Collaborative work chulde cabrera sandra valentina liseth chica 1Valentina913
The document discusses research being conducted on the effectiveness of flipped learning in improving student performance in an English course at San Francisco de Quito High School in Ecuador. It presents the research problem of course content being teacher-centered as the main issue. The objectives are to improve teaching techniques using flipped learning to increase student learning potential and effectiveness. The study will compare student performance between a control group receiving traditional teacher-centered instruction and an experimental group receiving partially flipped learning instruction.
- The student teacher observed an English class at a secondary school and taught 4 lessons focused on the Olympic Games.
- In the lessons, the student teacher applied communicative teaching strategies like using visual aids and guiding student participation. However, student engagement was sometimes low and homework was often not completed.
- The lessons saw mixed success, with positive student behavior but room for improvement in lesson pacing and activity design. The student teacher gained experience and looks to apply lessons learned in future teaching.
Mariana Canellas completed her second practicum period teaching English at Colegio No 738. Her lessons focused on the Olympic Games and applied a communicative approach. Students had difficulty communicating in English but behaved well. The lessons saw mixed success, with students engaging with videos but not completing homework. Mariana reflected on improving lesson pacing and integrating more written exercises and pair work. She was grateful for the learning experience and looks forward to assessing her progress in her report.
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects, and changes she would make. For some lessons, students were tired, lacked motivation, or did not do homework. Mariana worked to engage students through visual aids, group work, and videos. She reflected on integrating skills and supporting students with different needs. Her tutors provided feedback encouraging her to clarify ideas and consider varied teaching approaches.
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects and changes she would make. For some lessons, students behaved well but lacked motivation. Mariana realized she needed to better support students with cognitive problems and improve timing and activity design. Overall, it was a valuable learning experience for Mariana.
Tpd 2015 tielve - journal first period - checkedMyriam Tielve
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.
The document is a portfolio submission for a student named John Louis Wessels with student number 5164826. It contains 4 sections - an observation of a mathematics class, discussions on teaching, challenges teachers face, and the student's mission statement. The observation describes a well-organized class with an experienced teacher who engages students actively and encourages collaboration. The discussions center around the skills and challenges of teaching, including issues of access to technology. Challenges mentioned are lack of resources, language barriers, and need for management paradigm shifts regarding technology integration. The mission statement expresses a passion for teaching, community involvement, continuous learning, and making a positive difference in students' lives.
FINAL REPORT:My training as an English TeacherEscuela Publica
Melisa Gonzalez completed her teaching practicum with two groups of teenagers aged 13-17. She observed both groups and their teachers initially. Group 1 was well-behaved while Group 2 was noisy and undisciplined. Melisa planned engaging lessons incorporating activities, materials beyond the textbook, and English use. While nervous, her teaching went well with student participation and comprehension. Both experiences were valuable for improving her skills, though Group 2 was more challenging to motivate. Overall, Melisa found the practicum rewarding for developing as a teacher.
Collaborative work chulde cabrera sandra valentina liseth chica 1Valentina913
The document discusses research being conducted on the effectiveness of flipped learning in improving student performance in an English course at San Francisco de Quito High School in Ecuador. It presents the research problem of course content being teacher-centered as the main issue. The objectives are to improve teaching techniques using flipped learning to increase student learning potential and effectiveness. The study will compare student performance between a control group receiving traditional teacher-centered instruction and an experimental group receiving partially flipped learning instruction.
- The student teacher observed an English class at a secondary school and taught 4 lessons focused on the Olympic Games.
- In the lessons, the student teacher applied communicative teaching strategies like using visual aids and guiding student participation. However, student engagement was sometimes low and homework was often not completed.
- The lessons saw mixed success, with positive student behavior but room for improvement in lesson pacing and activity design. The student teacher gained experience and looks to apply lessons learned in future teaching.
Mariana Canellas completed her second practicum period teaching English at Colegio No 738. Her lessons focused on the Olympic Games and applied a communicative approach. Students had difficulty communicating in English but behaved well. The lessons saw mixed success, with students engaging with videos but not completing homework. Mariana reflected on improving lesson pacing and integrating more written exercises and pair work. She was grateful for the learning experience and looks forward to assessing her progress in her report.
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects, and changes she would make. For some lessons, students were tired, lacked motivation, or did not do homework. Mariana worked to engage students through visual aids, group work, and videos. She reflected on integrating skills and supporting students with different needs. Her tutors provided feedback encouraging her to clarify ideas and consider varied teaching approaches.
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects and changes she would make. For some lessons, students behaved well but lacked motivation. Mariana realized she needed to better support students with cognitive problems and improve timing and activity design. Overall, it was a valuable learning experience for Mariana.
Tpd 2015 tielve - journal first period - checkedMyriam Tielve
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.
The document is a portfolio submission for a student named John Louis Wessels with student number 5164826. It contains 4 sections - an observation of a mathematics class, discussions on teaching, challenges teachers face, and the student's mission statement. The observation describes a well-organized class with an experienced teacher who engages students actively and encourages collaboration. The discussions center around the skills and challenges of teaching, including issues of access to technology. Challenges mentioned are lack of resources, language barriers, and need for management paradigm shifts regarding technology integration. The mission statement expresses a passion for teaching, community involvement, continuous learning, and making a positive difference in students' lives.
FINAL REPORT:My training as an English TeacherEscuela Publica
Melisa Gonzalez completed her teaching practicum with two groups of teenagers aged 13-17. She observed both groups and their teachers initially. Group 1 was well-behaved while Group 2 was noisy and undisciplined. Melisa planned engaging lessons incorporating activities, materials beyond the textbook, and English use. While nervous, her teaching went well with student participation and comprehension. Both experiences were valuable for improving her skills, though Group 2 was more challenging to motivate. Overall, Melisa found the practicum rewarding for developing as a teacher.
