2014 PEM. Ingrid Lorena Velรกsquez Abularach
MICROTEACHING PORTAFOLIO
Index Introduction Microteaching Educational Philosophy Model Model Model Model Model Model Model Model Model Model
1 2 3 4 5 6 7 8 9 10
Peer Observation Reflective Teaching Authentic Materials Pairwork/ Groupwork Critical and Creative Thinking Learner Feedback Contextualizing Language Integrating Skills Alternative Assessment Individual Learner Differences How to teach a young introvert
PLANS LESSONS a.
Lesson plans, 7th. Grade – Grammar, Type “C” Self- evaluation , Peer observations Teacher´s observations and Teacher`s evaluation Reflection after each class; Materials developed per level and subject
b. Lesson plans; 10th. Grade – Social Studies, Type “A” Self-evaluation, Peer observations Teacher´s observations and Teacher`s evaluation Reflection after each class; Materials developed per level and subject c. Lesson plans, 8th. Grade – Reading, Type “C” Self-evaluation, Peer observations Teacher´s observations and Teacher`s evaluation Reflection after each class; Materials developed per level and subject d. Lesson plans, 9th. Grade – Science, Type “B” Self-evaluation,
Peer observations Teacher´s observations and Teacher`s evaluation Reflection after each class; Materials developed per level and subject e.
Video-tape of classroom lessons Teacher journals; Students samples; Pictures of your successes; Tests or assessments; Video analysis. Dividers must be used;
Appendix Conclusion
E-graphy
Introduction
Microteaching is a technique for professional growth, , as a tool for reflection, helps teachers scrutinize their own teaching in order to discover their strengths and weaknesses.
Some people
argue that microteaching both a risky because, that trainees or inservice teachers may be exposed to criticism by their colleagues and / or supervisors, and costly procedure because it involved both in the resources that may be used and the amount of time the microteaching absorbs. However, experience,
microteaching
should
be
considered
a
positive
because it aids in the gradual development of
professional expertise and minimizes the risk
of failure in the
classroom. When the students work in groups they are using a variety of seating arrangements and groupings of students is important as it allows learners to practice different types of things. Working with others gives students the opportunity to interact with a variety of people and learn from one another.
Microteaching
The goal of each microteaching activity is to provide you an opportunity to design and facilitate a lesson using a specific method of instruction covered in class. The microteaching activities offer an arena for demonstration of your organizational skills, communication skills, application of educational theory and your understanding of the standards that makeup the program`s conceptual framework.
OBJECTIVE
Apply understanding of essential theory and principles to guide classroom decision making.
Implement the stages of planning concepts to generalization, and performance objectives to instructional strategies and to incorporate advanced technology skills into these plans.
Design and implement lesson plans that correlate to standard course study Plan and implement a variety of effective instructional strategies appropriate to diverse cultural groups and individual learning styles and abilities.
Assess field experiences through the use of reflective portfolio and investigate teacher thinking through a series of teacher interviews and research.
Demonstrate and reflect on the growth made as a teacher through the design of a portfolio.
Demonstrate the use of technology to assess student work through written lesson plans and microteaching.
Generate and categorize examples of work which begin to fulfill the technology requirements.
WHAT IS MICROTEACHING? Is a teaching laboratory in which groups of student teachers explore the processes of teaching and learning by alternately teaching and responding as learners.
We learn: from feedback on our own teaching
from being “students” while others teach, and
from the conversations about these experiences.
The basic premise of microteaching is that there are many different ways to be an effective teacher and that we can expand our effectiveness by observing other teaching styles and strategies and by discussing shared issues of teaching and learning, no matter our discipline, unique style, or years of experience.
We try to make sure that each small group has a wide diversity. In a sense, microteaching is a way of getting a mini-liberal arts education.
PROCESS Work the format of the plan
This lesson will be done alone and requires a six point lesson plan. (Based on competencies)
(??) minute lesson plan.
Each person teaches the indicated minute segment of a class, others respond as “STUDENTS”.
You might think on bringing: slides, overhead transparency, painting, cartoon,, chart, graph, etc. or a short text (half page or less) that has the power to evoke or illustrate a key concept.
If you are using a handout bring enough for everyone.
IN SHORT THOUGH, BE YOURSELF
Do whatever it is you normally do in your classroom.
Treat other participants as your regular students.
Think of the minute segment as a “slice” of a whole class.
We hope that you will experiment with your teaching during this time. REMEMBER: Those not presenting will listen and participate as students, and, when the teaching segment is finished, they will offer constructive feedback. Facilitators will enforce time limits strictly, so that everyone has equal chance to teach and to receive feedback. And finally, Our evaluations tell us that participants leave microteaching with a clearer and more positive sense of their teaching, with a greater appreciation for the teaching styles of others, and with an enlarged sense of the possibilities offered by the classroom. Topics will be assigned. Lesson plan with written reflection will be submitted under no exception the following Saturday. Topics will be assigned. Lesson plan with written reflection will be submitted under no exception the Following Saturday.
MICROTEACHING EVALUATION CRITERIA
You will be given a form at for this .
EVALUATION Each microteaching is evaluated on the following criteria: Design of the lesson. Development of the lesson Implementation
Evaluation of learning as a result of the lesson.
Integration of media and technology into teaching and learning.
Reflection.
Teacher will complete an evaluation on each student`s performance with emphasis on effort, communications, and responsibility.
PROFESSIONALISM AND EVALUATION Students are urged to be considerate and thorough in communications with teachers and to prompt and reliable in making and keeping appointments.
Dress appropriately and show appreciation to the teachers and colleagues.
PORTFOLIO - FOR EACH PIECE OF WORK INCLUDED, YOU ARE TO: Choose reflective language that examines your choice critically and demonstrates your professional knowledge of pedagogy.
Course Defense REQUIREMENTS In this course of microteaching you are being asked to assemble a 5 minute Reflective Micro Teaching Video as final project. This video will demonstrate your growth as a professional school educator. You must give examples of the work. Educational philosophy,
A reflection that explains why you chose that particular selection and how it represents your growth as a teacher as well as your understanding of the grades learner.
Participation in class activities is fully expected. You must behave as real students.
Lesson plans, Materials developed such as units of instructions,
Student samples (behavior, learning, etc.) Experience when writing Teacher journals, Pictures of your successes, Talk about tests or assessments,
Segments of video tapes of classroom lessons, etc.
ALL papers should be typed. (Lesson plans, journals, etc.)
Finalizing your microteaching practice all work must be spiralized.
Model 1
Peer Observation
Inderpinning principles of the UCL scheme The following principles underpin UCL's approach to Peer Observation of Teaching: 1. It is a developmental rather than a judgmental process. 2. Feedback given should be formative, not summative. 3. The process should be sufficiently flexible to respect the pedagogical differences between disciplines. 4. Outcomes are confidential to observer and observed and must be disengaged from rewards, penalties and line management. 2 The exchange of views and providing opportunities for staff to learn about and discuss new or alternative teaching approaches. Peer observation of teaching is also intended to enhance the professional development of teaching staff through reflection , constructive feedback and participation in training associated with the process. Peer observation should be seen as one amongst a number of processes that departments may use to manage and enhance the quality of their teaching provision and to promote staff development. It is monitored by Faculty Teaching Committees and reported to Academic Committee. Underpinning principles of the UCL schemeThe folling principles underpin UCL's approach to Peer Observation of Teaching: 1. It is a developmental rather than a judgmental process. 2. Feedback given should be formative, not summative. 3. The process should be sufficiently flexible to respect the pedagogical Differences between disciplines.
