Informe de grupo primary level
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This document summarizes work with a group of 34 fourth grade students at Cavagnaro School. It notes that at this concrete operational stage of cognitive development, students learn best through concrete materials and short activities to maintain engagement. The teacher's role is flexible adaptation to student needs, as planned lessons may not work as expected. Grouping students collaboratively in pairs provides scaffolding to help all students participate and integrate, including shy students. Through mixing activity types and being responsive to the talkative large group, the teacher was able to have enjoyable classes where students learned successfully.
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Informe de grupo primary level
This document discusses teaching a group of 34 fourth grade students at Cavagnaro School. It notes that at this concrete operational stage of cognitive development, students learn best through concrete materials and interactions. They can understand concepts without analyzing every word and benefit from sensory experiences, oral communication, and feeling valued by the teacher. Lessons should relate to students' lives and have short activities to maintain engagement. The teacher's role is flexible adaptation to meet student needs, as pre-planned lessons may not work as expected. Grouping students collaboratively helps integration and provides scaffolding for shy students. The period included varied activities and resources to help students understand and learn successfully in a fun, engaging way.
Informe de grupo primary level
This document summarizes characteristics of 4th grade students who are in Piaget's concrete operational stage of cognitive development. Some key points:
- Students are about 11-12 years old and learn best through concrete materials and objects, as well as topics directly related to their lives.
- They have a limited attention span so activities need to be short, hands-on, and keep them engaged.
- The teacher's role is important to adapt activities to students' needs and make quick adjustments if lessons don't go as planned.
- Working in groups helps shy students participate and feel supported.
How do we teach science
Science teachers have an exciting opportunity to teach children about how the world works through exploration and hands-on activities rather than just facts. As a preschool teacher, lesson planning is important to engage different types of learners through varied activities suited to their levels and intelligences. Bringing real plants and examples into the classroom or doing outdoor activities can help children easily grasp lessons and stay engaged by discovering ideas on their own. Techniques like using realia, music, role play and peer learning help teach science in a meaningful way, though expensive or unavailable materials present difficulties.
Tips on classroom management
This document provides tips for effective classroom management. It discusses using metaphors to describe lessons, common classroom management issues, guidelines for structuring lessons, hints for managing lessons, reasons for questioning students, criteria for effective questioning, characteristics of a disciplined classroom, ways to vary lessons, and criteria for evaluating lesson effectiveness. The overall focus is on practical strategies for organizing, pacing, and engaging students in lessons.
Teaching Across Age Level (Young)
This document discusses approaches for teaching English to different age groups. For children, it recommends focusing on their intellectual development, short attention spans, sensory input, building self-esteem, and using authentic language. For teenagers, it defines them as those aged 13-19 experiencing transition and self-consciousness. It provides tips for teaching teenagers such as establishing rapport the first day, using firm but fair discipline, setting short-term goals, employing creative motivation, and incorporating humor into lessons. The document examines age-appropriate considerations and strategies for effectively teaching English to both children and teenagers.
Teacher’s training program copy (1)
This 4-day teacher training program covers important topics to help teachers improve their skills. Day 1 focuses on academic delivery and covers classroom management, lesson planning, and effective teaching methods. Day 2 is about personal empowerment and addresses work-life balance, communication, and stress management. Day 3 is dedicated to "Getting Noticed" and includes grooming, hygiene, and etiquette. Day 4 includes activities, role plays, and answering general questions from teachers. The goal is to prepare teachers to effectively manage their classrooms and students.
Orientation to the theories of bruner , piaget, gagne, vygotsky and gardner
This document discusses learning and development in children. It outlines Piaget's four stages of cognitive development: sensorimotor stage from birth to 2 years, preoperational stage from 2 to 7 years, concrete operational stage from 7 to 11 years, and formal operational stage from 11 years and older. It provides guidance for teachers on instruction, including making it appropriate to learners' levels, revisiting material to enhance knowledge, presenting material in sequence, and involving prior experiences. Teachers should also provide feedback focused on intrinsic motivation rather than grades. The document then lists different types of learning like chaining, verbal association, and problem solving.
Learning
Learning is a process by which individuals acquire knowledge, attitudes, and skills necessary to meet the demands of life. It is influenced by individual, task, and method variables. Individual variables that affect learning include maturation, age, sex, previous experience, capacity, family background, and mental fatigue. Task variables include the length, meaningfulness, difficulty level, and organization of material. Method variables that impact learning are spaced vs. massed learning, whole vs. part learning, practice and recitation, and extent of learning.
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Informe de grupo primary level
This document discusses teaching a group of 34 fourth grade students at Cavagnaro School. It notes that at this concrete operational stage of cognitive development, students learn best through concrete materials and interactions. They can understand concepts without analyzing every word and benefit from sensory experiences, oral communication, and feeling valued by the teacher. Lessons should relate to students' lives and have short activities to maintain engagement. The teacher's role is flexible adaptation to meet student needs, as pre-planned lessons may not work as expected. Grouping students collaboratively helps integration and provides scaffolding for shy students. The period included varied activities and resources to help students understand and learn successfully in a fun, engaging way.
