Kite 11
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1) The document summarizes an observation of an online KITE VICTERS class on story time taught by teacher Rajitha. B. 2) The class began by welcoming students and discussing difficulties during lockdown, then showed a picture of a family returning from vacation to discuss benefits of travel. 3) The class abruptly shifted topics to show videos about microorganisms like bacteria and viruses without clearly linking the topics, which may have confused viewers.
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The guided video observation showed techniques used by experienced teachers in their classrooms. It was divided into 10 topics, each examining a different skill through video clips of classes from levels A1 to C2. The topics included managing student levels, teacher positioning, giving instructions, grouping students, seating arrangements, teaching vocabulary, reading sequences, speaking tasks, starting lessons, and using games. Reviewing these classroom observations helped the observer understand different teaching styles and techniques to make their own classroom more interactive and improve their teaching skills.
Tpd 2015 tielve - journal first period - checked
The trainee delivered their second lesson to a kindergarten class of 5 year olds. They used songs, a video activity, and an interaction with pictures to teach clothing vocabulary. Most strategies were effective, though some students misbehaved during one activity. The video especially engaged students and they participated actively. Overall the lesson went well and the students reacted positively to the activities. The trainee plans to continue using motivating techniques like songs and videos that encourage physical response.
Reflections
This reflection summarizes the student teacher's 14th and final week of their teaching experience. They finished grading all student work and designed review tasks for finals. They felt proud of their accomplishments and the support given to students. When discussing their experience with their cooperative teacher, the teacher expressed pride in their work and said they made a big difference for students. The student teacher also observed a colleague's writing class, where the teacher started with a mind map activity about cities and villages.
Rodrigues - Practicum journal - Secondary level
Natalia conducted three English lessons with a secondary school class in Spain, applying communicative teaching strategies like group work and questions to engage students in speaking practice around topics of introductions, food, and giving advice. Students responded positively to the lessons and seemed comfortable participating orally in English, while Natalia gained experience in lesson planning and delivery.
DU2, Lesson 5 - Practica III
The document contains a lesson plan for an English class at the Charles Dickens Institute. The lesson is focused on selfies - taking pictures of oneself. The plan outlines the objectives, language focus, materials, procedures and activities for the 90 minute class. The activities include a warm-up discussion about selfies, watching a video on reasons why people take selfies, a reading comprehension activity from the student book, and a group debate about whether selfies are an important new art form. The plan provides detailed instructions and timing for each stage to help the teacher lead the full lesson.
Narratives discussing
The document provides a detailed narrative analysis of a Life Sciences lesson observation. It describes the classroom setting, teacher, students, and step-by-step unfolding of the lesson. Key points included introducing the topic of biomes and ecosystems through questioning, discussing terminology in groups, defining ecology, exploring food chains, and assigning a poster project as homework. Compared to a Math lesson, differences were in the subject, classroom setup, and teacher introductions, while similarities included period length, class size, textbook use, and Bloom's taxonomy questioning. The author outlined how they would conduct the lesson differently, such as ensuring eye contact, confirming outcomes, and checking understanding through reflection.
First Narrative
The student teacher observed their first English lesson at School No. 4. The lesson focused on children's rights and had students write sentences expressing their rights using vocabulary provided. The teacher emphasized developing identity and used technology like blogs to promote collaboration and respect. Technology was integrated in a later lesson by having students complete sentences about rights using netbooks, with the teacher highlighting the Argentine origin of the software.
Lesson plan 2
This document outlines a geography lesson plan for Year 11 students focusing on tourism attractions in Brunei. The lesson aims to develop students' knowledge of tourist attractions in the country. Students will be asked to list attractions and identify cultural and natural sites. As an activity, students will create brochures on Brunei's attractions to submit in two weeks. The lesson involves discussion of attractions, guidance on making brochures, and assigning homework downloading a worksheet from an online group.
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Reflection online class
The document summarizes the observations and reflections of an educator who taught 10 online classes over a period of time. Some key points:
- It was challenging to teach online classes for the first time and summarize chapters rather than explain line-by-line.
- Confidence and comfort level increased with experience, but effectiveness is hard to gauge without physical presence.
- Network issues sometimes disrupted classes and student participation varied.
- Teaching poems/songs online requires going beyond summaries to help students understand deeper meanings.
- Reading abilities of some students were poor, making content difficult to understand.
- Overall it was a learning experience and confidence in online teaching abilities grew over time.
Art Album
The document provides summaries for 12 movies that the author watched and found impactful. It discusses how cinema has evolved from early experiments with photography and motion pictures to becoming a universal language that stimulates thoughts and senses. Key movies summarized include Taare Zameen Par, A Wednesday!, Left Right Left, Black, The Dark Knight, The Hurt Locker, The Matrix, The Departed, Terminator 3: Rise of the Machines, Spadikam, Devasuram, and Ravanaprabhu. The author concludes that cinema will continue to be an ever-evolving art form that both mirrors and influences society.
