Miss Edita is an English teacher of COsmito School and Penco's School in Penco Concepcion. She's been teaching there for 24 years. Miss Editha gives classes to 5th grade to 8th, she has at least 140 students. In addition she really loves to be teacher not even for her students also for her future teacher than are helping and observing her as me.
Miss Editha wakes up at 6:30 in the morning and arrives to school at 8 o’clock. Classes start at 8:10 in the morning everyday. She works 40 hours a week teaching English, even though this years she is little tired and stressed so she want to be replace. however, she said that she wants to feels selft confident that good teacher are appearing before to leave her children.
In other hand, Miss Edita generally plans her lessons weekly or day by day in this case because as said before almost all the time the students are being taugtH behaviour and call the attention. The school is not in its best moment so in generally all the teacher are having problem with teaching and make the planning work.
At this time for Miss Editha is a big problem because she knows that she is not achieving the objetives that are being propose for MINEDUC. She made the best as she can, creating didactive class with listening and writing english taks, where the assess is class to class the students donnot have test.
miércoles, 4 de julio de 2007
how are the skills of listening and speaking developed
Generally in the 8th grade have a good development of listening and speaking skill because since 5 grade they have been practicing these skill in English, in order to understand what they have learnt and how to use this second language.
to reforce reading activities with listening and speaking tasks help the students to manage in better way what they are learning. Nowadays exists different ways annd form to develop listening skill, one of them, is the Tics such a computer programs, radio and music, throught music the students get engage and enjoy the language.
I realized that speaking tasks are more complcated than listening tasks because the students don't want to be exposed in front of the class, participate in activity or speak english in public, they are afraid to make language mistakes and don't feel self confident about their pronunciation. In fact, this part is their weakness, but if they will get a mark about a report, always the results were good.
In conclusion, integrate these skill in one activities during the class is the way to reforce in the students the adquisition of this second language in a active form.
to reforce reading activities with listening and speaking tasks help the students to manage in better way what they are learning. Nowadays exists different ways annd form to develop listening skill, one of them, is the Tics such a computer programs, radio and music, throught music the students get engage and enjoy the language.
I realized that speaking tasks are more complcated than listening tasks because the students don't want to be exposed in front of the class, participate in activity or speak english in public, they are afraid to make language mistakes and don't feel self confident about their pronunciation. In fact, this part is their weakness, but if they will get a mark about a report, always the results were good.
In conclusion, integrate these skill in one activities during the class is the way to reforce in the students the adquisition of this second language in a active form.
Reflection of My Listening Microteaching
first of all, I would like to start by saying that I am not nervious and I felt self confident about my microteaching because I knew the student very well, also because Miss Editha helped before to start with the listening activity, in adittion it was a activity which belong to the 5th book from mineduc. Miss Editha and me made a deal that my microteaching it will be a part of the normal classroom, then she will evaluate the students at the end of the class as always.
Pre ---------------> Engage motivation ( Do you Know the numbers ?)
instructions ( first, open you book page 18,
then listening the story twise)
While ------------> Study exercices (The students work with the book and
compare with the partner
Activity unit 2 page 18 “the number”
complete the dialogue
Post -------------> Activite assess(spelling numbers on the black board)
And listening a song with spelling numbers)
This represent in brief what I did in my microteaching. the steps I followed that we already saw in class. Taking in consideration them in everymoment when I was doing the activity, I felt self confident and I mage well, the sudents were interested in the activity, they worked and understood and I realized that they are good at listening and spelling words.
I think that in this terms I can take advantages of this and practicing more with them, thay are going to enjoy and learn and ask for more.
Pre ---------------> Engage motivation ( Do you Know the numbers ?)
instructions ( first, open you book page 18,
then listening the story twise)
While ------------> Study exercices (The students work with the book and
compare with the partner
Activity unit 2 page 18 “the number”
complete the dialogue
Post -------------> Activite assess(spelling numbers on the black board)
And listening a song with spelling numbers)
This represent in brief what I did in my microteaching. the steps I followed that we already saw in class. Taking in consideration them in everymoment when I was doing the activity, I felt self confident and I mage well, the sudents were interested in the activity, they worked and understood and I realized that they are good at listening and spelling words.
I think that in this terms I can take advantages of this and practicing more with them, thay are going to enjoy and learn and ask for more.
martes, 3 de julio de 2007
lunes, 2 de julio de 2007
Students Behaviour
Sometimes the students make some noise and have bad mood and behaviour, can you see?
domingo, 1 de julio de 2007
Resume Chapter 1, 6,7,9 and concepts
CHAPTER 1
TESTING, ASSESSING, AND TEACHING
• Tests can be a positive experience, they can build a person´s confidence and become learning experiences. They can bring out the best in students.
WHAT IS A TEST?
• A test is a method of measuring a person´s ability, knowledge or performance in a given domain.
Method: it is an instrument that requires performance on the test-taker.
It Measures general abilities as well as specific knowledge of the test-taker.
It measures a given domain.
ASSESSMENT AND TEACHING
• Teachers TEACH a certain aspect of a given domain of English Language (for instance). During this time the teacher gives the students opportunity of practicing, listen, take risks, set goals and process feedback. Within this process the teacher is constantly, formally and informally ASSESSING his and her students, sometimes even in an unconscious way. Whenever a student responds to a question or offers a comment or uses a new word, the teacher subconsciously makes an assessment of the pupil´s performance. This can be done during clases or outside of the classroom, whenever the teacher and student interact.
• And finally, in order for teachers to measure his or her student´s development on language learning, they give TESTS to the students, which are a subset of assessment.
Informal Assessments: incidental, unplanned comment and responses along with coaching and other impromptu feedback to the student (e.g. marginal comments on papers).
Formal Assessments : systematic, planned sampling techniques constructed to give teacher and student an apraisal of student achievement (e.g. tests).
Formative Assessment: evaluating students in the process of forming their competences and skills with the goal of helping them continue that growth process.
Summative Assessment: occurs at the end of a course or unit of a course or unit of instruction. It aims to measure, or summarize, what a student has grasped.
Norm-Referenced Tests: place the test-taker along a mathematical continuum in rank order. They have predetermined responses. Their primary concern are money and eficiency.
Criterion-Referenced Tests: are designed to give test-takers feedback, usually in the form of grades. They intend to deliver the test-taker useful, appropiate feedback. Those tests which involve the students in only one class, connected to a curriculum, are typical of criterion-referenced testing.
APPROACHES TO LANGUAGE TESTING: A BRIEF HISTORY
• 1950´s contrast between two languages
• 1960´s and 1980´s communicative theories of language
• Nowadays the quest is for more authentic, valid instruments that simulate real world interaction.
Discrete-Point Testing: are constructed on the assumption that language can be broken down into its component parts (listening, speaking, reading, and writing, and various units of language of phonology, morphology, lexicon, etc.)
Integrative Testing: communicative competence is so global that requires such integration. Two types of tests: CLOZE tests (reading passage, every 6th or 7th word deleted. They measure overall proficiency) and DICTATIONS (learners listen to a passage of 100 or 150 words, and write what they hear, using correct spelling.) These tests give information about the candidate´s linguistic competence.
Communicative Language Testing
• By the mid 80´s a need for correspondance between language test performance and language use appeared: Quest for Authenticity. It also appeared the importance of strategic competence (the ability to employ communicative strategies to compensate for breakdowns as well as to enhance the retorical effect of utterances)
• Performance-Based Assessment of language tipically involves oral production, written production, open-ended responses, integrated performance, group performance, and other interactive tasks. Eventhough such assessment is time-consuming and therefore expensive, higher content validity is achieved because learners are measured in the process of performing the targeted linguistic acts. Many (but not all)of these assessments include interactive tasks. Students are measured in the act of speaking, requesting, responding, or in combining listening and speaking, and in integrating reading and writing. If care is taken, tasks can approach the authenticity of real-life language use.
CURRENT ISSUES IN CLASSROOM TESTING
• Three issues:
1.- New Views on Intelligence
2.- Traditional and "Alternative" Assessment
3.- Computer-Based Testing
1.- New Views on Intelligence
• Gardner (1983, 1999): 7 components of intelligence (linguistic, logical-mathematical, spacial, musical, bodily-kinesthetic, interpersonal, and intrapersonal)
• Sternberg (1988, 1997): creative thinking and manipulative strategies = part of intelligence. Smartness is found in those who are able to manipulate other people.
• Goleman (1995): "EQ" Emotional Quocient. Those who manage their emotions tend to be more capable of fully intelligent processing.
Sense of both freedom and responsibility for tests designers.
2.- Traditional and "Alternative" Assessment
• The following concepts represent some overgeneralizations and should be considered with caution.
• considerably more time and higher budgets are required for more subjective evaluation, more individualization, and more interaction in the process of offering feedback.
Traditional Assessment Alternative Assessment
One-shot, standardized exams Continuous, long term assessment
Timed, multiple-choice format Untimed, free-response format
Decontextualizaed test items Contextualized communicative tasks
Scores suffice for feedback Individualized feedback and washback
Norm-referenced scores Criterion-referenced scores
Focus on the "right" answer Open-ended, creative answers
Summative Formative
Oriented to product Oriented to process
Non-interactive performance Interactive performance
Fosters extrinsic motivation Fosters intrinsic motivation
3.- Computer-Based Testing
• Students receive prompts in the form of spoken or written stimuli from the computerized test and are required to type or speak their responses.
• One of these tests is the computer-adaptive test (CAT), in which the computer is programmed to continuously adjust to find questions of appropriate level for the test-taker.
ADVANTAGES DISADVANTAGES
• Classroom-based testing. • Lack of security and the possibility of cheating in unsupervised computerized tests.
• Self directed testing on various aspects of a language (one or all of the skills, vocabulary, grammar, etc.) • Unofficial websites may be mistaken for validated assessments.
• practice for upcoming high-stakes standardized tests. • The multiple choice format contains the usual potencial for flawed item design.