Informe de grupo primary level
This document summarizes characteristics of 4th grade students who are in Piaget's concrete operational stage of cognitive development. Some key points:
- Students are about 11-12 years old and learn best through concrete materials and objects, as well as topics directly related to their lives.
- They have a limited attention span so activities need to be short, hands-on, and keep them engaged.
- The teacher's role is important to adapt activities to students' needs and make quick adjustments if lessons don't go as planned.
- Working in groups helps shy students participate and feel supported.
How do we teach science
Science teachers have an exciting opportunity to teach children about how the world works through exploration and hands-on activities rather than just facts. As a preschool teacher, lesson planning is important to engage different types of learners through varied activities suited to their levels and intelligences. Bringing real plants and examples into the classroom or doing outdoor activities can help children easily grasp lessons and stay engaged by discovering ideas on their own. Techniques like using realia, music, role play and peer learning help teach science in a meaningful way, though expensive or unavailable materials present difficulties.
Tips on classroom management
This document provides tips for effective classroom management. It discusses using metaphors to describe lessons, common classroom management issues, guidelines for structuring lessons, hints for managing lessons, reasons for questioning students, criteria for effective questioning, characteristics of a disciplined classroom, ways to vary lessons, and criteria for evaluating lesson effectiveness. The overall focus is on practical strategies for organizing, pacing, and engaging students in lessons.
Teaching Across Age Level (Young)
This document discusses approaches for teaching English to different age groups. For children, it recommends focusing on their intellectual development, short attention spans, sensory input, building self-esteem, and using authentic language. For teenagers, it defines them as those aged 13-19 experiencing transition and self-consciousness. It provides tips for teaching teenagers such as establishing rapport the first day, using firm but fair discipline, setting short-term goals, employing creative motivation, and incorporating humor into lessons. The document examines age-appropriate considerations and strategies for effectively teaching English to both children and teenagers.
Teacher’s training program copy (1)
This 4-day teacher training program covers important topics to help teachers improve their skills. Day 1 focuses on academic delivery and covers classroom management, lesson planning, and effective teaching methods. Day 2 is about personal empowerment and addresses work-life balance, communication, and stress management. Day 3 is dedicated to "Getting Noticed" and includes grooming, hygiene, and etiquette. Day 4 includes activities, role plays, and answering general questions from teachers. The goal is to prepare teachers to effectively manage their classrooms and students.
Orientation to the theories of bruner , piaget, gagne, vygotsky and gardner
This document discusses learning and development in children. It outlines Piaget's four stages of cognitive development: sensorimotor stage from birth to 2 years, preoperational stage from 2 to 7 years, concrete operational stage from 7 to 11 years, and formal operational stage from 11 years and older. It provides guidance for teachers on instruction, including making it appropriate to learners' levels, revisiting material to enhance knowledge, presenting material in sequence, and involving prior experiences. Teachers should also provide feedback focused on intrinsic motivation rather than grades. The document then lists different types of learning like chaining, verbal association, and problem solving.
Learning
Learning is a process by which individuals acquire knowledge, attitudes, and skills necessary to meet the demands of life. It is influenced by individual, task, and method variables. Individual variables that affect learning include maturation, age, sex, previous experience, capacity, family background, and mental fatigue. Task variables include the length, meaningfulness, difficulty level, and organization of material. Method variables that impact learning are spaced vs. massed learning, whole vs. part learning, practice and recitation, and extent of learning.
Gifted children
Gifted child, any child who is naturally endowed with a high degree of general mental ability or extraordinary ability in a specific sphere of activity or knowledge. The designation of giftedness is largely a matter of administrative convenience. In most countries the prevailing definition is an intelligence quotient (IQ) of 130 or above. Increasingly, however, schools use multiple measures of giftedness and assess a wide variety of talents, including verbal, mathematical, spatial-visual, musical, and interpersonal abilities.
Adriana tito presentation
This document discusses developing speaking abilities in 5-year-old children through educational activities. It recommends incorporating living drama activities and storytelling in class. Before starting these activities, teachers should introduce familiar grammatical structures. When teaching a new language, common problems include transferring features from the first language, such as adjective placement. The teacher's role is to observe students, choose appropriate stories, and prepare engaging resources. Evaluation of speaking skills should assess intonation, rhythm, pronunciation and other developmentally appropriate areas, and allow for mistakes.
Classroom management autism
The document discusses several strategies for effective classroom management for students with autism, including maintaining withitness or awareness of what is happening in the classroom, structuring the environment to provide consistency and clarity of expectations, varying tasks and activities to prevent boredom and anxiety, using visual schedules to communicate changes, examining the environment for potential sensory overloads, providing calming spaces, and involving peers to support socialization.
