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Eliana Pncheira BC - PIAP - TP Final Project - 2020 - 2021

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Electricity major  Final Project by Beatriz Ganga Rioseco

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Electricity major  Final Project by Beatriz Ganga Rioseco

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TP Final Project Beatriz Ganga BC - PIAP OFFICIAL

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British Council and PIAP TP FINAL PROYECT

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British Council - PIAP Training Program Final Project 

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British Council - PIAP Training Program Final Project 

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British Council - PIAP Training Program Final Project

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Good Practice Day- CRuiz/ Accounting Project

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Good Practice Day- CRuiz/ Accounting Project

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Hi, everyone! It is very nice to share my work with you and to be able to see yours.
Cheers!

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It was a great honor to be part of it! By Celeste Peña Yáñez

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Celeste Peña Yáñez BC-PIAP-TP Final Project-2020-2021

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WaleskaMutizabalBC - PIAP - TP Final Project - 2020 - 2021

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TP TRAINING GROUP III - FINAL PROJECT (GUILLERMO CASTRO)

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TP TRAINING GROUP III - FINAL PROJECT (GUILLERMO CASTRO)

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GUILLERMO CASTRO SILVA FINAL BC (MODULE III)

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TP FINAL PROJECT. ''LABOR LAWS FINAL PRESENTATION ''

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TP FINAL PROJECT. ''LABOR LAWS FINAL PRESENTATION ''

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BC - PIAP - TP Final Project - 2020 - 2021 MANUEL AMESTICA FINAL VERSION 

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TP FINAL PROJECT:
CUSTOMER SERVICE AND SOFT-SKILLS
CAROL CASTRO R
INSTITUTOCOMERCIAL
BALDOMERO WOLNITZKY
IQUIQUE

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BC-PIAP TP Final project: Electronics project proposal

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BC-PIAP TP Final project: Electronics project proposal

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BC - PIAP - TP Final Project - 2020 - 2021 Lorena Arancibia Estay

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Final Project: Designing a Long line (Artisanal scallop cultivation system)

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Final Project: Designing a Long line (Artisanal scallop cultivation system)

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By Alexis Vallejos Mondaca

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BC - PIAP - TP Final Project  2- Alexis Vallejos Mondaca

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BERNARDO PARRA - BC - PIAP - TP Final Project - 2020 - 2021

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Final Project - First Aid Care             By Gissela Cares Avello

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Final Project - First Aid Care             By Gissela Cares Avello

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PIAP Training Program Final Project .pptx

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TP Final Project: Building a Computer and its Operative System

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TP Final Project: Building a Computer and its Operative System

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By Alex Ithal Miranda

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BC - PIAP - TP Final Project - 2020 - 2021_Alex Nicolás Ithal Miranda_Padlet Version

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Gastronomic T.P. Final Project Marcela Bustos

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Gastronomic T.P. Final Project Marcela Bustos

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Liceo Polivalente María Ward

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TP - Final project by Mª SOLEDAD RIQUELME SAN JUAN

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TP - Final project by Mª SOLEDAD RIQUELME SAN JUAN

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TP TRAINING FINAL PROJECT- MILENA PARRAGUEZ PIZARRO

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TP TRAINING FINAL PROJECT- MILENA PARRAGUEZ PIZARRO

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TP TRAINING FINAL PROJECT 2021- MILENA PARRAGUEZ PIZARRO.

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TP FINAL PROJECT 2021
BY  JACQUELINE MARTINEZ DIAZ
Liceo Politécnico Hannover
Maipú Santiago

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By Carlos Bello Antimán
Colegio Bicentenario Santa María de Aconcagua

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TP FINAL PROJECT BY
XIMENA CHÁVEZ GUERRA
INSTITUTO DON BOSCO
PUNTA ARENAS

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Assembly of Electronic Circuit Project PPT

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TP Final Project - A restaurant customer service experience

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TP Final Project - A restaurant customer service experience

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by Pía Montecinos
Liceo comercial Molina Lavín

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A restaurant customer service experience

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“A restaurant customer service experience””

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“A restaurant customer service experience””

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by Mirna Peña

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Of taxes, surveys, opinions and reasons.
By Ivón Boisier.
Liceo San Esteban.

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PIAP Training programmeFinal Project

Ashtley Abarzúa PérezEnglish teacherLiceo técnico Profesional Forestal PehuénSanto Tomás Temuco

Empezar

Index

Learning Outcome

GroupinG and roles

Criteria and Rubric

Learning sequence

adapting materiañs

Assessment

Teaching vocabulary

Feedback

Geology MajorProject 1

A successful camp

Students will be able to prepare and plan all the aspects involved in the preparation and setting up a camp by asking and giving advice, setting rules, gathering information using the modals for suggestion, necessity, permission, obligation and prohibition, and the grammar and vocabulary of the unit working in teams.

