final practicum portfolio

Final Practicum Portfolio

Pilar Escalona RequenaEnglish Pedagogy Practicum

María Isabel Vásquez / Rodrigo GonzálezEvening class

2009

Index

Introduction.......................................................................................................................3

1 General Content.....................................................................................................4

1.2 Reading Articles..........................................................................................4

1.3 Pedagogical Artifacts / Reflective Writing....................................................6

1.4 School Information......................................................................................9

1.5 Unit plans and lesson plans......................................................................16

1.6 Learning material.......................................................................................17

1.7 Evaluation Instruments..............................................................................17

2 Evaluation............................................................................................................25

2.2 Teacher Evaluation...................................................................................25

2.3 Self evaluation...........................................................................................25

2.4 Peer evaluation.........................................................................................25

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Introduction

For the last few months of this semester I began one of the final steps for my teaching career; I put on my teacher’s shoes and I met a group of nine students who would turned out to be my first class as an English teacher.

This portfolio gathers information about this final step; personal and professional situations that occur while I was teaching at Pan American College in Viña del Mar; it contains reflections, evaluations and feedback about this process; and the work carried out during these three months of learning and teaching.

This is the final practicum of my career, but it is the beginning of my professional life.

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1 General Content

1.2 Reading Articles

Lessons Should Be Learner-Centered

“With English language learners, the temptation to have a teacher-centered classroom arises because the perception is that the teacher has the English proficiency the students nee. Therefore, all knowledge must come from the teacher. However, it is important to remember that English language learners are not deficient just because they do not speak English. They bring a rich and varied background of experiences and talent to the classroom. Teachers who follow principles for success find ways to use their students’ knowledge, including their first language and culture, even when the students do not speak English.”

This is an extract taking from the book “ESL/EFL Teaching. Principles for Success” chapter four, page 90. Authors Yvonne S. Freeman and David E. Freeman.

Watch and Learn videos: Weta Learning Media

Looking for spelling materials online, I found you tube videos called “Watch and Learn”. These videos are filmed inside the classroom and they captured effective techniques for English teaching.

One of these videos is:

http://www.youtube.com/watch?v=JqnhPwfVgKI&feature=channelThese videos are part of WETA Learning Media. Weta has created and sustained four award-winning educational multimedia services, such as Reading Rockets; Colorín Colorado; AdLit.org; LD Online.

In You Tube these videos are found in the following link:

http://www.youtube.com/user/wetalearningmedia

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High Expectations

"When I talk about expectations with my students, they need to know it's not about a battle with me or a score on a math test; it's about the rest of their lives. Every little piece is a stepping stone to where they are going. Where will that turn out to be? The reality is that their options tomorrow will be determined by what they can take from school today. Like it or not, they are taking everything I can give them."

This is an extract taking from the article “Creating a Culture of High Expectations” by the author Cynthia Farmer.

http://www.alliance.brown.edu/pubs/voices/1qtr2002/highexpect.shtml

Differentiated Instruction (DI)

“There are generally several students in any classroom who are working below or above grade level and these levels of readiness will vary between different subjects in school. It is important to offer students learning tasks that are appropriate to their learning needs rather than just to the grade and subject being taught. This means providing 3 or 4 different options for students in any given class (not 35 different options). Readiness (ability), learning styles and interest vary between students and even within an individual over time. In a differentiated classroom all students have equally engaging learning tasks.”

This is an extract taking from the website “Enhance Learning with Technology” by P. Theroux.

http://www.members.shaw.ca/priscillatheroux/differentiating.html

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1.3 Pedagogical Artifacts / Reflective Writing

Observation stage

I. Introduction• What do you think the cartoon provided below is illustrating? Why? Answer briefly.

Misinformation. People who prefers to receive information from TV and the media, and not check the reality of things by themselves. It is not necessary for them to look for information, these are people who doesn’t questions what happens outside walls; to me their opinion of things is not meaningful.

II. Reflective writing

• Taking into account the information you collected during the observation stage,

1. Reflect on the importance of the initial observation period in final practicum.

It is a very important stage; during this time we have the chance to meet the students, their interests, background, knowledge and personality. With this information we can create our lessons thinking about the students, and motivate them with matter of their interest.

2. Refer to the observed issues in assigned school, and explain if these issues caused a change on the expectations you had about this particular period.

