final practicum portfolioo

8/14/2019 Final Practicum Portfolioo

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UNIVERSIDAD DE PLAYA ANCHA

ENGLISH PEDAGOGY

UPLA FINAL PRACTICUM PORTFOLIO

PAMELA CORREA GURTUBAY

FINAL PRACTICUM

ISABEL VSQUEZ VICENCIO

1 medio A

2009


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INDEX

PAGE

PORTFOLIO INTRODUCTION 4

PEDAGOGICAL ARTIFACTS 5

REFLECTIVE WRITING 7

READING ARTICLES 9

COURSE PROGRAM 10

SCHOOL INFORMATION 18

UNIT PLANS AND LESSON PLANS 19

LEARNING MATERIAL 25

EVALUATION INSTRUMENTS 26

SELF EVALUATION 27

PEER EVALUATION 30


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PORTAFOLIO INTRODUCTION

The following portfolio shows my final practicum experiences and reflections

during 4 months with first year high school students at Liceo Pedro Montt inValparaiso.

Along with that you can observe pedagogical artifacts, reading articles, theprogram of the course, school information, the unit and lesson plans that Idesigned throughout this process. Besides, there are some links with the learningmaterial, and evaluation instruments that I used with students.

Finally, you there is a self evaluation about what this practicum has beenand what kind of impacts have created in my own personal and professional pointof view about education.

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PEDAGOGICAL ARTIFACTS

Observation Stage

I. Student Curriculum

The first week I started the practicum at Liceo Pedro Montt, I askingthe students to copy what was on the board. I observed that many ofthem were not copying, so I had to ask them one by one where theircopybooks were, in order to take them out so they could copy.However, a student, who was trying to sleep, was not even looking atthe board, I touched his shoulder and asked him to take his copybookout, and he responded he did not have a copybook, I asked him

again to take out any sheet of paper he had. He touched hisbackpack and said that there was nothing in there; I told him if hecould open it to check if that was true, so he did and there was asheet of paper and no books in it. I suggested him that he could use itto write, and he said he could not use it because that was hiscurriculum.

II. I selected this artifact because when I knew that I was going to assistto Liceo Pedro Montt, it was going to be a hard experience, since thestudents came from vulnerable places, and many of them were not

interesting on study. And, by the time I started teaching there Ithought I could make things different and changer their perceptionabout classes, and especially about English. The moment the studentopened his backpack and I understood that the sheet of paper washis curriculum I realized that students were not thinking of the classitself or the benefits that schooling has for them.

III. I think I learned that I have never been with a group of students likethis, it was hard to understand their behavior but the time passed andI do have a though. I questioned myself a lot in terms of lifeexpectations. I learned that the public system is a very big andcomplicated issue, that it must be fixed.

Team Teaching Stage

I. Students Aggressiveness

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While I was helping the teacher, I observed that students wereaggressive against each other, no matter age, sex, or religion. And evengirls swore a lot during classes, and discuss with their male classmates.

I remember one of the boys pushing and throwing a girl to the ground. Iimmediately told him not to do that again, I put him in the situation of hisown mother or sister being treated like that, and he answered he did notcare because he treated his mother the same way.

II. This artifact make me think about another aspect about education, about ourstudents, and that was family issues, since it is very hard to know what isexactly going on with them, or what kind of relationship they have withtheir parents or siblings. When the student said he did not care, Iunderstood that this situation was something completely normal for him;he was neither scare nor worried about what he did.

III. I learned that to have a good atmosphere, to know how to catch to ourstudents attention it is crucial to know or comprehend their familybackground, what their values, feeling and thoughts about life are. I trulybelieve that schools must include, and let parents actively participate inacademically and extracurricular school activities.

Teaching Stage

I. Use of English

My guide teacher was very interested in practicing his English with me,so he suggested doing it, and I accepted it. I remembered I entered tothe classroom that day, and students were very talkative, I always askedthem to be quiet but this time I started speaking in English to them and tomy guide teacher. Students got very quiet and curious trying to hearwhat we were talking about, they said that we have to speak in Spanishbecause they did not understand. I understood they have never heardEnglish before. So every time they start being noisy I spoke in English inthe class. Finally, some of them learned new English phrases.

