Reflection 2nd Unit

We have learned the importance of the learning objectives, in a unit. This gives us a clear idea of what are we going to see and what are we going to focus on. Also we have learned what is important to evaluate and how we are going to do it.
We worked on both formal and informal assessments, this is really important because now we can realize that both have the same importance in the course, one will make us evaluate students inside the classroom in a daily basis and the other will let us evaluate them in their performance, this of course will include tests and other activities.
Also we have learned on how to form our criteria for the evaluation on specific activities and what are the adequate instruments according with the skill we are working on.
Also it was really good to design the evaluation format, this will be very helpful in the future because it will help us gather the information from students.

Reflection 1st unit

We think that portfolios are a very important and useful tool for us as teachers because sometimes we need to go back to the material we used in other subjects, and they contain the most important information of the subjects, and also students will be aware of their own progress, this can be a really good source of motivation. It is a good idea to review them after finishing the course so we can see all our work and effort in it, and also we will need it in the future for consulting.

We think that assessment, testing and evaluation are techniques that we have to employ as teachers so we can follow and also have a good student evaluation and be aware of student’s learning process through the entire course. We have to make sure that we are using them in the correct way, we have to be very open to use our criteria, our sense of ethic and pretty much everything that makes us better as teachers and as persons, and of course everything that helps our students in their learning process.

We think informal assessment is a good tool for us as teachers because we can take notes on student’s behavior, responsibility sense participation in the class and attitudes. We evaluate them since the beginning of the class till the end of it, and through all the period, semester or year, and depending on the level. This is a very helpful tool for us and also for them because we can notice which students are doing good and bad in their assignments, and also we can notice where they need help. With this we can provide them with feedback whenever they want to. The good way about informal assessment is that we can work on the four skills, for their final portfolio, for presentations, or whatever we need to evaluate our student’s performance.

UNIT 2

Informal assessment is one way in which us as future teachers can evaluate our students. How? Well we can take notes on their behavior, on which ones bring their homeworks, which ones participate or not and of course their attitude towards the subject and the teacher. We do evaluate them since the beginning of the class till the end of it, and throug all the period, semester or year, depending on the level. This is a very helpful tool for us and also for them because we can notice which students are doing good and bad in their assignments, also if they have problems in any topic, or how is doing the group, if all of them are doing the same at the same level. With this we can provide them with feedback whenever they want to. The good way about informal assessment is that we can do for the four skills, for their final portfolio, for presentations, or whatever we need to evaluate our student’s performance.
Linguistic factors Non-linguistic factors
• Speaking activities
• Pronunciation
• Fluency
• Self confidence
• Listening activities
• comprehension
• Listening for details in short dialogues
• Reading activities
• Fluency.
• Group reading
• Individual
• Silent reading
• Comprehension
• Writing activities
• Class activities
• Homework
• Brainstorming
• Fill up blanks
• Organize ideas
• Correct the facts
• Use of sentence structures (question form) • Attendance

• Punctuality

• Participation

• Respect



UNIT 1 Spending time

1.1 Identifying how people use time.
Learning objectives: Learners will ask questions in past tense using the different activities like filling the gaps, matching questions and answers, making up questions with the given words and finally practicing a short dialogue and sharing it in a respectful way.

1.2 Listen Exploring how people spend time on vacation.
Learning objectives: Learners will learn to ask for more information about people and their vacations, working in pairs, doing a reading followed up with a question making activity.

INFORMAL ASSESSMENT
We will be focused on the linguistic factors as speaking and listening because we considerer that these skills are the most important for the students in the acquisition of a second language.

1. Speaking: Students will be evaluated not only in their pronunciation but also in their relevance, accuracy and fluency, because it is important that they start to think in the second language so they will be able to say what they think without thinking it first in their native language.

2. Listening: Students will be evaluated on their comprehension in order to understand and respond some questions because this will prove that they are able to establish and comprehend a conversation, for example, or to face real situations in the second language.

These abilities are very important because what we do with language is to communicate with other so we need to learn to speak and listen in order to have a successful communication. So, if students notice that they are rewarding for participate in class they will want to take risk and speak in English during the class.

Secondly, we will be observing the non-linguistic factors such as attendance and general students’ attitudes like participation in class, respect and tolerance (to both students and teacher) and effort that will be part of their evaluation. This is because these are very important factors for the learner in the second language acquisition.

FORMAL ASSESSMENT

We would formally assess the following abilities based on the development of the students, in a written and oral form, and the skills to evaluate will be: speaking, listening, reading and writing.

We are giving the following test for each one of the skills.
1. Speaking: Students will be tested on answer to questions according with what has been seen.