One important issue is that the administration of the school is not taking serious by the students. At one occasion three students arrived one hour late to class, and when asked for a pass they decided to stay out in the schoolyard. The school inspectors did not took matter in hands, and the students were allowed to stay out of class, hanging around in the schoolyard. The lack of authority in the school causes problems between the student and the teacher. For the teachers is not meaningful to call the roll or to annotate the students because there are not consequences for bad behavior. I think school administration is of importance to maintain order in the school.

3. How did you feel? Provide one example you consider most relevant to support your answer.

During my time as an observer I felt welcomed. The students were glad and excited for a change. They asked several times when I was starting as a teacher, I felt comfortable and eager to start with my classes and make them more interesting and motivating for them.

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Team teaching stage

I. Introduction

I was asked to do a test and a graded activity for the students. The content of these activities was primarily grammar, and the students were learning it for only two classes. The students were highly challenged with the activities I created, even so, they worked individually and a few students worked together and they completed the activities with no major problems.


For what I observed in the first stages of the practicum, the students of this class were not considered to be excellent students, due to they are in the lowest level of English. They were not challenged by their teacher and their classes were mostly daily life conversations. When I started doing my team teaching stage I informed the teacher about the activities I wanted to do in my teaching stage, but his answer was “that is too hard for these students, they will not able to do it”. With the first activities I created for the class I was able to see that the students can do it, they are just not challenged enough and they stay on a “lazy stage” through out the class.

For what I have red and seen in different educational websites, teachers need to develop academic language and literacy. Teachers need to be committed to high expectations and high standards for all students. Teachers need to show students how to face change; life; difficulties; education; and how to face success. Provide them opportunities for real academic language.

"No one rises to low expectations,"...http://blog.dispatch.com/edblog/2008/11/students_need_high_expections_and_tlc.shtml

Teaching stage

I. Introduction

On the second week of November I arrived to school, signed my folder and walked to the class. On the schoolyard there is a stage that blocks the entrance to the English class, there are also numerous students outside their classrooms; I walked across the yard and enter the English class through a second entrance. In the class the students and the teacher stand in a circle talking. I enter the classroom to begin the lesson for the day but the teacher stops me. There is a strike in the school. The stage in the yard was

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http://blog.dispatch.com/edblog/2008/11/students_need_high_expections_and_tlc.shtml

to perform a goodbye ceremony to the students from 4th year of high school. An incident happened and the ceremony did not take place; the teachers decided not to teach and the students not to enter classes. The English class was in their classroom talking about the events and people who may cause the strike; this conversation lasted all 45 minutes. There were no classes that day.


This event was highly uncommon, during my teaching stage and as an ex-student from this school I can say that this situation never happened before. A possible strike and a day without classes in the school reflect the changes that the establishment has gone through, and how different the students from these times differ from the students from 10 years ago. Situations do happen inside schools and classrooms, which may end up in a day without teaching. The conversation that took place inside the English class reveals how the students feel about the school, its teachers and administrators. It was clear for me that they do not whish to study and that they do not feel respect for adults. I was able to see the changes of the students and teachers and only in a period of 10 years. This event helped me realized that I am going to be a teacher of teenagers but they certainly do not think as I did when I was 16.

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1.4 School Information

School: Pan American College

Address: Avenida 1 norte #2065

City: Viña del Mar

School’s Phone number: 2670275

Grade: 3º medio

Schedule:

Monday: 12:00 - 12:45

Tuesday: 15:15 - 16:00

Wednesday: 12:45 - 13:30 / 13:30 - 14:15

Thursday: 11:00 - 11:45

Friday: 10:15 - 11:00

Guide Teacher’s Name: Fernando Pizarro

Guide Teacher’s E-mail Address: [email protected] Guide Teacher’s Phone Number: 92822463

Observation Stage Report

Task 1: The School and Learning Environment

Name of student: Pilar Escalona RequenaName of School: Pan American CollegeNumber of students: 9Date: September 30, 2009Class: 3º m

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1. The school:

Pan American College is located in 1 North Avenue # 2065, Viña del Mar. Their founders are Mr. Hector Soazo and Madam Nelda Rojas de Soazo. The school starts its educational activities in the year 1960. In 1969, the first generation of students graduates from the school, marking an important step in the history of the school. Until this date, twenty six generations of students have graduated from the school.