Learning Outcome

Learning outcome

Concept: prepare and plan involved in the preparation and setting up a camp Procedure: ask and give advice, set rules, gather information. Language: use modals for suggestion, necessity, permission, obligation and prohibition, and the grammar and vocabulary of the unit.

Success criteria and Rubric

RUBRICChecklist

Criteria:Planning stage, Research, Content, Writing, Design, Oral presentation, Teamwork.Score from 1 to 4, where 1 is defined as "poor performance" and 4 is defined as "excellent performance".___________________________Checklist for each student to check dialy progress.

Adapting materials

Ask students to discuss, give opinions, agree, and disagree using key vocabulary

Language monitor

Praise groups or individuals that use L2 the most instead of punishing those who use L1.

Support language use and students interaction

3. use realia and labels so students can see each item.4. prezi presentation to explain the use of each item

List about field and personal gear

Teaching and presenting vocabulary

1. brainstorm materials or items.2. work in pairs to categorize between personal and field items

4. vocabulary bags, in which students have to keep pictures of each gear5. make a booklet at home, as a pictionary

1. Language monitor2. Reporter3. Material manager4. Checker

Grouping and roles

Groups of 4Each group includes a student with special needs.

1. Make sure every student knows exactly what they are expected to do.2. roles and activities are clear and presented with easy language.3. Monitor closely to help language monitors.4. Praise students who are performing according to the roles and rules.

Problems?

1. Make sure every student knows exactly what they are expected to do.2. roles and activities are clear and presented with easy language.3. Monitor closely to help language monitors.4. Praise students who are performing according to the roles and rules.

Problems?

Initial phrase

Students interestsSharing experiences

Developmentphase

VocabularyReading and listening

Final integration task

Project and presentation

Learning sequence

Transfertask

Present project to 10th graders

Assessment

Checklist

Rubric

Self and peer evaluation

Class work

Vocabulary and grammar of the unit

Use of L2

Achieve learning outcome

Team work

Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea.

Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea.

Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea.

Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea.

Body language

Prompts

Recast

Clarification requests

Feedback

Must be given in the correct stage of the process

Thank you!

teacher.abarzua@gmail.comaabarzua3@santotomas.cl

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PIAP Training programmeFinal Project Ashtley Abarzúa PérezEnglish teacherLiceo técnico Profesional Forestal PehuénSanto Tomás Temuco Empezar Index Learning Outcome GroupinG and roles Criteria and Rubric Learning sequence adapting materiañs Assessment Teaching vocabulary Feedback Geology MajorProject 1 A successful camp Students will be able to prepare and plan all the aspects involved

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By Paulina Espinoza A.-
Escuela Industrial San Felipe

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By Jenny Lira Vargas

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TP TRAINING FINAL PROJECT -Accounting Major

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TP TRAINING FINAL PROJECT -Accounting Major

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By Mirtha Astete

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Mirtha Astete Mansilla - TP FINAL PROJECT

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Karin Sepúlveda

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Teacher: Nancy Santana

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Electronics Major
Bernardo Riveros Fuentes

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"To Pay or not to Pay"
Paola Urrutia

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"Smart Classroom"
By Reinaldo Nifure

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Smart Classroom! Final Project Reinaldo Nifure

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TP TRAINING- Programming Final Project (Short version for presentation) 

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TP TRAINING- Programming Final Project (Short version for presentation) 

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"Building my dreamed computer"
By Dante Noziglia F.

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TP TRAINING- Programming Final Project (Short version for presentation) By Dante Noziglia F.

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Mónica Araya

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Monica Araya Pozo LESSON PLAN Lesson profile Lesson profile final TP project Electricity Major Introduction This lesson plan is for eleventh level of a thecnical highschool based on the curriculum and leaflet proposed by the open doors english program Standards Click to edit text 1

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Lilian Jansson Bruce

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"Creating a Rocks and Minerals museum in the classroom"
By Claudio Araya

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@emaze_tweets is the leading online #presentation software.

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A Restaurant Customer Service Experience by Pamela Rodriguez

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A Restaurant Customer Service Experience by Pamela Rodriguez

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Presentation Final Project TP TRAINING 2020 Pamela Rodriguez.pptx

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By Camila Bravo Tillería

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Final Project Presentation - Camila Bravo Tillería

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ADMINISTRATION.
By Gabriela Mardones C.