II. I selected this artifact because as English teachers we have to let ourstudents experience English language or at least, allow them to knowthat English is not pen and paper merely, it is something you can use toexpress your ideas, feelings and thoughts. That exist, it is alive, it is notsomething on the board, or in a book.

III. I learned that using English language students are curious about how itsounds and it pronunciation, I also learned that if you use short phrases

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the whole class students acquired them easily, and feel confident in frontof this foreign language. English can become easily closer andmeaningful for students.

Reflective Writing

I. Introduction

I think the cartoon illustrates that we need to explore and see everything thatsurround us and not just put our attention on something particular that can give us

just on perspective.

II. Reflective writing

1. For me it was crucial to observe the class, the teacher, the students, andclassroom environment, the community that works there because everything I sawthey helped me to understand and try different learning strategies with students.

Without the observation stage my classes I could not understand how to proceedwith students, and get their attention, in order to achieve learning.

2. Some of the most relevant observed issues in assigned school were thestudents aggressiveness and rudeness: there were many fights between students

and sometimes they got really hurt, since they use bottles to fight against the other.Very bad vocabulary was something that I always observed between them. Boysand girls treated each other in the same way, they always insulted each other, andsometimes to the teachers and to me. School work is something students are notused to do; they did not like writing or develop activities assigned for the teachers.Students attendance is a big issue, there is always around 4 or 5 students that runaway from school.

In terms of teaching, the teacher did not develop interesting or innovative learningstrategies, so students were very boring the whole class. The teachers room wasvery nice, but I noticed that they are not engaged with their job because every time

I was there they were having breakfast and when the bell rang the inspector had toask (several times) them to go to their classes.

These issues changed the way I expected this period in terms of teachingstrategies, and in terms of classroom management dealing with very difficultstudents. I assumed this practicum as the most challenging process I haveexperience as a prospective English teacher.

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How did you feel? Provide one example you consider most relevant to support youranswer.

The first day I attended at school I saw a couple of students having a fight, I waswith my guide teacher but no one noticed our presence there, so finally a teacherappeared and tried to stop the fight and she almost got hit. And also my purse wasopened during the class; however, I did not lose anything.

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READING ARTICLES

VTS: Visual Thinking Strategies

An area of language teaching that I would like to know is VTS (Visual ThinkingStrategies), since I think that it is a very interesting area of language teaching thathas not been used very often inside of the classrooms.

One of the things that has triggered my interest is the fact that VTS increasestudents critical thinking skills, due to children start using their eyes to makesense of the world as soon as they open them as infants. They also developanalitical, speaking and listening skills, because VTS encourages observation thatforms the basis for ideas. Discussion allows for those ideas to be given shape inlanguage. VTS questions ask students to probe, draw inferences, and citeevidence to back up opinions.

Art triggers observations and ideas, and VTS discussions give young people achance to talk about what they see and to apply what they think and know, thishelp them to build vocabulary and learn to paraphrase.

These are websites that I found and you can have more information about VTS.

http://www.visualthinkingstrategies.org/

http://www.vue.org/

These links have helped me to read and understand some research about thisstrategy that it is fun for students and also effective. To support my idea, andexplanations I will like you to follow this link to watch a video:

http://www.youtube.com/watch?v=KHzSBHKiVo8&feature=player_embedded

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http://www.visualthinkingstrategies.org/http://www.vue.org/http://www.youtube.com/watch?v=KHzSBHKiVo8&feature=player_embeddedhttp://www.visualthinkingstrategies.org/http://www.vue.org/http://www.youtube.com/watch?v=KHzSBHKiVo8&feature=player_embedded


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La continua expansin de las Pedagogas en Ingls

Es una de las carreras del rea de Pedagoga que ha registrado un mayorcrecimiento en su matrcula en los ltimos aos. El fenmeno se explica, enparte, porque se instal la idea de lo trascendental que es manejar el inglscomo segunda lengua.

La enseanza del ingls se ha posicionado como una opcin interesante deestudios, debido al creciente inters y valoracin de este idioma en las escuelas.En los ltimos aos, la carrera ha experimentado un crecimiento explosivo en sus

matriculados. Si en 2003 no haba ms de 500 alumnos estudindola en todo elpas, hoy superan los 10 mil.