• Some individualization, in the case of CATs. • Open-ended responses are less likely to appear, because of the need for human scorers.
• They can be administered to thousands of students, at many different stations, and scored electronically for rapid reporting results. • The human interactive element is absent (especially in oral production).
CHAPTER 6 Concepts Assessing Listening
Listening: It is one of the Receptive skills where the listener should attend fully and be active in constructing the meaning of what they hear. It helps if they have a particular purpose in listening.
Observation: Been able to see or hear the performance of the learner.
Triangulation: Consider at least two or more performances or context
before drawing a conclusion, because we have to consider
the fallibility of the results of a single performance.
Intensive Listening: It includes just the perception of the components of a larger stretch of languages such as phonemes, words,intonation, discourse markers, etc.
Responsive Listening: It is short piece of spoken language in order to
make an equally short response, for instance: a greeting, question, command, comprehension check,etc.
Selective Listening: It has to do with processing stretches of discourse for several minutes in order to scan certain information.(short monologues)
You have to able to comprehend designated information of longer stretches.
Extensive Listening: Listening massive amounts of texts, it needs a global understanding, it is more general and it includes making inferences as well.
Interactive skills: Ensure and help you to understand the messages of the spoken language, some of them are note-taking questioning and discussion.
Microskills: Attends to the smaller bits and chunks of language in more of a bottom-up process.
Macroskills: Focusing on the larger elements involved in a top-down approach to listening task.
Clustering:How you divide the pieces of spoken language in order to focus students's atention just in chunks,phrases,clauses,etc.
Redundancy: Recognizing the repetitions, rephrasing, elaborations and insertions in the spoken language.
Performance Variables: Being able to remove or recognize hesitations, false starts, pauses and corrections in natural speech.
Rate of Delivery: Follow the same speed of delivery, processing automatically as the speaker continues.
Paraphrase Recognition: You have to identify the same message that you listened but with different words related to several alternatives.
Listening Cloze: The test-taker listens to a piece of spoken language and simultaneously read the written text in which some words have been deleted.
Information Transfer: Students have to choose the correct picture according to what they hear. They have to transfer the information to a visual representation.
Map-marking: It is a type of task in which test-takers must process around 250 words of colloquial language in order to complete the tasks of identifying names, positions, and directions in a car accident scenario on a city street.
Sentence repetition: The test-taker must retain a stretch of language and then reproduced it, responding with an oral repetition.
PhonePass: It's a test that relies largely on sentence repetition to assess both oral production and listening comprehension.
Dictation: Test-taker hears a passage, typically of 50 to 100 words recited three times.
Burst: It's the length of the word group.
Communicative Stimulus-response: A genre of assessment task in which the test-taker is presented with a stimulus monologue or conversation and then is asked to answer a set of comprehension questions.
Field-independent skills: the ability to remember certain details from a conversation.
Inference: A process needed to respond during a listening comprehension task.
Note-taking:Students listening a piece of spoken language and then they have to fill the missing information,but before that they need to infer the answer.
Editing: It's an authentic task provides both a written and spoken stimulus, and requires the test-taker to listen for discrepancies.
Interpretive task: The objective of this task is extends the stimulus material to a longer stretch of discourse and forces the test-taker to infer a response.
Retelling: After test-taker listen to a story, news and retell it. Test–taker must identify the gist, main idea, purpose, supporting points and/or conclusion to show full comprehension.
Assessing Listening Chapter 6
listening is one of the receptive skills
Listening is often implied as a component of speaking.How could you speak a language without also listening? In addition the overly observable nature of speaking renders it more empirically measurable than listeningWe need to pay close attention to listening as a mode of performance for assessment in the classroomListening is acquired by knowing and doing and is evidenced by appropriate feedback or response.
Basic types of listening
Stages like recognizing speech sounds, determine the type of speech event, decodingand retaining relevant information represents a potential assessment objective:
1.-comprehending of surface structure elements (phonemes,words,etc.)
2.-undertanding of pragmatic context
3.-determinining meaning of auditory input
4.-developing the gist, a global or comprehensive understanding
These stages allow us to derive four commonly identified types of listening performances
Intensive: perception of the components of a larger stretch of languages, (phonemes, words, intonation, discourse markers, etc.)
Responsive: a short stretch of language in order to obtain a short response, (a greeting, question, command, comprehension check,etc)
Selective: listening for a purpose in order to get certain information
Extensive: a global understanding ,the main idea of .
Micro and macro skills of listening
Microskills: aim to the smaller bits and chunks of language in more of a bottom-up process.
Examples: _ discriminate among the distinctive sounds of English
_ retain chunks of language of different lengths in short-term memory
_ recognize English stress patterns,words in stressed and unstressed positions, rhythmic structure ,intonation and their role in signaling information
Macroskills: aim on the larger elements involved in a top-down approach to listening task.
Examples: _ recognize the communicative functions of utterances, according to situations,participants,goals
_ from events, ideas predict outcomes, infer links and connections,deduce causes and effects,detect the main idea…etc.
What makes listening difficult?
There are many aspects that make listening difficult.developing a sense of which aspects are predictably difficult will help you to assign or challenge your students appropriately,consider the following list of what make listening difficult:
Clustering: attending to appropriate chunks of languages phrases, clauses, constituents
Redundancy: to recognize the kinds of repetitions rephrasing elaborations and insertions that spoken language often contain
Reduce forms: understanding the reduce forms that haven’t been presented in formal learners textbooks
Performance variable: being able to remove hesitations,pauses,false starts and correction in natural speech
Colloquial language: comprehending idioms,slangs,reduced forms ,share cultural knowledge
Rate of delivery: processing automatically as the speaker continues
Stress rhythm and intonation: correctly understanding prosodic elements of spoken language
Interaction: managing of the interactive flow of language from listening to speaking to listening etc.
CHAPTER 7
ASSESSING SPEAKING
What is speaking?
It is one of the productive skills. Listening and speaking are almost closely interrelated. It is difficult to isolate oral production tasks that do not directly involve the interaction of aural comprehension. Most of speaking is the product of creative construction of linguistic strings.
The speaker makes choices:
Lexicon
Structure
Discourse
Scoring speaking: pronunciation, fluency, vocabulary use, grammar comprehensibility etc.
Types of speaking:
1.-Imitative: the ability to simply parrot back (imitative) phonetic level of oral production, prosodic, lexical, and grammatical properties of languages. Interested only in pronunciation
2. - Intensive: the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical phrasal, lexical or phonological relationship intonation, stress, rhythm, juncture.
3. - Responsive: interaction and test comprehension of short conversations. Simple request and comments.
4. - Interactive: it has the purpose of exchanging specific information or interpersonal exchanges.
5. - Extensive: (monologue) includes oral presentations and story telling. Language style is frequently more deliberative and formal for extensive tasks.
Micro and Macro Skills
The micro skills refer to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal units.
The macro skills imply the speaker's focus on the larger elements: fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options.
THERE ARE 3 IMPORTANTS ISSUES FOR DESIGNING TASKS:
1. - Involvement of the additional performance of aural comprehension, and possibly reading
2.- Your elicitation should prompt achieves its aims as closely as possible
3.- specify scoring procedures for a response
DESIGNING ASSESSMENT TASKS: IMITATIVE SPEAKING
Audio-lingual method: repeating of words, phrases, and sentences
Communicative language teaching: overemphasis on fluency can sometimes lead to the decline of accuracy in speech. Help learners be more comprehensible.
Word repetition task: a variation on such a task prompts test takers have to read aloud. scoring specifications must be clear in order to avoid reliability breakdowns.
Scoring scale for repetition tasks: acceptable pronunciation comprehensible, partially correct pronunciation silence, seriously incorrect pronunciation
Phonepass Test
Phonepass production tasks, a widely used among a number of speaking tasks on the test, repetition of sentences. The phonepass test elicits computer-assisted oral production over a telephone. Test-taker read aloud, repeat sentences, says words, and answer questions. Scores for the phonepass test are calculated by a computerized scoring template and reported back to the test-taker. Reading fluency, repeat accuracy, repeat fluency, and listening vocabulary. Scoring using speech-recognition technology becomes achievable and practical.
DESIGNING ASSESSMENT TASKS: INTENSIVE SPEAKING
Short stretches of discourse: No more than a sentence
Cued tasks: Narrow band of possibilities.
Limited response and mechanical tasks: Controlled responses.
Directed Response Tasks: is elicited a grammatical form or a transformation of the sentence. This required minimal processing of meaning, in order to produce a good grammatical output.
Read-Aloud Tasks: technique by selecting a passage that incorporates test specs. The scoring is easy because all of the test-taker’s oral production is controlled.
Sentence /Dialogue completion Tasks and Oral Questionnaires: To read a dialogue in which one speaker’s lines have been omitted. Test-takers have to give time to read the dialogue and to think about appropriate lines to fill in.
Picture-cued Tasks: Requires a description from the test-taker.
Translation: is a meaningful communicative device in contexts where English is not the native or prevailing language.
DESIGNNING ASSESSMENT TASKS: RESPONSIVE SPEAKING
Responsive Speaking: assessment of responsive tasks involves brief interactions with an interlocutor, differing from intensive tasks in the increased creativity given to the test-taker and from interactive tasks by the somewhat limited length of utterances.
Questions and Answers: in its purpose a question can vary from intensive to responsive type.
Display questions (intensive): intends to elicit a predetermined correct response.
Referential questions (responsive): the test taker is given more opportunity to produce meaningful language in response.
Giving Instructions and directions: this provides an opportunity for the test-taker to engage in a relatively extended stretched of discourse, to be very clear and specific, and to use appropriate discourse markers and connectors. The technique is simple: the administrator poses the problem, and the test-taker responds. Scoring is based primarily on comprehensibility and secondarily on other specified grammatical or discourse categories.