4. Outcomes are confidential to observer and observed and must be disengaged from rewards, penalties and line management. 3. IMPLEMENTING PEER OBSERVATION Each department will have its own approach to peer observation but it is hoped that the following assumptions are shared by all participants: The benefits for departments Peer observation can help to put teaching in the public domain; it can continue the shift in Higher Education from regarding teaching as a largely individual matter to making it a core topic of conversation in formal and informal meetings (Nottingham guidelines on peer observation). It can help to maintain a culture in which good teaching is valued. It can also help to enhance teaching quality by encouraging reflection on and debate about practice. The benefits for individual teachers Black well and McLean (1996) outline a number of potential benefits for teaching staff. New and inexperienced lecturers may feel uncertain about their teaching ability. Positive feedback from a peer or mentor can provide reassurance, allay Anxiety and increase their confidence. Teaching staff can use peer observation to help them evaluate Innovations in their teaching. They may have strengths of which they are unaware and observation can reveal these. Sometimes the lecturer may have a general sense of unease about a course, without being able to pinpoint the problem or even be sure that there is one. An observer may help to identify the source of unease and can discuss with the lecturer possible courses of action. For those who observe, watching others almost always provokes reflection on one’s own teaching.
Who will be observed? The Peer Observation policy states that anyone may participate but that everyone whose teaching input has a significant assessment component must participate at least once a year. Where there is doubt, the decision should rest with your Head of Department. Who will observe? There should be an element of choice for both observed and observer. Volunteers from within the department will normally act as observers and should receive training and/or support. THE OBSERVATION PROCESS Initiating the process It is up to an individual member of staff to initiate an observation by inviting a colleague to sit in on a teaching session at a time convenient to both. Pre-observation meeting This meeting is to discuss the purpose and structure of the teaching session and to agree on areas for comment, how to explain the observer's presence to the
students, what the observer will be seen to be doing and whether the observer may ask students about their experiences or the teaching. The person who is being observed 'owns' the process and should feel confident in proposing the ground-rules, criteria and method. The person being observed should: •explain the aims of the teaching session and give any contextual Information that will help the observer to appreciate what s/he sees; •make sure the observer is aware of any areas on which feedback would be particularly helpful; •give the observer essential information (about time and venue, for example); •establish when the observer should arrive and where s/he will
Model 2
Reflective Teaching
Reflective Teaching Practice To move from the older teaching model to the newer one, language teachers need to think about what they do and how and why they do it. Reflective practice allows instructors to consider these questions in a disciplined way. Reflective practice tasks: • Which teaching model am I using? • How does it apply in specific teaching situations? • How well is it working? Every instructor starts with an initial theory of language teaching and learning, based on personal experiences as a language learner and, in some cases, reading or training. In reflective practice, the teacher applies this theory in classroom practice, observes and reflects on the results, and adapts the theory. The classroom becomes a kind of laboratory where the teacher can relate teaching theory to teaching practice. The theory provides a unifying rationale for the activities that the instructor uses in the classroom; classroom observation and reflection enable the instructor to refine the theory and adjust teaching practice. Concepts that the teacher acquires through reading and professional development are absorbed into the theory and tested in the reflective practice cycle. This cycle of theory building, practice and reflection continues throughout a teacher’s career, as the teacher evaluates new experiences and tests new or adapted theories against them. We suggest that you adopt a reflective approach to the material presented in this Web site. Consider which teaching model underlies the definitions, techniques, and applications presented here. Try the ideas we suggest in your own classroom, and compare them with your own experience. Doing so will help you integrate this material most effectively into your own teaching philosophy and practice.
What is Reflective Teaching? Reflective teaching conceptualizes teaching as a complex and highly skilled activity, which, above all, requires classroom teachers to exercise judgement in deciding how to act. High-quality teaching, and thus pupil learning, is dependent on the existence of such professional expertise. The process of reflective teaching supports the development and maintenance of professional expertise. We can conceptualize successive levels of expertise in teaching – those that student-teachers may attain at the beginning, middle and end of their courses; those of the new teacher after their induction to full-time school life; and those of the experienced, expert teacher. Given the nature of teaching, professional development and learning should never stop. Reflective teaching should be personally fulfilling for teachers, but also lead to a steady increase in the quality of the education provided for children. Indeed, because it is evidence-based, reflective practice supports initial training students, newly qualified teachers, teaching assistants and experienced professionals in satisfying performance standards and competences. Additionally, as we shall see, the concept of reflective teaching draws particular attention to the aims, values and social consequences of education.
Model 3
Authentic Materials
TEACHING WITH AUTHENTIC MATERIALS What do we mean by authentic materials? For the purposes of this article, authentic materials are any texts written by native English speakers for native English speakers. All the texts used in this site are articles taken from The Economist to complement the materials from Intelligent Business : .Why choose authentic materials?
Well, let’s have a look at some of their advantages. 1 Authentic materials bring learners into direct contact with a reality level of Business English. 2 Authentic materials drawn from periodicals are always up-to-date and constantly being updated. 3 Authentic materials from a particular source, such as The Economist , tend to work in consistent areas of language, so, after a while, students who practice reading The Economist will become experts in reading English language business publications. 4Authentic materials provide us with a source of up-to-date materials that can be directly relevant to business English learners’ needs. Now let’s take them in order: 1Authentic materials bring learners into direct contact with a reality level of English. Real Business English– that is, English as it is used by businesspeople to Communicate with other businesspeople – English that has not been made especially easy for learners – can be a great motivator. Constant exposure to real English as it is used to talk about business defines the end of the tunnel – the goal – for many learners. “If I work with and practice real Business English, I am developing a tool that I can use in real life.” The other extremely important point here is that many of our learners are already in business so they will have had a certain amount of exposure to the English language that is used to conduct real business . A lot of value can be generated out of a marriage between real Business English and our learners’ real business experience. 2 Authentic materials drawn from periodicals are always up-to-date and Constantly being updated. Materials that are always up-to-date and topical have their own reason for being read with interest. They not only practice English, they also update our learners so that, at the end of their English lessons, they are better informed – and maybe also better businesspeople. Also, the English language itself is constantly developing and changing, so working with up-to-date materials not only means that the content of the material is up-to-date, it also means the language itself is up-to-date. It is also part of the work of businesspeople to be aware of current news issues (they may even have been following these issues in the press in their own languages), so material of this kind will allow your students to bring their own knowledge of the world to their lesson.
