upla final practicum portfolio 2.0

8/14/2019 Upla Final Practicum Portfolio 2.0

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Universidad de Playa Ancha

Ciencias de la Educacin

Facultad de Humanidades.Pedagoga en Ingls.

Final Practicum Portfolio

Name: Beatriz Olivares V.Teachers: Isabel VsquezRodrigo Gonzlez

Class: Final Practicum English Teaching.Date: August, 06th, 2009

Index


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INTRODUCTION

READING ARTICLES and PEDAGOGICAL ARTIFACTS

REFLECTIVE WRITING

SCHOOL INFORMATION

UNIT AND LESSONS PLANS

LEARNING MATERIAL

Introduction


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During all this practicum process I, as a prospective teacher of English, will

experience several events while I carry out this final stage of my professional

career; events which, fortunatelly, will strengthen my vocation and vision towards

teaching.

In the present portfolio different works will be presented in order to show how I

lived my final practicum, through reflective writings, some reading articles related

to teaching, teaching materials, etcetera.

I hope you enjoy and go beyond the words so that you can be part of my process.

Reading Articles


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Reflective writing

SOBRE EL QU, EL CMO Y EL POR QU.

Juan Mata Araya.


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El artculo presenta tres interrogantes claves y esenciales que se deben realizar tanto

los profesores en formacin como aquellos que ya llevan aos en el rubro. Qu ensear,

cmo ensear y por qu ensear.

Estas interrogantes salen a luz debido a la gran preocupacin existente por la calidad

de la educacin que los nios y los jvenes estamos recibiendo; me incluyo puesto que se

vive de igual manera en la universidad que en los colegios la falta de profesionalismo y

vocacin que tienen los docentes hacia la enseanza.

Educar es el proceso, sino el vital, pero el ms importante en la formacin de los

seres humanos, somos educados por nuestros padres, abuelos, profesores, etc.; por lo tanto

si se nos otorga una educacin pobre nuestros estilos de vida sern pobres.

La mayora de los profesores se han hundido en lo que bien se conoce como rutina,

se desmotivan con facilidad del sistema, por lo tanto se aburren con facilidad y finalmente

se despreocupan de lo que realmente sus estudiantes necesitan aprender.

Se les olvida preguntarse si acaso lo que ensean es til para la vida de sus

educandos, o si acaso los alumnos realmente aprenden con lo que se les ensea. Se enfocan

mucho en pasar materias y algunos, lamentablemente, de cumplir solamente.

Como expresa el autor del texto, todas las acciones docentes derivan en los

contenidos, los programas y los currculos, o bien, en los mtodos, procedimientos; sin

embargo lo que no despierta ningn tipo de discusin o anlisis es el por qu enseamos,

que es lo que est de fondo a nuestra enseanza, por qu hacemos lo que hacemos, qu es lo

que queremos lograr con nuestros alumnos, qu es lo que queremos despertar en ellos.

Como deca anteriormente, la monotona ha vencido a muchos docentes,

prohibindoles, incapacitndolos, para cuestionarse estas interrogantes que ciertamente y

un poco utpicamente, puede salvar nuestra educacin. Se envician en la justificacin banal

acerca de lo que pueden o no pueden lograr sus alumnos, como por ejemplo: si ya estn

acostumbrados, si no van a aprender, porque siempre ha sido as, es que no va a

resultar de esta manera, etc.

Estas son las ideas que ms dao hacen al crecimiento de nuestra sociedad, adems

de la poca o inexistente reflexin personal sobre nuestro desempeo profesional, si es que

est dando resultado, si es que los educandos estn aprendiendo, etc.


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Por otro lado, el pensar que uno tiene siempre la razn y que no se equivoca jams

en lo que est haciendo, el ser individualista y egosta, provoca un deterioro implacable e

infinito en el proceso de formacin tanto de nuestros estudiantes como de nosotros.

Ciertamente este tema no tiene fin, se abre a muchas lecturas ms, por lo cual, no

limitar el cierre de tan trascendental interrogativa, para que as contribuir aunque sea de

manera mnima a la resolucin que tanto nos est aquejando ltimamente; adems no me

atrevo a ser categrica frente a estas discusiones, puesto que me falta mucho aun por

recorrer en este sendero tan largo y gratificante que es el de ensea.

