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PORTFOLIO

Assignment:
Observation & research in the language classroom

Students’ name:
Ricardo Rendy Ramírez Muñoz
COFPMTFL2451759

Group:
fp_tefl_2017-10_unini

November 2018

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INDEX

SECTION 1: Starting Point.............................................................................................3


Training and professional experiences related to observation and research in the
classroom, reflective practice and professional development.....................................3
Initial representations and beliefs about classroom observation and research,
reflective practice and professional development.......................................................3
Training needs and expectations................................................................................4
SECTION 2: Learning experiences................................................................................4
Assignments............................................................................................................... 4
a. Developing language skills in the classroom (Integrated Skills).......................4
b. Content & Language Integrated Learning (CLIL Methodology)...........................5
c. Pronunciation Teaching.......................................................................................5
SECTION 3: Personal reflection....................................................................................6
a. Developing Language Skills In The Classroom (Integrated Skills)..........................6
b. Content & Language Integrated Learning (CLIL Methodology)...............................7
c. Pronunciation of Teaching......................................................................................8
SECTION 4: Other relevant experiences.......................................................................8
SECTION 5: Self-evaluation..........................................................................................9
How has my training process developed from taking this course?.............................9
What lessons have been most significant for my training process and professional
development?.............................................................................................................9
What difficulties did I encounter during the study of the subject? How did I solve
them?......................................................................................................................... 9
How do I value my performance as a student in the subject? What aspects do I
consider that I should maintain and which should I reinforce or improve?................10
Do I see any changes in the beliefs and representations that I wrote in the Starting
Point as compared to my beliefs now?.....................................................................10
To what extent has my vision been transformed on the topics covered?..................10
SECTION 6: Action plan..............................................................................................10
How can I solve the difficulties I have encountered?................................................11
Do I have to change in some way how I acted as a Master’s student? Should I apply
other strategies, for example?..................................................................................11
What do I think I should do or continue to do in my training as a professional from
now on?....................................................................................................................11

SECTION 1: Starting Point

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Training and professional experiences related to observation and
research in the classroom, reflective practice and professional development.
● What training and professional experiences do I find particularly relevant?

According to my experience is so important have an organization of class, this help me


to develop the content and the topics in a good way, for me was an important
contribution when a teacher use a “chart of participation and instructions” inside the
classroom to catch attention, to control the following of instructions and to encourage
participation of the students.

● Why do I consider them relevant?

It was very important to me because this training gave me an idea about how organize
my time and my students, to me it is relevant create the environment to learn, evict
distractors to teach new topics or concepts and in each class the students have the
opportunity to practice and interiorize it.

● How did they contribute to my development?

This training facilitates my job, give me tools to develop a class with more participation
of learners and help me to focus in the teaching and learning of the new language,
observing what are the distractors to affect the learning and the problems that present
some students.

Initial representations and beliefs about classroom observation and research,


reflective practice and professional development.
Observation and research in the classroom it is important to identify the problems
and the disadvantages in the learning process of our students and the possible factors
that affect their knowledge.

Reflective practice is crucial to change constantly or to probe new ways to


teaching because it gives elements to evaluate our pedagogical practice and permits
set out initial ideas about the process of learning of our students.

Professional development is important to evaluate our limitations in the teaching


practice and to improve our use of the language and the methodology to teach it. It is
necessary actualize our knowledge about the last tendencies of teaching and learn
about other experiences to implement them in our professional practice.

Training needs and expectations.


● What do I expect from this subject?

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I expect learning about methodologies of researching to improve skills
observations, how collect data and analyze it, all of them in the field of the teaching a
foreign language.

● What goals and objectives do I set related to this?

-Identifying methodologies of researching.

-Improving my teaching of language.

-Applying tools of observation to collect information.

-Learning to interpretive information about my experience in classroom.

● How will I organize my learning process?

I think that the better way to organize my learning process is by stages, it includes time
to prepare class, define objectives, time, outcomes and feedback.

