This document is a Teacher Work Sample from a student teacher, Michael J. Sosa Cardona, completed during his practice teaching placement at Jose Campeche Community School in San Lorenzo, Puerto Rico. It provides background context on the school, including that it serves a lower-income population and struggles with behavioral issues and standardized test scores. It also describes the school's English program, the needs of the practice teaching group, and sets learning goals to improve student writing skills through engaging instructional activities and strategies.
From contextual factors to references (needs revision)michael_uprh
This document provides contextual information about Jose Campeche Community School in San Lorenzo, Puerto Rico and summarizes the school's strengths and challenges. It notes that 66% of students are lower-income and many students with behavioral issues attend Jose Campeche after being rejected from the more selective vocational high school. Though the school has advanced English and Spanish programs, it struggles with student behavior problems and standardized test scores. The document outlines three learning goals for a writing unit to help students learn the structure of essays and improve their writing skills. Assessments include pre-writing activities, draft essays, debates, and a final five paragraph essay to evaluate student progress.
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 summarizes the author's observations of classrooms in two school districts applying Danielson's four domains of effective teaching. In District 1, the author observed an AVID teacher and chemistry teacher who connected well with students and maintained an organized classroom environment conducive to learning. District 2 placed more emphasis on helping below-grade level students and using technology. Across districts, the author saw teachers forging relationships with students, including them as partners in learning, and clearly communicating expectations.
This document outlines the assignment for Práctica Docente III given by tutor Aurelia Velázquez. Students are asked to work collaboratively in pairs or groups of three to analyze the aims, roles, characteristics, and challenges of secondary education in the 21st century after reviewing source materials including a TED talk. They must submit a two-page reflective essay or 5-minute video by the deadline of March 26th. The document provides background context on goals of secondary education according to curricular designs from Rio Negro and Entre Ríos, and discusses challenges today including focusing too much on standardized testing rather than skills development.
This document outlines an assignment for students to analyze the role and goals of secondary education based on suggested materials including a TED talk. It discusses how secondary education should prepare students for today's globalized world by developing cognitive, linguistic, and cultural skills through diverse activities and texts. It argues that while the 20th century focused on teaching practices and contents, the 21st century requires new goals, redesigned pedagogies, and deeper learning to develop students' critical thinking and prepare them for a changing job market. Specifically, schools should cultivate skills like creativity, collaboration, problem solving, ethics and resilience to make students engaged global citizens capable of progressing society.
This document provides context about the classroom and institution for a unit plan. It describes the Liceo de Niñas de Concepción, a public school founded in 1884 with over 3,000 students ages 13-19. The school aims to provide high-quality education and access to higher education. It also describes the specific classroom, noting available resources and lack thereof. Student characteristics are then outlined, including some behavioral issues that impact learning. Factors like classroom management and rules are determined to influence planning for quality education.
This document outlines an assignment for students in a Práctica Docente III course. It provides instructions for students to watch a TED talk by Josef James on the role of secondary education in society. Students are asked to draw conclusions about the defining characteristics, aims, and foundations of secondary education based on suggested materials. They should also describe the modern learner and teacher while considering today's challenges. The document suggests secondary education needs to change to develop students' cognitive, linguistic, and critical thinking skills to interact effectively in a globalized world. Schools must offer new visions of learning to address technological advances and new pedagogical models are needed for deeper learning and work preparation.
The document analyzes a teacher's perspective on a course book used for teaching English. The teacher finds the course book provided by the Chilean government to be important, but thinks it focuses too much on grammar and needs more engaging, communicative activities. He supplements it with materials from other sources. While the course book provides structure, its topics are sometimes boring and it lacks suggestions for teaching diverse age groups. The teacher believes course books should be more updated to hold students' interest.
From contextual factors to references (needs revision)michael_uprh
This document provides contextual information about Jose Campeche Community School in San Lorenzo, Puerto Rico and summarizes the school's strengths and challenges. It notes that 66% of students are lower-income and many students with behavioral issues attend Jose Campeche after being rejected from the more selective vocational high school. Though the school has advanced English and Spanish programs, it struggles with student behavior problems and standardized test scores. The document outlines three learning goals for a writing unit to help students learn the structure of essays and improve their writing skills. Assessments include pre-writing activities, draft essays, debates, and a final five paragraph essay to evaluate student progress.
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 summarizes the author's observations of classrooms in two school districts applying Danielson's four domains of effective teaching. In District 1, the author observed an AVID teacher and chemistry teacher who connected well with students and maintained an organized classroom environment conducive to learning. District 2 placed more emphasis on helping below-grade level students and using technology. Across districts, the author saw teachers forging relationships with students, including them as partners in learning, and clearly communicating expectations.
This document outlines the assignment for Práctica Docente III given by tutor Aurelia Velázquez. Students are asked to work collaboratively in pairs or groups of three to analyze the aims, roles, characteristics, and challenges of secondary education in the 21st century after reviewing source materials including a TED talk. They must submit a two-page reflective essay or 5-minute video by the deadline of March 26th. The document provides background context on goals of secondary education according to curricular designs from Rio Negro and Entre Ríos, and discusses challenges today including focusing too much on standardized testing rather than skills development.
This document outlines an assignment for students to analyze the role and goals of secondary education based on suggested materials including a TED talk. It discusses how secondary education should prepare students for today's globalized world by developing cognitive, linguistic, and cultural skills through diverse activities and texts. It argues that while the 20th century focused on teaching practices and contents, the 21st century requires new goals, redesigned pedagogies, and deeper learning to develop students' critical thinking and prepare them for a changing job market. Specifically, schools should cultivate skills like creativity, collaboration, problem solving, ethics and resilience to make students engaged global citizens capable of progressing society.
This document provides context about the classroom and institution for a unit plan. It describes the Liceo de Niñas de Concepción, a public school founded in 1884 with over 3,000 students ages 13-19. The school aims to provide high-quality education and access to higher education. It also describes the specific classroom, noting available resources and lack thereof. Student characteristics are then outlined, including some behavioral issues that impact learning. Factors like classroom management and rules are determined to influence planning for quality education.
This document outlines an assignment for students in a Práctica Docente III course. It provides instructions for students to watch a TED talk by Josef James on the role of secondary education in society. Students are asked to draw conclusions about the defining characteristics, aims, and foundations of secondary education based on suggested materials. They should also describe the modern learner and teacher while considering today's challenges. The document suggests secondary education needs to change to develop students' cognitive, linguistic, and critical thinking skills to interact effectively in a globalized world. Schools must offer new visions of learning to address technological advances and new pedagogical models are needed for deeper learning and work preparation.
The document analyzes a teacher's perspective on a course book used for teaching English. The teacher finds the course book provided by the Chilean government to be important, but thinks it focuses too much on grammar and needs more engaging, communicative activities. He supplements it with materials from other sources. While the course book provides structure, its topics are sometimes boring and it lacks suggestions for teaching diverse age groups. The teacher believes course books should be more updated to hold students' interest.
This document is Pilar Escalona Requena's final practicum portfolio from her English pedagogy program in 2009. [1] It includes reflections on her observation and team teaching stages, examples of lesson plans and materials used, and evaluations from her teacher, herself, and peers. [2] During her observation stage, she felt welcomed by the students but saw issues with lack of authority and discipline in the school. [3] In her team teaching, she created challenging activities that the students were able to complete, showing that they had been underestimated and not pushed to their full potential previously.
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.
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.
3) Overall the lesson was well organized and students seemed engaged. The teacher had good rapport and control of the class. Music therapy techniques were an effective addition to the lesson.
Reflection on my role and expectations of the professional practicum experiencedannaet
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.
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.
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 teacher used to focus solely on grammar instruction and follow the textbook without reflecting on their teaching. After learning about reflective teaching techniques, the teacher now reflects before, during, and after each class to improve. They prepare detailed lesson plans, observe student participation and behavior, and analyze what went well or needs improvement. While challenges remain like mixed English levels, the teacher is committed to continuous self-reflection and development to become a more effective English instructor.
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 summarizes the author's reflections from different practicum periods working with students of various ages and levels. For the kindergarten period, the author realized the need to include a greeting and closing song to help students understand class structure. Various engaging activities were used to teach about toys. For the primary level, appealing contexts like health, sports, and illnesses were used to teach modal verbs and keep students focused. At the secondary level, varied activities and meaningful contexts related to students' interests were used to present grammar points and avoid distractions. Competitions with clear rules engaged the competitive students. Overall, the author learned about using different strategies to suit different ages and maintain student attention and motivation.