The school offers students incorporation since kindergarten up to high school. Students that want to be a member of the school have to take a Language test, an English test, and a Math test. They also have to give a personal interview, and have a general annual grade of 5,5 or more.

The general formation of the students is to:• Develop artistic, scientific and sporty abilities and aptitudes.• Orientate their values towards respect, responsibility, honesty, tolerance and solidarity.• Develop their self-esteem, creativity and capacity to solve everyday issues and troubles.

The school offers extracurricular activities, such as swimming, basketball, soccer, choir, instrumental music, catechism and psycho-pedagogy.

Pan American College is an English school, therefore, English is taught since kindergarten. Since 11 grade, English is divided into three levels, being level one the lowest; according to their grades, the students are placed in each level. In elementary school the students have fours hours of English peer week; and in high school the students have six hours of English peer week.

In the year 2002, the school incorporates itself to the Jornada Escolar Completa Diurna (JECD); and in 2003 it adopts a subsidize modality.

The organization of the school includes a supporter; finances; the principal; administration and secretary; inspector; UTP; teachers; orientation; assistants; representatives; parents; CCPP; CCAA; and students.

Pan American College seeks to form children and youngsters with proper academic preparation and with solid ethic and moral values which allows them to be creative and autonomous, with a positive self-esteem ables to incorporate themselves into superior studies and ables to successfully manage themselves in our society.

2. The classroom

The classroom is located in the oldest building of the school. It is used for English class (level 1) and for extracurricular activities. The classroom remains looked after class; the English teacher and the inspector have the key, and are the only ones who are allowed to open it. Since it is an old classroom, it is not impeccable; it has a broken window, holes on the wall, and a cracked whiteboard. The students seat on individual chairs and usually around the teacher’s table. It is poorly equipped; it does not have a clock or a whiteboard eraser.

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The students do not feel engaged, they do not take their English book with them to the class, they rarely bring classroom materials, such as pencils, erasers and paper; they rarely write on their notebooks. They do not study for tests; they are always late for class.

3. The activities & resources

a) The teacher uses the English book for every activity. He usually explains an activity of the book for the students to complete; or he writes and activity from the teacher’s book on the whiteboard, and the students have to complete it on their notebooks. After completing the activity the students give their notebooks to the teacher and he checks the answers. The book used for this class is Blockbuster US 3 by Express Publishing. Usually one activity covers the entire hour.b) The resources the school has are English dictionaries, a datashow, a computer lab, TV, DVD and a radio. At this moment the datashow is not working. When I asked about technology usage for English teaching, my guide teacher told me that the computer lab it is not in its best conditions, therefore it is not advisable to use. Paper is also an issue, due to it is only for tests and not for activities, therefore my guide teacher only uses the whiteboard and the English book for classroom activities.

Task 2: Student’s learning

1. The learnersThe students are in the lowest level of English, therefore it is not a meaningful subject for them; they do not feel motivated because for them English I is a relaxing time in their schedule. The students have to be explained several times a subject or an activity because they don’t pay attention, thus they prefer the teacher to do most of their work asking him to do the exercises as examples.

2. Behavior during classroom activitiesThere are not any students with special needs. The students are encouraged only when there is an extra point for a test, or a grade involved. For managing issues and motivating the students, the teacher talks to them regularly about respect, responsibility and their future studies at the university and the importance their school grades has for their next studies.

3. Discuss the learning styles and levels of English in the classroom.

Observation scale:

Observations clear & well informed: not observedDemonstrates understanding of social and educational factors: medium Objective & factual information: Not observedEvidence of active search of information: lowUse of English expression clear: low

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Team Teaching Stage

Name of student: Pilar Escalona Requena

Name of School: Pan American College

Date: September 30 2009

Task Nº1: Collaboration activities

1. What kind of activity did you perform the first time you were asked for help? How long did it take?I was asked to bring two worksheets about Relative Pronouns. I had to explain the use of who, which and whose. Later I explained the activities of each worksheet. After the students finished the activities I checked the answers, and help them clarify doubts and mistakes. These activities took one hour.

2. What were the students doing before you started helping out?I started the class with these activities, thus the students were just arriving to the classroom.

