This document is Fatima Lourdes Duran Vásquez's teaching portfolio from 2014. It includes sections on her teaching philosophy, lesson plans, and principles of good teaching practice. Her teaching philosophy focuses on inspiring student learning and critical thinking skills. She aims to recognize different learning styles and create an engaging environment. The portfolio also includes a sample lesson plan from 2010 on developing English language knowledge through various teaching techniques like lectures and computer activities. It lists learning outcomes, stages, techniques, content, and resources for the lesson. The principles of good teaching practice section discusses encouraging student-faculty contact, active learning, feedback, expectations, and respect for diverse talents.

1. Portfolio: Teaching Practice
Curse: Teaching Practice
Fátima Lourdes Duran Vásquez
Universidad Gerardo Barrios Usulután

2. Syllabus
General Information
Course: servicio social
Credit-hour: 300 hours
Course drescription
The practices are a guide of teachings, with the purpose of applying educational texts,
which contribute a better academic performance.
Course General Learning Goals:
After having finish the social hour, students will be able:
-Apply knowledge, techniques, and acquired skills correctly
-Follow oral and written instructions
Instructional Strategies:
Before starting each unit, the instructions it was prepared each exercise it was explained
in detail.
General Information:
Instructor: Fátima Lourdes Duran Vásquez
School: Centro Escolar Cantón Samuria
Phone: (503) 26370856
Hours: Monday, Wednesday, and Friday (2:00-3:00 pm)
E-mail:fatima1991duran@gmail.com
Textbook and Other Resources
Radio, computer, paper.
Assessment of Learning:
PORTFOLIO BY FATIMA LOURDES DURAN (2014)

3. Personal Teaching Philosophy
I believe that the educationis one significant way to make our world a better place.
Education is not separate from the world, then, but Implicated in the Problems and
possibilities of our world. What might be called the function of education is most evident
for me when teaching school and researching in the discipline of rhetorical studies and the
larger field of communication. This profession definite belief in myself, of who I will be as
a successful teacher, for development of learning with the students. One of skill I will
utilized in building the before mentioned environment is found in the ability to
communicate efficiently with one´s students. I will also respond well to change in being to
get learning from others in trying new approaches in lesson construction and delivery.
My teaching methodology main objective is to inspire learning of content as well as
developing the skill necessary for students to explore content and draw intelligent
conclusions independently. I am committed to inspiring this critical exploration through,
stimulating aware of different learning , styles teaching across subject boundaries,
providing individualized accommodation , involving students in goals setting, where
appropriate and being able to recognize and seize the moment when teach able moment
occur. All of these approaches can be fostered through creative lesson planning. I aspired to
be instruments for providing instruction to students in the art of exploration. I will be the
guide for their student brings to the table, identifying what the student’s wishes to know
about a topic, and lastly assisting in the identificasion of what the classroom team has
learned.
The various qualities and methods discussed here provide the framework; for my successful
participation in the learning environment. This is the one area I have put the most effort
into and I believe it is one of my strongest qualities as an instructor. On the one hand, I
want to put students at ease so that they will ask questions and feel comfortable. I
implement multiple techniques to assess student learning over the course of the semester.
Particular assessment measures are used based on the developmental level of the course.
For introductory courses specifically, minute papers and point assessments are taken on a
regular basis. Such measures are implemented so that I may receive frequent feedback on
students’ comprehension of course content. In more developmentally advanced, upper level
courses assessment techniques such as reading journals are reviewed in order to highlight
relevant points and guide class discussions.
PORTFOLIO BY FATIMA LOURDES DURAN (2014)