Group project 2
Piaget's theory proposes four stages of cognitive development: sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (adolescence to adulthood). Each stage is characterized by discoveries and abilities. The document also discusses teaching implications, including emphasizing thinking processes over products and allowing self-directed learning. Additionally, it introduces Gardner's theory of multiple intelligences and compares both theories' views on individual differences and classroom experiences.
Campos TPD- four dimensions- primary level
1) The document describes four dimensions of reflective learning: thinking back, thinking forward, thinking inward, and thinking outward. It provides questions to guide reflection within each dimension.
2) The student reflects on their teaching experience at a primary school. They achieved their objective of teaching English vocabulary successfully. They applied knowledge from their studies and advice from teachers.
3) The experience helped the student gain confidence in teaching primary students. They learned to apply different strategies based on students' ages, levels, and interests. The experience also helped the student develop personally and professionally.
Role of Special educator in Early childhood special education/Early intervention
Early childhood special education (ECSE)/Early intervention (EI) services can be defined as providing necessary services such as health, nutrition, & education based on the needs children with developmental delay/disability or at risk for developmental delay/disability between age of 0 & 6/8 & to their family in order to minimise the negative effects influencing children & their families & to maximise the overall quality of life of children & their families.(Sabuncuoglu & Diken, 2010).
Services for the children with disabilities start with the screening ,assessment & referral. After the medical diagnosis, families are directly referred for guidance & research centers who are responsible for organizing & providing special education services in each areas for educational diagnosis so that their children are placed at appropriate educational institutions.
screening can be done by special educators too, they can take help of parents or caregiver who knows child’s development and behaviours. After that they will refer them to the nearest centres for complete assessment of child’s hearing. It will be focuses on determining with accuracy, not just the existence of the hearing difficulty but also details about its nature type and extent.
Hi report
The document discusses different methods for teaching mathematics to children with hearing impairments. It outlines play-way methods, the project method, centers of interest method, and the assignment system as approaches. It also discusses principles for remediation in math that involve involving the child, encouraging seeing math as construction, using real-life problems, teaching in small steps, and developing self-image. Materials and visual aids mentioned include flash cards and tangible/visible materials with different textures.
St. Gregory's Catholic Primary School EYFS Curriculum Maps 2015/2016
This document provides curriculum maps for the nursery class at St. Gregory's Catholic Primary School for the 2015-2016 school year. It outlines the planned topics, themes and learning objectives for the three terms (Autumn, Spring, Summer) under the seven areas of learning: Personal, Social and Emotional Development; Communication and Language; Physical Development; Literacy; Mathematics; Understanding the World; and Expressive Arts and Design. The maps provide details on the stories, activities, skills and concepts that will be covered each term to support children's learning and development in nursery.
Reference for Rowan Carew
Rowan was an outstanding mentor for a group of 12-13 year old students for a week-long project. He managed the group exceptionally well, ensuring all students contributed and supporting those struggling. His enthusiasm motivated the students even when they grew tired. He communicated effectively with students and teachers, and presented the group's work confidently to parents. Throughout, Rowan worked independently and displayed excellent organization, time management, and interpersonal skills. He offered guidance to students and found creative solutions to problems with a flexible approach. His commitment, positivity, caring nature, and ability to complete tasks were exemplary.
PRESENTATION
This document provides guidance on using games to teach English in primary school classrooms. It discusses how games can increase student motivation and encourage experimentation and discovery through interaction. Specific games and techniques are described, including Total Physical Response, which links speech and physical movement to help students learn vocabulary. The document also shares experiences from one teacher's classes, where games and songs helped students learn more. It concludes with an example of an interactive game used to teach parts of the body and healthy/unhealthy habits through a CLIL (Content and Language Integrated Learning) lesson.
Infant toddler curriculum
1. The document discusses curriculum planning, observation, and documentation for infant and toddler care. It emphasizes the importance of play, interactions, caregiving routines, and relationships as the core components of the curriculum.
2. Teachers are encouraged to closely observe infants through engagement and all senses to understand their development, needs, and interests in order to be highly responsive and support attachment.
3. Curriculum planning is an ongoing reflective process of observing, documenting, assessing, and discussing with families to continuously adapt to each child's unique learning and development.
Pen Green Session part 2
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Janet's bio
Janet de Witt is a registered Brain Gym instructor, educational kinesiologist, and special education teacher. She combines clinical work with children and adults, teaches Brain Gym courses, and works as a special education teacher. She is passionate about empowering students to monitor and change their own learning state through specific movements or activities. She teaches educators to implement simple Brain Gym movements for classes throughout the school day in a fun way adapted for different ages. Her interests include applying brain research in classrooms regarding developmental readiness and overcoming stress's impact on learning.
Laquitha's actively engaged presentation
Actively Engaged Middle School Readers
Link to PB workspace page below:
http://deancurriculumandinstruction.pbworks.com/w/page/38326122/Research-Presentation
Final reflection
The document summarizes the author's reflections on her practicum experience teaching English to young learners at a kindergarten. Some of the key points covered include:
- This was her first time teaching in front of a classroom, which she found challenging but a valuable learning experience.
