GEP 1 Portfolio
GEP1 2019-2020
Fundamentals of Marketing:
Lourdes Manzanedo & Sabrina Colautti: CFGM Perruqueria i Cosmètica Capil·lar
Hairdressing and cosmetics (IP101A) year 2 VET is composed of a total of 19 students, 16-22 years old. All of them come from medium-low purchasing power families. In terms of language skills, students in this class do present different levels of understanding and speaking competences. Most of the students have a basic knowledge of the language; few of them showed a rather excellent level of competence; some students believed their level of English hinder their active participation instead. However, the majority of the students showed a fair knowledge of the fundamentals of marketing in L1. This helped me to move ahead with the materials I have designed in order to pursue this course’s objectives in terms of content and language as well.
Short reflection on the process of developing a CLIL task, and the experience of coordinating with other professionals involved in CLIL.
Developing CLIL tasks, a combination of language and subject, is always a challenge. Not only do we have to have to consider the type of activities we want the students to carry out, but also the methodology we want to implement. It is not always easy for the students to describe in their own words what they have learned. When the language is a problem, we allow the students to express themselves as best as they can. At the end of the process, we believe there will be an increased learning awareness. Feedback from the students is vital, and allows us to improve our classes. Coordination with other teachers and professionals involved in CLIL is essential and very enriching. Not only do language teachers have to teach languages, but we must adapt our classes to accommodate specific areas of study. In this sense, teachers are constantly learning.
Problem_solving_Victor_Lozano.pdfProblem Solving
Victor Lozano :CFGS Administració de sistemes informàtics en xarxa
As we are in a difficult situation, we have to redesign our lesson plans. In my case I uploaded all the resources for the students to the school's moodle. That way they can watch the videos and read the articles at their own pace. We also made videolessons, where I could present them the activities and we could share doubts and thoughts. Here you can see a small summary of one of the lessons.
In the video is almost impossible to read anything, but students could see the presentation on another window. You can open it from the hyperlink on the PDF document.
During these sessions I’ve noticed that students are shyer than usually. They are always shy to speak in English, but it gets even worst when it is via internet. In order to be able to make an example of a real conversation, I’ve planned to improvise it with an student, but in this case I had to prepare an script for them to read.
We also planned to make these role play calls in our classroom, during lesson time. But that won’t be possible so this activity is now set as a task. And they have to record a conversation and upload it during the week. That way they can work more on the script and make some tries until they reach their best.
Here you can see one of the final conversations.
ASIX year 1 group is composed of a total of 21 students, 18 to 38 years old, and just 2 of them are girls. All of them come from medium purchasing power families. Approximately half of them have studied VET in microcomputer systems and networks, and the other half come from baccalaureate.
As we are in a difficult situation, we have to redesign our lesson plans. In my case I uploaded all the resources for the students to the school's moodle. That way they can watch the videos and read the articles at their own pace. We also made videolessons, where I could present them the activities and we could share doubts and thoughts. Here you can see a small summary of one of the lessons.
In the video is almost impossible to read anything, but students could see the presentation on another window. You can open it from the hyperlink on the PDF document.
During these sessions I’ve noticed that students are shyer than usually. They are always shy to speak in English, but it gets even worst when it is via internet. In order to be able to make an example of a real conversation, I’ve planned to improvise it with an student, but in this case I had to prepare an script for them to read.
We also planned to make these role play calls in our classroom, during lesson time. But that won’t be possible so this activity is now set as a task. And they have to record a conversation and upload it during the week. That way they can work more on the script and make some tries until they reach their best.
Here you can see one of the final conversations.
ProblemSolving.mp4Video IT Helpdesk Alex and Ari.mp4