E-PORTAFOLIO Maria Paula Peña Camacho

INTRODUCTION

In this blog, you will find my E-portfolio with the compilation of all the components worked during my pedagogical practice in my practice site and in the TESTING AND EVALUATION IN ELT course with the purpose of compiling all the evidence in an organized way.

OBJECTIVES

Clearly and concisely organize the entire process of your immersion practice carried out during the academic period in an E-portfolio, in order to highlight the most important and significant parts in an organized and creative way.

══════════════════════*.·:·.☽✧    ✦    ✧☾.·:·.*═══════════════════════

SCENARIOS CARRIED ON

ASSESSMENTS DESIGNED

✦✧✦✧

 

This assessment was designed to be applied to students taking the Empower B1 course, it contains 15 questions that evaluate the level of English proficiency in terms of grammar, writing, and reading understanding. 

The test was applied to students through a form in google form, you can access the link in the image above. 👆

ASSESSMENT APPLICATION

 

FORMS

• Journal forms

• Student attendance format

• Work plan

IMMERSION PRACTICE DESCRIPTION 

During this academic period, I had the opportunity to change the scenery and live the experience of the practice in a different way.

This time, I did my internship at the Vooyage Language Solutions English teaching institute, which assigned me to work with two groups of students:

Group 1: in the group 1 I have two students, they’re 18 and 20 years old and they’re on an A2 level upgrading into a B1. in group one, both of the girls are young adults, they’re really serious in class and are attentive, the abilities they show in class are according with their level, since they’re still working to reach a B1, they use the L1 really often in class and sometimes have struggled to understand what I’m saying when I speak to them in English.  Learners in this group learn better by the examples they receive of the topic, if there’s a new grammatical rule that I need to explain to them, they will understand it better if I give them lots of examples of the situations this new rule and vocabulary is used. Of course, both of the girls have different motivations for learning English, most of them are related to professional and academic factors, which they’d expressed that are very important for they to learn English, especially for one of them, which is studying the same career as to me and it’s necessary for her to learn English. 

Group 2: In group 2 I have 5 students between 10 and 12 years old, they’re on an A1 starters level. In group 2, they’re all young learners, so of course, they often have really short attention spans, however, they also return to the main point of the class really quickly, they learn really fast and their understanding it’s really good. The students in this group seem to have a visual and auditive learning style, they often understand better the topics by watching a video, a comic, etc. also, and they remember vocabulary easier if I illustrate the word with an image. This is quite logical since children are very visual learners.

REFLECTION

 I must say that it was a full learning experience, having two groups of such different ages, I was able to truly contrast the advantages and disadvantages found when teaching each one of them, also finding different strategies to improve the effectiveness of my lessons.

Although working with children is usually a bit more complicated in terms of keeping their attention in class or keeping them active, participatory, and animated can be a challenge, they are the group with which you have the most freedom and creativity to teach because when if you teach younger groups, you can be more creative and try to make them see learning as a game. This is different with adults, who although they take the course more seriously, most of the time are not open to creative ways of learning, and opt for the classic and what they already know. 

This practice left me with a lot of new knowledge, it was the most immersive I have ever done, since I was an active part in giving the classes, planning, organizing the content and activities, analyzing the performance of my students and also their attitude towards learning. In this way, look for ways to make my classes more entertaining, and less monotonous but with the effectiveness and fulfillment of the objectives proposed for the course which I was directing.

Thanks to this experience I learned that I quite like teaching children, despite being quite a challenge, and it left me with great teachings and new ideas to apply in the future.

CONCLUSION

To conclude, I can say that I had a successful experience with my internship, the change of scenery favored me a lot, I had new experiences and I learned a lot. My accompanying teacher left me with new learning about teaching, tips, and strategies that I will undoubtedly use as a teacher.