Model 4
Pairwork/ Groupwork
Open Pairs The term ‘open pairs’ is used to indicate a very common form of classroom interaction, where two people are speaking and everyone else is listening. There are two ways in which this happens: a) Teacher Student Pairs There are many situations in which the teacher talks to an individual student. These are some frequently used examples: Informal chat, for example, as the class begins (T: Did you win your football match last night, Mario? S: No, unfortunately we lost 2-1.) Talking about and checking understanding of language (T: So what does that tell us about the regular past simple? Suzanna? T: That you write it one way and say it three different ways.) Talking about work done, checking comprehension (T: Who can tell me what Stephen did next? Yes, Giovanni? S: He went back to his house.) Eliciting newly presented language (T: So that’s how it works. OK, now ask me. Maria? S: Where did you go last night?) Mode lling newly presented language before closed pairwork (T: So that’s what you have to do. Michele, let’s try. Have you ever been to London? S: Yes, I have. T: When did you go? S: I went there last year.) Talking about and checking understanding of task (T: So who can tell me what you have to do? Anita. S: We have to tell our partner about the person in the picture.) b) StudentStudent Pairs This is the situation where two students talk to each other in front of the rest of the class. Teacher-instigated, for accuracy/modeling purposes (T: Suzanna, ask Anita what she did last night. S1: What did you do last night? S2: I watched TV with my mother.) Spontaneous student exchanges (S1: And that’s why the banks are so bad in our country.
S2: I don’t agree. I think that the problem is not the banks themselves, but the laws which control the banks. S1: Well, maybe the laws need changing, too.) An interesting variation on the open pair, is the so-called ‘melee’ or ‘mingle’ activity, where the whole class operates on an open pair basis with everyone else in the class. At the most basic level, this can consist of the learners walking randomly round the room, Closed Pairs The closed pair is fundamental in current ELT practice. Every modern course book regularly instructs the student to ‘Work with a partner’ or says things like ‘In pairs. Write down your ideas’. This is because we recognize the advantages that closed Pairwork brings to teaching, and these have been well rehearsed in the literature (e.g. Nolasco/Arthur (1988: 42-49); Haines (1995: 55-58); Harmer (2001: 116-7); Rixon (2000: 252-3): increasing student talking time encouraging learner independence allowing for individual differences in learning style encouraging co-operation (not competition) allowing the teacher time to work with individuals Decreasing stress by allowing students to interact in the most usual human format Closed Pairwork does have disadvantages, particularly for teachers working with large classes: the noise factor, pairs use the mother tongue, pairs talk about other things, partners don’t like each other, individuals don’t like working in pairs in general, teachers fail to think about what happens with early and late finishers. Some of these problems can be reduced through learner training and the discussion (often in the mother tongue) about the reasons behind closed Pairwork. Advantages that closed pairwork brings to teaching, and these have been well rehearsed in the literature (e.g. Nolasco/Arthur (1988: 42-49); Haines (1995: 5558); Harmer (2001: 116-7); Rixon (2000: 252-3): increasing student talking time encouraging learner independence allowing for individual differences in learning style encouraging co-operation (not competition) allowing the teacher time to work with individuals decreasing stress by allowing students to interact in the most usual human format Pairwork is also relatively quick and easy for the teacher to set up, however there is an important caveat here. Because of the physical difficulties found in many teaching situations, teachers frequently set up closed pairwork in ways which do not encourage the kind of interaction they are seeking. The ‘information gap’ activity (where students have different secret information which they need to exchange to complete a task) requires that students are unable to see each other’s information. If pairs are left
to sit side-by-side in the standard classroom arrangement, then the point of the task will be nullified. It is crucial that the students sit either face-to-face, or back-to-back to ensure the task is truly purposeful. Successful classroom management is fundamental to a successful communicative classroom. There are, of course, many other kinds of closed pair tasks which require the students to work together whilst looking at the same materials, so the side-by-side arrangement is best. Closed pairwork does have disadvantages, particularly for teachers working with large classes: the noise factor, pairs use the mother tongue, pairs talk about other things, partners don’t like each other, individuals don’t like working in pairs in general, teachers fail to think about what happens with early and late finishers. Some of these problems can be reduced through learner training and the discussion (often in the mother tongue) about the reasons behind closed pairwork. Groupwork is, in some ways, an extension of pairwork and much of what has been said about pairwork applies to it. Open Groups TeacherGroup This is likely where the teacher is monitoring groups at work, and wants to talk to a particular group about the way they are working (to help or correct) or to call back answers to the task they have been set. The group might also call the teacher over to clarify something they don’t understand about the task, or to tell the teacher their results when they have finished. GroupGroup This usually occurs as part of the feedback from a group task activity, where the teacher puts two groups together to discuss their results, or where all the groups in the class have an open forum about their answers. In both cases the teacher will operate as a facilitator rather than as a participant. Closed Groups As with closed pairs, closed groupwork is considered a normal part of communicative ELT practice. As well as ‘information gap’ and ‘opinion gap’ activities, Groupwork frequently involves more in the way of cooperative Discussions and problem-solving, sometimes including role-playing, for example as a committee making a decision. The advantages that accrue for learners and teachers are similar to those listed for Pairwork, although group interaction strategies are different to pair strategies, and these, too, need to be learned in the target language Appropriate Activities & Benefits Pair work is great for practicing model dialogues, playing games such as battleship, conducting vocabulary checks, and completing worksheets. Working in pairs gives individual students a lot of speaking time. If working together, students will often have more confidence than when completing exercises individually. If students are competing with their partners, they will be more motivated. Students can work in groups or form teams for role plays, races, games such as
board games or card games, and discussions. Groups give students the opportunity to create more complex dialogues, explore relationships between characters, pool knowledge together, and have a more social learning environment. Additionally there is a better chance for self correction or peer correction and for a discussion on a wider range of thoughts and opinions with larger group sizes. On the other hand, individual speaking time is limited when working in groups.