Paraphrasing: this task consists on asking the test-taker to read or hear a limited number of sentences and produce a paraphrase of the sentence.
Test of Spoken English (TSE): a 20-minute audiotaped test of oral language ability within an academic or professional environment. The tasks on the TSE are designed to elicit oral production in various discourse categories rather than in selected phonological, grammatical, or lexical targets.
ORAL PRODUCTION:
1. - Interactive Speaking: a) Interviews
b) Role play
c) Discussions
d) Games
2. - Extensive Speaking: Speeches
Telling longer stories
Explanations
Translations
INTERACTIVE SPEAKING
Defined as Interpersonal, interactive are tasks that involve relatively long stretches of interactive discourse.
a) Interview: a test administrator and a test-taker sit down in a direct face to face exchange and proceed through a protocol of questions and directives.
Test taker will have to perform 4 stages:
1. - Warm up: The interviewer directs mutual introductions and makes the situation comfortable. There is no scoring of this phase. E.g.: Small talk: How are you?
What is your name?.
2. - Level check: The interviewer simulates the test-taker to respond using expected or predicted forms and functions. Linguistic target criteria are scored in this phase.
3. - Probe: Probe questions and prompt challenge to go to the heights of their ability, to extend beyond the limits of the interviewer’s expectation through increasingly difficult questions. They can be complex, they may be scored or ignored if the test-taker. E.g.: If you were president of your country. What would you like to change about your country?
4. - Wind down: a short period of time which the interviewer encourages the test-taker to relax with simply questions, and provides information about when and where to obtain the results. It is not scored. E.g.: Do you have any questions to ask me?
b) Role Play: A pedagogical technique in communicative language-teaching classes. It frees students to be somewhat creative in their linguistic output. E.g. “Pretend you are a tourist asking me for directions”. Role play can be controlled or guided by the interviewer; the test administrator must determine the assessment objectives of the role play.
c) Discussions and Conversations: As informal techniques to assess learners, they offer a level of authenticity and spontaneity that other assessment techniques may not provide.
It’s difficult for formal assessments. It’s good to observe such abilities as: negotiated meaning, topic meaning. Etc.
d) Games: In informal assessments, games involve language production. There are four types: Tinkertoy games (Lego block), Crossword puzzles, Information gaps and City maps.
ORAL PROFICIENCY INTERVIEW (OPI)
The OPI is an oral interview under the control of an interviewer. This is the result of a historical progression of revisions under the auspices of several agencies, including the Educational Testing Service and the American Council on Teaching Foreign Languages (ACTFL). OPI is used is many languages around the world. OPI is designed to elicit pronunciation, fluency and integrative ability, sociolinguistic and cultural knowledge, grammar and vocabulary. In speaking there are four levels: = st1 ns = "urn:schemas-microsoft-com:office:smarttags" />Superior, Advanced, Intermediate and Novice. Mandates certified examiners, who pay a fee to achieve examiner status.
CHAPTER 9 WRITING
What is writing?
first of all Writing is skill or ability use to render language into the written words. Also writing is one of the four abilities of English and Writing is one of the 2 receptive skills.
Genres of writing
1. Academic writing: eg. Essays, compositions, journals, reports, thesis, dissertation.
2. Job-related writing: eg. Letters, mails, phone message, manuals.
3. Personal writing: e.g. Notes, calendar entries, diaries, poetry, personal journal.
Types of writing performance
There four categories the writing performance
1. Imitative: the ability to spell correctly
2. Intensive: skill in producing appropriate vocabulary within context, collocations.
3. Responsive: performance a limited discourse level connecting sentences into a paragraph and creating a logically sequence of two or three paragraph
4. Extensive: processes and strategies of writing for all purpose (essay, theses, etc) focus on achieving a purpose and developing ideas logically
Types of writing are stages of the development of writing ability. It is divided in two:
Micro and macroskill of writing.
Micro skill: apply more appropriately to imitative and intensive type of writing task.
Macro skill: Are essential for the successful mastery of responsive and intensive writing.
Designing assessment tasks: the rudiments of forming letters, words and simple sentences
Tasks in writing letters, words and punctuation: a limited variety of types of tasks commonly used to assess a person's ability to produce written letters and symbols.
- Copying
- Listening cloze selection tasks
- Picture cued tasks
- Converting numbers and abbreviation to words
Form Completion Tasks: a variation on pictures is the use of a simple form that asks for name, address, phone number, ect.
Converting numbers and abbreviations to words: there is some tests have a section on which numbers are written.
Spelling test: dictates a simple list of words, one word at a time.
Matching phonetic symbols: recognize the phonetic alphabet or use it. Help to perceive the relationship between phonemes and graphemes.
Designing assessment tasks:
Intensive writing: controlled writing
-Pictures cued tasks
-form completion task
-Converting numbers and abbreviation to words
Vocabulary assessment tasks:
-Multiple choice recognition
-guessing the meaning of a word in context etc.
Issues in assessing responsive and extensive
-Authenticity: face and content validity need to be assured in order to being out the best in the writer.
-Scoring: Is the thorniest issue at these final two stages of writing with so many options available to a learner.
-Time: it is the only skill in which the language producer is not necessarily constrained by time which implies the freedom to proceeds multiple drafts before the text becomes a finished p product.
Dicto-comp: it is a technique, which a handout with key word from the paragraph, in sequence, as cues for the students
Grammatical transformation tasks: Of a structural paradigm of language teaching with start-feller techniques and slat substitution skill. To measure grammatical competence.
Vocabulary assessment tasks: techniques use to asses vocabulary; these are defining and using words in a sentence.
Timed impromptu: format is a valid method of assessing writing ability.
Designing assessment tasks: response and extensive writing
Paraphrasing: is to ensure that learners understand the importance of paraphrasing, to say something in one's words, to avoid plagiarizing, to offer some variety in expression
Guided question and answer: formation which the test administrator poses a series of question that essentially serve as an outline of the emergent written text.
Paragraph construction tasks
- Topic sentence writing
- Topic development within paragraph
- Development of main and supporting ideas across paragraph
TWE: test of written English.
TESTING, ASSESSING, AND TEACHING
• Tests can be a positive experience, they can build a person´s confidence and become learning experiences. They can bring out the best in students.
WHAT IS A TEST?
• A test is a method of measuring a person´s ability, knowledge or performance in a given domain.
Method: it is an instrument that requires performance on the test-taker.
It Measures general abilities as well as specific knowledge of the test-taker.
It measures a given domain.
ASSESSMENT AND TEACHING
• Teachers TEACH a certain aspect of a given domain of English Language (for instance). During this time the teacher gives the students opportunity of practicing, listen, take risks, set goals and process feedback. Within this process the teacher is constantly, formally and informally ASSESSING his and her students, sometimes even in an unconscious way. Whenever a student responds to a question or offers a comment or uses a new word, the teacher subconsciously makes an assessment of the pupil´s performance. This can be done during clases or outside of the classroom, whenever the teacher and student interact.
• And finally, in order for teachers to measure his or her student´s development on language learning, they give TESTS to the students, which are a subset of assessment.
Informal Assessments: incidental, unplanned comment and responses along with coaching and other impromptu feedback to the student (e.g. marginal comments on papers).
Formal Assessments : systematic, planned sampling techniques constructed to give teacher and student an apraisal of student achievement (e.g. tests).
Formative Assessment: evaluating students in the process of forming their competences and skills with the goal of helping them continue that growth process.
Summative Assessment: occurs at the end of a course or unit of a course or unit of instruction. It aims to measure, or summarize, what a student has grasped.
Norm-Referenced Tests: place the test-taker along a mathematical continuum in rank order. They have predetermined responses. Their primary concern are money and eficiency.
Criterion-Referenced Tests: are designed to give test-takers feedback, usually in the form of grades. They intend to deliver the test-taker useful, appropiate feedback. Those tests which involve the students in only one class, connected to a curriculum, are typical of criterion-referenced testing.
APPROACHES TO LANGUAGE TESTING: A BRIEF HISTORY
• 1950´s contrast between two languages
• 1960´s and 1980´s communicative theories of language
• Nowadays the quest is for more authentic, valid instruments that simulate real world interaction.
Discrete-Point Testing: are constructed on the assumption that language can be broken down into its component parts (listening, speaking, reading, and writing, and various units of language of phonology, morphology, lexicon, etc.)
Integrative Testing: communicative competence is so global that requires such integration. Two types of tests: CLOZE tests (reading passage, every 6th or 7th word deleted. They measure overall proficiency) and DICTATIONS (learners listen to a passage of 100 or 150 words, and write what they hear, using correct spelling.) These tests give information about the candidate´s linguistic competence.
Communicative Language Testing
• By the mid 80´s a need for correspondance between language test performance and language use appeared: Quest for Authenticity. It also appeared the importance of strategic competence (the ability to employ communicative strategies to compensate for breakdowns as well as to enhance the retorical effect of utterances)
• Performance-Based Assessment of language tipically involves oral production, written production, open-ended responses, integrated performance, group performance, and other interactive tasks. Eventhough such assessment is time-consuming and therefore expensive, higher content validity is achieved because learners are measured in the process of performing the targeted linguistic acts. Many (but not all)of these assessments include interactive tasks. Students are measured in the act of speaking, requesting, responding, or in combining listening and speaking, and in integrating reading and writing. If care is taken, tasks can approach the authenticity of real-life language use.
CURRENT ISSUES IN CLASSROOM TESTING
• Three issues:
1.- New Views on Intelligence
2.- Traditional and "Alternative" Assessment
3.- Computer-Based Testing
1.- New Views on Intelligence
• Gardner (1983, 1999): 7 components of intelligence (linguistic, logical-mathematical, spacial, musical, bodily-kinesthetic, interpersonal, and intrapersonal)
• Sternberg (1988, 1997): creative thinking and manipulative strategies = part of intelligence. Smartness is found in those who are able to manipulate other people.
