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Facultad de Educacin

Pedagoga Media en Ingls


Sede Valdivia

Project: This is

Integrantes: Kerthy Rivas
Fernanda Herrmann
Asignatura: Teaching Methodology III
Docente: Paulina Tapia
Fecha: Junio, 2013




Project: This is my body



Fernanda Herrmann
Asignatura: Teaching Methodology III


I. INTRODUCTION
A classroom project is a prolonged educational strategy based on a contructivist
approach of the teaching/learning process which enables the construction of knowledge by
the students. This is a collective construction because it must be done with the aid of the
teacher and the school community (parents, other teachers, experts in education, etc) to
achieve a meaningful and deliberate learning.
This kind of project helps students to develop several skills such as:
- Creativity
- Effective team work
- Problem solving capacities
- Solidarity
- Critical thinking and analysis
- Self-esteem reinforcement
- Etc
Specific to the English area, a classroom project would favor the students by giving
them a much more creative and interesting way of internalizing the second language
without the usual stress. By practicing the contents through new activities that last a
long time, it is more possible for students to acquire the language instead of solely
memorize it.


II. OBJECTIVES
2.1 GENERAL OBJECTIVES
Recognize the different parts of the body.
Express and communicate through body language.

2.2 SPECIFIC OBJECTIVES
Learn the outer parts of the body using the vocabulary in English.
Recognize the different activities in which to use each body part.
Learn various techniques of body language and expression.
Select and use a specific technique to develop in groups by the end of the semester.
2.3 TRANSVERSAL OBJECTIVES
Develop appreciation and respect for the human body.
The initiation into the knowledge and use of body language and plastics.
Develop the enjoyment for creation.





III. EDUCATIONAL CONTEXT
3.1 GENERAL BACKGROUND
Laico School from Valdivia is located in #1991 Gonzalo Bustamante Street. It is a
subsidized school that imparts a mixed and secular education. This year, 2013, it has an
enrollment of 374 students which starts from preschool (kindergarten), to basic education
and secondary education. Inside the school there are 14 classrooms, 1 gymnasium, 1
computer laboratory, 1 canteen for the students to use at lunch time, 3 rooms for the
administrative area, and 1 staffroom. It has a total staff of 32 people including 22 teachers,
paraprofessionals and assistants.

3.2 CLASS FEATURES
This Project will be held at the 8th Grade which is composed of 24 students; specifically 13
girls and 11 boys. The students ages fluctuate between 12 and 14 years old with a low
intermediate level of English. Inside the class there is one student that presents Attention
Deficit Hyperactivity Disorder (ADHD) therefore must be evaluated differently from the
rest of the class. The socioeconomic level of the class is average and in relation to the
educational level of the class parents it can be mentioned that the majority has Professional
Technical Education and University Education.



IV. PROJECT STAGES
4.1 FIRST STAGE PLANNING:
Estimated time: 1 month.
- Diagnostic evaluation.
- Project proposal.
- Objectives definition.
- Activities definition.
4.2 SECOND STAGE STARTING THE PROJECT:
Estimated time: 2 months.
- Development of activities.
- Group choosing.
- Creation of final presentation (each group).
4.3 THIRD STAGE EVALUATION:
Estimated time: 1 month.
- Stage construction.
- Evaluation.
- Conclusions.