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.
The document describes a trainee teacher's observations of her practicum lessons teaching English to 1st year secondary students in Spain. During her first observation, she focused on getting to know the students and noticed their classroom was small with irregular desk placement. Many students did not seem engaged in the lesson and lacked textbooks. In her second observation, many students again did not participate and some wrote in their notebooks. She expressed doubts about her lessons. In subsequent lessons, she focused on communicative activities and personalizing instruction. Students seemed more engaged. The trainee worked to improve pacing and transitions between activities. Overall, the observations showed the trainee adapting her teaching based on the students' skills and engagement levels.
This document outlines the objectives, theoretical framework, methodology, and limitations of a research study exploring patterns of student-teacher interaction in elementary public schools in Lebanon and how these interactions relate to student attitudes toward school. The study will use a multiple case study design combining qualitative interviews and observations of teachers with quantitative student questionnaires to understand classroom environments from the perspectives of students, teachers, and an outside observer. Analysis will involve within-case and cross-case comparisons to identify patterns in expectations, feedback, and use of student ideas.
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 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.
This document contains observations from Ludmila Ruiz Díaz's practicum teaching English to a 5th grade class in Argentina. In her first observation, she notes the classroom is small with few resources. Students understand instructions well but only have 2 lessons per week. She is concerned about the lack of a clear syllabus. In subsequent lessons, she works on improving activities and timing, integrating topics like Harry Potter to make lessons more engaging. She reflects on ensuring students produce English and receives feedback. Overall, Ludmila aims to provide meaningful lessons while adapting to the challenges of the classroom context.
This journal entry discusses the author's experiences with observations as a teacher in South Korea. The author describes being observed frequently by Korean staff members when they first started teaching, with the observations becoming less frequent over time. The feedback received after observations usually consisted of a brief list of what went well and what could be improved. While this feedback was useful, it felt more focused on acceptability to parents/staff than teacher development. The most helpful observations provided clear expectations and constructive discussion of growth opportunities. The author believes peer observations for this class will be most beneficial if all parties view growth as a goal and provide constructive feedback in a supportive atmosphere.
Students’ comments as a tool for teaching reflectionA Faiz
This document summarizes a teacher's experience running an after-school English club for junior high students in Indonesia. Some key points:
- The teacher used games and fun activities to motivate the students and help them learn English. This helped the students stay engaged.
- Students provided feedback on the teacher's instruction at the end of the semester. The feedback was categorized as positive, negative, or no comment on the teaching method.
- While the student feedback was not as reliable as feedback from experts, it still provided valuable perspective on what did and didn't work from the students' point of view. The teacher aimed to continuously improve their teaching.
1) The author reflects on their experience teaching English to kindergarten students. They realized the students had little English exposure and needed more input.
2) They developed a routine for the class including greetings songs and used Peppa Pig characters and stories to engage the students. Activities included games, pictures, and real objects to reinforce vocabulary.
3) While the experience was challenging, the author is satisfied with building students' English skills and routine. They learned the importance of planning, classroom management, and including more cognitively challenging activities.
Leggi il nuovo numero di Fisac Varese Informa sull'ipotesi d'accordo del contratto dei bancari ed altro.
Visita la nostra pagina FB www.facebook.com/FisacCgilVarese e clicca MI PIACE.
Sedra Consultores es una compañía de consultoría estratégica que se enfoca en satisfacer las necesidades de sus clientes a través de soluciones sencillas, profesionales y prácticas. Los valores fundamentales de la compañía incluyen visión a largo plazo, trabajo en equipo, profesionalidad, integridad, cercanía y confianza. Sedra Consultores ofrece servicios de recursos humanos, traducciones, interim management y tiene oficinas en España, Chile y Argentina.
El documento argumenta que las nuevas generaciones están más acostumbradas al aprendizaje informal a través de las redes sociales y que los sistemas educativos deberían adaptarse a este cambio incorporando más elementos de aprendizaje informal basados en redes. Señala que el aprendizaje informal es importante para acceder a conocimientos tácitos y para mantenerse actualizado en un mundo dinámico, y que la mayor parte de la formación continua de los profesionales es informal. Finalmente, propone que las escuelas deberían ayudar a los estudiant
This document is Pilar Escalona Requena's final practicum portfolio from her English pedagogy program in 2009. [1] It includes reflections on her observation and team teaching stages, examples of lesson plans and materials used, and evaluations from her teacher, herself, and peers. [2] During her observation stage, she felt welcomed by the students but saw issues with lack of authority and discipline in the school. [3] In her team teaching, she created challenging activities that the students were able to complete, showing that they had been underestimated and not pushed to their full potential previously.
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.
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.
3) Overall the lesson was well organized and students seemed engaged. The teacher had good rapport and control of the class. Music therapy techniques were an effective addition to the lesson.
Reflection on my role and expectations of the professional practicum experiencedannaet
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.
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.
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 teacher used to focus solely on grammar instruction and follow the textbook without reflecting on their teaching. After learning about reflective teaching techniques, the teacher now reflects before, during, and after each class to improve. They prepare detailed lesson plans, observe student participation and behavior, and analyze what went well or needs improvement. While challenges remain like mixed English levels, the teacher is committed to continuous self-reflection and development to become a more effective English instructor.
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 summarizes the author's reflections from different practicum periods working with students of various ages and levels. For the kindergarten period, the author realized the need to include a greeting and closing song to help students understand class structure. Various engaging activities were used to teach about toys. For the primary level, appealing contexts like health, sports, and illnesses were used to teach modal verbs and keep students focused. At the secondary level, varied activities and meaningful contexts related to students' interests were used to present grammar points and avoid distractions. Competitions with clear rules engaged the competitive students. Overall, the author learned about using different strategies to suit different ages and maintain student attention and motivation.
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.
The document describes a trainee teacher's observations of her practicum lessons teaching English to 1st year secondary students in Spain. During her first observation, she focused on getting to know the students and noticed their classroom was small with irregular desk placement. Many students did not seem engaged in the lesson and lacked textbooks. In her second observation, many students again did not participate and some wrote in their notebooks. She expressed doubts about her lessons. In subsequent lessons, she focused on communicative activities and personalizing instruction. Students seemed more engaged. The trainee worked to improve pacing and transitions between activities. Overall, the observations showed the trainee adapting her teaching based on the students' skills and engagement levels.
This document outlines the objectives, theoretical framework, methodology, and limitations of a research study exploring patterns of student-teacher interaction in elementary public schools in Lebanon and how these interactions relate to student attitudes toward school. The study will use a multiple case study design combining qualitative interviews and observations of teachers with quantitative student questionnaires to understand classroom environments from the perspectives of students, teachers, and an outside observer. Analysis will involve within-case and cross-case comparisons to identify patterns in expectations, feedback, and use of student ideas.
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 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.
This document contains observations from Ludmila Ruiz Díaz's practicum teaching English to a 5th grade class in Argentina. In her first observation, she notes the classroom is small with few resources. Students understand instructions well but only have 2 lessons per week. She is concerned about the lack of a clear syllabus. In subsequent lessons, she works on improving activities and timing, integrating topics like Harry Potter to make lessons more engaging. She reflects on ensuring students produce English and receives feedback. Overall, Ludmila aims to provide meaningful lessons while adapting to the challenges of the classroom context.
This journal entry discusses the author's experiences with observations as a teacher in South Korea. The author describes being observed frequently by Korean staff members when they first started teaching, with the observations becoming less frequent over time. The feedback received after observations usually consisted of a brief list of what went well and what could be improved. While this feedback was useful, it felt more focused on acceptability to parents/staff than teacher development. The most helpful observations provided clear expectations and constructive discussion of growth opportunities. The author believes peer observations for this class will be most beneficial if all parties view growth as a goal and provide constructive feedback in a supportive atmosphere.
Students’ comments as a tool for teaching reflectionA Faiz
This document summarizes a teacher's experience running an after-school English club for junior high students in Indonesia. Some key points:
- The teacher used games and fun activities to motivate the students and help them learn English. This helped the students stay engaged.
- Students provided feedback on the teacher's instruction at the end of the semester. The feedback was categorized as positive, negative, or no comment on the teaching method.
- While the student feedback was not as reliable as feedback from experts, it still provided valuable perspective on what did and didn't work from the students' point of view. The teacher aimed to continuously improve their teaching.
