ENGLISH PEDAGOGY
FINAL PRACTICUM
1º medio A
2009
INDEX
PAGE
PORTFOLIO INTRODUCTION 4
PEDAGOGICAL ARTIFACTS 5
REFLECTIVE WRITING 7
READING ARTICLES 9
COURSE PROGRAM 10
SCHOOL INFORMATION 18
LEARNING MATERIAL 25
EVALUATION INSTRUMENTS 26
SELF EVALUATION 27
PEER EVALUATION 30
PORTAFOLIO INTRODUCTION
Along with that you can observe pedagogical artifacts, reading articles, the
program of the course, school information, the unit and lesson plans that I
designed throughout this process. Besides, there are some links with the learning
material, and evaluation instruments that I used with students.
Finally, you there is a self evaluation about what this practicum has been
and what kind of impacts have created in my own personal and professional point
of view about education.
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PEDAGOGICAL ARTIFACTS
Observation Stage
I. Student Curriculum
The first week I started the practicum at Liceo Pedro Montt, I asking
the students to copy what was on the board. I observed that many of
them were not copying, so I had to ask them one by one where their
copybooks were, in order to take them out so they could copy.
However, a student, who was trying to sleep, was not even looking at
the board, I touched his shoulder and asked him to take his copybook
out, and he responded he did not have a copybook, I asked him
again to take out any sheet of paper he had. He touched his
backpack and said that there was nothing in there; I told him if he
could open it to check if that was true, so he did and there was a
sheet of paper and no books in it. I suggested him that he could use it
to write, and he said he could not use it because that was his
curriculum.
II. I selected this artifact because when I knew that I was going to assist
to Liceo Pedro Montt, it was going to be a hard experience, since the
students came from vulnerable places, and many of them were not
interesting on study. And, by the time I started teaching there I
thought I could make things different and changer their perception
about classes, and especially about English. The moment the student
opened his backpack and I understood that the sheet of paper was
his curriculum I realized that students were not thinking of the class
itself or the benefits that schooling has for them.
III. I think I learned that I have never been with a group of students like
this, it was hard to understand their behavior but the time passed and
I do have a though. I questioned myself a lot in terms of life
expectations. I learned that the public system is a very big and
complicated issue, that it must be fixed.
I. Students Aggressiveness
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While I was helping the teacher, I observed that students were
aggressive against each other, no matter age, sex, or religion. And even
girls swore a lot during classes, and discuss with their male classmates.
I remember one of the boys pushing and throwing a girl to the ground. I
immediately told him not to do that again, I put him in the situation of his
own mother or sister being treated like that, and he answered he did not
care because he treated his mother the same way.
II. This artifact make me think about another aspect about education, about our
students, and that was family issues, since it is very hard to know what is
exactly going on with them, or what kind of relationship they have with
their parents or siblings. When the student said he did not care, I
understood that this situation was something completely normal for him;
he was neither scare nor worried about what he did.
III. I learned that to have a good atmosphere, to know how to catch to our
student’s attention it is crucial to know or comprehend their family
background, what their values, feeling and thoughts about life are. I truly
believe that schools must include, and let parents actively participate in
academically and extracurricular school activities.
Teaching Stage
I. Use of English
My guide teacher was very interested in practicing his English with me,
so he suggested doing it, and I accepted it. I remembered I entered to
the classroom that day, and students were very talkative, I always asked
them to be quiet but this time I started speaking in English to them and to
my guide teacher. Students got very quiet and curious trying to hear
what we were talking about, they said that we have to speak in Spanish
because they did not understand. I understood they have never heard
English before. So every time they start being noisy I spoke in English in
the class. Finally, some of them learned new English phrases.
II. I selected this artifact because as English teachers we have to let our
student’s experience English language or at least, allow them to know
that English is not pen and paper merely, it is something you can use to
express your ideas, feelings and thoughts. That exist, it is alive, it is not
something on the board, or in a book.
III. I learned that using English language students are curious about how it
sounds and it pronunciation, I also learned that if you use short phrases
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the whole class students acquired them easily, and feel confident in front
of this foreign language. English can become easily closer and
meaningful for students.
Reflective Writing
I. Introduction
I think the cartoon illustrates that we need to explore and see everything that
surround us and not just put our attention on something particular that can give us
just on perspective.
2. Some of the most relevant observed issues in assigned school were the
students’ aggressiveness and rudeness: there were many fights between students
and sometimes they got really hurt, since they use bottles to fight against the other.
