Final Colloquy
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The document summarizes the author's experience completing their teaching practicum remotely due to the pandemic. They completed their practicum at their former primary school, teaching 5th grade alongside their pedagogical partner. Their mentor teacher was very supportive and gave them freedom to create their own lesson activities. The author enjoyed designing visual and interactive activities incorporating literature, drawings, and games to make learning enjoyable for the students. They felt this approach aligned with their own strengths as a visual learner. Despite challenges of remote teaching, the author felt they gained valuable experience in lesson design and establishing a supportive teacher presence for students.
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First observation -School n°256 5th grade
The English class observed 5th grade students learning about animals. The teacher reviewed vocabulary from previous lessons and showed an animated movie to engage students in an animal bingo activity. Students then matched sentences to describe different animals. Throughout the lesson, students actively participated by answering questions, commenting on the video, and asking the teacher for clarification.
Lesson Plan N° 7
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This document outlines a 45-minute English lesson plan for 5th grade students. The lesson focuses on revising vocabulary about places in the neighborhood. Students will make lists and drawings of places in their own neighborhoods, labeling them in English. They will then present their drawings to the class, describing the places and answering questions using phrases like "there is" and "there are." For homework, students will write a short text describing their drawing and the places near their home. The lesson aims to review neighborhood vocabulary and recognize places in their own communities.
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Lesson Plan N° 6
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Final Colloquy
- The author reflects on her practicum experience teaching English to elementary school students. She enjoyed creating a relaxed environment and bonding with the students, especially a student named Alejandro who began disrupting class but eventually hugged the teachers.
- Her favorite lessons incorporated projects using visuals like songs, drawings, and acting to help students understand and stay engaged with new vocabulary.
- Through the experience, the author became more confident and creative in lesson planning while also wanting to learn more about adapting lessons for students with special needs. She hopes to be a teacher who ensures all children have access to education.
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Proyecto intercultural
This document provides a summary of three English lessons on the topic of the local community for a 6th grade class in primary school in Argentina. The lessons aim to teach students vocabulary related to buildings and places in the city, as well as the structures "there is/there are" and "there isn't/there aren't." Over the three lessons, students will identify important places on a map, complete sentences about locations using prepositions, describe what is and isn't in their own neighborhoods, and discuss how to improve their community. The class has 15 students between ages 11-13 with varying English proficiency levels and some behavioral challenges.
Final Colloquy
Valentina completed her teaching practicum at her former primary school, Normal School N°256 in Villegas, Argentina. She worked with 5th grade students under the guidance of mentor teacher Juliana Badillo. Due to the pandemic, Valentina had to conduct her lessons remotely via computer which presented challenges in interacting with students, but the students remained engaged. Valentina designed activities focused on the local neighborhood context using tools like literature, drawings, and cartoons to make learning enjoyable. Her most successful lessons incorporated student projects and adapting materials to be relevant to places in Argentina. While the remote practicum was different, Valentina believes she has improved her teaching skills and stance, and is grateful for the support received.
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My journal primary_period_moure_regina
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- During her observations, she noticed the students were at an elementary level of English and the classroom was cramped. She co-taught a lesson with the regular teacher that incorporated role-playing.
- For her first lesson, Regina taught about healthy drinks and was nervous but the students engaged well. She realized lesson timing needs adjustment for the more talkative class.
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This lesson plan is for a 40-minute class on family relationships for 11-12 year olds. The lesson focuses on narrating past events using the past simple tense. Students will review the story "The Enormous Turnip" through a text graffiti activity. They will then work in pairs to think of alternative versions of the story, drafting their own stories on strips or templates. Finally, students will individually create "storytelling bags" based on their rewritten storylines. The lesson aims to have students practice narrating past events and writing short stories using time connectives and the past simple tense. Student understanding will be evaluated through observation of their spoken and written language use during the activities.
Final report
The document reports on observations of English language classes for children and teenagers at the University of Cordoba. For the children's class, the lesson focused on Christmas vocabulary through songs, word searches, and speaking activities. Most students were engaged but some talked amongst each other. The environment was supportive with posters and materials.