Model 5
Critical and Creative Thinking
Today’s students will inherit a complex and rapidly changing world, a world in which they’ll be required to absorb new ideas, examine and interpret information, apply knowledge, and solve unconventional problems. To deal with the information explosion of the twenty-first century, students will need to develop systematic ways of thinking and reasoning. Critical-thinking skills will be essential. What is critical thinking? It’s the ability to: • solve problems • make products that are valued in a particular culture • be flexible, creative, and original • think about thinking • locate the appropriate route to a goal • capture and transmit knowledge • express views and feelings appropriately Effective critical thinkers use one or more of the seven multiple intelligences identified by Dr. Howard Gardner: 1. verbal/linguistic 2. logical/mathematical 3. visual/spatial 4. bodily/kinesthetic 5. musical/rhythmic 6. Interpersonal (the ability to work cooperatively in a group) 7. Intrapersonal (self-identity)
Research indicates that critical thinking is neither inborn nor naturally acquired. In fact, fewer than half the adults in America today have the ability to reflect upon their thinking and explain how they solved a problem. Fortunately, critical thinking can be taught and learned. This book, and its companion volume for younger grades, will help you teach students to reflect upon their own thinking processes and become more successful, active learners. Both professional educators and parents can use this book to help children learn to think critically. In our daily lives, we use many critical-thinking skills simultaneously—and not in any prescribed order. For the purposes of this book, however, the criticalthinking activities are arranged in a hierarchy, beginning with the skills o recognition and recall and working up to the more advanced skills of analysis and synthesis. This arrangement will help you and your students more clearly understand and identify the specific critical-thinking skills they are using. For each thinking skill in this book, there are two kinds of activities: (1) Those that you, as the teacher, will lead, and (2) Student reproducibles for independent work. On the introductory pages for each section of the book, you’ll find ideas for introducing and using the student reproducibles. You can use the Try This! Activity at the bottom of each reproducible as an extension of the lesson, a challenge activity, or a homework assignment. Here are some ways you can use the lessons to help students become more effective thinkers: 1. Read each activity aloud or have a child read it aloud to the rest of the group. 2. Allow children ample time to think and respond. 3. Ask students questions to assess their understanding of the problem. 4. Welcome different strategies for solving the problem. Encourage divergent thinking. 5. Observe children as they work in order monitor their problem-solving skills. 6. Give helpful hints to those children who are having difficulty finding ways to approach the problem. 7. Guide children to link the problem to others they have already solved. 8. Encourage children to check their work. 9. Help children explore their thinking and identify the strategies that worked and those that didn’t. 10. Invite students to share their results. Since critical thinking doesn’t end when an individual project does, you will want to give students sufficient time to evaluate their thinking strategies. Guide students to formulate ways they might adjust their critical-thinking strategies with the next problems they solve. Finally, model critical thinking for students by sharing your own problem-solving strategies and accepting unusual and unexpected strategies and solutions. Your participation as an active learner will further reinforce the critical-thinking skills you teach.
Recognizing and Recalling Activities To begin thinking critically, students must first learn to recognize and recall key information. These skills are important for the mastery of higher-level skills such as classification, inferring, and analyzing. The activities in this section will help students tap their prior knowledge to identify and remember key facts. You can present each of the following activities as a complete lesson or integrate the activities into lessons in different curriculum areas. The section begins with the easier activities and concludes with more difficult ones. Instructions for teacher-led activities appear on the same page as the activity. Use the teacher notes that follow for the student reproducibles. Model 6
Learner Feedback
L2 teachers` conceptualizations of their professional identities and practice (Freeman 2002, Richards 1998, It's called feedback to the instance of feedback or response in the communication process, which involves an investment of linearity transceiver. Need more light? Who issued the message (sender) is now available to be who receives the message (receiver) as the recipient of the first instance of the communication process now provide an answer to the message sent in the first instance. The feedback is not given by itself, on the contrary, it is necessary that the issuer (who issues the message) appeal by his speech when communicating to the receiver to receive the message, then answer, make an answer according to the received message. This strategy is widely used in business issues such as marketing, corporate communications and merchandising, which seeks to know the answer or opinion to a client or customer once it has consumed a product of this or that company. A very typical scenario is that the mobile phone companies, after establishing a call to the user or the user has made a call to the company, someone (or an operator, accordingly) to communicate to meet the user's opinion regarding the customer that recently received moments ago. There are also cases where feedback may be more synonymous with "return", for example in cases where a jury, examinatorio court or faculty evaluate a performance, acting, or speaking (oral or written) that we have done and establish a evaluation we will be communicated either orally or in writing mode. Now perhaps we can think of examples of feedback to Web 2.0, which allows us to interact with people (converted to "users" in cyberspace), depending the network, can manifest their "feedback" in different ways: by placing "like "tweets spreading our commenting pictures Tumblr, etc. The term, to be more precise, derived from systems theory, which is related to the
control system and electronic information. Feedback is the process by which they self regulating dynamic system (such as our Internet connection) allowing output signals are then converted into input signals (in the case of the Internet, which not only is a "virtual "space, continuous input and output data to external servers that are connected with our connection is a clear example of this)
Model 7
Contextualizing Language
Contextualized language and descontextualized language. What influence do the two language forms have on a child with language difficulty's learning, and why is it important to know the difference? The conversations children are expected to take part in - classroom discourse are much different from the conversations they may have at home. Conversations at home, the language are contextualized. That is, a child learns language skills in a familiar place, doing well known activities. An example would be a young child helping mum do the dishes. The child learns about plates, cups, saucers and other kitchen items by being immersed in and talking with his/her parent about their environment. The child uses the context of the kitchen to more freely commit any new words about kitchen items - to memory. In essence, the language is contextualized. That is, a child learns language skills in a familiar place, doing well known activities. An example would be a young child helping mum do the dishes. The child learns about plates, cups, saucers and other kitchen items by being immersed in and talking with his/her parent about their environment. The child uses the context of the kitchen to more freely commit any new words about kitchen items - to memory. As we have discussed, children with language disorder have considerable trouble transitioning from the comfortable contextualized language used at home, to the demands of descontextualized language, that dominates the school classroom. The demands increase as the student moves through the grades to upper (middle school) primary. After a time, the contextual supports used in most classrooms tend to dwindle.
Some teachers supply a wealth of contextual language support to their students when teaching new strategies or new words, but others don't. (Wallach, 2007) Demonstrate that this AIMS OF THIS WORKSHOP instructional technique actively involves learners in the learning to define the importance of combining content and process context to help Ss understand how language users using authentic materials construct To help Ts language in a real context using effective tasks adapt, design and create their own materials for better language contextualized activities.
WHY CONTEXTUALIZING LANGUAGE? The reasons for Language is constructed through to a contextualizing language are : blend of purpose. A contextualized situations and social needs approach to instruction also supports the use of integrated skills and interaction patterns (pair and It can foster a deeper group work) level of use of language, especially when the themes and topics are of high interest and motivate students. Contextualization is the meaningful use of language for real communicative purposes. A plan for teaching content through relevant materials that will keep your Ss coming back for more. Language learning in context in the classroom can be working with real or simulated situations expressed in suchways as: ♣ Knowing the paying attention to the physical setting of exchange. ♣ Using language that accounts for the roles of purpose for the exchange. ♣ Paying attention to Using interaction patterns the participants. Medium, tone, genre, and register. It can contextualize language by: Organizing the content of the language curriculum according to themes or topics. These themes or topics work best when they are threaded throughout the course of study. Learn to: Search for problem solve meaning in common their own situations in a learning new way process. ♣ Learners learn more Integrate new effectively when knowledge/skills Use various into already they… types of real existing resources to knowledge gather information Combine content and context. CHARACTERISTICS OF CONTEXTUALIZEDLEARNING:
Now work with your peers and look at the YOUR TURN: following activities and discuss if they have the characteristics Choose one activity and develop it in mentioned in the previous information front of the class: ACTIVITY #1 TOPIC OR THEME: Brands and consumerism (warm-up) Ss work in 2 groups. Go around the classroom asking each other what brands they usually buy (Clothes and electronic devices). Ss report findings and rate the brands from 1 to 5. Ss elaborate a chart. ACTIVITY #2 TOPIC OR THEME: Vacations (pre-task) o/b. Ss work in groups of 4 and decide their favorite place in Peru to go on their prom trip: What to do? What to visit? How much money they should bring? How to travel? What to take. Ss present a poster with their plans in front on. ACTIVITY #3 TOPIC OR THEME: Clothes (post task) the class. Ss role play a conversation at the mall. S1=mom or dad buying clothes for teenage son/daughter. S2=son /daughter wants to buy some wild clothes. ACTIVITY #4 TOPIC OR THEME: The hour (while task) Teacher divides the class into two teams ,distributes cards to each student with information: city (side 1) and hour(side 2). Ss must ask each other: What time is it in Seoul? Etc.. Ss from the opposite group answer if he/ she has the info in their cards. Ss write the hours in different colors for each team o/b. ACTIVITY #5 TOPIC OR THEME: Frequency adverbs (while task) Teacher has students ask and answer questions from the corresponding exercise in the book about the frequency certain people do every day activities. Teacher calls on. ACTIVITY #6TOPIC OR THEME different students for the answers one by one THEME: computers (pre task) T sets situation: She needs to buy a new laptop. Teacher asks for Ss advice on what brand, model, etc to buy. Teacher delivers catalogues to Ss. Teacher writes o/b students suggestions. WE ARE STUDENTS NOW BENEFITS OF CONTEXTUALIZING FOR OURSTUDENTS: Purpose of the language How and why it is discussed is explicit Learners share previous knowledge Ss are actively learning
Learners apply learning to his/her real role in the learning impacts real life community . Learners solve problems Ss use skills they have outside the classroom Self awareness is built Learners are responsible for their learning Learning shows a team effort Knowledge retention is and learning becomes memorable increased Ss end the lesson feeling they could Student motivation apply and actually use the increases language learnt for real situations.
