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Teachers must carefully analyze available learning materials to choose what is best for their students, and know how to adapt tasks by extending, shortening, or rejecting parts as needed to fit each class context. While coursebooks provide guidance, teachers should not feel obligated to strictly follow them, and should adapt the content to make each class effective for the specific students and situation.
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La influencia de la música anglosajona en los años 80
Associativismo - uma experiência para compartilhar
Associativismo - uma experiência para compartilhar
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Tres.2
This document provides instructions on using "must" and "must not" to describe obligations and prohibitions. It explains that "must" expresses a strong obligation due to personal circumstances, and provides examples of its use. Students are assigned to create a diptych explaining what they must and must not do at their school.
Uno.2
This document provides information about a lesson where students will comprehend a tourist leaflet about Calico, a ghost town in California. The leaflet describes that Calico was a silver mining town and provides details about driving there, parking, and amenities like a campground. As part of the lesson, students will create a poster explaining rules for behavior in their hometown.
Final reflection
This document is a final reflection on a teaching practice experience. It discusses the author's initial nerves about teaching, and how they learned teaching requires being an educator, psychologist, adviser and developing students holistically. The author found getting to know students and connecting lessons to their interests through media was successful. Large class sizes made group work difficult, but warm-ups engaged students. Advice from a co-teacher helped develop new activities. While large group discussions were challenging, speaking activities targeting students' interests helped oral skills. The experience emphasized organizing time well and developing values like professionalism, empathy and resilience to face challenges as an educator.
Reflection on my role and expectations of the professional practicum experience
The student teacher was anxious but prepared to put their university lessons into practice during their practicum at an all-girls school. They found managing 45 students of varying English levels and ages challenging. While nervous at first, getting to know their students helped them feel more confident teaching. Counseling students on personal issues was unfamiliar and proved their biggest challenge to overcome. The student hoped to motivate students and help them become better people through learning English.
Estandar 4 dannae del campo
The document presents a teacher's evaluation plan for a unit on places and directions. It includes the unit's general objective, learning goals, and evaluation methods for each goal. The evaluation methods incorporate diverse formal and informal assessment tools, including diagnostic tests, formative worksheets and projects, and summative tests. The plan aims to monitor student progress, determine achievement of learning goals, and provide feedback to support student learning.
Dannae unit plan and individual lessons
The document contains a unit plan for an English lesson for 1st grade high school students in Chile. The lesson plan aims to have students comprehend a tourist leaflet about Calico, a ghost town in California. It includes pre-reading activities to engage students and predict the topic. During reading, students will read the text aloud and complete comprehension activities. Post-lesson comments assess how the lesson aligned with plans and identify aspects for future improvement.
Standards 2 and 3
The document outlines standards and tasks for developing lesson plans. It describes planning a unit on giving directions. The teacher considered students' interests as visual learners and included PowerPoint presentations with images. Reading was challenging since students lose focus easily, so the class read together with different students reading parts. Accommodations like enlarged text were made for a student with visual problems. Reflecting, connecting activities to objectives and considering students' comprehension were the most difficult parts of planning, but revising the plan helped address these issues.
Standard I
This document summarizes information about the context of a professional practicum taking place at Colegio Maria Inmaculada school in Concepción, Chile. It describes characteristics of the school including its educational approach, vision, and available resources. It then provides details about the specific classroom, including the layout, students, and teacher routines. Finally, it analyzes which contextual factors and student characteristics will most impact lesson planning, such as the school's values-based approach, available technology, and understanding student interests and needs.
Estándar 6
Este documento presenta la autoevaluación reflexiva de un estudiante de pedagogía en inglés sobre su práctica docente. El estudiante identifica sus fortalezas como su dominio del idioma inglés y buena comunicación con los estudiantes, pero debilidades en establecer disciplina. Reconoce que necesita más experiencia para mejorar en el control de grandes grupos y encontrar el equilibrio entre autoridad y cercanía con los estudiantes.
