Teaching practicum II - Portfolio

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TEACHING PRACTICUM II Unit Plan

STUDENT TEACHERS’ NAMES: Orellana Matías, Sartal Antonela INSTITUTION: Colegio Carlos Maschwitz CORUSE: 6º PERIODS PLANNED: TIMETABLE: Thursdays from 8.30 to 10.10 SUBMISSION DATE: PRESENTATION DATE:


THEME: Energy Project – Water LINGUISTIC EXPONENTS: Action verbs: pollute, save, recycle, share, protect Tenses: Present Simple, Past Simple, Future Simple “Will”

PREVIOUS KNOWLEDGE: Present Simple, Past Simple, Animals

GENERAL OBJECTIVES:      

Develop their oral skills through students’ interaction. Gain new vocabulary related to energy. Be encouraged develop a sense of creativity. Develop consciousness about the importance of natural resources. Develop a belief in a positive future by means of recycling. Gain empathy and awareness of the points of view of others.

FINAL TASK: In groups of 4/5, students will create one brochure per group about the importance of taking care of the energy (renewable and non-renewable resources), and about recycling. Students will write a groupal reflection about what they wish or expect for the future of the world, in about 30/50 words on their folders. When presenting their brochures, they will express this desires to the rest of the class.


DESCRIPTION OF THE GROUP

It is a thirty-three-student group which is a bit talkative. They need to have their attention drawn in order to work properly. However, they like participating in class. Reading and listening are their better skills. They enjoy working in small groups and they generally understand rubrics well.


DAILY PLAN Class Plan 1

STUDENT TEACHER’S NAME (On practice): Orellana Matías STUDENT TEACHER’S NAME (Observer): Sartal Antonela

INSTITUTION: Colegio Carlos Maschwitz COOPERATING TEACHER: (name and signature) COURSE: 6 Th PERIODS PLANNED: SUBMISSION DATE: CLASS DATE:


SPECIFIC THEME: What is energy? LINGUISTIC EXPONENTS:

A. Items to be taught: Recycle, heat, save, waste, take care of, global warming, greenhouse effect, the Ozone layer, and coal. B. Re-cycled items: water, wind, electricity, storms, oil. Simple Present (for facts) SPECIFIC OBJECTIVES:  

Students will discuss and debate what they know about energy and where they can find it, and what they associate with the word. By the end of the lesson, they will also have incorporated new vocabulary items which are going to be essential to do their global project.

1. OPENING TASK(S) ENGAGING STEP (WARM UP RELATED TO THE THEME IN QUESTION) Nature of the activity: brainstorming/discussion Individual work Technique: Students will be asked what they know about energy, and the teacher will guide them by means of images related to the topic. The, she/he will write key words on the board.

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MAIN DEVELOPMENTAL TASK(S)

a) Nature of the activity: Vide “The Dr. Binocs Show” https://www.youtube.com/watch?v=Q0LBegPWzrg Group work Technique: Students will watch a video about the definition and different types of energy. Realia used: Television

b) Nature of the activity: Ask and answer “CARDS” Pair work/ Group work


Technique: Students will choose in pairs one card. They will be asked to read loudly the question/answer they have and the pair who has got the answer/question will raise their hands to read it. QUESTIONS 1) What kind of energy heats our school in winter? 2) What kind of energy cools our school in summer? 3) What kind of energy cooks our food? 4) What kind of energy heats our water? 5) What kind of energy runs our school buses? 6) What kind of energy powers our lights and our computers? 7) What kind of things does the school recycle? 8) How do we waste energy? 9) How do we save energy? 10) What things can we do to save more energy? ANSWERS a) b) c) d) e) f) g) h) i) j)

It is Electrical energy It is electrical energy It is chemical energy It is heat (thermal) energy It is electrical and chemical energy It is electrical energy One of the things the institute recycles is paper. We waste energy when we leave appliances on or plugged. In order to save energy, we should be cautious and use only what we need as for water, electricity, heat, etc. A clear example would be to use solar energy, unplug appliances, and other alternatives which can help the world future.

