Portfolio Gonzalez and Sena by Barbara Sena

Teaching Practicum II 2016

Gonzalez Romina Sena Bรกrbara

Diagnostic Report 5Â° Grade â&#x20AC;&#x201C; Carlos Maschwitz School

The course observed is 5Â° grade. It belongs to Carlos Maschwitz School, a bilingual and private institution located in the centre of Ingeniero Maschwitz. There are 27 students in the course, 20 are girls and 7 are boys. The students are wellbehaved, participate and work in class. Most of them understand when the teacher speaks and explains in English, but most of the time they speak in Spanish. They try to use the target language as they can and when the teacher asks them to do so. The majority of the classes observed were based on reading comprehension activities since the teacher told us that the students needed to improve that skill. So the classes were based on activities that the teacher gave to the students, they copied them in the folder, worked and then shared the answers.

UNIT PLAN STUDENT TEACHERS’ NAMES: Sena Barbara, Gonzalez Romina. INSTITUTION: Carlos Machwitz School. COURSE: 5th grade. PERIODS PLANNED: 12 TIMETABLE: Mondays from 8:30 to 10:30 SUBMISSION DATE: PRESENTATION DATE: …………………………………………………………………………………………..... THEME: Wind energy.

LINGUISTIC EXPONENTS: definition of energy (power), definition of wind energy and vocabulary related to the topic (windmill, kinetic, electricity, fossil fuels, renewable and non-renewable sources).

PREVIOUS KNOWLEDGE: simple present, present continuous, simple past, past continuous, present perfect and future tenses.

GENERAL OBJECTIVES: By the end of the unit, students will:        

Know what energy is. Know what wind energy is and how it works. Gain new vocabulary related to energy Know the difference between renewable and non-renewable sources Be encourage to think about the consequences of the use of energy in the environment Develop their oral skills through student’s and teacher’s interaction Develop their listening skills by watching videos and listening songs Develop their reading skills

GENERAL DESCRIPTION OF THE ACTIVITIES TO BE USED:       

 

Poster with drawings of the different kinds of energy A poster showing student’s previous and acquired knowledge Reading comprehension activities with vocabulary related to the topic. The texts will reinforce verbs tenses and grammar Answer questions about the reading comprehension True and false: read sentences and decide if they are true or false Categorize pictures into the right category Games:  Rocklet game to answer questions on the topic  Crosswords  The class will be divided in three groups. The teacher will ask a question and the first group that answer will gain one point. Song: students will listen to a song and identify the types of energy Videos: Students will see videos related to the topic

FINAL TASK: Each student will make a wind wheel to observe how the spinning blades convert wind into energy. They will be asked to bring the materials needed: cardstock paper, glue, scissors and a paper cup. The teacher will give them the instructions to build the wind mill in class. The project will be developed in the following way:  First, the students will learn about energy, different types of energy and resources  Then, they will read a story of the importance of the wind, answer questions about it and do a drawing summary  They will watch a video explaining the importance of the wind and how the windmills work  They will complete different exercises based on the videos  Finally they will build the windmill CROSS-CURRICULAR RELATIONS: Language: speaking, reading, grammar and verb tenses Natural Science: Energy, renewable and non-renewable sources, environment MATERIALS AND RESOURCES: videos, photocopies, posters, song, realia, pictures, concrete materials. BIBLIOGRAPHY: videos from science experiments and photocopiable material from Internet. DAILY PLAN

CLASS PLAN N°1 STUDENT TEACHER’S NAME (On practice): Romina Gonzalez STUDENT TEACHER’S NAME (Observer): Barbara Sena INSTITUTION: Colegio Carlos Maschwitz COOPERATING TEACHER: Lorena COURSE: 5° PERIODS PLANNED: 2 periods SUBMISSION DATE: June, 19th CLASS DATE: 8 August …………………………………………………………………………………………..... SPECIFIC THEME: What energy is LINGUISTIC EXPONENTS: 1) Items to be taught:  Energy definition  Kinds of energy 2) Re-cycled items:  Previous knowledge about energy  Present simple  Present perfect SPECIFIC OBJECTIVES: Students will gain new vocabulary. They will watch a video and will read about potential and kinetic energy. Finally, they will cut and paste images on their folders.

OPENING TASK  The teacher will prepare a poster with two columns: “We know…” and “We have learned…” She will give the students a sheet of paper and tell them to think what energy is. Then they will stick the ideas on the chart.  Nature of the activity: brainstorming  Group work  Technique:  Realia: poster

What I know (previous knowledge)

What I have learnt (acquired knowledge)

MAIN DEVELOPMENTAL TASKS ď&#x192;&#x2DC; Watch a video.

https://www.youtube.com/watch?v=z8a-L1lkq3w ď&#x192;&#x2DC; After students finish watching the video, they will be given a true or false exercise according to what they have seen in the video. a. b. c. d. e. f. g. h.

Energy is the ability to do work. T F Light, heat and sounds are types of energy. T F Energy is created and can be destroyed. T F People, plants and animals need energy. T F Electricity is not a type of energy. T F Fossil fuels turn into coal, oil and gas. T F When we run or jump we are not using energy. T F When we talk or sing we produce energy. T F

 Sound, heat and light energy. Students will be given a photocopy with pictures to be cut and pasted in students’ folder, so they can visualize other types of energy.

 Once students have finished the previous activity, they will watch a video about potential and kinetic energy. The teacher will ask students what have they understood about these two types of energy and together we will provide examples. https://www.youtube.com/watch?v=vl4g7T5gw1M

ď&#x192;&#x2DC; Potential and kinetic energy. Definition and examples. (ask students to provide examples)

ď&#x192;&#x2DC; Potential and kinetic energy. Once students have read about the differences between potential and kinetic energy, they will be given a photocopy with pictures and a chart. They will be asked to cut the pictures and classify them under the chart.