- She realized the importance of lesson planning, using creative resources like songs and games to engage students, and applying scaffolding strategies to help students learn.
- The experience helped her identify strengths like effective lesson preparation, as well as areas for growth like confidence and classroom management.
- Going forward, she aims to continue developing her teaching skills and creative lesson planning, and apply what she learned to build a motivating learning
2018 - TPD- Reflection - Secondary Level Practicum Period - Eccheri
Ana Eccheri completed her secondary level practicum teaching English to 24 students in Argentina. She found it challenging to engage the chatty students who were not used to classes taught entirely in English. Through trial and error, she learned to better assess student language levels and adapt activities accordingly. She realized she needs to make transitions between activities more interesting and develop classroom management strategies. Overall, she gained valuable experience and learned the importance of reflection to improve her teaching skills and encourage student participation and language acquisition.
2018 - TPD - Final reflection - Eccheri
Ana Eccheri reflects on her secondary level teaching practicum experience. She taught English to a class of 24 students of varying English ability levels at a private school in El Bolsón, Río Negro. The practicum challenged her ability to engage distracted students not used to classes taught entirely in English. Through using visual aids, group activities, and focusing on communication, she worked to fit different learning styles. While students enjoyed activities, she realized she should have better assessed their levels and planned simpler explanations. Overall, she learned the importance of reflection to improve teaching future classes.
Agood teacher
A good language teacher is a keen observer, good listener, and adaptable. They create a positive attitude towards the language and foster confidence in students. An effective teacher makes the lesson interesting using various tools and techniques, involving students through group activities. They tailor lessons to students' needs and learning paces, demonstrate thorough subject knowledge, and inspire students' independent study of topics. A well-planned lesson has clear objectives for short- and long-term goals, engages students through varied activities, and focuses on practical communication skills through authentic interactions and prioritizing listening and speaking skills over reading and writing. An ideal teacher respects students and seeks their feedback to improve.
REFLECTION
The document is a reflection from a student teacher, Carla Martinez Peirone, on her teaching practicum experience. Some key points:
- She found the practicum challenging but rewarding, requiring organization to balance work, family, and teaching duties.
- She enjoyed being creative in designing engaging lessons around the theme of "family" using colorful materials.
- Through observations, she learned how the young students learn best through play, songs, games and meaningful activities incorporated into their daily routines.
- Drawing on theories from her Didactica course, she aimed to encourage multiple intelligences and learning styles to make lessons fun and stress-free.
- She gained confidence over time and feels the
Final reflection
The document summarizes the author's reflections on their practicum experience teaching English to students in kindergarten, primary, and secondary levels. Some of the key goals of the practicum were to help students learn English through enjoyable activities, improve cognitive skills, and learn to respect different cultures. The author found that using mostly English in lessons was challenging but that students were receptive, and they employed strategies like translation and modeling to help students communicate. The author gained experience implementing different skills and strategies depending on the grade level. Overall, the practicum was a valuable learning experience that will help the author continue improving their teaching skills and focus on holistic education.
Final reflection
1. The author reflects on their experience completing a teaching practicum in three levels - kindergarten, primary, and secondary. They found the experience extremely significant for both students and themselves, as it allowed everyone to enrich their knowledge of skills and language competences.
2. The main purposes of the practicum were to help students learn English through enjoyable authentic materials, improve cognitive skills, learn respect for their own and other cultures, and respect each other as human beings. Students were actively involved through developing higher-order thinking skills.
3. The author tailored materials to students' ages, interests, language levels, and environments to motivate learning. Different strategies and methodologies helped students become more confident and autonomous learners
Tpd oviedo - reflective learning - primary
The document provides a final reflection from a trainee teacher on their practicum period teaching primary school. The goals of the practicum were to plan, teach and evaluate lessons under the guidance of supervising teachers. Before teaching, the trainee prepared detailed lesson plans to discuss with their supervising teacher. During lessons, the trainee took notes and discussed topics with the teacher. The main goal was to gain experience in primary education teaching. Throughout the process, the trainee focused on developing effective communication skills with students and trying new methodologies to keep students engaged. The trainee concluded they learned a lot about integrating creative activities to make learning fun and give students confidence.
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Gifted children
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Adriana tito presentation
This document discusses developing speaking abilities in 5-year-old children through educational activities. It recommends incorporating living drama activities and storytelling in class. Before starting these activities, teachers should introduce familiar grammatical structures. When teaching a new language, common problems include transferring features from the first language, such as adjective placement. The teacher's role is to observe students, choose appropriate stories, and prepare engaging resources. Evaluation of speaking skills should assess intonation, rhythm, pronunciation and other developmentally appropriate areas, and allow for mistakes.