This document discusses the importance of materials in teaching English as a foreign language. It outlines several materials that teachers can use, including pictures, videos, authentic materials, chalkboards, dictionaries, and social networks. Teachers must carefully select materials that are appropriate for their students' ages, levels, knowledge, and contexts. A variety of materials should be used to avoid boring students. Social networks and technology can be useful resources when incorporated appropriately.
The document summarizes a student teacher's journal entries from their teaching practicum at a school. It describes 4 English lessons taught to secondary students. The lessons focused on communicating using the present perfect tense and topics related to the Olympics. Strategies included using videos, pictures, and group activities. Students' behavior was mostly positive but their English skills required support. The teacher reflected on improving lesson pacing and homework assignments.
This lesson plan teaches students about open and closed syllables over 45 minutes. The teacher will start with a warm up activity to introduce syllables. Then a PowerPoint presentation will be used to define open and closed syllables. Students will practice identifying and counting syllables in words using chips and mats. They will also complete worksheets independently. To conclude, students will clap out their first and last names while counting syllables, and see who has the most or fewest. An additional activity uses syllable cards to form words matching pictures.
1) PLCs focus on learning rather than teaching and work collaboratively to improve student outcomes.
2) They identify professional learning goals based on analyzing the school and subject's goals, ideal student outcomes, and actual student outcomes to determine gaps.
3) Lesson study is used as a method for teachers to collaboratively plan, conduct, observe, and discuss lessons to meet professional learning goals and improve instruction.
- The document provides details about the student's observation at Al Mansoor School including the school location and contact information, daily schedules, and journal entries summarizing activities in each class.
- In their reflections, the student notes the benefits of organizing students into groups and areas for independent learning. They observed that grouping students helps them learn from each other and assists the teacher. Independent learning areas are important for developing student thinking skills.
- On their last day, the student attended morning assembly and observed two classes where teachers gave listening tasks and spelling tests followed by individual and group practice activities. They also gathered school photos and asked the teacher questions about lesson planning.
1) The author thanks various people who helped them complete an assignment, including their lecturer, classmates, and those involved.
2) The document then describes a classroom observation the author did of a Year 5 English class in a rural school. They observed how the teacher managed the classroom and applied different classroom management theories.
3) Specific examples are given of how the teacher set clear expectations and rules for behavior, provided positive and negative consequences, and was generally assertive in their approach to managing student behavior according to Lee and Marlene Canter's theories.
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checkedMCanellas
This document summarizes Mariana Canellas' teaching experience during her first period of student teaching. The experience allowed her to apply what she learned in her teaching program and plan lessons to demonstrate her readiness. Her lessons focused on communication and included activities on vocabulary acquisition. Student participation was active and they behaved well. The experience helped develop Mariana's planning, material selection, and patience skills. It increased her confidence in applying pedagogical principles. While the experience was meaningful, future lessons may require changes like incorporating a full unit on a topic.
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.
The document outlines plans for two English language lessons for 8th grade students. It details the learning goals, their alignment with curriculum standards, an analysis of students' prior knowledge, and resources needed. For lesson one, the goal is for students to be able to give oral and written directions. A variety of engaging activities are described, including using pictures and a story to introduce vocabulary, completing worksheets, asking peers for directions, and creating a poster with a map and written directions. The document provides rationales for how the goals and sequence of activities are appropriate for supporting student learning.
The document outlines a one-month training course for O-level teachers. It discusses the structure of the training, which includes 10 days of lectures, 2 days for assignments, 10 days of practical work, and 4 days for developing lesson plans. The training is divided into a generalized part consisting of lectures on various teaching topics, and a specialized part where teachers work on assignments and lesson plans for their subjects.
The bulletin board near the entrance gate promoted Buwan ng Wika and Science Month through colorful displays of student work, schedules of activities, and announcements in an attractive and easy to read format. While the board caught viewers' attention with its visual appeal and clear communication of information, it could be improved by adding more interactivity to encourage greater student involvement.
This document describes contextual factors about a school in Talcahuano, Chile that should be considered when planning lessons. It provides details about the school's location in a low-middle class neighborhood, its socioeconomic profile, and diverse student body. It also describes two students - one shy girl and one participative student - and how their characteristics could impact lesson planning. Finally, it notes two physical aspects of the classroom - assigned seating and lack of technology - and their implications for instructional strategies without those resources.
The document describes a 5-day observation of teaching and learning at a school in Terengganu, Malaysia. Over the 5 days, the observer focused on different aspects of classroom instruction: communicative activities, teacher language and questioning, teacher and student roles, and classroom management. The observer found that teachers used group work, questions, and visual aids to engage students actively in lessons. Teachers employed both teacher-centered and student-centered strategies to achieve learning outcomes. Effective classroom management involved establishing routines, monitoring student work, and rewarding positive behavior.
The document summarizes the teacher's observations from a classroom. [1] The teacher observed that the instructor primarily used worksheets and did not speak English or plan engaging activities in class. [2] Through research, the teacher learned about effective second language teaching techniques including using music, interactive projects, and challenging activities. [3] In their own university class, the teacher observed the instructor using real questions to engage students and display questions to assess their knowledge.
This unit plan summarizes a unit about great cities for 8th grade students. The unit will focus on famous cities around the world like Mexico City, Calgary, Mecca, and Tokyo. It is designed to be taught over 15 lessons using a student-centered approach. The goals are for students to be able to discuss different aspects of cities, talk about their experiences using the present perfect tense, read texts about various cities, and write their own city diaries. The teacher aims to engage students through group work, peer discussions, using technology like videos, and calling on students for participation.