 Once students have finished doing the previous activities, they will be asked to justify their answers according to what the saw in the video and the examples provided by the teacher (previous pictures) and themselves.

CLOSURE TASK  The rocklet’s game The student teacher will bring rocklets to the classroom and will ask students to take a rocklet. Depending on the colour of the rocklet, they will have to provide vocabulary of the lesson. What’s energy? An object that requires electrical energy. Something that requires solar energy. And object that requires petrol. What’s potential energy? What’s kinetic energy?

MACROSKILLS: listening, writing and speaking.

MATERIALS AND RESOURCES     

Poster Video Photocopies Games sweets

DAILY PLAN CLASS PLAN N°2 STUDENT TEACHER’S NAME (On practice): Romina Gonzalez STUDENT TEACHER’S NAME (Observer): Barbara Sena INSTITUTION: Colegio Carlos Maschwitz COOPERATING TEACHER: Lorena COURSE: 5° PERIODS PLANNED: 2 periods SUBMISSION DATE: Thursday, 23rd CLASS DATE: 15th August …………………………………………………………………………………………

SPECIFIC THEME: Renewable and non-renewable energy. LINGUISTIC EXPONENTS: 3) Items to be taught:  Renewable energy  Non-renewable energy 4) Re-cycled items:  Previous knowledge about energy and the different types of it.  Present simple  Present perfect  Wh-questions SPECIFIC OBJECTIVES: Students will gain new vocabulary and they will be able to classify the different types of energy into renewable and non-renewable. They will classify the different types of energy, they will read about fossil fuels and answer some questions and finally, they will prepare a poster.

OPENING TASK  The teacher will bring students a short text about renewable and non-renewable energy.

MAIN DEVELOPMENTAL TASKS Activities to classify the different types of energy ď&#x192;&#x2DC; After the teacher and the students finish reading the short text, explaining and dealing with vocabulary, students will be asked to classify different kinds of energy into a chart with renewable and non-renewable.

 After students finish doing this activity, the teacher will give them a short quiz to complete about renewable and non-renewable energy. 1- What is a non-renewable energy source? a) One which will run out b) one which won’t run out renewed.

c) one which can be

2- What is a renewable energy source? a) One which will run out b) one which won’t run out c) one which can’t be renewed. 3- Which of these are renewable energy sources? a) Wind and sun b) wind and nuclear c) wind and coal 4- Which of these are non-renewable energy sources? a) Wind and sun b) nuclear and coal c) coal and biomass

ď&#x192;&#x2DC; In the following activity, students will read about fossil fuels and they will answer some questions about the text.

1- Why are fossil fuels considered as non-renewable? 2- Where can they be found? 3- How can we get fossil fuels out? 4- Mention all re fossil fuels present in the text. Discuss their uses. 5- Are they being created today? ď&#x201A;ˇ

When they finished the previous activity, they will be given a photocopy with drawings. They will be asked to write what energy resource is shown in each drawing and they will have to write if they are renewable and non-renewable.

CLOSURE TASK ï&#x192;&#x2DC; Preparing a poster

Students will be asked to prepare a poster in class, similar to this one and, in groups they will draw renewable and non-renewable sources to paste in the poster. The teacher will bring the definitions of renewable and non-renewable energy and students will decide where each definition goes.

DAILY PLAN CLASS PLAN NÂ°3

STUDENT TEACHER’S NAME (On practice): Romina Gonzalez STUDENT TEACHER’S NAME (Observer): Barbara Sena INSTITUTION: Colegio Carlos Maschwitz COOPERATING TEACHER: Lorena COURSE: 5° PERIODS PLANNED: 2 periods SUBMISSION DATE: Thursday, 23rd CLASS DATE: 22nd August ………………………………………………………………………………………… SPECIFIC THEME: energy and the environment. LINGUISTIC EXPONENTS: 5) Items to be taught:  Energy and the environment  How can we save energy at home 6) Re-cycled items:  Energy. Definition and the different types of it.  Renewable and non-renewable energy.  Wh-questions  Present simple

SPECIFIC OBJECTIVES: students will read about how the different types of energy affect the environment. They will complete a photocopy with the different ways in which they can save energy at home to help the environment. Later, they will prepare bookmarks with different pictures and phrases.

OPENING TASK:

OPENING TASK: Students will make a revision of the previous class about the different types of sources. The teacher will bring a poster with clues about these resources and she will also bring the pictures of these ones. Students will read the clues and they will come to the board to paste the correct picture next its description.

MAIN DEVELOPMENTAL TASKS Activities and reading about saving energy to help the environment.

ď&#x192;&#x2DC; Students will read a photocopy about how to save energy. Once we finish reading we will discuss about the possible ways they can save energy at home.

ď&#x192;&#x2DC; After they finish reading and discussing, they will be given a photocopy about how can we save energy at home. They will be asked to complete the spaces.

ď&#x192;&#x2DC; Students will be given a photocopy with a chart and some sentences. They will have to cut those sentences and decide if they are good or bad for the Earth and the environment.

ď&#x192;&#x2DC; Students will read about the problems which can be caused in our environment. They will be given this photocopy but without the drawings. The drawings will be given separately so they can paste them next to the problem.

CLOSURE TASK: ď&#x192;&#x2DC; Preparing bookmarks Students will be given a photocopy with the bookmarks. They will cut them, paint them and write their names.

DAILY PLAN CLASS PLAN N°4 STUDENT TEACHER’S NAME (On practice): Barbara Sena STUDENT TEACHER’S NAME (Observer): Romina Gonzalez INSTITUTION: Colegio Carlos Maschwitz COOPERATING TEACHER: Lorena COURSE: 5° PERIODS PLANNED: 2 periods SUBMISSION DATE: CLASS DATE: 12nd September ………………………………………………………………………………………….....