Realia used: Cards, posters, board. Correction: The correction will be on the board by means of posters.

c) Nature of the activity: Look at the pictures and answer “Energy makes change� Individual work Technique: There will be 5 (five) pictures hanging on the board, and students will answer questions on their folders. 1. What changes occur with the objects in the pictures? 2. Where does the girl get her energy? (Food that she eats) How is she using energy? (To move, see, hear, think, and stay warm or cool) 3. Where does the television get its energy? (Electricity) What kind of energy does it make? (Sound, light, heat)


4. Where does the car get its energy? (Battery and gasoline) What kind of energy does it make? (Motion, sound, heat) 5. Where does the rain get its energy? (The sun and gravity drive the water cycle) 6. Where does the corn get its energy? (Light from the sun)

Realia used: Photocopies, pictures, board. Correction: The correction will be orally.

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CLOSURE TASK

Nature of the activity: Write a list of five easy ways to save energy. Individual work Technique: Students will identify and write a list of ways they can help save energy at school. (EX: turn off the lights when you go to recess; shut down and unplug computers, etc.) 1. Turn off lights, computers, TV and other electrical stuff when you aren't using it.

2. Replace regular light bulbs with energy saving Compact Fluorescent Light Bulbs (CFL's).

3. Don't leave the refrigerator door open. Cold air escapes and this uses a lot of electricity.

4. Taking a short shower instead of a long bath can help save energy.

5. Plant a tree. Trees create shade around your house and help keep it cool.

Realia used: Folders





DAILY PLAN Class Plan 2

STUDENT TEACHER’S NAME (On practice): Orellana Matías STUDENT TEACHER’S NAME (Observer): Sartal Antonela

INSTITUTION: Colegio Carlos Maschwitz COOPERATING TEACHER: COURSE: 6 Th PERIODS PLANNED: 8.30 – 10.10 SUBMISSION DATE: CLASS DATE:


SPECIFIC THEME: Types of energy. Renewable and Non-renewable resources. LINGUISTIC EXPONENTS:

C. Items to be taught: Recycle, renewable, non-renewable, coal, oil, fossil fuel, biomass. D. Re-cycled items: water, wind, electricity, chemical. Simple Present (for facts) SPECIFIC OBJECTIVES: 

Students will make a revision about the different types of energy.

Students will discover ways in which they can save energy at home and at school.

Students will become aware of the importance of natural resources.


1. OPENING TASK(S) ENGAGING STEP (WARM UP RELATED TO THE THEME IN QUESTION) Nature of the activity: Revision Individual work Technique: Students will do a revision about the types of energy they have already learnt in the previous class. The teacher will deliver photocopies with the information necessary for them to complete a conceptual map. One of the students will read the information aloud for the rest of the class. The two main types of energy are: Kinetic Energy Potential Energy Kinetic Energy Kinetic Energy is energy that is in motion. Moving water and wind are good examples of kinetic energy. Electricity is also kinetic energy because even though you can't see it happen, electricity involves electrons moving in conductors. Potential Energy Energy is measured in the amount of "work" it does. Potential Energy is stored energy. Examples of potential energy are oil sitting in a barrel, or water in a lake in the mountains. This energy is referred to as potential energy, because if it were released, it would do a lot of work. Energy can change from one form to another. A good example is a Roller Coaster. When it is on its way up, it is using kinetic energy since the energy is in motion. When it reaches the top it has potential (or stored) energy. When it goes down the hill it is using kinetic energy again. Other Types of Energy There are other types of energy as well: Mechanical Energy is the energy of motion that does the work. An example of mechanical energy is the wind as it turns a windmill. Heat energy is energy that is pushed into motion by using heat. An example is a fire in your fireplace. Chemical Energy is energy caused by chemical reactions. A good example of chemical energy is food when it is cooked. Electrical Energy is when electricity creates motion, light or heat. An example of electrical energy is the electric coils on your stove. Gravitational Energy is motion that is caused by gravity. An example of gravitational energy is water flowing down a waterfall.

CORRECTION: The teacher will be constructing the conceptual map on the board after 20 (twenty) minutes, and each student will check his or her own map.


2.