For the teenager's class, lessons covered modal verbs in different tenses using examples, videos, and listening activities. However, the students were often late, inattentive and chatty, though the teacher tried to engage them without confrontation. More communicative activities and variety of materials could improve student motivation.
Lesson1
This document provides details of a planned English lesson for 6-year-old students. The 45-minute lesson aims to introduce food vocabulary through puppet show, worksheet activity, and game. New words to be taught include sandwich, yogurt, biscuits, water, juice, apple, banana, and orange. Colors red, yellow, blue and numbers 1-5 will also be reviewed and reinforced through songs, flashcards, and identifying foods. Assessment will include teacher observation and reflection as well as student feedback.
Self-Assessment: Kindergarten
1) The author reflects on their experience teaching English to kindergarten students. They realized the students had little English exposure and needed more input.
2) They developed a routine for the class including greetings songs and used Peppa Pig characters and stories to engage the students. Activities included games, pictures, and real objects to reinforce vocabulary.
3) While the experience was challenging, the author is satisfied with building students' English skills and routine. They learned the importance of planning, classroom management, and including more cognitively challenging activities.
Secondary final reflection- aguirrezabala
1) The student completed her teaching practicum at "ESCUELA AGROTECNICA" where she taught English to secondary students.
2) While planning and delivering her own lessons was challenging, the students engaged well with the topics and activities, though time management was an issue.
3) The experience helped the student improve her teaching skills and confidence, and she learned to better adapt lessons to students' individual needs and pace of learning.
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This document provides details about an English lesson for 5th grade students in Escuela Normal N°256 Clemente J. Andrada. The 45-minute lesson focuses on revising places in the neighborhood. The objectives are to recognize places by listening, relate adjectives, describe places with opposite meanings, and build sentences using "there is" and "there are." Activities include choosing cities based on descriptions, writing opposites of words, answering questions starting with "is there/are there," and asking about places in drawings. The lesson incorporates individual work, whole class interaction, and partner work to practice listening, speaking, reading and writing skills.
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Observation Report N°2
It was a very enriching experience to return to my former primary school as a pre-service teacher. Being in the other side helped me understand better the teacher's role and responsibilities. Although it brought back memories, I felt prepared and motivated to share my knowledge with new generations of students.
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This document outlines a lesson plan for a 5th grade English class in Santa Rosa, Argentina. The 45-minute lesson focuses on places in the city. It includes routines, warm-up activities, and four main activities: 1) identifying likes about their city, 2) reading sentences about places and marking true/false, 3) identifying the common word in sample sentences, and 4) listening to a text about Santa Rosa and marking statements as true or false. The lesson aims to teach vocabulary for places in a city and use of prepositions like "in", "on", and "at".
My Narrative
In the first observation, the student describes the classroom set-up and activities, including a vocabulary review, watching an animal bingo video, and completing sentence matching exercises. Students were engaged and asked questions in English. In the second observation, students shared what they had learned and worked on writing their own animal descriptions following a model. The teacher checked for understanding and assigned homework describing a favorite animal.
Final Colloquy
- The author reflects on her practicum experience teaching English to elementary school students. She enjoyed creating a relaxed environment and bonding with the students, especially a student named Alejandro who began disrupting class but eventually hugged the teachers.
- Her favorite lessons incorporated projects using visuals like songs, drawings, and acting to help students understand and stay engaged with new vocabulary.
- Through the experience, the author became more confident and creative in lesson planning while also wanting to learn more about adapting lessons for students with special needs. She hopes to be a teacher who ensures all children have access to education.
Solange by vanesa nov 6th (1)
Solange taught her 6th grade class about places in the neighborhood. She reviewed vocabulary from the previous lesson and introduced new vocabulary for shops, buildings, and facilities. Students worked in groups to write sentences about what is and is not in their neighborhood. They enjoyed the activity and were engaged. Solange demonstrated good classroom management, rapport with students, and use of English and Spanish. She monitored students, encouraged interaction and different grouping. It was a meaningful lesson that students could relate to. Solange and her pedagogical partner Angela worked well together to plan and provide interesting classes.