• Goleman (1995): "EQ" Emotional Quocient. Those who manage their emotions tend to be more capable of fully intelligent processing.
Sense of both freedom and responsibility for tests designers.
2.- Traditional and "Alternative" Assessment
• The following concepts represent some overgeneralizations and should be considered with caution.
• considerably more time and higher budgets are required for more subjective evaluation, more individualization, and more interaction in the process of offering feedback.
Traditional Assessment Alternative Assessment
One-shot, standardized exams Continuous, long term assessment
Timed, multiple-choice format Untimed, free-response format
Decontextualizaed test items Contextualized communicative tasks
Scores suffice for feedback Individualized feedback and washback
Norm-referenced scores Criterion-referenced scores
Focus on the "right" answer Open-ended, creative answers
Summative Formative
Oriented to product Oriented to process
Non-interactive performance Interactive performance
Fosters extrinsic motivation Fosters intrinsic motivation
3.- Computer-Based Testing
• Students receive prompts in the form of spoken or written stimuli from the computerized test and are required to type or speak their responses.
• One of these tests is the computer-adaptive test (CAT), in which the computer is programmed to continuously adjust to find questions of appropriate level for the test-taker.
ADVANTAGES DISADVANTAGES
• Classroom-based testing. • Lack of security and the possibility of cheating in unsupervised computerized tests.
• Self directed testing on various aspects of a language (one or all of the skills, vocabulary, grammar, etc.) • Unofficial websites may be mistaken for validated assessments.
• practice for upcoming high-stakes standardized tests. • The multiple choice format contains the usual potencial for flawed item design.
• Some individualization, in the case of CATs. • Open-ended responses are less likely to appear, because of the need for human scorers.
• They can be administered to thousands of students, at many different stations, and scored electronically for rapid reporting results. • The human interactive element is absent (especially in oral production).
CHAPTER 6 Concepts Assessing Listening
Listening: It is one of the Receptive skills where the listener should attend fully and be active in constructing the meaning of what they hear. It helps if they have a particular purpose in listening.
Observation: Been able to see or hear the performance of the learner.
Triangulation: Consider at least two or more performances or context
before drawing a conclusion, because we have to consider
the fallibility of the results of a single performance.
Intensive Listening: It includes just the perception of the components of a larger stretch of languages such as phonemes, words,intonation, discourse markers, etc.
Responsive Listening: It is short piece of spoken language in order to
make an equally short response, for instance: a greeting, question, command, comprehension check,etc.
Selective Listening: It has to do with processing stretches of discourse for several minutes in order to scan certain information.(short monologues)
You have to able to comprehend designated information of longer stretches.
Extensive Listening: Listening massive amounts of texts, it needs a global understanding, it is more general and it includes making inferences as well.
Interactive skills: Ensure and help you to understand the messages of the spoken language, some of them are note-taking questioning and discussion.
Microskills: Attends to the smaller bits and chunks of language in more of a bottom-up process.
Macroskills: Focusing on the larger elements involved in a top-down approach to listening task.
Clustering:How you divide the pieces of spoken language in order to focus students's atention just in chunks,phrases,clauses,etc.
Redundancy: Recognizing the repetitions, rephrasing, elaborations and insertions in the spoken language.
Performance Variables: Being able to remove or recognize hesitations, false starts, pauses and corrections in natural speech.
Rate of Delivery: Follow the same speed of delivery, processing automatically as the speaker continues.
Paraphrase Recognition: You have to identify the same message that you listened but with different words related to several alternatives.
Listening Cloze: The test-taker listens to a piece of spoken language and simultaneously read the written text in which some words have been deleted.
Information Transfer: Students have to choose the correct picture according to what they hear. They have to transfer the information to a visual representation.
Map-marking: It is a type of task in which test-takers must process around 250 words of colloquial language in order to complete the tasks of identifying names, positions, and directions in a car accident scenario on a city street.
Sentence repetition: The test-taker must retain a stretch of language and then reproduced it, responding with an oral repetition.
PhonePass: It's a test that relies largely on sentence repetition to assess both oral production and listening comprehension.
Dictation: Test-taker hears a passage, typically of 50 to 100 words recited three times.
Burst: It's the length of the word group.
Communicative Stimulus-response: A genre of assessment task in which the test-taker is presented with a stimulus monologue or conversation and then is asked to answer a set of comprehension questions.
Field-independent skills: the ability to remember certain details from a conversation.
Inference: A process needed to respond during a listening comprehension task.
Note-taking:Students listening a piece of spoken language and then they have to fill the missing information,but before that they need to infer the answer.
Editing: It's an authentic task provides both a written and spoken stimulus, and requires the test-taker to listen for discrepancies.
Interpretive task: The objective of this task is extends the stimulus material to a longer stretch of discourse and forces the test-taker to infer a response.
Retelling: After test-taker listen to a story, news and retell it. Test–taker must identify the gist, main idea, purpose, supporting points and/or conclusion to show full comprehension.
Assessing Listening Chapter 6
listening is one of the receptive skills
Listening is often implied as a component of speaking.How could you speak a language without also listening? In addition the overly observable nature of speaking renders it more empirically measurable than listeningWe need to pay close attention to listening as a mode of performance for assessment in the classroomListening is acquired by knowing and doing and is evidenced by appropriate feedback or response.
Basic types of listening
Stages like recognizing speech sounds, determine the type of speech event, decodingand retaining relevant information represents a potential assessment objective:
1.-comprehending of surface structure elements (phonemes,words,etc.)
2.-undertanding of pragmatic context
3.-determinining meaning of auditory input
4.-developing the gist, a global or comprehensive understanding
These stages allow us to derive four commonly identified types of listening performances
Intensive: perception of the components of a larger stretch of languages, (phonemes, words, intonation, discourse markers, etc.)
Responsive: a short stretch of language in order to obtain a short response, (a greeting, question, command, comprehension check,etc)
Selective: listening for a purpose in order to get certain information
Extensive: a global understanding ,the main idea of .
Micro and macro skills of listening
Microskills: aim to the smaller bits and chunks of language in more of a bottom-up process.
Examples: _ discriminate among the distinctive sounds of English
_ retain chunks of language of different lengths in short-term memory
_ recognize English stress patterns,words in stressed and unstressed positions, rhythmic structure ,intonation and their role in signaling information
Macroskills: aim on the larger elements involved in a top-down approach to listening task.
Examples: _ recognize the communicative functions of utterances, according to situations,participants,goals
_ from events, ideas predict outcomes, infer links and connections,deduce causes and effects,detect the main idea…etc.
What makes listening difficult?
There are many aspects that make listening difficult.developing a sense of which aspects are predictably difficult will help you to assign or challenge your students appropriately,consider the following list of what make listening difficult:
Clustering: attending to appropriate chunks of languages phrases, clauses, constituents
Redundancy: to recognize the kinds of repetitions rephrasing elaborations and insertions that spoken language often contain
Reduce forms: understanding the reduce forms that haven’t been presented in formal learners textbooks
Performance variable: being able to remove hesitations,pauses,false starts and correction in natural speech
Colloquial language: comprehending idioms,slangs,reduced forms ,share cultural knowledge
Rate of delivery: processing automatically as the speaker continues
Stress rhythm and intonation: correctly understanding prosodic elements of spoken language
Interaction: managing of the interactive flow of language from listening to speaking to listening etc.
CHAPTER 7
ASSESSING SPEAKING
What is speaking?
It is one of the productive skills. Listening and speaking are almost closely interrelated. It is difficult to isolate oral production tasks that do not directly involve the interaction of aural comprehension. Most of speaking is the product of creative construction of linguistic strings.
The speaker makes choices:
Lexicon
Structure
Discourse
Scoring speaking: pronunciation, fluency, vocabulary use, grammar comprehensibility etc.
Types of speaking:
1.-Imitative: the ability to simply parrot back (imitative) phonetic level of oral production, prosodic, lexical, and grammatical properties of languages. Interested only in pronunciation
2. - Intensive: the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical phrasal, lexical or phonological relationship intonation, stress, rhythm, juncture.
3. - Responsive: interaction and test comprehension of short conversations. Simple request and comments.
4. - Interactive: it has the purpose of exchanging specific information or interpersonal exchanges.
5. - Extensive: (monologue) includes oral presentations and story telling. Language style is frequently more deliberative and formal for extensive tasks.
Micro and Macro Skills
The micro skills refer to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal units.
The macro skills imply the speaker's focus on the larger elements: fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options.
THERE ARE 3 IMPORTANTS ISSUES FOR DESIGNING TASKS:
1. - Involvement of the additional performance of aural comprehension, and possibly reading
2.- Your elicitation should prompt achieves its aims as closely as possible
3.- specify scoring procedures for a response
DESIGNING ASSESSMENT TASKS: IMITATIVE SPEAKING
Audio-lingual method: repeating of words, phrases, and sentences
Communicative language teaching: overemphasis on fluency can sometimes lead to the decline of accuracy in speech. Help learners be more comprehensible.
Word repetition task: a variation on such a task prompts test takers have to read aloud. scoring specifications must be clear in order to avoid reliability breakdowns.
Scoring scale for repetition tasks: acceptable pronunciation comprehensible, partially correct pronunciation silence, seriously incorrect pronunciation
Phonepass Test
Phonepass production tasks, a widely used among a number of speaking tasks on the test, repetition of sentences. The phonepass test elicits computer-assisted oral production over a telephone. Test-taker read aloud, repeat sentences, says words, and answer questions. Scores for the phonepass test are calculated by a computerized scoring template and reported back to the test-taker. Reading fluency, repeat accuracy, repeat fluency, and listening vocabulary. Scoring using speech-recognition technology becomes achievable and practical.
DESIGNING ASSESSMENT TASKS: INTENSIVE SPEAKING
Short stretches of discourse: No more than a sentence
Cued tasks: Narrow band of possibilities.
Limited response and mechanical tasks: Controlled responses.