1) The author reflects on their experience teaching English to kindergarten students. They realized the students had little English exposure and needed more input.
2) They developed a routine for the class including greetings songs and used Peppa Pig characters and stories to engage the students. Activities included games, pictures, and real objects to reinforce vocabulary.
3) While the experience was challenging, the author is satisfied with building students' English skills and routine. They learned the importance of planning, classroom management, and including more cognitively challenging activities.
Leggi il nuovo numero di Fisac Varese Informa sull'ipotesi d'accordo del contratto dei bancari ed altro.
Visita la nostra pagina FB www.facebook.com/FisacCgilVarese e clicca MI PIACE.
Sedra Consultores es una compañía de consultoría estratégica que se enfoca en satisfacer las necesidades de sus clientes a través de soluciones sencillas, profesionales y prácticas. Los valores fundamentales de la compañía incluyen visión a largo plazo, trabajo en equipo, profesionalidad, integridad, cercanía y confianza. Sedra Consultores ofrece servicios de recursos humanos, traducciones, interim management y tiene oficinas en España, Chile y Argentina.
El documento argumenta que las nuevas generaciones están más acostumbradas al aprendizaje informal a través de las redes sociales y que los sistemas educativos deberían adaptarse a este cambio incorporando más elementos de aprendizaje informal basados en redes. Señala que el aprendizaje informal es importante para acceder a conocimientos tácitos y para mantenerse actualizado en un mundo dinámico, y que la mayor parte de la formación continua de los profesionales es informal. Finalmente, propone que las escuelas deberían ayudar a los estudiant
Too often in the organization of this conference we have heard "but I don't have scalability issues".
This talk discusses what scalability issues actually are, and details why we all inevitably have them. Avoiding them, or delaying solutions until they are unavoidable, leads to making many bad "temporary" decisions that cannot be fixed further down the line.
I will discuss the methodologies and best practices that are required in order to be scalable, and describe the common mistakes they will temper, and why they should be implemented immediately. Finally, I will briefly touch on how to deal with rectifying the bad decisions that we all inevitably make, no matter how forward-thinking we are.
Talk I gave at the BarCamp 4 of Auckland (July 2010).
I talk about lessons I have learned during my facebook years.
I give tips about how to start a facebook application, how to grow and retain your user base and other various Facebook strategy tips.
I hope you will find it useful.
Este documento describe SOAP (Simple Object Access Protocol), un protocolo estándar para el intercambio de información entre aplicaciones a través de Internet. SOAP permite la comunicación entre aplicaciones independientemente del lenguaje de programación o plataforma utilizada. Un mensaje SOAP consiste en un elemento Envelope que contiene elementos Header y Body. El elemento Header transporta metadatos y el elemento Body lleva la petición o respuesta propiamente dicha.
Projecte estratègic Rubí Brilla - estalvi i eficiència energètica en tots els...ICGCat
Presentació realitzada per l'Ajuntament de Rubí, a la jornada organitzada per l'ICGC sobre noves tecnologies i nous productes al servei de l'Administració Local (29/05/2014)
Das brandnooz NOOZ Magazin erscheint jeden Monat und enthält neben interessanten neuen Produktvorstellungen aus der Lebensmittelbranche auch wertvolle Tipps & Tricks für begeisterte Hobbyköche und Backkünstler. Spannende DIY-Anleitungen, Rätsel und Ausflugstipps runden das Nooz Magazin ab. Viel Spaß beim Schmökern wünscht Euch das brandnooz Team!
El documento habla sobre la innovación metodológica, organizativa y tecnológica del portal de cursos abiertos de la UNED. Explica que el portal contiene 102 universidades, con enfoque en la metodología de educación en línea, el marco tecnológico y la innovación global y tecnológica. También discute el futuro del portal y temas como la certificación del conocimiento y la educación global sin fronteras.
El documento presenta un breve resumen de la historia del Instituto de la Santísima Trinidad, fundado en 1885 en Valencia, España por cinco mujeres dedicadas a ayudar a los pobres. Actualmente el instituto tiene misiones en Colombia, Bolivia, Madagascar y Argentina donde se enfocan en brindar educación, alimento y asistencia médica a niños y personas vulnerables. El espíritu de su misión es la misericordia, la liberación y la caridad para glorificar a la Trinidad.
El número de divorcios en España sigue siendo alto a pesar de la crisis económica. Los divorcios express o de mutuo acuerdo pueden tramitarse por aproximadamente 250 euros con un solo abogado y procurador. Sin embargo, las deudas contraídas durante el matrimonio ahora deben pagarse por separado, lo que hace imposible el pago para muchos. Además, las pensiones de alimentos para los hijos a menudo no pueden ser pagadas.
ILOSTAT, the new database of labour statistics, has been designed based on a number of key ideas among which the aim to reduce the overburden to data providers by supporting as many data channels as possible, to be metadata driven, and to adopt every possible standard, played a fundamental role.
With these in mind, we developed a bi-directional interface to allow the dissemination and collection of data and metadata from and to ILOSTAT through SDMX datasets and related artefacts.
The implementation project had to get over several issues, especially on the conceptual side.
In this presentation we are going to see how the Software architecture for the interface was defined, the concepts that conforms the ILOSTAT concepts scheme, how it deals with the Descriptive metadata, a crucial resource in ILOSTAT, the definition of the scope of the DSD, with its pros and cons, and the implementation of a virtual registry and versioning system.
(Presented at SDMX Global Conference 2013, Paris)
Esmeralda Español is a Filipino citizen currently working as a receptionist at Telal Resort and Heritage Village in Al Ain, Abu Dhabi. She has over 10 years of experience in front office roles including receptionist, front office administrator, and supervisor at hotels in Kuwait and Dubai. Español holds a Bachelor's degree in Hotel and Restaurant Management and is fluent in English and Tagalog. Her career highlights include checking guests in and out, handling reservations and inquiries, and ensuring great guest satisfaction.
Este documento convoca a una asamblea extraordinaria del Grupo Comunicar los días 12 y 13 de marzo de 2016 en Iznájar, Córdoba. El sábado habrá una visita al Castillo de Iznájar, un encuentro informal en el hotel, presentaciones de los socios, conferencias breves sobre temas educativos y una cena. El domingo comenzará con desayuno y la asamblea ordinaria del grupo, que incluirá la lectura del acta anterior y actualizaciones sobre las publicaciones del grupo como la Revista Aularia y Revista Comunicar.
- ValueCommerce is a leading performance marketing and affiliate network company in Japan, with over 1,600 e-commerce clients and 400,000 media partners.
- It has strategic partnerships with Yahoo! Japan, including Yahoo! Japan's affiliate program, to expand its network of over 400,000 affiliate partners.
- ValueCommerce provides affiliate marketing and online advertising services, including consulting, reporting, mobile affiliate programs, and search engine optimization through its subsidiary Sozon.
This document describes an action research project that aims to find effective ways to provide constructive feedback on ESL students' written assignments. The researcher plans to study various feedback methods and examine how to motivate students to write and revise their work based on feedback. The literature review discusses different feedback approaches and writing competencies expected of ESL students. The methodology section will outline how the researcher will collect and analyze data from students at three elementary schools to evaluate different feedback techniques.
Teaching faces many challenges. Large class sizes, poverty, low family involvement, and student mobility hinder student achievement. Understanding each student's development and needs is a challenge, as is balancing curriculum coverage with ensuring comprehension within limited class time. For language teachers, helping Spanish-speaking students learn English through only a few weekly hours of instruction is particularly difficult. Experience is needed to overcome the challenge of effectively teaching a new language using various techniques to engage students.
1) The teacher's philosophy is based on Social Constructivism and guiding students to become autonomous learners through demonstrations, explanations and tools.
2) At the beginning of their career, the teacher focused on the Communicative Approach using PPP for beginners and TBL for intermediate students. Technology, visual aids, songs and games are incorporated depending on age.
3) Understanding students' backgrounds, interests and learning styles is important for selecting meaningful material to create an engaging context for learning.
This document provides contextual information about a 2nd grade classroom. It describes the school demographics, including that 21% of students qualify for subsidized lunch. The classroom has 19 students grouped into high, medium, and low tiers based on assessment data. Several students have IEPs or other special needs. Lessons are differentiated based on tiered groups. The school follows Common Core standards and a behavior management system to encourage positive behavior.