Classroom management autism
The document discusses several strategies for effective classroom management for students with autism, including maintaining withitness or awareness of what is happening in the classroom, structuring the environment to provide consistency and clarity of expectations, varying tasks and activities to prevent boredom and anxiety, using visual schedules to communicate changes, examining the environment for potential sensory overloads, providing calming spaces, and involving peers to support socialization.
Group project 2
Piaget's theory proposes four stages of cognitive development: sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (adolescence to adulthood). Each stage is characterized by discoveries and abilities. The document also discusses teaching implications, including emphasizing thinking processes over products and allowing self-directed learning. Additionally, it introduces Gardner's theory of multiple intelligences and compares both theories' views on individual differences and classroom experiences.
Campos TPD- four dimensions- primary level
1) The document describes four dimensions of reflective learning: thinking back, thinking forward, thinking inward, and thinking outward. It provides questions to guide reflection within each dimension.
2) The student reflects on their teaching experience at a primary school. They achieved their objective of teaching English vocabulary successfully. They applied knowledge from their studies and advice from teachers.
3) The experience helped the student gain confidence in teaching primary students. They learned to apply different strategies based on students' ages, levels, and interests. The experience also helped the student develop personally and professionally.
Role of Special educator in Early childhood special education/Early intervention
Early childhood special education (ECSE)/Early intervention (EI) services can be defined as providing necessary services such as health, nutrition, & education based on the needs children with developmental delay/disability or at risk for developmental delay/disability between age of 0 & 6/8 & to their family in order to minimise the negative effects influencing children & their families & to maximise the overall quality of life of children & their families.(Sabuncuoglu & Diken, 2010).
Services for the children with disabilities start with the screening ,assessment & referral. After the medical diagnosis, families are directly referred for guidance & research centers who are responsible for organizing & providing special education services in each areas for educational diagnosis so that their children are placed at appropriate educational institutions.
screening can be done by special educators too, they can take help of parents or caregiver who knows child’s development and behaviours. After that they will refer them to the nearest centres for complete assessment of child’s hearing. It will be focuses on determining with accuracy, not just the existence of the hearing difficulty but also details about its nature type and extent.
Hi report
The document discusses different methods for teaching mathematics to children with hearing impairments. It outlines play-way methods, the project method, centers of interest method, and the assignment system as approaches. It also discusses principles for remediation in math that involve involving the child, encouraging seeing math as construction, using real-life problems, teaching in small steps, and developing self-image. Materials and visual aids mentioned include flash cards and tangible/visible materials with different textures.
St. Gregory's Catholic Primary School EYFS Curriculum Maps 2015/2016
This document provides curriculum maps for the nursery class at St. Gregory's Catholic Primary School for the 2015-2016 school year. It outlines the planned topics, themes and learning objectives for the three terms (Autumn, Spring, Summer) under the seven areas of learning: Personal, Social and Emotional Development; Communication and Language; Physical Development; Literacy; Mathematics; Understanding the World; and Expressive Arts and Design. The maps provide details on the stories, activities, skills and concepts that will be covered each term to support children's learning and development in nursery.
Reference for Rowan Carew
Rowan was an outstanding mentor for a group of 12-13 year old students for a week-long project. He managed the group exceptionally well, ensuring all students contributed and supporting those struggling. His enthusiasm motivated the students even when they grew tired. He communicated effectively with students and teachers, and presented the group's work confidently to parents. Throughout, Rowan worked independently and displayed excellent organization, time management, and interpersonal skills. He offered guidance to students and found creative solutions to problems with a flexible approach. His commitment, positivity, caring nature, and ability to complete tasks were exemplary.
PRESENTATION
This document provides guidance on using games to teach English in primary school classrooms. It discusses how games can increase student motivation and encourage experimentation and discovery through interaction. Specific games and techniques are described, including Total Physical Response, which links speech and physical movement to help students learn vocabulary. The document also shares experiences from one teacher's classes, where games and songs helped students learn more. It concludes with an example of an interactive game used to teach parts of the body and healthy/unhealthy habits through a CLIL (Content and Language Integrated Learning) lesson.
Infant toddler curriculum
1. The document discusses curriculum planning, observation, and documentation for infant and toddler care. It emphasizes the importance of play, interactions, caregiving routines, and relationships as the core components of the curriculum.
2. Teachers are encouraged to closely observe infants through engagement and all senses to understand their development, needs, and interests in order to be highly responsive and support attachment.
3. Curriculum planning is an ongoing reflective process of observing, documenting, assessing, and discussing with families to continuously adapt to each child's unique learning and development.
Pen Green Session part 2
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Janet's bio
Janet de Witt is a registered Brain Gym instructor, educational kinesiologist, and special education teacher. She combines clinical work with children and adults, teaches Brain Gym courses, and works as a special education teacher. She is passionate about empowering students to monitor and change their own learning state through specific movements or activities. She teaches educators to implement simple Brain Gym movements for classes throughout the school day in a fun way adapted for different ages. Her interests include applying brain research in classrooms regarding developmental readiness and overcoming stress's impact on learning.
