SYNOPSIS INSTRUCTIONS ANUP ANUT – Putting Your Learning to Work

Learner Evaluation – Part B Synopsis

NAME OF THE STUDENT:

JUAN ENRIQUE GARCIA RAMIREZ

NAME OF THE PROGRAM:

TEACHER’S TRAINING PROGRAM

Introduction

After arriving back in my University I have been asked to demonstrate what I was
taught up there at Georgian College, in a course devoted to our teachers but
definitely the first problem to attack is the level of English shown by our teachers in
the UTLB, whose level mostly is not farther than A2. So, the issue is actually a little
bit harder since I had to re-engineered the presentation into a level of English fitting
the majority of these teachers.

Eventually, I had to apply the techniques studied up there in Georgian College into
my English classroom. The first point is setting the goals and objectives to be
taught to the learners. So, I started planning my class including the most of the
topics learned during the Outcomes Based Education Principles sessions. What
are the results? I cannot say it by now, since I need to set up a survey and an
evaluation sheet to find out the results after applying these new techniques into my
classes.

Setting the Learning Outcomes into my English Class

The first point to set is the class objectives based in the Curriculum program called
“Hoja de asignatura”, in this case the objective to reach is that students must
manage and understand the use of comparatives and superlatives. In order to
reach the meaningful comprehension of the topics students must learn before the
adjectives. Then, I have to prepare the lesson containing most of the adjectives
common to every situation, for example, one familiar.

Objective: Students must apply the vocabulary learnt about adjectives to be

applied in a familiar situation, in order to identify the characteristics shown by the
different components inside a universe.

Technique applied: Focused learner-centred aligned measurable

Learning strategy must contain the three domains of learning: Cognitive,

Psychomotor, & Affective.

The outcomes must be: SMART, that stands for Specific, Measurable, Action
oriented, Relevant, & Time bound.

Name of the lesson: A sketch of myself

Intro: 5 minutes

Teacher tells the students that we use particular words for “measuring” our world
depending of our own cultural background
Bridge in (10 minutes): mostly of our students’ families use particular words used
like nicknames instead of their names. In these cases, the nicknames refer to a
familiar way to express careness and feelings for their members. These words are
actually adjectives, too.

Learning outcome: The students got to understand and manage the use of
adjectives, to describe a personality, a heroe, a situation in the real life or even
themselves.

Procedure (4 hours, yes! My classes are now 4 hour-long sessions!): Teacher calls
a volunteer student outside the classroom and explains him/her the meaning of
that new adjective. Student must enter back again the classroom and writes
straight forward on the board a drawing trying to connect it to the adjective he/she
was told, but he/she is not allowed to say the word, id est he/she is not permitted to
speak or express any gesture to the class.

The group must copy the drawing until someone says or finds the right adjective.
Teacher can offer that student a point. He/she can get extra points for finding the
opposite adjective and using it in a regular sentence.

Teacher then can ask another student to draw another adjective on the board.

Learning Activities: this activity increases the vocabulary of the learners,

particularly those students who are beginners, pushing up their knowledge and
skills like creativity and linking to the real world. Students listen to, interpret and
emit relevant messages in different contexts through the use of appropriate media,
codes and tools. They also identify the key ideas in a text or oral discourse and
infer conclusions from them. Obviously they got to communicate in a second
language in a situation referring to real life.

.Next, teacher shows images of people with different personalities and physical
characteristics, using a visual resource or multimedia. Students must describe the
images as same time teachers writes on the board the words said but classifying
them by nouns, adjectives and verbs.

As a third and closing section of the class the teacher displays images of
superheroes and asks students to orally tell them what skills or talents they have
and how their personality and appearance look.

Students write a writing in which they choose one or more superheroes from the
ones shown above or from another that they choose and write the most relevant
characteristics of each of them including their abilities, personality and appearance.
Students share their writing by reading them aloud with their peers as a team and
in a group way for the purpose of receiving feedback and enriching their texts.
Assessment: Students review the vocabulary of adjectives describing a famous
character in writing as a magazine article. Students read their descriptions in class
without displaying the image and the others try to guess the name of the character.

Results:

Students have found these couple of activities very interesting, as they particularly
have told me in the very end of the session. How can I measure the level of
understanding reached by the students? It is a difficult question to solve but I can a
have a very closed answer at the moment I practice Drillings and Repetitions in
classes. Students now are showing an increased interest to learn English, because
I really state that most important than content is the way students attack the
language, and in this case students can grab the meanings of the target language
through images and activities that involve motivation, id est they can feel they can
grab the language and develop it inside, like having a real comprehension.

Part of this assessment is the evaluation made by the teacher to the approach
done by the students. In order to have evidence about it, I have asked my students
to save the homework about description but now redesigned as they are reporters
working for an important magazine.

These activities must finally cover the most of the topics seen since Fall term is so
short and involves 10 units in just 14 weeks. That means students are exposed
mostly of the time to topics that have to be covered as fast as possible for the rest
of the teachers, but particularly I aim my classes in the right understanding of the
topics seen during the session, asking a couple of more times, including practices
like drillings and repetitions.

Pictures