MAIN DEVELOPMENTAL TASK(S)

a) Nature of the activity: Quiz Individual/Pair work Technique: The teacher wil deliver a quiz related to the use of energy at home. Each student will answer the questions given on the quiz and will read the results when they finish. They also will have to look at the picture of a man and circle five ways in which he is wasting electricity. Realia used: Photocopies Correction: Self correction by means of the results given on the material. File adjusted b) Nature of the activity: Video “Natural resources of the Earth” https://www.youtube.com/watch?v=Qw6uXh9yM54 Group work Technique: The teacher will introduce the video explaining the students why it is important to save energy. Realia used: video, TV or projector. Correction: There will be a discussion about the video.

c) Nature of the activity: Soup of letters “Energy soup” Individual work Technique: Students will circle in blue renewable elements, and in red the nonrenewable ones that they find in the soup.

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Realia used: Photocopies of the “Energy soup�. Correction: Soup correction on the board.

3.

CLOSURE TASK

Nature of the activity: Think about resources at home. Individual work Technique: Students will identify and write which renewable and non-renewable resources they can find in their kitchens, garages, gardens and bedrooms.

DAILY PLAN Class Plan 3


STUDENT TEACHER’S NAME (On practice): Orellana Matías STUDENT TEACHER’S NAME (Observer): Sartal Antonela

INSTITUTION: Colegio Carlos Maschwitz COOPERATING TEACHER: Susan COURSE: 6 Th PERIODS PLANNED: 8.30 – 10.10 SUBMISSION DATE: CLASS DATE:

SPECIFIC THEME: The environment.


LINGUISTIC EXPONENTS: E. Items to be taught: Recycle, evaporation, condensation, precipitation, snowflakes Conditional sentences Type 1 (one) F. Re-cycled items: robot(s) Simple Present (for facts) Simple Past Future “will”

SPECIFIC OBJECTIVES: 

Students will learn about the water cycle.

Students will predict which consequences the world could suffer if we do not take care of the environment.

1. OPENING TASK(S) ENGAGING STEP (WARM UP RELATED TO THE THEME IN QUESTION)


Nature of the activity: Introduction of the book and instructions about the activity they will have to do related it.

2.

MAIN DEVELOPMENTAL TASK(S)

a) Nature of the activity: Reading comprehension - “The Tale of Annie Soakley” Group work/ Individual work Technique: Students will read “The Tale of Annie Soakley” and they will discuss the water cycle and how hydropower depends on rain. They will relate the story with a poster about the water cycle. The Tale of Annie Soakley I’m Annie Soakley. I am a world traveler. Let me tell you about my last trip. It began in the Pacific Ocean. I was floating in the waves with my friends. We were bobbing up and down, watching the sun rise over the mountains. What a beautiful sight! The sun climbed higher in the sky. I began to get warm. I got warmer and warmer. Suddenly, I rose out of the water. I floated toward the sky. I grew bigger. My molecules got farther and farther apart. I expanded. I didn’t look like a drop of water anymore. I was invisible. I had turned into water vapor. I had evaporated! I rose high into the sky. Many of my friends came with me. They had evaporated, too. Together, we formed clouds. The wind pushed us through the sky. We sailed over the ocean toward land. The people on the beach were sad to see us. We blocked the sun. We passed over them and headed for the mountains. The wind kept pushing us. We reached the mountains as the sun set. The air over the mountains was cold. It made me cold. As I cooled, I grew smaller. My molecules got closer together. I turned into a drop of water again. I condensed. I was too heavy for the cloud to hold me. I began falling toward the Earth. I was a rain drop! My friends condensed, too. As we fell through the air, we got colder and colder. Our molecules got closer together. We froze and became snowflakes. We all looked different and beautiful! We fell on top of a tall mountain. When the wind pushed the clouds away, the sun came out. We began to get warmer. Our molecules pushed away from each other as they absorbed energy. We finally melted and began to trickle down the mountain. Gravity was pulling us down. Soon, other drops of water joined us and we turned into a small creek. As we flowed down the mountain, more creeks joined us and we grew. We turned into a roaring river. We were moving very fast. We had a lot of energy. Gradually, the land became flatter and we stopped moving so quickly. We flowed more slowly through farms and towns. Other rivers joined us until we turned into one big, wide river. Boats and barges floated on top of us. Fish and other living things swam through us. Plants grew from our riverbed. Animals came down to our banks and drank from us. We just kept flowing through it all, pulled by gravity. Finally, we reached the ocean. I floated out into the waves, glad to be home again. It had been an exciting trip through the water cycle.

b) Nature of the activity: Book “Wall-e”


Group work Technique: Students will scan the book of the movie “Wall-e� and then they will be asked if they know the story. Realia used: Book c) Nature of the activity: Making Predictions Individual work Technique: The teacher will write some key verbs on the board. In their folders, students will write 5 (five) predictions about what they think the book ends. Realia used: Folders, board. Correction: The teacher will ask some students to read their sentences orally. 3) CLOSURE TASK Nature of the activity: What happens first? Individual work Technique: Students will enumerate the steps of the water cycle, by putting in order some sentences about it.

