- The school has around 20 students per classroom from ages 2 to 17 years old. It aims to provide a holistic education through various extracurricular activities and emphasis on both academic and personal growth. - Students have high English proficiency but struggled on Spanish language tests due to being taught most subjects in English from a young age. Support has been added to improve Spanish skills. - Three key factors for designing quality education are implementing support for students with learning difficulties, determining an updated curriculum, and ongoing teacher training. Challenges include gaining agreement on support plans and determining curriculum approach. Strengths include a collaborative teaching team. - To effectively plan lessons, more observation of different age groups and subjects is needed to fully

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

2. Task 1
Descripción de la institución y el aula.
The school is situated in Vilumanque, ten minutes to the center of
Concepcion; it is inside to the village of Vilumanque, the students can arrive to
the school by bus, in that case they have to walk two blocks, in a car or using
the school bus.
The school is two-storey building, but it has three storeys in one side. The
infant ´school is separate from the rest of the building; it has a football- field, a
parking zone and green areas. The building is painting as the colors of the
uniform of the students: green and red. At the entrance of the school there is a
trophy shelf.
In the first floor, at the left of the entrance, it is the secretary, staff room,
and school president room.
The classrooms are three meters wide and four meters length. The
classrooms have two doors. The classrooms have twenty five tables at least,
under the table there is a space to left their books, each of them has the name
of one student on it, the tables and the chairs are made of wood. They are
separate in three rows. The students are sitting in pairs. There is a wash basin
in each classroom, and bookshelves with dictionaries and books. There is a
backboard in front of the students. Each classroom has a radiator. Outside the
classrooms there is a bag stand, where the students left their bags and coats.
The classrooms are separate by grades and the classrooms are in different
corridors. The school has a computer room with twenty-four computers a
backboard and a data. There is a laboratory, and a basketball sheltered court.
Inside the school it is a cement courtyard with benches, there is a row with
tree different recycling bins, they are in colors; blue, yellow and red. It is
illuminated. There are radios, but they have to ask for them.
There is a dining room, where the students can chose between three
different lunches everyday.
The Infant´ School has four classrooms, they are organized in four different
areas, and the children are sitting in group of four. Inside of this “separate
school”, it is an infirmary, a library, a staff room, a kitchen and the teacher´s
bathroom.

3. Task 2
1) Número de estudiantes y su diversidad en términos de edad, género,
origen étnico, nacionalidad, religión, necesidades educativas
especiales.
The students were on a special day, that’s why the number in their
classrooms was less than usual For example in the primary third “A” had 19
students of which 9 were girls. Fifth grade had 12 girls and 8 boys (20
students), fourth “B” had 24 students.
On the other, the only one class of secondary that we observed was a
third year, there had 15 students. So average of students in each room was
about 20 students.
The school accepts children from two years old (“Tiny Tots”) until end of
secondary education (about 17 years old).
The school does not identify with a specific religion or previous tests for
the admission of the students. The vision is "Emphasize permanent
learning, construction of knowledge and a qualitative approach of the
evaluation." and offers students learning experiences, such as “clubs,
electivity, academic support, counseling, personal training sessions,
assertive discipline, setting, study tours, social, labor and monographs,
enabling them knowledge and personal growth”. This creates the profile of
students.
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.
Students in terms of their cognitive abilities, have a high level in the
management of English, because they've been learning since two years
(tiny tots) and infant groups A, B, C. However, parents requested that
students apply them SIMCE proof, that about two years ago is being
applied. Nonetheless, students have not performed well; it is because the
students, in their early years, are taught in English, all subjects, with
exception of “Lenguaje y Comunicación” (in Spanish). This resulted that
they didn´t know terms in Spanish, but in English, so the test did not reflect
what they actually knew. For that reason, primary students were adapted
their timetables and they have one hour to review terms in Spanish.