Proyecto intercultural
This document provides a summary of three English lessons on the topic of the local community for a 6th grade class in primary school in Argentina. The lessons aim to teach students vocabulary related to buildings and places in the city, as well as the structures "there is/there are" and "there isn't/there aren't." Over the three lessons, students will identify important places on a map, complete sentences about locations using prepositions, describe what is and isn't in their own neighborhoods, and discuss how to improve their community. The class has 15 students between ages 11-13 with varying English proficiency levels and some behavioral challenges.
Final Colloquy
Valentina completed her teaching practicum at her former primary school, Normal School N°256 in Villegas, Argentina. She worked with 5th grade students under the guidance of mentor teacher Juliana Badillo. Due to the pandemic, Valentina had to conduct her lessons remotely via computer which presented challenges in interacting with students, but the students remained engaged. Valentina designed activities focused on the local neighborhood context using tools like literature, drawings, and cartoons to make learning enjoyable. Her most successful lessons incorporated student projects and adapting materials to be relevant to places in Argentina. While the remote practicum was different, Valentina believes she has improved her teaching skills and stance, and is grateful for the support received.
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This lesson plan is for a 6th grade English class focused on family vocabulary. The goals are for students to identify and name family members, incorporate numbers, and develop reading and writing skills through activities. The lesson will begin with a warm up activity having students name family members. Students will then individually create family trees labeling their own family members. Finally, students will share their family trees with the class, practicing using "I have got" structure. The teacher will provide an example.
My journal primary_period_moure_regina
- The document is a journal entry from Regina Moure describing her observations of 5th grade English classes and her first lesson teaching the classes.
- During her observations, she noticed the students were at an elementary level of English and the classroom was cramped. She co-taught a lesson with the regular teacher that incorporated role-playing.
- For her first lesson, Regina taught about healthy drinks and was nervous but the students engaged well. She realized lesson timing needs adjustment for the more talkative class.
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The planning document summarizes 4 weeks of activities for an English class on the topic of "Winnie the Witch's house". Week 1 activities are online worksheets and games. Week 2 includes watching a story, completing exercises, and a Zoom class with preposition games. Week 3's activity is a printable PDF worksheet. Week 4 also uses an online worksheet. The lessons aim to develop students' English skills while learning vocabulary related to houses, furniture, and the story of Winnie the Witch.
STORYTELLING Lesson Plan
This lesson plan is for a 7th grade enrichment class on public speaking and storytelling. The objectives are for students to understand what storytelling is, its importance, and proper techniques. The lesson will introduce storytelling and its purposes of developing imagination, widening horizons, providing enjoyment, and helping solve problems. Students will learn dos and don'ts of storytelling, such as making it interesting but not losing the message. For evaluation, students will be divided into groups to prepare and perform original stories applying what they learned.
Lesson plan 2 Family Relationships LS
This lesson plan is for a 40-minute class on family relationships for 11-12 year olds. The lesson focuses on narrating past events using the past simple tense. Students will review the story "The Enormous Turnip" through a text graffiti activity. They will then work in pairs to think of alternative versions of the story, drafting their own stories on strips or templates. Finally, students will individually create "storytelling bags" based on their rewritten storylines. The lesson aims to have students practice narrating past events and writing short stories using time connectives and the past simple tense. Student understanding will be evaluated through observation of their spoken and written language use during the activities.
Final report
The document reports on observations of English language classes for children and teenagers at the University of Cordoba. For the children's class, the lesson focused on Christmas vocabulary through songs, word searches, and speaking activities. Most students were engaged but some talked amongst each other. The environment was supportive with posters and materials.
For the teenager's class, lessons covered modal verbs in different tenses using examples, videos, and listening activities. However, the students were often late, inattentive and chatty, though the teacher tried to engage them without confrontation. More communicative activities and variety of materials could improve student motivation.
Lesson1
This document provides details of a planned English lesson for 6-year-old students. The 45-minute lesson aims to introduce food vocabulary through puppet show, worksheet activity, and game. New words to be taught include sandwich, yogurt, biscuits, water, juice, apple, banana, and orange. Colors red, yellow, blue and numbers 1-5 will also be reviewed and reinforced through songs, flashcards, and identifying foods. Assessment will include teacher observation and reflection as well as student feedback.