DAILY PLAN


Class Plan 4

STUDENT TEACHER’S NAME (On practice): Sartal Antonela STUDENT TEACHER’S NAME (Observer): Orellana Matías

INSTITUTION: Colegio Carlos Maschwitz COOPERATING TEACHER: Susan COURSE: 6 Th PERIODS PLANNED: 8.30 – 10.10 SUBMISSION DATE: CLASS DATE:

SPECIFIC THEME: The environment.


LINGUISTIC EXPONENTS: A. Items to be taught: Recycle (ing), waste, pollution Conditional sentences Type 1 (one) B. Re-cycled items: Environment Simple Present (for facts) Future “will” SPECIFIC OBJECTIVES:  

Students will predict which consequences the world could suffer if we do not take care of the environment. Students will understand the meaning of the terms REDUCE, REUSE and RECYCLE (The 3 R’s), and they will learn the meaning and importance of recycling.

1. OPENING TASK(S) ENGAGING STEP (WARM UP RELATED TO THE THEME IN QUESTION) Nature of the activity: Revision


Technique: Students will tell what they remember about the book they read the previous lesson.

2.

MAIN DEVELOPMENTAL TASK(S)

a) Nature of the activity: Making predictions. Individual work Technique: Write 5 predictions about the future: What do you think will the world be like in 2050? Justify your predictions in no more than two lines. Realia used: folders Correction: The teacher will ask some students to read their sentences aloud.

b) Nature of the activity: Presentation of new topic: Recycling – Video https://www.youtube.com/watch?v=TjnNOCbuoCA Group work Technique: Students will watch a video about recycling, “the 3 R’s”, so that they can think of different ways in which they can recycle at home and at school. After that, the teacher will show them some pictures of recycled items, in order to explain them their individual project*. *Individual project: At home, students will “create” a recycled object, which will be presented in the class at the end of the unit.

c) Nature of the activity: Reading Group/Individual work Technique: Students will read information about the 3 R’S that will provide them of examples of recycled items, and will be useful for the final projects: Reduce Reducing the amount of waste you produce is the best way to help the environment. There are lots of ways to do this. For example: • Buy products that don't have a lot of packaging. Some products are wrapped in many layers of plastic and paperboard even though they don't need to be. You can also look for things that are packed in materials that don't require a lot of energy or resources to produce. Some products will put that information right on their labels. • Instead of buying something you're not going to use very often, see if you can borrow it from someone. • Cars use a large amount of energy and cause pollution. Some ways to reduce the environmental damage caused by cars include carpooling with friends, walking, taking the bus, or riding your bike instead of


driving. • Start a compost bin. Some people set aside a place in their yard where they can dispose of certain food and plant materials. Over time, the materials will break down through a natural process called decomposition. The compost is good for the soil in your yard and means that less garbage will go to the landfill. • You can reduce waste by using a computer! Most newspapers and magazines are available online. Instead of buying the paper versions, you can find them on the Internet. Also remember that you should print out only what you need. Everything you print that you don't really need is a waste of paper. • Save energy by turning off lights that you are not using. • Save water by turning off the faucet while you brush your teeth. Re-use Instead of throwing things away, try to find ways to use them again! For example: • Bring cloth sacks to the store with you instead of taking home new paper or plastic bags. You can use these sacks again and again. You'll be saving some trees! • Plastic containers and reusable lunch bags are great ways to take your lunch to school without creating waste. • Coffee cans, shoe boxes, plastic food containers, and other types of containers people throw away can be used to store things or can become fun arts and crafts projects. Use your imagination! • Don't throw out clothes, toys, furniture, and other things that you don't want anymore. Somebody else can probably use them. You can bring them to a center that collects donations, give them to friends, or even have a yard sale. • Use all writing paper on both sides. • Use paper grocery bags to make book covers rather than buying new ones. • Use silverware and dishes instead of disposable plastic utensils and plates. • Store food in reusable plastic containers. Recycle Many of the things we use every day, like paper bags, soda cans, and milk cartons, are made out of materials that can be recycled. Recycled items are put through a process that makes it possible to create new products out of the materials from the old ones. In addition to recycling the things you buy, you can help the environment by buying products that contain recycled materials. Many brands of paper towels, garbage bags, greeting cards, and toilet paper, to name a few examples, will tell you on their labels if they are made from recycled materials. In some towns you can leave your recyclables in bins outside your home, and a truck will come and collect them regularly. Other towns have recycling centers where you can drop off the materials you've collected. Things like paper and plastic grocery bags, and plastic and aluminum cans and bottles can often be brought to the grocery store for recycling. Whatever your system is, it's important to remember to rinse out and sort your recyclables!

