fylosophy teaching

Portfolio: Teaching Practice

Curse: Teaching Practice

Fátima Lourdes Duran Vásquez

Universidad Gerardo Barrios Usulután

Syllabus

General InformationCourse: servicio socialCredit-hour: 300 hours Course drescriptionThe practices are a guide of teachings, with the purpose of applying educational texts, which contribute a better academic performance.

Course General Learning Goals:

After having finish the social hour, students will be able:

-Apply knowledge, techniques, and acquired skills correctly -Follow oral and written instructions

Instructional Strategies:

Before starting each unit, the instructions it was prepared each exercise it was explained in detail.

General Information:

Instructor: Fátima Lourdes Duran VásquezSchool: Centro Escolar Cantón Samuria Phone: (503) 26370856 Hours: Monday, Wednesday, and Friday (2:00-3:00 pm) E-mail:[email protected] and Other Resources

Radio, computer, paper.Assessment of Learning:

PORTFOLIO BY FATIMA LOURDES DURAN (2014)

Personal Teaching Philosophy

I believe that the educationis one significant way to make our world a better place. Education is not separate from the world, then, but Implicated in the Problems and possibilities of our world. What might be called the function of education is most evident for me when teaching school and researching in the discipline of rhetorical studies and the larger field of communication. This profession definite belief in myself, of who I will be as a successful teacher, for development of learning with the students. One of skill I will utilized in building the before mentioned environment is found in the ability to communicate efficiently with one´s students. I will also respond well to change in being to get learning from others in trying new approaches in lesson construction and delivery.

My teaching methodology main objective is to inspire learning of content as well as developing the skill necessary for students to explore content and draw intelligent conclusions independently. I am committed to inspiring this critical exploration through, stimulating aware of different learning , styles teaching across subject boundaries, providing individualized accommodation , involving students in goals setting, where appropriate and being able to recognize and seize the moment when teach able moment occur. All of these approaches can be fostered through creative lesson planning. I aspired to be instruments for providing instruction to students in the art of exploration. I will be the guide for their student brings to the table, identifying what the student’s wishes to know about a topic, and lastly assisting in the identificasion of what the classroom team has learned.

The various qualities and methods discussed here provide the framework; for my successful participation in the learning environment. This is the one area I have put the most effort into and I believe it is one of my strongest qualities as an instructor. On the one hand, I want to put students at ease so that they will ask questions and feel comfortable. I implement multiple techniques to assess student learning over the

course of the semester. Particular assessment measures are used based on the developmental level of the course. For introductory courses specifically, minute papers and point assessments are taken on a regular basis. Such measures are implemented so that I may receive frequent feedback on students’ comprehension of course content. In more developmentally advanced, upper level courses assessment techniques such as reading journals are reviewed in order to highlight relevant points and guide class discussions.


E-learning and blended learning.

Each class I can asking to the students of their culture, any new experiences from their study new

technology. They can learn with spaces and enabling technologies

encourage, in the class the student’s spended more time on campus,

increasing engagement and improving retention. Understanding the

traits and habits of students and potential should shape the discussion of

learning spaces. A quick scan of any campus will reveal students

hanging out alone or in small groups while reading, taking notes, writing,

chatting, or simply enjoying campus life. There may be another layer of

activity beyond the obvious, however, enabled by cell phones, iPods,

personal digital assistants, and laptops. Both student habits and their

technologies raise questions. If students carry laptops to class, does this

affect how we equip the rooms. Will the generation that has grown up

with video games, camera phones, and home theater systems be

satisfied they have opportunity for learn most of English.

Students can entertainment with environments, images the content of grammar and high fidelity sound. Most students have played video games since childhood; almost all have been exposed to them. In addition to sophisticated story lines and opportunities for collaborative play, games employ stunning visual and sound effects along with complicated story lines. Students may have technically advanced home entertainment systems featuring large, high resolution displays and

elaborate sound systems. Video-game consoles can generate complex graphical data rendered in close to real time. Home theater systems rival movie complexes. While students have access to more networked technology than their predecessors, technology does not guarantee proficiency.

I can plicate diverse dimensions to the class; the students with the interspersed interactive, discussion in group of work. I can talk about the ability of develop English to learner around in their level; these techniques are maps of the lecture that facilitated their group formed and save time. The presentation in the computer is designed for that the student followed rule of English. The Seats in rows, that student get obtain learned better and listened. As a result, classroom, and studio designed that provided the students with ample Opportunities they can participate and become exit for learn.


LESSON PLAN

CENTRO ESCOLAR CANTON SAMURIA

INSTRUCTOR: FATIMA LOURDES DURAN VASQUES

TIME: 30min DATE: DICEMBER 11, 2010

OBJECTIVE:

LEARN TO DEVELOP THE KNOWLEDGE, WHICH IS OBTAINED DURING THE CLASSES, WHICH ARE TAUGHT WITH DIFFERENT TYPES OF TEACHINGS ACCORDING TO LANGUAGE ENGLISH.

Social hours Teaching Practice

Learning Outcome

Write learning Outcome

Type Learning Outcome

Intellectual skill

Stages Techniques Content Resources

Time

Beginning Explain and inform

-Global English

Geography

-Board-Computer

30 min

Middle LECTURE Advertising

Talents

Computer-posters

30min

PRINCIPLES OF GOOD TEACHING PRACTICE

1. Encourage contact between students and faculty.

In the classroom had to motivate the student to put in practice all educational values, further the text of reflection and duties. So that they could have a better commitment and a good education.

2. Develop reciprocity and cooperation among students.

Groups are made in different techniques, which contributed to better performance of the class so that it will work in a group, with ideals to be able to develop the proposed content for educational programs.

PORTFOLIO BY FATIMA LOURDES DURAN VASQUEZ (2014)

3. Encourage active learning.

Developed different dynamics to enable them to better understand the classes, with educational games because so were able to participate in the evaluative work, with the purpose of that could be organized better

4. Give prompt feedback.

with the review of questions provide feedback could be as taught, and so could reflect on the words and concepts that are not understood, is asked suggestion reflect on the lessons of what they learned

5. Emphasize time on task.

It is implement the responsibility, as the main objective for the class, so continue with the lessons and recognize the time, not to lose control and not to feel the heavy class.

6. Communicate high expectations.

The results obtained could reward those who take better notes. You could get a sweet, so to encourage and support the given effort and motivate others who followed the same dynamic.

7. Respect diverse talents and ways of learning.

Through various forms to the class, could capture the capabilities that each student had, since some were more active than others, with the use of the materials could develop the class with more enthusiasm.

REFERENCES:

BY FATIMA LOURDES DURAN VASQUEZ

Thorne, K. 2003, Blended Learning: How to Integrate Online and Traditional Learning,Kogan Page, London

Carol y CLELAND Janell, (1995) the portfolio as a learning strategy,Boynton/Cook publishers, United States.

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