3. How did the students react? Describe the atmosphere of the room and the levels of engagement in the room.The students didn’t have a different reaction with me; they knew it was my time to help the teacher, thus the atmosphere did not change. They followed my instructions and completed the activity, asking me doubts along the process.

4. What other assignments were asked you to do? How often?I was only asked to do a graded activity for the following class.5. Were you asked to prepare any kind of special audio visual material learning material for the students? Were they used? How effective were they?No, I wasn’t asked to work with technology.

Task 2: Lesson Planning

Answer the following questions and explain how you planned the learning activities for your students. Be as precise as you can.

1. How did you get the information for planning the lessons for your students?From the students´ workbook, I also did some research using the Internet, and I search for activities and worksheets online.2. Did your guide teacher give you any suggestions for planning?To follow the book.3. How long did it take to you to prepare learning material for your first lesson?It took me around 4 hours to create the learning material I needed for my first class.

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Parents Meeting Report

I. Datos Generales:

1.Nombre del Establecimiento Educacional: Pan American College2.Curso: 3º medio3.Profesor jefe: Ricardo Fagestrom4.Profesor en Práctica: Pilar Escalona Requena5.Fecha: 06 de octubre6.Hora: 18:00 – 19:30 hrs.7.Tabla de la reunión: Entrega de Calificaciones Parciales; Rendimiento escolar; Uso de nuevo uniforme escolar.

II. Instrucciones:

1.Complete la información que encontrará a continuación.

2.Escriba sucintamente los temas propuestos en la tabla de la reunión, destacando el tema principal que la convocó.

•El tema principal fue la entrega de notas parciales, esta es entregada a los apoderados. El problema principal de los alumnos es la asignatura de Física. Se considera la opción de tener un taller de Física con un profesor extra para que los alumnos puedan subir su rendimiento académico. También se hace hincapié en la asignatura de PSU Matemáticas cuyo profesor percibe poco interés y responsabilidad por parte de los alumnos. En cuanto a las otras asignaturas, los alumnos mantienen un promedio medio; por lo que se les pide a los padres más apoyo y responsabilidad.•El rendimiento académico general de los alumnos es muy bajo. Estos dejan sus materiales escolares en el colegio por lo tanto no realizan sus tareas en casa, se han recibido quejas por parte de los auxiliares y profesores. Se pide nuevamente apoyo de los padres. Los padres sienten que es responsabilidad del establecimiento escolar. El profesor Fagestrom hace hincapié en el apoyo familiar. También se les habla a los padres sobre la asistencia de los alumnos, y se les pide que los alumnos no sean retirados de clases con tanta regularidad, solo en caso de emergencia.•A partir del próximo año el colegio renovara el uniforme escolar. Las alumnas deberán usar Jumper, y los alumnos una chaqueta nueva, dejando los suéteres de lado. Quejas por parte de los padres ya que los alumnos y alumnas deberán hacer un gasto monetario solo por un año más de actividad escolar.

3.Comente sus impresiones de la reunión. Puede referirse a:

•Aquellos temas que estaban en Tabla y no fueron tratados.Todos los temas fueron tratados.

•Conducción de la reunión por parte del profesor jefeEl profesor Fagestrom tiene mucha experiencia en trabajo de grupo, escribió los puntos claros de lo reunión y los abarco todos. Clarifico dudas y manejo cada discusión con profesionalidad.

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•Intervenciones de los apoderados (presidente de curso, secretario (a), tesorero (a).Las intervenciones se hicieron luego de cada punto de forma general. Los apoderados expresaban su opinión y buscaban soluciones a los problemas, principalmente al rendimiento general del curso.

•Clima de la reunión (participación de los apoderados, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)La asistencia fue de un 50 %; hubo quejas por la compra del nuevo uniforme escolar y principalmente por el manejo de los alumnos dentro del recinto escolar. Los padres sienten que es responsabilidad del colegio hacerse cargo de sus hijos, pero el profesor pide mucho mas apoyo por parte de ellos.

•Tratamiento de los OFT del nivel en la reunión.Responsabilidad y respeto. Se les pide a los padres durante toda la reunión atención y preocupación por las actividades escolares, tareas y pruebas; por el comportamiento y rendimiento escolar de sus hijos; apoyo y comunicación entre padre-alumno-profesor.