De all que, de acuerdo a Futuro Laboral, la empleabilidad de los profesores deingls al primer ao de egreso sea bastante alta: un 92%. Y aunque no es la mejorpagada del sistema, s es la que tiene los mejores salarios entre los docentes: alprimer ao los profesores de ingls ganan $459 mil, mientras un docente deLenguaje llega apenas a los $ 400 mil.

La carrera se imparte en 35 planteles, aunque slo 10 cuentan, por el momento,con acreditacin, la que se estableci por ley como obligatoria. El resto est anen proceso.A ello se agregan un creciente nmero de becas destinadas a perfeccionar elidioma en el extranjero, como las que entrega BecasChile y que permite a losestudiantes pasar un semestre en el extranjero.

Sin embargo, a pesar de los prometedores ndices, es clave la eleccin del plantel.Ya que el panorama de quienes ensean el idioma an dista de la excelencia. Deacuerdo a un estudio del Mineduc de 2005, que evalu a los profesores de ingls,el 60% estaba en el nivel bsico del dominio de la lengua. Es decir, no puedeensear en ingls en esa lengua, porque no la domina.

LOS NFASIS DE CADA PLANTEL

Los programas de pedagogas en Ingls tienen diversos enfoques. Algunosfomentan una malla con fuerte enfoque comunicativo, como es el caso de la U.

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Andrs Bello; o bien, orientarse a las clsicas prcticas pedaggicas, como es elcaso de la U. Catlica de Valparaso.

As tambin, algunos potencian no slo la produccin y comprensin escrita y oral,sino tambin el conocimiento de la literatura, cine, lingstica y cultura inglesa ynorteamericana.

Es necesario tener una buena base de ingls? Idealmente. Aunque el procesoformativo de los alumnos, durante la carrera, va supliendo los dficit formativosque pueden traer desde el colegio.

This article demonstrates that English Pedagogy has become one of the mostimportant careers in our country because of the importance of knowing English asa foreign language. And the comparison of its income in relation to otherpedagogical areas.

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COURSE PROGRAM

I. IDENTIFICACIN

NOMBRE ASIGNATURA : Prctica profesional

CARRERA : Pedagoga en ingles

CLAVE : PIN 09143-1

MODALIDAD : Prctica en terreno

SEMESTRE : 1er y 2do Semestre.

AO : 2009

PROFESOR : AMANDA ISABEL VSQUEZ VICENCIO

II.- DESCRIPCIN DE LA ASIGNATURA

La Prctica Profesional es una asignatura prctica que se constituye en laltima etapa de formacin de los estudiantes, la cual permite al futuro profesorintegrarse al mbito educativo de un establecimiento educacional que se

constituye como centro de prctica, donde aplicar conocimientos propios de laespecialidad y del quehacer pedaggico, al interactuar con alumnos, alumnas ydocentes de dicho establecimiento. Siendo un curso de carcter profesional,ofrece la oportunidad de demostrar las competencias lingsticas y pedaggicasadquiridas a lo largo del proceso de formacin docente, a travs de un contactodirecto con una realidad educativa especfica, y adquirir las experiencias deaprendizaje necesarias para enfrentar con xito su futura accin docente.

III.- OBJETIVOS GENERALES

A.- Semnticos:

Demostrar conocimientos sobre la realidad educacional y losdiversos factores que intervienen en el proceso educativo tanto anivel general como en el mbito de la enseanza de ingls enEducacin Media en el contexto de la actual reforma educacional.

Demostrar conocimientos sobre el paradigma cognitivo-contextual, elenfoque constructivista, las teoras del aprendizaje cognitivas y

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estrategias que a travs del proceso de enseanza-aprendizaje eningls, promueven la formacin de alumnos creativos, crticos yautnomos.

Demostrar conocimientos acerca de distintos modelos de

intervencin didctica en el mbito de la enseanza de ingls comolengua extranjera y/o segunda lengua que promuevan un aprendizajesignificativo en los alumnos.

Demostrar conocimientos sobre distintas concepciones evaluativas yespecficamente la evaluacin de aprendizajes significativos a travsde una perspectiva constructivista.