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1) The author reflects on their experience teaching English to kindergarten students. They realized the students had little English exposure and needed more input.
2) They developed a routine for the class including greetings songs and used Peppa Pig characters and stories to engage the students. Activities included games, pictures, and real objects to reinforce vocabulary.
3) While the experience was challenging, the author is satisfied with building students' English skills and routine. They learned the importance of planning, classroom management, and including more cognitively challenging activities.
Secondary final reflection- aguirrezabala
1) The student completed her teaching practicum at "ESCUELA AGROTECNICA" where she taught English to secondary students.
2) While planning and delivering her own lessons was challenging, the students engaged well with the topics and activities, though time management was an issue.
3) The experience helped the student improve her teaching skills and confidence, and she learned to better adapt lessons to students' individual needs and pace of learning.
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1) The document reflects on a teacher's primary school practicum period where they taught English lessons to students they had worked with for a year and a half previously.
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3) Reflecting on the experience, the author is proud of student engagement and learning but would incorporate more synchronous lessons next time. The pandemic challenged teachers to improve technology skills and plan dynamic lessons for virtual learning.
Muller Lilia - Final Reflection - Secondary Practice
1) The document summarizes the author's secondary teaching practicum experience in 2021 where they taught English to second year students in Neuquen, Argentina.
2) It was a difficult time due to the COVID-19 pandemic which required classes to be online at first before transitioning back to in-person.
3) The author reflects that they enjoyed working with teenage students more than expected and aims to incorporate more meaningful, contextualized activities and projects in their future teaching.
My Educational Technology
The document discusses the role of various instructional materials throughout the person's educational journey from kindergarten to college. It notes that in elementary school, materials like pencils, paper, books, colors, and notebooks were used to help learning. In secondary education, materials became more advanced with the addition of computers, calculators, and films. College saw a further evolution with the use of laptops, projectors, and USB drives to engage students in interactive and meaningful learning. Overall, the document emphasizes that responsible teachers used diverse strategies and materials tailored to students' needs at each level to foster learning and knowledge that would last a lifetime.
Self-Assessment: Primary
1. The document provides a self-assessment by Ludmila Ruiz Diaz of her teaching practice with a 5th grade class.
2. She observed the class before teaching, noting the students' level, classroom environment, and lack of speaking practice.
3. During her teaching, she found the students exceeded her expectations in their abilities. She helped build their confidence in speaking English through activities and praise.
4. Overall, she felt the experience was very positive and meaningful, and that she was able to make learning engaging for the students through careful lesson planning focused on their needs and interests.
Student teaching reflection
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
Third teachingreport dlcbelen
This document is a reflective report from a trainee teacher, Belen de la Cruz, about a lesson they observed. The lesson was on using a short story to discuss bullying. The story provided context for language learning and helped develop students' literacy, thinking, and intercultural skills. Students were engaged in sharing their experiences with bullying. For future lessons, Belen suggests improving the classroom arrangement, such as sitting in a circle, and including more activities like summarizing, retelling, and acting out parts of the story.
Reflective dimensions
1. The document summarizes the student's experience completing a teaching practicum in a kindergarten classroom where she taught English to young children.
2. During her observation period, the student saw that the children had issues with behavior and focus, but felt the activities successfully engaged the children through use of visuals, songs, and hands-on activities.
3. Through the experience, the student learned the importance of planning for flexibility, encouraging positive feedback, and acting as a caring figure for the children, as kindergartners need routine. She gained insight into teaching at this early level.
The Reflective Cycle
The document describes the author's experience designing online lesson plans for imaginary primary school students on the topics of toys and monsters. For each topic, the author created colorful presentations, video tutorials, easy homework assignments, and synchronous online games. The author reflected that designing engaging online lessons for young children was challenging but learned to use different digital tools. Going forward, the author plans to apply CLIL techniques which integrate a foreign language into teaching other subjects to motivate students through personal experiences.