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Amazingly Simple Graphic Design Software - Canva

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Amazingly Simple Graphic Design Software - Canva

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"A Restaraunt Customer Service Experience" from Administration booklet."
By Pamela Rodríguez

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Presentation Final Project TP TRAINING 2020 Pamela Rodriguez

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TP FINAL PROJECT PROGRAMMING BOOKLET "STUDENTS SUPPORTING STUDENTS"

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TP FINAL PROJECT PROGRAMMING BOOKLET "STUDENTS SUPPORTING STUDENTS"

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BY BÁRBARA SANDOVAL SOTO

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“a restaurant customer service experience”
BY MARIA CECILIA JORQUERA BERRIOS

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TP  training final project "Replace a hardware component poster"

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TP  training final project "Replace a hardware component poster"

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By: Javier Camilla

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Project_ Replacing a hardware components poster - Javier Camilla

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TP Training BC-PIAP Final Project Programming "My dreamed Computer"

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TP Training BC-PIAP Final Project Programming "My dreamed Computer"

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by Dante Noziglia Farías

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TP TRAINING PROGRAMMING FINAL PROJECT by Mr. Dante Noziglia Farías

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By Roberto Flores, English Teacher

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Thanks for you attention!,Assessment and Feedback,Co-evaluation,Self-evaluation,It assesses the impact and the success of the convincing idea of the video. The rubric mainly focuses on whether or not the video convinced them to switch to the mentioned OS.,It assesses the performance of each member of the group during the project process. The rubric mainly focuses on attitudes and if students attained to their roles.,Evaluation rubric,The rubric is shown to students before the beginning of the project. It may be altered according to discussions or suggestions of each group.,Final integration Task: students use IT tools to create their video,Development: students watch the video and solve a worksheet. They start writing the draft of their video.,Initial: first, students are set in groups, roles are assigned and they are told about the project.,"Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat",Nombre del autor,Transfer task: students watch their videos and co-evaluate. After the showcase, results are given to each group.,Learning sequence,Grouping Arrangement and Roles,writes every idea that is mentioned in the group,Note-Taker,Speaker,in charge of direct communication with the teacher and other groups,represents the group orally and in English, when necessary,Leader or Captain,Teaching/presenting Vocabulary,AND,Exit slip and feedback,Create a draft of what has to be included in the video,Each member of the group presents their answers orally to the class,Adapting Materials,Cloze worksheet on video "macOS Catalina Hands-on: What's New?",+190,countries,Success Criteria and Rubric,By Roberto FloresEnglish TeacherColegio Emprender Osorno,TP ProjectFinal Presentation,To recommend an operating system by creating a video review using technical vocabulary related to computer user language.,Learning Outcome

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TP Project - Roberto Flores by Roberto Flores Brintrup on Genially

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Thanks for you attention!,Assessment and Feedback,Co-evaluation,Self-evaluation,It assesses the impact and the success of the convincing idea of the video. The rubric mainly focuses on whether or not the video convinced them to switch to the mentioned OS.,It assesses the performance of each member of the group during the project process.

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Administration, by Daniel Correa Yañez

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Tp Final Project "Digital Leaflet" Accounting Booklet by Viviana Maturana 

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Tp Final Project "Digital Leaflet" Accounting Booklet by Viviana Maturana 

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Accounting Booklet , Page  25.

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TP Training Program: Administration Project By Viviana Maturana

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7. Assessment and Feedback I would use a summative assessment to evaluate this project; I would assess students’ learning at the end of the project by using the rubric socialized at the beginning of the project. I would decrease their anxiety by using synonym and rephrasing when

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Electronics
By Daniel Zurita Palma

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TP trainning final project | Administration

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TP trainning final project | Administration

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3rd year project by David Montecinos Torres.

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administration project 3rd year - David Montecinos Torres

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TP Training Program | Project: Finding a Solution

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TP Training Program | Project: Finding a Solution

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By: Heribeth Miquilena

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TP Training Program Project - Heribeth Miquilena

