Competencia 1

Dominio y conocimiento de la materia

El estudiante maestro demuestra un conocimiento amplio y profundo de la(s) materia(s) que enseña, establece conexiones con otras materias y organiza experiencias de aprendizaje significativo de la materia para todos los estudiantes.

Activity #1

FEB 24, 2022.docx

Lesson Plan of activity #1

Activity #2

MAR 4 , 2022.docx

Lesson Plan of activity #2

"As you teach, you learn"

-Proverb

As teachers it is important to have knowledge and mastery of the subject matter we teach because it enhances student learning. I chose particularly these two activities done in class to demonstrate the mastery of this competency. In Activity #1 you will find a picture of a paragraph written on a cardboard and next to it is the lesson plan created for this activity. For this activity students learned the importance of verb tenses while writing because it allows the meaning of the message to be received. During the activity, the paragraph was read in class and then, one by one, students were called to go in front on the classroom, write the correct irregular verb tense in each sentence and tape it on top of the corrected verb. After the students participated, the paragraph was read aloud. In Activity #2 is a picture of a fishing game done in class, next to it you will find the lesson plan for this activity. In the fishing activity, the class got divided in groups of two, then they had to "fish" a past participle irregular verb (taped to the letter) go to the board and write a sentence with the verb they "caught". After the students participated, I read and corrected each sentence.

Throughout the course of my practicum I learned that my students were mostly visual and engaged more with the material taught in a non-traditional way. I learned that they participated more in class discussions if I made activities integrating the material, specially grammar. The purpose of these two activities were for the students to be able to not only know the irregular verb tenses but to use them in context. The activities were also focused on having the students contribute to class discussion and participation because when I first started the practicum, I noticed that most of them did not feel confident answering out loud. Therefore, to avoid pressuring students from proving an answer and for me to know if they comprehended irregular verbs as well as using them in context I created activity #1 and #2. Moreover, the main purpose of the activities was for students to build their own knowledge. I learned specially that teaching grammar does not have to be "boring"; students can still practice and use the verbs in context through adapted games and learning activities. Group activities such as the one's that I present as evidence also allow me to assess which students were understanding and which students were having difficulty. The students that were expressing doubt, during both activities I was able to address those doubts with them.

In the future, I would like to do activities such as these ones because I was able to see how the students can benefit from integrating games with grammar. However, achieving this understanding was a process. This is because in the beginning I wasn't sure how to make an interactive game or activity that allowed me to, at the same time assess and address my students learning. I had to look for ideas on the internet and create some of my own. In the future I would also take into consideration time and classroom management. At the time these activities took place I was struggling with time and classroom management in regards to time restrictions and student behaviors. However, throughout the course of my practicum experience I was able to improve both aspects, and my students showed improvement towards the end of the school semester.

It's World Oceans Day (1).pdf

“Intelligence consists not only in knowledge, but also in the skill of applying knowledge in practice.”

– Aristotle

Knowledge comes after a series of accumulated learning processes. Part of this process is to put this acquired knowledge into practice, since it is there where its fruit can be truly observed. As part of my learning process in teaching English in elementary education, I have been able to see how there are different ways in which an educator can apply, teach, and evaluate the learning of English as a second language. The constant development of knowledge in the various ways of teaching facilitates the opportunity to provide meaningful learning experiences for students. When we provide experiences with inclusive instruction that is appropriate to the student's need, we can move students from knowledge to application. Because English is a universal language, being able to understand English opens doors for our students in their own journey as future professionals. However, in order to reach the educational goal, one must start somewhere; this process begins first with us developing and applying the knowledge we acquire.

As part of my development in this concentration, I gave an oral presentation for the EING 4046: Assessment of ESL Learners class in 2021 (August-December). This work consisted of explaining to classmates’ various activities to be used to assess the performance of students who have English as their second language. The activity I chose is called "fishbowl". This activity consists of conducting group discussion topics in the classroom. I chose this assignment to demonstrate this competency because I was first required to research reliable sources about this activity. Then I had to prepare the presentation, offer it to my classmates and be prepared to receive and answer possible questions. This work is ideal to represent this competency because first the knowledge of the topic was acquired and then a detailed explanation of the activity was carried out. Performing this work gave me the opportunity to expand my knowledge and the opportunity to be able to apply in the future a different way of assessing the learning that students will have. Additionally, I was able to learn that this activity gives students the opportunity to develop speaking and listening skills in English. Just like this activity that I learned from, there are many other activities and strategies other than the traditional ones that can be helpful to both students and teachers.

“The best part of learning is sharing what you know”

-Vaughn K. Lauer

El inglés desde pequeña ha sido mi materia favorita y siempre me gustó ayudar a los demás con esa clase y al darme cuenta que era lo que quería ejercer, decidí estudiar educación en dicho idioma.

En la universidad pude ver que enseñar va más allá que saber lo básico. Parte de lo que forma al docente es la preparación que este obtiene durante el estudio en universidades o en talleres que toma dentro o fuera de la universidad, así como también hacer investigaciones por su cuenta para mantenerse actualizado en su campo de estudio. Dominar el contenido ayuda a que la enseñanza sea más efectiva, esto incluye conocer los diferentes tipos de metodologías y técnicas de enseñanza acorde a la disciplina que se quiere compartir. Cabe mencionar que cuando un maestro enseña debe integrar una relación transdisciplinaria junto con las demás materias, ya que es importante que los estudiantes sepan que el conocimiento no viene individualizado según la materia de estudio, sino que todo lo que conocemos se integra de alguna forma u otra con lo que nos rodea. Por ese motivo me preparo, para poder compartir todo el conocimiento que obtenga en la universidad como también fuera de ella e integrarlo porque de esa manera me permitirá enseñar la materia de la mejor manera posible.

Para evidenciar esta Competencia utilizó un análisis y reporte que realice a una mujer de 20 años para el curso de EING 4006: Enseñanza de Inglés a Hispanoparlantes en el año 2018 (agosto- diciembre) con el profesor Roberto Olmeda. El mismo consistió en entrevistarla dándole una pregunta donde tenía que contestar en inglés, luego pasar su contestación en Word y detalladamente encontrar el error gramatical de su contestación, luego de eso proveer una estrategia de práctica para mejorar su gramática. Este trabajo demuestra el conocimiento y dominio del material ya que si no conociera los métodos enseñados en el salón no hubiera podido realizar el debido análisis con las recomendaciones para mejorar la gramática en mi participante. Conocer lo que compone una oración y los tipos de errores que pueden realizar personas que son bilingües en su 2do idioma, así como los métodos que se pueden utilizar para atender esos aspectos que se deben mejorar es lo que me ayudó a realizar el trabajo y en el futuro me será útil al implementarlo en el salón de clases.

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No puede eliminar este segmentoDescarga de responsabilidades: Los trabajos que presenta el estudiante en el portafolio electrónico son responsabilidad de éste y no representan, necesariamente, las posturas de la Institución. La Universidad de Puerto Rico no se hace responsable de los errores. El estudiante tiene la responsabilidad de cumplir con las políticas de tecnología del Sistema Universitario de la UPR.