B.- Procedimentales:

Demostrar habilidades para transferir, integrar y aplicar losconocimientos, estrategias y recursos didcticos adquiridos en laespecialidad disciplinaria y pedaggica en la planificacin, ejecuciny evaluacin de situaciones de enseanza y aprendizaje del ingls.

Demostrar habilidades para interactuar en realidades educativasconcretas con los distintos participantes del proceso (padres,apoderados, profesores, alumnos, etc.) a travs de la enseanza delidioma Ingls.

Demostrar habilidades para generar estrategias que permitan utilizarel enfoque ms apropiado a la realidad educativa que enfrentan.

C.- Actitudinales.

Valorar el aporte del idioma ingls en una sociedad globalizada, susimplicancias educacionales y el rol que le corresponde al profesor deingls en el proceso educativo.

Demostrar actitudes sociales que permitan interactuarpositivamente con los distintos participantes en el proceso educativoa travs de la enseanza del idioma Ingls.

Integrarse de manera competente y responsable en el centro deprctica procurando una relacin armoniosa con los integrantes de lacomunidad educativa.

Demostrar capacidad para trabajar en equipo, participando ycolaborando en la realidad educativa asignada. Demostrar capacidad para autoevaluar su prctica pedaggica a

travs de la reflexin constante de su quehacer.

IV.- ETAPAS

A.- Aproximacin al Establecimiento Educacional

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Esta etapa marca el inicio oficial del perodo de prctica profesional de la Carrera

de Pedagoga en Ingls. Durante esta fase el estudiante realizar las siguientesacciones:

Presentarse al establecimiento en el cual le corresponder efectuar suprctica profesional pedaggica.

Contactarse con autoridades de dicho establecimiento (Director(a),Jefe de UTP, etc.)

Contactarse con profesor gua de curso(s) asignado Contactarse con profesorjefe de curso asignado Asumir horario de curso(s) en el(los) cual(es) le corresponder trabajar

la asignatura. Reportar informacin del establecimiento educacional a travs de un

informe (segn pauta).

B. Perodo de Observacin y Ayudanta: (3 semanas)

Acciones a realizar en este perodo:

Analizar el Proyecto Educativo del centro de prctica y la adecuacin deeste a su realidad social.

Realizar diagnstico de la realidad educativa (segn pauta) a travs dela observacin de los distintos subsistemas que la constituyen.

Diagnosticar los niveles de desempeo en el subsector de ingls y lascaractersticas de los cursos asignados para la prctica. Reportar hallazgos travs de informes (segn pauta). Solicitar contenidos a desarrollar durante el proceso de prctica para

elaborar planificaciones de las Unidades de Aprendizaje. Construir en consenso con profesor(a) gua Matriz Conceptual

Elaborada, elemento bsico para su planificacin. Interactuar gradualmente con alumnos de cursos asignados a travs de

actividades de ayudanta planificadas en conjunto con su profesor gua Planificar el proceso de enseanza-aprendizaje en la asignatura para los

cursos asignados, coherentes con el diagnstico realizado y con los

contenidos acordados con el profesor gua estipulados en los programasde ingls respectivos. Interiorizarse de las actividades oficiales de la escuela (consejo de

profesores, reunin de apoderados, consejo de curso y orientacin)

C.- Perodo de Realizacin (Intervencin Pedaggica Curricular) (13semanas)

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Durante este perodo se espera que los estudiantes en prctica realicen lassiguientes acciones:

Dirigir el proceso de enseanza-aprendizaje del Ingls en el(los) curso(s)asignado(s).

Elaborar y utilizar material didctico que favorezca el aprendizaje delingls en los alumnos (as) de los cursos asignados. Evaluar los aprendizajes esperados en las Unidades de Aprendizaje

aplicadas. Planificar y llevar a cabo actividades complementarias al proceso de

enseanza y aprendizaje de aprendizaje. Participar en actividades de Consejo de Curso y Orientacin de los

cursos asignados. Asistir a reuniones de profesores, y de apoderados de los cursos

asignados a las cuales sean invitados. Participar en actos programados por el establecimiento

(conmemoraciones, academias, visitas, etc.). Intercambiar y analizar experiencias relacionada con sus vivencias en la

prctica pedaggica. Analizar temas emergentes de la prctica Evaluar su prctica pedaggica, implementando modificaciones que

permitan el mejoramiento de su labor educativa. Asistir a tutoras individuales con el profesor supervisor cada vez que se

les requiera. Asistir a entrevistas personales de carcter evaluativo con su profesor

supervisor con carpeta de prctica y bajo pauta evaluativa despus decada sesin de observacin en terreno.