V. ACTIVITIES DESCRIPTION
a) Diagnostic test: After a diagnostic evaluation to determine the students level of
English, the teachers propose a brainstorming to decide as a class different
alternatives to increase their English skills.
b) Choice of Topic: The teachers present the contents for that semester and the
students choose the This is my body Unit and come up with the idea of the project
to learn in more fun way. The class decides to use the name Getting to know my
body.
c) Previous Knowledge: Before starting with the project, the teachers ask the Natural
Sciences teacher to visit the class and they all have a discussion with the students in
order to determine their previous and actual knowledge of the topic chosen.
Everybody shares their knowledge, beliefs, doubts, questions, and expectations
about their body which are written in a piece of paper by the teachers and one
student (to have two copies in case one is lost) for later.
d) Definition of objectives: The teachers separate the class in groups and ask each
group to think of one goal they want to achieve during the semester using the Unit
chosen. As a class the students, with the help of the teachers, choose the more
relevant ones and from them they develop extract the specific and the transversal
objectives. The teachers take into account every students opinion and reason.
e) Definition of activities: After asking the students to think at home with their
parents and bringing ideas for activities related with the Unit, the class makes a list
in the blackboard of all the ideas brought. With the help of the teachers they choose
the ones that will directly help them with the topic. They make an Activities
Calendar draft to use as a guide during the semester.
f) Visit from experts: Two parents, a Pediatrician and a Nurse, visit the class and
bring materials and activities for the students. The class is arranged in a circle so
that everybody can look and listen properly to each other. With the use of the
Questions and Doubts List written in a previous class, the students and the
experts talk and clarify every point. The experts use different resources like
pictures, videos, etc.
g) Hokey Pokey and Head, Shoulders, Knees and Toes: The teachers teach the
students body part songs such as Hokey Pokey and Head, Shoulders, Knees and
Toes using the lyrics with body part images first. Following, music is incorporated
to sing the song. After it, choreography is taught in a circle. Finally, the class
dances, sings and listens to the music using the body vocabulary taught.
h) Simon says: The teachers introduce the Simon says game to the class with
its instructions and rules. After a review of the contents, the game starts with the
teacher being Simon first and the class following. As the class starts participating,
the teachers ask different students to be Simon. Finally, each student has to be
Simon once and use at least one body part from the vocabulary in a different
activity.
i) Coloring my body: The teachers ask the Art teacher to visit the class. Using
cardboard, crayons and tempera every student lay on a piece of cardboard and a
teacher draws the contour of their body. Following, each student needs to color their
bodies using different colors for each body part; they can add as much details as
they want like clothes, accessories, hairstyle, etc. Finally, with the help of the
teachers, they select each body part and name it; the final products are hanged on
the walls.
j) Different types of music and how to use them: The teachers ask the Music teacher
and they Gym class teacher to visit the class to teach the students different kinds of
music. After, they learn how they can use those kinds of music for body expression.
They do several physical activities with the Gym teacher using the music. Finally,
teach student needs to choose one body part and use it in one musical activity.
k) Reading time!: Every Friday through the entire semester, each student will choose
one book related to the Unit to take home and read during the weekend with their
parents. Each following class they will share with the class their experience reading
the book: what did they learn, if they discussed something with their parents, any
new ideas or doubts, etc. The books will be located inside the classroom at the
Reading Corner, and some titles are: Dr. Seusss The Foot Book and The
Tooth Book, Some Parts are Not for Sharing by Julie K. Federico, Me and My
Amazing Body by Joan Sweeney, Parts by Ted Arnold, From Head to Toe: The
Amazing Human Body and How It Works
by Barbara Seuling, etc.
l) Group separation for final presentation: For this activity the teachers, the Art
teacher and Gym teacher are present. After learning about their body through art
and music, the students are asked to choose one of these two disciplines. Each group
will do a brainstorming for a final presentation using their bodies, the contents
learned and the discipline chosen. The Art Teacher will be the Captain of the
Body Art team; the Gym teacher will be the Captain of the Music team.
m) Creation of final presentation: Groups starts to develop their final presentation.
The Art Team decides to do an Art Gallery with the body as their topic: they will
choose famous pieces of art where the body is used and adapt them with their own
creativity. The Music Team decides to use Contemporary Music and do
choreography: each student will choose their favorite body part and will do the
dance using mainly that part; each body part needs to be represented.
n) Costume or clothing choosing: Each team decides what kind of clothes or costume
they will use for their final presentation. This is done with the help of each Captain
and the English teachers.
o) Stage building: The teachers send a letter to the parents asking for every parent that
would be willing to help building a stage for the final presentation. The parents
create a draft with the students choosing the materials, the drawings, the paint, etc.
The construction is held during an afternoon outside school hours.
p) Final presentation: After choosing a date and inviting every parent through a letter
sent by the teachers, the final presentation is held at the School backyard. The
teachers and/or students from other years that want to attend will be welcomed.
q) Evaluation: Through the entire project the students were evaluated to measure
their acquisition of the contents and language. At the final presentation the teachers
evaluate students of each team using check lists according to their presentations
including performance, acquisition of the contents, creativity and team work skills.






VI. MATERIALS AND RESOURCES
6.1 MATERIAL RESOURCES
Cd player
Cd
Proyector
Computer
Internet
Pictures
Costumes
Paper
Ink
Printer
Pen/ pencils/ marker
6.2 HUMAN RESOURCES
Teachers in charge (English teachers)
Art teacher
Gym teacher
Natural Science teacher
Music teacher
Parents (Pediatrician and Nurse)
Parents (Stage)

6.3 ECONOMIC RESOURCES
Parents contributions
Students contributions
School contributions

















VII. PLANNING

A
U
G
U
S
T

S
E
P
T
E
M
B
E
R

O
C
T
O
B
E
R

N
O
V
E
M
B
E
R

N TASK RESPONSABLE
1

2

3

4

5

6

7

8

9

1
0

1
1

1
2

1
3

1
4

1
5

|
6

1
Diagnostic Test English Teacher


2
Choice of topic English teacher +
students



3
Previous
Knowledge
English teacher +
students



4
Definition of
Objectives
English teacher +
students



5
Definition of
Activities
English teacher +
students



6
Visit from experts Pediatrician/Nurs
e + students



7
Hokey Pokey and
Head, Shoulders,
Knees and Toes
English teacher +
students



8
Simon says English teacher +
students



9
Coloring my body English and Art
teachers +
students












10
Different types of
music
English and
Music teacher +
students



11
Reading time Students +
parents

12
Group separation English, Art and
Music teachers +
students

13
Creation of
presentation

Art/Music
teacher +
students

14
Costume or clothing
choosing
English, Art and
Music teachers +
students

15
Building of the
stage
Parents +
students

16
Final Presentation Students

17
Evaluation English teacher

VIII. EVALUATION
The evaluation of the activities will be held during the course of the entire project in
order to monitor the students learning and the achievement of the objectives. The
evaluations will consist of different types and each of it will point to a different area.