Very bad vocabulary was something that I always observed between them. Boys
and girls treated each other in the same way, they always insulted each other, and
sometimes to the teachers and to me. School work is something students are not
used to do; they did not like writing or develop activities assigned for the teachers.
Students attendance is a big issue, there is always around 4 or 5 students that run
away from school.
In terms of teaching, the teacher did not develop interesting or innovative learning
strategies, so students were very boring the whole class. The teachers’ room was
very nice, but I noticed that they are not engaged with their job because every time
I was there they were having breakfast and when the bell rang the inspector had to
ask (several times) them to go to their classes.
These issues changed the way I expected this period in terms of teaching
strategies, and in terms of classroom management dealing with very difficult
students. I assumed this practicum as the most challenging process I have
experience as a prospective English teacher.
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How did you feel? Provide one example you consider most relevant to support your
answer.
The first day I attended at school I saw a couple of students having a fight, I was
with my guide teacher but no one noticed our presence there, so finally a teacher
appeared and tried to stop the fight and she almost got hit. And also my purse was
opened during the class; however, I did not lose anything.
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READING ARTICLES
An area of language teaching that I would like to know is VTS (Visual Thinking
Strategies), since I think that it is a very interesting area of language teaching that
has not been used very often inside of the classrooms.
One of the things that has triggered my interest is the fact that VTS increase
students critical thinking skills, due to children start using their eyes to make
sense of the world as soon as they open them as infants. They also develop
analitical, speaking and listening skills, because VTS encourages observation that
forms the basis for ideas. Discussion allows for those ideas to be given shape in
language. VTS questions ask students to probe, draw inferences, and cite
evidence to back up opinions.
Art triggers observations and ideas, and VTS discussions give young people a
chance to talk about what they see and to apply what they think and know, this
help them to build vocabulary and learn to paraphrase.
These are websites that I found and you can have more information about VTS.
http://www.visualthinkingstrategies.org/
http://www.vue.org/
These links have helped me to read and understand some research about this
strategy that it is fun for students and also effective. To support my idea, and
explanations I will like you to follow this link to watch a video:
http://www.youtube.com/watch?v=KHzSBHKiVo8&feature=player_embedded
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La continua expansión de las Pedagogías en Inglés
Sin embargo, a pesar de los prometedores índices, es clave la elección del plantel.
Ya que el panorama de quienes enseñan el idioma aún dista de la excelencia. De
acuerdo a un estudio del Mineduc de 2005, que evaluó a los profesores de inglés,
el 60% estaba en el nivel básico del dominio de la lengua. Es decir, no puede
enseñar en inglés en esa lengua, porque no la domina.
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Andrés Bello; o bien, orientarse a las clásicas prácticas pedagógicas, como es el
caso de la U. Católica de Valparaíso.
¿Es necesario tener una buena base de inglés? Idealmente. Aunque el proceso
formativo de los alumnos, durante la carrera, va supliendo los déficit formativos
que pueden traer desde el colegio.
This article demonstrates that English Pedagogy has become one of the most
important careers in our country because of the importance of knowing English as
a foreign language. And the comparison of its income in relation to other
pedagogical areas.
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COURSE PROGRAM
I. IDENTIFICACIÓN
AÑO : 2009
A.- Semánticos:
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estrategias que a través del proceso de enseñanza-aprendizaje en
inglés, promueven la formación de alumnos creativos, críticos y
autónomos.
B.- Procedimentales:
C.- Actitudinales.
IV.- ETAPAS
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Durante este período se espera que los estudiantes en práctica realicen las
siguientes acciones:
V.- METODOLOGÍA
• Lectura independiente
• Reuniones colectivas periódicas de análisis y retroalimentación de la
práctica desde marcos teóricos y experienciales.
• Apoyo pedagógico on line
• Tutorías individuales con fines de retroalimentación
• Reflexión del quehacer pedagógico.
• Supervisión periódica en centros de práctica.
• Uso de blog de asignatura para la comunicación permanente con el
estudiante en práctica.
• Creación de blogs de parte de los estudiantes para el “posteo” de la
información requerida durante el proceso.
• Uso de material impreso restringido a documentos oficiales del
proceso de práctica. (Pautas de Evaluación de Profesores Guías de los
establecimientos educacionales)
VI.- EVALUACIÓN.