THE MOST IMPORTANT BENEFIT: Teachers are Students are doers guides, facilitators and organizers.
MATERIALS WE CAN USE: Materials to meet Ss’s Target language Transportation needs: Bus schedules, Housing maps Food Ads, plans, photos Realia, Shopping catalogues, logos The Shopping lists, bags, logos weather, TV programs, magazines. “SHAPING THE WAY WE TEACH ENGLISH” Model 8
Integrating Skills
One image for teaching English as a second or foreign language (ESL/EFL) is that of a tapestry. The tapestry is woven from many strands, such as the characteristics of the teacher, the learner, the setting, and the relevant languages (i.e., English and the native languages of the learners and the teacher). For the instructional loom to produce a large, strong, beautiful, colorful tapestry, all of these strands must be interwoven in positive ways. For example, the instructor's teaching style must address the learning style of the learner, the learner must be motivated, and the setting must provide resources and values that strongly support the teaching of the language. However, if the strands are not woven together effectively, the instructional loom is likely to produce something small, weak, ragged, and pale--not recognizable as a tapestry at all. In addition to the four strands mentioned above--teacher, learner, setting, and relevant languages--other important strands exist in the tapestry. In a practical sense, one of the most crucial of these strands consists of the four primary skills of listening, reading, speaking, and writing. This strand also includes associated or related skills such as knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage. The skill strand of the tapestry leads to optimal ESL/EFL communication when the skills are interwoven during instruction. This is known as the integrated-skill approach. I NTEGRATING THE LANGUAGE SKILLS In order to integrate the language skills in ESL/EFL instruction, teachers should consider taking these steps: ♣ Learn more about the various ways to integrate language skills in the classroom (e.g., content-based, task-based, or a combination). ♣ Reflect on their current approach and evaluate the extent to which the skills are integrated. ♣ Choose instructional materials, textbooks, and technologies that promote the integration of listening, reading, speaking, and writing, as well as the associated skills of syntax, vocabulary, and so on. ♣ Even if a given course is labeled according to just one skill, remember that it is possible to integrate the other language skills through appropriate tasks. ♣ Teach language learning strategies and emphasize that a given strategy can often enhance performance in multiple skills. 1. Why should we integrate the four skills?
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There are many situations in which we use more than one language skill. For this reason alone, it is valuable to integrate the language skills, but there are other reasons why integration can enhance the students’ communication competence. Above all，integrating the skills means that you are working at the level of realistic communication, which is the aim of communicative approach and many researchers believe that handling realistic communication is an integral part of essential conditions for language learning: Above all，integrating the skills means that you are working at the level of realistic communication, which is the aim of communicative approach and many researchers believe that handling realistic communication is an integral part of essential. Conditions for language learning:
2. How can we integrate the four skills? ♠ The easiest form of integration is from receptive to productive skills. ♠ The second kind is complex integration. Receptive Productive Oral listening → speaking Medium Written reading → writing Medium
3. What are the implications for teaching? Integration of the four skills is concerned with realistic communication. This means we are teaching at the discourse level. Discourse: a whole unit of communication text, either spoken or written. Implications: Focus on discourse Adjusting/Adapting the textbook Adjusting /Adapting the timetable 4. What are the limitations of integrating the four skills? It is necessary for teachers to maintain an appropriate balance between integration and separation. Another limitation is the problem of designing suitable materials that take account of students’ different skill levels. The four skills tend to develop at a different pace: receptive skills are stronger then productive skills, for example. This means that teachers have to be skilful or designing integrated activities for their students. Integrating the four skills: ♣ can be demanding of the teacher (understanding discourse, using textbook flexibly); ♣ can be time-consuming, requiring a lot of preparation.
Model 9
Alternative Assessment
Alternative assessment is any type of assessment in which students create a response to a question or task. (In traditional assessments, students choose a response from a given list, such as multiple-choice, true/false, or matching.)
Alternative assessments can include short-answer questions, essays, performance assessment, oral presentations, demonstrations, exhibitions, and portfolios. Alternative assessment uses activities that reveal what students can do with language, emphasizing their strengths instead of their weaknesses. Alternative assessment instruments are not only designed and structured differently from traditional tests, but are also graded or scored differently. Because alternative assessment is performance based, it helps instructors emphasize that the point of language learning is communication for meaningful purposes. This is where the fun begins. It is here that the science and the art of our craft intersect, as there are a multitude of ways to answer this question. • You might consider tasks that people do. For example: 1. Reading and writing tasks 2. Verbal tasks 3. Artistic tasks 4. Non-verbal tasks • You might look at vocational tasks. For example: 1. Historian 2. Museum curator 3. Writer/journalist 4. Criminologist 5. Movie Producer or Writer 6. Architect 7. Graphic designer 8. Set designer 9. Fashion designer Popular forms of alternative assessment include: • Essays If a student has difficulty with standardized verbal assessments, writing an essay may be a better way for her to exhibit her comprehension and skills. An essay can also show how a student thinks about a certain subject in more detail than multiple-choice or short-answer questions. •
Portfolios Most often used as replacements for end-of-course testing, portfolios exhibit the progression of a student’s learning over time. A teacher may create a portfolio compiling student essays, lab reports, or other assignments to demonstrate learning that a standardized test may not. Portfolios are typically attached to specific learning objectives and include a reflective piece by the student. Web 2.0 capabilities have allowed students to create and post portfolios online to share with other students and their teachers.
