DEPARTAMENTO DE IDIOMAS EXTRANJEROS

CLASS OBSERVATION REPORT

Maria Angelica Argel Osorio

Gisela Cartagena Buelvas

Universidad de Córdoba
Facultad de Educación y Ciencias Humanas
Licenciatura en Lenguas Extranjeras con Énfasis en Inglés

Foreign Language Teaching II

ANA MARIA SAGRE BARBOZA

Monteria, Cordoba
2023

REPORT

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This report seeks to present the lesson plans and observations made on May 25th and 26th in
the bilingual school “Windsor school” in the city of Valledupar, Cesar. This observation was
carried out with the purpose of analyzing different aspects related to the educational environment,
the performance of teachers, the level of student participation, the use of didactic resources, and
the effectiveness of the pedagogical strategies employed.

Two classrooms (grades 2B and 8B) were visited throughout the observation period, making it
possible to observe the dynamics and interaction that take place in the learning environment. In
addition, we had the opportunity to talk with some teachers and students to obtain a more
complete vision of the educational reality in the school.

OBSERVATIONS

FIRST OBSERVATION

Subject: Social Studies

Grade: 2B
Teacher: Miguel Calvo
Time: 7:45 - 9:15

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I.1 CONTEXTUALIZATION

Topic: RIGHTS AND DUTIES

Inquiry questions:

What are some of your responsibilities at school and at home?

Why is it important for people to fulfill their responsibilities?

Language functions:

- Asking some questions about their responsibilities at school and at home.

- Formulate questions about duties and responsibilities.
- Recognize and discuss the duties of a good citizen.

Grammar and vocabulary:

- Rights and duties of a good citizen.

- Present simple
- Regular verbs
- Modal verbs: should/must/have to.

I.2 DESIRED OUTCOMES

- Students will be able to develop an understanding of what human rights are.

- Students will be able to appreciate the relationship between rights and responsibilities.

I.3 PERFORMANCE EVIDENCE

- The teacher will show to the students pictures about children in different situations and
doing different activities like playing football, working, smoking, studying, etc. Then,
students will mention them and identify which are good and bad for children.
- Students will answer questions about some of their responsibilities at school and at home.
- Students will discuss the concept of “rights”.
- Students will identify the connection between rights and responsibilities.

I.4 LEARNING EXPERIENCES

Warm up: Show pictures about children in different situations and doing different activities.

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Playing football, eating with family, working, picking the toys up, visiting the doctor,
studying, children without a home.

Ask the students to mention them and identify which are good and bad for children, you can
make a chart on the board and paste the pictures.

Instruction:

- Start the class asking some questions to activate prior knowledge of students.

What are some of your responsibilities at school and at home?

Why is it important for people to fulfill their responsibilities?

- Play the Rights and Responsibilities video.

- Brainstorm students’ existing knowledge of the concept of ‘rights. Consider the

multiple meanings for the Word.

Interactive Activity: ‘What are the responsibilities that come with rights?’

- This activity explains the essential connection between rights and responsibilities.

Ask students to identify what responsibilities might be connected to the rights displayed in the
interactive lesson - slides.

- After students have provided their ideas for each right shown on the interactive
slides, click on the button to reveal a related responsibility. These answers are provided on the
following page.

- Explain to students that the responsibility revealed is just one example of a

responsibility that is linked to that right. Students may have suggested other examples, and
these are also valid options.

Explain: ‘What are the responsibilities that come with rights?’ Questions and answers.

Right: I have a right to feel safe

Responsibility: I have a responsibility to behave in a way that will keep myself and others
safe.

Right: I have a right to speak freely and express my ideas and opinions

Responsibility: I have a responsibility to be respectful of other people’s ideas and opinions

even if they are different to mine.

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Activity: Have the students develop the worksheet ‘What are your rights and responsibilities?
This activity promotes self-reflection and awareness of their own value and the value they have
for others.

SECOND OBSERVATION

Subject: English
Grade: 8B
Teacher: Mayhel Velasquez
Time: 13:15 - 14:30

I.1 CONTEXTUALIZATION

Topic: PRESENT PERFECT

Inquiry question:

Who would you invite for dinner in your house?

What food would you serve to the person you invite?

Language functions:

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- Asking some questions about who they would invite to their house for dinner, what games
they would play and so on.
- Asking for information about actions that started in the past and continue in the present.
- Expressing the difference between the past simple and the present perfect tense.
- Share past experiences.