SECTION 2: Learning experiences

Assignments

a. Developing language skills in the classroom (Integrated Skills)

Original sample: You have two sample units from different ELT materials in the icon
“assignment”:

Compare and contrast the way the two units deal with the four skills. You should refer
to the following matters: The learning theories implicit in the way the units are
presented and developed, the extent to which the skills are integrated, the product-
process aspects of the two units. Take in mind this aspects: The ‘authentic/genuine’
aspects, the issue of simplification of text, the relationship between the skills work and
the learning/practice of grammar, the opportunities for production (oral and written) the
units provide, the types of production required, the variety (or otherwise) of the activity
types and which unit do you prefer? Why?

The above list is simply a suggestion of the sort of considerations you will need to
make in order to analyze the two books critically, and to arrive at a conclusion as to
which of the two units you prefer, if indeed you have a preference.

This assignment consisted in comparing two different units of books to identify the way
that they integrate skills and how teaching each one of them with different activities.

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b. Content & Language Integrated Learning (CLIL Methodology)

Original sample: Make a task-based unit proposal applying CLIL methodology. To do


this, first describe the context in which this proposal can be developed (either real or
hypothetical): Location, Student group: nationality, age, number, etc. Trainees’ learning
needs and timing and further considerations. The proposal has to include learning
outcomes, competencies and contents.

This assignment consisted in how integrated content and language with a specific topic
making a Task based unit applying CLIL methodology, it was important to explain the
context and the particularities of population.

c. Pronunciation Teaching

Original sample: Choose two problems of transfer, which you consider obstacles to
efficient communication. Those problems need to be specific to Spanish and English
(that is, specific to Spanish speakers who are English learners). The problems can
either be segmental or suprasegmental. FIRST, describe, as precisely as you can, the
causes of the problems in phonetic or phonological terms. SECOND, explain and
illustrate how these problems could be addressed within the usual framework of a
language course - the level, age and type of student presumably being determined by
the type of problem you have chosen. Nonetheless, you should consider the problems
in terms of the three ’E’ variables, and with reference to Brinton’s five variables,
mentioned in Chapter 9.

The assignment consisted in describing and identifying two problems in segmental or


suprasegmental in Spanish learners when they learn English and explaining them in
phonetic and phonological terms.

● context in which the experience has taken place (where, how and when you had
the experience);

I have the opportunity to know and to apply these themes in the develop of my master
during the last year, thanks of these theme I can integrate the content of the course
with a practical professional exercises where I must develop the assignments based in
the content of several areas of my master including my experiences, these kind of
works give me the opportunity to link theory and practice.

● nature and characteristics of the sample;

All of these samples are academic assignments, their characteristics are based in
taking the knowledge and applying to practical experiences, exercises or situations.

● people related to the sample (teacher/s, classmates, student/s).

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To develop these assignments was needed taking in mind the support
and orientation of teacher, the opinions and contributions of my colleagues and
classmates and the experiences that I acquire with the students’ interaction.

SECTION 3: Personal reflection

● Why did I choose this experience?

I consider that these experiences are important in my formation of a teacher, because


help me to understand the process of acquisition a new language because it requires
better skills and a reflexive practice, moreover, the objective is improve a new language
in our students, their knowledge about it and reinforce their process of learning for
which is crucial putting in practice the use of strategies to enhance the learning process
of our students therefore, these experiences improve my teaching skills, help me to
select better the material to my classes and teaching me what is and how applying an
approach, CLIL methodology and techniques of pronunciation.

● What effects did it have on my training?

I have more confidence in my job, because I get more elements to plan my classes.

I can integrate the content and the language in different units to reinforce the
knowledge of the learners.

I have a more clear idea about how evaluate the material (textbooks) to use with a
consciousness objective to improve the learning of my students.

I can work more consciously the pronunciation in my class with the practice of the
movements.