Directed Response Tasks: is elicited a grammatical form or a transformation of the sentence. This required minimal processing of meaning, in order to produce a good grammatical output.
Read-Aloud Tasks: technique by selecting a passage that incorporates test specs. The scoring is easy because all of the test-taker’s oral production is controlled.
Sentence /Dialogue completion Tasks and Oral Questionnaires: To read a dialogue in which one speaker’s lines have been omitted. Test-takers have to give time to read the dialogue and to think about appropriate lines to fill in.
Picture-cued Tasks: Requires a description from the test-taker.
Translation: is a meaningful communicative device in contexts where English is not the native or prevailing language.
DESIGNNING ASSESSMENT TASKS: RESPONSIVE SPEAKING
Responsive Speaking: assessment of responsive tasks involves brief interactions with an interlocutor, differing from intensive tasks in the increased creativity given to the test-taker and from interactive tasks by the somewhat limited length of utterances.
Questions and Answers: in its purpose a question can vary from intensive to responsive type.
Display questions (intensive): intends to elicit a predetermined correct response.
Referential questions (responsive): the test taker is given more opportunity to produce meaningful language in response.
Giving Instructions and directions: this provides an opportunity for the test-taker to engage in a relatively extended stretched of discourse, to be very clear and specific, and to use appropriate discourse markers and connectors. The technique is simple: the administrator poses the problem, and the test-taker responds. Scoring is based primarily on comprehensibility and secondarily on other specified grammatical or discourse categories.
Paraphrasing: this task consists on asking the test-taker to read or hear a limited number of sentences and produce a paraphrase of the sentence.
Test of Spoken English (TSE): a 20-minute audiotaped test of oral language ability within an academic or professional environment. The tasks on the TSE are designed to elicit oral production in various discourse categories rather than in selected phonological, grammatical, or lexical targets.
ORAL PRODUCTION:
1. - Interactive Speaking: a) Interviews
b) Role play
c) Discussions
d) Games
2. - Extensive Speaking: Speeches
Telling longer stories
Explanations
Translations
INTERACTIVE SPEAKING
Defined as Interpersonal, interactive are tasks that involve relatively long stretches of interactive discourse.
a) Interview: a test administrator and a test-taker sit down in a direct face to face exchange and proceed through a protocol of questions and directives.
Test taker will have to perform 4 stages:
1. - Warm up: The interviewer directs mutual introductions and makes the situation comfortable. There is no scoring of this phase. E.g.: Small talk: How are you?
What is your name?.
2. - Level check: The interviewer simulates the test-taker to respond using expected or predicted forms and functions. Linguistic target criteria are scored in this phase.
3. - Probe: Probe questions and prompt challenge to go to the heights of their ability, to extend beyond the limits of the interviewer’s expectation through increasingly difficult questions. They can be complex, they may be scored or ignored if the test-taker. E.g.: If you were president of your country. What would you like to change about your country?
4. - Wind down: a short period of time which the interviewer encourages the test-taker to relax with simply questions, and provides information about when and where to obtain the results. It is not scored. E.g.: Do you have any questions to ask me?
b) Role Play: A pedagogical technique in communicative language-teaching classes. It frees students to be somewhat creative in their linguistic output. E.g. “Pretend you are a tourist asking me for directions”. Role play can be controlled or guided by the interviewer; the test administrator must determine the assessment objectives of the role play.
c) Discussions and Conversations: As informal techniques to assess learners, they offer a level of authenticity and spontaneity that other assessment techniques may not provide.
It’s difficult for formal assessments. It’s good to observe such abilities as: negotiated meaning, topic meaning. Etc.
d) Games: In informal assessments, games involve language production. There are four types: Tinkertoy games (Lego block), Crossword puzzles, Information gaps and City maps.
ORAL PROFICIENCY INTERVIEW (OPI)
The OPI is an oral interview under the control of an interviewer. This is the result of a historical progression of revisions under the auspices of several agencies, including the Educational Testing Service and the American Council on Teaching Foreign Languages (ACTFL). OPI is used is many languages around the world. OPI is designed to elicit pronunciation, fluency and integrative ability, sociolinguistic and cultural knowledge, grammar and vocabulary. In speaking there are four levels: = st1 ns = "urn:schemas-microsoft-com:office:smarttags" />Superior, Advanced, Intermediate and Novice. Mandates certified examiners, who pay a fee to achieve examiner status.
CHAPTER 9 WRITING
What is writing?
first of all Writing is skill or ability use to render language into the written words. Also writing is one of the four abilities of English and Writing is one of the 2 receptive skills.
Genres of writing
1. Academic writing: eg. Essays, compositions, journals, reports, thesis, dissertation.
2. Job-related writing: eg. Letters, mails, phone message, manuals.
3. Personal writing: e.g. Notes, calendar entries, diaries, poetry, personal journal.
Types of writing performance
There four categories the writing performance
1. Imitative: the ability to spell correctly
2. Intensive: skill in producing appropriate vocabulary within context, collocations.
3. Responsive: performance a limited discourse level connecting sentences into a paragraph and creating a logically sequence of two or three paragraph
4. Extensive: processes and strategies of writing for all purpose (essay, theses, etc) focus on achieving a purpose and developing ideas logically
Types of writing are stages of the development of writing ability. It is divided in two:
Micro and macroskill of writing.
Micro skill: apply more appropriately to imitative and intensive type of writing task.
Macro skill: Are essential for the successful mastery of responsive and intensive writing.
Designing assessment tasks: the rudiments of forming letters, words and simple sentences
Tasks in writing letters, words and punctuation: a limited variety of types of tasks commonly used to assess a person's ability to produce written letters and symbols.
- Copying
- Listening cloze selection tasks
- Picture cued tasks
- Converting numbers and abbreviation to words
Form Completion Tasks: a variation on pictures is the use of a simple form that asks for name, address, phone number, ect.
Converting numbers and abbreviations to words: there is some tests have a section on which numbers are written.
Spelling test: dictates a simple list of words, one word at a time.
Matching phonetic symbols: recognize the phonetic alphabet or use it. Help to perceive the relationship between phonemes and graphemes.
Designing assessment tasks:
Intensive writing: controlled writing
-Pictures cued tasks
-form completion task
-Converting numbers and abbreviation to words
Vocabulary assessment tasks:
-Multiple choice recognition
-guessing the meaning of a word in context etc.
Issues in assessing responsive and extensive
-Authenticity: face and content validity need to be assured in order to being out the best in the writer.
-Scoring: Is the thorniest issue at these final two stages of writing with so many options available to a learner.
-Time: it is the only skill in which the language producer is not necessarily constrained by time which implies the freedom to proceeds multiple drafts before the text becomes a finished p product.
Dicto-comp: it is a technique, which a handout with key word from the paragraph, in sequence, as cues for the students
Grammatical transformation tasks: Of a structural paradigm of language teaching with start-feller techniques and slat substitution skill. To measure grammatical competence.
Vocabulary assessment tasks: techniques use to asses vocabulary; these are defining and using words in a sentence.
Timed impromptu: format is a valid method of assessing writing ability.
Designing assessment tasks: response and extensive writing
Paraphrasing: is to ensure that learners understand the importance of paraphrasing, to say something in one's words, to avoid plagiarizing, to offer some variety in expression
Guided question and answer: formation which the test administrator poses a series of question that essentially serve as an outline of the emergent written text.
Paragraph construction tasks
- Topic sentence writing
- Topic development within paragraph
- Development of main and supporting ideas across paragraph
TWE: test of written English.
My Glossary
04/04/07
WHAT IS A EVALUATION? is the systematic determination of merit, worth, and significance of something or someone. Evaluation often is used to characterize and appraise subjects of interest in a wide range of human enterprises, including the Arts, business, computer science, criminal justice, education, engineering, foundations and non-profit organizations, government, health care, and other human services.http://www.nicenet.org/ICA/class/document_add.cfm
ASSESSMENT is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. This article covers educational assessment including the work of institutional researchers, but the term applies to other fields as well including health and finance.
TESTING: is a measuring tool to determine academic progress and potential. Though there is much debate about 'Standardized Testing' and its appropriate use, testing has and will continue to improve educational expectations, accountability and performance results at both the student, teacher, school, state, and provincial levels.
http://specialed.about.com/cs/assessment/a/Testing.htm
MEASUREMENT: A procedure for assigning a number to an object or an event.
09 / 04/ 07
TEACHER BELIEFTS: are related to student learning through some event or sequences of events, mediated by the teacher, that happen in the classroom. These events might be said to "cause" student learning in the sense that the events in the classroom lead, in the case of effective teaching, to student learning.
http://www.ed.uiuc.edu/EPS/PES-Yearbook/96_docs/orton.html
STRATEGY: is that which top management does that is of great importance to the organization.
Strategy refers to basic directional decisions, that is, to purposes and missions.
Strategy consists of the important actions necessary to realize these directions.
Strategy answers the question: What should the organization be doing?
Strategy answers the question: What are the ends we seek and how should we achieve them?
http://home.att.net/~nickols/strategy_definition.htm
SKILLS:This is used in two ways: (i) the four main language skills are listening, speaking, reading and writing (ii) "enabling" skills, which are sub-skills
APPROACH:ideas or actions intended to deal with a problem or
situation; "his approach to every problem is to draw up a list of pros and cons"; "an attack on inflation"; "his plan of attack was misguided" [syn: attack, plan of attack]
http://dict.die.net/approach/
12/04/07
PEDAGOGY: The strategies, techniques, and approaches that teachers can use to facilitate learning.
ACCESSIBILITY: The ease by which students may grasp educational information or use campus facilities.
LEARNING STYLES: The manner in which a learner perceives, interacts with, and responds to the learning environment. Components of learning style are the cognitive, affective and physiological elements, all of which may be strongly influenced by a person's cultural background.
http://ftad.osu.edu/CSP/glossary.html
METHOLODY: The way in which information is found or something is done. The methodology includes the methods, procedures, and techniques used to collect and analyze information.