The document contains observations from a teacher trainee's journal of lessons taught during their practicum period.
1) The trainee observed that while the lessons aimed to follow a communicative approach, some activities like drills were more similar to an audiolingual method. Student reaction was generally positive but the trainee noted some ways to reduce anxiety and give more meaningful input.
2) Suggested improvements included giving students more opportunities to produce language themselves rather than relying on the teacher, and ensuring activities like listening have clear comprehension goals.
3) By the final lesson, the trainee recognized the value of focusing an entire unit on one topic like directions, rather than introducing new topics each lesson. Overall
This document discusses several key issues for effective classroom teaching:
- Classroom dynamics, learning styles, motivation, and learner autonomy affect student learning and should be considered when planning lessons.
- Teachers must facilitate student-centered interaction and evaluate students' progress, while maintaining an appropriate pace in lessons.
- Microskills like questioning, instructions, feedback and correcting errors impact learning when used strategically during lessons. Considering these skills can help maximize students' language development.
The document summarizes a lesson study project conducted by three Malaysian teachers on teaching comparative adjectives to Year 3 students. The teachers collaboratively planned, observed, and revised three lesson plans. They found value in receiving feedback from colleagues and reflecting on improving instructional strategies. One teacher was initially skeptical but found the process created common ground and a worthwhile teaching goal. The lesson study approach allowed flexibility and was a continuous learning process for professional development.
Presentation on the topic of Arabian psychology (as well as philosophy and medicine). More additional information in the separate document can be found.
This matching activity asks students to match actions with numbers. The actions include watching TV, babysitting, eating junk food, throwing food away, talking about healthy food, wanting more junk food, offering healthy snacks, and loving healthy snacks. Students must determine which number corresponds to each action.
This document discusses the importance of materials in teaching English as a foreign language. It outlines several materials that teachers can use, including pictures, videos, authentic materials, chalkboards, dictionaries, and social networks. Teachers must carefully select materials that are appropriate for their students' ages, levels, knowledge, and contexts. A variety of materials should be used to avoid boring students. Social networks and technology can be useful resources when incorporated appropriately.
The document summarizes a student teacher's journal entries from their teaching practicum at a school. It describes 4 English lessons taught to secondary students. The lessons focused on communicating using the present perfect tense and topics related to the Olympics. Strategies included using videos, pictures, and group activities. Students' behavior was mostly positive but their English skills required support. The teacher reflected on improving lesson pacing and homework assignments.
This lesson plan teaches students about open and closed syllables over 45 minutes. The teacher will start with a warm up activity to introduce syllables. Then a PowerPoint presentation will be used to define open and closed syllables. Students will practice identifying and counting syllables in words using chips and mats. They will also complete worksheets independently. To conclude, students will clap out their first and last names while counting syllables, and see who has the most or fewest. An additional activity uses syllable cards to form words matching pictures.
1) PLCs focus on learning rather than teaching and work collaboratively to improve student outcomes.
2) They identify professional learning goals based on analyzing the school and subject's goals, ideal student outcomes, and actual student outcomes to determine gaps.
3) Lesson study is used as a method for teachers to collaboratively plan, conduct, observe, and discuss lessons to meet professional learning goals and improve instruction.
- The document provides details about the student's observation at Al Mansoor School including the school location and contact information, daily schedules, and journal entries summarizing activities in each class.
- In their reflections, the student notes the benefits of organizing students into groups and areas for independent learning. They observed that grouping students helps them learn from each other and assists the teacher. Independent learning areas are important for developing student thinking skills.
- On their last day, the student attended morning assembly and observed two classes where teachers gave listening tasks and spelling tests followed by individual and group practice activities. They also gathered school photos and asked the teacher questions about lesson planning.
1) The author thanks various people who helped them complete an assignment, including their lecturer, classmates, and those involved.
2) The document then describes a classroom observation the author did of a Year 5 English class in a rural school. They observed how the teacher managed the classroom and applied different classroom management theories.
3) Specific examples are given of how the teacher set clear expectations and rules for behavior, provided positive and negative consequences, and was generally assertive in their approach to managing student behavior according to Lee and Marlene Canter's theories.
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checkedMCanellas
This document summarizes Mariana Canellas' teaching experience during her first period of student teaching. The experience allowed her to apply what she learned in her teaching program and plan lessons to demonstrate her readiness. Her lessons focused on communication and included activities on vocabulary acquisition. Student participation was active and they behaved well. The experience helped develop Mariana's planning, material selection, and patience skills. It increased her confidence in applying pedagogical principles. While the experience was meaningful, future lessons may require changes like incorporating a full unit on a topic.
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.
The document outlines plans for two English language lessons for 8th grade students. It details the learning goals, their alignment with curriculum standards, an analysis of students' prior knowledge, and resources needed. For lesson one, the goal is for students to be able to give oral and written directions. A variety of engaging activities are described, including using pictures and a story to introduce vocabulary, completing worksheets, asking peers for directions, and creating a poster with a map and written directions. The document provides rationales for how the goals and sequence of activities are appropriate for supporting student learning.
The document outlines a one-month training course for O-level teachers. It discusses the structure of the training, which includes 10 days of lectures, 2 days for assignments, 10 days of practical work, and 4 days for developing lesson plans. The training is divided into a generalized part consisting of lectures on various teaching topics, and a specialized part where teachers work on assignments and lesson plans for their subjects.