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by Carolina Rivera

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"I want to improve my School"Teacher Carolina RiveraOctober 2020,Final Administration Project,Instituto PolitécnicoMaría Auxiliadora Puerto Montt,The project will be applied in a 11th C Grade from the Administration TP Major in María Auxiliadora Institute in Puerto Montt.The class, composed only by girls, is a highly motivated, organized and responsible class. They love their major and are very commited to their TP subjects. They like to face new school challengues.,Context,"I want to improve my school","I want to improve my school",What do the students will do?,Analyse their school needs and choose one area of those to create a project.Improve a real need of their school that can be related to the school common spaces, the environmental aspects, the extra curricular activities, the school staff needs, the celebrations, among others they can suggest.Report the degree of progress of that school project created by them by means of an oral presentation for their class.,The learners will be able to report the degree of progress of theirschool project by means of an oral presentation using speaking frames and sentences starters to describe results.,Learning outcome,I want to improve my school",How will they do it?,1. Identify school needs and examples of school projects. 2. Review oral and written project reports samples. 3. Choose the need and the objective of their project. 4. Choose some instrument for data collection 5. Set the lists of tasks to carry out with their specific dates in a gantt chart,Initial,Development,Final Integration Task,Analyze and organize the results of the project to be presented on the report.Assign roles to the different members of the groups to distribute tasks.,Activate their previous knowledgeRelate the topic to their future administration working life.Explore what they know about the topic.Know how they will apply a project based on visual and audio supportDiscuss if they know any school project in their school.Know the learning outcome and the final integration task.Know how to design and apply an innovative school project,The learners use the language provided as input in the previous lessonsPresent in groups an oral report of the progress of their project.,Transfer Task,"I want to improve my school",Language Needed,1. Speaking Frames:For example:Our names are: ...The name of our project is:... We wanted to make improvements in the area of .... Our goal was to ...... This activity included different tasks which will take................ weeks/ months.,"I want to improve my school",See Administration booklet Page 52,2. Language starters.For example:I don't think it is important because...Students need to...It would be of great help if...I think it is important because...For me it is important to...We can improve.......among others.,Language Needed,"I want to improve my school",See Administration booklet Page 52, 3. Technical Vocabulary.CALP: Cognitive academic language proficiency.Some of these are: project, goals, tasks, gantt chart, performance, improvements, achievements, report, present, update, data, among others.,Language Needed,"I want to improve my school",See Administration booklet Page 52, 1.Format of the project2. Content3. Grammar & Mechanics4.Use of language5. Organization of tasks6. Group work7. Students Roles,Success Criteria and Rubric,The set of criteria included in the rubric to assess the learners are going to be the following.,+ info,"I want to improve my school",The facilitator,Reporter,The Manager,ChallengesThe learners probably are not very aware of which are the main needs of their school to elaborate a real project.My students do not have a wide range of lexical items associated to the project area.,Posible solutionsI need to motivate them to talk to some administration school members about the main areas of the school necessities.To provide contextualized practice of the language and isolated vocabulary from the topic.I will present different videos about project reports and role-play situations .A school walk in which the students can take pictures with their cellphones to the area they want to improve in the school,"I want to improve my school",Questions to activate previous knowledgeExit tickects at the end of the lessonsCCQS during the lessonsList of tasks and their degree of achievement.Checklist to check the progress of the tasksGantt chart to monitor the accomplisment of the deadlines.Traditional rubric for the final presentation,Assessment and feedbackFormative EvaluationProcess assessments,"I want to improve my school",Present,Way of Presenting Vocabulary,Record,Practice,speaking and writing frameschunks and collocations in contextualized phrases or questions,brainstorming the word PROJECTshow pictures associated to school area.questions to activate previous knowledge,Recycle,preparing the report of their project,pair and group work opportunitiesdifferent sorts of input, such as texts, pictures, audio, video, and modelsAnalysis of their dat collection,"I want to improve my school",Thanks!,Reporter,Students Roles,Facilitator,Manager,Evaluation of the processes ofthe participants.Promoting active participation,Assess the quality of interactions.,Making notes about what the group doesReporting what the group has done at the end of the taskShares summary of group with large group.Speaks for the group.,Recyce,Makes sure that objectives are met Manages discussion Coordinates work or discussion of coordination Ensures that work is done and deadlines met,"I want to improve my school",I chose to work on a school project design and report for the administration class, in order to involve the students into the process; the design, the analysis of data and the report of the information gathered during the process; it will be a very frequent task in their TP proffessional MajorThe idea also is to make language more significant when describing, explaining and giving detailed information about the progress of the project.,"I want to improve my school"

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TP Final Administration Major Project by Carolina Rivera Díaz on Genially

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"I want to improve my School"Teacher Carolina RiveraOctober 2020,Final Administration Project,Instituto PolitécnicoMaría Auxiliadora Puerto Montt,The project will be applied in a 11th C Grade from the Administration TP Major in María Auxiliadora Institute in Puerto Montt.The class, composed only by girls, is a highly motivated, organized and responsible class.

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Programming Final Project by Gerardo Toledo

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Geology Final Project by Lorena Pérez

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Final Project. Programming.
Soraya Dinamarca Z.

