The document provides information about a girls' high school in Concepción, Chile. It details the school's administration, size, location, community served, infrastructure, available learning resources, classroom organization, and collection of information methods. Specifically, it notes that the school serves female students aged 13-18, has around 37 students per class, and two students with autism. Resources include an English language laboratory and textbooks. Classroom organization involves traditional rows and the teacher using test results to evaluate learning. Information was collected through observations, interviews with teachers, and a student survey.

1. _________________________________________________________________
Universidad Católica de la Santísima Concepción
Facultad de Educación
Área de lenguas
Practica 1
Experiencia Pedagógica
Liceo de Niñas
De Concepción
Integrantes: Melissa Salamanca
Dianne Salas
Ana María Vásquez

2. Task 1
1-. Antecedentes generales del establecimiento, como por ejemplo:
Dependencia, tamaño, ubicación, y comunidad a la que atiende.
• School: Liceo de Niñas de Concepción.
• Location: Calle Rengo 249, Concepción, Biobío. Calle
• Administration: Municipal/female.
• Community: Secondary female School (first to fourth year).
• Size: School covers an area of one block, size, limiting Rengo, Cochrane
and Lincoyán Street.
2-. Opciones pedagógicas que Ud. Tomaría en cuenta en virtud del proyecto
curricular y de otros programas o proyectos en desarrollo.
An important factor to consider is the context, in which they operate on a female
establishment, that’s why the relationship between classmates is more different
than mixed institutions for that reason we must bear in mind how the students learn
in that context.
Promote constructivism in a school where school mainly is regulated through
state, it gives autonomous vision and a situated learning. That’s why school look
for values and integral people.
We must take in consideration that the school curriculum was changed because
before that, learning was divided into four areas: Humanist, Science, Mathematics
and Art. The last one, art, was eliminated to integrate the area of English, so how
tackle the issue of learning is different than it was before.
3-. Infraestructura, recursos de aprendizaje y tecnologías disponibles para el
sector curricular de la unidad que desarrollara.
• Infrastructure:
The School is made of solid material and into the classrooms, the floors, is
made of wood. The building covers an entire block and it also has three floors plus
a ground floor of solid material.
Classrooms are about 6 x 6 meters. On the other hand, windows are on the one
side of the wall about 6 x 4 meters. And in the middle we can see that the school
have two paved tennis.

3. • Learning Resources and Technologies
One of the most important resources of the school, it’s an English laboratory,
built in September 4 in 2012. The lab was donated by The Rotary Club
Concepción with contribution from District governor 5030 USA and
“Financiamiento Compartido”. The lab has twenty four computers and also a
projector.
Students have dictionary, Spanish – English/ English – Spanish, provided by
the state, English books with different editions, short stories to mix the learning with
motivation.
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.
The teacher uses the method of test results not just as a final grade, but also as
a means of evaluating the student learning has developed. So discover together
the mistakes to go on improving them.
Teachers use learning resources that they considerate the better way to learn
English. For example, for some students is constructive work in the laboratory,
because there are grades that is easier to use the technology to learn. In contrast,
for other is necessary promote attendance interactive classes. That is a strategy
used by teachers through to know their students and learning to learn.
Students were organized in three rows and they have a traditional whiteboard
in the front to the classroom. To be a female school, classroom climate occurs
naturally in a context, where we can find girls into a same level, but also the
relationship is between peer that share the same gender.
5-. Señale las fuentes y procedimientos utilizados para recoger la
información de cada aspecto.
Information was taken by direct observations into the classrooms; and also the
information was provided by teachers of English and Secretary of UTP in that
school.