Vinculacin Establecimientos Educacionales-Universidad: Relacionndonos

para ser mejores. Departamento de Prcticas. Vicerrectora Acadmica. Vicerrectora de

Desarrollo. Universidad de Playa Ancha.

Beatriz Olivares Velasco.

Pedagoga en Ingles 2009.

Pedagogical Artifacts

WORKSHOP N1


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1. - Post your reflection in the uplapracticum.blogspot.

2. - Refer about your own expectations, fears and commitment for this final

practicum process.3. - Also refer about your feelings you have socializing with other student teachers

in the workshop.

4. - You have a full page (letter format) to write. Do not forget to attach thisreflection into your own blog and share it with your peers.

5. - Use for writing: times New Roman, size 12.

Although my wishes are a little bit uthopic, I really think that you can

achieve them only if you are persistent and deeply believe that your goals are

possible. Following this idea my biggest expectation is to change the whole view of

education among my future students and also help them to aspire to something

better for their lives, in other words, I would like them to see in education a way to

be better persons.

Relating to what I have written above, my fears refer to the failure of my

dreams, not being able to achieve them; students will not get what I want them to

attain, and also being unable to make them feel that studying is not boring and really

leaves you important learnings.

I guess that you can not commite yourself to things that you know you can

not obtain, specially refering to your role as teacher, that is why, my commitment is

giving the best of me in order to make things better, moreover, doing everything I

can to do the best final practicum ever.

The tactics that our teachers are trying to implement in this final practicum, I

find them appropiate if the main goal is to make of this final process a more

constructive one. Socializing with my classmates about the workshop helped me to

understand that I can count on them for we are in the same level.

Workshop N 2

Refer to the Teaching Stage you have already started and answer the followingquestions:


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1. Do you feel satisfied with yourperformance as a teacher so far? Take about the thingsyou like and about the ones you dont like.

2. Guide teachers support: How effective has it been during this stage? Why?

3. Students level of engagement: Do your students enjoy the classroom learningactivities presented? ; What do they say about them?

4. Planning and lesson preparation: What teaching approach do you considerappropriate to students learning style? Which one are you actually using with them?

Why?

5. Lesson Timing: How much of the planned activities do you actually cover in eachlesson? Is it what you expected?

I truly believe that I did a great job. I could build strong bonds with my students

throughout all these experience. Professionally speaking, I consider that I did everything

that was in my power to do a good job as teacher, I never missed classes, I was always on

time, I met the other subject teachers, I dedicate lot of my time preparing my classes, so

that my students could have a great time, and also learn in a different way.

My guide teacher was of great help. She never said no to any of my ideas. She let

me be, regarding teaching. She was always there to give me her support; moreover, she

always gave me feedback about my performances.

I remember that the first time I had to do an activity, it was on the team teaching

stage, and my students told me that they wanted classes as I did. They were funnier and

learnt better. I cannot deny that there were times some activities did not like them, but they

all did it.

I never choose one approach to teach English, as I have 47 students who learn

differently. I stimulate all the approaches needed regarding to learning a second language,

that is to say, visual, listening, reading, writing.

At the beginning I could not cover all the activities I had planned, but then, after

reflectiving about it and after working on it, I could manage better the timing in order to

include and cover all the activities I had planned.

Reflection N 2: Post- observation conference

Instructions:


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Going back to the moment you were giving your lesson at school, what aspects do

you identify as critical once you have finished the lesson? Refer about your own

expectations, fears and resolutions.

Also refer about feelings that came up when socializing the above issues with the

supervisor from the university.

I think that one of the critical aspects I identified once lessons were finished, were

some difficult situations I had to deal with in terms of violence inside the classroom. Most

of the students realities are surrounded by violence and they behave in the same way they

are treated at home; they perform what they see at home. It was very difficult to be calm

when these situations happened, not only because they are in danger, but also you too.

Hopefully, there are some clues I have learnt from different books I have read that helped

me to get through with it, moreover, the confidence students have towards me.

Another critical aspect I identified was how affected I was when something did not

work as I hoped to. To recognize you were wrong on something is one of the hardest things

that somebody has to face.

Reflection N3: Post- observation feedback.

Instructions:


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Taking into account the first lesson you received some feedback from your Guide

Teacher,

What aspects do you identify as critical once you have finished the lesson? Refer

about your own expectations, fears and resolutions.