The bulletin board near the entrance gate promoted Buwan ng Wika and Science Month through colorful displays of student work, schedules of activities, and announcements in an attractive and easy to read format. While the board caught viewers' attention with its visual appeal and clear communication of information, it could be improved by adding more interactivity to encourage greater student involvement.
This document describes contextual factors about a school in Talcahuano, Chile that should be considered when planning lessons. It provides details about the school's location in a low-middle class neighborhood, its socioeconomic profile, and diverse student body. It also describes two students - one shy girl and one participative student - and how their characteristics could impact lesson planning. Finally, it notes two physical aspects of the classroom - assigned seating and lack of technology - and their implications for instructional strategies without those resources.
The document describes a 5-day observation of teaching and learning at a school in Terengganu, Malaysia. Over the 5 days, the observer focused on different aspects of classroom instruction: communicative activities, teacher language and questioning, teacher and student roles, and classroom management. The observer found that teachers used group work, questions, and visual aids to engage students actively in lessons. Teachers employed both teacher-centered and student-centered strategies to achieve learning outcomes. Effective classroom management involved establishing routines, monitoring student work, and rewarding positive behavior.
The document summarizes the teacher's observations from a classroom. [1] The teacher observed that the instructor primarily used worksheets and did not speak English or plan engaging activities in class. [2] Through research, the teacher learned about effective second language teaching techniques including using music, interactive projects, and challenging activities. [3] In their own university class, the teacher observed the instructor using real questions to engage students and display questions to assess their knowledge.
This unit plan summarizes a unit about great cities for 8th grade students. The unit will focus on famous cities around the world like Mexico City, Calgary, Mecca, and Tokyo. It is designed to be taught over 15 lessons using a student-centered approach. The goals are for students to be able to discuss different aspects of cities, talk about their experiences using the present perfect tense, read texts about various cities, and write their own city diaries. The teacher aims to engage students through group work, peer discussions, using technology like videos, and calling on students for participation.
The document contains observations from a teacher trainee's journal of lessons taught during their practicum period.
1) The trainee observed that while the lessons aimed to follow a communicative approach, some activities like drills were more similar to an audiolingual method. Student reaction was generally positive but the trainee noted some ways to reduce anxiety and give more meaningful input.
2) Suggested improvements included giving students more opportunities to produce language themselves rather than relying on the teacher, and ensuring activities like listening have clear comprehension goals.
3) By the final lesson, the trainee recognized the value of focusing an entire unit on one topic like directions, rather than introducing new topics each lesson. Overall
This document discusses several key issues for effective classroom teaching:
- Classroom dynamics, learning styles, motivation, and learner autonomy affect student learning and should be considered when planning lessons.
- Teachers must facilitate student-centered interaction and evaluate students' progress, while maintaining an appropriate pace in lessons.
- Microskills like questioning, instructions, feedback and correcting errors impact learning when used strategically during lessons. Considering these skills can help maximize students' language development.
The document summarizes a lesson study project conducted by three Malaysian teachers on teaching comparative adjectives to Year 3 students. The teachers collaboratively planned, observed, and revised three lesson plans. They found value in receiving feedback from colleagues and reflecting on improving instructional strategies. One teacher was initially skeptical but found the process created common ground and a worthwhile teaching goal. The lesson study approach allowed flexibility and was a continuous learning process for professional development.
Presentation on the topic of Arabian psychology (as well as philosophy and medicine). More additional information in the separate document can be found.
This matching activity asks students to match actions with numbers. The actions include watching TV, babysitting, eating junk food, throwing food away, talking about healthy food, wanting more junk food, offering healthy snacks, and loving healthy snacks. Students must determine which number corresponds to each action.
Evangelista Calero, un empresario ecuatoriano, decidió invertir en una sucursal de su fábrica de zapatos en Riobamba. Construyó amplias instalaciones de cemento armado y maquinaria para producir quinientos pares de zapatos diarios, los cuales exportaba principalmente a Colombia y Perú. Calero también construyó el Castillo Calero para que vivieran sus hijas que habían regresado de Europa.
David O'Leary has received a Lean Six Sigma Green Belt certification from the University of Pittsburgh's Department of Industrial Engineering after successfully completing a 14-week course and applying Lean Six Sigma tools and techniques to a project. The certification is signed by Dr. Ann Samler, a Master Black Belt and field faculty member, and Dr. Bopaya Bidanda, the Ernest Roth Professor and Chairman of the Department of Industrial Engineering.
This document provides a lesson plan for a class on reading and discussing a short story. The lesson aims to develop students' speaking, listening, reading and vocabulary skills. Students will read a short story called "Bad Temper" about a boy who hammers nails in a fence when he loses his temper. After predicting and discussing the story, students will order the events and reflect on the message about controlling anger and the lasting damage of hurtful words. The teacher will assess students' comprehension and identify any language difficulties during the interactive reading and discussion activities.
El documento presenta un organigrama del Taller Na 5. El organigrama muestra que el Gerente General se encuentra a cargo del taller, y que bajo su mando se encuentran el Jefe de Producción, el Jefe de Mantenimiento y el Jefe Administrativo. Cada jefe se encuentra a cargo de un equipo de trabajadores que cumplen diferentes funciones dentro del taller.
Pop music targets mainly young adults and teenagers aged 16-21. It is the dominant mainstream genre worldwide, with popular artists including Justin Bieber, Katy Perry, and Ed Sheeran. While pop can include many smaller genres, its conventions generally involve upbeat songs with romantic lyrics, hooks that repeat to make songs catchy, and music videos featuring sexual imagery to attract audiences.