4. Moreover students have developed their social skills with the rest. Our
practice coincided with activities about the students’ day, so we could
observe, in the halftime, as they evolved and participated in their activities.
That’s why, academic activities, in the room, had fewer students than usual
and most of them wore casual clothes. Secondary students had no classes
all the morning, in comparison to the primary students.
Students’ previous knowledge was seen at the start of classes, with the
questions that teachers performed. Students enhance their four skills in
contexts where place the students in a family atmosphere. That’s why they
are developed human relationships, in a communicative way.
Students have a particular way of calling their teachers, in the case of
women, were called “Ma'am” and for men were called “Sir”, but not as a
hierarchical relationship, otherwise as formality.
To enroll in that school, there is previous evidence. Everyone who wants
to study in Wessex School have to pay the installments, they accept all
students, even if they have “NEE”. The school has a special treat for those
students who present a different education, as for example the daily
medication to control their hyperactivity, and other to control attentional
deficit.
3) Señale las Fuentes y procedimientos utilizados para recoger la
información.
• Sources, where information acquired, was through dialogue with
teachers of English Ma’am Shirley Ortiz and Sir Hector Parra.
• It also of direct observations performed inside and outside the
classroom.
• In addition we checked the school website:
http://www.wessexschool.cl/index.php?
option=com_content&view=article&id=2:vision-y-
mision&catid=1:iquienes-somos&Itemid=4

5. Task 3
1-. Tres factores que priorizará para diseñar una enseñanza de calidad en
ese contexto, fundamentando su selección.
We consider that the three factors that should be priority for design a quality
education are:
• Implement support formats to recognize and pay attention to the learning
difficulties of students:
Around ten students were suffering attention deficit in the fourth grade. The fourth
grade teacher told us that some were taking a medicine called'' Rivotril''. Therefore
it is important to work together between teachers and parents to develop the skills
of children. It is also important to establish study groups where it will be aimed to
the children who find it hard to learn and so the teacher can reinforce knowledge.
On the other hand, children who are not suffering from learning difficulties, have to
create a suitable plan for the potential of them.
• Determine and design new curriculum:
The curriculum design must be continually renewed. These should aim to
development of the student with an emphasis on learning needs, so is fomented a
quality education for all. Within the educational project of the school is mentioned
that ''The school requires well-structured plans and programs, relevant and
innovative.'' Therefore, this factor is a priority for the design of a quality education.
• Training of teachers:
The training of teachers and the atmosphere of study that they produce, explain
the outcome of student learning. Therefore, to achieve a quality education should
be a teaching staff with professional skills, that is, the teacher must have
developed the cognitive, social, ethical and pedagogical abilities.
2-. Considerando los factores priorizados señale qué desafíos o dificultades
concretas necesitará resolver y cuáles son las fortalezas del contexto que le
permitirán resolverlos.
• Implement support formats to recognize and pay attention to the learning
difficulties of students:
To implement support formats for students with learning difficulties is necessary to
consider the opinions of parents, teachers and school authorities because in some
cases children must take medication. These views could generate agreements or
disagreements between teacher and parents. Therefore, it is difficult for the
teacher to achieve agreements. The authorities of the establishment rector, vice
rector, head of UTP and teachers work together. They are a work team, so they

6. support the decisions taken by any of them because they work based on a
regulation.
• Determine and design new curriculum:
It will need to resolve or define what trend will continue, because it can be
behaviorist (where highlights a structured teaching and the student gradually learns
based on stimulus response) or constructivist. These designs should always be
open and flexible in such a way to enrich the knowledge of students. Teachers
have the challenge of perform these curricular projects thus should be some
system that can guide them and support them simultaneously in the process of
curriculum adaptation. A strength is worked by a teaching team, so they can
develop and share opinions, educational materials, between others; to allow the
development of the student. The Wessex School encourages the development of
dimensions such as social, spiritual, cognitive, physical and others. Besides, the
school integrates procedural knowledge, attitudinal and conceptual this with
evaluative and methodological variety.
• Training of teachers:
The teaching team should submit to evaluations for the purpose of evaluate their
performance. It is also necessary for teachers in-service to attend training
programs because the teacher must constantly modify things. One advantage is
that currently universities, institutes, government programs taught various
programs. Thus, they can be trained and then they will teach a quality education to
their students. The Wessex School on their website derives a fortress and
mentions that'' It is a learning center dedicated to promoting human quality and
academic excellence.'' For this, the school has high quality teachers in their areas
of study and English language skills.
3-. Orientaciones específicas para la planificación que se derivan de estos
desafíos y posibilidades.
We consider that before making the planning must be known to the students. This
through book classes, teachers who have had previous experience with students,
interaction with students, activities in which they can be known as they are with
others, so we can conclude if children have cognitive, physical or social difficulties.
Thus, teachers can adapt the curriculum for children who have special needs.
On the other hand, the curriculum should be oriented towards the integral
development of the student. This can be used a qualitative approach which cares
about process and not just the result. Finally, teachers are responsible for training
people that complement the values, knowledge and skills. Thus, students will be
able to decide, inserted in the academic, social and labor world in the future. In
addition, to being a bilingual school students must be educated and taught with the
English language that after the stages (Infants - Juniors - Seniors) this will become
their second language.