Kite 15
The student teacher Anoop Abraham taught a lesson on the chapter "The Race" by Nisha Punjabi. They discussed the main character's traits and had students do activities like writing a character sketch. They also had students learn about live commentary by listening to an audio commentary and preparing a script. The review found that the teacher clearly explained concepts, used teaching aids like videos, and asked questions to engage students. Students were assigned to write a character sketch and commentary script. The teacher was praised for their pleasant demeanor and ability to make learning fun.
Kite 13
This document summarizes a lesson plan for teaching a poem called "From a Railway Carriage" to students. The teacher greets the students and checks on their previous assignment. They show a student's speech video and explain poetic devices like imagery, rhyming words, and rhythm. The teacher reads and explains stanzas of the poem, emphasizing visual and auditory imagery. Students are given activities like drawing pictures while listening to reinforce comprehension. Overall, the lesson engages students with the poem through multiple readings, explanations of form and language, and incorporation of visual and audio elements.
Kite 14
The document summarizes an observation of an English lesson taught by student teacher Anoop Abraham. The lesson covered the chapter "Learning the Game" by Sachin Tendulkar. It describes the content covered, learner outcomes of comprehending the text and understanding the importance of hard work. It evaluates the teacher's introduction of the lesson, explanation skills using proper hand movements, tone variation and pronunciation. Teaching aids like the autobiography cover, text presentation and pictures were used. Questions were asked throughout to engage learners. Students were assigned to prepare a profile of Sachin's coach and the values of hard work, dedication and importance of teachers were imparted.
Kite 10
The document summarizes a classroom lesson on a short story by Vaikom Muhammad Bashir. The teacher began the class by introducing Bashir and his writing style. She generated interest by announcing they would read "The Snake and the Mirror". The teacher then read the story aloud, asked comprehension questions, and had students read silently. Difficult words were defined and the chapter was concluded with an assignment imagining life as the character. The reflection praised the teacher's energy, confidence and ability to engage students, though noted managing high school students can be more challenging than the idealized lesson.
Kite 8.1
This document summarizes an English class about the story "The Red Little Round House". The teacher begins with a riddle to engage students and shows a video of a Malayalam poem. The teacher then builds excitement about traveling and introduces the story. They read the text, ask questions to explain it, and have students re-read to mark difficult words. For homework, students are assigned to write about how they spend their spare time. The reflection notes that the teacher engaged students in unexpected ways like being dramatic, showed a Malayalam video, and explained the story well with relevant questions before concluding the class.
Kite 7.1
The document summarizes an English lesson taught by teacher Jancy K Mathew about a story involving a snake. The teacher greeted the students and recalled the last lesson. She read passages from the text aloud, explaining the main points and using proper pronunciation. Students then participated in telephone conversation and jumbled event activities from the textbook to conclude the class. The reflection noted the teacher's elegant accent with no mother tongue influence, appropriate hand movements, near perfect voice modulation, and comfort in front of the camera as she enjoyed her role as a teacher. Visuals presented included pictures related to the story's house and characters, as well as the text and textbook activities.
Kite 12
The class focused on the importance of friendship. The teacher began by playing videos about friendship, including one of radio host Joseph Annamkutty Jose talking about friendship and two girls writing letters to each other during lockdown. The teacher then discussed the value of friendship in people's lives and used the example of soccer players Messi and Neymar's friendship despite playing on different teams. The class was surprised with the introduction of the main characters in the story, Antonio and Felix, through artificial intelligence. In the end, the teacher assigned students to read the story of the "Amigo Brothers" on their own.
KITE VICTERS OBSERVATION
The teacher effectively summarized the key points of the document in 3 sentences:
1) The teacher welcomed students to the online class about the story "The Adventures in a Banyan Tree" and familiarized them with the textbook topics by showing the cover page and contents.
2) Before beginning the chapter, the teacher built interest by showing a picture collage of man and nature and providing background on haikus, short Japanese poems usually related to nature.
3) The teacher then played a video about nature to engage students and referenced the rare flowering of neelakurinji plants in Munnar to connect the lesson to students' own environment.
Reflection and experience
1) The document reflects on the author's experience with peer teaching online classes over 7 days.
2) On the first day, the author was unable to attend due to an exam, but observed subsequent classes led by peers. They provided feedback on peers' teaching styles and abilities.
3) Over the course of the week, the author gained experience and confidence in teaching online classes individually, with their first class not going as smoothly due to technical difficulties.
4) By the end of the week, the author felt more comfortable teaching online, though noted it cannot replace traditional in-person teaching and comes with its own limitations.
Mcq 13.2
This document contains 20 multiple choice questions about emerging trends and practices in English language education. The questions cover topics like collaborative learning, cooperative learning, connectivism learning theory, MOOCs, self and peer assessment, CCE, standardized tests, objective type questions, assessment portfolios, blended learning, the ADDIE instructional design model, eXe learning, learning objects, assessment rubrics, remedial teaching, teaching standards, TQM, e-PG Pathshala, and CSTP. The document provides the questions along with the correct answers marked in bold for each multiple choice question.