Laquitha's actively engaged presentation
Actively Engaged Middle School Readers
Link to PB workspace page below:
http://deancurriculumandinstruction.pbworks.com/w/page/38326122/Research-Presentation
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Similar to Informe de grupo primary level
Final reflection
The document summarizes the author's reflections on her practicum experience teaching English to young learners at a kindergarten. Some of the key points covered include:
- This was her first time teaching in front of a classroom, which she found challenging but a valuable learning experience.
- She realized the importance of lesson planning, using creative resources like songs and games to engage students, and applying scaffolding strategies to help students learn.
- The experience helped her identify strengths like effective lesson preparation, as well as areas for growth like confidence and classroom management.
- Going forward, she aims to continue developing her teaching skills and creative lesson planning, and apply what she learned to build a motivating learning
2018 - TPD- Reflection - Secondary Level Practicum Period - Eccheri
Ana Eccheri completed her secondary level practicum teaching English to 24 students in Argentina. She found it challenging to engage the chatty students who were not used to classes taught entirely in English. Through trial and error, she learned to better assess student language levels and adapt activities accordingly. She realized she needs to make transitions between activities more interesting and develop classroom management strategies. Overall, she gained valuable experience and learned the importance of reflection to improve her teaching skills and encourage student participation and language acquisition.
2018 - TPD - Final reflection - Eccheri
Ana Eccheri reflects on her secondary level teaching practicum experience. She taught English to a class of 24 students of varying English ability levels at a private school in El Bolsón, Río Negro. The practicum challenged her ability to engage distracted students not used to classes taught entirely in English. Through using visual aids, group activities, and focusing on communication, she worked to fit different learning styles. While students enjoyed activities, she realized she should have better assessed their levels and planned simpler explanations. Overall, she learned the importance of reflection to improve teaching future classes.
Agood teacher
A good language teacher is a keen observer, good listener, and adaptable. They create a positive attitude towards the language and foster confidence in students. An effective teacher makes the lesson interesting using various tools and techniques, involving students through group activities. They tailor lessons to students' needs and learning paces, demonstrate thorough subject knowledge, and inspire students' independent study of topics. A well-planned lesson has clear objectives for short- and long-term goals, engages students through varied activities, and focuses on practical communication skills through authentic interactions and prioritizing listening and speaking skills over reading and writing. An ideal teacher respects students and seeks their feedback to improve.
REFLECTION
The document is a reflection from a student teacher, Carla Martinez Peirone, on her teaching practicum experience. Some key points:
- She found the practicum challenging but rewarding, requiring organization to balance work, family, and teaching duties.
- She enjoyed being creative in designing engaging lessons around the theme of "family" using colorful materials.
- Through observations, she learned how the young students learn best through play, songs, games and meaningful activities incorporated into their daily routines.
- Drawing on theories from her Didactica course, she aimed to encourage multiple intelligences and learning styles to make lessons fun and stress-free.
- She gained confidence over time and feels the
Final reflection
The document summarizes the author's reflections on their practicum experience teaching English to students in kindergarten, primary, and secondary levels. Some of the key goals of the practicum were to help students learn English through enjoyable activities, improve cognitive skills, and learn to respect different cultures. The author found that using mostly English in lessons was challenging but that students were receptive, and they employed strategies like translation and modeling to help students communicate. The author gained experience implementing different skills and strategies depending on the grade level. Overall, the practicum was a valuable learning experience that will help the author continue improving their teaching skills and focus on holistic education.
Final reflection
1. The author reflects on their experience completing a teaching practicum in three levels - kindergarten, primary, and secondary. They found the experience extremely significant for both students and themselves, as it allowed everyone to enrich their knowledge of skills and language competences.
2. The main purposes of the practicum were to help students learn English through enjoyable authentic materials, improve cognitive skills, learn respect for their own and other cultures, and respect each other as human beings. Students were actively involved through developing higher-order thinking skills.
3. The author tailored materials to students' ages, interests, language levels, and environments to motivate learning. Different strategies and methodologies helped students become more confident and autonomous learners
Tpd oviedo - reflective learning - primary
The document provides a final reflection from a trainee teacher on their practicum period teaching primary school. The goals of the practicum were to plan, teach and evaluate lessons under the guidance of supervising teachers. Before teaching, the trainee prepared detailed lesson plans to discuss with their supervising teacher. During lessons, the trainee took notes and discussed topics with the teacher. The main goal was to gain experience in primary education teaching. Throughout the process, the trainee focused on developing effective communication skills with students and trying new methodologies to keep students engaged. The trainee concluded they learned a lot about integrating creative activities to make learning fun and give students confidence.
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.
Final reflexion primaria
1. The student completed her primary practicum teaching English at a school in Ushuaia, Argentina with 19 students, including one girl with special needs.
2. She was happy that the students were motivated to learn English, even though it was their first exposure to a second language.