The document provides information about a girls' high school in Concepción, Chile. It details the school's administration, size, location, community served, infrastructure, available learning resources, classroom organization, and collection of information methods. Specifically, it notes that the school serves female students aged 13-18, has around 37 students per class, and two students with autism. Resources include an English language laboratory and textbooks. Classroom organization involves traditional rows and the teacher using test results to evaluate learning. Information was collected through observations, interviews with teachers, and a student survey.
The needs analysis report summarizes data collected from a questionnaire given to 32 tenth grade students studying English at a school in Ibagué, Colombia. The data provides insight into students' preferred ways of learning English, interests, experiences with English outside of school, participation in class, and opinions. Key findings include that most students prefer learning through audio and music, feel motivated in English class but some feel anxious, and think their opinions should be considered in developing English classes.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
- The author conducted a needs analysis questionnaire at Carlos Lleras Restrepo school to understand the 10th grade students and inform her English class.
- The questionnaire looked at students' lives, preferences, challenges with English, feelings in class, and free time activities. It found that students are motivated but distracted by phones, and need more independent work.
- The top activities students found fun for learning English were videos and movies. Most students learn English outside of class, and feel their opinions are respected, though some have trouble expressing themselves.
This document summarizes a lesson plan for teaching communicative competence to first year English pedagogy students in Chile. It describes the context of the school and students, including that it is a private Catholic university that attracts academically strong students. It notes two key student characteristics - interest in participating and effective teamwork - and how these will positively impact instruction. It also describes two physical classroom aspects - a U-shaped seating arrangement and technology resources - and how these will help with teaching and engagement. Finally, it reflects on the importance of understanding students' context to plan meaningful lessons connected to their real lives.
This document discusses strategies for making education more engaging and meaningful for students. It advocates for viewing the school as a learning organization where students can take on social roles and learn outside the classroom. The document emphasizes individualizing education for each student and using innovative, creative teaching methods that develop critical thinking. It also stresses the importance of passionately engaging students, encouraging their development, and making curricula relevant to their lives.
1) The student was observing classes at School No. 4 where students were learning about children's rights, the difference between wishes and needs, and being evaluated through formative assessment using rubrics to provide feedback.
2) Among the students there were some conflicts but the teacher helped resolve them and promote respect. The students were interested in the student teacher and her partner, asking them questions.
3) The teacher had a good rapport with students, creating a friendly learning environment where students felt comfortable participating. This also helped students express feelings or concerns.
4) The school had many resources like netbooks and blogs that made learning more motivating, though technology could be distracting at times. It promoted cooperative work
The role of teachers in the 21st centuryMarke Greene
This document discusses changes in education systems and the role of teachers in the 21st century. It notes that schools are no longer just places of knowledge transmission but must teach students skills like finding and evaluating information. Teachers' roles have also changed from being the main source of knowledge to facilitating learning. A survey found that practicing teachers prioritize subject knowledge over pedagogical skills, unlike recommendations from the EU which emphasize skills like openness and creativity. The document argues teacher education must adapt to prepare teachers for their changing roles and responsibilities.
This document discusses strategies for teaching speaking skills to English language learners. It begins with an introduction to the importance of speaking practice and interactive language teaching. Several in-class activities are then described that encourage student interaction and oral production, including discussions, role-plays, brainstorming, story completion, and picture description. Suggestions are provided for teachers to maximize student speaking time and reduce correction of errors during activities. The goal is to create a rich environment where students have many opportunities to communicate in the target language.
The document discusses the differences and similarities between teachers and educators. While teachers focus on teaching curriculum in a classroom, educators have a broader role of instilling moral values and life skills both inside and outside of school. Effective teachers exhibit traits like competence, enthusiasm, creativity, caring, patience and tolerance. The document also addresses common challenges teachers may face like disciplining students, handling off-topic questions, and teaching in rural areas with limited resources. Overall, it argues that successful teachers balance being both effective instructors and responsible role models for students.
Projeto Knowing Thanksgiving - Parte escritaDenise
This document outlines a project to teach 4th grade students about the American Thanksgiving holiday. It will use activities and games to help students learn vocabulary related to Thanksgiving and cultural aspects of the holiday. Over 5 classes, students will learn about Thanksgiving traditions, foods, and how to ask and answer questions about the topic. The project aims to teach language in a fun, meaningful way to promote cultural understanding and communication skills.
Task 3 assess english learners group 14sttefanyPea1
The document discusses evaluating English learners with special needs. It proposes a written comprehension evaluation where students read a story created by the teacher and answer questions about it. This allows the teacher to assess each student's level of reading comprehension. It also proposes a visual activity where students watch an animated short about a value (e.g. friendship) in English and then draw what value they identified, allowing the teacher to evaluate their understanding. The evaluations are designed to be accessible to students with learning difficulties and provide data on each student's comprehension level.
The document discusses issues with the current school system and proposes an alternative approach. It argues that many students feel disengaged from school due to a negative experience and lack of perceived potential for success. The author proposes redesigning schooling to focus on making tasks meaningful and promoting a sense of progression in students' abilities rather than competition. Teachers at the author's school trialed this approach and found students became more engaged with learning.
This document provides a new analysis of a student named Anibal Miranda Ortiz based on observations and interactions by the case worker Michael J. Sosa Cardona. Key issues identified for Anibal include losing interest in class, irresponsibility, and a lack of study skills, which stem from focusing too much on his social life outside of school. A work plan is outlined with activities aimed at improving Anibal's English speaking skills and interest in reading, but progress is limited by absences and lack of engagement. It is determined that Anibal's problems extend beyond school and that he needs more support from his family at home.
Anibal Miranda, a student, has been showing behavioral issues including disrespecting teachers. His grades have also declined. The case worker organized meetings with Anibal's mother to address these issues, but she did not attend. Teachers observed that Anibal's behavior was problematic in multiple classes. Despite challenges, the case worker sees potential in Anibal and wants to help him improve his behavior and pass 12th grade, while the school considers suspending him.
Michael J. Sosa Cardona conducted a case study on a 17-year old student named Anibal Miranda Ortiz who attends Jose Campeche Community School. Anibal lives with his mother in Caguas and has average grades, but struggles in Spanish and English. He enjoys sports and cars and wants to study criminology and law. Anibal has some behavioral issues in class that distract him and others, but seems to do well in physical education and sports. The case study aims to understand the root causes of Anibal's behaviors and how to help him achieve his potential.
The document contains a set of guide questions for students to answer about the short story "The Tell-Tale Heart" by Edgar Allan Poe. The questions prompt students to discuss key plot points like the narrator's growing hatred for the old man's eye, the steps taken to kill him, what sounds the narrator hears after the murder, and how the story ends with the narrator's confession.
The document provides a test on the short story "The Tell-Tale Heart" by Edgar Allan Poe. It consists of multiple choice questions about plot details and literary elements in the story, a sequence of events exercise to put steps from the story in chronological order, a character analysis of the narrator where the test-taker must describe how he feels, thinks and acts, and short answer questions about capital punishment and the story's setting.
The document is a quiz from an English class at Jose Campeche Community School. It contains 15 multiple choice questions that test understanding of key terms related to the structure and composition of essays. The terms include thesis statement, topic sentence, introduction, conclusion, paragraph, and supporting ideas. Students are asked to match the terms with their definitions in order to demonstrate their knowledge of the basic parts of an essay.
The document is an English assignment for 12th grade students that involves analyzing and outlining an essay sample. The essay sample is titled "The Hazards of Movie Going" and discusses the difficulties the author faces in going to the movies, including getting to the theater, problems with the theater itself, and troublesome behaviors of some moviegoers. Students are asked to outline the essay by identifying its introduction, body paragraphs with topic sentences and supporting details, and conclusion. They are also given multiple choice and short answer questions to test their understanding of essay structure and elements.
The document contains a worksheet for 12th grade English students at Jose Campeche Community School. It provides prompts for students to write a reaction to the movie "Freedom Writers" by answering 5 questions in 3-4 sentences each. The questions ask about the plot of the movie, identifying with the situation, feelings after viewing, agreement/disagreement, and lessons learned.
This document is a teacher work sample from Michael J. Sosa Cardona completed during his practice teaching at the University of Puerto Rico in Humacao and Jose Campeche Community School. It was completed on April 30, 2012 for his English Department practice teaching course under cooperative teacher Sonia Almeida and practice supervisor Dr. Nilsa Lugo.