Correccion final assessment report primary practicum revise
Cynthia Estebo completed her primary school teaching practicum at Escuela Primaria No. 8 "Manuel Belgrano" in Punta Alta, Buenos Aires, Argentina. She taught English to a class of 25 10-year-old students over four 60-minute lessons. While the experience was challenging due to the students' lack of English exposure and one student's domestic violence issues, Estebo was able to implement communicative lessons using a variety of materials. She received positive feedback but also identified areas for improvement, such as classroom management and dealing with students' personal issues. Overall, the practicum provided valuable lessons about teaching in public schools and helped Estebo develop her skills and understanding of students' needs.
Final reflection practice-2-ezpeleta_paula
The student completed their teaching practice during the COVID-19 pandemic, which presented extraordinary challenges. They had to teach online without real students at first. The student explored different online teaching tools and designed engaging lesson plans with interactive activities and games. This allowed the student to develop their creativity and autonomy. Based on their experience, the student learned the central role technology and interactive tools play in online learning. Moving forward, the student plans to further develop their skills with online educational platforms and experiment with different tools and strategies to improve their practice, as mixed online/in-person classes will likely continue.
Estebo tpd- final assessment report kindergarten period
Cynthia Estebo completed her kindergarten teaching practicum at the "José Manuel Estrada" school in Punta Alta, Argentina from April to May 2015. She taught English to a group of 27 4-year-old students. Estebo applied communicative language teaching approaches and used various hands-on materials like songs, games, and crafts. While classroom management was initially challenging, over the course of the practicum Estebo improved her skills with guidance from cooperating teachers. Estebo found the experience rewarding and felt the students enjoyed and benefited from her lessons. She concluded that teaching young learners was more demanding but also more fulfilling than she had expected.
Final reflection secondary
1) The student teacher had a positive experience observing and teaching English lessons at the secondary level. They noticed the regular teacher stuck closely to the textbook, so they tried including more engaging activities.
2) For their first lesson, they included interactive activities about music to motivate students that went over well. However, strictly following the textbook for the second lesson on friendship seemed boring.
3) Subsequent lessons included humor, songs, videos and hands-on activities to keep students engaged. Presenting inventions and the past also helped introduce grammar points like passive voice and "used to" successfully.
4) Overall, the experience helped them learn about teaching adolescents and improved their lesson planning skills. They realized students prefer
Correccion final assessment report primary practicum revise
Cynthia Estebo completed her primary school teaching practicum at Escuela Primaria No. 8 "Manuel Belgrano" in Punta Alta, Buenos Aires, Argentina. She taught English to a group of 25 10-year-old students over 4 lessons. While the experience was challenging due to the students' lack of English exposure and one student's domestic violence issues, Estebo was able to implement communicative lessons using a variety of materials. She received positive feedback, but also identified areas for improvement in classroom management and lesson planning. Overall, the practicum helped Estebo develop her teaching skills and better understand students' learning needs.
Third obsevation reflective questions
The document discusses two reflective questions about designing lesson activities that incorporate Total Physical Response (TPR) and multiple intelligences approaches.
For the first question, the response proposes a "Stroll Around the Classroom" activity where students pantomime actions with school objects, such as opening and closing bags and books.
For the second question, the response describes designing a warm-up activity focusing on different intelligences to engage diverse learners. It involved reading a story about school objects, then writing sentences and painting the objects to target linguistic, spatial, and logical intelligences. Small group puzzles also aimed to develop interpersonal skills.
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Final Colloquy PP
I completed my practicum at Normal School N°256 "Clemente Andrada" where I assisted with activities, visuals and listenings for a class on "Places in my Neighbourhood." The class involved showing pictures of locations around the students' neighborhood and having them listen to descriptions, as well as a reflection on my first class assisting the students.
Final Colloquy
I completed my practicum at Normal School N°256 "Clemente Andrada" where I taught a class on "Places in my Neighbourhood" to elementary school students. The lesson included activities, visuals and listenings to engage the students. After my first class, I reflected on how it went and ways it could be improved for future lessons.