Grammar and vocabulary:

- Past simple
- Present continuous
- Regular and irregular verbs.

I.2 DESIRED OUTCOMES

- Students will practice the past participle form.

- Students will use the present perfect tense to talk about actions that started in the past and
continue in the present.
- Students will use the present perfect tense to talk about actions which have happened very
recently.
- Students will use the present perfect tense to talk about actions which have not happened
but might happen in the future.
- Students will use the present perfect tense to ask about people’s experiences.
- Students will understand the difference between the past simple and the present perfect
tenses.

I.3 PERFORMANCE EVIDENCE

- Students will answer questions about past experiences.

- Students will write affirmative, negative and interrogative sentences using the present
perfect continuous.
- Students will do an essay using the present perfect tense.
- Students will solve pages 24 - 29 with the teacher guide.

I.4 LEARNING EXPERIENCES

Warm up: Ask your students to think about who they would invite to their house for dinner if
they could invite anyone in the world, dead or alive. Then each learner gets a few minutes to
explain their choice. The rest of the class can ask them questions, like what food they would
serve, what games they would play, and things like that. Again, this is a useful icebreaker for
learners at the start of a year.

Por una universidad con calidad, moderna e incluyente

Carrera 6ª. No. 77-305 Montería NIT. 891080031-3 - Teléfono: 7860300 - 7860920
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Activities:

- Students will elaborate sentences using the Present Perfect structures: Affirmative, Negative
and Interrogative.

- Students will do an essay based on their own experiences using the Present Perfect tense.

- Flashcards of unknown words from the different activities and articles from the books. The
teacher will revise the pronunciation, spelling and writing.

- Workbook: Students will resolve the activities found on Pages 24 – 29.

.
2.1 METHODOLOGICAL PATH

The main method used in the 2ndB class was CLIL. CLIL stands for Content and
Language Integrated Learning. It is an approach that involves teaching content in a language
other than the learner's native language. This approach helps students learn the language while
acquiring subject knowledge. The teacher conducted several activities using English to explain
topics such as rights and duties. The activities were designed to help students acquire subject
knowledge and develop their English language skills. The students participated actively and
showed great enthusiasm throughout the class.

This is an excellent method for use in areas other than English, in this case, social studies.
This approach could be applied to other disciplines, such as science and mathematics. It could
also be useful in teaching other languages. This teaching method allows the development of both
linguistic and content skills. Here, a relationship is established between the previous concepts that
the learner had about the mentioned topic and the use of English speech. This approach allows
teachers to work at different levels of understanding, depending on the complexity of the topic. It
encourages students to think critically and to apply what they have learned in practical situations.
Finally, it facilitates the connection between language learning and content knowledge.

Meanwhile, in grade 8B, on the other hand, according to the lesson plan, it can be
concluded that to guide classroom activities, the teacher uses task-based learning to teach
students' learning. Task-based learning encourages students to work collaboratively, which
allows them to develop problem-solving, critical thinking, and communication skills. This
approach allows the teacher to assess the learner's understanding of each concept and provide
meaningful feedback. It also allows students to better understand the subject matter and develop
their skills in a meaningful way.

Por una universidad con calidad, moderna e incluyente

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In addition, real-world tasks provide them with the opportunity to learn by doing, which
allows them to gain a deeper understanding of the content. In addition, this saves the teacher from
having to spend much more time assessing student progress than would otherwise be the case.
However, at the time of the observation made by the students at the University of Cordoba, it was
evident that the lesson plan had been postponed. This was because they had to take an exam on
the topic that the school students had been studying. The professor decided to postpone the lesson
plan and instead focus on helping the students prepare for the upcoming exam. This allowed the
students to receive the help they needed to perform well on the exam. As a result, the students
were better prepared for the exam and were able to get better grades.

2.2 DIFFERENT WAYS TO FACILITATE UNDERSTANDING IN THE DIFFERENT

TASKS OR INTERACTIONS.

⮚ Use of images:
Teachers use images that allow them to guide students visually.

⮚ Slides:
Teachers use presentations, slides such as Canva or PowerPoint to explain the topics.

⮚ Drawings made in the notebooks:

In order for the students to be able to approach the learning of the topics, the teachers
ask them to make drawings in their notebooks.