● Has it helped me to assimilate concepts, values or skills? Which ones? To what


extent have those concepts been assimilated?

a. Developing Language Skills In The Classroom (Integrated Skills)


In Reading for example is a support to know the different activities that as a
teacher can use to improve this skill, for example with a reading it is necessary to
develop micro skills such as extracting main ideas, reading for specific information,
predicting and inferring among others. In addition, knows the two strategies to teach it
is very useful: Top Down strategy that implies the use macro level cues to decode a
text in order to acquire a more global understanding of its contents, and the Bottom Up
strategy that involves the decoding of a passage step-by-step from small textual
elements like words and phrase. Individual parts of a text are given more importance
that the text as a whole.

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In listening is clue take in mind the pre, while and post listening
activities to improve this skill as a moments in class that permit develop task in different
levels.

In Speaking the concepts such as the mixing groups that “encourages the
slower ones to progress faster, without penalizing the more able”, cooperative
learning as a methodological approach where interaction is primordial and the kind of
activities such as Topic based activities that consists in subjects or themes which in
ELT relate to the knowledge and experiences of the learner. (Cross curricular contents)
- experiences, opinions, use their knowledge and imagination and Task-based
activities that are goal-orientated. The task-based activities are designed to engage
the learner using the language communicatively or reflectively in order to arrive at an
outcome other than that of learning a specified feature of the L2.

In Writing the concepts product and process provide elements to evaluate the
outcomes. Process consist in planning, organising, composing, drafting, reviewing,
revising, editing, etc. for this reasons, is more important and the perspectives to
address this skill consist in two different approach such as Process focused
approach no preconditioned outcome, focus on HOW more than WHAT and product
centred approach notions of linguistic accuracy.

In the field of teaching writing was important to know two concepts that are link
with this process: negotiation of meaning related with interactional modifications such
as comprehension checks and request for clarification and negotiation of content
related with interactional modified discourse. Finally was important to establish the
difference between errors and mistakes.

b. Content & Language Integrated Learning (CLIL Methodology)


This assignment permits me understand the difference between learning objectives
and learning outcomes and how apply this methodology in my classes. The content
and the language do not go separated in the academic context in contrary this relation
can improve the learning.

c. Pronunciation of Teaching
This area shows me the importance of the phonetic and phonology in the learning of a
language and the different forms to upgrade my pronunciation. Moreover, it permits me
knows the international symbols to identify the sounds and the correct position of the
tongue when produce a sound in theory and practice.

● What achievements and what limitations can I recognize?

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The achievements of these three assignments are joint with the exercise
to link theory and practice; moreover, now I can identify different elements in the
learning process and how adapt them to the context of my students.

The limitations of these assignments consist in there no exist a relation with the level of
develop of the students that means that no take account the age or the grade of
students.

● How can I relate this sample to my professional practice (current or future)?

All of these samples give me the opportunity to elaborate better classes, the knowledge
about the form that each skill would worked facilitate my practice in classroom.
Knowing about the theory elements guide me in the better comprehension of the
learning process, the use of CLIL methodology help me to integrate contents and
language aims in the same units of an academic project.

SECTION 4: Other relevant experiences

ENGLISH IN THE COMMUNITY Sample explanation: For me the practice exercise


of the English in community was the less relevance, this consisted in finding several
figures for supporting or refuting the hypothesis by Graddol, after that it was
necessary to compare the different statements of this author, to finally, to expose our
own theory about the future of English. I did not mention this practice activity
because I consider it did not contribute to my professional training due to only it was
focus in determinate the different considerations about the future of English
according to other factors that affect its relevance in the world, but they have less
impact in the teaching English (except the cultural factor due to migration).

Forum activities: Unfortunately, some of FORUM activities do not get the aim,
because this do not develop discussion, contributions or new ideas about the better
way to apply the new learning. Most of the participants only be limited to quoted
authors or accomplished the task. Nevertheless, some participants were more critics
and assume the leadership in conversations and debates. I think that the different
levels of education do not form people to debate for example in my country
(Colombia) majority of teachers talk about critical pedagogy but do the same all the
time, use the same methods, see the same contents and have equal appreciations
about students.