•
Presentations/demonstrations
These activities allow a teacher to observe his students performing the skills he is teaching. A science fair is a type of alternative assessment, as are choral performances. A math teacher may ask his students to design a bridge based on hypothetical dimensions he has provided. •
Authentic assessments
This method attempts to create a real-world environment for students to exhibit their skills and knowledge. A biology teacher may have her students identify the different pollutants in a local stream to report to the local environmental protection agency as an authentic assessment. The list is really endless. I then ask myself and my students: "How would we like to demonstrate our competence and knowledge, in the context of the chosen task or vocation?" For further information on alternative assessments, refer to the following sources: • Alternative Assessment and Second –Language Study (Hancock, 1994) This digest discusses some of the practical implications of using alternative methods of assessing students in foreign or second language classrooms. First, assessment and testing are contrasted, and assessment is defined as an ongoing strategy through which student learning is not only monitored, but by which students are involved in making decisions about the degree to which their performance matches their ability. Contains 16 references. (VWL) Alternatives to Standardized Educational Assessment (Bowers, 1989) Alternatives to Standardized Tests Alternatives to Standardized Tests (Wildemuth, 1985) Can Performance-Based Assessments Improve Urban Schooling? (Ascher, 1990) Connecting Performance Assessment to Instruction: A Comparison of Behavioral Assessment, Mastery Learning, Curriculum-Based Measurement, and Performance Assessment (Fuchs, 1995). Creating Meaningful Performance Assessments (Elliott, 1995) National and State Perspectives on Performance Assessment (Thurlow, 1995) What Does Research Say About Assessment (Dietel, Herman, & Knuth, 1991) Why should Assessment be based on a vision of (Kulieke, Bakker, Collins, Fennimore, Fine, Herman, Jones, Raack, & Tinzmann, 1990) There are four main types of rubrics: 1. Holistic rubrics Holistic scales or rubrics respond to language performance as a whole. Each score on a holistic scale represents an overall impression; one integrated score is assigned to a performance. The emphasis in holistic scoring is on what a student does well. Holistic rubrics commonly have four or six points. The popup window shows a sample four-point holistic scale created for the purposes of assessing writing performance.
A well-known example of a holistic scale is the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines (1986). However, the ACTFL guidelines are not appropriate for classroom use, because they are intended for large-scale assessment of overall proficiency and are not designed necessarily to align with curricular objectives or classroom instruction. Holistic scoring is primarily used for large-scale assessment when a relatively quick yet consistent approach to scoring is necessary. It is less useful for classroom purposes because it provides little information to students about their performance.
2. Analytic rubrics Analytic scales are divided into separate categories representing different aspects or dimensions of performance. For example, dimensions for writing performance might include content, organization, vocabulary, grammar, and mechanics. Each dimension is scored separately, then dimension scores are added to determine an overall score. Analytic rubrics have two advantages: • The instructor can give different weights to different dimensions. This allows the instructor to give more credit for dimensions that are more important to the overall success of the communication task. For example, in a writing rubric, the dimension of content might have a total point range of 30, whereas the range for mechanics might be only 10. • They provide more information to students about the strengths and weaknesses of various aspects of their language performance. However, analytic scoring has also been criticized because the parts do not necessarily add up to the whole. Providing separate scores for different dimensions of a student's writing or speaking performance does not give the teacher or the student a good assessment of the whole of a performance 3. Primary trait rubrics In primary trait scoring, the instructor predetermines the main criterion or primary trait for successful performance of a task. This kind of rubric has the advantage of allowing teachers and students to focus on one aspect or dimension of language performance. It is also a relatively quick and easy way to score writing or speaking performance, especially when a teacher wants to emphasize one specific aspect of that performance. 4. Multitrait rubrics The Multitrait approach is similar to the primary trait approach but allows for rating performance on three or four dimensions rather than just one. Multitrait rubrics resemble analytic rubrics in that several aspects are scored individually. However, where an analytic scale includes traditional dimensions such as content, organization, and grammar, a Multitrait rubric involves dimensions that are more closely aligned with features of the task. For example, on an information-gap speaking task where students are asked to describe a picture in enough detail for a listener to choose it from a set of similar pictures, a Multitrait rubric would include dimensions such as quality of
description, fluency, and language control, as the example in the popup window shows . Incorporating alternative assessment into classroom activities Instructors should plan to introduce alternative forms of assessment gradually, in conjunction with traditional forms of testing. Using a combination of alternative assessments and more traditional measures allows the instructor to compare results and obtain a more comprehensive picture of students' language performance than either alternative or traditional measures alone would provide. Model 10
Individual Learner Differences
Ss can explain why one learner may be more successful than another though he experiences the same / similar learning program. Ss can mention and explain some individual differences which may affect the result of learning. Two or more English learners are attending the same English class, having the same instructors and materials, doing the same activities and exercises, proceeding for the same duration of course program, and living in the same environment. In the end of the program, these learners undergo a kind of English competency assessment. But they achieve different level of competence. How could one learner be more successful than What factor, other than instructors, another? Materials, activities, environment, and sorts, may affect the result of learning? SLA acknowledges that there are individual differences in L2 acquisition. These differences are psychological. Ellis (1985) categorizes these differences into: personal factors - general factors. Personal factors: Group dynamics, Attitudes to the teacher and learning materials, Individual learning techniques. General factors: Age, Intelligence, Aptitude, Cognitive Style, Motivation and Personality. Aptitude: a natural ability for learning an L2. It is believed to in part related to general intelligence, but also to be in part distinct. It is thought to predict success in learning. Phonemic coding ability: ♣ The ability to identify sounds of a foreign language so that they can be remembered later. ♣ Grammatical sensitivity: the ability to recognize the grammatical functions of words in sentences. ♣ Inductive language learning ability: the ability to identify patterns of correspondence and relations between forms and meaning. ♣ Rote learning ability: the ability to form and remember association between stimuli. This is believed to be important in vocabulary learning. 1)Early research revealed a substantial relationship between performance on language aptitude tests and performance in foreign language learning that was based on grammar translation or audiolingual methods. 2.However, performance on language aptitude tests seems irrelevant to L2 learning with the adoption of a more communicative approach to teaching.
3. Successful language learners may not be strong in all of the components of aptitude. Learners’ strengths and weaknesses in the different components may account for their ability to succeed in different types of instructional programs. Motivation involves the attitude and affective states that influence the degree of effort that learners make to acquire an L2. Various kinds of motivation have been identified: Instrumental, integrative, resultative, and intrinsic (Ellis, 1997) Learners may make efforts to learn an L2 for some functional reason – to pass examination, to get a better job / career, to get a place at a university, etc. Learners learn L2 because they are interested in the people and culture represented by the target-language group.
Resultative motivation is the motivation which is resulted from learning. Learners who experience success in learning may become more motivated to learn. The motivation that stems from inside the learners themselves. The learner wishes to learn L2 for personal growth. It is integrative and: 1)Both instrumental types of motivation are related to success in L2 learning. Most L2 learning situations involve a mixture of each type of motivation. 2)Research strongly favors intrinsic motivation, especially for long-term retention. Intrinsically motivated learners are striving for excellence, autonomy, and self-actualization. Motivating students into the lesson. The content needs to be relevant to their age and level of ability, and the learning goals need to be challenging yet manageable and clear.◦ Varying the activities, tasks, and materials to increase students’ interest levels. Using cooperative rather than competitive goals to increase students’ selfconfidence. The particular approaches or techniques that learners employ to try to learn an L2. Behavioral: repeating new words aloud to help remember them. Mental: use of linguistic or situational context to infer meaning of a new word. Cognitive strategy: ♣ The strategies that are involved in the analysis, synthesis, or the transformation or learning materials. ♣ An example is recombination, which involves constructing a meaningful sentence by recombining known elements of theL2 in a new way. Metacognitive strategy: ♣ strategies involved in planning, monitoring and evaluating learning.