Estándar 5
Este documento resume las modificaciones realizadas a la planificación de una unidad didáctica para 45 estudiantes, los resultados de las evaluaciones formativas, y una evaluación general de la efectividad de la enseñanza. La autora realizó cambios a las actividades debido a la falta de participación de las estudiantes y su dificultad para mantener la atención de un grupo tan grande. A pesar de esto, las metas de aprendizaje fueron adecuadas y coherentes con los objetivos de la unidad.
Estandar 4
El documento presenta un plan de evaluación para una unidad sobre lugares y direcciones. El plan incluye evaluaciones diagnósticas, formativas y sumativas antes, durante y después de la unidad para monitorear el progreso y logro de los estudiantes a través de diversos instrumentos y actividades alineados con las metas de aprendizaje.
MDD3
Este documento presenta el proceso de planificación de clases para un curso de inglés. El autor tomó en cuenta los planes del MINEDUC y el libro de texto para establecer objetivos y aprendizajes. Las estrategias se basaron en las preferencias de aprendizaje visual de las alumnas mediante el uso de imágenes y experiencias personales. Un desafío fue planificar la lectura para evitar distracciones. Otro desafío fue preparar material adaptado para una alumna con problemas de vista.
MDD2
La profesora reflexiona sobre el proceso de formular y secuenciar las metas de aprendizaje para sus estudiantes. Inicialmente, fue difícil hacer coincidir las metas seleccionadas con las actividades planeadas. Tras revisar la planificación con mayor atención a la metodología, se dio cuenta que algunas actividades no eran necesarias o no abarcaban los elementos centrales. Esto le permitió mejorar la planificación para que las estudiantes comprendieran mejor los objetivos. Como resultado, la estructura y secuencia de la unidad mejoraron
MDD1
El documento proporciona información sobre el contexto educativo y las características de los estudiantes de un curso de inglés en particular. Describe la institución como un colegio católico con énfasis en la formación integral y académica de sus estudiantes. Explica que el curso está compuesto por 45 estudiantes mujeres de 14 años, 2 de las cuales tienen necesidades educativas especiales. También indica que la mayoría de las estudiantes aprende de manera visual y disfruta de la música, por lo que estas características deb
Ict
Teachers should evaluate websites that assess language systems to prepare for using technology in lessons, as students now live in a technological era and will be more engaged learning with available tools. When choosing websites to teach and assess students, teachers must be careful and select ones that provide immediate feedback and a variety of practice items for different language systems to reliably test learning. It is up to teachers to make second language teaching more interesting through technology, increasing student confidence, motivation, and meaningful learning.
Speaking task reflection
This reflection discusses creating a speaking assessment task that allows students to demonstrate their speaking skills based on principles of assessment and rubric design learned in previous units. It was challenging to determine the appropriate difficulty level and encourage full sentences for evaluation. A pilot test proved effective in identifying issues for students. The reflection also notes the importance of considering the assessment context and designing communicative tasks that relate to real world applications.
Rubrics reflection
Rubrics are important tools for teachers to assess student performance and ensure fairness. When students understand what a rubric expects, they can develop better work and achieve better results. Rubrics also allow teachers to clearly identify their assessment criteria. The appropriate type of rubric - checklist or scale - depends on the area being assessed. For example, a checklist is best for listening assessment. Understanding how to create consistent and precise rubrics helps both students and teachers, as students know expectations and teachers can rely on results.
Theoretical framework reflection
As a future teacher, the author found learning about language assessment principles to be helpful for creating good evaluation instruments to properly assess student learning. Designing tests carefully is important so teachers can provide students with effective feedback and ensure their teaching methods are effective. Learning about assessment will enrich the author's teaching practicum and allow them to create fair tests that meet standards as a good instrument for evaluating students.
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Reflection on my role and expectations of the professional practicum experience
Reflection on my role and expectations of the professional practicum experience
Reflection 2
- 1. It is important that teachers know which materials are the best for their students to learn. Learning to analyze the materials that teachers have available is something important so students can practice and produce what they have learnt in class. Therefore, the process of adopt, adapt, reject or also to extend a task or to make it shorter are things that a teacher must know and manage correctly. Moreover, it was useful to learn that it is not necessary for teachers to follow coursebooks, even though they are a good guide. It is probable that coursebooks are not adapted for each context so the role of the teacher is to adapt the content in the best way possible to get an effective class.