3.

CLOSURE TASK

a) Nature of the activity: Complete the “clouds” Individual work


Technique: The teacher will stick some words on the board for the students to complete the following chart:

SORTING OUR WASTE

REDUCE

RECYCLE Cans Glass Newspaper

Energy e.g. lights Water e.g. taps in the toilets Noise

RE-USE

Paper Plastic bags Old clothes

Realia used: Board, folders. Correction: The teacher will complete the chart with the help of the students using some cards. She will explain to the class that the expressions “recycle” and “re-use”are very similar in meaning, because one depends on the other and vice versa.

DAILY PLAN Class Plan 5


STUDENT TEACHER’S NAME (On practice): Sartal Antonela STUDENT TEACHER’S NAME (Observer): Orellana Matías

INSTITUTION: Colegio Carlos Maschwitz COOPERATING TEACHER: COURSE: 6 Th PERIODS PLANNED: 8.30 – 10.10 SUBMISSION DATE: CLASS DATE:

SPECIFIC THEME: The environment - Water

LINGUISTIC EXPONENTS:


C. Items to be taught: tap, pipes, oil spillage, sewage Conditional sentences Type 1 (one) D. Re-cycled items: Simple Present (for facts) Future “will” Conditionals Type 1 and Type 2 SPECIFIC OBJECTIVES: 

Students will learn about the water treatment.

Students will learn about water pollution.

1. OPENING TASK(S) ENGAGING STEP (WARM UP RELATED TO THE THEME IN QUESTION) Nature of the activity: Guess – What do they have in common?


Technique: The teacher will show the students some pictures and the children will guess what they have in common: -

A bottle of water The human body Snowman

- A watermelon - A beach

- A piece of ice - Vapour

Realia used: Pictures of real objects.

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MAIN DEVELOPMENTAL TASK(S)

a) Nature of the activity: Read and match the pictures. Individual work Technique: Students will read four (4) paragraphs which explain where water from the tap comes from and where it goes. Then, they will match the text with the pictures Realia used: Photocopies Correction: The correction will be on the board.

b) Nature of the activity: Brainstorming/ PowerPoint Technique: The teacher will ask the students what they know about water pollution. After that, she will show them a PowerPoint explaining the topic.


Realia used: Posters

c) Nature of the activity: PowerPoint “Identify” Technique: The teacher will show them some pictures on a PowerPoint and the children will identify what type of pollution they see. Realia used: TV/Computer Correction: The correction will be on the board and they will write the information on their folders.

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CLOSURE TASK

a) Nature of the activity: Song Individual work. Technique: Students will listen to the song “The 3 R’s” by Jack Johnson and afterwards, they will complete the activities below:


DAILY PLAN Class Plan 6


STUDENT TEACHER’S NAME (On practice): Sartal Antonela STUDENT TEACHER’S NAME (Observer): Orellana Matías

INSTITUTION: Colegio Carlos Maschwitz COOPERATING TEACHER: Susan COURSE: 6 Th PERIODS PLANNED: 8.30 – 10.10 SUBMISSION DATE: CLASS DATE:

SPECIFIC THEME: Recycling LINGUISTIC EXPONENTS: E. Items to be taught: brochures F. Re-cycled items:


Simple Present (for facts) Passive voice Future “will”

SPECIFIC OBJECTIVES: 

Students will revise all the concepts of the unit in order to make a group project.