This document discusses tumors and cancer classification. It defines benign and malignant tumors, with malignant tumors being able to invade surrounding tissues and metastasize. Tumor genesis is described as a multi-step process involving genetic alterations that transform normal cells into cancerous cells. Cancers are classified by their site of origin, tissue type, grade which describes cell differentiation, and stage which describes tumor size, node involvement and metastasis. The main types of cancer are carcinoma, sarcoma, leukemia, lymphoma and mixed types.
This document outlines a seminar plan on benign breast disease presented by Dr. Jyotindra Singh and moderated by Dr. A. Bhaskar. It begins with an introduction and covers topics like anatomy, congenital abnormalities, classifications of benign breast disease, symptoms and possible diagnoses, diagnostic modalities, genetics, and recent advances. Under anatomy, it describes the location, structure, parenchyma, stroma, blood supply, venous and lymphatic drainage of the breast. It also discusses classifications of benign breast disease including proliferative and non-proliferative lesions. Common benign conditions like fibroadenomas, cysts, and radial scars are explained.
The document summarizes a lesson given by the author to a 5th year secondary school class. The lesson was based on the communicative language teaching approach and focused on using visual aids, comprehensible input, and pair/group work. Key strategies used included pictures and videos to support a listening activity on food and health. Students participated actively but some challenges remained around student tardiness and managing distracted students. The author felt the organization of activities worked well overall and aims to improve student engagement and time management.
The trainee observed an English lesson at a primary school to gain experience. The teacher introduced new vocabulary about days, months, dates and weather [1]. Materials like flashcards were used to help students remember [2]. Most students struggled and the teacher had to repeat instructions in Spanish. In her first lesson, the trainee used a storybook and activities to teach vocabulary about family members. Students were engaged throughout and seemed to enjoy the lesson. For future lessons, she will consider allowing more time for student work [3].
This document contains a teacher's reflections on three English lessons taught to primary school students. For the first lesson, the teacher found that using real objects and miming helped motivate students to learn new vocabulary. Students responded well to the activities but some materials could be improved. The second lesson introduced possessive 's' using The Simpsons characters, which engaged students initially but activities became weak. The third lesson on social media motivated students through images and a game, though the game needed clearer rules. Overall, the teacher found that visuals like images and objects, as well as games, helped engage students and will inform future lesson planning.
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.
Myriam taught 4 lessons on healthy lifestyles to a secondary class. She used various communicative strategies including group work, role plays, songs, and discussions. While some students struggled with instructions in English, others became more engaged. Myriam reflected on making instructions clearer and was pleased that students seemed to understand the lessons' messages about nutrition and habits. Overall she felt her practicum experience built her confidence in teaching.
1) The document summarizes a journal entry by a student teacher, Mariana Canellas, observing classes taught by teacher Analía Perez at Colegio No 738. Mariana observed a lesson on present simple and present perfect tenses that involved students completing exercises at their desks.
2) In her next lesson, Mariana taught using visual aids and gestures to communicate as the students struggled with English instructions. The students behaved well but seemed tired from the activities.
3) Over subsequent lessons, Mariana worked to foster more communication through activities like pair work while addressing challenges like student absences and maintaining motivation over multiple classes.
Myriam delivered an English lesson to a 5th grade class. She had to modify her plans due to delays and interruptions. She focused on a map activity to help students learn prepositions of location. Myriam introduced a story about a new teacher and had students do a listening activity with dialogues, only getting through 3 due to time constraints.
Final self reflection primary level gieser leticiaLety Gieser
The student completed their primary practicum teaching English to young students. They aimed to apply strategies learned and do their best. They created material on the topic of pets incorporating various activities and resources to engage the four skills. Students enjoyed the material and improved their language skills and motivation. The biggest challenges were getting students to use structures instead of isolated words, and introducing more English routines. The student learned the importance of student confidence and relationships, competitive games, and providing context for learning. Going forward, they would focus more on structures and finish planned activities, and improve materials and technology use. The experience reinforced using engaging strategies tailored to student needs.
The document describes Paula Schulze's reflections on four English lessons taught to a 4th year secondary level group. Paula focused on communicative language teaching approaches and used a variety of strategies like visual aids, group work, and discussions. The students reacted positively overall, actively participating in lessons and using English, though some lessons ran short on time or required improvements to practice structures more.
In her final journal entry, the trainee reflects on her last lesson with the secondary school class. She was able to create a friendly atmosphere with the students and they seemed engaged in the CLIL lesson about healthy habits. While classroom management is an area she still wants to improve, the students responded well to her teaching strategies and completed all the activities. This practicum experience has provided useful lessons for planning future classes and recognizing what teaching approaches are most effective.
The document summarizes an observation of an English language classroom. It notes that the teacher mainly talked at the beginning of class without engaging students. This lack of interaction between the teacher and students impacted the learning environment. Students were not engaged during the class, as many were on their phones or left the classroom, showing a lack of interest in the activity. The teacher used some tools like a handout and humor but did not address unexpected events like a student leaving. The class ended with the teacher checking answers, demonstrating students understood the listening task. However, more engagement of students is needed to achieve good results.
The document describes a student's observation of a resource teacher's lesson. Some key points:
- The teacher used both teacher-centered and student-centered approaches, including lectures, activities, group work, and involving students in the learning process.
- The lesson emphasized both mastery of content and real-world application of the material.
- The student analyzed whether the teaching was constructivist, inquiry-based, reflective, inclusive, collaborative, and integrative.
- In their reflection, the student concluded that student-centered approaches align best with K-12 guidelines and help students take responsibility for their own learning.
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.