SPECIFIC THEME: Wind Energy LINGUISTIC EXPONENTS 7) Items to be taught:  What wind energy is  How it is caused 8) Re-cycled items:  Energy definition  Types of energy  Sources of energy  Present simple  Present perfect  Past simple SPECIFIC OBJECTIVES By the end of the class, students will be able to:    

Define wind energy and identify their importance Watch a video and identify types of energy Read a story about the importance of the wind and answer questions Make a drawing summary of the story.

OPENING TASK  TASK 1  Nature of the activity: watch a video and identify types of energy  Individual work  Realia: video  Technique: the teacher will introduce herself and tell the students that they will continue working on energy. In order to revise what they have learned, they will see a video and they have to identify what types of energy are used. The video is a song from the film Pocahontas: “Colours of the wind” (https://www.youtube.com/watch? v=HvvZ1TEQRB8&index=5&list=PLICFmlipeYhsB62_9ew1iPWY4VhuL_mbY)

After watching the video, the teacher will give the students a chart where they have to write what type of energy they have seen in the video. They will do one together and then they will complete the chart alone, watching the video one more time. We know energy was there because…

Source of energy (sun, wind, biomass, water)

Kinetic or Potential?

The teacher will stick the same chart on the blackboard and ask the students to complete it. 

Correction: it will be on the blackboard

MAIN DEVELOPMENTAL TASKS  TASK 2  Nature of the activity: reading comprehension  Group work  Realia: story, wizard’s hat, pictures  Technique: The teacher will tell them that they are going to work on wind energy. They will read a story where the wind has a special role. The teacher will deliver the photocopies and then she will ask the students to read out loud one paragraph each. After reading the teacher will ask the students questions about the text in order to explain the meaning of some words using a wizard’s hat and pictures. The questions will be: Where did Wendy live? Who was his father? What didn’t she like? Why not? What did sheSTORY: ask her father? What happened the next ENERGY day? The Tale of the Wendy  Correction: activity will be done orally

Wizard

 TASK 3 Wendy lived in a  Nature ofwith the activity: lighthouse her True or False  Individual worka father, who was  Realia:wizard. they willWendy use the story to do the activity powerful was Technique: The students his only child and will read some sentences about the her storywhatever and they have to decide if they are he gave TRUE or FALSE. If they are FALSE they sentences. have to write she wished. Read the Decide the correct version. Wendy loved the if they are TRUE or FALSE. If  Correction: the activity lighthouse, which stoodwill be corrected orally they are FALSE, correct on a high cliff above the ocean. She loved to them. 1. Wendy lived in a play outside in the sun. house near the sea. She loved the seagulls  TASK 4 ……………………. that soared through the 2. She Natureloved of the the sky. She loved to swim with the fish. The only activity:lighthouse Complete with and the thing she didn’t like the missing words seagulls. was the wind. On the  Individual ……………………. cliff, the wind blew all work 3. She didn’t like the the time. If Wendy had  Realia: they sun. ……………………. a picnic, the wind blew will use the story to do 4. Her father gave her a away her napkin. It the activity new wizard dress. carried her potato chips  Technique: ……………………. up to the seagulls. It After doing the activity, 5. A gust of wind blew sand into her the teacher will ask the drink. grabbed the hat and students: What have we One day, Wendy’s blew it over the learned from the text? father gave her a new ocean. ……………………. wizard hat. It was 6. The sun makes the beautiful. Silver stars wind. The sun warms and moons glittered on the land and the air it. Wendy shouted for over the land rises. joy and ran outside to ……………………. show the seagulls.

Why is the wind important? She will listen to the students and will explain how the wind is generated. She will give the students a photocopy explaining the process, but with blank spaces, which students have to fill in.  Correction: the activity will be corrected orally

Complete with the following words: sun and air. You can use it more than once.

Where does wind energy come from? Wind blows because of the ………………

The ……………… warms the land and the ………………

over

rises.

The

cool

…………… over the ocean rushes in to take its place. So differences in air pressure are created.

CLOSURE TASK  TASK 5  Nature of the activity: Draw a summary of the story  Group work  Realia: drawings, posters, markers  Technique: the students will be divided in 7 groups. Each group will draw a part of the story and write a sentence on sheets of paper given by the teacher. Then they will stick all the drawings on a poster to make a summary of the story.

MACROSKILLS: listening, reading, writing and speaking.

MATERIALS AND RESOURCES     

Poster Flashcards Video Photocopies Clothes

DAILY PLAN CLASS PLAN N°5 STUDENT TEACHER’S NAME (On practice): Barbara Sena STUDENT TEACHER’S NAME (Observer): Romina Gonzalez INSTITUTION: Colegio Carlos Maschwitz COOPERATING TEACHER: Lorena COURSE: 5° PERIODS PLANNED: 2 periods SUBMISSION DATE: CLASS DATE: 19th September ………………………………………………………………………………………….....

SPECIFIC THEME: Wind Energy

LINGUISTIC EXPONENTS 9) Items to be taught:  What wind energy is  How it is caused 10) Re-cycled items:  Energy definition  Types of energy  Sources of energy  Present simple  Present perfect  Past simple SPECIFIC OBJECTIVES By the end of the class, students will be able to:    

Define wind energy and identify their importance Watch a video and identify types of energy Read a story about the importance of the wind and answer questions Make a drawing summary of the story.

OPENING TASK  TASK 1  Nature of the activity: watch a video  Group work  Realia: video  Technique: the teacher will tell the students that they will continue working on wind energy. Then students will see a video which explains what wind power is and its use.