This document provides a table of contents for a lesson plan that includes contextual factors, 3 learning goals, an assessment plan with pre and post assessments, results from a pre-assessment, an overview of instructional activities and technology used, examples of instructional decision making, analysis of student learning for the whole class and subgroups, and reflections and references. The plan outlines the context, objectives, assessments, instructional approach, and analysis of student understanding for a lesson.
This document provides background information on a student named Anibal Miranda Ortiz. It summarizes that he is 17 years old and studies at Jose Campeche Community School, but has faced behavioral issues. It describes Anibal's home life, interests in sports and cars, academic performance of average grades except for lower marks in Spanish and English, and future aspirations to study law. The school counselor indicated there may be additional undisclosed factors influencing Anibal's behavior.
Comparison with initial handling of the problemmichael_uprh
The document compares the initial handling of Anibal's problems to the realization that he needs more support from his parents. Initially, the author tried different communicative approaches to understand Anibal and help with his lack of study skills and responsibility. However, the author realized they were not Anibal's parent and he needed the long-term support that only his parents, especially his mother who lives with him, can provide. While teachers and tutors can help, Anibal spends more time with his family outside of the 5 hours he is in school each day.
This case study examines Anibal Miranda Ortiz's behavior over several weeks. [1] Anibal initially seemed to be making progress but then his grades dropped significantly and he began disrespecting teachers. [2] Meetings were scheduled with Anibal's mother to address his behavior, but she did not attend. [3] The teachers want to help Anibal succeed due to his intelligence, but his behavioral issues are a major concern and risk of suspension or failing to graduate.
This document summarizes Michael J. Sosa Cardona's case study of student Anibal Miranda Ortiz. It provides a new analysis of Anibal's problems in school, comparing it to the initial handling. It finds that Anibal struggles with English and loses interest in classes, but can focus when under pressure. It also outlines Anibal's home life challenges and lack of parental involvement. The work plan chart details Michael's activities with Anibal from February to March, including progress reports and a home visit, finding Anibal absent from school and needing more family support.
1) The student, Anibal, often disrupts class but to a lesser extent recently.
2) Anibal has issues outside of school like family problems that influence his behavior and ability to focus in class. His parents do not spend quality time with him.
3) Getting to know Anibal better, the teacher discovered he has a very active social life outside of school that causes him to lose interest in school. His family issues are the root of his behavior problems.
This lesson plan aims to teach 12th grade students to appreciate music. The lesson will have students share their past experiences with music both orally and in writing. They will discuss their favorite artists and genres. The goal is for students to have a new appreciation for music by the end of the class through discussing their diverse experiences. The lesson will be assessed through a group discussion.
1. The lesson plan is for a 12th grade music appreciation class.
2. Students will discuss homework questions and vocabulary about music genres.
3. They will then listen to different types of music and discuss concepts about the genre.
1) The lesson plan is for a 12th grade music appreciation class.
2) Students will give oral reports sharing their experiences with a music instrument, artist, or song.
3) The goal is for students to develop an appreciation for music through reflection and performance.
1) The lesson plan is for a 12th grade music appreciation class.
2) Students will discuss their homework assignments and listen to a Bon Jovi song.
3) After reflecting on the song, students will express how it made them feel and have a new perspective for their oral reports.
1) The lesson plan is for a 12th grade music appreciation class.
2) A music artist will visit the class to talk about their experiences and bring instruments for students to interact with.
3) Students will listen to the speaker, ask questions, and reflect on what they learned to further appreciate music.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. University of Puerto Rico in Humacao
and
Jose Campeche Community School
TWS: Teacher Work Sample
MICHAEL J. SOSA CARDONA
PRACTICE TEACHING – EDPE 4006
PRACTICE GROUP – 12-8
COOPERATIVE TEACHER – SONIA ALMEDA
PRACTICE SUPERVISOR – DR. NILSA LUGO
XXX-XX-88880 April 30, 2012
English Department
2. Table of Contents:
Contextual Factors…………………………..…………………………………………………….1
Learning Goals…………………………………………………………………………………….4
Learning Goal #1………………………………………………………………………….4
Learning Goal #2………………………………………………………………………….4
Learning Goal #3………………………………………………………………………….5
Assessment Plan………………………………………………………………………………….6
Overview………………………………………………………………………………….7
Pre and Post
Assessment………………….…………………………………………………………….7
Design for Instruction………….………………………………………………………………….8
Results of Pre-Assessment………..……………………………………………………….8
Unit
Overview………………………………………………………………………………….9
Activities………………………...……………………………………………………….10
Technology………………………...…………………………………………………….11
Instructional Decision-Making….……………………………………………………………….13
Situation………………………………………………………………………………….13
Problems………………………...……………………………………………………….14
Analysis of Student Learning.………………………………………….……………………….14
Whole Class………………………………….………………………………………….13
Subgroups……………………………………………………………………………….19
Individuals……………………………………………………………………………….20
Reflection and Self Evaluation………………………………………………………………….20
References and Credits………………………………………………………………………….21
3. Contextual Factors
The Jose Campeche Community School is located in Emilio Buitrago Street in “El
Pueblo” of San Lorenzo, Puerto Rico. On the west, the school has the Generoso Morales Muñoz
Community School (middle school), to the north, Jose de Diego Avenue, by the south, the sports
complex of San Lorenzo, and by the east, the Hato Grande residence and the Las Mercedas
urbanization. “El Pueblo” of San Lorenzo, where Jose Campeche is located, has middle class
people and lower class people both. San Lorenzo has a population (as of 2010) of more than
40,000. The total of students in the Jose Campeche is of 606. As the years progresses, the total of
students by grade decreases. 66 percent (%) of students in Jose Campeche are lower level class.
San Lorenzo has only two high schools. The other one is the vocational high school.
Vocational high school has very interesting programs to study, but this school is very selective
with its students (note: this work will not emphasize on anything that is not on the guidelines;
that’s why not even the name of the vocational high school was given). So, most students that
have good grades and good behavior tend to go to this school rather than on the Jose Campeche.
This is why one of the things in Jose Campeche that resembles the school is the students with
behavioral problems. It is said by teachers that this is the main problem with the school. They
allege that the school is how it is because the vocational high school has the good students and
the Jose Campeche has the “bad students” (an inappropriate term used by teachers themselves).
The students in Jose Campeche do have very behavioral problems. That is not an opinion.
That is a fact. In this school, the students have much absenteeism, are always late to the
classroom, cut classes by a lot, tend to challenge authority from time to time, among other
factors. Note to make things clear: this does not mean that the Jose Campeche only has the black
sheep of the town. The Jose Campeche has something that Vocational school does not have and
would desire to have. This is the “Advance Program.” This is one of the things that sustain the
school from closing (according to some teachers). Jose Campeche teaches Advance English and
Advance Spanish. The school, although it has these brilliant programs, it lacks Advance
Mathematics. However, this is something the vocational school does not have, making the Jose
Campeche have a solid advantage over its competitor. With this program, students may have a
chance of taking other courses in the University instead of taking Basic English and Basic
Spanish.
Even though this school has the Advance Programs, it has a little problem. The Jose
Campeche has been in probation for five years. This is due to flunking in “Las
PruebasPuertoriqueñas.” It is rumored that the school may close if the students keep flunking in
this kind of standardized test. According to a student, these kinds of standardized tests “are not
important. You don’t need them to pass a grade. Therefore, why bother?” These were words
from my case study, Anibal Miranda (see professional notebook to see the profile of this student
in particular).
4. The four core values of the English Program of the UPRH (University of Puerto Rico in
Humacao) are seen to an extent in the school. The Jose Campeche High School recognizes the
diversity of the students to an extent. By this it means that the school knows and recognizes that
everyone is unique and learns differently. Also, that everyone is different from one another.
Other than that, the school teaches in a way that is direct. The English teachers have a really
strange method of teaching English. Even though the class is in English, the teachers tend to
switch to Spanish every time, like making translations (I really don’t want to state that this is the
grammar translation method because I could not bear with it). The teachers appear not to know
the multiple intelligences theory developed by Howard Gardner, the language experience
approach by Roach Van Allen, or even communicative language learning by Charles A. Curran,
all which are good to teach in different ways and where the students does much of the work. In
the end, diversity is not much emphasized like it is supposed to (in terms of learning).
