MDD

1234

Valentina Acua

Angie Fuentealba

Teaching Practice III

October 4th, 2017

 I. CONTEXTUAL FACTORS

MDD Standard 1

The teacher candidate collects data regarding the institutional and classroom contexts, the
characteristics of the pupils as a group and its diversity, using this information to plan and
deliver instruction.

1. Community in which the school is located and/or serves, municipality or owner and school
factors.

Centro de Educacin Integrada de Adultos "Monseor Alfredo Silva Santiago (CEIA

MASS) is a secondary, subsidized, co-educational young adults institution, which is
located in the downtown of Concepcin (Las Heras 681). Furthermore, it belongs to
Fundacin Dolores Sopea, which is a religious institution that has other schools into
their hands around the region and has its headquarters in Spain. This educational center
is oriented to a religious and social purpose; students here do not pay any monthly
payment, but they pay an enrollment at the beginning of the year. This institution works
with DUA (Universal learning design) and has 246 students (around 31 students per
grade), with eight grades as a total and ten teachers without the headmaster and six
educational assistant. Moreover, this community has some integration of different
Educative Educational Necessities such as: Visual, auditory, intellectual, some specific
learning difficulties, among others. Another important aspect that I personally like is
that in this institution coexist students who belong to different ethnic groups and also
foreigners.

1.1. How These Factors May Impact My Lessons

As this is a Young Adult's educational institution, many of the students do not arrive
on time or simply, they do not go to their classes because of different reasons. This
could be a problem because I do not know how to start my class on time (9 am) with
only two students inside the classroom and also, it results a bit difficult to have an
 average number of how many students will attend to my classes. Some students
arrive very late (40-50 minutes approximately), and from what I have been able to
observe this three previous weeks, they arrived interrupting the class, singing
reggaeton very loud (almost screaming) and making a lot of noise; that is why this is
my third factor to consider before I start doing my lessons.

2. Student Characteristics and Their Instructional Implications

2.1 Description of First Characteristic of Student(s) in this Class:

He is a 20 year-old student who is very active; however, not to contribute to the

class. Instead of working in classes and in the assignments that the teacher delivers,
he distracts her friends and classmates talking about his life, football, reggaeton
music, moving his seat from one place to another or playing music on his cellphone
during the class.

2.1.1 How This Characteristic Will Impact my Lesson:

Even if he does not follow instructions, he seems to pay attention to me when I am

helping and teaching to the students who are sitting around him. This student will
be a challenge for me, but I will try to do my best to help him and his classmates.

2.2 Description of Second Characteristic of Students in this Class:

She is an 18 year-old student who understands a lot English classes; nonetheless,

she looks like she is quickly influenced by the classmates around her. Something
important that I noticed is that she tries to help her classmates when they have
doubts about something and they do not want to ask the teacher. She is a very clever
student in all her subjects since she is in that institution to raise her NEM level
because she wants to study language teaching.

2.2.1 How This Characteristic Will Impact my Lesson

 For me, this result a very interesting student in English classes since she understands
the instructions and the tasks very quickly. For this reason, I decided that she will be
my personal helper for teaching English and support her classmates.

3. Physical Aspects of the Classroom and Their Instructional Implications:

3.1 Description of First Physical Aspect

Firstly, the classroom does not have a door because two students kick it and broke
it. This is an enormous problem since they distract easily with external noises and
particularly for the teacher, is difficult to maintain the order inside the classroom
since students stand up and go outside as many times as they want. Another
problem with the classroom that is similar to the door are the windows, which face
the hallway; therefore, students who are expelled from the other classes, stare at
the windows making faces, opening it, screaming to the classroom, which causes
that the students inside the class, distract again and stand up to fight through the
window or to give some objects to their classmates outside.

3.1.1 How This Aspect Will Impact My Lesson

I think that these problems are going to affect my lessons because students distract
easily. Physically, the classroom is not well-organized and prepared for English
classes (or for the other ones) because they need to pay attention to many factors
inside the class as well as the pronunciation, which is very important in learning
another language and is pretty difficult to achieve it considering the noises outside
the classroom (and inside too). Therefore, I must think in a way of call the attention
of my students and avoid the several factors that will cause the distraction of them.