⮚ Flashcards:
When teachers want to deepen the vocabulary studied, they use these cards, which
greatly help students to recognize certain words related to the topics developed.

⮚ Dictionaries:
As an extra help, students use dictionaries to help them research certain unfamiliar
words.

⮚ Educational texts
Teachers use books as guides so that students have the possibility to research topics
they have studied or are about to study and to carry out other activities.

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2.3 DIFFERENT WAYS TO INTRODUCE LANGUAGE TO THE LESSON.

⮚ Brainstorming:
The teacher uses the provided words related to the topics seen.

⮚ Definition Matching:
The teacher uses this strategy to strengthen the students' definitions of some concepts related
to the topics studied.

⮚ Guessing game
This activity allows students to have the concepts and be able to know their definitions in
order to use them in simple conversations.

⮚ Unjumble the Words

In this activity, some words are unscrambled so that students are able to sort them in order to
improve their spelling.

2.4 FEEDBACK STRATEGIES.

In both classes observed teachers corrected immediately after the activities. After a while,
they return to them to see if it is clear to the students. The teachers then asked the students to
explain what they had learned from the activities. Finally, the teachers gave feedback and
reinforced the concepts with further examples and activities.

In group 2B, the teacher gave the orientations of the activity. He helped the students
perform them and later told them where they had failed and what correct answers they had. After
that, the teacher gave them tips on how to improve their answers and encouraged them to ask
questions.

While in group 8B, where an exam was given, the teacher gave the students orientations,
started the exam, and took the remaining 15 minutes to socialize the answers to the exam.

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3. LIST SIMILARITIES AND DIFFERENCES IN RELATION TO THE ASPECTS

COVERED ABOVE.

After sharing data with Maira Madera and Marlyn Flores, who observed grade 4, we have
found many differences and similarities.

SIMILARITIES
- All classes were in English.
- All classes had a warm up.
- Both of the classes use pictures as part of the class materials.
- Teachers corrected mispronounced words.
- In grade 2nd and 4th teachers use Content and Language Integrated Language (CLIL)
- Teachers adapted the lessons to the characteristics and level of each student.
- Teachers used technological materials to capture students' attention.
- Teachers clearly explained the subject to the students.
- Students participated actively in the classes.

DIFFERENCES
- There were different grades, 2nd – 4th and 8th.
- The vocabulary, grammatical part and topics were different. In 2nd grade they were
looking at social studies with RIGHTS AND DUTIES, in 4th grade science studies with
ANIMAL GROWTH and in 8th grade English with PRESENT PERFECT.
- It could be seen that in the lower grades (2nd and 4th) children were distracted all the time
and this caused the teacher to be frequently trying to get their attention, while in 8th grade
the student’s paid attention.
- In 8th grade a written test was given during the 2 hours of class.
- In 4th grade students expressed themselves better while in 2nd grade students understood
the language but had difficulty speaking it.

Por una universidad con calidad, moderna e incluyente

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4. DESCRIBE THE PEDAGOGICAL IMPLICATIONS OF THIS TASK.

As future teachers, we must not only concentrate on the theory of classroom management and
methodology; practice is the complement for an effective guide and understanding of what we
want to learn, design, and teach during the training process. This observation process was crucial
to our development of meaningful learning and teaching. We discover that having a lesson plan
makes teaching more efficient, that using technology to teach English makes classroom activities
more engaging, and that there are efficient, dynamic, and interesting ways to teach so that
students have a memorable educational experience.

We were pleased by the way teachers were able to maintain the students' attention in class;
even though it's likely that some of them were not paying attention, they were all seated and
paying close attention to what the teacher was saying and asking them to do. And in the few
instances where there might have been a distraction, the teachers managed to keep the kids'
interest by making questions, engaging in a game of "bad and happy faces," or approaching them
to discuss the lesson's subject. The teaching methods are innovative and motivating. Moreover,
students have a good level of English because they were able to communicate, write, and
comprehend in English already in second grade, also, the instructor did not use notebooks and put
less emphasis on writing; instead, he chose to concentrate on something more engaging, which
boosted the children' motivation and interest in their lessons.

Por una universidad con calidad, moderna e incluyente

Carrera 6ª. No. 77-305 Montería NIT. 891080031-3 - Teléfono: 7860300 - 7860920
www.unicordoba.edu.co