The Jose Campeche High School is very behavioristic and a little constructivist. Because
of this, creativity is not pushed to the next level. I will explain deeply. The methods that the
teachers use are very direct. Balanced literacy is not applied like it is supposed to be. I’ve been
scolded because of not giving time to students when they do not answer and I give them the
answer. I have seen teachers done this also and not get scold at. Teachers don’t ask many
questions and when they do they are lower level questions. I believe constructivism is better
achieved when a teacher emphasizes on higher level thinking skills. Nonetheless, the Jose
Campeche, through the Advance Programs, targets leadership. That is something to be praised
for. Other than that, the target is minimal. With the Advance Programs, students are challenged
to think critically and do tasks that normally a student is not asked for. For example, to do and
design a play and be taken to stage. With this kind of task, students are challenged to work
cooperatively, to use language correctly, and be creative. One may see the leaders of tomorrow
like this.
Social transformation is achieved by the students, even though teachers do not teach to
meet this goal. I explain myself. Everything is a routine in Jose Campeche. Teachers give class,
cover material that was taught in previous years, and try to ensure that students pass the class
through poor means. Social transformation cannot be achieved through these methods. Social
transformation must be achieved when the students understands the necessity around him, when
he reflects and admits things need to change. Social transformation is achieved when the teacher
appreciates the diversity around him and projects it in the classroom so that students also
appreciate it; when the teacher is creative and students learn from that creativity and apply it;
when a teacher assumes the position of a leader and students see that and model that behavior.
The end result, a man or a woman ready to make the world a different place. This is where my
TWS begins.
The students I addressed were these kinds of students that need to be constantly in
interaction with one another. They are very social. Lev Vygotsky tells us and educates us in this
filed. Social constructivism is something that must take place in the classroom, especially in the
5. class of 12-8 (my practice group). The classroom only had a board, a marker, and an eraser.
When the projector arrived, everything was made possible. With it, now I can project
information, visuals, and videos, among other things through PowerPoint Presentations (PPP for
short throughout the presentation), Prezi Presentations, Youtube, among other sources. Before it,
the class was really limited, for example, to flashcards, an old method (which I do not criticize,
but have to admit that there are better ways to approach the student). Why were these methods
essential for their learning? These kinds of students tend to get uninterested easily. According to
the group profile tabulations (see professional notebook to see the whole result), the students
liked things to be really dynamic, attention getting, and social. They mentioned things like
hanging out, going to the beach, travel, suspense movies and comedy, video games, texting,
motocross (since they are in San Lorenzo, this is credible), among other things. Knowing this,
the thematic units were designed based on these results.
The students are very social but they lacked writing skills. Almeda, my cooperative
teacher, always emphasizes the second semester on writing. The students, according to Almeda
and themselves, know how to work on the essay, something that was not quite true. I took this as
a confirmation that the students needed to be taught and reinforced in the writing process. To
assess students, I designed three types of assessment. One was to draft an essay in the classroom
to know their strengths and weaknesses. Another, to write an actual essay after the process.The
last one, to give a test regarding the topic. In the end, I believe the students may be able to write
a full essay and know the rightful parts of the same. By the end of the unit, the student should be
able to: write an essay and know each detail of the same.
Still, I tried to address students through different techniques. With trial and error, winning
the students, as well as ensure their learning environment, was done possible. Even though
students have almost everything in the classroom (provided by the cooperative teacher), these
were all textbooks and dictionaries, things that, for the writing process, not all of them apply.
Nevertheless, learning was done possible.
6. Learning Goals
Learning Goal #1
The student will recognize the parts of the essay.
From Webb’s DOK, it is level 1. In this level, students recognize, identify, define, and arrange
the parts of the essay.
The activities that made this learning goal possible were working on vocabulary words as well as
show students examples of essays. Also, PowerPoint presentations that showed a clear synopsis
of what each part of the essay was.
English Content Standards and Grade Level Expectations Document (National Standards):
WRITING:
The student effectively communicates to a variety of audiences in all forms of writing through
the use of the writing process, proper grammar, and ageappropriateexpressive vocabulary.
W.12.1 Analyzes and assesses word choice to convey meaning; incorporates transitions, correct
grammar, syntax, and style.
W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative,
expository, and persuasive essays using the writing process; demonstrates a preferred style of
writing.
Learning Goal #2
The student will establish the parts of the essay by writing a draft of an essay with its rightful
parts.
From Webb’s DOK, it is level 2 and level 3. In these levels, the student will organize and
classify the parts of an essay as well as construct a draft of the same.
The activities that made this learning goal possible were debates, PowerPoint presentations as
well as writing activities to assess student learning.
7. English Content Standards and Grade Level Expectations Document (National Standards):
WRITING:
The student effectively communicates to a variety of audiences in all forms of writing through
the use of the writing process, proper grammar, and ageappropriateexpressive vocabulary.
W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative,
expository, and persuasive essays using the writing process; demonstrates a preferred style of
writing.
W.12.3 Uses creative writing styles to produce poems and other literary forms.
Learning Goal #3
The student will apply concepts learned by writing a five paragraph essay with minimal or no
errors in mechanics and structure.
From Webb’s DOK, it is level 3 and 4. In these levels, the student will revise, analyze, and
synthesize what was learned from the draft of an essay to apply concepts to design and create a
clean essay.
The activities that made this learning goal possible were PowerPoint presentations as well as
group discussions, reviews, active participation, and debates.
English Content Standards and Grade Level Expectations Document (National Standards):
WRITING:
The student effectively communicates to a variety of audiences in all forms of writing through
the use of the writing process, proper grammar, and ageappropriateexpressive vocabulary.
W.12.1 Analyzes and assesses word choice to convey meaning; incorporates transitions, correct
grammar, syntax, and style.
W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative,
expository, and persuasive essays using the writing process; demonstrates a preferred style of
writing.
W.12.3 Uses creative writing styles to produce poems and other literary forms.
The learning goals are appropriate because the standards for twelfth grade are that they
must already be making essays, things that these students weren’t able to do. Today, they it has
been made possible.
8. Assessment Plan
Learning Goals Assessments Format of Assessment Adaptations
Learning Goal #1 Pre-Assessment Graphic Organizer Speaking in a higher
and clear voice.
The student will
recognize the parts of Formative Quiz Key words on the
the essay. Assessment board stay to maintain
on the task given.
Provide multiple
Post-Assessment Teacher observation enlightenments to
students to clarify
doubts.
Learning Goal #2 Pre-Assessment Pre-writing activities Speaking on higher
voice and using
The student will write gestures to emphasize
a draft of an essay on the discussion.
with its rightful parts. Formative Draft introduction of
Assessment the essay, body, and Reinforcing by
conclusion of the repeating instructions.
essay separately
Clarify doubts and
Post-Assessment Teacher observation target uncertainties (in
any case) by
individual help.
Learning Goal #3 Pre-Assessment Debate Repeating instructions
when needed
The student will apply (although it was really
concepts learned by necessary in many
writing a five times).
paragraph essay with Formative Examination on the
minimal or no errors Assessment topic Provide time for
in mechanics and doubts and questions.
structure.
Post-Assessment Clean five paragraph Work with other
essay with rubric students to collaborate
and reinforce
learning.
9. Narrative of Assessment Plan:
The assessment plan is one that constantly monitors student’s learning and progress, in
difference with traditional assessment and evaluations. In this unit, observations were done
through a step by step process for ongoing and enduring ways to modify the unit in any case (if it
was necessary). The students lived the input hypothesis from top to bottom.
When coming up with assessment plans, constructivism didn’t cross my mind. Instead, I
acted as I was taught, constructivism applied but unconsciously. Monitoring student’s learning as
a pre, formative, and post assessment is not an easy job. Taking this challenge so early made me
feel like an experience teacher with tons of work to do.
The pre and post assessment are linked in every way with the learning goals. The first
learning goal consists of making students recognize what is the essay in every way and to
recognize the function of the same (the parts of it and what they do). With a graphic organizer,
the teacher can gather data on what the students know about the essay. With a quiz, the teacher
can gather data on the progress the students made throughout the lessons. With proper
observations, the teacher can monitor progress and see if the next learning goal can take place
effectively.
In the second learning goal, Students will start drafting an essay. Pre-writing activities are
planned in order to get student’s mind running to pick a subject on what to write about. Making
it a free topic will motivate students to write about something in particular. In the formative
assessment, students will start drafting an essay through a step by step process. First, they will
draft an introduction, then a body, and finally a conclusion. They will try to do it separately. This
formative assessment will reinforce the skill for when students start writing the clean essay. This
is because, by then, the students will have feedback and will have their errors corrected. With
proper observations, the teacher can monitor learning and see if the students are ready to take the
next challenge, the third learning goal.