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TP Training Program: Administration Final Project by Diego Sandoval

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TP Training Program: Administration Final Project by Diego Sandoval

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Amazingly Simple Graphic Design Software - Canva

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Amazingly Simple Graphic Design Software - Canva

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TP TRAINING PROGRAM GEOLOGY PROJECT BY SILVIA COLLAO HENRIQUEZ

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TP TRAINING PROGRAM GEOLOGY PROJECT BY SILVIA COLLAO HENRIQUEZ

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TP TRAINING PROGRAM GEOLOGY PROJECT BY SILVIA COLLAO HENRIQUEZ

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Administration Final Project
by Ximena Pizarro Ibacache

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"Customer services"

Ximena Pizarro Ibacache

British Council T-P Project

INDEX

Teaching/presenting vocabulary

learning sequence

Assessment and Feedback

Learning outcome

Success Criteria and Rubric

Adapting Material

Grouping Arrangement and Roles

Learning outcome

By the end of the lesson student will be able to recognize how to solve the bad experience cases in a restaurant customer services using technical vocabulary related customer service and applying present simple and present continuous grammar.

05/24

Procedure

Languaje

Concept

A Restaurant customer service experience

Reading, observing, listening and producing technical vocabulary.

The use of technical vocabulary related to customer service in context and present simple and continuous grammar structure.

In order to achieve a meaningful learning, motivation and interesting practice is required within a development of oral expression and listening comprehension. For that reason, I chose this unit because the students can practice real life experiences and activating several elements like technical vocabulary (Calp-Bics) and grammar structure, providing tools to solve problem when faced with problematic situations with clients.

Escribe tusección aquí

Subtítulo aquí

"Success Criteria and Rubric

Relevant information and descriptions need to be paid attention to, in order to know which aspect will be needed by the students. The rubric will be shared with the students at the beginning if the project, in order to help them in planning and monitoring their own work (trying to work it out by them self)

ADAPTING MATERIALS

Activity 1: (Administrative booklet page 59-60)

01

I'll introduce the unit asking about their experience like a customer (a good and a bad review) and doing a brainstorm with the given information.After write them down its respective meaning and supporting with images about technical vocabulary.Then, Student will be put in groups. Each group integrate different English level of students; mixed-ability groups. Blending strong students with weak ones can be an opportunity to level them up together.I provide them a set of flash card and definitions and they have to match them. To check the work the images will be to paste on the board and an integrant of each group have to say the correct definition and it will be checked by all the class.Then, each group get a case about customer services problem, reading and talking about a case explaining how to give a good customer service when a client is a difficult one. The solution of this problem is presented and discussed by all the class. Kinesthetic and visual learning styles are worked on.

Activity 2: (Administrative booklet 63-64)

I'll write on the board "soft skill" and ask students if they know what it means. I´ll write students' ideas on the board then I´ll provide them the correct definitions. They have to work in small groups, each group will have images and the other group will have the definitions; the first group has to show the images and the other group has to show the correct definitions. At the end all the group have to share their answer. Finally the vocabulary will be checked supported by PPT. Students with the same English level can work together. In this activity, student provide five characteristic to be a good Administrative employee (This can be reinforced by images, a review or a role play game) and they have to present it to the rest of the class.

02

As the following i.e. when instructions are given for an activity (in L2), students are asked to repeat the instruction back to us in the L1. If the instruction given is not understand this will be re-explain in L1. If some students still have problems to understand it, need individual help or encouragement, the use of L1 may have a very beneficial effect. When pronunciation is thought the student will find an equivalent sound in L1 to L2 and the student will try it to reproduce it. On the other hand, English language in classroom must have an English environment heard and used as much as possible in the room.

Teaching/presenting Vocabulary

01

02

03

Some pictures about customer service situation are shown to students and they have to identify if "What does it means?" To activate previously knowledge, images are shown to relate with its particular meaning. Besides technical vocabulary is used related to the good customer service.

Choral Repetition: All the students have to repeat the new word together, with this activity they will be practiced listening and pronunciation skills. Then, they have to work in pairs, picture about vocabulary will be given to them and they have to describe to their partner, who must draw what he/she has heard. Finally, they describe the picture with all the class.

To promote autonomous learning the students have to make a Pictionary, with vocabulary, images, with their definitions and examples in sentences. This activity is for visual learning style, besides, this activity will be backing them up in the whole unit.

PROCEDURE

Explain the student how to will get into the groups for the activity.

Material selection

Ask the class to brainstorm customer service situation.

Give students time to plan and have roles to the activity.

ESet a timer to do the activity.

Review answers and the have to interchange their work and check their definition with their classmates.

Students has to repeat the vocabulary in order to remember and practicing new vocabulary.

Explain the students how to create their Pictionary.

The challenges that it could present it will be a failed organization based on wasting on time in class, distractions or just chatting in class. As an anticipation of this, a Co-evaluation will be given to them, in other to groups will be evaluate other groups.

Then, we start triggering prior knowledge given the opportunity to express their own experience. Later on to support previous knowledge a video is shown with a case of a bad restaurant customer service. Groups have to articulate concepts with its own words about the video previously shown, monitored by the teacher.