A.- Formativa
• Autoevaluaciones periódicas
• Evaluación de pares
• Análisis de prácticas
• Retroalimentación presencial y on line
• Tutorías
B.- Sumativa
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VII.- REFERENCIAS
Pedagogía en Inglés
AIVV/ RAGS
2009
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SCHOOL INFORMATION
CLASS: 1º MEDIO A
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Unit Plans and Lesson Plans
The following tables are the two unit plans, and after that you will see a link with
the unit lessons.
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UNIT PLANS
Nivel: NM1 Curso: 1º medio A Sub-sector de Aprendizaje: Inglés Número de Horas: 4 hrs
OBJETIVOS TIEMPO
ACTIVIDADES TRANSVERSALES
CONTENIDOS COMPETENCIAS APROXIMAD EVALUACIÓN
GENÉRICAS (Valores) O
UNIT: La evaluación
Comprensión Lectora: Comprensión Lectora: Interés y capacidad
4 semanas será de acuerdo
“Food, People and de conocer la (16 sesiones a los logros de
Places” Localización de la Leer y entender realidad y utilizar el
de 45 las competencias
información general léxico relacionado al conocimiento y la
minutos descritas.
Gramática: en textos cortos. vocabulario y frases información. cada una)
cortas. No obstante,
Comprensión Auditiva: Aplicación de
a) There is… y también se
Comprensión Auditiva: criterios de sentido,
There are. Predicción del productividad, evaluará a los
contenido recurriendo Localizar palabras responsabilidad y alumnos de las
a) Sustantivos a conocimientos claves que permitan actitudes respecto siguientes
Contables y no previos, pistas no al mismo: formas:
reconocer la
perseverancia y
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contables. verbales (audio). información de creatividad.
carácter general. Evaluación
b) This, that, Localización de Formativa.
these, those. palabras claves para Ejercicios y
reconocer la actividades
información de grupales en la
Vocabulario: carácter general sala de clases.
ignorando detalles y Expresión Oral y
a) Vocabulario redundancias. Escrita: Informes escritos
relacionado y material audio-
Completar y/o
con Expresión Oral: visual.
redactar frases u
alimentos,
Usar frases modelos oraciones para
personas y Participación en
para indicar resolver tareas
lugares. la clase.
información. destinadas a
demostrar
b) Sustantivos
Expresión Escrita: comprensión auditiva
contables y
y lectora.
no contables. Resolución de
ejercicios para
demostrar
Audio-Visuales:
comprensión de
a) Juegos léxico y
interactivos en reconocimiento
presentaciones auditivo del mismo.
power point y
videos. Redacción de
oraciones simples,
gramaticalmente
correctas y
comunicativamente
apropiadas.
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Pamela Correa Gurtubay.
Práctica Profesional Pedagogía en Inglés.
Universidad de Playa Ancha.
PLANIFICACIÓN UNIDAD DIDÁCTICA
Nivel: NM1 Curso: 1º medio A Sub-sector de Aprendizaje: Inglés Número de Horas: 4 hrs
OBJETIVOS TIEMPO
ACTIVIDADES
CONTENIDOS COMPETENCIAS TRANSVERSALES APROXIMAD EVALUACIÓN
GENÉRICAS (Valores) O
UNIT: La evaluación
Comprensión Lectora: Comprensión Lectora: Interés y capacidad
4 semanas será de acuerdo
“The United States de conocer la (16 sesiones a los logros de
of America” Localización de la Leer y entender realidad del país de 45 las competencias
información general léxico relacionado al extranjero y a la minutos descritas.
Gramática: en diálogos. vocabulario y frases vez valorar el cada una)
cortas. propio.
No obstante,
Comprensión Auditiva:
a) Simple también se
Comprensión Auditiva: Aplicación de
present Localización del criterios de sentido, evaluará a los
tense. contenido recurriendo Identificar palabras y actitudes de alumnos de las
a conocimientos claves que permitan respecto al mismo: siguientes
b) I like… previos, pistas no reconocer la perseverancia y formas:
I don`t like… verbales (audio o creatividad.
información de
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imágenes). carácter general. Evaluación
c) Wh- Formativa.
questions in Localización de
simple palabras claves para Ejercicios y
present. reconocer la actividades
información de grupales en la
carácter general Expresión Oral y sala de clases.
ignorando detalles y Escrita:
Vocabulario: redundancias. Material audio-
Completar y/o
visual.
redactar frases u
a) Vocabulario Expresión Oral:
oraciones para
relacionado Participación en
Usar frases modelos expresar ideas y
a la cultura, la clase.
para indicar y emociones.
alimentos y
festividades expresar ideas.
de Estados
Expresión Escrita:
Unidos.