Video: https://www.youtube.com/watch?v=niZ_cvu9Fts

TASK 2  Nature of the activity: What is the video about?  Group work  Realia: poster  Technique: after watching the video, the teacher will place different phrases on the blackboard and students will have to remove the ones that are not connected with the video they have seen. WIND ENERGY WIND IS RENEWABLE

WIND IS AIR IN MOTION

WINDMILLS PRODUCE ELECTRICITY

SOLAR ENERGY

WIND IS NON-RENEWABLE

TURBINES USE WATER ENERGY

MAIN DEVELOPMENTAL TASKS

TURBINES USE WIND POWER

 TASK 3  Nature of the activity: match the halves to make sentences  Individual work  Realia: photocopy  Technique: after watching the video, students will have to match the halves to make complete sentences  Correction: the activity will be corrected on the blackboard on a poster with the same activity

Match the halves to make complete sentences 1. 2. 3. 4.

People have used wind as a source of energy Wind is Wind is caused The hot air rises 5. Turbines use

by the sun. and the cold air takes it place. wind power to generate electricity. for thousands of years. air in motion.

 TASK 4  Nature of the activity: circle the correct picture  Individual work  Realia: photocopy with pictures of real things  Technique: students will be given a photocopy and they will have to decide what objects need wind energy.  Correction: the activity will be corrected orally

Circle what objects need wind energy.

 TASK 5  Nature of the activity: read the text and do the crossword  Individual work  Realia: text and game  Technique: students will be given a photocopy with a text that they will have to read and complete the crossword  Correction: the activity will be corrected on the blackboard on a similar crossword

CLOSURE TASK

 TASK 6  Nature of the activity: Trivia Track  Group work  Realia: game  Technique: the teacher will prepare a trivia track that will be stuck on the blackboard. Students will be divided into three groups and one will spin the arrow and read a question from the colour. If the group answer the question, it will win one point. The first group that has 3 points win a candy. The questions will be on the topics learned, for example:  Red (Forms of Energy): name one form of kinetic energy; name one form of potential energy; if a boy is running, is it kinetic or potential?  Blue (Renewable Sources): Is it the sun renewable or non-renewable? Name one renewable resource; What kind of source is the wind?  Green (Non-Renewable Sources): Name one non-renewable resource; Do the cars use renewable or non-renewable resources? Is the petroleum renewable?  Pink (Wind Energy): What is air? Is the wind renewable or non-renewable? What do windmills generate? What energy do windmills use? Is the wind caused by the sun?  Yellow (Energy and the Environment): How can you save energy?

MACROSKILLS: listening, reading, writing and speaking.

MATERIALS AND RESOURCES     

Poster Flashcards Video Photocopies Game

DAILY PLAN CLASS PLAN N° 6 STUDENT TEACHER’S NAME (On practice): Barbara Sena STUDENT TEACHER’S NAME (Observer): Romina Gonzalez INSTITUTION: Colegio Carlos Maschwitz COOPERATING TEACHER: Lorena COURSE: 5° PERIODS PLANNED: 2 periods SUBMISSION DATE: CLASS DATE: 26th September ………………………………………………………………………………………….....

SPECIFIC THEME: Wind Turbines LINGUISTIC EXPONENTS 11) Items to be taught:  What wind mills are  What wind turbines are  How they are used  Wind turbines advantages and disadvantages 12) Re-cycled items:  Energy definition  Types of energy  Sources of energy  Wind Energy  Present simple  Present perfect  Past simple SPECIFIC OBJECTIVES By the end of the class, students will be able to:    

Define wind mills and wind turbines Watch a power point in order to revise all the topics that have been learned Complete a poster to show what they have learned during the six classes Make a windmill

OPENING TASK  TASK 1  Nature of the activity: watch a power point  Group work  Realia: power point  Technique: the teacher will show the students a power point in order to revise the previous topics and to introduce “Windmills and Wind Turbines.” While the presentation is going on, the teacher will ask the students some questions and then they will look at the information display to check if their answers are correct.

MAIN DEVELOPMENTAL TASKS  TASK 2  Nature of the activity: complete the parts of a wind turbine  Individual work  Realia: a picture of a real wind turbine  Technique: after watching the presentation, students will identify the different parts of a wind turbine on a photocopy given by the teacher  Correction: the teacher will show the slide again so students can check their answers

Complete the parts of the wind turbine.

 TASK 3  Nature of the activity: Put the sentences in order  Individual work  Realia: photocopy  Technique: the teacher Read the sentences and will give a photocopy with the different steps in the production of electricity using wind turbines and they will have to put the put them in the correct sentences in the right order. order.  Correction: the teacher will show the slide again so students can check their answers * The wind moves the blades. ……………… *

The transformer transmits the electricity to the  TASK 4 – FINAL PROJECT houses.  Nature of the activity: Make a wind mill ………………  Individual work The generator  Realia: a model  Technique: Each student will make a windmill to converts the kinetic observe how the spinning blades convert wind energy into electricity. into energy. They will be asked to bring the ……………… materials needed in advance: cardstock paper, The spinning of the glue, scissors and a paper cup. The teacher will blades starts the give them the instructions to build it and then generator. they will try to do it. ……………… The electricity travels through the tower to the transformer. ………………

 TASK 5  Nature of the activity: Make a Poster  Group work  Realia: a poster  Technique: The class will be divided in six groups of four students. Each group will have to make a poster on topics they have learned. They will be asked in advance to bring the materials and information or pictures to illustrate the poster. The groups will work on: kinetic and potential energy, renewable resources, non-renewable resources, how to save energy at home, wind energy, and wind turbines and its use.