7. Task 4
Reflexión
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 fuertes?
El interactuar con los estudiantes, más allá de solo observarlos, nos lleva a
una experiencia enriquecedora para poder planificar. Pues en dos cursos, se
mantuvo una directa relación. En el cuarto año A, cuya profesora (Ma’am), no
estuvo disponible, a una de nosotras nos toco realizar una clase de
aproximadamente 10 minutos, sin embargo al llegar la profesora reemplazante, se
siguió con el trabajo activo, hasta el término de la clase. En otro curso, tercero
medio, se mantuvo una conversación con los estudiantes; donde hubo un dialogo
entre estudiantes, profesor y alumna de práctica que perduro hasta el final de la
clase, en el cual nos hacíamos preguntas tanto a nivel de experiencias personales,
como de la parte académica. Por lo que en los cursos hubo mixtura, tomando en
cuenta observación y participación, lo que puede contrastar y ayudar a planificar
en sus diferentes formas.
En los entretiempos, que fueron alrededor de 30 minutos más de lo habitual por
ser el día del alumno, observamos a los estudiantes con entusiasmo unirse a
coreografías dirigidas por una dama, lo que nos da un panorama de que las
actividades grupales son influyentes para los estudiantes. Además, mientras los
estudiantes participaban de la actividad, sostuvimos una conversación con la
profesora de inglés, Shirley Ortiz, que nos dio a conocer aspectos de sus alumnos,
la forma en cómo ellos se desenvuelven tanto dentro como fuera del aula, no solo
a nivel académico, sino también en su desarrollo personal.
Por otro lado ella nos menciono, aspectos relevantes a considerar que influyen
en el proceso de aprendizaje de algunos de los estudiantes, como por ejemplo la
toma de medicamentos de diarios para el control de su hiperactividad, y otros para
controlar el déficit atencional.
Nuestras fuentes se basan en la experiencia de observación dentro y fuera del
aula, las conversaciones mantenidas por profesores y estudiantes de Wessex
School.

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
puede influir en su trabajo con ellos no conocer suficientemente bien esos
aspectos?, ¿Lograra, y cómo, llegar a conocer bien esos aspectos?
Nosotras creemos conocer de manera insuficiente las metodologías de las
clases de enseñanza media, pues los estudiantes “seniors”, realizaban una
actividad por ser el día del alumno, por lo que solo se pudo entrar a una sola
clase, que fue una conversación en vez de “setting”, que nos permitió conocer
experiencias de los alumnos, pero no su manera de desenvolverse en actividades
académicas.
Así mismo, nos hubiese gustado presenciar las clases de “Tiny Tots” e
“Infants”, ya que solo observamos el lugar donde ellos realizan sus clases (espacio
físico) y algunos juegos tales como “la silla musical” y búsqueda de objetos, en el
caso de los “Tiny Tots”; esto a causa de las actividades programadas para el día
del alumno.
Al no conocer suficientemente bien estos aspectos, la planificación no sería
integral, por lo que habrían desajustes en términos de tiempo, metodologías y no
sabríamos las necesidades, características e intereses de los estudiantes.
Podemos lograr conocer estos aspectos, mediante las visitas frecuentes a los
estudiantes, de esta manera comprenderemos sus intereses y los métodos más
eficaces con los que ellos aprenden.
Además podemos lograr esto, con el relato de sus demás profesores y poder
profundizar a partir de sus experiencias pedagógicas con ellos.
Otra forma es a través del libro de clases, el cual nos provee la información
personal y académica del estudiante.