Asistir a reuniones semanales de anlisis de prcticas de carcter grupalcon profesor-supervisor.

C.- Perodo de Culminacin. (1 semana)

En esta etapa de finalizacin del proceso de prctica, el estudiante en prcticaefectuar las siguientes acciones, entre otras:

Entrevista de evaluacin final con profesor gua la cual debe culminarcon el llenado de pauta evaluativa (Estndares de Desempeo).

Descripcin y anlisis de los eventos pedaggicos relevantes en cadauno de los perodos de la prctica y sus respectivas reflexiones.

Preparacin y entrega del informe completo del proceso de prctica atravs de la modalidad Blog implementada durante el semestre. Cadaestudiante revisar la informacin incorporada a su propio blog y subirlos ltimos documentos solicitados, entre ellos tablas de informacin deldesempeo de su curso en la escuela, la evaluacin de sus pares y suautoevaluacin.

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Asistencia a la reunin de clausura de la prctica para socializar eintercambiar impresiones, comentarios y sugerencias. Completacin deencuesta de opinin y revisin de compromiso escrito suscrito al iniciodel perodo de prctica.

V.- METODOLOGA

Lectura independiente Reuniones colectivas peridicas de anlisis y retroalimentacin de la

prctica desde marcos tericos y experienciales. Apoyo pedaggico on line Tutoras individuales con fines de retroalimentacin Reflexin del quehacer pedaggico.

Supervisin peridica en centros de prctica. Uso de blog de asignatura para la comunicacin permanente con el

estudiante en prctica. Creacin de blogs de parte de los estudiantes para el posteo de la

informacin requerida durante el proceso. Uso de material impreso restringido a documentos oficiales del

proceso de prctica. (Pautas de Evaluacin de Profesores Guas de losestablecimientos educacionales)

VI.- EVALUACIN.

A.- Formativa

Autoevaluaciones peridicas Evaluacin de pares Anlisis de prcticas Retroalimentacin presencial y on line Tutoras

B.- Sumativa

Informes reportados por el estudiante en prctica. (20%) Informes de profesor gua segn pauta (30%) Supervisin de clases profesor supervisor segn pauta (30%) Estndares de desempeo del estudiante. (10%) Dominio de tecnologas de la Informacin y la comunicacin del

estudiante en prctica (10%).

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VII.- REFERENCIAS

Dadas las caractersticas especiales de esta actividad curricular, las fuentes deinformacin sern bsicamente las siguientes:

Programas de asignatura de quinto bsico a cuarto ao de enseanzamedia.

Marco para la Buena Enseanza. Bibliografa actualizada de todos los cursos tanto de la especialidad

pedaggica como disciplinaria. Pginas web con recursos didcticos (Tics) en relacin al proceso de

enseanza y aprendizaje

Equipo de Coordinacin de Prctica Profesional

Pedagoga en Ingls

AIVV/ RAGS

2009

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SCHOOL INFORMATION

AV. ALEMANIA 5196 CERRO CRCEL. VALPARASO.

PHONE NUMBER: 2252241

CLASS: 1 MEDIO A

GUIDE TEACHER: HANSE ROGER IBACA

JEFA DE U.T.P: ELIANA FIGUEROA

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Unit Plans and Lesson Plans

The following tables are the two unit plans, and after that you will see a link withthe unit lessons.

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UNIT PLANS

Pamela Correa Gurtubay.

Prctica Profesional Pedagoga en Ingls.

Universidad de Playa Ancha.

PLANIFICACIN UNIDAD DIDCTICA

Nivel: NM1 Curso: 1 medio A Sub-sector de Aprendizaje: Ingls Nmero de Horas: 4 hrs

Profesor Gua: Sr. Hanse Roger Ibaca.

CONTENIDOS COMPETENCIAS ACTIVIDADESGENRICAS

OBJETIVOSTRANSVERSALES

(Valores)

TIEMPOAPROXIMAD

OEVALUACIN

UNIT:

Food, People andPlaces

Gramtica:

a) There is yThere are.

a) SustantivosContables y no

Comprensin Lectora:

Localizacin de lainformacin general

en textos cortos.