 TASK 6  Nature of the activity: Complete the poster  Group work  Realia: poster  Technique: Students will be given a small piece of paper and asked to write what they have learnt, during all the classes, about energy. Then the teacher will stick the papers on the poster they have made the first class. What I know (previous knowledge)

What I have learnt (acquired knowledge)

MACROSKILLS: listening, reading, writing and speaking. MATERIALS AND RESOURCES  

Poster Presentation

ď&#x201A;ˇ ď&#x201A;ˇ

Video Photocopies

Evaluation Reports

Self-evaluation 1st class Institution: Carlos Maschwitz Class: 5th grade Student teacher in charge: Romina Gonzalez

Observer: Barbara Sena Date: August 22nd When I arrived at the class, I greeted the students, I introduced myself and the lesson began. I presented the activities and the students seemed very enthusiastic. They liked the activities and they were able to finish them during the two periods of class. Some of the activities planned for that day couldnâ&#x20AC;&#x2122;t be presented but we worked very well. In this class, the first one, videos, posters and photocopies were used. The posters were left in the school. Regarding discipline, the students behaved really well, they are a nice group. They participated in everything we did. Something I notices was that I planned an activity which took too much time to be finished. They had to cut and paste pictures. I also realized that instead of correcting this activity together, I corrected it individually, which made some students start talking or standing up. That was not the purpose of that activity but I luckily I receive some pieces of advice from my practicum teacher and after reading her comments on my notebook I could realize of everything that happened that morning. The best part was the video I played on kinetic and potential energy. They loved it and asked me to play it twice. It is fantastic to see how everything you had prepared is useful for them and they enjoyed. I continue learning.

Peer Evaluation Report Institution: Carlos Mashwitz School Class: 5Â° Student teacher in charge: Romina GonzĂĄlez Date: 22 nd August Observer: Barbara Sena

Organization of the lesson:  Students´ performance during the lesson: all the students did all the activities proposed by the teacher, they participated in class and they behaved properly even though the teacher asked silence a few times.  Use of materials and resources: the teacher used two videos to explain what energy is and the types of energy (kinetic and potential). The second one was a song which the students really enjoyed. She also prepared a poster as a warm-up and another one with drawings to explain the differences between kinetic and potential energy.  Management of time (timing / pacing): the time was not used equally in all the activities. The teacher gave a little time for the first activity since when she started correcting; some students had not finished it. On the other hand, she expended a lot of time on the second activity because they had to cut and paste pictures.  The students’ attitude (their reaction to the activities): students showed themselves collaborative and interested in the activities. They paid attention to the two videos and really enjoyed the song. Some of them even sang it the second time they listened to it. Also, they liked the activity where they had to classify the pictures. Uses of language along the class  Use of English: the teacher used the language accurately.  Use of Translation/ Spanish: the teacher spoke in English the whole class; she only repeated some words in Spanish that students had already said.  TTT (Teacher Talking Time): the teacher spoke in order to explain the topic and the activities, but she let the students participate and asked them the definition of some words so as not to give the meaning herself.  Provision of Comprehensible Input: the students could not understand all what was said in the videos, but they could get the general idea. They could do the activities without difficulty. Handling of the group  Organization of Participation: when students had to participate, they raised their hands in order to speak, but sometimes they talked all together and the classroom was very noisy.  Management of Discipline: there was not any discipline problem. The teacher only had to ask for silence in some occasions.

 Organization of Students Interaction: students were not asked directly to interact with each other, but they worked with the partner. Other aspects to consider:  The weakest point of the teacher that day: in some activities the students talked too much since the teacher did not tell them to work alone or she asked general questions and some students answered at the same time. Another weak point was that when she explained the activities, she did not realize that some students were not paying attention, so she had to repeat it several times.  The strongest point today of the teacher that day: the teacher used the humour as a way to engage the students and she created a good classroom atmosphere.  An aspect in the process of improving: the teacher should explain in detail the activity before the students start working.  A part of the lesson that you would change: I would change the activity in which the students had to classify the pictures since it took them a lot of time. I would choose some drawings and not all of them.  A part of the lesson that I particularly liked was the videos used as they explained the topic well and the song was funny and memorable.

Self-evaluation 2nd class Institution: Carlos Maschwitz Class: 5th grade Student teacher in charge: Romina Gonzalez Observer: Barbara Sena Date: August 29th

This second class was different. It was not the first class anymore. We started with renewable and non- renewable sources. I was amazed because they understand so quickly and they loved the poster with the different sources of energy to classify. We worked with photocopies and posters that class. The students had no problems regarding discipline. They help to create a nice atmosphere and it was not necessary to ask them for silence a lot of times. Something that I would criticize about my own class was the reading part. I gave my students a short text to read about fossil fuels. I decided to give them five minutes to read and answer by their own, but soon I realize that they weren’t able to do it, they needed my help so we did it together. I expect everything I have done right or wrong to be useful for my partner. I hope she can learn from my strengths and weakness and I expect me to do the same when she stars with her lessons.

Peer Evaluation Report Institution: Carlos Mashwitz School Class: 5° Student teacher in charge: Romina González Date: 29 TH August Observer: Barbara Sena

Organization of the lesson:  Students´ performance during the lesson: almost all the students participated and worked in class.  Use of materials and resources: the teacher used posters to explain the topic, photocopies and a game that involve the students.  Management of time (timing / pacing): the time was used properly.  The students’ attitude (their reaction to the activities): students were involved in the class. The activities in which they had to draw, cut and classify pictures were done with enthusiasm. But they didn’t like the reading comprehension. Uses of language along the class  Use of English: the teacher used the language accurately.  Use of Translation/ Spanish: the teacher spoke in English the whole class; she only repeated some words in Spanish that students had already said.  TTT (Teacher Talking Time): the teacher spoke in order to explain the topic and the activities, but she let the students participate and asked them the definition of some words so as not to give the meaning herself.  Provision of Comprehensible Input: the students could do almost all the activities without difficulty. The reading comprehension was difficult and some of them couldn’t finish it. Handling of the group  Organization of Participation: when students had to participate, they raised their hands in order to speak, but in the last game they talked all together in order to be chosen to go to the blackboard so the classroom was noisy.  Management of Discipline: there was not any discipline problem. The teacher only had to ask for silence in some occasions.  Organization of Students Interaction: students were not asked directly to interact with each other, but they worked with the partner.