For example is a ‘selective’ attention, where the learner makes a conscious decision to attend a particular kind of input. Social/affective strategy: it involves the way in which learners choose to interact with other speakers. An example is questioning for clarification. For example ‘asking for clarification’ (i.e. asking for repetition, paraphrase, an example, etc.) 1. The success of learning a second / foreign language is affected by personal factors. 2. Higher language aptitude results better in second language acquisition. 3. Motivations (integrative, instrumental) are related to success of second language acquisition. ♣
♣ How to teach a young introvert A young introvert is not simply a person who is shy. In fact, being shy has little to do with being an introvert. Shyness has an element of apprehension, nervousness and anxiety, and while and introvert may also be shy, introversion
itself is not shyness. Basically, and introvert is a person who is energized by being alone and whose energy is drained by being around other people and besides they prefer to be quietly introspective. This kind of youngs enjoy thinking, exploring their thoughts and feelings. They often avoid social situations because being around people drains their energy. It could be true even if they have good social skills. After being with people for any length of time, such as at a party, or they need time alone to recharge. According with the Medical Review Board says that everybody is worried for the children who are extroverts and they built special places for them and the society forgot the introvert child who are sat inside the classroom and has pods of desks, and kids are working on countless group assignments, where one third to one half the population identifies as introverts, that means sticking up for a lot of people. Normally these children don`t like to participate in class, and anyplace where they are, they feel happy with them.
When introverts want to be alone, it is not, by itself, a sign of depression. It means that they either need to regain their energy from being around people or that they simple want to time to be with their own thoughts. This a big problem because the parents, the administrators, and the teacher don`t know how to work with them, sometimes they response and other ones not. The teachers have to be careful when evaluate the subjects, because they have to know how they learn and how they are in class. The small changes that teachers can make in the classroom, I think that they have to do, it is indispensable for the students because the class has to be conformable, the design accommodates nooks and crannies, and the students need to feel good when they are reading or then they sit by themselves for a some minutes or two and they think too or when they share their ideas or thoughts in some discusses in groups. Russell Green found that the extroverts did best when the noise was louder, and the introverts did best when the noise was softer. In conclusion, I think that we have to observe more the students, if they are shy or introverts. These students need special attention, because they have to develop their skills and they have to share with the society.
They have to integrate with their classmates, and how to use the ways or alternatives sorts of spaces into their classroom.
PLANS LESSONS Type of school: Type “A” Private school (projector, internet, tablets, smart board, labs…) Type “B” Public school ( white board, CD recorder ) Type “C” Village public school ( black board and chalk ) Type “D” Village public school ( null resources )
a. 7th. Grade – Grammar
VOCABULARY FATHER MOTHER BROTHER SISTER PARENTS COUSINS NEPHEW GRAND FATHER GRAND MOTHER SON DAUGHTER
MOTHER BROTHER SISTER SON DAUGHTER COUSINS NEPHEW GRAND FATHER GRAND MOTHER Activity: Read and complete the space of the following story using the verb “TO BE ” (is, are, am).
WORKSHEET GRAMMAR NAME____________
____ _________ PARENTS FATHER
A family tree ____ a diagram of the people in a family. This _____ the Wilson family tree. All the members of the Wilson family ______ on this family tree— parents. children, grandparents, grandchildren , aunts, uncles, cousins, nieces, and nephews. Betty and Henry _________ the parents of Sally, Linda and Tom. Linda _______ single. Sally is married. Her husband`s name ________ Jack. Sally and Jack ________ the parents of Jimmy and Sarah. Jimmy _______ their
son, and Sarah ______ their daughter. Tom ______ also married. His wife`s name _______ Patty and Tom ________ the parents of Julie and Kevin. Julie ________ their
daughter, and Kevin _______ their son. “SHARE WITH YOUR FAMILY, ALL THE TIME”.
EVALUATION NAME _____________________________________________ ____________________ DATE _________________________ ___________________ SUBJECT __________________________________
GRADE KEY
Evaluate from 1 to 5 each aspect, and if you have any observation write it. NO. 1 2 3 4
ACTIVITIES PARTICIPATION IN THE GAME WORK THE WORKSHEET TALK ABOUT THEIR FAMILY ATTITUTE TOTAL
1-5.
OBSERVATIONS
b. 10th. Grade – Social Studies
WORK IN GROUPS BY POWER POINT AND THEN PRESENT IT.
c.
8th. Grade – Reading
WORKSHEET
Work in groups of four and read each paragraph each group. Portrait of a dyslexic artist, who transforms neurons into ‘butterflies’
After completing a fellowship at the National Institutes of Health, artist Rebecca Kamen has transformed her discussions with neuroscientists into abstract sculptures, such as this close-up view of “Butterflies of the Soul.” Image courtesy of Rebecca Kamen Rebecca Kamen’s sculptures appear as delicate as the brain itself. Thin, green branches stretch from a colorful mass of vein-like filaments. The branches, made from pieces of translucent mylar and stained with diluted acrylic paint, are so delicate that they sway slightly when mounted to the wall. Perched on various parts of the sculpture are mylar butterflies, whose wings also move, as if fluttering.
One of Kamen’s artistic influences is the writing of Santiago Ramon y Cajal, who is called the “father of modern neuroscience.” The work, called “Butterflies of the Soul” was inspired by neuroscientist Santiago Ramon y Cajal, who won the 1906 Nobel Prize, for his groundbreaking work on the human nervous system. Kamen’s sculpture is a nod to his work and the development of modern neuroscience. Cajal’s observation of the cells under the microscope radically changed how scientists study the brain and its functions, Kamen said. And the butterflies in her sculpture represent Cajal’s drawings of Purkinje cells, which are found in
the cerebellar cortex at the base of the brain. Purkinje cells play an important role in motor control and in certain cognitive functions, such as attention and language. And attention and language are skills of great interest to Kamen, who has dyslexia. Her fascination with the brain and its structure deepened when she discovered that she was dyslexic later in life. A neurological disorder, dyslexia is primarily characterized as an unexpected difficulty learning to read despite intelligence, motivation and education, according to Sally Shaywitz, author of “Overcoming Dyslexia” and co-director of the Yale Center for the Dyslexia and Creativity. Images of the brain in action, fMRIs, have shown researchers that key parts of the brain do not function the same for dyslexic and non-dyslexic people. Dr. Bennett Shivwits, Sally Shivwits’ husband and co-director at Yale Center for Dyslexia and Creativity, describes one of those areas as the “word form area,” which is used like a mixing bowl for comprehension and translating words and letters into language. That region, located in the brain’s occipital temporal lobe, just above the cerebellum, is disrupted in the brains of
dyslexic people, which makes it more difficult for them to read. Their brains struggle to decode written words or symbols into spoken language. “It’s a difficulty getting to the underlying sounds of language,” he said. Kamen grew up before doctors diagnosed children or adults with dyslexia, but the struggles the Shaywitz’s describe align closely with her memories of school. “I would read and read and read — and my parents read to my sister and I — and I couldn’t remember what I was reading. I just thought, ‘Well maybe that is how people read.’” Completing basic math, such as memorizing multiplication tables, was also a challenge. Struggling Readers The primary mission of Reading Rockets is to provide resources to help parents and educators support struggling readers. Browse the articles, research briefs, videos, and webcasts to find out more about why learning to read can be difficult and what teachers and parents can do to help. Be sure to also see the Helping Struggling Readers section.