Class and Orientation Report

I. Datos Generales:

1. Nombre del Establecimiento Educacional: Pan American College2. Curso: 3º medio3. Profesor jefe: Ricardo Fagestrom4. Profesor en Práctica: Pilar Escalona5. Fecha: 26 octubre 6. Hora: 11:00-11:45

II.- Desarrollo del consejo de curso

1. Tema de Orientación: Se discute principalmente el tema de Puertas Abiertas para el viernes 30 de octubre. Esta es una oportunidad para que los alumnos que tengan baja nota en un ramo tengan la posibilidad de subirla. Los alumnos pueden elegir una asignatura de elección y realizar un trabajo que será expuesto el día viernes. Este trabajo es con nota y es una ayuda extra para subir su promedio. El profesor destaca la responsabilidad que deben tomar los expositores, y el respeto que deben tener los demás alumnos para sus compañeros; el espera que los estudiantes no solo tomen oportunidades como esta para preocuparse de sus notas, sino que deberían hacerlo siempre, ya que es de gran importancia para su futuro universitario.Luego de Puertas Abiertas, el profesor les da la sala a los alumnos para que conversen sobre su viaje de estudio para este verano y el dinero que tienen colectado como curso, y para que finalicen los detalles para el desayuno que deben ofrecer a 4º medio como despedida del colegio.

2. OFT cubierto: Responsabilidad y respeto. Al igual que en la reunión de apoderados, el profesor hace énfasis en la falta de responsabilidad que demuestran como alumnos del colegio. Las horas de retiro de clases, la falta de interés en estas, la no entrega de

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tareas y la falta de estudio sobre todo para las pruebas. El profesor les habla sobre la importancia de la responsabilidad, sobre todo para su futuro profesional que se aproxima en un año más; y la importancia que tiene el colegio como antesala a la universidad. También les habla sobre el respeto entre alumnos-as y entre alumnos-profesor. Como ejemplo les pide a los alumnos que no deciden participar en Puertas abiertas, que asistan como apoyo y respeto a sus otros compañeros, y que no vean toda oportunidad de no clases para faltar al colegio.

3. Tabla del Consejo de Curso: Puertas Abiertas; Viaje de estudio; Desayuno 4º medio.

Teachers Meeting

I. Datos Generales:

1. Nombre del Establecimiento Educacional: Pan American College2. Profesor en Práctica: Pilar Escalona Requena3. Fecha: 07 de octubre4. Tabla de la reunión: Promedios, alumnos practicantes, niveles. 5. Hora: 11:00 – 12:00

II. Instrucciones:

1. Complete la información que encontrará en el punto “I. Datos Generales”2. Escriba los temas propuestos en la tabla de la reunión, destacando el tema

principal que la convocó.3. Comente sus impresiones de la reunión. Puede referirse a:

Aquellos temas que estaban en Tabla y no fueron tratados.En si, no hubo una tabla. El profesor jefe del departamento de inglés condujo la reunión. Estas reuniones se realizan una vez a la semana, así que el profesor encargado solicitaba a los otros profesores la entrega de los temas hablados en la reunion anterior; estos eran las notas y promedios de los cursos de enseñanza media; la diferencia necesaria que debe existir entre un nivel y el otro; y la inclusión de cuatro alumnos practicantes al colegio. Modalidad de la reunión. ¿Quién la conduce?La conduce el jefe del departamento de inglés, el señor Agustin Castillo. Modalidad de Intervención de los profesores.Los profesores solo intervenían si les hacían preguntas o si debían entregar notas y reportes. Clima de la reunión (frecuencia de participación de los profesores,

situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)La reunión fue muy seria, duro exactamente una hora, no hubo situaciones inesperadas. La gran participación fue por parte del profesor Castillo, y hubo pequeñas intervenciones por parte de los profesores y los alumnos en práctica. Varios (aspectos y /o comentarios en torno a temas educativos generales,

tanto a nivel del establecimiento como nivel regional educacional)

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A nivel del departamento de inglés hay mucha seriedad e importancia por parte del colegio, debido a que hay tres niveles diferenciales de ingles, y a los futuros alumnos se les pide una prueba de conocimiento del idioma para ingresar al colegio. Aun con esta seriedad e importancia debo decir que el nivel de inglés de los alumnos es muy bajo; la dirección del colegio no hace evaluaciones a los profesores de esta asignatura; los alumnos no están motivados ni reconocen que este colegio es bilingüe.