3.2 Description of Second Physical Aspect:

Another aspect to consider is the noise inside the classroom. There exist a heater
and it is very comfortable having it in the class because the building is very cold,
 especially during the morning. The problem arises when this heater is moved
because it has wheels; hence, students start moving it around the classroom to heat
themselves and it makes a lot of noise. If they do not have the heater at their side,
they stand up and make some coffee or tea, which is not a problem, but they make
so much noise while doing all this performance at the back of the class (where is the
only plug of the classroom) that they distract to the whole class.

3.2.1 How This Aspect Will Impact My Lesson

Due to that fact, I would probably talk with the students about all the noise that they
make at the back and ask them politely if they can help with that factor because it
is very difficult having all that noise plus, the noise outside the classroom. Therefore,
it will be beneficial for them in order to learn and for the teachers at the front to
make an excellent work with them.

4. Reflects on the importance of knowing about students and the context to provide
quality teaching

I strongly believe that knowing my students context is extremely important in order to give
them material that would catch their attention from the beginning. We have a lot of
different contexts in our educational system and that is why we need to comprehend every
one of them. I think that knowing your students is the basis of doing a good teaching
practice and to have little by little their confidence which for me, is an important factor that
would contributes to their learning. That is why we need to understand our students
abilities, necessities and issues. Moreover, during my last practices I realized that we must
be creative in order to supply the new necessities that these news generations have.

MDD 2, 3, 4: DESIGN FOR INSTRUCTION, LEARNING GOALS, ASSESSMENT

MDD Standards

You will need to plan and deliver two lessons

 1. Lesson 1 Topic:

1.2 Lesson 1 Learning Goals: SDL

Unit 3: Entertainment

At the end of the lesson, students will be able to comprehend a narrative written text about
what people do on their free time.

1.2.1 Alignment of Learning Goals to School and National Curriculum:

This institution is always aligned with the Programa de estudios de enseanza

media of the government.

In relation with the National Curriculum for Adults Education, in this particularly
case 4th grade, students are going to work with the third Unit of the
second semester of this year, which is called Entertainment.
Specifically, the class will be focused on the learning of objective 1,
which emphasized the comprehension of medium complex written texts
and notes that students are able to answer orally and written questions
related to the text (in Spanish or English). Also, teacher has to link adult
students with the topic of the texts, activating their previous knowledge
or relating them to their common contexts.

1.2.2 Justification:

This learning goal is relevant and appropriate because it is aligned with the
national curriculum. Furthermore, it is also important to mention that at
the end of the unit, students are going to have an evaluation about this
topic; consequently, this lesson not only helps students to practice
vocabulary related to this unit but also provide a real usage of the
language.
 1.3 Analysis of Pre-Assessment Data

In terms of skills, all the students are able to understand new vocabulary presented to them
in their previous units. Also they can produce small sentences in order to answer some
reading questions. However, students need to remember the words that they saw
previously because they forget them easily.

1.4 Learning Resources:

During the lesson I will apply, the main resources and materials I will need are:

Whiteboard
Dictionaries (or cell phones)
Whiteboard Markers
Worksheets
Pens

1.5 Assessments

In order to check students progress and assess their work, I will start the lesson with
elements related to the vocabulary they are going to see next about free-time activities and
places. In the worksheet I am going to deliver, they should develop some general questions,
fill-in-the-blank, discriminate wrong information and re-organize sentences. Also, they are
going to discuss in groups about the latest questions of the worksheet and I am going to
check the pronunciation. (Formative)

1.5.1 Describe how you will promote your students reflection and self-assessment.

I am going to promote the reflection and self-assessment of the students before starting
the reading. I am going to ask them some questions related to free-time to achieve their
comprehension about what we are going to see next. We are going to discuss some of their
answers to warm-up their minds. Also, I am probably using some CCQs (Do you understand
what free-time is? Do you go to the cinema in your school time or in your free-time?) to
check if they understand what we are going to see and for the future instructions.

1.6 Motivation for learning:

At first, in order to catch students attention and promote their motivation, I will start the
class with a simple warm-up activity: A brainstorm about Free-time, where students are
going to go to the white board and write what they like to do during their free-time (like to
listen music, dance, watch football, play with their child, etc.)