Redacción de
b) Lista de
oraciones simples,
verbos.
gramaticalmente
correctas y
Audio-Visuales: comunicativamente
apropiadas.
a) Juegos
interactivos en
presentaciones
power point,
juegos, videos
y laboratorio de
computación.
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LESSON PLANS
http://pamelapracticum2009.blogspot.com/2009/12/lesson-plans.html
http://pamelapracticum2009.blogspot.com/search/label/unit%20plan
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LEARNING MATERIALS
To see some of the learning materials that I used with the data show projector go
to the following link on my blog:
http://pamelapracticum2009.blogspot.com/search/label/activity
To see a rubric I created so students will know what I would consider to evaluate
during a computer laboratory activity:
http://pamelapracticum2009.blogspot.com/2009/12/rubric-for-laboratory-
activity.html
To see some of the guides I used during my teaching practicum follow this link:
http://pamelapracticum2009.blogspot.com/2009/12/handouts.html
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EVALUATION INSTRUMENTS
This was the first test that I did at the end of the first unit:
http://pamelapracticum2009.blogspot.com/2009/10/test.html
This was The second test I did at the end of The second unit:
http://pamelapracticum2009.blogspot.com/2009/12/test-n-2.html
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SELF EVALUATION
Observation Stage
Although I must confess I did not know much about Liceo Pedro Montt at the
beginning, the first 2 weeks made me feel uncomfortable so much that I did not
wanted to attend there anymore. However, I thought that this could be an excellent
experience to prove myself that I could learn beyond misassumptions, prejudices,
and more. I prove myself this time, to see a different world that I have never seen
before.
Once I saw the teacher classes, and the entire school: its students,
teachers, principal, teacher’s room, etc. I could understand which was the school
context and how things worked and did not worked there, I realize that I would
need to do a lot of thing by my own, for instance, bring my own laptop, bring a data
projector, there were only two at school and they could not lend me it because
some other teachers had been asked them many months before I got there. I
started to learn, that in public school there was a lot of work to do.
Teaching Stage
Sometimes I felt that my guide teacher was not helping me at all with
student’s behavior. Although he told me that students starting respecting me little
by little, and I must confess they were very rude at the beginning, I started to feel
myself more confident, being polite, but at the same time, establishing the rules as
I could, students were rebel, they were not motivated, they did want to be there,
they were always complaining about the school. I think I could do much more thing
there, and for the students, nevertheless, time was impossible because of
teacher’s stroke. I still wonder what happens with pubic system schools, some
people like them and I liked them but one thing I do learn there is that if teachers
and all the necessary people who work in education do not do anything right now,
public schools will disappear.
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1 2 3 4
Number of
Blog Entries I uploaded all
the required
reports,
however, I did
not post more
additional
information to
complement
or enrich my
blog.
Technology I used many
blog
applications,
although I
think I could
use more
pictures,
videos,
audio,etc
Organization I consider my
and blog is pretty
Presentation well
organized if
you go to
labels you can
find all my
post that
have been
tagged.
Quality of . I think It was
Reflective ok but I
Writing should go
deeper in
some
aspects, I
could say
more about
some issues.
Evidence of I know I have
Growth and learn a lot
Understandin from this
g experience,
however I
think I still
need to
process this
entire
experience.
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Professionali I think I did
sm not judge or
say
something
out of place
but I think
my
perceptions,
thoughts and
comments
could be
better.
GUIDELINES
Please see description of indicators in each of the categories. Levels go from 1 to 4
Level 1: Poor.
Level 2: Needs improvement
Level 3: Good
Level 4: Very good
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PEER EVALUATION
During all the process, Pamela manifested strength, and willingness to improve in
order to do something for her students. I saw her to live different experiences;
some of them encouraged her while other situations made her feel frustrated. At
first, she didn’t want to continue teaching at that school but after some weeks I
noticed that she didn’t give up.
She dedicated a lot of time for her plannings and her creativity came out
when she selected her activities. She usually used technology inside the classroom
in spite of the fact this was dangerous due to school location and delinquency; for
instance, she used her laptop, projector, flashdrive, speakers, and so on. On the
other hand, she posted all the tasks on time and she demonstrated that she used
the blog the entire semester.
Finally, from my point of view, Pamela proved that she is ready to teach and
to do bigger things. Congratulations teacher!
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