Also refer about feelings that came up when socializing the above issues with him

or her.

My guide teacher always helped me in everything I needed, everytime I finished my

classes she gave me feedback and advice me with some tips about material, and

organizing lessons. We never had any trouble regarding to communication, I think thatone of the things that helped us to communicate fluently was our minimum age gap;

that really facilitate my experience during this final practicum, I truly believe, that my

guide teacher is one of the best teachers I ever had during these past three teachingpracticum.

Reflection N 4

Talk about the latest events regarding the Teachers strike and say how

they have affected the final practicum process you are now. Refer to your

expectations, fears and resolutions for this final stage.

The strike began almost a month ago; teachers belonging to the public

schools should have been paid a bond which it is set whithin the national layws. The

above mentioned bond was never paid and the strike was initiated.

There were several demonstrations both here in Valparaso and in Santiago, where

teachers were struggling for their rights; moreover, there were different meetings

which main goal was to find out a solution to this dilemma.

Owing to this strike students started to lose classes and most of their parents

began to speak their minds towards this acward situation they were living; they

wanted their children to be at schools, and they demanded teachers to come back totheir classrooms. Nevertheless, teachers would not surrend against the right of

receiving something which was legal and by the way they deserved it.

Teachers ofently state that their job is seen as something which is not

essential to the development of the society and that is why they feel abandoned

particularly from the government but also from their country. They strongly believe


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they are being pushed away, and one of the possible justification for this sensation is

their salaries; in other words, how much they are being paid is the clear proof of

how inapreciably their profession is nowdays.

This past Monday they agreed on a common solution so as to come back to

their schools; teachers now have to organize among schools how they are going to

retake the loss of classes.

As a student in my Final English Teaching Practicum this strike does not

have that important effect on the development of this subject, as I could not even

start the observation stage, however, I guess that in this time of the year students do

not want to come back to classes, so it will be difficult to deal with their attitudes

towards both studying and the prescence of the head teachers assistant.

One of my biggest expectations is to succeed in this important challenge as a

prospective teacher, I know that it will be difficult, but I will try to do my best so

that this final process can have a deep effect on my future students studying a

second language perception.

If you ask about my fears, honestly I do not think education as something

you have to have fear of, teaching is such an important factor in your life that it can

not be sensed as a terrible test to pass. Furthermore, being part of the education of

somebody else is just a rewarding sensation that you can not feel vulnerable,

otherwise you will never prosper.

School Information


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School Liceo Politcnico Computacional

A-23Principal Sr. Luis Pereira VsquezCity Valparaso, Chile.Address Errzuriz S/NSchools phone number 2281231Grade 1st grade secondary studentsSchedule Mondays 09.30-10.15,Thursdays

08.00 10.15, and Fridays08.00-08.45

Guide Teachers name Jimena Campos PadillaGuide Teachers email address [email protected]

Formato Consejo de Curso

I.- Nombre del establecimiento educacional: Liceo Politcnico Computacional A-23

Curso: 1 medio B

Profesor Jefe: Jimena Campos Padilla


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Profesor en prctica: Beatriz Olivares Velasco

Fecha: 25-06-09

Hora Inicio: 09.30 amHora Trmino: 10.15 am

II.- Desarrollo Consejo de Curso.Tema en discusin: Violencia y Bullying.

OFT cubierto: formacin social de los alumnos, aprendizajes habilidades

sociales.Tabla Consejo de curso: los alumnos presentan sus trabajos sobre violencia y

Bullying y abren el debate.

Formato de reuniones de Profesores

I.- Nombre del Establecimiento Educacional: Liceo Politcnico Computacional A-

23.Profesor en Prctica: Beatriz Olivares Velasco.

Hora de Inicio: 16:00

Hora de Termino: 17:30

II.- Tabla: Discusin sobre la evaluacin docente.

Discusin sobre la evaluacin de la parte prctica de las carreras tcnicasimpartidas en el liceo. No enfocarse tanto en la teora, sino tambin en la prctica.

Discusin rol del profesorado para con los alumnos, falta de compromiso de

algunos.

III.- Comentario:

Fue bastante grato ir al consejo de curso y darse cuenta de cmo trabajan los

docentes dentro de un establecimiento, ver cul es su posicin frente a las problemticasque afectan a los alumnos, que piensas de ellos. Adems, fue muy interesante la discusin

que se dio frente al tema de si que vala ms si ensear teora que la prctica. Fue una

discusin bastante acalorada. Fue muy interesante.