Comprensin Auditiva:

Prediccin delcontenido recurriendoa conocimientosprevios, pistas no

Comprensin Lectora:

Leer y entender lxico relacionado al

vocabulario y frasescortas.


Localizar palabrasclaves que permitanreconocer la

Inters y capacidadde conocer larealidad y utilizar elconocimiento y la

informacin.

Aplicacin decriterios de sentido,productividad,responsabilidad yactitudes respectoal mismo:perseverancia y

4 semanas(16 sesionesde 45minutoscada una)

La evaluacinser de acuerdoa los logros delas competenciasdescritas.

No obstante,tambin seevaluar a losalumnos de lassiguientesformas:

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contables.

b) This, that,these, those.

Vocabulario:

a) Vocabulariorelacionadoconalimentos,personas ylugares.

b) Sustantivoscontables yno contables.

Audio-Visuales:

a) Juegosinteractivos enpresentaciones

power point yvideos.

verbales (audio).

Localizacin depalabras claves parareconocer lainformacin decarcter generalignorando detalles yredundancias.

Expresin Oral:

Usar frases modelospara indicarinformacin.

Expresin Escrita:

Resolucin deejercicios parademostrarcomprensin delxico yreconocimientoauditivo del mismo.

Redaccin deoraciones simples,gramaticalmentecorrectas ycomunicativamenteapropiadas.

informacin decarcter general.

Expresin Oral y

Escrita:

Completar y/oredactar frases uoraciones pararesolver tareasdestinadas ademostrarcomprensin auditivay lectora.

creatividad.EvaluacinFormativa.Ejercicios yactividadesgrupales en lasala de clases.

Informes escritosy material audio-visual.

Participacin enla clase.

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Pamela Correa Gurtubay.

Prctica Profesional Pedagoga en Ingls.

Universidad de Playa Ancha.

PLANIFICACIN UNIDAD DIDCTICA

Nivel: NM1 Curso: 1 medio A Sub-sector de Aprendizaje: Ingls Nmero de Horas: 4 hrs

Profesor Gua: Sr. Hanse Roger Ibaca.

CONTENIDOS COMPETENCIAS ACTIVIDADESGENRICAS

OBJETIVOSTRANSVERSALES

(Valores)

TIEMPOAPROXIMAD

OEVALUACIN

UNIT:

The United Statesof America

Gramtica:

a) Simplepresenttense.

b) I likeI don`t like

Comprensin Lectora:

Localizacin de la

informacin generalen dilogos.


Localizacin delcontenido recurriendoa conocimientosprevios, pistas noverbales (audio o

Comprensin Lectora:

Leer y entender

lxico relacionado alvocabulario y frasescortas.


Identificar palabrasclaves que permitanreconocer lainformacin de

Inters y capacidadde conocer larealidad del pas

extranjero y a lavez valorar elpropio.

Aplicacin decriterios de sentido,y actitudes derespecto al mismo:perseverancia ycreatividad.

4 semanas(16 sesionesde 45minutoscada una)

La evaluacinser de acuerdoa los logros delas competenciasdescritas.

No obstante,tambin seevaluar a losalumnos de lassiguientesformas:

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c) Wh-questions insimplepresent.

Vocabulario:

a) Vocabulariorelacionadoa la cultura,alimentos yfestividadesde EstadosUnidos.

b) Lista deverbos.

Audio-Visuales:

a) Juegosinteractivos enpresentaciones

power point, juegos, videosy laboratorio decomputacin.

imgenes).

Localizacin depalabras claves parareconocer lainformacin decarcter generalignorando detalles yredundancias.

Expresin Oral:

Usar frases modelospara indicar yexpresar ideas.

Expresin Escrita:

Redaccin deoraciones simples,gramaticalmentecorrectas y

comunicativamenteapropiadas.

carcter general.

Expresin Oral yEscrita:

Completar y/oredactar frases uoraciones paraexpresar ideas yemociones.

EvaluacinFormativa.

Ejercicios yactividadesgrupales en lasala de clases.

Material audio-visual.

Participacin enla clase.

