The document provides guidance for designing instruction, including setting meaningful learning goals aligned with curriculum frameworks, designing lesson resources and activities to achieve goals, and creating assessment plans to monitor student learning before, during and after instruction with adaptations for special needs. It outlines requirements to plan and deliver two lessons on a topic, including learning goals, curriculum alignment, pre-assessment data, resources, motivation, and sequenced activities with descriptions of what students and teacher will do, along with reflections on teaching experiences.
The document provides guidance for designing instruction, including setting meaningful learning goals aligned with curriculum frameworks, designing lesson resources and activities to achieve goals, and creating assessment plans to monitor student learning before, during and after instruction with adaptations for special needs. It outlines requirements to plan and deliver two lessons on a topic, including learning goals, curriculum alignment, pre-assessment data, resources, motivation, and sequenced activities with descriptions of what students and teacher will do, along with reflections on teaching experiences.
The document provides guidance for designing instruction, including setting meaningful learning goals aligned with curriculum frameworks, designing lesson resources and activities to achieve goals, and creating assessment plans to monitor student learning before, during and after instruction with adaptations for special needs. It outlines requirements to plan and deliver two lessons on a topic, including learning goals, curriculum alignment, pre-assessment data, resources, motivation, and sequenced activities with descriptions of what students and teacher will do, along with reflections on teaching experiences.
The document provides guidance for designing instruction, including setting meaningful learning goals aligned with curriculum frameworks, designing lesson resources and activities to achieve goals, and creating assessment plans to monitor student learning before, during and after instruction with adaptations for special needs. It outlines requirements to plan and deliver two lessons on a topic, including learning goals, curriculum alignment, pre-assessment data, resources, motivation, and sequenced activities with descriptions of what students and teacher will do, along with reflections on teaching experiences.
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DESIGN FOR INSTRUCTION
MDD Standards 2- 3 The teacher candidate sets learning goals that are meaningful for the pupils and coherent with the national or school curriculum framework. The teacher candidate designs each class session, identifying resources and learning activities that are appropriate for these pupils’ attainment of the learning goals. The teacher candidate designs an assessment plan to monitor pupil learning before, during, and after instruction, including multiple modes and approaches which are aligned with the learning goals and activities, and considers adaptations for pupils with special needs.
You will need to plan and deliver two lessons
1. Lesson 1 Topic:
1.2 Lesson 1 Learning Goals: Define what you expect students to know and be able to do at the end of the lessons. The learning goals should be specific, observable, challenging and varied. Learning goals should describe what your students will learn and be able to do by the end of the lesson, and not simply what activities they will do during the lesson.
. Al terminar la clase los estudiantes serán capaces de hablar sobre actividades relacionadas con vocabulario de “chocolate” utilizando el pasado continuo.
1.1.1. Alignment of Learning Goals to School and National Curriculum: Explain
how these learning goals align with the school and national curriculum / progress maps.
Los planes y programas del Ministerio de Educación indican que los estudiantes de 6° básico deben expresarse oralmente a través de monólogos y diálogos breves y simples, para identificad y familiarizarse con los sonidos propios del idioma, com, Ch/sh. Ademas, demostrar conocimiento y uso del vocabulario aprendido; vocabulario temático, palabras de uso frecuente y expresiones de uso común. Sin embargo, las unidades no son las que estipula el ministerio, debido a que el colegio posee su propio programa en relación a la asignatura de Inglés. 1.1.2. Justification: Explain how these learning goal(s) are relevant, challenging, and appropriate. Consider their importance to previous and succeeding topics covered in the class, the student's future in the class and school, to state and national curriculums, and skills needed in the everyday world.
El objetivo de aprendizaje es apropiado debido a que es relevante al objetivo
general de la unidad. Ademas, el contenido que se abarcara en la clase es de interés para los estudiantes. Asimismo, ellos se beneficiarán de dar sus ideas y respuestas de forma oral, ya que es un ejercicio que no se hace con frecuencia.