Formato Reunin de apoderados

I.-Nombre del establecimiento educacional: Liceo Politcnico Computacional A-23

Curso: 1 medio B


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Profesor Jefe: Jimena Campos Padilla

Profesor en prctica: Beatriz Olivares Velasco

Hora Inicio: 17.00Hora termino: 19.00

II.- Tabla de Reunin:Comportamiento general.

Organizacin Directiva.

Presentacin notas pupilos.

III.- Comentario:

La reunin fue una gran instancia para conocer a los apoderados de mis alumnos einteriorizarme con sus realidades. Los apoderados conversaron conmigo sobre sus hijos,

sobre sus problemas. Esta experiencia fue una de las mejores, puesto que me pude conectar

de otra manera con mis alumnos.

Unit and Lesson Plans

Planificacin Unidad Didctica

Sector:Lenguaje y Comunicacin Sub-sector:Idioma Extranjero InglsUnidad (Ncleo) de Aprendizaje:My Family and Friends Curso: 1 Medio B Tiempo:16 hrs.


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Objetivo Fundamental: Escribir oraciones sintcticamente correctas y comunicativamenteapropiadas.

Aprendizajes Esperados: Desarrollar la comprensin escrita de los alumnos, completando yredactando oraciones para

demostrar comprensin del

texto.

Objetivo de Aprendizaje de la Unidad: Los alumnos sern capaces de completar y redactaroraciones, as como resolver ejercicios para demostrar comprensin del texto.

Contenidos del Aprendizaje

onceptuales Procedimentales Actitudinalesxpressions related to family

embers; Vocabulary; Family

ationships; Possessive case;

rb To Be; Questions words;

ouns; Plural forms of some

uns; Possessive adjectives and

esent Continuous.

Completar frases, oraciones, puzzles,

dilogos.

Redactar oraciones simples en forma

afirmativa, negativa e interrogativa.

Responder o formular preguntas,

utilizando frmulas ya aprendidas.

Modelar el dilogo con el profesor/a o

con otro estudiante.

Practicar el dilogo con otro

compaero.

Comprender las ideas presentadas y respetar la diversidad de

planteamiento, sentimientos y valores expresados en textos e

y orales en la Lengua Extranjera.

ctividades Recursos Evaluacin

Matching

illing the gaps

Wordsearchingnswering questions

ompleting sentences

-Flashcards

-Power Point Presentations

-Cds-Handouts

-Radio

-Laptop

1) Summative:

-Quizzes

-Final Test Coef.2 ( Units 2 and 3)-Oral Presentations

2) Formative:

-Oral interrogations

-Group and pair work

-Training assessment

Lesson Plan


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Lesson Plan

Date: Thursday, July 2nd

Level: MB1

Skill: writing and pronunciation

Expected Outcomes: students will have to apply the knowledge learnt about countries and

nationalities during the past classes by answering a handout; filling in the blanks and read the

exercises outloud.

Resources: Handout

Introduction

Core of the class

Pre-stage

While-stage

Post-stage

Closing

Time

5 mins

10

mins

15mins

10mins

5 mins

Comments

Greet my students : Good morning class! How are youtoday? How was your weekend? Did you go out or stayed

at home? Did you study and do your homeworks?

Call the role

Talk about the different artists they know. Ask them if they

know where they come from. What kind of music do theyplay? Students recieve a handout to be completed. The

teacher will explain the expected outcomes and the

instructions.

Students will develop the handout. The teacher will walkaround the classroom checking their works and theirs

doubts.

The teacher will correct the handout outloud with the

students participation.

Check some mistakes, which are already written on the

whiteboard and go over the contents learnt in classes:

countries and nationalities; and pronunciation.


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Date: July, Thursday 9th. Level: NMB1

Skill: Speaking (pronunciation) and Writing.

Expected Outcomes: Students will be able to recognize the members of a family, specifically the

Simpsons Family. They students will go over the VERB TO BE: its affirmative form.The students will be able to identify and define the use of adjectives.

Resources: Laptop, power point presentation, and a handout.