Other aspects to consider:  The weakest point of the teacher that day: the teacher gave the students the reading comprehension and the questions without reading it first. So some of the students asked a lot of questions because they did not understand the vocabulary.  The strongest point today of the teacher that day: the teacher brought posters that helped the students understand the topic.  An aspect in the process of improving: the teacher should explain in detail the activity before the students start working.  A part of the lesson that you would change: I would change the reading comprehension activity. A part of the lesson that I particularly liked was: the game because the students enjoyed it and it showed that they understood the topic.

Self-evaluation 3rd class

Institution: Carlos Maschwitz Class: 5th grade Student teacher in charge: Romina Gonzalez Observer: Barbara Sena Date: August 5th

When I arrived at the class, I greeted the students and we started with a revision of the previous class. It’s amazing how they remembered the topics we saw not only because of the activities and games but also because they understood every topic presented. In this class there was not any discipline problem although I asked for silence a couple of times but the behaved very well. In my last class I used photocopies, we worked on the board because they made a chart and I brought them a poster which they loved. They liked also the last activity which was to prepare bookmarks. I would change the activity in which they had to cut a few pictures and work with a reading comprehension as it took me some time to finish it. There were only 5 images to cut and paste but that kind of activities I’ve found them difficult to work with. Now that I’ve finished delivering my lessons I’m able to say that I’ve learnt a lot. So many thing that you can understand once you’re in the classroom, with the students, with time that is running. It has been an amazing experience for me as a student teacher and I hope my partner to have the same experience.

Peer Evaluation Report Institution: Carlos Mashwitz School Class: 5° Student teacher in charge: Romina González Date: 5 th September Observer: Barbara Sena

Handling of the group  Organization of Participation: when students had to participate, they raised their hands in order to speak, but some of them talked without waiting their turn, especially when they wanted to go to the blackboard.  Management of Discipline: there was not any discipline problem. The teacher only had to ask for silence in some occasions.  Organization of Students Interaction: students were not asked directly to interact with each other, but they worked with the partner.

Other aspects to consider:  The weakest point of the teacher that day: I think that the weakest point of the class, not the teacher, was that as it was raining, some water was coming in through the wall so the floor was wet and the students were unfocussed. Moreover, the class was interrupted by the doorwoman, who wanted to clean the floor, and a man who was looking for the problem in order to fix it.  The strongest point today of the teacher that day: the teacher tried to avoid the water problem and went on with the class. She also remembered the students’ name so she could make the class more dynamic.  An aspect improved: the teacher helped the students with the activities she knew would be difficult for them.  A part of the lesson that you would change: I think all the activities were useful.  A part of the lesson that I particularly liked was: the last poster where the students had to read the definitions to know what energy was.

Self- Evaluation Report Institution: Carlos Mashwitz School Class: 5° Student teacher in charge: Barbara Sena Date: 12 th September Observer: Romina Gonzalez

Organization of the lesson:  Students´ performance and attitude during the lesson: when I arrived at the classroom, the students asked me if I was going to deliver the lesson. They were curious to know my name and what we were going to do. When I started with the class, they were in silence and paying attention. I told them what we were going to do and asked them about the previous topics. They answered my questions without difficulty. If they didn’t remember, they looked at the posters my partner had made. So I realised that they had paid attention the previous classes and that the posters were very useful. The first activity was a song in which they had to identify different kind of energy. They watched the video carefully and asked me to see it again so I played 3 times. They were supposed to complete the chart on their own, but I realized they did not do it so I changed it and we did together on the blackboard. Then we read a story about a witch. They were familiar with the vocabulary because they had read “The Witches”. They really liked reading the story. I asked them to read one sentence each, as they did with their teacher, and they did it perfectly. They were in silence, following the reading and paying attention. Then I asked some questions about the story to know if they had understood and I explained the movement of the air. They answered correctly. Then they did a True or False about the story without problems. I asked some students to copy the answers on the blackboard. They enjoyed going to the front and all of them wanted to do it. After that, we complete together a mini text about wind. Finally they had to create a drawing summary in groups. I chose the groups and, even though some of them argued about it, they worked together. They were expecting this activity since previously some of them had asked me if they could draw something. They finished all the drawings in time and the poster was nice.

 Use of materials and resources: I used a song as a warm-up and to know how much they remembered. Them we read a story and we did some activities in photocopies. Finally we created a poster together.  Management of time (timing / pacing): all the activities were done in the scheduled time without problems. I could do all the activities planned.

Uses of language along the class

 Use of English: I tried to use English all the time. When they did not understand a word, I tried to explain it in English and I also took some pictures to explain some words that I thought they wouldn’t know. The students used Spanish to ask questions or to explain something. I had to remember them to speak in English.  Use of Translation/ Spanish: I did not translate any word. I explained the meanings in English or using pictures. But the students did say the meaning of words in Spanish.  TTT (Teacher Talking Time): I tried not to talk too much, only to explain the rubrics and explain, for example, how the wind is created. I made them read the story aloud so as not to read myself. I asked them questions to see if they understood the story and the answers of the activities.  Provision of Comprehensible Input: the students could understand all the inputs without problems. There were only some words they did not know in the story. Handling of the group  Organization of Participation: when students had to participate, they raised their hands in order to speak, but some of them talked without waiting their turn, especially when they wanted to go to the blackboard, so I had to ask for silence and tell them that only those who were in silence would pass.  Management of Discipline: there was not any discipline problem. I had to ask for silence in some occasions and asked one student to sit down because he was asking something to another partner.  Organization of Students Interaction: I had to organize the groups for the last activity. I decided to arrange the groups taking into consideration the way they sit so as not to move the tables. When I asked oral questions, they answered together so I chose one and asked him or her to tell the answer again. Other aspects to consider:  The weakest point of the teacher that day: First, I couldn’t remember the name of all the students so I asked most of the time to those who I remembered their names. For the next class, I will try to ask to different students to participate. Another weak point is that I think I had made some language mistakes since at the beginning of the class I was nervous.