8.1 DIAGNOSTIC EVALUATION: The aim of this evaluation is to identify and know
the previous knowledge, skills and competencies that students may have in the areas of
Natural Sciences and English respectively. This assessment will be done within the first
classes with students and will be evaluated through conversation and dialogue with
students.
8.2 PROCESS EVALUATION: This evaluation will be carry out throughout the project,
the aim of it is that the teachers can monitor the continuous and progressive work that the
student is having during the semester at the attitudinal and cognitive areas. This evaluation
will be done through a check list that should be completed by the teachers in charge and the
teachers of the other subjects involved in the project.
8.3 SUMMATIVE EVALUATION: This objective of this evaluation is that the students
can answer a formal quiz about the previous vocabulary taught in class and that the teachers
can monitor whether there has been an acquisition of the new vocabulary and the level of it,
and the strengths and weaknesses to be reinforced in class. This evaluation will consist of
two parts: one part is abstract and the other part is practical because within the class there is
a student with Attention Deficit Hyperactivity Disorder (ADHD), who has difficulties to
stay focused and pay attention. The first part is a written test with 10 questions consisting
basically in vocabulary questions and the second part will be done in a pair work where the
students should complete, paint and draw different parts of the body.
8.4 SELF-EVALUATION: This evaluation aims to promote the autonomy and humility of
each student. They have to evaluate their own participation on each area of the project, as
well as the appreciation that everyone has on the project. The evaluation will be assessed
through a check list.
8.5 GROUP WORK EVALUATION: The aim of this evaluation is to determine whether
the objectives of the project were finally achieved. To evaluate this area a check list will be
used. It will consist of different points such as performance, creativity, costumes, group
work and ornament of the stage.











IX. CONCLUSION
Growing up and becoming aware of their body can be a very stressful stage of a
childrens life, but we teachers can help ease this process along with the help of parents.
School is where students spend most of their time during this age so dealing with it inside
the classroom and incorporating it to the class, seemed like the perfect idea; they get to
learn and feel a part of something bigger.
It is also very important to teach children what it means to work as a team, to learn
empathy and responsibility, and to create by themselves since these are some of the School
values. With the help of other teachers and parents this was completed successfully and we
could have not asked for a better environment and experience. It is not always easy to
control and engage 8
th
grade students, but by working as a crew where everyone had a
job, where it was important that everyone was committed, we created an amazing bond
between each other and an amazing final product.
It was also very enriching to see how the parents and other teachers got involved with
the project. It was not easy to create the final presentations and to build the stage, but
everyone contributed with something positive to achieve the goal.
As teachers with experience we can say that this project, even though tiring and time
consuming, was one of the most valuable and enriching experiences that we have had.
Every single step of the process taught has something (students, teachers and parents
included) and we truly believe that most of the objectives were achieved along with the
acquisition of the contents. The evaluations turned really good compared with the first
diagnostic test and the growing enthusiasm we saw (as the project progressed) in the
students was a constant push that helped everybody learn better and easier.
Letting children to create, to have fun, and to learn without even noticing it is one of the
most powerful tools we teachers have. We are definitely going to keep on using classroom
projects with our future students since we have now proved its success.


















X. APPENDIXES
10.1 8
TH
Grade


10.2 Brainstorming


10.3 Group work for objectives definition

10.4 Parent visit (Pediatrician)




10.5 Parent visit (Nurse)

10.6 Dancing Hokey Pokey






10.7 Students playing Simon says

10.8 Coloring my body before and after


10.9 Warming up and dancing


10.10 Some of the books


10.11 Art team working hard

10.12 Music team rehearsing





10.13 Stage building with parents

10.14 Art gallery finished





10.15 Music team presenting

10.16 Hokey Pokey lyrics used in class


XI. LINKOGRAPHY
- Wilson, L., (n.d.) Cmo ensear las partes del cuerpo en preescolar. Retrieved June
24th, from http://www.ehowenespanol.com/ensenar-partes-del-cuerpo-preescolar-
como_43400/
- Oliva, J., (n.d.) Proyectos de Aula. Retrieved June 21st, from
http://infantilvivers.jimdo.com/expresi%C3%B3n-oral/proyectos-de-aula/
- Annimo, (2009) Taller de ideas para proyectos de aula. Retrieved June 21st, from
http://taller-aula.blogspot.com/
- Institucin Educativa Distrital Colegio Repblica (Colombia) (n.d.) Proyectos de
aula Qu es un proyecto de aula? Retrieved June 21st, from
http://www.iedcolegiorepublicadecolombia.edu.co/sede-a/jornada-
manana/proyectos-jm?start=1
- Parkes, B. et al., (2010) Best books on the human body for kids. Retrieved June
24
th
, from http://www.the-best-childrens-books.org/

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