3. The student reflected that using a variety of communicative activities, resources, songs and games helped the students understand and produce language within their level, and that developing a warm classroom atmosphere was important.
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.
Teaching across age levels
This document discusses learner variables and teaching strategies for children and adults learning English as a second language. It covers intellectual, sensory, and affective factors to consider for children, including the need for meaningful language, varied activities, and appealing to multiple intelligences. Teaching strategies like songs, rhymes, drama, and imagery are recommended. Guidance is provided on using activities, maintaining a supportive climate, and allowing mistakes. Differences between primary and secondary school contexts are also outlined.
Secondary final reflection
1. The student completed their secondary practicum at a public school in Ushuaia, Argentina with 20 teenage students who did not attend private English institutes.
2. The aims of the practicum were to continue working on topics from the course book and provide learners with a communicative approach using authentic materials like videos and songs.
3. The student believes the objectives and activities were appropriate given the limited time and helped students understand and produce English through visual and kinesthetic support. Learners were engaged and appreciated the teaching methods.
Secondary reflection
1. The student completed their secondary practicum at a public school in Ushuaia, Argentina with 20 teenage students who did not attend private English institutes.
2. The aims of the practicum were to continue working on topics from the course book and provide different ways of teaching English communicatively using various resources.
3. The student believes the objectives and activities were appropriate given the limited time and helped students understand and produce English through visual and engaging methods. Students responded positively and many appreciated the teaching style and resources.
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.
My reflection, blog
The author reflects on their teaching practicum experience of teaching English to young learners. They designed lessons to promote meaningful learning through creativity, play, and multimodality. This included using puppets, flashcards, games, songs and stories. The children engaged well and enjoyed the English classes. The author gained insights into scaffolding instruction based on each child's needs and developmental levels. They learned the importance of applying theory to practice and constructing their identity as a teacher. The practicum experience helped the author develop personally and professionally as an educator.
Final Reflection - 3 levels - Mercado Sofia
This document contains the final reflection of a student teacher after completing practicum experiences teaching English in kindergarten, primary, and secondary levels at Aberdare College. The student teacher discusses feeling nervous at first but finding the experiences enjoyable and rewarding. They realized the importance of understanding students' needs and interests to plan engaging lessons using technology and motivating resources. Overall, the practicum was a significant opportunity to apply learning and demonstrate teaching skills, though not necessarily defining readiness on its own given prior experience. The student teacher intends to continue developing skills and would like to teach Spanish abroad in the future. Keeping a reflective journal helped them critically analyze lessons and stay motivated throughout the practicum.
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.
14 hu marta_Hunagary
This summary describes a primary school in Hungary for students aged 6-14 that uses reform pedagogy and differential teaching methods. The school aims to offer learning opportunities tailored to each student's abilities in heterogeneous classes that include children with special needs. Teachers apply various teaching methods and cooperative learning. Parents are also engaged in the school through meetings and demonstrations. The school aims for all students, including those with special needs, to fully develop their abilities and learn independently in a supportive environment.
Kinder final reflection
This document is a reflection from a student teacher on their kindergarten practicum experience teaching English to 25 students in Ushuaia, Argentina. Some key points:
- The practicum aimed to continue developing a local project on means of transport and add routines to help students become more organized. Communicative and TPR approaches with songs, games, videos were used.
- The objectives, activities and resources were appropriate for young learners and helped develop their speaking and listening skills. The students enjoyed the activities and class atmosphere.
- The experience highlighted the importance of creating a warm classroom environment, using the students' interests to engage them, and understanding child development theories about how young learners learn best.
Similar to Informe de grupo primary level (20)
2018 - TPD- Reflection - Secondary Level Practicum Period - Eccheri
2018 - TPD- Reflection - Secondary Level Practicum Period - Eccheri
Estebo tpd- final assessment report kindergarten period
Estebo tpd- final assessment report kindergarten period
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Final reflection gieser leticia - secondary level - tpd
The student completed a secondary practicum to apply recently learned teaching strategies and methodology with teenagers. They found the experience positive overall, though realized some areas for improvement. The student engaged students through varied materials and activities, adapting to their developmental stage and interests. Feedback helped the student feel more confident in their performance. While challenging at first due to inexperience in this level, the student ultimately felt the experience helped them overcome fears and learn to teach more effectively at the secondary level.
Gieser leticia practicum schedule - secondary level
This document outlines Leticia Gieser's practicum schedule for her secondary school placement at Colegio Cavagnaro. It lists her local observer, Stella Decaroli, and sets dates for her first observation, and lessons 1 through 4 which will take place between early October and early November.
Final reflection
This document provides a final reflection on a teaching practicum. It discusses the challenges of dealing with students who were not always motivated to learn. Through designing engaging materials, games, and activities, and incorporating technology like videos and interactive games, the author was able to help build students' positive attitudes and motivation. Maintaining a teaching portfolio also helped the author critically reflect on their own strengths and weaknesses as a teacher.