The most important part of these experiences that have less relevance to me are
related with the objectives of participants, I think that is important get better my
practice in classroom and all the exercises that I develop would have this objective

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because I want enhance my methodology, tools and practice to bring the
best to my students.

SECTION 5: Self-evaluation

How has my training process developed from taking this course?


I think that classroom is a laboratory research full of opportunities to experiment and
probe the effects of procedures and theory, all of this with the objective to enhance the
knowledge of the learners. Do not only is necessary organize the time of class in terms
of developing the lesson it is necessary organize time to get information and evaluate
students to find the factors that affect their learning.

What lessons have been most significant for my training process and
professional development?
CLIL lessons are important because teach me how integrate an approach with this
methodology, this is useful to apply in classroom and develop content and language in
the same way, on the other hand, the integrate skills lessons show me how evaluate
several skill in one activity and how develop several skills using the same exercise. An
integrative point of view was the best learning to these lessons.

What difficulties did I encounter during the study of the subject? How did I solve
them?
I did not have a precise vision about how develop a research in classroom because the
time run fast and “there is no time” to observe in depth the learning of students but I
recognize the need and the importance of systematic observation to identify the
problems of my students through the use of instruments and the analysis of information
get it for them. Before my appreciations only were based on superficial observation
without a systematic point of view and do not considered the use of instruments and
their utility to develop a research.
How do I value my performance as a student in the subject? What aspects do I
consider that I should maintain and which should I reinforce or improve?
I consider that after studying the subject I have more elements to research the process
of my learners due to the observation and the recollection of data to determine the
factors that affect their learning. Furthermore, I need to improve the use of instrument
of observation and their application in the classroom, and I consider that the best way
to reinforce it is use them constantly in my professional practice.
In addition, this subject permits me raise again my role as a teacher.

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Do I see any changes in the beliefs and representations that I wrote
in the Starting Point as compared to my beliefs now?
I considered that the observation only was possible through an external researcher
because the time and the practice in classroom difficult the process of observation,
nevertheless, I learn that exist different ways to do the class and get data to analyze in
the way to improve professional practice without an external participant, and all the
activities can serve to analyze and give an idea to enhance teaching.

To what extent has my vision been transformed on the topics covered?


This subject help me to understand that the learning can be observed and evaluated
through a conscious process of the teacher, using instruments to obtain the information
more relevant to probe his/her hypothesis. In this sense, the subject address a crucial
role of the teacher in their professional practice.

SECTION 6: Action plan

Objectives Goals Challenges

Use a qualitative Identify the factors Reduce or


approach of that affect learning eliminate the
researching in the students of negative factors
second grade. that affect the
Short term learning of a foreign
language.

Applying tools of Elaborate several Learn about the


observation to instruments of different uses of the
recopilate observation. instruments in
information research and apply
them.

Analyze the data Compare the data Better my skills to


obtained only with obtained between research and
Medium term the observation of observation and analyse my
class the use of an classes.
instrument.

How can I solve the difficulties I have encountered?


It is necessary take note about the problems to determine their causes according to the
context where they be presented, the objective to the notes is reflect about their
reincidence and take decisions to solve them, to evaluate the instruments and their
use.

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Do I have to change in some way how I acted as a Master’s student?
Should I apply other strategies, for example?
Yes I can use the strategy of answer about the process, for example, was easy to
answer the questionnaire? or How do you feel with the activity?. In the active research
is important do not act to a different element of the context.

What do I think I should do or continue to do in my training as a professional


from now on?
-To Read about the research to implement the advantage in this field.
-To elaborate or adapt instruments to collect information.
-To enhance my pedagogical practice to improve the process of learning of the
students.

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