MATCHING: A method utilized to create comparison groups, in which groups or individuals are matched to those in the treatment group based on characteristics felt to be relevant to program outcomes.
http://www.epa.gov/evaluate/glossary/m-esd.htm
23/04/07
"The teacher undertakes that:
if the student produces such work as the teacher specifies,
to a standard which the teacher will determine (whether or not that standard is based on fixed criteria or personal whim, and regardless of whether the standard is known to the student),
the teacher will award a mark to that work.
The student indicates acceptance of this 'agreement' by producing the work"
ASSESSMENT CRITERIA: are critical values for relevant measures which are the basis for the assessment of a service or product.
http://www.ucc.ie/hfrg/baseline/glossary.html
ASSESSMENT CRITERIA: different criteria for assessing people
Prof. Juan Molina
TASK: is described in terms of the goals or a desired end-result of activities a user wants to achieve. More than one user procedure (a sequence of commands to be executed to carry out a task or to reach a goal) may exist to solve the task.
Summative assessment: Evaluation at the conclusion of a unit or units of instruction or an activity or plan to determine or judge student skills and knowledge or effectiveness of a plan or activity. Outcomes are the culmination of a teaching/learning process for a unit, subject, or year's study. (See Formative Assessment.)
www.journeytoexcellence.org/practice/assessment/glossary.phtml
Assignment: a task or piece of work that sb is given to do, usually as part of their job or studies.
EVALUATION: Evaluation has several distinguishing characteristics relating to focus, methodology, and function. Evaluation (1) assesses the effectiveness of an ongoing program in achieving its objectives, (2) relies on the standards of project design to distinguish a program's effects from those of other forces, and (3) aims at program improvement through a modification of current operations.
http://www.ojp.usdoj.gov/BJA/evaluation/glossary/glossary_e.htm
NEGOTIATION ASSESSMENT OR LEARNING CONTRACT: Learning contracts are agreements between a teacher (or teaching team) and a learner (or occasionally a group of learners). They normally concern issues of assessment, and provide a useful mechanism for reassuring both parties about whether a planned piece of work will meet the requirements of a course or module: this is particularly valuable when the assessment is not in the form of a set essay title, or an examination.
http://146.227.1.20/~jamesa//teaching/learning_contracts.htm
TASK ACHIEVEMENT: is another way of saying 'achieving/completing/finishing the task'
http://forum.wordreference.com/showthread.php?t=227303
Performance assessment: Evaluation administered at the conclusion of a unit of instruction to comprehensively assess student learning and the effectiveness of an instructional method or program
WHAT IS A EVALUATION? is the systematic determination of merit, worth, and significance of something or someone. Evaluation often is used to characterize and appraise subjects of interest in a wide range of human enterprises, including the Arts, business, computer science, criminal justice, education, engineering, foundations and non-profit organizations, government, health care, and other human services.http://www.nicenet.org/ICA/class/document_add.cfm
ASSESSMENT is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. This article covers educational assessment including the work of institutional researchers, but the term applies to other fields as well including health and finance.
TESTING: is a measuring tool to determine academic progress and potential. Though there is much debate about 'Standardized Testing' and its appropriate use, testing has and will continue to improve educational expectations, accountability and performance results at both the student, teacher, school, state, and provincial levels.
http://specialed.about.com/cs/assessment/a/Testing.htm
MEASUREMENT: A procedure for assigning a number to an object or an event.
09 / 04/ 07
TEACHER BELIEFTS: are related to student learning through some event or sequences of events, mediated by the teacher, that happen in the classroom. These events might be said to "cause" student learning in the sense that the events in the classroom lead, in the case of effective teaching, to student learning.
http://www.ed.uiuc.edu/EPS/PES-Yearbook/96_docs/orton.html
STRATEGY: is that which top management does that is of great importance to the organization.
Strategy refers to basic directional decisions, that is, to purposes and missions.
Strategy consists of the important actions necessary to realize these directions.
Strategy answers the question: What should the organization be doing?
Strategy answers the question: What are the ends we seek and how should we achieve them?
http://home.att.net/~nickols/strategy_definition.htm
SKILLS:This is used in two ways: (i) the four main language skills are listening, speaking, reading and writing (ii) "enabling" skills, which are sub-skills
APPROACH:ideas or actions intended to deal with a problem or
situation; "his approach to every problem is to draw up a list of pros and cons"; "an attack on inflation"; "his plan of attack was misguided" [syn: attack, plan of attack]
http://dict.die.net/approach/
12/04/07
PEDAGOGY: The strategies, techniques, and approaches that teachers can use to facilitate learning.
ACCESSIBILITY: The ease by which students may grasp educational information or use campus facilities.
LEARNING STYLES: The manner in which a learner perceives, interacts with, and responds to the learning environment. Components of learning style are the cognitive, affective and physiological elements, all of which may be strongly influenced by a person's cultural background.
http://ftad.osu.edu/CSP/glossary.html
METHOLODY: The way in which information is found or something is done. The methodology includes the methods, procedures, and techniques used to collect and analyze information.
MATCHING: A method utilized to create comparison groups, in which groups or individuals are matched to those in the treatment group based on characteristics felt to be relevant to program outcomes.
http://www.epa.gov/evaluate/glossary/m-esd.htm
23/04/07
"The teacher undertakes that:
if the student produces such work as the teacher specifies,
to a standard which the teacher will determine (whether or not that standard is based on fixed criteria or personal whim, and regardless of whether the standard is known to the student),
the teacher will award a mark to that work.
The student indicates acceptance of this 'agreement' by producing the work"
ASSESSMENT CRITERIA: are critical values for relevant measures which are the basis for the assessment of a service or product.
http://www.ucc.ie/hfrg/baseline/glossary.html
ASSESSMENT CRITERIA: different criteria for assessing people
Prof. Juan Molina
TASK: is described in terms of the goals or a desired end-result of activities a user wants to achieve. More than one user procedure (a sequence of commands to be executed to carry out a task or to reach a goal) may exist to solve the task.
Summative assessment: Evaluation at the conclusion of a unit or units of instruction or an activity or plan to determine or judge student skills and knowledge or effectiveness of a plan or activity. Outcomes are the culmination of a teaching/learning process for a unit, subject, or year's study. (See Formative Assessment.)
www.journeytoexcellence.org/practice/assessment/glossary.phtml
Assignment: a task or piece of work that sb is given to do, usually as part of their job or studies.
EVALUATION: Evaluation has several distinguishing characteristics relating to focus, methodology, and function. Evaluation (1) assesses the effectiveness of an ongoing program in achieving its objectives, (2) relies on the standards of project design to distinguish a program's effects from those of other forces, and (3) aims at program improvement through a modification of current operations.
http://www.ojp.usdoj.gov/BJA/evaluation/glossary/glossary_e.htm
NEGOTIATION ASSESSMENT OR LEARNING CONTRACT: Learning contracts are agreements between a teacher (or teaching team) and a learner (or occasionally a group of learners). They normally concern issues of assessment, and provide a useful mechanism for reassuring both parties about whether a planned piece of work will meet the requirements of a course or module: this is particularly valuable when the assessment is not in the form of a set essay title, or an examination.
http://146.227.1.20/~jamesa//teaching/learning_contracts.htm
TASK ACHIEVEMENT: is another way of saying 'achieving/completing/finishing the task'
http://forum.wordreference.com/showthread.php?t=227303
Performance assessment: Evaluation administered at the conclusion of a unit of instruction to comprehensively assess student learning and the effectiveness of an instructional method or program
SKILL INTEGRATION
• The four main skills are important in English learning develpment . These are:
• Reading
• Writing
• Listening and
• Speaking.
These skills are divided into two main groups: the Receptive Skills, which include Reading and Listening, and the Productive Skills, which include the skills of speaking and writing. This is the way to divide them but there is another one. That ‘s why we as future teachers must know that the skill cannot be taught in isolation. In addition is said that all four skills must be practised in every lesson but I think in real life it is quite difficult to achieve a taks, with no specific language focus becuase if we want to get relevant knolowge in the student it means that all four skills need regular practice. But we can use listening and spekaing taks they often go together, as we normally speak without listening, the last one is a example.
viernes, 22 de junio de 2007
Reflection about: how important is Planning
Doing a planning about how to do a lesson is the most important step to follow in the moment to preparete a class, but it requieres some steps to follow that I cannot forget, also is important too to know about the subject, the topic, vocabulary and to get acquainted with the material etc..
I think the first the first three years of this subject we have studied the grammatical subject but how to put all these things in practical at the school? So me as a teacher have to follow an order, a structure about how the class is going to be, knowing the students needs, think about them, how many they are and who the students are. Considering many aspect such alearning styles, maturity, learning trategies. I realized that is very important o consider allthese thing to achieve the goald of teh lesson.
Also e siportant too, organize aim, time prodecure, resources these are very imporatnt things to considerate when we have to do a plan.
In conclusion from my experience, planning a class needs time and knowlegde about what I am doing and why, because I have to know what and how I am going to teach, but I think with practice then I will be able to do a plann in less time because the practice make the master.
I think the first the first three years of this subject we have studied the grammatical subject but how to put all these things in practical at the school? So me as a teacher have to follow an order, a structure about how the class is going to be, knowing the students needs, think about them, how many they are and who the students are. Considering many aspect such alearning styles, maturity, learning trategies. I realized that is very important o consider allthese thing to achieve the goald of teh lesson.
Also e siportant too, organize aim, time prodecure, resources these are very imporatnt things to considerate when we have to do a plan.
In conclusion from my experience, planning a class needs time and knowlegde about what I am doing and why, because I have to know what and how I am going to teach, but I think with practice then I will be able to do a plann in less time because the practice make the master.