4. Task 2
1) Número de estudiantes y su diversidad en términos de edad, género,
origen étnico, nacionalidad, religión, necesidades educativas
especiales.
The courses, on average, have 37 students.
In first medio G, the age range is of 13-15 years. Most of the students are 14 years
old
Second medio E, the age range is 14-16 years. Most students are 15 years old
In third medio F and H, the age range is 15-17 years. Most students are 16 years
old
Fourth medio A, C and I, the age range is 16-18 years. Most students are 17 years
old.
Liceo fiscal de Niñas, is a high school aimed just for female students.
In two of the seven courses visited, there are students with Mapuche descent.
These two courses had a student with ethnic origin.
The students were Chilean. On average, most students are Catholic; we know this
because we did a survey of girls during breaks.
In the third Middle F had two students with special needs, they had autism. For
them it was not teaching the subject of English, so they are exempted from this
subject.
2) Diversidad de los estudiantes en cuanto aspectos cognitivos y
sociales con particular atención al sector curricular, habilidades y
conocimientos previos, que tipos de tareas realizan habitualmente,
niveles cognitivos de las tareas que proponen habitualmente el
docente, intereses, formas de interacción con sus pares y profesores,
entre otros. Con respecto a estudiantes con NEF, mencione
características específicas de cada uno que deberá considerar
adecuaciones que posibiliten su participación exitosa.
Some of the girls had previous knowledge of English because they had
English since kindergarten. Others had previous knowledge because the school in
which they attended, taught English from fifth Basico. Other students were
interested in English music and this way they know a little more about this
language. On the other hand, for some of them it was difficult to complete guides,
answer questions or understand commands, but finally with the help of Professor
they finished their activities.
Students usually perform tasks that are listenings, readings, activities completion,
multiple-choice and paired terms. For it, students use their textbooks subsidized by
the Chilean government.

5. Cognitive levels that teachers proposed normally are reproductive characteristics.
This is repeated, resolve, reproduce, illustrate, describe, expound, translate, and
base.
In our observations, we saw four ways of interaction between students and
teacher. First we saw that in all courses, teacher exercised leadership in the
course, even though the students were talking, they obeyed the orders of the
teacher. In addition the students received the influences of teachers. Second, we
saw cooperation of students toward their partners (when they worked in pairs) and
to the teacher (when they responded to questions from the teacher). Finally, the
students exchange opinions.The students exchanged opinions when the
responses of activities were incorrect in this way the students interacted with each
other and after that the professor concluded resolving doubts.
There were girls with special needs; two of them had autism this is: a variable
developmental disorder that appears by age three and is characterized by
impairment of the ability to form normal social relationships, by impairment of the
ability to communicate with others, and by stereotyped behavior patterns.
For successful participation of these girls, we believe that they should not be
excluded from the class. We consider two programs called Applied Behavioral
Analysis (ABA) in which the objective is to bring the child to a normal
developmental functioning by strengthening the practice of various skills. The other
program is called Treatmentand Education of Autistic and Related Communication
Handicapped Children, TEACCH. This allows the child to work independently, as
well as organize and structure their environments.
3) Señale las fuentes y procedimientos utilizados para recoger la
información.
We obtained this information through our interactions with students and teachers.
In addition information was obtained by our observational experience.
TASK 3
Analizar la información recogida para diseñar y determinar que factores del
contexto y de sus estudiantes incidirán prioritariamente en su diseño de una
enseñanza de calidad para los estudiantes de este curso.
1. Tres factores que priorizara para diseñar una enseñanza de calidad es
ese contexto, fundamente su elección.
We decided that one factor could be the technology, in this case the school,
doesn´t have data, electronic backboard or computers inside the classroom, and

6. they have just a backboard. The school has computer room, but it is not enough
for the number of the students, there are an English laboratory but not all the
teachers use it.
Other factor is that the students don´t participated and they don´t speak English
in the class, when the teacher ask them to speak in English they refuse and
answer that they do not know how to do it.
The students are very sociable and collaborative each other, it is to consider
this because the teacher can work more with them in groups, and in activities
where the students could talk.
2. Considerando los factores priorizados señale que desafíos o
dificultades concretas necesitara resolver y cuáles son las fortalezas
del contexto que le permitirán resolverlos.
The teacher uses the backboard to teach the subject, and the radio when they
have listening activities. It could be a difficult not to have more resources to work in
the classroom, the government must install the technology because the student’s
parents cannot afford it. As this is not available the teacher must work on the
English laboratory more than they use to, and to teach the students how to use the
resources they have already.
The teacher must speak in English all the class to strengthen the knowledge and
create a habit because the students are not accustomed to the language and to
speak in English even if it were inside the classroom. It is difficult to use the
backboard to teach a lesson because the girls speak loudly each other all the time,
so it is good not to use so much the backboard and teach the lessons using
activities and pair or group works, and to do the homework all together, asking the
students to give the answer out loud or standing and writing it on the backboard, in
this way the students will be more concentrate and participative.
3. Orientaciones específicas para la planificación que se deriven de estos
desafíos y posibilidades.
The subjects can include group work activities or in pairs, the class must be in
English and the students must use a dictionary (the teacher can teach them how to
use them) to look for specific words and pronunciation, it could be a good idea to
write on big papers some useful phrases like; Can I go to the bathroom miss, or
how can I pronounce …and paste them on the wall where everyone can see them.