This document is a journal entry from a teacher trainee, Gisela Restivo, describing her lessons with a 4th year secondary school class. Over the course of 8 lessons, she discusses various teaching strategies, activities with students, and her reflections. Some effective strategies included using the communicative approach, involving students in real communication, and using technology like videos. However, getting students to speak more English, rather than their native language, during class was an ongoing challenge that required improvement.
This document is a final report from a primary teaching practicum completed by Naiman Lorena at Colegio del Sur in Ushuaia, Argentina in 2015. It discusses observations from three English lessons with a fourth grade class. The report notes that the students had a very good level of English from receiving daily lessons. It also highlights the excellent classroom management of the teacher, Mariela Waczynski, and how she was able to create a respectful environment where students were organized and on task. The report concludes that good organization, mutual respect, and partnership between schools and families are important for effective classroom management.
TPD II 2016 - Journal Writing 2ndperiod- CanellasMCanellas
The document summarizes 4 journal entries by a student teacher, Mariana Canellas, about lessons observed at School 738 with teacher Analia Perez:
1) The first observation was of a grammar lesson where students completed exercises in present simple and present perfect tense. Mariana noted the teacher's methodology and discussed other activity ideas with the teacher.
2) Mariana's first lesson focused on communication using visual aids and L2 instruction. Students participated but spoke L1 at times.
3) The second lesson continued working on present perfect while introducing a video. Students enjoyed the video but some activities were omitted due to time.
4) The third planned lesson was cancelled due to teachers' meetings.
Final self reflection primary level gieser leticiaLety Gieser
The student completed their primary practicum teaching English to young students. They aimed to apply strategies learned and do their best. They created material on pets incorporating various activities and resources to engage the four skills. Students enjoyed the material and improved. The biggest challenge was getting students to use structures beyond isolated words. The student learned the importance of student confidence and relationships, games for enjoyment and learning, and contextualizing lessons. Going forward, they would focus more on structures and finish activities, and improve materials. The experience reinforced the value of different resources to engage students and how much they can learn in a positive environment.
This document contains a trainee teacher's reflections on three English lessons taught to a 5th grade class in primary school. In the first lesson, the teacher focused on developing the students' communicative skills through activities incorporating the four skills of reading, writing, listening and speaking around the topic presented. Students engaged well with the colorful materials and interactive activities. The second lesson connected the topic of giving directions to a story, and students were enthusiastic about choosing paths and completing writing activities. For the third lesson, the teacher aimed to improve students' writing skills through describing cities, though more scaffolding was needed for the writing portions. Overall, the students reacted positively to the lessons and engaged well with the various interactive materials and activities.
1) The document is the author's self-assessment of their teaching practicum with secondary school students.
2) The author felt their lessons went well and the students engaged with the activities and language, which gave the author a sense of achievement.
3) Looking back, the author had to adapt their plans due to lack of support from the regular teacher. They created their own materials to engage students. Looking forward, the author wants to further develop their creativity and use of technology in lessons.
Similar to Tpd naiman-observations123-secondary (20)
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Naiman - tpd - secondary final reflectionLorena Naiman
The secondary practicum took place at Colegio Provincial Kloketén in Ushuaia, Argentina. The school was experiencing many challenges including teacher strikes over unfair trials, lack of heating and water services during winter, and late and undisciplined student arrivals. The author had to modify her lesson schedule due to strikes, observing and teaching three different classes. Her lessons focused on communication over grammar using varied activities and digital resources. While some students were engaged, others were distracted, though the author gained confidence in managing groups. It was an exhausting but rewarding experience that highlighted the need to be resourceful and help disadvantaged students.
The document outlines a lesson plan for a secondary school English class focusing on healthy eating habits. It includes goals of developing students' speaking, listening, and reading skills through activities like discussing healthy and unhealthy foods, watching a video about junk food addiction, and reading about a teenage celebrity chef. The plan aims to help students order food and drinks in a restaurant and focus on the uses of "would".
This document provides details of an English lesson plan for a 4th year secondary school class in Argentina. The 80-minute lesson focuses on eating habits and healthy food. It includes activities to review food vocabulary, read about a teenage celebrity chef, discuss healthy eating, and watch a video on making healthy snacks. The lesson aims to develop students' speaking, listening, reading and language skills through group work and interaction with the teacher.
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This document provides details of an English lesson plan for a 4th year secondary school class in Argentina. The 80-minute lesson focuses on eating habits and healthy food. It includes activities to review food vocabulary, read about a teenage celebrity chef, discuss healthy eating, and watch a video on making healthy snacks. The lesson aims to develop students' speaking, listening, reading and vocabulary skills through group work, discussions and interactive activities incorporating their textbook and other materials.
1) The lesson observed music therapy techniques to help relax students at the start. Students were asked to breathe, feel their body, and connect with the earth. This created a calm atmosphere for learning.
2) The lesson covered past tense verbs using the PPP method. Students read comics about myths and answered questions to practice the new grammar.
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Tpd naiman - lesson plan 2 - primary - revised and cleaned- 7Lorena Naiman
This document provides details of a planned lesson for a 4th grade class in Ushuaia, Argentina. The 120 minute lesson aims to develop students' listening, speaking, and writing skills through activities related to describing characters. Students will review vocabulary about myths and be introduced to new words for describing personalities. They will listen to a short story, match descriptions to characters, and write their own character descriptions. Formative assessment will include interactive games and completion of class activities.
Tpd naiman - lesson plan 1- primary-revised and cleaned- 6Lorena Naiman
The document provides details of an English lesson for 4th grade students on the topic of myths. It includes the teaching points which are to introduce myths, present past tense verbs, and vocabulary related to myths and character descriptions. The lesson aims to develop students' listening, reading, speaking and writing skills through activities including watching a video, reading an article, discussing myths and writing about a character. The lesson plan outlines the classroom activities, materials, teaching approach, possible challenges and assessment of students' comprehension and vocabulary use.