 The strongest point today of the teacher that day: I think one strongest point was that I could do all the activities without rushing. I think the students had plenty of time for all the activities and they did it well.  An aspect to be improved: I should try to improve the explanations of some topics, for example the students did not understand the movement of the air. I explained it several times, I even took a poster, but some of them still did not get it.  A part of the lesson that you would change: I would change the mini text that students had to fill in with the missing words because it was not meaningful for the students.  A part of the lesson that I particularly liked was: I liked the story because the students enjoyed reading the text and answering the questions orally, and I think it was useful for them because they practiced reading comprehension and speaking.

Peer evaluation 1st class Institution: Carlos Maschwitz Class: 5th grade Student teacher in charge: Barbara Sena Observer: Romina Gonzalez Date: September, 12th The Student teacher began her class with a great video about the song of Pocahontas. She was going to start with some topics seen during previous classes. I found the video very useful, as the students were able to identify a lot of sources of energy. The teacher used photocopies, a videos and posters in her first lesson. The best parts of the lesson were; the one of the video because the students enjoyed it and the reading comprehension activity because they understood the story very well. The weakest parts of the lessons were that as they read the story one sentence each, some students got lost and it was difficult to follow it. I would have been better to ask them to read out loud or to read paragraphs. Some of the vocabulary was not very clear for them even though the teacher brought flashcards and showed them. It would have been a better idea to paste the flashcards on the board for them to see each picture. There was not any discipline problem. The teacher asked the student for silence a couple of times but they behave well.

Self- Evaluation Report

Institution: Carlos Mashwitz School Class: 5° Student teacher in charge: Barbara Sena Date: 19 th September Observer: Romina Gonzalez

Organization of the lesson:

 Students´ performance and attitude during the lesson: the students were engaged in all the activities proposed. Since the beginning of the class, they paid attention to the video and then they were willing to participate in the activity where they had to remove phrases from the blackboard that did not appear in the video. After that, we did an activity based on the video to check comprehension. They did it very quickly; some of them had already begun working before I explained it. We correct the activities orally and the students wanted to read and say the answers. The observer teacher told me at the break that one student at the back was doing another thing while her partners were working. I did not notice it. After that, I paid more attention to her and I corrected her folder and I realised that she did work, but as she finished very quickly, she always did something else in the free time she had. After the break, we worked with a text and a crossword. The student completed carefully and in silence as the crossword was quite difficult so they had to concentrate. Then we corrected on the blackboard and all the students wanted to write the answer. Finally, we played a “Trivia Track.” They really enjoyed the game. Some of them did not want to answer in case they were wrong. However, all the students who participated answered correctly.

 Use of materials and resources: I used a video as warm-up and some phrases on cardboard that were stuck on the blackboard. Then I used photocopies and a poster to correct a crossword. Finally we played a game with a big wheel.  Management of time (timing / pacing): all the activities were done without problems. As there was some extra time, I did one more activity that it was planned for the following class.

Uses of language along the class  Use of English: I tried to use English all the time. When they did not understand a word, I tried to explain it in English and I also took some pictures to explain some words that I thought they wouldn’t know. The students used Spanish to ask questions or to explain something. I had to remember them to speak in English.  Use of Translation/ Spanish: I did not translate any word. I explained the meanings in English or using pictures and videos.  TTT (Teacher Talking Time): I tried not to talk too much. I explained the activities and read the rubrics while the students read the text, the sentences and the answers.  Provision of Comprehensible Input: the students could understand all the inputs. The crossword was challenging, but they did it without help. There were only some words they did not know that I explained using pictures and videos.

Handling of the group  Organization of Participation: when students had to participate, they raised their hands in order to speak, but some of them talked without waiting their turn, especially when they wanted to go to the blackboard, so I had to ask for silence and tell them that only those who were in silence would pass.  Management of Discipline: there was not any discipline problem. I had to ask for silence in some occasions.  Organization of Students Interaction: I had to organize the groups for the last activity. I decided to divide the classroom into three groups. Each row was a group. I chose who was going to participate. When I asked oral questions, they answered together so I chose one and asked him or her to tell the answer again.

Other aspects to consider:  The weakest point of the teacher that day: I did not realise that one student at the back was doing another thing while we were working. I should pay more attention to all of the students. Another weak point was pronunciation. The observer teacher told me I mispronounced the word “correct”. I should check that.  The strongest point of the teacher that day: I think I could explain all the activities clearly since the students could do it without difficulty and they understood what they had to do.  An aspect to be improved: I should monitor all the students to check what they are doing.  A part of the lesson that you would change: I would not change the activities, but I would add one more to the lesson because I realised the students did them too fast and we had extra time so I decided to do one activity from the following lesson.  A part of the lesson that I particularly liked was: I really liked the crossword because it was challenging and I could see how they tried hard to do it, and the trivia track since they enjoyed it very much.

Peer evaluation 2nd class Institution: Carlos Maschwitz Class: 5th grade Student teacher in charge: Barbara Sena Observer: Romina Gonzalez Date: September, 19th

The Student teacher began her class after greeting the students with a great video about wind energy and the parts of the windmill. After the video the students dealt with an activity in which they were photocopy of a windmill, and they had to write the different parts of it. I considered the video was very clear for the students. They finish the activity and they corrected it orally with the student teacher. There were no discipline problems. They behaved very well and they worked in a nice harmony. They enjoyed the activities and loved the videos. The student teacher used photocopies, videos and a game at the end which students really liked. The weakest point of the lesson probably was when students had to explain where the wind came from. It was difficult for them to explain it although the student teacher had prepared a poster and she had played a video about that. A good thing would have been to explain the vocabulary deeper. It would have taken some minutes and check that they had really understood. I think that it was difficult for them because they couldnâ&#x20AC;&#x2122;t explain it, but it was clear that they understood the whole process of the wind and the poster that the student teacher had prepared was clean and precise. I consider the students enjoyed the lesson.

