UNIVERSIDAD DE PLAYA ANCHA

CIENCIAS DE LA EDUCACIÓN
FACULTAD DE HUMANIDADES
CARRERA DE PEDAGOGÍA EN INGLES
PROGRAMA VESPERTINO

Manual para la Buena Enseñanza

Dominio C

Nataly Fuentealba
Carolina Scarpa
Ana Carolina Tapia

Vise III
Profesor: Rodrigo González

Noviembre ,2010
Valparaíso
Chile
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Introduction

The “Dominio“ called Enseñanza para el aprendizaje de todos los estudiantes,

covers all the aspects in teaching. As teachers we have to be aware about the effective

learning in our students.

This domain stresses the importance of creating opportunities of learning and

developing of skills in all our students in the classroom.

The role of the teacher is the special significance duo to the fact that he or she is

the responsable nor only for creating activites that all the students can participate, but

also using the right methods, controlling situations and time, and developing strategies

which help to create a good evironment in learning and provide the right feedback to

his/ her students.

The dominio involves the permanent trainng of the teacher in order to get new,

ideas , methods, strategies and knowledge for his /her students.

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Dominio C

“Teaching for all students’s learning”

Criterion 1: Comunicate clear and precise the learning’s aim

In this criterion the importance of comunicating to the students the aim of the

class and unit, is the relevant concern . The students have the right to know the content

that they have to learn, the skills to develop and the criteria that the teacher will use for

assessing their knowledge.

The activites must be well explained and also be related to the aim of the class.

If the teacher is capable to say his instructions clear, her/his students will participate in

the development of the class owing to the fact that they understand.

Example:

The teacher writes in the write board the following for a 8th grade class, learning the if

clauses type 1, the following.

Aim: Read comprehensibly the text and identify the use of if clause type 1.

Activities: Matching words with meaning

Read the true –false questions

Scann the text

Identify similar sentences

Infer in structures
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Create sentences with if clauses

The assessment criteria must be objective and easy to understand for the

students which gives to the students the possibility of being aware about the skills and

content that they have to pay more attention when they will be evaluated.

Example of assesment criteria.

Written Workshop Coef 2

• Write a story about a fictitious character, give a name, age, height,

weight and life to the character.

• You must do the workshop with a classmate. (in pair)

• Deadline: November 16th,2010

Assessment Criteria

1.-Give the Workshop on time (5 points)

2.-Create a character and write 400 words (10 points)

3.-Use the present prefect in interrogative-negative-positive form (20 points)

4.-Use superlatives and compartives (20 points)

5.-Use if clause number one (if + present simple + will/won’t ) (10 points)

6.-Use there is, there are, there was, there were, in interrogative-negative-positive forms

(20 points)

7.-The story has to have a beginning, middle and ending.(10 points)

8.-Write a conclusion about what was the most difficult to use or write (5 points)
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Concept 2: Teaching strategies must be challenging, logical and meaningful for all

the students.

Concept 3: The class contents have to be clear and suitable for the class.

When we say the word teaching automatically comes to our mind the other

word, student. Both of them are the basic to get the process of teaching-learning.

From this point of view both rolls the one of the teacher as the guider and the student as

the follower are important to be analyze.

These are the ideas that these concepts 2 and 3 reinforce our understanding of

the process of teaching and learning in the classroom. The responsibility that has a

teacher at school is enormous, sometimes we all forget about this big issue. However as

professionals we have to be aware of our proficiency in the knowledge first of all as

educators and then of course in the second language itself.

To get a good result in this huge duty of teaching teachers have to get the

information or find out ourself the features of our students. It is essential to know them

as individual person in order to get a good level of communication. For example the

L2 teacher will choose the right topics to go into the language of English getting the

first and most difficult obstacle motivation. Depending on their likes, the teacher

decides the reading and listening theme.

Because each classroom is full of different people, who have different ways and

pace of learning and skills therefore the teacher has a hard work choosing the kind of

activities he is going to do to explain the unit's content. For example, if we are doing a

reading where the aim is to read and understand main and second ideas. One activity

would be question and answer but for those who don't have good writing I'll also give
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them a T or F one and for the ones that only understand some words I'll give the activity

of drawing elements mentioned in the text.

Another idea mentioned in the text is that teachers must plan the classes to

present a logical order to be well understood. This is the reason why planning a class

will take us time knowledge and concentration.

The teacher also has to pay special attention to the homework and searching

work. It always should be as a main objective to cause students thinking and

questioning so they build their own knowledge. Is a good idea to have in mind all the

time that experiences give us extra information that helps us to learn and memorize new

language rules. For example choose activities where all senses are involved in order to

understand a language problem -vocabulary-tenses-oral communication-etc.

Finally, teachers need to be well educated and open mind people who can

express their selves in a good language and manners with the right words. Teachers

have to be always aware that large amount of innocent eyes watching and learning from

them.
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Criterion 4: Optimizes the available time for teaching

In this criterion, ‘time’ is the key word, not only for the teacher, but also for the

student. It is important to use the available time effectively as well as avoiding losing

periods of time in activities that are not directly related to learning. It is often

commonly seen that the teacher addresses important time of the class in keeping the

students quiet, checking the attendance, etc. However, it has been demonstrated that

planning the available time and the efficient use of it are present in students who show

quality learning.

On the other hand, teachers have to be flexible in the use of time considering

adjustment of periods addressed to any activity, to the students’ needs according to their

pace of learning and to the complexity of some contents or students’ interests. Teachers

have to use the time according to students’ level of comprehension. They have to

assign time not only to activities to reach the aims, but also to students’ requirements.