A problem in the class and it was solved
Helping the teacher with her daily work is absolutely a great experience ever because to be in contact with the children or young people, seeing how they are being taugh is active form to realize if I really want to be a teacher for the rest of my life.
Now is important to consider that in a classroom a lot of problem are coming all the time because we are human being and the impact of social interaction are going to be probleme special in a clasroom with 20 to 30 minds thinking different things.
I remembered a clasroom with a 5 grade, the Carabineros’s day they were overexciting because they were wearing their especial clothes, also they had a performance, in consecuence they didn't want to work, they stood up everytime, it was really hard try to calm their down, so Miss Edita decided with me to sing a english song, it was the way that the teacher could take the control over student again.
It was practical interesting because at the same time the teacher tried to avoid the stress from herself because it was early in the morning and she has to stay all day in the school.
Now is important to consider that in a classroom a lot of problem are coming all the time because we are human being and the impact of social interaction are going to be probleme special in a clasroom with 20 to 30 minds thinking different things.
I remembered a clasroom with a 5 grade, the Carabineros’s day they were overexciting because they were wearing their especial clothes, also they had a performance, in consecuence they didn't want to work, they stood up everytime, it was really hard try to calm their down, so Miss Edita decided with me to sing a english song, it was the way that the teacher could take the control over student again.
It was practical interesting because at the same time the teacher tried to avoid the stress from herself because it was early in the morning and she has to stay all day in the school.
lunes, 18 de junio de 2007
Reflection about: Teaching English
First of all, I would like to say that today is very important to talk about how English has been developed in our country because we have to notice the difference between 10 years ago since todays. Why? Because we can realise that today there are a lot of knowlegde, tool, methodologies, which help us to be a good teacher.
In addition english education has been changing in Chile becaus English is teaching as a foreing language (EFL) but the idea is to reach ESL English as a second language. although the goverment is working to reach that level, there are some difficulties because of the fact that publics and privates schools have not the same system for teaching english.
That’s why, that our mision is to promote English class in English this mean with a comunicative approach, also they should motivated students about it for instance telling them the importance of learning English, because learning English is good for our society, for example internet has differents websites that are writing in English, so English is an important language that is spoken in many countries.
In addition english education has been changing in Chile becaus English is teaching as a foreing language (EFL) but the idea is to reach ESL English as a second language. although the goverment is working to reach that level, there are some difficulties because of the fact that publics and privates schools have not the same system for teaching english.
That’s why, that our mision is to promote English class in English this mean with a comunicative approach, also they should motivated students about it for instance telling them the importance of learning English, because learning English is good for our society, for example internet has differents websites that are writing in English, so English is an important language that is spoken in many countries.
jueves, 14 de junio de 2007
Video from Mineduc seen in class
First of all, is imprtant to say that it was really interesting to see this video about a typical Spanish class, where the teacher introduced a new topic in her class. Where She introduced "illnesses", but here we were just watching the video, we were not listening. it was without the audio but situation was simple to understand.
I realized that the use of th body language is essential and the teacher in the video
used body language to give examples of different aches. For example She pointed teeth meaning a toothache, she showed a stomachache making some movement of pain with her hand in the stomage and etc.
Also she used extra material such as pictures to make more interesting the explanation, as well as the black board where she wrote every new word. The students sat in orderly rows in front of the teacher, this was good considering the task was to introduce new vocabulary, this way everybody would listen what the teacher had to say.
I realized that the use of th body language is essential and the teacher in the video
used body language to give examples of different aches. For example She pointed teeth meaning a toothache, she showed a stomachache making some movement of pain with her hand in the stomage and etc.
Also she used extra material such as pictures to make more interesting the explanation, as well as the black board where she wrote every new word. The students sat in orderly rows in front of the teacher, this was good considering the task was to introduce new vocabulary, this way everybody would listen what the teacher had to say.
martes, 12 de junio de 2007
One Hundred Years from now
One Hundred Years from now It will not matter what kind of car I drove, What kind of house I lived in, how much money was in my bank account nor what my clothes looked like. But the world may be a better place because I was important in the life of a child.
Listening Microteaching
Teacher: Sindy Herrera Lavin
Date: 21 June , 2007
Time: 20minutes
Lesson plan
The aim
Children learn the numbers and how to use "this, that " . using the skill "Listening"
Grade
This group is from 5th year
Description of the class
The class is composed by beginner students. There are 15 students. They are 12 years old approximately. These kids are not enthusiastic that all but they like to know new things so working with them should not be difficult.
Overview
Learn how to distinguish between this and that and numbers is something basic for children. I am sure they already know how to do it in Spanish. It is taught by parents when children have not entered to the school yet. Kids enjoy learning new things, especially if they are in English. They feel they have another status and this is good because they realize they can learn more and more.
Teaching aids
To reach the purpose of this class I will use some sheets of paper with number where I will do a game .....
Date: 21 June , 2007
Time: 20minutes
Lesson plan
The aim
Children learn the numbers and how to use "this, that " . using the skill "Listening"
Grade
This group is from 5th year
Description of the class
The class is composed by beginner students. There are 15 students. They are 12 years old approximately. These kids are not enthusiastic that all but they like to know new things so working with them should not be difficult.
Overview
Learn how to distinguish between this and that and numbers is something basic for children. I am sure they already know how to do it in Spanish. It is taught by parents when children have not entered to the school yet. Kids enjoy learning new things, especially if they are in English. They feel they have another status and this is good because they realize they can learn more and more.
Teaching aids
To reach the purpose of this class I will use some sheets of paper with number where I will do a game .....
Objectives
Students will be able to:
i. Listening and understand numbers.
ii. Listening and understand when use " this " and " that".
Procedure
Engagement
I will arrive in the class and I am going to explain the different activities of listening that we are going to do with the text and a game with numbers 1 to 20. I will ask them if they know numbers 1 to 20. If they do, I will start with the game ask them to tell me the numbers when I ask for the number one by one; if they don’t, I will give them some clues with some movement of my mouse. Also in this part I am going to teach how to use "this" and "that" in the same game.
Engagement
I will arrive in the class and I am going to explain the different activities of listening that we are going to do with the text and a game with numbers 1 to 20. I will ask them if they know numbers 1 to 20. If they do, I will start with the game ask them to tell me the numbers when I ask for the number one by one; if they don’t, I will give them some clues with some movement of my mouse. Also in this part I am going to teach how to use "this" and "that" in the same game.
Study
Here I will introduce them the activity from the text (page 18 and 19) and they will listening the story ( related with numbers names, this- that) and they have to order the scenes about "sword". They will listening several time that they need to understand. In this part we can check some vocabulary and numbers etc.
Activate
In this final part, the activity will be divide in three group. all the group are going to listen the tape twice with a rap song (from the book page 20). One group of students will have to repit and sing the song by theyself. then the next group and so on. So from this way I will be sure that all understand and learn numers
The activities are going to be mixing the four skills. There are going to be writing, listening, speaking and reading exercises, in order to follow the communicative approach.
jueves, 7 de junio de 2007
" My World" Texto Escolar / Minesterio de Education
This is te book that I used to do Listening My microteaching
martes, 29 de mayo de 2007
A Thought.....
"The teacher undertakes that:if the student produces such work as the teacher specifies, to a standard which the teacher will determine (whether or not that standard is based on fixed criteria or personal whim, and regardless of whether the standard is known to the student), the teacher will award a mark to that work. The student indicates acceptance of this 'agreement' by producing the work"
viernes, 25 de mayo de 2007
Interwise Platform
It was great, to knew about this computer based because I think that nowadays is very importan to know about this new technology and to know how to use it in case of in the future will need to be connected with my student or to assist a class.
Today is common that people can communicate from differernt part of the word with different languages, it means that today to change imformation and interchange knowlegde is easer and cheaper
REFLECTION about: Copy and Paste
First of all I would like to say that, today’s class was interesting and really useful for us as a future teacher because we learnt how to use this simple software “Paint” in a simple way, called “Copy y Paste to PPT. I think that it is useful in order to show to the students real materia from internet or original book in power point or in different activities that I will have to do for them.
Also I would like to add that we learnt how to create a power point using copy paste for adding real imformation ( a piece of a magazine, a part of a story, a letter, etc) and I realized that it is easer for us to use this kind of form to do a activities for estudents because it look like more organise and they will be realize that the imformation is real and it show that the activity is more formal.
Knowing that this types of softwares exist, and they are available in any computer makes us ( as student and teacher) the life more simple in term of doing our homework and make a class for our students, also “Copy and Paste” is easer and everyone can use it and to teach it to others.
lunes, 21 de mayo de 2007
How Miss Edita starts a normal class in 5th level.
It is normal to enter a classroom and find the mess with tables and chairs, book on the floor and the whiteboard written with silly things after to lunch time। However this time the students from Cosmito school know that when the Miss Edita arrives the classroom, all must be in complete order and clear.
It called my attention for the fact that even an english teacher has to teach this kind of behaviour of dicipline and I need to be aware of it because I am educating children behavior as well। Also to make to student to understand that to be in a comfortable, clear and organised place, they can develop their knolegde in better way because they are going to feel more confident and motivated।
To start the class with organise atmosphere in a classroom give the student a formal situation to study and also if they follow the instruction they will be regarded with some games or just to free time to draw, thinking that these students have alot of difficulties with learning, some of them have mental disorder due to causes that implies the poverty।
I want point it out because these student are aware that have to follow rules and they have to be a good students and they try it the most, I realized that because they love their little school as their second home.
It called my attention for the fact that even an english teacher has to teach this kind of behaviour of dicipline and I need to be aware of it because I am educating children behavior as well। Also to make to student to understand that to be in a comfortable, clear and organised place, they can develop their knolegde in better way because they are going to feel more confident and motivated।
To start the class with organise atmosphere in a classroom give the student a formal situation to study and also if they follow the instruction they will be regarded with some games or just to free time to draw, thinking that these students have alot of difficulties with learning, some of them have mental disorder due to causes that implies the poverty।
I want point it out because these student are aware that have to follow rules and they have to be a good students and they try it the most, I realized that because they love their little school as their second home.
miércoles, 16 de mayo de 2007
bad behaviour in the clasroom
to begin with, I am sure that always we are going to find these complicated children that have bad behaviour during the class, these students who create uncomfortable situation in a clasroom, where always it is going to be a big controversial issues.