1.5 Unit plans and lesson plans

Lesson plans from September 30th to October 8th

http://teacherpracticum.blogspot.com/2009/12/lesson-plans-from-september-30th-to.html

Lesson plans from October 13th to October 28th

http://teacherpracticum.blogspot.com/2009/12/lesson-plans-from-october-13th-to.html

Lesson plans from October 29th to November 4th


Lesson plans from November 5th to November 26th

http://teacherpracticum.blogspot.com/2009/12/llesson-plans-from-november-5th-to.html

Unit plans

http://teacherpracticum.blogspot.com/2009/12/unit-lessons.html

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http://teacherpracticum.blogspot.com/2009/12/unit-lessons.html

http://teacherpracticum.blogspot.com/2009/12/llesson-plans-from-november-5th-to.html





1.6 Learning material

For this class, a blog was made to provide students with information regarding tests, grades, subjects and activities practiced in English class, level 1. This blog contains videos, audios, worksheets and power point presentations.

Due to numerous activities were created for this class, I recommend you to follow the following link to get to the learning material.

http://english1pac.blogspot.com/

1.7 Evaluation Instruments

Reported Speech October 2nd

Name:

I Rewrite the sentences from Direct to Reported Speech. (Reescribe las oraciones de direct a reported speech)

1. My name is Jonas, What is your name? He said…

2. I am a singer and my band is “Roller”.He said…

3. Johnson is my friend, he lives in Africa.She said…

4. My father is a doctor, he works at the hospital.He said …

5. Loreto is going to travel to Japan next year.She said …

6. I will give a flower to you.He said…

7. I want to buy a computer. He said…

8. Hey Sergio, that is my apple! Maria told Sergio…

9. I have a cat named Gordis, she is fat!He said….

10. I have to go to the office, please call me later.She said….

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http://english1pac.blogspot.com/

11. Can you show me the way home?He said….

12. Johanna, I have your notebook.He told Johanna……

13. Will you go?I said…..

14. I hate you.I told Lucas….

15. My mobile phone number is 555-3321She said….

16. You can come over tomorrow.She said….

17. I like to go shopping on Sunday. Roxana said....

18. The car is very old.My father said...... 19. I will send you a message. My boyfriend told me… 20. You can stay until tomorrow.The girl said........ 21. I am always late.She said.... 22. June has a new puppy. She told me..... 23. Time will tell.They said..... 24. I don’t want to see you anymore. Lorenzo said.....

Read carefully the sentence before changing it into reported speech.

Remember the verbs change from present to past.

You have to change the pronouns into the correct form and you also have to

change the modals.

II Change the quotations into reported speech. (Cambia estas citas a reported speech)

1. I'm going to make you an offer you can't refuse. (te haré una oferta que tu no puedes rechazar)

Vito Corleone….

2. Toto, I have a feeling we're not in Kansas anymore. (Toto, tengo la sensación de que ya no estamos en Kansas)

Dorothy….

3. I'm walking here! I'm walking here! (estoy caminando aqui! Estoy caminando aqui¡)

Rizzo….

4. There's no crying in baseball! (no hay llantos en béisbol!)

Jimmy…

5. A boy's best friend is his mother.(la mejor amiga de un joven es su madre)

Norman…

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6. Wait a minute, wait a minute. You haven’t heard anything yet! Wait a minute, I will tell you!

(Espera un minuto, espera un minuto. No has escuchado nada aun. Espera un minuto, yo te lo diré!)Jackie….

III Underline the correct word. (Subraya la palabra correcta)

a) She said / told tomorrow was going to rain.

b) Jose said / told Julia he needed some space.

c) Her sister said / told her she was adopted.

d) You said/told me we were going to be friends forever.

e) Her husband said/told the house was ugly.

f) She said/told the TV was broken.

g) Can you say/tell something?

h) Will you say/tell your sister I miss her?

i) Jack said/tell this would happen.

j) Kate already saw this movie, she said/tell.

Speaking test October 23rd

Question 4 3 2 1 ScoreHello, how do you do?