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This document outlines a lesson plan for a 5th grade English class focusing on cities. The lesson aims to have students work in teams to recall places in a city, make sentences using existential verbs like "there is" and "there are", and recognize correct grammar. A variety of activities are included, like listing city places, answering questions about pictures, and matching sentences comparing cities.
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Final Colloquy
- 1. It has been a pretty rough year for all of us, but we handled the difficulties of our practicum with my pedagogical partner Valentina Ferreyra. We did our practicum at Normal School N°256 that has been recently named as “Clemente Andrada”, located in Villegas 256 between San Martin’s Avenue and 9 of July Street. That was the school where I made my primary education. It was like revisiting old memories I had about the place. I had the pleasure of greeting some of my old teachers and they were pleased to know that I am studying to become a teacher. We had to make our practicum in 5th grade and our mentor teacher was Juliana Badillo. All of them were highly supportive and warm, even when I had to see them through my computer. Students were incredibly respectful and curious when we started presenting our activities. Despite some of them having difficulties understanding some concepts, they were eager to ask us for help and even if they struggled, they finished their activities. In my case, it was challenging to create a bond with them as I couldn’t interact as much as I would like to when I had to give the activities through my computer because the school’s internet connection was quite unstable. Hence, I felt like Sheldon Copper’s computer robot from time to time, but it was nice to see them at least.
- 2. Some of them remember me when I was able to do my observation at the beginning of the second quarter of the year. Regarding our mentor teacher, Juliana, she left us the room open to create our own activities. She provided us with some extra material that we may choose to use or not, depending on what we needed. However, we managed to equilibrate the textbook’s content with our own activities that were meant to foster interaction between students and teacher-students. Most of the exercises we designed aimed to provide them with learning spaces that are closer to their immediate context. In this sense, we also heightened the use of drawing as a pedagogical tool, literature with the short story “Places in my Neighbourhood” and cartoons to make their learning process an enjoyable experience. Despitetaking a lot of time to design these activities, we enjoyed the process, as I felt that we first put our pupils’ learning strategies as an essential feature of our teaching process. In my case, I love doing this kind of stuff as it would be the way that I would like to approach a new language; I am like a more visual learner. So, during my practicum, I spent many hours on the computer and I believe that at the moment, I am subscribed to two hundred pages to download images and I learnt a lot using Photoshop to design the activities.
- 3. Our most successful lessons were the ones we presented the projects about the “Magic Bag” and “Draw Your Neighbourhood”. Using the short story “Places in My Neighbourhood,” we were able to introduce grammar and vocabulary by using literature as a pedagogical tool. We adapted some of the short story images with places that exist in Argentina and some local places from Santa Rosa, for example, the police station or the picture of our firefighters in front of the fire station. One of the students read along with Vale while she was showing the photos through the canon. When they had to draw their neighbourhood, it was fun to see some of their productions.
- 4. Although I could not experience my practicum in the standard way, I believe that I have a better teacher stance than in previous years. I can now design didactic activities by using what I like the most: games and cartoons. Moreover, I reflect upon how I thought teaching a foreign language was, which is always so focused on texts and grammar, and now I am able to look for other methods such as literature, translanguaging and CLIL and provide them with different activities like movies, games and visuals. These pedagogical tools will help my students consider what they are learning in a much clearer light and foster their motivation and creativity. There are tons of aspects that I have to improve, for instance, in my first face to face experience with I realized that I should use more the whiteboard, improve some of my explanations, but more importantly to build my teacher stance in a way that students feel happy to be with and that no matter how difficult it is for them they know that I am there to help them.
- 5. My final reflection about the subject is that I enjoyed using my knowledge of PowerPoint and Photoshop design to prepare the presentation about Animals. It took me a while to prepare the memory game then, but it was worth it. I feel that the theory helps me understand what aspect of learning a foreign language we have to consider and how our students’ cognitive process works when they have to face new vocabulary or how to activate schemes, for example. Motivation and fatality are also two concepts that I will engrave to my “pedagogical heart”. We have to make our pupils feel that we value them and that no mistake can make them inferior to others. Finally, I appreciate the opportunity to do my practicum in the way that I did. I want to highlight how supportive the teachers and my pedagogical partner were with me.