Self- Evaluation Report Institution: Carlos Mashwitz School Class: 5° Student teacher in charge: Barbara Sena Date: 26 th September Observer: Romina Gonzalez

Organization of the lesson:

 Students´ performance and attitude during the lesson: the students were anxious to know why we had asked them to bring a paper cup and cardboard so, as soon as I entered the classroom, I explained that we were going to make a windmill, but first we were going to watch a power point to revise everything we had learnt. We did that and then we made the windmill. I explained how to do it and then I walked around the classroom helping them. So did my partner. The students were happy with their windmills. After the break, I divided the class into seven groups because they were supposed to do a poster on a specific topic. They brought the materials needed and worked in groups. Some of them finished the poster on time, but other had to finish it at home. They worked very well in groups.  Use of materials and resources: I used a power point, a photocopy and a poster.  Management of time (timing / pacing): we could do all the activities in the planned time except for the posters that some students had to finish at home.

Uses of language along the class  Use of English: I explained all the activities in English and showing them what they had to do.

The students used Spanish to ask questions or to explain something. I had to remember them to speak in English.  Use of Translation/ Spanish: I did not use Spanish, but the students did.  TTT (Teacher Talking Time): I think that this is the class in which I talked a lot since I had to read the power point, explain how to make the windmill and help them with the posters.

 Provision of Comprehensible Input: the students could understand all the inputs. Handling of the group  Organization of Participation: when we saw the power point, students participated saying the answers all together. And then when we were making the windmill, some of them could not wait for their turn and talked together.  Management of Discipline: there was not any discipline problem. I had to ask for silence in some occasions and to sit down while they were making the windmill because they were excited.  Organization of Students Interaction: I had to organize the groups for the posters and then my partner and I walked around the class helping them selecting the material and dividing the tasks. Other aspects to consider:  The weakest point of the teacher that day: it was difficult to maintain the affective filter low while making the windmills because students were excited and some of them could not cut the paper in the right way so several of them needed help at the same time.  The strongest point of the teacher that day: I could divide the groups for the poster activity quickly so as not to waste time.  An aspect to be improved: How to explain and help the students while they are doing handcrafts.  A part of the lesson that you would change: I would start the poster activity before so as to give them more time and could see the final product.  A part of the lesson that I particularly liked was: I liked the power point because it was like a summary of the whole classes and it showed that students had learnt and paid attention.

Peer evaluation 3rd class Institution: Carlos Maschwitz Class: 5th grade Student teacher in charge: Barbara Sena Observer: Romina Gonzalez Date: September, 26th The Student teacher arrived at the classroom, greeted the students and her class began. The student teacher brought a video to make a revision of all the topic students have seen with both of us, as this was their last class. After the video, the student teacher gave them an activity to work with. They checked it orally altogether and after that, they had been asked to bring a poster to prepare a topic of energy for the final project of the school. Besides they were going to prepare a windmill. The student teacher worked in her class with posters, photocopies, the video and the materials she and the students had brought to work with the windmill. It was a nice class. There were no discipline problems. The student teacher had to ask for silence a couple of times but they behaved well during the two periods.

Final Reports

Student: Romina González As a final feedback of my classes this year, I can say that I have really enjoyed this teaching process. I have learnt a lot as a teacher and as a student. I believe that we, people, never stop learning and that is an amazing gift. I have to admit that, at the beginning of the year I was afraid because I didn’t know the school I would go, the students I would meet and how the planning process would be. However, once I started with the plans, I enjoyed every activity I included, I was anxious to go and present the topics. The students were very nice. It was a fantastic group. The teacher in charge of the group was very helpful and collaborative. Regarding the school, my partner and I were very well welcomed. They have all been very nice to us and, in my opinion, I think we did our best to show the school the same. About my partner, we have learnt a lot one from the other, I’m very thankful she has been very responsible. I think I can say that we did our best.

Final Report Student: Barbara Sena Now that my partner and I have finished the practicum process, I can say that I have learned a lot during these months. At the beginning of the year I was quite afraid and nervous with the subject. I wanted to know which school I was going to go, how it was going to be and whether I was capable to do it or not. Luckily everybody in the school treated us nicely, the teacher was very helpful and the students welcomed us and were eager to learn. They participated in class and completed all the activities enthusiastically. At the end of the 6 classes I noticed that the students had learned a lot and that our work was useful. It was sad to say goodbye because we had spent several months with them. Some of them cried when we told them that it was our last class and asked us if we were going to go back the following year. It was a fantastic group which was a great advantage for us as we could do everything we had planned. The planning process was not as difficult as I thought it would be. My partner and I got on well together and, in my opinion, the plans ended up to be dynamic and entertaining. We combined all types of activities: videos, readings, games, theory, true or false, and others, in order to engage the students. The topic we had was a challenge for me because at the beginning I did not like it. I knew nothing about energy or how to teach it. Therefore I spent a lot of time searching in the internet and reading as much as I could. I think we could teach it properly because on the last class we made a revision of everything we had seen and the students remembered the topics. To sum up, I can say that I have made the most of the process. I have learned a lot from the students, the teacherâ&#x20AC;&#x2122;s advice, and my partner. After every class, my partner and I gave each other feedback in order not to do the same mistakes. I consider that I have improved since the first class even though there is always more to learn.

Cuaderno de Actuaciรณn Student: Romina Gonzalez

Cuaderno de Actuaciรณn Student: Bรกrbara Sena