1.3 Analysis of Pre-Assessment Data: Discuss what students already know and can do regarding your goals before you began your lessons. Pre-assessments may include your mentor teachers´ descriptions of past assessments and activities.
Según la información obtenida a través de las observaciones de las clases
previas, los estudiantes son capaces de alcanzar el objetivo de aprendizaje por diversas razones. En primer lugar, los alumnos han estado en contacto con la estructura gramatical en años anteriores. Ademas, ya manejan cierto vocabulario relacionado con chocolate (los diferentes tipos y sus usos.) También, he podido observar que los alumnos no tienen mayor dificultad al momento de entender y poner en práctica el conocimiento relacionado al objetivo de aprendizaje.
1.4 Learning Resources: List all of the materials or technology you will need to implement the activities.
• libro “our world”
• libro de trabajo. • computador. • Software del libro. • Proyector. • parlantes.
1.6 Motivation for learning: Describe how you will motivate student learning at the beginning of the lesson. Consider what you will say and what you will do to motivate student learning Al comienzo de la clase voy escribir Yesterday, I was_______. Y describiré lo que hice el día anterior, utilizando la estructura. Luego al momento de pasar la lista les preguntarles a cada uno que hicieron hecho ayer, esperando que utilicen la estructura que esta en la pizarra.
1.7 Activities: Include descriptions of the activities you plan to use in the lesson. Your activities should be designed to support your learning goals and should be clearly described and carefully sequenced. Actively engaging students in learning also gives you an opportunity to assess their understanding. Make sure you take advantage of this opportunity by coordinating your activities with your assessment plan.
a. What will students do? (For how long? Alone or in groups? Using what resources?, etc
b. What will you do to support students´ engagement with that activity?
Después de la primera actividad, en donde los estudiantes deben describir lo
que hicieron en día anterior, la cual tomará 7 minutos. Luego se presentara el contenido que se espera aprender en la clase, el objetivo es explicar el uso de la estructura gramatical, el cual tomará 18 minutos y se utilizará la pizarra y el audio del software. A continuación los estudiantes practicarán individualmente por 25 minutos con los ejercicios de la pagina 43 del libro, que consiste en completar un total de 8 oraciones con frases que sean verdad desacuerdo a la hora que indica. Luego de contestar, algunos estudiantes responderán sus oraciones para todo el curso. Finalmente, los alumnos realizarán la actividad 6 de la pagina 42, la cual consiste en unir la fotografía con las frases relacionadas al día internacional del chocolate; luego trabajaran en pareja generando una conversación sobre las fotografías; posteriormente, alguno de los estudiantes presentarán a todo el curso.
3. Reflection:
After each session (class or tutoring), write in your journal a reflection that addresses the following questions: o What knowledge, skills and/or dispositions are needed to help a student learn? What are you learning about what it means to be a teacher? Desde mi punto de vista, la característica mas importante que debe tener un profesor es conocer bien a los estudiantes, que este preocupado de ellos, que tenga la cercanía, para que los estudiantes no tengan miedo de preguntar; También cabe destacar que en la vida de los estudiante, son los profesores quienes pasa gran tiempo con ellos, es por ello que como docente debemos establecer una buena relación y un ambiente de confianza y seguridad.
Based on the implementation of your plan or your interactions with the students, what do you think you need to improve, do differently or maintain for the next session?
De acuerdo a la experiencia, lo que debo mejorar para las próximas
intervenciones es el volumen de la voz, debe ser mas alto de manera que todos los estudiantes pongan atención, esto puede ser mediante un micrófono. Otro aspecto a mejorar, es el manejo del tiempo en las actividades, el cual es puede variar y verse afectado por factores externos a la planificación. Algo que me gustaría mantener, es el uso de CCQ`s porque a pesar que las instrucciones sean entregadas de manera clara, siempre es necesario verificar si lograron comprenderlas bien.