The third learning goal is really a challenging one. In order to apply concepts and
synthesize information learned throughout the learning goals, the students will engage in a
debate of some sort. With this, the teacher can monitor growth in the students and their way of
seeing the content being taught and how do they apply it. This feedback can serve to create the
formative assessment. In the formative assessment, the students will be examined. The test will
be one where the students will apply concepts learned. This test will be to prepare the stage for
the post-assessment. With the test, the teacher will determine whether the students learned
throughout the unit or not.
This step will be a really important one in this unit. For the post-assessment, the students
will hand-in the clean essay. This clean essay will say a lot of the student. This assessment will
be compared with the first assessment ever given. The teacher will compare and contrast data
10. from the first assessment with the post-assessment. The information gathered will tell if,
throughout the unit, the students learned and if the unit served its purpose.
The assessments are appropriate for this grade because it is a twelfth grade. In twelfth
grade, the students are supposed to even write papers after doing research. These students didn’t
even know how to write well a paragraph on their own. Still, these assessment instruments
measured learning because the students were taken to a next level and the teacher monitored the
learning progress so that learning took place effectively.
Design for Instruction
Results of Pre-Assessment
To design for instruction, as a pre-assessment, students should draft an essay. I didn’t
give the students a formal pre-test with instructions and all. Instead, I gave them a blank paper
with instructions given orally. The students were supposed to draft an essay. They said they
knew the concepts, so it was time to test them. When the students received the papers, they all
complained. The students knew the concepts but they didn’t know where to localize them,
identify them in a paper, or organize them.
The students gave their papers again, some blank like it was given, others with marks and
things that they had erased. This meant that the students needed to be taught the subject of the
essay from top to bottom. As a conclusion, the students did not need to be reinforced in the
subject. I needed to start from scratch, from zero, from “nada.”
Results of Pre-Assessment
25
20
15
10
5
0
Results of Pre-Assessment
11. The blank paper led me to understand that these kids knew what the essay was and its
rightful parts but did not know how to apply them correctly. In other words, they knew what the
essay was but did not know how to write one correctly and when they were asked to write one,
they could not perform it. When the students gave me the paper like I gave it to them, I knew I
needed to start from scratch. The students needed first to really recognize and understand what
the rightful parts of the essay were.
Unit Overview
I prepared a writing workshop thematic unit. The student would be taken through a step
by step process. In this thematic unit, the student would start learning from the title to the last
period of the essay. In the exploration activity, the students would get familiarized with the parts
of the essay. They would work with vocabulary words and examples of essays. In these
activities, the learning goal being assessed is the first one.
In the conceptualization of the unit, I would give students a handout with an example of
an essay. This essay would be “The Hazards Movie Going” by John Langan. Why this essay?
This essay by John Langan is one of, if not, the best example of a basic essay. In this learning
goal (number two to be precise), I am targeting the students to draft an essay. To achieve this, the
students will be exposed to an example of a basic essay that has all the parts of the same. Also, in
this phase, the students will learn more deeply what is the introduction, body, and conclusion of
the essay and how do these function as a structure and as a whole.
In the application phase, the students will work on drafting the essay by parts. The
students would start to work with the title, then the main idea, then the introduction, then the
body and finally the conclusion. In this phase, the student will analyze what he wrote to produce
a clean form of their draft with minimal or no errors given. This would be the final product.
Learning goal three is seen in this phase.
Day Learning Goal Activities
Day 1 #1 Recognize the parts of the Brainstorm ideas
essay
Day 2 #1 Recognize the parts of the Students will work on
essay vocabulary words
Day 3 #1 Recognize the parts of the Students will identify the
essay vocabulary words in the essay
Day 4 #1 Recognize the parts of the Students will identify and
essay recognize the parts of the
essay in the essay “The
Hazards of Movie Going” by
John Langan
Day 5 #2 Draft an essay Students will draft the
12. introduction of an essay
Day 6 #2 Draft an essay Students will work on their
body of the essay
Day 7 #2 Draft an essay Students will work on their
body of an essay
Day 8 #2 Draft an essay Students will work on their
conclusion of an essay
Day 9 #3 Write a five paragraph Students will take a test on the
essay unit being taught
Day 10 #3 Write a five paragraph Students will hand in their
essay clean essay.
Activities:
I started teaching the students what were the introduction, body, and conclusion of an
essay. In these lessons, I learned that the students really did not know what the proper uses of
these parts. They only knew the essay possessed them. I gave the students homework where they
had to look for 15 vocabulary words to know the proper term of each part of the essay and to
look for examples of essays. The terms I taught them were:
1. Essay
2. Thesis statement
3. Restate thesis
4. Composition
5. Write
6. Copy
7. Draft
8. Topic
9. Introductions
10. Supporting details
11. Conclusion
12. Closing statement
13. Topic sentence
14. Structure
15. Paragraph
Around 25 percent of the students did not do the homework. I realized this would be a
problem for the future. This made it tougher to apply the concepts learned. Also, with an
example of an essay (The Hazards of Movie Going by John Langan), I helped the students
identify the parts of the essay. After giving students various opportunities, they were assessed
with a quiz. This was a matching. The students flunked the quiz. The results led me to reteach
13. the concept. After re-teaching, the students aced the second quiz. This was a perfect assessment
plan. Learning goal number one was achieved powerfully.
The next activity would be to draft the introduction of an essay. Before this, the students
were given various PowerPoint presentations (PPP) as reinforcement but also to know the parts
more properly. In the first draft, the students chose a topic (it was free topic) and they made the
draft on an introduction. It was a success. The results told me that they were making grammar
errors and that they had problems with mechanics (syntax, word order). After that, they were
asked for the body and the conclusion, and it was also a success. They showed the same
problems. The students had errors in their papers, grammar errors especially (just like in the
work from before). Learning goal number two took place here. It was sad to see so many errors,
but it was a draft. Errors were possible in this stage. However, there came the time when I, as a
teacher, feared for the works to be handed in.
Still, after giving them back their drafts with their proper recommendations of what to do,
the students developed a five-paragraph essay with minimal errors and syntax problems. It was a
success. Before this, however, the students participated in a debate, which served as an
assessment instrument to evaluate and judge their learning. With the results of this debate, I
could say that the students were well prepared for their clean essay. After this, the students took
a test regarding the writing workshop. It was a cooperative work. The students had more than a
week to complete it. The results were fair. The third learning goal is seen on this phase.
Technology:
A constructivist class should involve technology. In the process of the learning goals, the
students will interact with PowerPoint Presentations. These will be seen by the projector (in-
focus) connected through the laptop. Also, they can interact through the internet and Prezi
presentations. One can use these devices and gizmos because it gathers the attention of the
student and the class can be more actively like this. The internet can be used to gather
information such as essays. With these essays, the students can have a clear idea of what a basic
essay looks like.
14. Design for Instruction Visual Organizer: Outline Form
Essay:
Proper concepts
Essay
Thesis statement or main idea
Restate thesis
Goes on the conclusion of the essay
Composition
Write
Difference with copy
Copy
Difference with write
Draft
Topic
Introduction
Contains main idea
Supporting details
Conclusion
Restate thesis
Summary of main idea
Closing statement
Topic sentence
Structure
A body without its proper parts cannot function
Paragraph
Parts of the essay
Topic
Proper topic
Not too broad
Introduction
Thesis statement
Main ideas
Body
Structure
Main ideas
Supporting details
At least three paragraphs
15. Conclusion
Closing statement
Restate thesis
End your essay
Instructional Decision-making
To start, I modified my thematic unit. I had first created a thematic unit where the
students drafted an essay completely. After that, through the process and lessons, the students
would then come to realize how incomplete the essay was. With all this taught, the student would
have learned the terms and concepts of the essay correctly and the development might have been
a more solid one… I was wrong, and I assumed wrong. The learning goals were correct, but the
approach and the way, the content would be taught needed to be modified.
At the beginning of the phase where I had to start teaching, I wanted students to draft an
essay. According to data gathered from the cooperative teacher, the students took classes with a
teacher called Diana Cruz. This teacher focused a lot on essay writing. Since the students passed
her class, it was logical that they would master the subject given. Also, according to our national
standards, the Content Standards and Grade Level Expectations given by the DEPR (Puerto Rico
Department of Education), the students, by the age of seventeen, twelfth grade, they are
supposed to even do research to build an essay.