Dysfunctional families are more prevalent than they should be and often teachers and trainers provide the one safe context for learners in these situations. Deprivation of love, excessive control, family restructuring, abuses of various kinds, damage to self-concept and violence are features of dysfunctional family situations that are often ‘acted out’ in a classroom or workplace setting. The problems that originate in society that can impact on classroom management include the impact of a technologically saturated life, peer pressure, racial and class conflicts, unemployment and poverty. The problems that occur within the classroom that may account for unsociable or difficult to manage behaviours include instruction without context, failure to teach problem solving skills, non acceptance of the students’ situations, competitive grading, excessive coercion and systems of punishment and reward.
Is the teacher going to adopt a view of the learner that assumes that they can be conditioned to better behaviour and therefore learning? Or is the teacher going to base his or her practices on a view that learners are self regulating and that self regulation needs to be taught? Or something in between? The questions posed for the teacher then become which standpoint about learning and consequent behaviour management will:
Encourage my learners to become independent and self reliant
Be consistent with what I know about my learners
Be the easiest to implement and manage
Demonstrate consistency to my learners
Be most effective
Help to promote a strong self concept in my learners
Prevent further discipline problems (p28-29)
sábado, 12 de mayo de 2007
The type of teacher that I want to be
to think in the type of teacher I want to be, hundreds of concept come to my mind such as gennineries, acceptance, understanding etc.. They are important in a teacher or in a English Teacher as well as. Also I can say that especial teacher is someone who loves her / his job, someone who has her/ his own personality, style and expectations about what happen in the classroom.
I think all the things that I said before are characteristc about a good teacher or the ideal teacher that every teacher want to be.
The type of teacher that I want to be, is a open questions that I have not the answer yet, a cross of my life I relly realize what teacher would be, for now I am sure that I am model for my students and a students for my teacher.
I think all the things that I said before are characteristc about a good teacher or the ideal teacher that every teacher want to be.
The type of teacher that I want to be, is a open questions that I have not the answer yet, a cross of my life I relly realize what teacher would be, for now I am sure that I am model for my students and a students for my teacher.
jueves, 3 de mayo de 2007
How important is Student Motivation
through the time I realized that the motivation is ver important in the students because the students need to learn this secong language in order to be able to communicate and the desere to learn.
I thinnk that the desere to learn of theses students come from many causes, for examples students can love the English because of music, they want to learn English for watching american TV or because of the internet. However all this fact that I said help today that these children are connected with the technology and can be part of the system education as well. ( I said it because It is a poor school and the students always told me that they do not need English for picking up vegetables and fruit).
the important here is the teacher may be able to turn a class around because highly motived students do better than ones without any motivation at all.
I thinnk that the desere to learn of theses students come from many causes, for examples students can love the English because of music, they want to learn English for watching american TV or because of the internet. However all this fact that I said help today that these children are connected with the technology and can be part of the system education as well. ( I said it because It is a poor school and the students always told me that they do not need English for picking up vegetables and fruit).
the important here is the teacher may be able to turn a class around because highly motived students do better than ones without any motivation at all.
domingo, 22 de abril de 2007
Class Oservation. April 22nd
First of all, I’d like to say that everytime that I am in front of a classroom giving some instruction and helping the teacher with her clasroom, I feel is very important for me for me how to controlin many different ways and how the students are in the moment of learning. I am nutricing myself everyday and I am thinking how a teacher think because of these 3 years of practicing and helping the teacher with her daily work.
Maybe when we are students we think like students obviously, we don’t have the empathy to think how teacher feel in that moment or if they have problem. We just think in they are teacher and that’s all.
But now I realized in the point of view of a teacher that we have to know how to control our emotion and ourself, if we are tired and depressed. To be a good teacher we need to leave our problem out because the students notice all our feelings and we can not transmite them directicly to the students.
sábado, 21 de abril de 2007
How to give students opportunity to participe equally
Going to school and participating in a class together with the teacher in this case Miss Edita, is an exciting and practical experience, it is helpeful in the way that now I am clean about students needs.
Students are demanding while I am in the classroom because not all the student respond to entries of knoledge equal, it means that is imposible to get all on and inrested in the activity, but to make them take part in the class does that they keep on interested in learning even if inside the classroom there are two teacher, in this case Miss edita and I.
Nowadays I think to learn English is not difficult as to learn math. They both are important to be taught in any Chilan school, private or public, even thought still English is being undervalued. But the students interested towards learning English stand out a lot today, even in a special classroom like 5 grade, these students have a big potencial, they are very enthusiastic and learn quickly.
In conclusion, I realized that Miss Editha provide active activities where she gives them a chance to re-energize and motivated themselves in improve, giving the opportunity to participe the equal form.
Students are demanding while I am in the classroom because not all the student respond to entries of knoledge equal, it means that is imposible to get all on and inrested in the activity, but to make them take part in the class does that they keep on interested in learning even if inside the classroom there are two teacher, in this case Miss edita and I.
Nowadays I think to learn English is not difficult as to learn math. They both are important to be taught in any Chilan school, private or public, even thought still English is being undervalued. But the students interested towards learning English stand out a lot today, even in a special classroom like 5 grade, these students have a big potencial, they are very enthusiastic and learn quickly.
In conclusion, I realized that Miss Editha provide active activities where she gives them a chance to re-energize and motivated themselves in improve, giving the opportunity to participe the equal form.
jueves, 19 de abril de 2007
Reflection about: Good Relationship between Collegues
think that is time to start to think as a real teacher, it means to have high view about what to expect to your students and collegues as well, how to relationship between each other, and how important they are going to be because we are going to share time, ideas, esperiences, events etc.
Nowadays, in a teacher classroom, we can find teacher from different ages and subject, as I used to see and in the Cosmito school there are young and old teacher, but it is not problem to form good relatinship between them, on contrary, they spend a good time together in the extra activities that they create to form a good working atmosphere. In fact, I think that it is real important to create a good atmosphere of work.
Going to school 1 am knowing and having relationship with differernt teacher who are giving special moment, experiences and frienship because of time togother and love for teaching so I can ‘t be indiferent to this, however, today they are seeing me as a future collegues that in everytime of life we will find again.
Nowadays, in a teacher classroom, we can find teacher from different ages and subject, as I used to see and in the Cosmito school there are young and old teacher, but it is not problem to form good relatinship between them, on contrary, they spend a good time together in the extra activities that they create to form a good working atmosphere. In fact, I think that it is real important to create a good atmosphere of work.
Going to school 1 am knowing and having relationship with differernt teacher who are giving special moment, experiences and frienship because of time togother and love for teaching so I can ‘t be indiferent to this, however, today they are seeing me as a future collegues that in everytime of life we will find again.
lunes, 9 de abril de 2007
Real English practice v/s English practice
thinking about future is something that I always do in every moment of my life, today I see my future more clear than 5 years ago with respect that I really want to be an Enlgish teacher. But just in this last year I have learnt more new interesting and practical thing than during all of the other years together. It means that practical experience make me more strong in my teacher position. In addition I really aware of that it help me to grow up more like person and English teacher. Thus, I know that I am going to be a teacher soon and I have to apply for a job and start my profetional major. Where I am going to make practice in real life all the knowlegde.
in other word, I am clear that if I want to be a good teacher I need to practice my english with direct experience from USA or England so it means that is really important to stay abroad for a time to realize the aspects of the language that here I cannot. It helps me to be in more real situation with respect to this second language
Finally, taking into consideration that to teach english is a big challenge today for all the people who want to be a teacher because of the educational problems that Chile has had. It is not going to change, however I would like to feel well-prepare for practicing the pegagogy and help the country
in other word, I am clear that if I want to be a good teacher I need to practice my english with direct experience from USA or England so it means that is really important to stay abroad for a time to realize the aspects of the language that here I cannot. It helps me to be in more real situation with respect to this second language
Finally, taking into consideration that to teach english is a big challenge today for all the people who want to be a teacher because of the educational problems that Chile has had. It is not going to change, however I would like to feel well-prepare for practicing the pegagogy and help the country
viernes, 30 de marzo de 2007
Pink Floyd Video "Another Brick in the wall"
During this semester, at the beggining, we watched a video, which it made us to think in a different reality of education.
First of all, thinking that this way of teaching is not practicing anymore, thank of God, because there ir no reason to think that children can learn with this forms, we have to be aware that teaching is an art of teaching and loving.
AND IT MUST BE REPRESENTATE IN OUR ACTS.
First of all, thinking that this way of teaching is not practicing anymore, thank of God, because there ir no reason to think that children can learn with this forms, we have to be aware that teaching is an art of teaching and loving.
AND IT MUST BE REPRESENTATE IN OUR ACTS.
miércoles, 28 de marzo de 2007
Reflection about: My First Day at the COSMITO SCHOOL
Start to go to different school every year make student’s mind in this case me as future english teacher see different realities in these differernt school, at the same time observing others teacher teaching in different condition, methodologies, resourses help me to open my mind in order to infront any different situacion in the moment this happen in the classroom।
That’s why this year I prefer to go to COSMITO school, becuase this vulnerable school is critical, the conditions that teachers work are absolutly under control। Why? Because the mayority of these student do not care about studying or just they are going to school because is better than stay at home। As Sebastian said: por lo menos aquí tenemos estufa y estamos calientitos।
Even though, my view have to be profesional in order to appreciate, learn how to teach in this condition। Miss Edita vocation is to be teacher, is a big example to follow because she has been teaching english in this school since 8 years, knowing that is really difficult to make a class।
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