Grouping Arrangement and Roles:

To group students, I would start with an activity called "Fruit Group" in which a card with a name of a fruit is given to each student according to its own English Level. The Idea is to organize the students with different abilities and accomplish a level up together. After they would define their roles in the group.

I speak with them and I establish clear expectations, motivating them and provoke their participation offering my support and guidance. Other challenges, if they won't understand the activity I´ll be monitoring and supporting them with extra explanations and more examples.

Reporter:

Manager:

He/she will be in charge of the organization, carry-on of the roles, keeping-track of the materials and an insurance of the work to be done on the right time.

Stagehand

Who organize, distribute and desing material and scenery on the set.

Writer:

Who writes dialogues to oral presentation, writing reports, taking notes, etc.

He/she will be in charge of reporting the teacher and the rest of the students, about development, sharing project progress, making questions to the teacher about technical vocabulary, sharing Ideas to the class, etc.

Roles:

Learning sequence:

05/24

Development phase:

Final interaction task:

Initial Phase:

Images are shown to the students to activate previously knowledges, making a brainstorming and asking questions related to vocabulary and their own personal experiences with customer services, and which kind of workers they will like to be when finishing their career.

1. Students recognize Content Vocabulary and their use it in a Pictionary.2. Students identify vocabulary and match it with the pictures.3. Students write and explain cases and give an opinion and solutions in order to solve them.4. Students interact in the class, applying new vocabulary, present simple and continuous grammar structure and reproducing sounds properly from the seen unit.5. Student recognize vocabulary about customer service, explaining the importance of being a good administrative employee.

Students create a poster with the needed soft skills in order to achieve a good customer service.

A video about a bad customer service experience is analyzed by the students. They have to identify new vocabulary and the things that they don't have to do as an administrator of a restaurant.

Transfer task:

Assessment and Feedback

Individual progress of the project will be evaluated with different assessments instruments to cover up all the different learning styles by the teacher.Rubric (Formative assessment): This instruments allows to evaluate oral presentation because it is a guide to achieve learning improvement, personal performance and learning and it's useful to monitor to each student in their advance and motivate them to be confident in the next activities.Task (summative assessment): this instrument allows to work with different kind of activities like: multiple choice, gap-fill, matching vocabulary, and help the students to read the topic and easy mark on testing knowledge.Effective feedback is provided by giving the opportunity to reflect on the learning progress, and provide them positive phrasing and then and explanations on how to improve their own weaknesses.

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"Customer services" Ximena Pizarro Ibacache British Council T-P Project INDEX Teaching/presenting vocabulary learning sequence Assessment and Feedback Learning outcome Success Criteria and Rubric Adapting Material Grouping Arrangement and Roles Learning outcome By the end of the lesson student will be able to recognize how to solve the bad experience cases in a restaurant customer services using technical vocabulary related customer service and applying present simple and present continuous grammar.

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By Gianinna Becerra Véliz

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Employee contract,Let's start!,Accounting Booklet,Gianinna Becerra Véliz,INDEX,OUTCOME,CRITERIA,RUBRIC,MATERIAL,ACTIVITIES,GROUPING,CHALLENGES,LEARNING SEQ,ASSESSMENT,FEEDBACK,THANKS,TAKEN FROM,Adaptedfrom,Accounting BookletPp 35-39,info,Oral presentationPerformanceUse of languageAs a starting pointTo preview the project outcome,Assessment - Rubric,Presentation of the Task:Initial PhasePresentation of the Rubric:Before the Transfer TaskFocus:Vocabulary - GrammarProductive SkillClass work,Successful Criteria,Analytical Rubric,+info,Groups of three.For grouping: diagram information gapGrouping determined by students' proficiency.Roles are chosen autonomously: According to their capabilities.,Grouping and Roles,+info,L1 vs L2Roles,Overuse of L1Positive Reinforcement.Motivating the encouragersAbandonment of RolesSelf-evaluationTo visualize their commitment.,Challenges,ROLESEncouragerReporterChecker,Students' interactions,Speaking FrameDiagram Information GapOnion RingRole-play,Activities,Common AgreementL1T-Ss interactionsOnly when necessaryL2Ss-Ss interactions,Use of L1 and L2,Adapting material,Vocabulary - Activities,Scaffolding &BrainstormingSentence Frames,Word wall,Digital cluster diagramClass to class,Recycling,Recording,The teacher is a guide,The teacher monitors,AutonomousLearning,Initial Phase,Transfer Task,Peer feedback,Development Phase,Final Integration Task,+info,+info,+info,+info,The rubric would be used while students are presenting.Sts take notes about their,Teacher's feedback,Feedback,The teacher indicates a positive aspect, an area to improve and advice on how to improve (Rubric).Correction of most common mistakes,Peer feedback,Self-Evaluation,Class-to-class exit ticket.Self-assessment about their work and roles in the groups.,By the end of this unit, learners will be able to identify and fill in contract information by creating and applying a contract in a role-play using modals and unitvocabulary to establish the obligations of the accountant and a client from salesservices.,Learning Outcome ,Dimensions,Concept: Contract information. Procedure: To create and apply a contract in a role-play. Language: Conditionals and specific vocabulary.,Why?,To practice productive skillsStep-by-step activitiesTo help sts gain confidence,Thanks