Moreover, the learning design suggested by the teacher has to fit in with the available

time of the class by means of effective routines and fluent transitions.

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Example of a Lesson Plan:

Date: November Level: 7th grade

Skill: Listening and Speaking

Expected Outcomes:
-Consolidation of structure “What did ...” + time expressions
-Being able to use the structure in spoken and written form (activity with PPT and game)

Resources: Radio, cards, data, computer, book

Introduction Time Comments

5 min Greeting, date on the board, let them know

“expected outcomes”

Core of the class

10 min Students will talk about: (in Spanish if necessary)
Pre-stage -Life in other planets
-Experiences
-Key words (glossary or work with dictionary)

While-stage 30 min Students will listen to track Nº 30 and they will

complete the exercise Nº 7, page 39, with the PPT
projected in the board.

Post-stage 35 min. Students will play a game with cards which

consist of forming Questions (Group A) and
Answers (Group B).
If the sentence (Q or A) is well formed, the group
will win 1 point. The winner group will receive a
special prize.

Closing 10 min. Students will be asked if they have any doubt or

comment. They will be asked what they learnt
Students will be sent homework by e-mail (if
possible, they will write their e-mails in a list) or
in a handout.
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Criterion 5: Promotes the development of thinking

The teacher has to stimulate the development of thinking in students through strategies

to help them think deeply, widely and autonomously.

These strategies involve stimulating fact and phenomena analysis from students’

knowledge and experiences as well as stimulating creativity in order to face them and

solve possible problems.

The teacher helps the student develop thinking by means of open questions and

problems so they create their own answers. Mistakes are part of learning and students

find out answers though trial and error, therefore it is important avoiding penalizing

students when they make mistakes, but supporting their answers and analyzing their

classmates’, putting into practice crossed aims in order to favour value construction.

The educator promotes a good written and oral expression helping the students develop

deeper levels of processing information and communication, making language richer

and appropriate to communicative context.

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Example of Development of thinking

Date: Level: 7th grade

Skill: Reading

Expected Outcomes: the use of present simple in sentences: interrogatives and simple
sentences.

Resources:
Radio, cards.

Introduction Time Comments

5 min Greeting, date on the board, let them know

“expected outcomes”

Core of the class

10 min Students will talk about: (in Spanish if necessary)
Pre-stage -Life in their communities
-Experiences
-Key words: Students will identify them through
images, mime, etc.
Teacher tells the students they are going to
read a text about the community. Teacher
prompts students to talk about their own
community through guiding questions. Ex.: Is
there a church? /police station / stadium near?

While-stage 30 min Students will recognize the format of the text.

Students read the text and solve the questions
in pairs

Students will consolidate morph syntactical and

Students will identify exclusive information...

Post-stage 35 min.
Students will discuss how well they know their
community, if there is a place in the
community where they can meet and what they
can do there, which places they visit more
often type of activities available for both girls
and boys, etc.

Closing 10 min.
Any doubts or comments?
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Criterion 6: Assesses and monitors the comphension process and ownership of

contents by students.

The teacher in every activity has to monitors and assesses the development of the

activity and the acquisition of the content by the students.

The teacher has to use strategies that make possible for the teacher assesses every

student’s development.

The professor has to give to the students feedback in order to make the students awared

about their learing.

The teacher must create and re-create activities in order to correct planning mistakes in

his/her class, owing to the fact that all the students have to learn and participate in the

class.

Descriptor 1 = The use of estrategies for assessing the students achievements

The professor assesses in each part of the class the understanding of the students:

Example :

Pre-reading activity: Teacher gives instructions, asks the students if they understood the

activity. Then they correct the activity in the whiteboard.

While-reading activity: The professor helps to students with some problems of

vocabulary that they could have.

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Post-reading: The professor does an activity which the students have to create

sentences, in this part the teacher monitorates possible wrong utterances made for the

students.

Descriptor 2 : Use feedback strategies that allow to the students to take awareness

of their achievements.

The teacher gives enphasis to the good answer of the students in each moment of the

class, specially in the correction of the activities in the whiteboard.

The teacher can correct a test with all the class so the students can see their right and

wrong anwers by themselves.

Descriptor 3 : Reformulates and adapts the teaching activities according to the

evidences that gets from the students learning.

The teacher has to see if the activity gave the results that he/she expected, After doing

the activity the teacher has to assesses the students knowledge in order to know if they

learn and if the activity worked. This is in the post-stage.

The professor must create and re-create the activities not only changing the material or

the strategy but also paying attention to all the students’s comments.

Example:

An activity that did not work individually must be tried in group of three in order to

make the students interact and change knowledge with their classmates. If the
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disadvantaged students work together, they must be separated and work with the most

advantaged ones.

Conclusion

As future teachers we have learnt that the feedback for students is one of the

most important parts of the class. The students will feel more motivated if they know

their achievements in each class; this will ecourage them to work in their tasks.

We must take a little time and explain the students which content and skill will

be assessed because they will feel more confident and prepared for the test.

As teachers we will create strategies that help us to correct every student in the

class.

The teacher have to be a good professional where his or her proficiency in

educational issues and second language knowledge are essential for a good development

in the classroom. The students’ likes and skills are one of the first informations that the

teacher should know in order to plan his or her classes making the best decisions

depending on the group involved.

Finally, the teacher attitude in front of the class must be educated with a good

domine of the L1 and of course L2. As future teachers we have to be aware of the

importance of “planning” because during the class the information and exercising have

to have a logical order so students don't get confused. This way the teaching- learning

process could be successful.