Reflection strategiess
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This document discusses learning strategies and creating language learner profiles. It describes learning about teaching and learning strategies according to different authors. The author had to interview students, identify mistakes, evaluate performance, and design lessons based on authors like Chamot to help students improve. The author also learned that to do well, they must complete all activities clearly according to the instructions and points for each task.
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3) Nadia realized she needs to consider students' age, memory span, reviewing past material, seating arrangements and being prepared for any situation. This experience will influence her future teaching decisions.
Reflections And Assignments
This document summarizes Zulema Roque's reflections on her goals and experiences during the early days of her teaching internship in the United States through TEA-Guatemala.
Some key points:
- She initially wanted to learn classroom management strategies but focused on methodologies, standards, and student needs support systems.
- Her mentor helped her refine her goals to learning new teaching methods, understanding US bilingual schools, and exploring student support.
- Observing her mentor has been helpful, and she will soon start teaching her own classes with guidance.
Reaction Paper Reflection
This reaction paper discusses key aspects of being an effective language teacher. It argues that teachers must first develop themselves professionally by constantly updating their knowledge and skills. They should also understand their students' social contexts and interests to engage them during lessons. The paper also advocates for teachers doing classroom research to determine what activities work best for students. Finally, it stresses the importance of collaboration, where teachers get feedback from colleagues to improve their lessons and teaching.
IRC Internship reflection
1) The author completed an internship at the International Rescue Committee in Phoenix, Arizona where she developed an 8-lesson English curriculum focused on teaching refugees job-related vocabulary and skills for cleaning industry jobs.
2) Some challenges included differing opinions from supervisors, students not showing up for the first class, and varying English skill levels among students. The author learned about doing needs analyses, maintaining a positive attitude, and being over-prepared for varying skill levels.
3) Successes included making activities like timesheets realistic for job skills and using content-based instruction around cleaning topics. The author reflects on how to improve lessons using problem-based learning and making activities more student-centered and group-focused
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Lesson plan setting aims and objecitves march 2021 mostagh for fate boot pr...
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More from Gerardo Zavalla
Perfil egresado reflection
The document provides details about the graduate profile of a Bachelor of Education in English Pedagogy from the Universidad Católica de la Santísima Concepción in Chile. It outlines the key areas that graduates should demonstrate competency in, including: general scientific and professional knowledge of teaching practices and theories; general skills like critical thinking and problem solving; specialized skills in education and English language teaching methods; and attitudinal and ethical values of respect, diversity, and democratic participation. The profile is meant to ensure graduates have an integrated vision of education grounded in Christian faith and are prepared to perform the roles and responsibilities of teachers according to Chilean and international standards.
Perfil egresado 2008 (1)
Este documento presenta el perfil de egreso de la carrera de Pedagogía en Educación Media en Inglés de la Universidad Católica de la Santísima Concepción. El perfil describe las competencias y habilidades que se espera que los estudiantes desarrollen en áreas como conocimientos académicos y profesionales, competencias generales, competencias especializadas y aspectos actitudinales y éticos. El objetivo es formar profesores con una visión integral del ser humano según la fe cristiana y que cuenten
Mdd 6 reflective selfevaluation gerardo valdivia zavalla
This document contains a reflective self-evaluation from a student teacher's practicum experience. It discusses what was learned about teaching, the values that underpin the teacher role, and strengths and weaknesses identified. The student teacher learned that being a teacher is difficult, requiring skills like organization, good rapport, flexibility, and entertainment. Their vision of teaching values responsibility and organization. Strengths included developing organization skills and accepting feedback, while weaknesses were grammar-focused classes and time management. Professional development needs identified were finding new teaching approaches and realizing the broader role of teaching values for life.
Mdd 6 reflection
MDD 6 is a reflective self-evaluation by a pre-service teacher on their learning experience during their teaching practicum. The pre-service teacher identifies their strengths and weaknesses in taking on the role of a teacher, and realizes that being a teacher requires hard work, responsibility, and organization. They use their reflection to develop their own understanding of what it means to be a teacher and to evaluate their experience of teaching in a school.