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1. Trainee’s name: Naiman Lorena
Practicum level: Secondary
Group: 5th year ESO
Date: 29/10/15
Lesson number: 1 (40’ observation)
The school where I’ll be doing the secondary practicum is Colegio Provincial Kloketen,
located in Ushuaia, Tierra del Fuego. The school offers an integrated education based on
the ESO, by which students transit from 1st to 6th ESO (Educaciòn Secundaria Obligatoria)
years.
The group I’ll be working with is 5th “C”. It is a group of 20 students who are about 16 and 17
years old.
I’ve been talking to the headteacher and to the teacher of the group and they explained
that the school is relatively new, it doesn't have a PEI or a PCI and that many students
couldn't choose between this school or others as it is the one that covers their jurisdiction.
The teacher was open to my questions, doubts and suggestions; and she gave the
lesson with a last minute change and some problems with the resources she wanted to use.
The pedagogical principle that supported the planning and delivery of the lesson is the
communicative approach organized through the PPP procedure. There was a presentation
of the vocabulary students had to focus on and there was controlled practice with the
vocabulary; students couldn`t get to the end of the lesson (the production stage) because of
a lack of time. some characteristics of the lesson that directly relate to the communicative
approach are the contextualization of the vocabulary in a meaningful way as the use of IT for
students to watch a video, trial and error was accepted, and comprehensible pronunciation
was reinforced. All these aspects of the lesson gave place to communication as the main
goal of the lesson.
One of the strategies that the teacher of the group used was providing students with
comprehensible input. The teacher presented the topic that the lesson was going to be
about, in this case revision of the past participle of the verbs; and showed students a video
that was meaningful and appropriate for the students’ level. Another strategy was to make
the lesson visual, as the sentences that the students had to complete were supported by
images that contextualized them in the video. Cooperative work was also highlighted as
students had to get to a conclusion in groups, they had to choose the correct verb that
matched the sentence and it’s meaning in groups and write them down so that to collect as
many correct verbs as possible. The teacher monitored students production and enhanced
students’ work through positive feedback and a the possibility of a future reward for the
following lesson if they participated in the activity. After the lesson the teacher took notes of
the students that didn’t work during the lesson so that to keep track of their progress.
2. I think that all these strategies were useful as the teacher was always encouraging
students to participate, making sure that they enjoy the lesson and also profit from it at the
same time.
However, students arrived late to the lesson as it is the first subject they have in the
morning and there were some troubles with the smart TV the teacher wanted to use.
Therefore, the lesson was very short and students could only work for some minutes.
The students were surprised. They got to the school and were told to move to the library.
There, the teacher was preparing a video for them; it was something new, as the teacher
only works with the coursebook. They got really interested in the activity and participated
very well. Nevertheless, there were some students who didn’t work, they’d been listening to
music or playing games with their cellphones during the whole lesson. They were not
interested at all.
Although the lesson took only around 20 minutes, most of the students worked on the
activities offered by the teacher.
I think that the main aspect of the lesson was the moment in which the students had to
participate orally matching the correct verbs to the sentences, and at the same time
discussing its meaning helped by the pictures the video offered. In this moment of the lesson
students were really immersed in the activity.
Another positive aspect of the lesson was that the teacher kept a good rapport with the
students, she seemed to know them very well, she knew their names and also made jokes
with them. In general, there was a positive atmosphere and the group seemed used to
working with the teacher and they were really attracted to the possibilities that the teacher
offered them in her lesson.
Some aspects of the lesson that require improvement could be the organization of the
lesson, maybe the teacher could arrive earlier than the students so that to prepare the IT
tools necessary to give the lesson. Perhaps if she told students about the video and the
activities they were going to work with they would be more interested and get early to the
lesson.
I think that the teacher could work with extra activities, or could present the topics with
greater variety taking advantage from IT tools or even real life material that works as
meaningful input for the students, apart from using the coursebook. I have to reinforce the
fact that the teacher doesn`t work with extra material, and that this was the first time she
showed students a video.
The classroom organization could also work better if students had more time to organize
the groups so that to participate in the activities, to collaborate and cooperate among them
and with the rest of the groups. The teacher could think about the group organization and
include extroverted students with introverted ones, separate chatty students or enhance
students who do not usually work through activities that ask for cooperation.
What I like from this lesson is that I could try different ways to call students’ attention and
that I could offer them a variety of activities that complement the coursebook work. The main
idea would be to create a positive atmosphere so that they feel at ease with me in the
classroom. Nevertheless, the first impression is what counts, I hope to get on well with the
group and work as much as we can.
3. Trainee’s name: Naiman Lorena
Practicum level: Secondary
Group: 4”E” ESO
Date: 13/11/15
Lesson number: 4 (80’) Observation
This is a new group I had to observe.Students are at 4th form from the ESO and they are
around 15 or 16 years
The pedagogical principle that supported the delivery of the lesson was the communicative
approach organized through the PPP procedure. Through this approach students are
encouraged to learn the language in interaction; that is to say, they use the language to
share meaningful information. Some of the main characteristics of this approach are based
on the use of comprehensible input, the use of visuals and the need for negotiation of
information.
The lesson was delivered through the PPP procedure. The main aspect of the lesson was
the presentation stage in which attention was given to the main items to learn during the
lesson.