After the lead-in activity, I will let them know the objective of the class and explain to them
what I expect by the end of the lesson, which is comprehend the written text and the
vocabulary I will give to them.

1.7 Activities:

a. What will students do?

Pre-reading: Brainstorm (18 minutes)

The teacher writes the word FREE-TIME on the whiteboard, enclosing it. Students
have to go to the whiteboard and write a concept/activity related to free-time
in order to know what things they do or like to do during their free-time and to
know more of them.

Word Search puzzle (15 minutes)

The teacher gives to students a worksheet with a word-search puzzle which contains
vocabulary related to the unit and the reading. The unknown words need to be search on
the dictionary to complete this word-search and when all the students finished, the whole
class and the teacher are going to discuss the new words in case there is someone who does
not understand some word and to check pronunciation together.

Prediction (8 minutes)
The teacher gives a reading text which contains a dialog about free-time, a small critic of a
movie and contains the vocabulary already saw. Teacher asks students to look at the title
and the images of the text that she delivers and they have to guess what kind of films are
on the text (romantic, horror, etc.) After this, the teacher asks students what they think the
reading is about according to the title and the images of the reading.

While Reading (33 minutes)

The teacher asks students to look for the previous vocabulary on the text and underline
those words. Then, she is going to explain briefly what the text is about. After doing that,
the teacher is going to select two students to read the dialog out loud. After this, they have
to read the whole text but in silence. Later, when everyone already reads the text, the
teacher is going to ask students about the difference about the films and students are going
to answer some questions related to the reading that they do previously (fill-in-the-blank,
discriminate wrong information, re-organize sentences). Finally, the teacher and students
are going to review the answers together.

Post Reading: Discussion (10 minutes)

The teacher asks students to form groups of four and discuss about the final questions.
Which is your favorite movie? What was the last film you saw about? Would you
recommend it?
The teacher is going to ask per group the latest questions.

b. What will you do to support students engagement with that activity?

In order to keep them engaged with the activities and the task, I will constantly
monitor their progress and provide them with the help they might need for
accomplish the main goal of the class.

2. Lesson 2 Topic:

2.1 Lesson 1 Learning Goals: TBL

Unit 3: Entertainment

At the end of the lesson, students will be able to create a poster for promoting an event
which will take place on the city.

Use of adjectives.
Use of will.

2.1.1 Alignment of Learning Goals to School and National Curriculum:

check again!

This institution is always aligned with the Programa de estudios de

enseanza media of the government.

In relation with the National Curriculum for Adults Education, in this

particularly case 4th grade, students are going to work with the third
Unit of the second semester of this year, which is called
Entertainment. Specifically, the class will be focused on the learning of
 objective 1, which says that students will be able to locate and copy from
a text the more representative sentences and discriminate relevant
information to respond to the tasks that the situation of learning
demands. Furthermore, students will be able to recognize some
vocabulary that is going to be useful for them.

2.1.2 Justification

This learning goal is relevant and appropriate because it is aligned with the
national curriculum and its requirements. Moreover, the
comprehension of a written text is important in order to know new
vocabulary related to the unit, which is also vocabulary that is aligned
with their daily life. Therefore, having this knowledge, will eventually
lead to a deeper type of conversation with their classmates or even with
a foreign person. Furthermore, the creation of a poster will develop their
imagination and creativity.

2.2 Analysis of Pre-Assessment Data

In terms of skills, all the students are able to understand new vocabulary presented to them
in their previous units (Technology and Communications and Science and Health were
the previous one) and in their previous classes about the actual unit. They also know a list
of adjectives which were saw on their latest units, this is important because in this type of
task they are going to recognize some descriptive adjectives. Moreover, students will use
these adjectives and vocabulary to develop their written task.