Introduction

Core of the class

Pre-stage

While-stage

Post-stage

Closing

Time

5 mins

25mins

25

mins

25

mins

10

mins

Comments

The teacher will greet students asking them: How are you?,

also ask them about the test they took on Monday. Howwas it? Difficult? , Easy? Etc.

Call the role.

Motivate them by telling them we are going to do

something fun today.

Students will be shown a slide of the Simpsons Familyand they will be asked Who are they? Who is the father

of the family? Which is his name?, and so on so far.

Then the teacher will show them the Family Tree of the

Simpsons, their family relationships: brother and sister,husband and wife, etc. Students will have to pronunciate

what it is shown on the slides. After that, there will be

slides where adjectives will be presented, all togetherrelated to the Simpsons. Students will identify them once

the teacher asks if they know the adjectives in English, andif they can identify them on the slides.

Once finished the power point presentation, we will check

again the affirmative form for the VERB TO BE writingsome examples on the board. The teacher will give the

grammar structure for it. After that, the students will be

given a handout about adjectives. There will be a brief

explanation of the use of them and exercises which bedeveloped together with the teacher. Feedback will be

provided every time is needed.

The students will be asked to come to the board to write

the answers of the exercises, so that they can check them

altogether and learn better. The IV part of the handout willbe checked orally.

The slides will be shown once again and the teacher will

ask: Who are they? How are the members of the Simpsonsfamily? How can you describe Bart, or Lisa, or Maggie, or

Marge, or Homer?


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Lesson Plan (supervised)


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Lesson Plan (Supervised)

Date: Monday July, 20th

Level: NM1

Skill: writing and comprehensionExpected Outcomes: students will be able to internalize, the use of VERB TO BE and

ADJECTIVES, putting in practice their knowledge about the contents named before.

Resources: Laptop, power point presentations and teachers voice.

Introduction

Core of the class

Pre-stage

While-stage

Post-stage

Closing

Time

5 mins

10

mins

15mins

10

mins

5 mins

Comments

The prospective teacher will greet the students and ask

how they are, how their vacations were, if they had a greattime; and will introduce the teacher who is going toevaluate the prospective teachers performance.

The teacher will ask students if they like watching T.V.,

moreover, who their favourite artists are. Then the teacher

will review the use of verb to be and the adjectives,showing them several slides with its content.

Then, the teacher will tell students they are going to do

some exercises in order to reinforce the contents studied.

The students will be chosen, randomly, in order to come tothe board and do the exercises which will be projected

from the slides. Each of the exercises will be corrected by

both, the teacher and students.

In order to close the activity the students will have to

choose a famous person they admire and describe him/her,

using the correct form for verb to be and adjectives.

The teacher will ask students to summarize the use of

adjectives, their purpose. Moreover, the teacher will askstudents if they liked and enjoyed the class and what they

learnt.


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Learning Material

Flash Cards: Countries and Nationalities

Date: July, 23rd Level: NM1

Skill: writing, speaking, and listening.

Expected Outcomes: students will be able to recognize the present continuous tense and apply itdeveloping writing, listening and speaking activities.

Resources: magazine, mobile phone, cd player, mp4 device, laptop, colour cards, pptpresentations, and teachers voice.

Introduction

C ore of the class

Pre-stage

While-stage

Post-stage

Closing

Time

5 mins

20mins

35mins

20

mins

5 mins

Comments

Greet my students; introduce the teacher who is going to

evaluate the prospective teacher. Call the role.

The prospective teacher will ask students what they are

doing at that moment, she will perform some actions inorder to direct the class and motive them.

The teacher will show them some slides where the use of

present progressive is include, implicitly. The slidesinclude some of the pictures I took some classes ago, so

that the process of learning will be more real and put in

into context.Then the prospective teacher will show them some

flashcards. She will begin by saying what they are doing

and after some examples; she will give the opportunity tostudents to say what the flashcards show, to put into

practice the knowledge. Once the do these exercises

students will hear an audio material about actions inprogress.

Students will be given a handout in order to develop it. It is

going to be corrected by the prospective teacher, with thestudents participation too.

The prospective teacher will check what we did in class, ifstudents enjoyed it.


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.To see more of my learning material, please go to Scribd website and take alook.

Thank You.

Evaluations

1. - Teacher Evaluation

2. - Self Evaluation (for each teaching and practice stage)


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3. - Peer Evaluation (at least once instance)

upla final practicum portfolio 2.0

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