2. Listening: Students will be evaluated with a question completing activity according to a dialogue.

3. Reading: Students will be given a questionnaire about a vacation reading that they will do and then, they will have to answer with related information.

4. Writing: Students will have to write down some questions related to activities that people do during a regular day.


Informal Assessment 30%
• Speaking 15
• Listening 15
Formal Assessment 70%
• Speaking 15
• Listening 15
• Reading 15
• Writing 15
• Homework 10


Activities and Instruments
Informal Assessment = 30%
a) Activities:

Listening:
• The students will answer related questions after listening to a day in the life recording conversation.
• The students write down the missing times after listening to a day in the life recording conversation.
• The students will complete questions after listening to a recorded interview about spare time and vacation time.
• The students will answer the questions they had completed in the last activity, listening again to the recorded interview.
10%

Speaking:
• The students will tell to a partner three things they did the day before.
• The student gives his/her opinion about the vacations interview.
• Then the student describes his/her last vacations.
10%

Evaluation
Criteria:
5- Very good listening comprehension, able to understand the conversations, and coherently speaking.
4 -Able to comprehend almost all conversations and speaks quiet coherently.
3 -Some difficulties in speaking and listening, maybe in one more than other, many errors in both, but student is able to decode and transmit the message.
2- Difficulty in one or both skills, student gets stuck at the moment of speaking and is almost incomprehensible, also cannot understand the messages in oral form.
1- Not able to use or comprehend the language.


Name Speaking (15%) Listening (15%) Final Grade Comments
Cárdenas Vega Edgar 5 4 27% He’s always trying to be better, just needs to focus more on getting on time
Plascencia Parra Raquel 4 4 24% One of the best students, very responsible
Torres Vélez Claudia 3 5 24% She needs to work on speaking, just little bit more practice.
Vizcarra Monarrez Marlene 2 1 9% She needs to work really hard on both skills, but she’s trying really hard

Unit 1

Assessment, Testing and Evaluation

Assesment is the process of observing learning, thats describing, collecting, recording, scoring, and interpreting information about a student's or one's own learning, so pretty much we can say will be the way that teachers evaluate students learning.
Theres formal and informal assessment, the informal one is the one inside the classroom with the teacher monitoring students and the reason for this one is to provide students helpful information that will help in formal tests and also and giving them feedback.

Testing is a part of the assessment, we can say tests are assessments made under contrived circumstances especially so that they may be administered.

Classroom relationship.
Assessments will go further than just measure learning.
What and how we assess, and how we communicate the results will send a clear message to students about what is worth learning, how it should be learned, and also how well we expect them to perform.

Teaching

The activities of educating or instructing; activities that impart knowledge or skill; "he received no formal education"; "our instruction was carefully programmed"; "good classroom teaching is seldom rewarded"

Assessment Audit

For: My 1st grade class

Who are we doing this for? What do they need the information for? What kind of information do they need?
My students • It will enhance learning and personal satisfaction
• It will improve students overall motivation.
• It will improve the effectiveness.
• So they can be aware of their own progress.
• They will be aware of their strengths and weaknesses so they will know where to work on. • First of all they will need feedback.
• Oral and written comments and constructive critics.
• Examples from other similar works or tasks.
• Recommendations and tips to improve certain skills that need to work on.

Students’ parents and families • So they can guide their children in their learning.
• So they can know how to help them with homework.
• So they can motivate their children.
• So they can better understand their children.
• So they can help children in a specific skill.
• Feedback from their children.
• Reviews from their works.
• Report of their progress in every skill.
• An activities plan so they can follow their learning process as the class goes on.
Me (teacher) • So I can know about the progress achieved by our students during a certain period of time.
• So I can know on which skill we need to focus, depending on the students’ needs and progress.
• So I can assure that we are following the plan that is required by school. • I need opinions from my students so I can organize and know students’ priorities and needs.
• I will be grading the portfolio every certain time periods as evidence on the students’ progress.
• I need students’ feedback so that way I can improve the class overall.
• An evaluation of students about the class to know what do I need to improve.

Learning objectives

Unit 1 Spending Time

1.1 Identifying how people use time.
Learning objectives: Learners will ask questions in past tense using the different activities like filling the gaps, matching questions and answers, making up questions with the given words and finally practicing a short dialogue and sharing it in a respectful way.

1.2 Listen Exploring how people spend time on vacation.
Learning objectives: Learners will learn to ask for more information about people and their vacations, working in pairs, doing a reading followed up with a question making activity.

Team members

Team members

Edgar Iván Cárdenas Vega

Raquel Plascencia Parra

Claudia Ivonne Torres Vélez