Mdd 5 reflection
The document summarizes MDD 5, which requires a pre-service teacher to reflect on modifications made to their unit plan, analyze student learning outcomes, and evaluate the effectiveness of their teaching. In MDD 5, the teacher analyzes student achievement data through graphs or tables to assess learning goal attainment. They also evaluate the strengths and weaknesses of their unit plan, and whether teaching enabled students to meet stated learning goals. In conclusion, MDD 5 involves the teacher evaluating how effectively their MDD 2 unit plan worked for students by analyzing goal achievement and identifying areas for future improvement.
Mdd 4 reflection
MDD 4 is an evaluation plan designed to monitor student progress and determine if they achieved the learning goals proposed by the pre-service teacher. The plan evaluates a previously designed unit plan by collecting evidence to check if students learned through the teaching process. It presents the goals and designs an evaluation plan showing test types, evaluations, feedback, and materials to check if students achieved the goals while reflecting on how the plan addresses student diversity.
Mdd 2 reflection
MDD 2 and 3 require pre-service teachers to plan a learning unit and individual class lessons, justifying decisions and reflecting on strengths, weaknesses, and challenges. While the teacher was unable to complete the assignments due to computer issues, MDDs are meant to build upon each other by applying information from the initial context analysis in MDD 1 to lesson planning in MDD 2 and a retrospective evaluation in MDD 3.
Mdd 1 teaching contextualization
MDD 1 requires teachers to collect information about their institution, classroom context, and student diversity to help plan contextualized teaching. The information gathered in MDD 1, including details about the school, classroom, and student needs and differences, can be used to make future classes more engaging for students by relating content to their preferences and context. Completing MDD 1 helps teachers understand their teaching environment to personalize instruction and motivate learners.
Mdd 2 and 3
The student did not complete their assignment because their computer was broken, preventing them from finishing the work. Their computer issues meant they were unable to finish and submit the assignment on time.
Course Syllabus
Este documento describe un curso de práctica profesional de 29 créditos para estudiantes de educación. El curso les permite a los estudiantes demostrar sus competencias profesionales y habilidades adquiridas a través de observaciones e intervenciones en el aula. Los estudiantes analizan críticamente su desempeño pedagógico y proponen soluciones a problemas de la realidad educativa. El curso se centra en el desarrollo de la identidad profesional del estudiante a través de proyectos y reflexión sobre la
Mdd 1 contextualization of teaching
The document describes the context of a practicum for an English pedagogy student. It provides details about the school, classroom, students, and relevant factors to consider for lesson planning. Specifically, it notes that the school has a bilingual program until 5th grade and focuses on delivering quality education inspired by values. The classroom has 38 students aged 13-15, some with learning difficulties. Relevant contextual factors for lesson planning include the school's educational focus, using technology resources, and accommodating different learning needs. The student aims to understand the context well to design motivating lessons connected to students' interests.
MDD 4 gerardo valdivia
The document provides an evaluation plan for assessing student progress on learning goals for a unit on using the present perfect tense. It includes:
1. Diagnostic, formative, and summative assessments to monitor progress and determine achievement. Formative tasks include reading, writing, and listening exercises while summative is a test.
2. Guidelines for designing assessment tools, including relating activities to goals and providing feedback to students.
3. Examples and rationales for specific assessment tools, such as a verbs quiz and listening to song lyrics, and adaptations for diverse learners.
Mdd 5 decisions and results analysis gerardo valdivia zavalla
- The majority of students understood and demonstrated understanding of present perfect structures, applying "for/since" correctly. However, some struggled differentiating present perfect from past simple.
- Most students remembered irregular verb forms based on a quiz, but differentiating tense forms remained a weakness.
- A listening activity using a familiar song helped most students identify present perfect.
- The teaching was generally effective, but providing more feedback and opportunities for student production could improve learning. Differentiating tense forms requires more practice.