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Employee Contract by Gianinna Becerra on Genially

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TP Training Program: Administration Final Project by Carla Quezada

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TP Training Program: Administration Final Project by Carla Quezada

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TP Training Program: Administration Project By Eleazar Monroy

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TP Training Program: Administration Project By Eleazar Monroy

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TP Training Program :Electronics Final Project By Claudia Venegas

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TP Training Program :Electronics Final Project By Claudia Venegas

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Amazingly Simple Graphic Design Software - Canva

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Amazingly Simple Graphic Design Software - Canva

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Administration Final Project
Gema V. Rosales Calvo

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British Council - PIAP Training Program Final Project

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By Natalia Aguilar

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TP-training final project

A successful camp!

Unit 1:Preparation and settingup of camps

By Natalia Aguilar

Contents

Learning Outcome

Success Criteria and Rubric

Adapting Materials

Teaching/Presenting Vocabulary

Grouping Arrangement and Roles

Learning sequence

Assessment and Feedback

Learning outcome

LO: By the end of the unit, students will be able to implement a plan to set up a camp by analyzing as well as evaluating all aspects involved in producing the plan, and by using expressions to ask for and giving advice, linking and sequence words, plus modal verbs.

Concept: setting up a camp Procedure: analyze and evaluate Language: asking for and giving advice expressions; linking and sequence words; modal verbs.

I chose the project "A successful Camp!" from the geology booklet because it is a good opportunity for the students to integrate all language skills and to apply what they have learned in the unit through teamwork.

Success Criteria and Rubric

I would evaluate the organization, content, presentation, and work in class. Before starting the project, I would explain the rubric in detail to make sure they understand it and give them a space to make questions; when arranging groups, I would provide them a copy of the rubric so that they keep it in mind when working.

Adapting Materials

Activity 1

01

The learners may use the L1 to:Activate prior knowledgePresent the topic,Help to have the confidence to talk.

Students share their opinion on what they believe is necessary when setting up a camp.Students watch a video of two people setting up a camp.Students form groups to list the steps seen in the video to set up a camp.

Use of the L1

Original

Adaptation

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Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat.

Adapting Materials

Activity 2

02

In addition to this activity, the students would compare their work with other groups as a way of peer evaluation, so that they give feedback to each other.

The task will entirely be carried out in the L2.Students will be provided some expressions to give opinions, such as: "I believe your plan is + an adjective" or "in my opinion, your work is ..."

Use of the L1

Original

Adaptation

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Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat.

Teaching/presenting Vocabulary

Activity 2

01

Students complete a worksheet to fill in the blanks in sentences taken from the video.They gather in groups to use some keywords in role-playing considering the context from the sentences.In teams, they play an activity similar to "who wants to be a millionaire" or maybe an online quiz.

Remembering vocabulary:

Students are presentedkeywords through flashcards to find those words in a dictionary.Students watch a video in which they can see the vocabulary applied in context.

Introducing vocabulary:

Teaching/presenting Vocabulary

Activity 3 & 4

02

Students would run a real camp, to label the objects they find in there, with its corresponding name in English.They also would have a checklist to complete with what they might find outside.

Autonomous learning

Grouping Arrangement and Roles:

2

1

Students complete a survey to gather information about their interests and strengths and weaknesses. According to the results, they form groups of four people.

Group arrangement

Grouping Arrangement and Roles:

2

Each student will have a name tag with the name of their role:* The reporter will inform the progress of their work on behalf of the group.* The materials manager will oversee the resources the group will use. The student will check what they have used and what they may need.* The facilitator will lead the discussions and encourage their team to use the L2 in each discussion.* The checker will verify that the work meets the rubric criteria and the quality of it.

Roles

Grouping Arrangement and Roles:

3

Challenges

Students may feel overwhelmed when organizing their work. So, for this, they will be assigned a task for each class so that they can progress lesson by lesson thoroughly.

There is the possibility that the students forget about their role, thus to guarantee they fulfill it; the checker will also have to remind their team of their role assigned.

