Versin Abreviada Muestras de Desempeo Docente 1

Lesson Title: Teaching Experience I

Grade Level: First year

UCSC Supervisor: Astrid Guerra

Supervisor Signature:______________________________________

Mentor Teacher: Astrid Guerra

Teacher Signature: ______________________________________

Pre-service teacher: Claudia Millafilo Aracely Rodrguez

Adapted to the MDD standards and tasks from based the document
Level II Teacher Work Sample. University of Northern Iowa, Level 2 of
the UNI Teacher Education Professional Sequence.
1

I.

CONTEXTUAL FACTORS

MDD Standard
The teacher candidate collects data regarding the institutional and classroom
contexts, the characteristics of the pupils as a group and its diversity, using this
information to plan and deliver instruction.
1. Community in which the school is located and/or serves, municipality
or owner and school factors:

The lessons observed were performed at the UCSC (Universidad de la

Santsima Concepcin) which is located in Concepcion, Bio-bio.

1.1.

How These Factors May Impact My Lessons:

The school tells us that students are in higher education, and it gives us an idea
of the age students may have. With these elements in mind, we know we
cannot ask them to drill all the time or make use of material for children. On
the contrary we can give them the change to produce knowledge (thinking).
Because of their age, they might be tolerant and respectful which could allow us
to group in groups, exchanging ideas, constructing knowledge (Vigoskys
theory).
2. Student Characteristics and Their Instructional Implications
2.1 Description of First Characteristic of Student(s) in this Class:
They do not show interest towards English. After observing and talking to some
students, many of them have come to the conclusion that English is not a
subject of their interest because, as they are studying engineering, they think
this language will not have an effect on them and their career.
2.1.1 How This Characteristic Will Impact my Lesson:
The lack of interest will have an impact in the way that English will be taught.
Engaging activities are required in order to drag students attention.
Furthermore, it is important to communicate the purpose of learning English,
and how the language can be used by them in their career.
2.2 Description of Second Characteristic of Students in this Class:
Students use L1 in order to communicate during the lesson. Students use little
or no English during the lessons so as to share ideas with their pairs and the
teacher. This characteristic makes the mission of teaching in English even
harder, because students will not be practicing and they will not encounter as
many communicational English situations as they should. Furthermore,
instructions and ideas are communicated in English by the teacher even when
she does not get a response by students in the target language.

2.2.1 How This Characteristic Will Impact my Lesson:

Students might get frustrated at first trying to use the target language. As they
are not used to speak in English in order to communicate they might face some
complications. Communication in English should be emphasized throughout the
tutorials so as to reinforce the use of English.
3. Physical Aspects of the Classroom and Their Instructional
Implications
3.1 Description of First Physical Aspect:

The classroom lacks language material in form of posters, for example, stuck on the wall.
E.g. students are not enough exposed to the language. According to Lozanov, these
students may learn a lot when they have this kind of implicit input, which he calls
peripheral learning. They certainly do not have to study them for a test, but at least they
are familiarized with the content or the language.
3.1.1 How This Aspect Will Impact My Lesson:
Students may get distracted with their own things, e.g their cellphones. During
the tutorials, we think it is important to take this aspect into account in order to
bring some material and enrich the environment as well as students interest
and learning.
3.2 Description of Second Physical Aspect:
Sitting arrangement makes learning unequal. This class is distributed in a row
seating arrangement. Students sit freely in the classroom; therefore, those
students that have no interest in learning or do not know much about the
subject sit at the back. Commonly, students who are more willing to participate
sit on the front, which sets learning limits for the rest of the class.
3.2.1How This Aspect Will Impact My Lesson:
Several studies have proved that sitting arrangement is an important issue to
be considered since it has a direct effect on the way that students learn. In
order to change this paradigm, sitting arrangements will be change during
tutoriala into a semi-circle shape so as to involve all the students in the process
and make the student-teacher interaction easy and fluent.

4. Reflects on the importance of knowing about students and the

context to provide quality teaching
As far as we are concerned, knowing about students and the context where the
lesson takes place is very crucial whether we want to see learning outcomes
afterwards. If we know students and the context, we know their interests, their
weaknesses and strengths. As a consequence, we, as pre-service teachers,
would be able to create a safe learning atmosphere, and to engage students to
participate and be committed using appropriate topics. Finally, we think that

contextualized learning has a major impact in the way students are connected
with the language. In our case, we are going to be dealing with a group of
students who are not interested in learning English at all, which will make it a
challenge.