The student doesn’t make any mistakes

The student makes 1 – 2 mistakes.

The student makes more than 2 mistakes

The student doesn’t answer the question

What’s your name?Where are you from?





What do you like to do?

The student doesn’t make

The student makes 1 – 2

The student makes more

The student doesn’t

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any mistakes mistakes. than 2 mistakes

answer the question

Why do you like…?





What do you think about …?





Question 4 3 2 1 ScoreGood morning, how are you?





What do you do?Where do you study?





How old are you?When is your birthday?





Do you like…?Why do you like…?





What do you think about … ?





Speaking test November 11th

Question 4 3 2 1 ScoreHello, how do you do?





First slide. What is this…? What do you think about…?





Do you agree? The student The student The student The student

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Do you disagree…? doesn’t make any mistakes

makes 1 – 2 mistakes.

makes more than 2 mistakes

doesn’t answer the question

Why? The student doesn’t make any mistakes




Second slide. What is this…? What is your opinion about…?





Do you agree…?Do you disagree…?









Question 4 3 2 1 ScoreGood morning. How are you?





First slide. What is this…? What do you think about…?





Do you agree?Do you disagree…?









Second slide. What is this…? What are your ideas about…?





Do you agree…?Do you disagree…?









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Speaking test November 27th

Question 4 3 2 1 Score

Slide 1The student doesn’t make any mistakes




















































The student doesn’t The student The student makes The student doesn’t

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make any mistakes makes 1 – 2 mistakes.

more than 2 mistakes

answer the question













Writings and videos rubric (cumulative works)

CATEGORY

4 - Above Standards

3 - Meets Standards

2 - Approaching Standards

1 - Below Standards

Score

Grammar & Spelling

Author makes no errors in grammar or spelling that distracts the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distracts the reader from the content.

Capitalization & Punctuation

Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.

Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.

Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Neatness The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.

The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.

The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.

The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.

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Organization

The story is very well organized.

The story is a little well organized.

The story is a little hard to follow.

Ideas are not well arrange.

Writing Process

Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.

Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.

Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.

Student devotes little time and effort to the writing process. Doesn't seem to care.

Title Title is creative, sparks interest and is related to the story and topic.

Title is related to the story and topic.

Title is present, but does not appear to be related to the story and topic.

No title.

Drafts All drafts are revise and included

Only 2 drafts are revise and included

Only 1 draft is revise and included

No drafts included

Cumulative works

Writings: “Tell me about yourself”; “Your favorite…”; “Who is this?”; “Phobias”

http://english1pac.blogspot.com/2009/10/lizardman.html

http://english1pac.blogspot.com/2009/11/listening-what-are-you-afraid-of.html

http://english1pac.blogspot.com/2009/11/bungee-jumping.html

http://english1pac.blogspot.com/2009/11/graded-activity.html

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http://english1pac.blogspot.com/2009/11/graded-activity.html

http://english1pac.blogspot.com/2009/11/bungee-jumping.html



http://english1pac.blogspot.com/2009/10/lizardman.html

2 Evaluation

2.2 Teacher Evaluation

These evaluations are delivered in paper.

2.3 Self evaluation

1 2 3 4Number of

Blog Entries X

TechnologyX

Organization and

PresentationX

Quality of Reflective

WritingX

Evidence of Growth and Understanding

X

Professionalism X

2.4 Peer evaluation

I made a comment in Sandra’s blog. She posted the learning material she used for her classes. I found the power point presentation very appealing and motivating for her students. I also recommended her a website called ESL Printables in which she will find numerous activities to download.

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Here is the comment:

https://www.blogger.com/comment.g?blogID=565978375538218049&postID=6258860151729679113&page=1&token=1260475547290_AIe9_BGiVe0AWgyO9BoIbPxm-9IE6UYlD7Qs9V9xulQqOciHQO-IIUMVXsxILeNo37_VixaWNKk2bNA_I3l1Vp79lZGg1fReyluGyasuBd-ukgV7NlwD6neAvaGhN-aQJwB2SjJVOfi7d5bBIe2gjMOzysbqpco-L1ExxVPFEaynbLqQTBxaHTkaWzjV83Mfalc1JzBAHPariy8VU6Rjlj6dTRKK-dfDagNdCTmY3ooql2LFfk1lzN4

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final practicum portfolio

Education