Mdd 1 contextualization of teaching

Universidad Católica De La Santísima Concepción
Facultad De Educación Departamento De Lenguas
English Pedagogy Programme
Professional Practicum
Contextualization of teaching
Name Gerardo Valdivia Zavalla
Professor (s): Theresa St John

Subsector: English
Course: 8th grade
Task 1: Select and describe the characteristics of the institution and of the classroom you considered relevant to contextualize the planning of the unit that you will develop.
Colegio Chileno-Arabe is a semi-subsidized school located in Chiguayante VIII region of Chile. The school has three levels of education: Preschool education, Elementary, Humanistic and Scientific Education in high school. The average class room has 24 students approximately. The school has a Bilingual Program, it runs until fifth grade (from sixth to twelfth grade students have English intensively). The Bilingual Program develops an integrated curriculum, adapted to the different areas of learning experiences, using the total immersion approach for teaching. This approach exposes students to an environment where English is prevalent. It is a creative and participatory environment that facilitates the integration of students, develop their autonomy and value formation.
The vision of the school focuses on delivering a quality education, a value formation to develop a person with fundamental components of the Arab culture as well as the Chilean culture, for this, cognitive, spiritual (values and beliefs) and social and emotional skills are taught and reinforce to allow them to recognize their own dignity as well as their peers dignity. In order that graduates successfully enter to the competitive world we live in, the school teaches them to use the language tools learned in the school. In addition, its mission focuses on students completing significant learning and in quality, inspired by values that enable them to cope an optimally active role in society.
Regarding the infrastructure available in the school, and which it can be used as a learning resource for the subsector of English, the projection room which

has a projector (data show, audio, etc.), the library with lots of books, stories and other texts in English and the computer room available for use in English classes.
Description of the classroom:
Inside the classroom the available resources are a projector and notebook requested from the person in charge of technological devices at the school. In the room tables and chairs are distributed in pairs facing the blackboard and the teacher. The conformation of the couples was based on student discipline, setting a more disciplined with the less disciplined ones. The teacher indicated that students rarely work in groups.
Within the routines performed by students and teachers, at the sound of the bell students are already in the room, the guide teacher enters the room, greets, then explains what the class will be about, and objectives. Students listen and respond respectfully (although, there are exceptions). Students do not use any type of clothing apart from the school uniform. Only the teacher wears a cotona.
Regarding the ways of learning, I can say that in the English class students learn through exercises and practice the content studied, going to the board, etc. The classroom atmosphere is of respect among students and towards the teacher; the students show interest in the English class, although there are exceptions. Students work properly and perform the activities proposed by the teacher. The overall atmosphere is relaxed, when students have doubts they ask for help.
The sources for the collection of information are the PEI, interview with the English teacher, the school website where was the vision and mission of the school and observation of the property to determine the infrastructure that can be used in my classes.

Task 2: Select and describe the characteristics of the students in your course, individually and as a group, which are relevant to the lesson plans and quality learning in that unit factors.
The course consists of 38 students aged 13-15 years, of whom 13 (70%) are male, and 15 (30%) are female, no students reported ethnic background, the 100% is Chilean, the predominant religion is Roman Catholic with an 79% and Protestant with a 21%.
In the special-needs students topic, 7 (25%) have health problems related to myopia. There are 4 (14%) students who have needs related to learning, attention deficit disorder without hyperactivity. Two of them are exempt of the English class and the other two work at their own pace in class.
To know students’ interests I applied a survey, in which students had to answer what their liked, there were different responses reflecting that students have varied interests. For example, some expressed as favorite book, "The Hunger Games" and "Harry Potter"; favorite movie, "Harry Potter"; favorite cartoon, "The Simpsons"; favourite sitcom, Two and a half men, The Walking Dead, Breaking Bad, etc; favorite artist, "1D", "All Time Rush", “5 Seconds of summer”, etc; favorite sport, "football”, “basketball” and “surf”; and hobbies, "playing guitar", "sing" and "dance."
As for the type of interaction the groups of friends are marked at recess, boys play football and girls volleyball or stay on the isle of the school talking. Inside the room seems to be all friends. Male students do not like to work with female students in groups. In terms of student-teacher interactions, students respect the teacher. There is a healthy relationship in the classroom, an atmosphere of respect and cordiality.

Task 3: Analyze the data collected to determine what factors of the context and of your students will primarily impact on the design of a quality education for students in this course.
I consider relevant factors for a quality education the following:
- The school project: to me as a "pre-service teacher" it is important that students are able to create new things, as well as the school focuses on students completing significant learning and quality, inspired by values that are optimally capable of addressing an active role in society, my idea is to design classes that help students understand the values of modern society through activities that represent the use of these values.
- The use of ICT resources: something that seems a relevant factor to good teaching is the use of ICT in classes. With these devices I can show students the instructions, they have visual access to the information they need. Also the use of technology is more motivating for students because they are digital natives and they are more motivated when ICTs are used in classes.
- Special-needs students: for me it is important to know well the type of special needs students and that will allow me to get to know them adopt more comprehensive ways to make my contribution. Classes should be designed so that all students participate, understand and are able to create something new and relevant to their development.
- The bilingual project: it would be ideal to directly participate in the bilingual project establishment, but this system only runs till fifth grade and senior students have intensive English.
Challenges: Using ICTs efficiently and effectively in the classroom to motivate students.
That all students are able to communicate with me in English, they have the skills but prefer to speak in Spanish.

To include students with Special-needs through adapting the lessons at their own pace of learning and understanding.
Possibilities: The infrastructure is adequate, technological resources are accessible to use, students are willing to learn. The classroom environment is great and the students are always motivated in English class.
Task 4: Think about the possibility of having an adequate knowledge of the students in the context of your practice.
It is important to get know about our students’ interest so that the classes can be motivating and also that they can be related to or based on the interest of the students. We have to be informed about their contexts, their likes and dislikes. We can teach English using this sort of insider information.
The Sources of information presented in this paper are:
- The class book, which has the relevant information from students, whether they are their marks, the resume that reflects their behavior. Also, the book presents religion class, gender, age, etc.
- Implementation of a survey to know the students’ interests, which will serve to propose activities in which these same interests are reflected, so making the class more motivating for students and activities.
- I also obtained the information through different sources such as: English teacher, students, website of the school, etc.

Within the limitations of the methods and sources of data collection are the following:
- The information regarding Special-needs students, the teacher knows that these students have these diagnoses, but I cannot corroborate them because there is no backup of the diagnosis.

Annex
School survey
Favorite book (s):
Favorite sport (s):
Favorite artist (s):
Favorite musical genre (s):
Hobby (s):

Evidence

Mdd 1 contextualization of teaching

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