earned, and time taken.
ON THE NET Introducing Standardized EFL/ESL Exams
This document introduces several standardized English proficiency exams taken internationally, including TOEFL, IELTS, and others. It discusses how many exams have transitioned to computer-based formats to provide quicker scores. It then reviews features of eight major exams, classifying them based on whether they include speaking sections or only writing and multiple choice questions. Finally, it provides examples of exams without speaking sections, such as the ACT ESL Placement test and WebCAPE exam.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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