Students will divide tasks and cooperate in a group to get a final project.

Students will gain awareness about the importance of taking care of the environment.

1. OPENING TASK(S) ENGAGING STEP (WARM UP RELATED TO THE THEME IN QUESTION) Nature of the activity: Brief revision of the unit.


Technique: The teacher will ask the children what they remember about the main topics of the unit: types of energy, water cycle, The 3 R’s.

2.

MAIN DEVELOPMENTAL TASK(S)

a) Nature of the activity: Individual project “My recycled item” Individual work Technique: Each student will present his/her recycled item, and he/she will explain their classmates what it is, by answering the questions: What is it made of? / What is it for now? Realia used: Recycled objects. Correction: The teacher will guide the children in order to use the passive voice when presenting their projects.

a) Nature of the activity: Group project “Brochures” Group work Technique: The teacher will show the group some brochures. She will explain them the main structure of a brochure. In groups of 4/5, students will create one brochure per group about the importance of taking care of the energy (renewable and nonrenewable resources), and about recycling. Realia used: cardboard, colour pencils, glue, pen, scissors. Correction: At the end of the lesson, each group will present their brochures.

3) CLOSURE TASK a) Nature of the activity: Make a wish Group work/Individual work Technique: Students will write a groupal reflection about what they wish or expect for the future of the world, in about 30/50 words on their folders. When presenting their brochures, they will express this desires to the rest of the class.

Antonela’s feedback




Matias’ feedback



PEER OBSERVATION REPORT ON PRACTICE: Matias Orellana


OBSERVER: Antonela Sartal 1 st class In his first lesson, Matias waits for all the students to arrive. Five minutes later, he starts the lesson informing the students about the “Energy Project� we are in charge of. He asks them what they know about energy, and all the children wants to participate. Matias is always smiling but a bit anxious. He introduces the main activity, which was an introductory video about energy. As soon as he switches on the projector, he calls me for help. The projector did not work. After trying without luck, Matias continues with another activity, leaving the video for after the break. He asks one student to deliver some cards to the class. In the cards, there were questions and answers about energy to work orally. The children get engaged immediately with the activity and all of them participate. When the activity finishes, Matias asks the children to copy the questions with the answers in their folders, and of all them agree. Ten minutes later, they go to break. After break, Miss Gabriela lends Matias her projector and helps him to connect it. The video is very attractive and funny, but not all the children can see it because it has to be reproduced at the back of the classroom. Regardless the difficulties about the video, the children seems to be motivated and they continue with the closure activities tidily. As regards Matias attitude, he is nice with the students, he knows their names and makes them participate. They are a talkative group, but they stay in their desks and all of them participate in every activity. Matias does not need to raise his voice at any time. As for the activities, the closure activity cannot be done because the lesson finishes.

2 nd class The children enters the classrooms greeting us, and sit on their desks immediately. The lesson begins with Matias asking the children what they remember about the previous lesson. Later, he asks them to read and complete the text he has already written on the


board. They correct it altogether and after that, Matias asks them to write it on their folders. Miss Gabriela enters the room to observe Matias class. They children are all in silence copying the text. The, he sticks some cards on the board, and delivers the children one photocopy to read about the different types of energy. He asks one of them to read. They continue reading aloud in order. When they finish reading, he asks them to make a conceptual map with the information they have. Matias is always walking along the classroom. Some children call him for help. The students go to break. After break, they watch a video about “The Natural Resources”. The sound is not good enough. Matias explains the activity. They have to find some words related to the video on an alphabet soup. As regards Matias attitude, during the activity of the conceptual map, he forgets to ask them if they know what a conceptual map is. But then, he gives them some tips to include conceptual maps when they study. Matias walks along the classroom, watching and monitoring children’s work. He brings backup material, and also uses the board during his activities.

3 rd class Matias last lesson begins with a story telling about the water cycle. He is confident, showing a smiling face. The short story is connected to the water cycle and they children realize it immediately. Matias makes questions and they participate motivated. After this activity, Matias read them the book “Wall-e” which is related to one of our main topics: recycling. Most of the children have seen the movie of this book. Matias asks them some questions related to the story so the children can make predictions about the future. As regards Matias attitude, he is more relaxed and confident. He seems to be enjoying the lesson. He is always very kind with all the group and he tries to make them think and participate.