Reflection unit 2
In Unit 2, the author learned that there are several types of rubrics used to assess student performance, including checklists, analytic rubrics, holistic rubrics, and rating scales. Checklists indicate what students can or cannot do, analytic rubrics have specific criteria and performance levels, holistic rubrics score work as a whole, and rating scales express the degree of skills. The author also learned that rubrics should be known by raters beforehand, tested before a real assessment, and shared with test takers so they understand the criteria.
Reflection unit 1
In this reflection, the author comprehends several key principles of evaluation, assessment, and testing. They understand that evaluation considers broader factors that influence learning, while assessment involves collecting information on a learner's abilities through various techniques including tests. The author also comprehends principles of effective tests, including authenticity in reflecting real-world language use, practicality, reliability in producing consistent results, validity in measuring the intended skills, interactiveness in motivating students, and transparency in clearly communicating standards to learners. Security and the ability to recycle well-designed test materials is also discussed as important.
Unit 3 reflection
In Unit 3, the author learned that speaking tests must follow specific guidelines for their purpose, students, level, constructs, task structure, language, text and elements to assess, such as fluency, grammar, turn-taking and intonation. They also comprehended Fulcher's specification which relates to the task orientation, interaction between raters and test takers, goal orientation, and interlocutor status and familiarity. The author gained understanding of the important specifications for designing and implementing a valid speaking assessment.
Assessment Syllabus
Este documento presenta el programa de evaluación de la competencia comunicativa en inglés de la Facultad de Educación de la Universidad Católica de la Santísima Concepción. El curso se enfoca en desarrollar conceptos y técnicas de evaluación que ayuden a los estudiantes a evaluar las cuatro habilidades lingüísticas. El curso cubre temas como la construcción de rúbricas, la evaluación de cada habilidad lingüística, y el uso de tecnología en la evaluación. La metodología
Rubric design
1) The document describes a rubric for assessing students' writing of an invitation letter in English as a second language class for 3rd graders. It provides descriptors for evaluating students' work on genres/format, grammar, cohesion, content, vocabulary, and length.
2) A second rubric is presented for assessing students' reading comprehension through an essay explaining the theme, main ideas, and important details of the story "The Story of an Hour" with references to the text. It evaluates students on understanding, support, inferring, and identifying concepts.
3) Both rubrics are adapted from an online source and aim to help teachers provide effective feedback to students to improve their English receptive and productive skills.
Assessment on SLA Theoretical Framework
The document discusses theoretical frameworks and principles for language assessment from several scholars. It defines key concepts like authenticity, practicality, reliability, validity, interactiveness, washback, transparency, impact, and security. The authors agree that assessments should be authentic, practical, reliable, and valid to properly measure students' language abilities. Assessments should also motivate students and reflect classroom content and activities. Teachers must provide transparency around assessments and use results to give feedback and improve teaching.
Design of a speaking test
This document outlines the assessment of an English speaking test given to first year high school students in Chile. It consists of two parts: (1) individual interviews with an examiner and (2) a collaborative task where students discuss recommendations for a relative's trip to Australia. The test aims to measure vocabulary, fluency, pronunciation, grammar and ability to discuss and make recommendations. It provides context and visual aids to scaffold students' conversation. The document also discusses test construction and how the tasks relate to language skills assessed based on rubrics evaluating fluency, grammar, turn-taking and more.
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Mdd 6 reflective selfevaluation gerardo valdivia zavalla
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Mdd 5 decisions and results analysis gerardo valdivia zavalla
Mdd 5 decisions and results analysis gerardo valdivia zavalla
Reflection strategiess
- 1. Learning Strategies In this Unit I learnt how to use and teach learning strategies according to different authors. The main differences between teaching and learning. We had to create a Language learner profile which enabled me to put in practice the systems of the language; we had to interview the selected students and find his or her mistake and then, evaluate the performance of this student. Afterwards we had to assess this student preparing a lesson based on other author as Chamot’s lessons, so he or she could work and improve his or her mistakes. Interestingly to me, the thing that I really learnt was that in order to get a good mark, we had to complete and do all the activities, but also we have to have clear instructions to know what to do with the corresponding points of each task. Hopefully in future assignment I will take this into consideration to perform better.