7. TASK 4
1. Considerando sus experiencias y actividades en la institución y en el
aula, ¿Qué aspectos relevantes de los estudiantes cree conocer mejor para
planificar la enseñanza?, ¿Cómo obtuvo esa información? ¿Qué tan validas
y confiables son las fuentes utilizadas?, ¿Qué sesgos pueden ser tan
fuertes?
Sabemos que es un colegio separado por género femenino y la orientación es
humanista-científica ya que se les prepara para continuar sus estudios en alguna
institución de educación superior. El colegio atiende a alumnas desde los 13 hasta
los 18 años aproximadamente, en los cursos visitados todas las niñas eran
chilenas, y la mayoría con residencia en la octava región. Mediante las
conversaciones con las alumnas nos dieron a conocer que la mayoría profesaba la
religión católica.
Además sabemos que había dos niñas con necesidades especiales, en un
primero medio y en un tercero medio, al parecer ellas tenían autismo. Esta
información la obtuvimos por parte de los profesores.
Por otro lado la cantidad de alumnas por curso era 37 aproximadamente, por lo
que se formaban grupos entre las niñas, algunos grupos eran más conversadores
que otros y otros eran mas participativas y atendían a la clase.
La mayoría de las niñas utilizaba aparatos tecnológicos; por ejemplo notebooks,
celulares, tablets. Por lo tanto ellas tenían conocimientos previos de estos.
Sus conocimientos previos de inglés, algunas habían tenido ingles desde quinto
básico, otras desde kínder, por lo tanto se generaba una desventaja en los
conocimientos y participación entre ellas.
Nosotras obtuvimos esta información mediante la interacción directa con las
estudiantes, profesores y nuestra experiencia observacional.
Son validas por que han sido observadas desde un punto de vista objetivo.
En general las alumnas tienden a ser cooperadoras entre ellas, porque se
vendían y compraban colaciones y se organizaban en un trabajo colaborativo para
obtener un fin común: por ejemplo las alumnas de cuarto medio vendían confites
para recaudar dinero para su licenciatura

8. 2. Considerando sus experiencias y actividades en la institución y en el aula,
¿Qué aspectos relevantes de los estudiantes cree conocer de manera
insuficiente o le gustaría profundizar para planificar la enseñanza?, ¿cómo
pueden influir en su trabajo con ellos no conocer suficientemente bien esos
aspectos?, ¿logrará, y cómo, llegar a conocer bien esos aspectos?
No conocemos el entorno familiar de las estudiantes.
En cuanto a las alumnas con necesidades especiales, no conocemos el tipo de
autismo y las características específicas por lo tanto no podemos planificar una
clase para ellas sin saber esto. Ya que no podemos dejar aparte estos casos.
Deducimos pero no sabemos con exactitud su nivel socioeconómico ni cultural,
por lo tanto para planificar unas clases en donde se necesiten materiales
específicos, (por ejemplo audífonos con micrófono), debemos saber a qué
alumnas se les tendrá que facilitar el material empleado.
Tampoco sabemos el uso de los recursos tecnológicos como es el reciente
laboratorio de inglés, implementado desde el 2012, por parte de las estudiantes.
El libro de clases nos muestra una referencia de las estudiantes.
Las conversaciones entre los profesores que les hacen clases y por último la
citación a los apoderados.