Mcq 10.2
This document is an assignment submission for a multiple choice question exam on techno-pedagogic content knowledge. It contains 20 multiple choice questions related to topics like programmed instruction, computer assisted instruction, learning models, and language learning approaches. The answers to the questions are provided in bold. The assignment was submitted by Anoop Abraham to Mr. E.K. Jijan on September 24, 2020.
Mcq 9.2
This document contains 20 multiple choice questions related to the topic of curriculum and resources in the digital era for English education. It provides the questions, possible answer choices for each question, and indicates the correct answers in bold text. The questions cover topics such as the definition of curriculum, aims of curriculum, the National Curriculum Framework, characteristics of formal learning, inclusive education, learning disabilities, uses of technology like hypertext and podcasts, and approaches to language teaching. It was submitted by Anoop Abraham for a class on this subject taught by Mr. E.K. Jijan.
Mcq 5.2
This document contains 20 multiple choice questions about pedagogical content knowledge, educational concepts, and teaching methods. The questions cover topics like components of a unit plan, types of reading, teaching skills, the origins of microteaching, instructional tools like flashcards and models, and the definitions of terms like documentary films and slogans. The answers to each multiple choice question are provided in bold.
Mcq 5.2
This document contains 20 multiple choice questions about pedagogical content knowledge, teaching methods, and educational tools. The questions cover topics like types of educational commissions, Bloom's taxonomy, cognitive development stages, components of a unit plan, reading methods, teaching skills, the origins of microteaching, and different educational aids like flashcards, models, and documentary films. The answers to each multiple choice question are provided in bold.
Mcq 4.2
This document contains 20 multiple choice questions about theoretical bases of English education. It covers topics like the components of language, definitions of terms like EFL, code mixing, bilingualism, the roles of teachers, theories around language and culture from Sapir-Whorf, sociolinguistics, phonology, syntax, semantics, morphology, Vygotsky's zone of proximal development, Chomsky's language acquisition device, Gardner's theory of multiple intelligences, methods of teaching English like grammar translation, communicative approach, silent way, and suggestopedia. The questions have answers in bold for self-evaluation.
Achievement test
This document provides an achievement test with multiple sections:
1. A fill-in-the-blank section with 5 questions.
2. A section to write synonyms for 4 words.
3. Short answer questions about a novel invention and what it can do to make someone happy.
4. A passage to answer 4 questions about why someone didn't like the sunset, remarks about a happiness machine, what happened when someone sat inside it, and definitions of two words.
5. A section to write a paragraph about the importance of friendship in life based on a prompt.
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Kite 11
- 1. Topic: Reviewand Observationof KITE VICTERS classes Submitted By: Anoop Abraham Submitted To: Mr. E.K. Jijan(Asst. Prof.) Date of Submission: 14th November2020 RegisterNo.: 16519303004
- 2. Topic: Story Time Unit: Not Mentioned Teacher: Rajitha. B School: Vinoba Nikethan UPS, TVPM Outcomes: Studentsshould understandspoken English Studentsshould understandspoken English .Studentsshould realize the importance of travelling. Studentsshould get an idea about bacteria, virus and fungus etc. Procedure: Teacher welcomes the student and asks them to keep a book and pen with themselves straight away. Teacher talks about the difficulties during lockdown period and encourages studentstowards new way of onlinelearning.
- 3. Teacher shows a picture of a family and asks further explanation from students. Teacher describes about the family in the picture i.e, they are back from the vacation to their home. Teacher explains the benefits of visiting other places. Teacher shows a video depicting the beautyof Kerala. Teacher shows a textual pictureof a opened fridge and discusses about the same with students. Teacher reads out the text. Teacher shows a video explaining about micro organisms. Teacher concludesthe class by giving an assignment about writing a paragraph about bacteria. Reflection: Teacher welcomes the students to the class, as it is the first class teacher discusses the difficulties to enjoy the vacation period due to lockdown and the ways to enjoy. Teacher starts the lesson with a picture showing a family returning home after a tour. As a link talk teacher explains the benefits of visiting other places. During all these conversation I didn’t find teacher becoming uncomfortable,shewas at ease while talking and no such
- 4. tension of the first class was there. Teacher has nice expressions while explaining which is helpful in generating interest in students. Then suddenly the talk shifts to micro organisms, bacteria, virus and fungus the audiencewatchingthe video cannot make a link between what was told initially in the class and the topic which is taught later in the class, I guess something was cut short in the video. The teacher shows a long video explaining the bacteria, virus and the fungus and later concludesthe class by instructing students to write a paragraph on bacteria. The class was good and the teacher appeared confident and comfortablebut theonlythingwas that the class should not be cut short because it appearsawkward to the audience when you start class with one topic and finish the same with a different topic altogether. Visuals Presented: Picture of a family Video depicting the beauty of Kerala Picture of a open fridge Video explaining about bacteria and viruses.