However, there were situations that cause to modify, not only my lesson plans, but my
whole unit. The students were not responding to the activities and the instructions given by me,
the teacher. The students didn’t know how to organize ideas for an essay. The methodology was
not the problem, but rather the approach. A more appropriate approach was needed and a more
interactive and dynamic class was necessary.
To keep mastery of the subject, I decided to integrate two curriculum materials and
modify the methodology. The curriculum materials chosen were “Writing for the Real World”
and “You Can Write” textbooks. These books were property of the classroom. Also, they were
not adapted to the school. It was Almeda’s decision to incorporate these wonderful learning tools
to the classroom (note that Mrs. Almeda is –or was- my cooperative teacher). Like this, the
concepts that were not understood would then be targeted with a more wide knowledge of the
aspect.
Also, when deciding to teach the whole unit, I decided to change the way I
communicated myself to them and try to have a little more control over the class. The students
had much behavioral problems, so I needed to be a little more firm, authoritative, and confident.
If not, students would get distracted with cellphones, mirrors, MP3s, among other things. I would
16. also try to make sure the student’s follow me as a model, but that has always been too hard.
Distraction was a demon that surrounded the classroom while I gave class.
Throughout the modified unit, there were changes made, also. Even though I decided to
take things pace by pace, the students didn’t master some of the content being taught, so
activities and changes to lesson plans were necessary. For example, students had to outline an
essay since the middle of the unit, and that had to be changed so that they outline the essay later
on. Also, in the unit, students were really not in to activities on the board or just calling their
names to participate. I decided to change that and apply PowerPoint Presentations and have a
little paper ball and throw it at them if I wanted them to participate.
Analysis of Student Learning
Whole Class
Pre and Post Assessment
The students started with a pre-test. The students brainstormed ideas and tried to draft an
essay. The word “tried” is used effectively because nobody managed to do it. The next graphic
shows the details. It seemed that learning did not take place the year before this one. According
to the results, everything needs to be started from scratch. These were the results gathered from
the first pre-assessment of the learning goal number one. It is compared with the results of the
post assessment of learning goal number three.
Student Results of Pre Assessment Results of Post Assessment
1 0 37
2 0 -
3 0 47
4 0 20
5 0 50
6 0 50
7 0 49
8 0 30
9 0 39
10 0 10
11 0 50
12 0 40
13 0 46
14 0 10
15 0 22
17. 16 0 49
17 0 25
18 0 30
19 0 45
20 0 50
21 0 -
22 0 46
50
45
40
35
30
25
20 Pre-Assessment Given
15 Post-Assessment Given
10
5
0
The pre-assessment consisted of a graphic organizer were the students said everything
they knew regarding the essay. In the pre-test, the students failed. The students weren’t able to
complete it, or rather, not even start it. The students knew the theory but did not know how to
apply it. Through the learning goals, the students learned the parts of the essay, learned how to
draft an essay, and at the end, did an actual essay. Compared to the first assessment, the pre one,
the students were able to complete it. As seen in the graphic above, most student did well on the
post assessment that on the pre-assessment. We could say that learning took place.
Quiz #1 and Reposition of the Same
The students started with the parts of the essay. Throughout the process, various
observations were made. The students made progress throughout the days. The first learning goal
consisted of just knowing the concepts before going to a stage where they had to apply the
18. concepts learned. After analyzing the results of the quiz given to the students, I decided to
reteach the concept being taught. In the first goal, the students were supposed to recognize the
pats of the essay. After analyzing the data from the first quiz, the first goal was not being met.
Most students were flunking. The following data is from the first quiz given. It is compared with
the reposition of the quiz.
Table #1: Quiz #1 (15 points)
Student Results of Quiz #1 Results of Quiz
#1Reposition
1 7 -
2 1 9
3 5 14
4 10 14
5 7 13
6 5 -
7 13 14
8 6 11
9 11 14
10 0 8
11 11 13
12 - 14
13 11 13
14 - 12
15 6 12
16 5 11
17 11 13
18 13 13
19 6 10
20 5 10
21 13 -
22 - 13
19. 14
12
10
8
6 Quiz #1 (15 of value)
Quiz #1 Reposition (15 of value)
4
2
0
Students here are arranged by last names first. In other words, the order is the exact same
one from the roll book and register (as so it is in the other graphics). According to these results, I
needed to reteach my lessons. My students were not learning enough and I was not reaching my
goal. I was not getting through them to help them construct their own knowledge. It seemed that
working with an actual essay was not that simple for them. Still, looking at the results, some of
them were doing really well. A group in specific was learning. Still, it was a small group, not big
enough to keep forward with the learning goal. So, a reposition was made in order to reteach the
lesson. In the reposition, the students did excellent. Around 71% of the class passed the quiz.
Learning was taking place as seen on the graphic above.
Test: The Essay
Student Results of Test (52 points of
value)
1 37
2 48
3 48
4 40
5 40
6 46
7 48
8 46
20. 9 46
10 37
11 40
12 40
13 37
14 40
15 40
16 40
17 46
18 48
19 37
20 48
21 40
22 40
Test: The Essay (52 points of value)
50
45
40
35
30
25
20 Test: The Essay (52 points of
15 value)
10
5
0
The last representation consisted of a test. This was a test regarding material from the
essay, but applied. The students did a group test, home test, where they had to outline an essay,
apply theory, and answer short answer questions. Like before, the test was a success. Around
81% of the students did really well on the test. Learning took place. It was the third learning goal
and it was taking place effectively. Students were learning and applying what they had learned.
After this, the post-assessment was given and the results told that the students learned effectively
the concept (see graphics above for post -assessment data).
21. Subgroups
The subgroup chosen is made up of four boys and three girls. These students had a
somewhat good performance over the English language. Also, their competence was rather
skilled. This is the reason why this particular group was chosen. The data tells that, at first, the
students did not master well the subject being taught, but that throughout the days, the students
started dominating the material.
16
14
12
10
Girls Language Performance
8 Pre-Assessment
Girls Language Performance
6 Formative Assessment
4 Girls Language Performance
Post-Assessment
2
0
student 1
student 5
student 12
16
14
12
10 Boys Language Performance
Pre-Assessment
8
Boys Language Performance
6 Formative Assessment
Boys Language Performance
4 Post-Assessment
2
0
student 7 student 9 student student
11 20
22. Individuals
Student 10 was a male, while student 12 was a female. Student 12 had lots of
absenteeism, while student 10 had almost perfect attendance. Yet, student number 12 did really
well, or rather excellent, compared to student 10. Student 10 was one that liked to talk in class a
lot. Student 12, on the other hand, was always responsible with her work, even though she was
almost always absent.
It is important to have an understanding of the learning of these two candidates because,
inside the classroom, one can encounter many variables that affect learning. Take for example
these two students mentioned above. One was always in the classroom. Still, his mind was like
he was not in the classroom. Compared to the next student, she was almost always absent, but
she was responsible for her work.
However, there is something that impacts my senses. How was the learning compared
from one to another? These two passed the same experiences inside the classroom only with
different impacts. Their motivation for learning was really different. I never got so many chances
to modify student’s 1 behavior or the way he did things. Still seeing student 12 do her stuff made
me realize how much learning must have been happening around those who really wanted to
learn.
Reflection and Self Evaluation
Even though my students did really well in the three learning goals, in the first one, since
it is a subject where they have to give their all, the process is rather difficult. Still, when my
students arrived at the third learning goal, one could see the progress happening, and that made
me real happy. However, I have to admit that it was on the final learning goal where the students
really showed mastery of the subject matter, compared to the first one (the least successful one).
I have to admit that I have a long way to go as a teacher. My students learned, I have to
admit it, but I believe I could have done better. Still, I believe the unit was a great success. It was
my first unit to teach students, my first lesson plans, and my first experience officially working
with students. Moreover, it was really important for me because my students learned and apply
the concepts learned, and that is all that matters.
Most teachers don’t derive their classes from the Content Standards and Grade Level
Expectations. It was until the other day that the teachers realized that this document was revised.
This is something that is disquieting. Still, I was trained by the UPRH (University of Puerto Rico
in Humacao), in other words, I was the difference among those teaches that didn’t even knew the
document was revised. Also, the things I was inculcated with made the difference. Sometimes,
the quantity and magnitude of education received speaks more than a hundred year-old
experience.