Self report video class 2 - secondary level
This self-report discusses a secondary level video class. The teacher changed how they activated prior knowledge based on feedback, using flashcards and posters instead of the question they had asked. The group was talkative so activities were done quickly before they could copy each other. Playing audio engaged the students as they relaxed and listened quietly. Each class was different but students learned, completed assignments, enjoyed themselves, and respected each other and the teacher.
Self report video class 1 - secondary level
1) The teacher started the class with a game to refresh the students' prior knowledge from previous lessons. They were able to follow instructions in the second language despite adapting the vocabulary to their level.
2) By walking around the class, the teacher was able to monitor student progress on activities. Most students study English outside of class, so the teacher ensured all students could develop their skills.
3) It was difficult to speak over the noise from a nearby classroom during break, but students participated orally and in activities respectfully. They remained engaged with the lesson topic while using the target language.
Group report secondary level
Group Report
Secondary Level – 4th year
The author was initially scared to teach teenagers as they had no prior experience, but found that focusing lessons on movies engaged and motivated the students. Through varied activities for the class of 30 students, lessons were enjoyable and the teenagers adapted well despite the author's inexperience. While one student acted as a 'leader' and joked around, personalized attention and an active role helped manage this. Overall the group was respectful, hard working and enjoyed English lessons, allowing the practicum period to be a rich experience for the author.
Group report secondary level
Group Report
Secondary Level – 4th year
The author was initially scared to teach teenagers as they had no prior experience, but found that focusing lessons on movies engaged and motivated the students. Through varied activities for the class of 30 students, lessons were enjoyable and the teenagers adapted well despite the author's inexperience. While one student acted as a 'leader' and joked around, personalized attention and an active role helped manage this. Overall the group was respectful, hard working and enjoyed English lessons, allowing the practicum period to be a rich experience for the author.
Self report class 4 - primary
This self-report discusses a class teaching vocabulary about pets. The teacher summarized that they need to improve repeating structures for the students to practice. Additionally, class time is short at only 30 minutes, so activities are not always finished. The students also have trouble singing hello and goodbye songs due to shyness. Finally, the class is talkative so the teacher started using a traffic light system with color codes for voice levels to control noise and ensure turns are respected during activities.
Self report class 3 - primary
The teacher provides a self-reflection on a class focusing on pets. First, they recognize the need to improve pronunciation and practice difficult words before class. Second, they summarize focusing on activating prior knowledge of pet names and structures like "it's a...". While there were some technical issues with a video, students worked on listening, writing, and speaking skills. Finally, the teacher notes needing more specific instructions and mimicry, but that students participated enthusiastically through eliciting yes/no questions about pet characteristics.
Self report video-class 4 - kinder
During a kindergarten lesson on parts of the face, the teacher used a video to activate prior knowledge. Most students repeated the vocabulary words in Spanish rather than English. The teacher acknowledged this was not ideal but continued encouraging English use. Transitions between activities needed improvement. The lesson objectives were achieved as students produced and recognized vocabulary through questions and repetition with the teacher. Positive feedback was given to maintain student motivation and participation.
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Informe de grupo primary level
- 1. Tallerde PrácticaDocente – GieserLeticia– PrimaryLevel– CavagnaroSchool Primary Period 4th Grade – Cavagnaro School This is a group of 34 children about 11/12 years old. In Primary stage, according to Piaget, the students are in a Concrete Operational stage during their cognitive development. It means, that they could learn through the use of concrete material or objects, with their time, space and quantity. One of the main characteristics is: they can respond to meaning, this means that it is not necessary that they understand a sentence word by word, here it is important the information that they have around them, to focus on specific topics. Also, they need to use their senses to touch and see, to interact with objects and orally with their mates and teacher, to communicate and express themselves. In this stage, the children need to feel they are special for teacher and their partners as well. It is relevant that children in this age, enjoy working with material and topics which are directly related to their own lives, giving to them the opportunity to resort their background knowledge and share what they know. It is important to take into account that they have a limit attention, so it is useful short activities to make them feel involved and motivated. Also with that kind of activities, the teacher can rest assured that the students do not get bored. During this period, I worked both with written short activities, and games or songs where the students had to move around or competences. However, here the teacher has an important role because they may be perceptive and flexible to adapt their activities according to the students’ necessities. This is one of the aspects I learned about throughout this period; in many cases, a lesson which we consider nice does not result as expected, and we need to do some quick adjustments at the moment of the class, to make students feel engaged and not get bored. On the other hand, I consider very usefully making students work in groups or pairs, not only to make them work collaboratively but also to provide shy and students the scaffold they need to participate and integrate them in the class. During this period, I tried to mix all kinds of activities and resources to help students to understand and learn in a successful way, not only to complete an activity or a game. It was a great experience in spite of that they were a big group and they were quite talkative, they enjoyed every class and they made me feel grateful during every class.
- 2. Tallerde PrácticaDocente – GieserLeticia– PrimaryLevel– CavagnaroSchool