PEER OBSERVATION REPORT

ON PRACTICE: Antonela Sartal


OBSERVER: Matias Orellana

4th class: I was absent since I was ill. 5th class Once all the students sit on their desks and are ready to start, Antonela greets them in a kind way and asks them to work orally on an oral activity, which consists of saying what the pictures hanging on the board have in common. The tasks lasts less than 5 minutes. After that, Antonela delivers a photocopy and tells them what they have to do. The children take fifteen minutes to do it. In order to correct, four students are chosen to say orally their answers. In the second period, Antonela explains a powerpoint she prepared. All the students are paying attention and surprised for the pictures which were shown. Before leaving, Antonela reminds them that they have to prepare a recycled object for the following lesson. 6th class Antonela starts the lesson by reminding the students this is the last lesson and makes a general revision of the most important topics which were dealt with. The students are told to get into groups of four and work on a final project. Antonela explains that the task has to be finished by the end of the first period, and provides them with models of brochures and some pictures which may be useful to make them. All the students are working in an organized way while Antonela is monitoring the groups. The bell rings and students go to break, except for three children, who decided to stay and finish the brochure. In the second period, the different groups go to the front of the class and explain their work to the rest of the class. In addition to this, each member shows their recycled element and explains what it used to be and what it is now. Once all the students have finished, Antonela and I thank and congratulate the group for their whole performance during the six weeks. I raffled the book Wall E, which was read by in the third class. Two students give us a present and the thirty-three pupils and Miss Susan applaud in reply.

SELF EVALUATION


Orellana, Matias Adrian

1st class I began my first class by greeting my students and explained what we were going to do during the following six weeks. After that, I asked them what they knew about energy while I was doing a brain-storming on the board. Next, I projected a video twice and discussed it orally. For the second activity, students were given cards, some of whom were questions and some others were their answers. They took ten minutes to complete it and corrected after the break when the students went to the greenboard and matched them. They copied all the questions and answers on their folders, as well the third activity, which was similar but in which they had to associate it with personal experiences. All the class worked in an organized way and were interested in participating. When the lesson was over, I thank them for their participation and advanced them what they were going to do in the following classes. 2nd class I began the lesson by doing a revision activity. While I was doing it, Ms Gabriela Dominguez entered, greeted me and the class, and sat at the back next to Antonela. After that, I delivered a photocopy with a revision on the different types of energy, and asked them to make a conceptual map. Meanwhile, Ms Dominguez called me and asked me if students knew how to do it, so I explained that I had been told previously that they knew. While they were working, I was monitoring to make sure they had understood. Some of them, asked me if they were doing well. Before checking, I provided them with a model conceptual map I prepared myself and asked two students to go to the front and write their maps on the board. I suggested that they should do this map when studying and showed how different they can be. When the bell rang, Ms Dominguez game me my copybook and as soon as she left, I read the feedback, which was positive and gave me more energy to go on with the lesson. In the second period, Students were shown a video twice and we discussed it orally. Next, I delivered a soup of letter activity and explained that students have twenty minutes to complete it. They worked perfectly.

3rd class I began the class once I made sure all the students were sitting and paying attention. I delivered a photocopy to each student and explained what they were supposed to do.


The photocopy was a story connected with the water cycle and the students were enthusiastic about doing the task. The second activity was a story-telling on “Wall E�, which is a book based on a film related to the dealing topics. Most of the students told me that they had seen the film. The bell rang when I was in the middle of the story, so I asked them to go and have their breaks. After ten minutes, they returned and I went on retelling the book. Once I finished, I delivered some photocopies with exercises on the story while I was asking them some relevant questions so that I made sure they all understood it. When the lesson finished, I asked them to finish the task at home.