2.3 Learning Resources

 During this lesson I will apply, the main resources and materials I will need are:

Whiteboard
Whiteboard markers
Images about movies
Pencils
Color pencils
Markers
Color Cardboards
2.4 Assessments
After elicit students previous knowledge with the lead-in activity (matching) and
established the aim of the class, I will explain what they are going to do. Students are going
to recognize some places, kind of movies and music, match the genres of them with images,
review some adjectives and then, I am going to explain how they are going to develop their
written task and the presentation, which is going to be a poster for promoting an event.
This activity has a rubric to assess the students. (Summative)

2.4.1 Describe how you will promote your student's reflection and self-assessment.

To promote my students reflection and self-assessment, from the beginning I am going to

let them think about the places that they probably frequent or they would like to frequent
a bit more. This topic is useful and interesting for them because it is related to their daily
life and the kinds of things they can find on a city. Furthermore, they already noticed that
around Concepcin exist a lot of posters promoting different kinds of events, some of it
they probably went to.

2.5 Motivation for learning

The students through these set of activities will be able to interact with each other and
know their classmate's interest about things related to their daily life like the kind of music
they like. Moreover, the lesson promotes the writing production and a bit of oral production
which are one of the weakest skills for them in the English language.

2.6 Activities:

2.6.1 What will students do?

Preparation stage/Lead in: Matching (10 minutes)

On one side of the whiteboard, the teacher pastes some images of different entertainment
places (THEATRE), style of music (ROCK) and kind of movie (HORROR), and, on the other
side, the teacher pastes the kind of act that can be performed there (BALLET), some bands
that correspond to the type of music (The Beatles) and different kinds of movies like IT.
Then, students go the board, one by one, and match the picture with their corresponding
style. After this, the teacher and students check the matches together and correct the
wrong ones. Teacher reads the items out loud and ask students to repeat, for practicing
pronunciation.

What is a Poster? (15 minutes)

The teacher explains and delivers to students a fact sheet which contains a poster
promoting an event. In the paper, students should recognize adjectives and vocabulary
related to the unit and the topic. Then, they have to answer some questions about different
elements that the poster has like the name of the company, the date, the kind of event, the
time, how much it will cost, etc. This worksheet is going to be the model that students can
follow to create their own poster.

Creation of the poster (30 minutes)

For the creation of the poster, students work in trios. The teacher gives the instructions
about what they are going to do, explaining details (like timing) and answering some
questions. Then, she delivers to students a rubric that they should follow (name of the
company, company logo, draw of the event, date, use of will, use of vocabulary, etc.), the
color cardboard and some markers. After this, teacher use some CCQs to check if they
understand the instructions (which elements the poster must have? How much time do you
have for this task?) (While students create their posters, the teacher is going to monitoring
them and taking notes about some mistakes they commit).

Presentation (20 minutes)

The teacher asks to the groups to go to the front of the class and present their poster to
their classmates, saying what is going to be about and make an invitation.

Class Discussion (10 minutes)

The teacher gives general feedback about the posters and presentations. Giving feedback
about their common mistakes on the posters and presentation would be useful because
they will now what kind of things they cannot do on their future tasks. Discussion and
reflection related to the activity. Students give their opinion about the activity, if they like
it or if they do not like it.

2.6.2 What will you do to support students?

In order to keep them engaged with the activities and the task, I will be monitoring the
progress of the students, answer questions and helping them in order to keep the students
focus on the task.

3 Reflection:
 a) What knowledge, skills and/or dispositions are needed to help a student learn?
What are you learning about what it means to be a teacher?
Firstly, I think that some students may have a high-level of proficiency and they will demand
the same from you. Secondly, methodology knowledge is also essential to know how to face
different scenarios of classes and with different students. Lastly, all teacher candidate must
have social skills, personality, good attitude and patience to face different situation at class.

I personally learned that it is a complex process, you have to know every single one of your
students and their different needs and ways of learn, but once you have a base on that
knowledge, it will facilitate the way you plan your lessons.

b) Based on the planning and/or implementation of your plan or your interactions

with the students, what do you think you need to improve, do differently or
maintain for the next session.

I consider that I probably need to be more frontal and less sweet with them. Although, I had
observed that the teacher is not so sweet and some students react very confrontational
with her. Consequently, I should probably find the balance in both forms, putting my foot
down and being patient and sweet as the way I usually am. This does not mean that you
cannot be close to them, but they need to know that you are an authority inside the
classroom and they must respect you.