What is dyslexia? What happen when your students have this kind of problem? How could you help them? Exercise: Look for the word for each meaning in Spanish and past it next to each word. 1. fellowship 3.stretch 2. Butterflies of the 4. thin Soul
5. translucent mylar and 6. stained 7. wings 8. fluttering 9. groundbreaking 10 a nod 11 purkinje cells 12. overcoming 13. non-dyslexic 14. bowl 15. struggle 16. decode 17. align closely 1. comunión 2. Mariposas del Alma
3.stretch 4. delgada 5. Mylar translúcido y 6. manchado 7. alas 8. aleteo 9. innovador 10 un movimiento de cabeza 11 células de Purkinje 12. superación 13. no disléxico 14. tazón 15. lucha 16. decodificación 17. align estrechamente
d.
9th.
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Grade – Science Lesson plans; Self-evaluation; Peer observations; Teacher´s observations and Teacher`s evaluation Reflection after each class; Materials developed per level and subject (must be divided per grade and subject);
Video-tape of classroom lessons According with David A. Hill he talk about pairwork and groupwork
the following: Whilst pairwork and groupwork are the staple of the ‘communicative’ classroom, and are the fundamental way in which teachers can give learners the opportunity to practice what they have been exposed to meaningfully, not all pairwork has that function. Working in pairs gives individual students a lot of speaking time the focus on realistic language in use can help students’ to develop
communicative competence. According with Cummins (1994) He told that the “The comprehension depends significantly on knowledge of the language used.
MY EXPERIENCE It was so difficult to work in front of a lot of teachers. It has been a nice experience to learn how to work and how to use each technique according each class. I think that my successes has been to take control inside the class and this videos helped me to see my mistakes and I have to correct them. And I have to look for more information in each lesson plan . Always I have to be with actual knowledge .
CONCLUSION
When I finished each class lesson I tried to give a little part of knowledge to the students. I learned in each experience how to give a class and use all the Techniques and how to do the lesson plan. An the best thing is that I learned to take any opinion from other persons , and these are interesting your suggestions and take a note the following : ♠ Teacher journals; ♠ Students samples; ♠ Pictures of your successes; ♠ Tests or assessments; ♠ Video analysis.
Appendix 7th. Grade – Grammar
. Grade – Social Studies 10th
Volcanoes The incident at Paricutin would be the first time scientists would be able to observe a volcano from birth through extinction. Paricutin was very active in its first year, growing to four-fifths of its final 1,353 foot (424m) height. During the peak of its activity that year, ashes from the volcano drifted as far as 200 miles to the east and fell on Mexico City. With each following year, however, the volcano became less active until, after a final spectacular spasm, it finally went dormant in 1952. Volcanoes come in three basic types. Shield volcanoaes are broad, dome-like structures that can grow to over 60 miles (100km) wide. Instead of violent, explosive eruptions they are characterized by steady lava fountains and flows that broaden the size of the volcano. Stratovolcanoes are the most violent and dangerous of volcanoes. Their slopes rise slowly at first and then become very steep with a narrow vent at the top. Stratovolcanoes often have explosive eruptions, and then go dormant for decades or even centuries. The final type of volcano is one like Paricutin, a scoria cone. This type of volcano can appear suddenly and build a large conic-shaped mountain with steep slopes. They often erupt for less than a decade, then go dormant and never erupt again.
VOLCANOES IN GUATEMALA Santiaguito: Stratovolcano – Active Atitlán: Stratovolcano - Dormant Fuego: Stratovolcano – Active Agua: Stratovolcano – Dormant Pacaya: Complex volcano – ActiveComplex volcanoes are mixed landforms. In most cases, they occur because of changes either in eruptive habit or in location of the principal vent area.
PARICU
A long time ago in Michoacan, Mexico, a poor farmer was preparing his land to plant corn. Suddenly, a crack opened in the earth and a lot of smoke came out of it. There was thunder that came from the ground, Fine gray dust poured out of the hole in the ground and the air smelled like rotten eggs. The farmer was terrified. He ran away. All of this happened on February 20, 1943. The farmer’s name was DionisioPulido. In just one day, the flat cornfield became a small volcano. Rocks and lava flew high into the air and buried the nearby communities. The new volcano called Paricutin, continued erupting for nine years. When the eruptions finally stopped in 1952, Paricutin was almost 424 meters above Dionisio’s cornfield!
8th. Grade – Reading
9th.
Grade – Science
Conclusion The Integration is divided in Simple integration (A receptive language skill serves as a model for a productive language skill)and Complex integration ( a combination of activities involving different skills, linked thematically). Limitations of integration should not prevent teachers from using the integrative approach. The focus on realistic communication, which is essential in developing students’ competence in English. We then identified two ways of integrating skills: simple integration, whereby a receptive language skill serves as a model for a productive language skill, and complex integration, which is a combination of activities involving different skills, linked thematically.
Some of the limitations of integrating skills. The role of a focus on individual language elements, such as vocabulary and grammar, should not be overlooked, as they can play an important role in helping students to understand the English language system and in enlarging their range of language production. Integration is also demanding of teachers in terms of finding or designing suitable materials, particularly when it is necessary to take into account the differing rates of progress of students in mastering the individual skills. And As we have seen from this unit, the focus on realistic language in use can help students’ to develop communicative competence.
Learning English can be more motivating, because the students are using the language for a real purpose, instead of, say, just practicing the grammar. Integration requires skilful teaching, but it can bring worthwhile results.
E-graphy http://www.mathematicshed.com/uploads/1/2/5/7/12572836/81_fun_critical _thinking_activities.pdf http://spers.ca/wp-content/uploads/2013/08/50-activities-for-developingcritical-thinking-skills.pdf http://www.unm.edu/~devalenz/handouts/decontext2.html http://www.speechlanguage-resources.com/contextualized-language.html HTTP://ES.SCRIBD.COM/DOC/6644654/CONTEXTUALIZING-LANGUAGE
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http://zy.swust.net.cn/06/1/zxyyjcjf/unit%2012%20integrated%20skills.htm http://www.monografias.com/trabajos17/integrated-skills/integratedskills.shtml#ixzz3Ie3Ac09H http://www.monografias.com/trabajos17/integrated-skills/integratedskills.shtml#ixzz3Ie2XXHOo