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FINAL EXAM

Students: Ricardo Fuentealba/


Mara Jos Reyes
Teacher: Mrs. Mnica Campos
Date: July 12th 2017
INTRODUCTION
In this presentation we are going to analyze our
teaching performance in detail during the term.
The aspects considered are:
Context
Lesson design
Analysis of our own performance
Final conclusions
CONTEXT

The school is Padre Nicols de Vilcn, our students are from a 2nd
year in highschool.
Context

Students participation in the class is active and always


need visual elements. Marzano,(2007)
Lesson description: Lesson 1 Sports and Hobbies

RECEPTIVE SKILLS FOCUS


Worksheet sample lesson 1
Part 1: formal elements
part 2: instructions and activity
(keywords and glossary
included)
part 3: production
part 4: assessment tools
Ur,(2012)
Lesson description: Lesson 2 Technology and innovations
PRODUCTIVE SKILLS FOCUS - PPP method
Harmer,(2007)

- Communicative
approach
Ur,(2012)

-Assessment based
on attitudes and
performance
Worksheet sample lesson 2
Part 1: Formal elements

Part 2: Contextualization
(use of will)

Part 3: Vocabulary and


keywords (PPT)
part 4: productive skills
part 5: assessment

Ur,(2012)
STANDARD A : (prior knowledge)
Standard A-1 mentions that we need to be aware of the prior
knowledge and background context of our students.
MINEDUC,(2001)

We failed in this criteria:


-Recognition of students background knowledge Harmer,(2007)
-Lack of activation of prior knowledge. Ur, (2012)
-Misconceptions of the previous content were not clarified
OConnor (2009)
Adaptations
-Gather better information applying the correct tools
-They were not enough to collect data Ur, (2012)
(interest survey and diagnostic test)

STRENGHTS:
-Introducing the topics with wide questions to improve the space for
debate and expression of opinions. Harmer,(2007)
-PIE program students got extra input during the classes.
MINEDUC Decreto 170, (2009)
Standard B (Mara Jos Reyes)
Standard B is
related to the
learning
environment.
MINEDUC,
(2001)
Standard B (Ricardo Fuentealba)
Standard B is related to the learning environment. MINEDUC
(2001)

-Building rapport. Ur,(2012)


-Rules in the classroom Ur, (2012)
-Teacher as a monitor and motivator, not a dictator Ur.(2012)

Adaptations:
-Games in the classroom and students participation
Standard C (Mara Jos Reyes)
Standard C focuses
on the effective
learning.
Standard C (Ricardo Fuentealba)
Standard C focuses on the effective learning, it means:

-Use of the communicative approach and natural input. Lightbow


(2013)
-Meaningful learning activities. Marzano, (2007)
-Feedback provider. Richards and Rodgers,(1986)

Adaptations:
-Time management for the activities
-Students are given permanent chances to think creatively.
MINEDUC, (2001) C-3
Final conclusions
Thanks For Your Attention
References
Diane Papalia, S. W. (2009). Psicologa del Desarrollo, de la infancia a la adolescencia (11th edition ed.).
Estados Unidos de Amrica: MCGRAW-HILL.
Harmer, J. (2007). The Practice of English Language Teaching (4th edition ed.). United States of America:
PEARSON LONGMAN.
Marzano, R. J. (2007). The art and science of teaching. (A. f. Curricu, Ed.) Iowa, United States of America.
MINEDUC. (2001). Estndares para la formacin inicial Docente. (G. d. Chile, Ed.) Santiago de Chile, Chile:
MINEDUC.
MINEDUC. (2009). Decreto supremo 170. Santiago de Chile, Chile: MINEDUC.
MINEDUC. (2017). Programa de Estudios Segundo ao Medio. Santiago de Chile, Chile: Gobierno de Chile.
O'Connor, K. (2009). How to Grade for Learning K-12 (Vol. 3). Canada: Corwin.
Patsy Lightbow, N. S. (2013). How languages are learned (fourth edition ed.). Oxford.
Rodgers, R. a. (1986). Approaches and Methods in Language Teaching (2nd edition ed.). London: Cambridge
Language Teaching Library.
Ur, P. (2012). A course in Language Teaching. London, England: Cambridge Univerisity Press.