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LESSON PLANS

To see Lesson Plans go to the following link:

http://pamelapracticum2009.blogspot.com/2009/12/lesson-plans.html

To see the Unit Plans go to the following link:

http://pamelapracticum2009.blogspot.com/search/label/unit%20plan

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LEARNING MATERIALS

To see some of the learning materials that I used with the data show projector goto the following link on my blog:

http://pamelapracticum2009.blogspot.com/search/label/activity

To see a rubric I created so students will know what I would consider to evaluateduring a computer laboratory activity:

http://pamelapracticum2009.blogspot.com/2009/12/rubric-for-laboratory-activity.html

To see some of the guides I used during my teaching practicum follow this link:

http://pamelapracticum2009.blogspot.com/2009/12/handouts.html

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EVALUATION INSTRUMENTS

This was the first test that I did at the end of the first unit:

http://pamelapracticum2009.blogspot.com/2009/10/test.html

This was The second test I did at the end of The second unit:

http://pamelapracticum2009.blogspot.com/2009/12/test-n-2.html

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SELF EVALUATION

Observation Stage

Although I must confess I did not know much about Liceo Pedro Montt at thebeginning, the first 2 weeks made me feel uncomfortable so much that I did notwanted to attend there anymore. However, I thought that this could be an excellentexperience to prove myself that I could learn beyond misassumptions, prejudices,and more. I prove myself this time, to see a different world that I have never seenbefore.

Team Teaching Stage

Once I saw the teacher classes, and the entire school: its students,teachers, principal, teachers room, etc. I could understand which was the schoolcontext and how things worked and did not worked there, I realize that I wouldneed to do a lot of thing by my own, for instance, bring my own laptop, bring a dataprojector, there were only two at school and they could not lend me it becausesome other teachers had been asked them many months before I got there. Istarted to learn, that in public school there was a lot of work to do.

Teaching Stage

Sometimes I felt that my guide teacher was not helping me at all withstudents behavior. Although he told me that students starting respecting me littleby little, and I must confess they were very rude at the beginning, I started to feelmyself more confident, being polite, but at the same time, establishing the rules asI could, students were rebel, they were not motivated, they did want to be there,they were always complaining about the school. I think I could do much more thingthere, and for the students, nevertheless, time was impossible because ofteachers stroke. I still wonder what happens with pubic system schools, somepeople like them and I liked them but one thing I do learn there is that if teachersand all the necessary people who work in education do not do anything right now,public schools will disappear.

SELF EVALUATION RUBRIC

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1 2 3 4Number ofBlog Entries I uploaded all

the requiredreports,however, I did

not post moreadditionalinformation tocomplementor enrich myblog.

Technology I used manyblogapplications,although Ithink I coulduse more

pictures,videos,audio,etc

Organizationand

Presentation

I consider myblog is prettywellorganized ifyou go tolabels you canfind all mypost thathave beentagged.

Quality ofReflective

Writing

. I think It wasok but Ishould godeeper insomeaspects, Icould saymore aboutsome issues.

Evidence ofGrowth andUnderstanding

I know I havelearn a lotfrom thisexperience,however Ithink I stillneed toprocess thisentireexperience.

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Professionalism

I think I didnot judge orsaysomethingout of placebut I think

myperceptions,thoughts andcommentscould bebetter.

GUIDELINESPlease see description of indicators in each of the categories. Levels go from 1 to 4Level 1: Poor.Level 2: Needs improvement

Level 3: GoodLevel 4: Very good

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PEER EVALUATION

From Susana Valladares.

During all the process, Pamela manifested strength, and willingness to improve in

order to do something for her students. I saw her to live different experiences;some of them encouraged her while other situations made her feel frustrated. Atfirst, she didnt want to continue teaching at that school but after some weeks Inoticed that she didnt give up.

She dedicated a lot of time for her plannings and her creativity came outwhen she selected her activities. She usually used technology inside the classroomin spite of the fact this was dangerous due to school location and delinquency; forinstance, she used her laptop, projector, flashdrive, speakers, and so on. On theother hand, she posted all the tasks on time and she demonstrated that she used

the blog the entire semester.Finally, from my point of view, Pamela proved that she is ready to teach and

to do bigger things. Congratulations teacher!

final practicum portfolioo

Documents