SELF EVALUATION

Sartal, Antonela 1st class Having finished my first practice lesson, I realized I could have done some things differently. First, when the lesson starts, I was calm and felt confident although I was alone because Matias was ill. But after the break, I was a bit nervous because the teacher was observing me, and I did not expect her to come as it was my first lesson. Moreover, I did not make eye contact with every student and some of them were not working. Then, I realized that I made some language mistakes while I was talking. Also, I should have tried to make more questions because I noticed that not all the students participated. As regards time, I could deliver every activity on time and I did not feel under pressure about it. The children seemed to enjoy the activities and they were very cooperative. I had some difficulties with the technological resources. I had one video to show, and as the classroom was very illuminated, the image was not clear enough. Also, the sound was not the best. Despite the fact that I had some problems with the resources, the contents of the video were very useful, and the students enjoyed them. Yet, I should have exploited the resources of the video much better. I realized, I should have stopped the video some times to make some questions or to explain some important points. I finish the lesson a bit disappointed, but with some points to work on.


2nd class I have finished my second practice lesson. I was satisfied with the lesson. This time I tried to make more eye contact with all the children and to pay more attention in those who did not participate. In fact, all the group worked, and only two children were more distracted. I began the lesson with a warm up about the main topic: the water. After that, they worked on a text about the water treatment. It would have been better to work with the book so they could see better the colors of the images, but I walked along the classroom to show them my book. After working with the water treatment, I showed them some pictures about the different types of water pollution. When I planned this class, I thought of using a powerpoint, but then I decided to change it because the classroom was not appropiate to use the projector. Matias help me to hold the posters while I explained them to the group. All the students participated and discussed about the subject. It was a rich and engaging activity. The only thing I found negative in this lessons was that I run out of time to make the clossure activity. 3rd class This was my last lesson. It was the final task and I was afraid of running out of time. The students had to work in groups to make brochures about the topics they saw during this period. I only explained twice and show them some examples of brochures. They understood perfectly how to do it and started working immediately. I could see only one group had some difficulties dividing the tasks, so I tried to guide them and to focus my attention on them. It was not easy for me to find a way to help them solve their problems as a group. First I thought of changing some children to another group, but then I prefered that they found a way to get along with it. After the break, the children presented their individual projects, which were done with effort and resulted very crative. They also presented in groups their brochures, and


explained their messages about the importances of recylcing and taking care of the energy. They worked really hard and showing interest in the topics. Everything was finished on time. Matias and I congratulated the children and said goodbye to them with a warm message.

FINAL CONCLUSION Orellana, Matias Personally, The first day I entered the classroom , I was very anxious and enthusiastic as well. I was glad for being well received. However, during the class, my classmate and I looked at my classmate and noticed that we were going to work with a bit talkative group, and we were also reported that there had been some problems of behavior with one particular student. As the observation classes went by, I started getting to know them more and learnt about their interests and skills, for which we had to make some changes in the daily plans so that they work more interested and motivated. Eventually, my first class arrived and I was worried about everything went perfectly. I knew that the students had been waiting for our practicum and I did not want to disappoint them. Luckily, the students worked very well and showed me that I had made a mistake when predicting their behavior. I worked with clever and very well prepared students. The students thank me every time I finished with my lessons and made some theoretical topics easier since they were engaged with the classes. It was a real pleasure both to have met them and to have worked with such a lovely hardworking group. What is more, that particular student who was supposed to be difficult worked well and came to me the very last class to thank Antonela and I for our performance and wished us to become successful teachers. Definitely, I feel that I worked with the best group I could ever have, and it is going to be a beautiful and unforgettable experience. Orellana, Matias Adrian. FINAL REPORT


Sartal, Antonela My practice lessons were really a nice experience for me and I have learnt a lot of new strategies during this time. Planning was really challenging for me because I had to find something really engaging for the students. But it was also one of the most important things I have learnt. It gave me confidence at the moment of facing every activity. It also guided us to help the students achieved the objective of the whole lesson. The most difficult part was to manage time. In spite of having everything planned, in some lessons we run out of time and could not deliver the closure activities. In addition, I found it difficult to make eye contact with all the students but, with the observations the teacher gave me, I could concentrate on that. The group was surprisingly cooperative, respectful and warm. This was a crucial point for me because I had have some bad experiences working in schools. So, making my practice lessons with students who really work hard and are respectful children, showed me that teaching could be possible. To conclude, I found the practice lessons a very fruitful experience. I learnt the importance of preparing everything beforehand by means of planning. Sometimes, it could result a tedious task, but it is important in order to have a guide to follow and to be prepare for any change. I also started to make more eye contact with every children, because it was one of the corrections I had during my practice lessons. I think now on, I can improve lots of things on my teaching.



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