4. E-learning and blended learning.
Each class I can asking to the students of their culture, any new experiences from their study new
technology. They can learn with spaces and enabling technologies encourage, in the class
the student’s spended more time on campus, increasing engagement and improving
retention. Understanding the traits and habits of students and potential should shape the
discussion of learning spaces. A quick scan of any campus will reveal students hanging out
alone or in small groups while reading, taking notes, writing, chatting, or simply enjoying
campus life. There may be another layer of activity beyond the obvious, however, enabled
by cell phones, iPods, personal digital assistants, and laptops. Both student habits and their
technologies raise questions. If students carry laptops to class, does this affect how we
equip the rooms. Will the generation that has grown up with video games, camera phones,
and home theater systems be satisfied they have opportunity for learn most of English.
Students can entertainment with environments, images the content of grammar and high
fidelity sound. Most students have played video games since childhood; almost all have
been exposed to them. In addition to sophisticated story lines and opportunities for
collaborative play, games employ stunning visual and sound effects along with complicated
story lines. Students may have technically advanced home entertainment systems featuring
large, high resolution displays and elaborate sound systems. Video-game consoles can
generate complex graphical data rendered in close to real time. Home theater systems rival
movie complexes. While students have access to more networked technology than their
predecessors, technology does not guarantee proficiency.
I can plicate diverse dimensions to the class; the students with the interspersed interactive,
discussion in group of work. I can talk about the ability of develop English to learner
around in their level; these techniques are maps of the lecture that facilitated their group
formed and save time. The presentation in the computer is designed for that the student
followed rule of English. The Seats in rows, that student get obtain learned better and
listened. As a result, classroom, and studio designed that provided the students with ample
Opportunities they can participate and become exit for learn.
PORTFOLIO BY FATIMA LOURDES DURAN (2014)

5. LESSON PLAN
CENTRO ESCOLAR CANTON SAMURIA
INSTRUCTOR: FATIMA LOURDES DURAN VASQUES
TIME: 30min
DATE: DICEMBER 11, 2010
OBJECTIVE:
LEARN TO DEVELOP THE KNOWLEDGE, WHICH IS OBTAINED DURING THE
CLASSES, WHICH ARE TAUGHT WITH DIFFERENT TYPES OF TEACHINGS
ACCORDING TO LANGUAGE ENGLISH.
Social hours
Teaching Practice
Learning Outcome
Write learning
Outcome
Type Learning
Outcome
Intellectual skill
Stages
Techniques
Content
Resources
Time
Beginning
Explain and
inform
-Global
English
-Board
-Computer
30 min
Computer
-posters
30min
Geography
Middle
LECTURE
Advertising
Talents
PORTFOLIO BY FATIMA LOURDES DURAN VASQUEZ (2014)

6. PRINCIPLES OF GOOD TEACHING PRACTICE
1. Encourage contact between students
and faculty.
In the classroom had to motivate the student to
put in practice all educational values, further the
text of reflection and duties. So that they could
have a better commitment and a good education.
2. Develop reciprocity and cooperation
among students.
Groups are made in different techniques, which
contributed to better performance of the class so
that it will work in a group, with ideals to be able
to develop the proposed content for educational
programs.
3. Encourage active learning.
Developed different dynamics to enable them
to better understand the classes, with
educational games because so were able to
participate in the evaluative work, with the
purpose of that could be organized better
4. Give prompt feedback.
with the review of questions provide feedback
could be as taught, and so could reflect on the
words and concepts that are not understood, is
asked suggestion reflect on the lessons of what
they learned
5. Emphasize time on task.
6. Communicate high expectations.
It is implement the responsibility, as the main
objective for the class, so continue with the
lessons and recognize the time, not to lose
control and not to feel the heavy class.
The results obtained could reward those who take
better notes. You could get a sweet, so to
encourage and support the given effort and
motivate others who followed the same dynamic.

7. 7. Respect diverse talents and ways of
learning.
Through various forms to the class, could capture
the capabilities that each student had, since some
were more active than others, with the use of the
materials could develop the class with more
enthusiasm.
REFERENCES:
BY FATIMA LOURDES DURAN VASQUEZ
Thorne, K. 2003, Blended Learning: How to Integrate Online and Traditional Learning,
Kogan Page, London
Carol y CLELAND Janell, (1995) the portfolio as a learning strategy,
Boynton/Cook publishers, United States.