The teacher of the group used some strategies that helped students work with the activities
she delivered. One of the strategies was to monitor students while they were working on the
book’s activities. She gave positive rewards to those students who worked on the activities
or answered to her questions. Another strategy was to give clear examples about the uses of
“a lot of”, “much” and “many” on the board, using drawings and sentences which was a great
strategy as students could realize the uses of each case .
The teacher worked most of the time with those students who were eager to participate and
to complete the activities. At least seven or eight students arrived late or didn´t want to work.
But the teacher didn´t give them time to copy or to ask about the activity. They just worked if
they wanted to or just didn’t work. However, the teacher asked them to take a photo of the
activities from the book, so that at least students completed it at home.
The students used the book “Champions” level 2, Oxford; and the teacher focused the
classroom work only on it. They completed three activities during the lesson, and checked
the answers on the board which was helpful as they could check altogether.
4. I think that students were used to working this way as they just followed the teacher
instructions. They were also used to arrive late at school, to use the cellphone during the
whole lesson and to take a photo to the activities they have to complete at home.
Nevertheless, there were at least ten students that were eager to work and had fun working
making questions to the teacher and asking their doubts among them. They are also used to
working with the book
I think that the presentation of the items students had to learn was the most important stage
of the lesson. Students were presented the items through the use of examples that helped
them identify the uses of those new items. Moreover, the student’s – teacher rapport was
very good. They felt comfortable with her and some of them were enthusiastic completing
the activities.
I think that making the lesson visual could help students get a clear idea of the teacher
explanations. Maybe the teacher could work with more presentations or videos to help
students contextualized the activities.
Apart from that, the teacher could review the lesson when late students arrive to the lesson
so that to include them in the group.
I think that I could bring several contextualized activities to the class so that to give them the
chance to work with the language in different contexts. Besides, I could bring students
activities more related to real life situations so that to engage the group in role plays or even
performances by which they share information and develop communicative skills that help
them use the language for specific situations.
Trainee’s name: Naiman Lorena
Practicum level: Secondary
Group: 4th year “E” ESO
Date: 17/11/15
Lesson number: 5 (40’ observation)
1.
The pedagogical approach that supported the lesson was the communicative
approach organized through the PPP. Through this approach, teachers are
encouraged to present a lesson in which the main goal is to use the language for
communication. Through this type of lesson the teacher should be able to deliver
comprehensible input to the students. Besides, contextualization is a must and
visuals or any type of device that helps learners are useful to contextualize. There is
a strong focus on meaning more than on structure and contextualization gives place
5. for meaning to be understood. The teacher complies with several roles as for
example a resource, a guide and even a monitor. Their main purpose is to help
learners construct their own use of the language. Learners’ role is to become
autonomous through the teacher’s help and guidance.
2.
I have to clarify that the lesson was a short one as students were a little bit lost as
they haven`t seen the teacher for a while because of several teachers’ strike.
This was a very noisy lesson as there were several students who did not care about
English homework. The rest of the group made it clear that they only want to pass
the last semester.
The teacher presented the topic of the lesson on the board but she didn`t use
visuals, posters, or anything that could help students understand. She only wrote the
numbers of the pages they have to work with. I assumed that the teacher didn’t pay
special attention to contextualization as the topic of the lesson had already been
presented in past lessons. Students also have the book`s visuals that can help them
assimilate the meaning of a word or phrase with its use.
The teacher monitored all the students’ work as they were completing the activities
from the book. She went desk by desk asking students if they had any doubts, and
encouraging those who were working well to continue. She even encouraged
students to keep on trying if they were having difficulties to solve any exercise. The
teacher also guided those students who haven’t come to school for a long period to
catch up with the group activities.
I think that students are used to working this way as they just opened the book on the
selected page and started working.
Some students expressed that they were lost and called the teacher several times to
make her questions about what they had to do and how.
I think that monitoring the students’ activity was a good strategy as students could
find out if they were working as expected. However, the teacher could not cover all
the doubts and some students were lost during the lesson.
Another good strategy was to let students work in pairs or in groups. Only one group
was able to finish with the homework, but they succeeded in it. Therefore, I think that
if the teacher established pair or group work as a must to complete the activities, and
not only as a choice for students, the group would have got better results.
3.
Students were very chatty throughout the whole lesson. Some of them were using
the cellphone, others were drinking mate, and others were laughing out loud. Just a
few were really interested in the activities.
I think that students are used to working with the book and they just complete the
activities.
There seems to be a good teacher – students’ rapport and the group welcomes the
teacher suggestions positively.
The lesson was short and it seemed to me that students were only interested in the
last exam and in knowing if the passed the subject or not.
6. 4.
The most important aspects of the lesson were when the teacher monitored the
students’ work and when some students decided to complete the activity in group.
These two aspects were successful as at least some students showed interest in the
subject. Besides, they give some clues for my future planning: considering
monitoring as a core role and enhancing students to work in pairs or groups so that
they feel involved in the activity.
5.
I think that there could be some adjustments to the way the group works. However, I
also believe that this group has been working this way since the beginning of the
year, so adjustments could not benefit the group at this moment of the year. They
only want to know if they pass the subject or not. Therefore, I think that maybe the
teacher adapts her lessons to the students pace of work so that to avoid conflicts or
because of the fact that students miss lessons every week since October and they
feel lost when they come back to school.
6.
This lesson was really useful because it gave me an idea about the group, how it is
conformed, how they work, what their interests are and how I can work with them. I
think that I should plan a simple and clear lesson in which group or pair work could
be required.
A final thought: When I came into the classroom students said
Ss “Quièn sos vos?”
Me “Yo soy practicante y vengo a observar la clase”
Ss “Yo te diría que te vayas ya! Estàs en el peor grupo”
I’ll try to find out how to work with this group.