Learning sequence:

Students learn the language they will need.They answer a survey to form the groups assigning their roles to work on activities numbers two and three.

Students share their opinions on what is necessary when setting up a camp.They see pictures to connect what they may know in the L1 with the L2.They answer questions, share their experiences, etc. After that, they will watch a video related to the final task they will carry out.

* Initial phase

Students perform a role play with a hypothetical situation related to their presentation.

Students prepare the presentation for the project.

* Final integration task

* Development phase

* Transfer task

Main assesment

Rubric

Other assesments

Feedback

Students will know what they will have to do to meet the requirements to achieve the LO.

Quizzes and survey to check their progress during this project.Peer evaluation and self-assessment for the final task so that the whole class feels involved in the process of learning.

The feedback will be provided throughout the whole lesson when checking students' progress by highlighting the good work and suggesting how to improve what they have done.

Assessment and Feedback

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Final Project by Natalia Aguilar on Genially

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TP-training final project A successful camp! Unit 1:Preparation and settingup of camps By Natalia Aguilar Contents Learning Outcome Success Criteria and Rubric Adapting Materials Teaching/Presenting Vocabulary Grouping Arrangement and Roles Learning sequence Assessment and Feedback Learning outcome LO: By the end of the unit, students will be able to implement a plan to set up a camp by analyzing as well as evaluating all aspects involved in producing the plan, and by using expressions to ask for and giving advice, linking and sequence words, plus modal verbs.

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TP Training Program: Electronics Final Project 

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TP Training Program: Electronics Final Project 

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By Fallon Quintana

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Electronics Final Project

by Gonzalo Salas

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by Carolina Mejías

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by Jocelyn Robledo Antiquera

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by Jonas Dublas Soto

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Amazingly Simple Graphic Design Software - Canva

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Amazingly Simple Graphic Design Software - Canva

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https://prezi.com/view/pAyAKlJ3HMttVd4Ta4qx/

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by Vanessa Martínez

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PIAP Electronics TP Project by Jocelyn Espinoza

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PIAP Electronics TP Project by Jocelyn Espinoza

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PIAP Training Program Final Project_Jocelyn Espinoza

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Final Project Digital Leaflet (Accounting)

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Final Project Digital Leaflet (Accounting)

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Daniela Flores Gutierrez

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Accounting Project

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1st Cohort

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Jeannie Fernández

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PROYECT: A GREAT CUSTOMER SERVICE EXPERIENCE

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PROYECT: A GREAT CUSTOMER SERVICE EXPERIENCE

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Valeria Olave

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TP FINAL PROJECT

By the end of this unit, learners will be able to describe the external customer service process with disabilities by observing videos, and by analysing text about customer service. They present with an oral presentation the solutions and indicate the expressions in English that they will use for customer service, using technical vocabulary and modal verbs like might, should, may, must.

Learning Outcome

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Concept: external customer service process with disabilities Procedure: observe, analyse and present Language: technical vocabulary; modal verbs: might, should, must. Writing strategies (key expressions)

Learning Outcome

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For this unit I chose the customer service because the students will work in different companies and they must attend different customers' needs.Besides they can work with foreign customers and the correct English expressions that they would choose for attending them will be important for giving the best customer care.

Learning Outcome

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Success Criteria and Rubric

I will consider the following features for assessing the students: Cooperation, Responsibility, Communication between partner in the teams, Language, Pronunciation, Understanding, Vocabulary, Content and Style of the PPT

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When I explain the aim of the activity, I show the rubric to my students. I prepare a PPT with the all information of each criteria and explain how they can do the task with the high level. Then I ask if they are agreed with the different parts of the rubric and ask for new ideas for improving the instrument.

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GUIDELINELEVEL 4(four points)LEVEL 3(three points)LEVEL 2(two points)LEVEL 1(one point)ScorePRE-WORKCooperationStudent's contributions are important, he or she is organized and knows how to distribute work well, taking advantage of the resources that the different team members can contribute.The student is active and very willing. Participate in planning, organizing and distributing work.Student acts shy participates little and only intervenes when explicitly asked for his opinion. Accept the organization proposed by the group.Show resistance to teamwork. Makes few contributions and, in general, they are of little relevance.ResponsibilityPerforms 100% of assigned tasks with a remarkable quality level. His or her work is an important contribution to the team's workPerforms 80% of assigned tasks within the established deadlinesPerforms 60% of assigned tasks superficially and does not always meet deadlinesFails to comply with their obligations and does not perform assigned tasks within the expected timeCommunicationRelates positively with other classmates and encourages them to express their points of viewCommunicates openly with peers. He or She accepts the observations of others and has no problem expressing his or her opinions clearly and directly.The student is not very communicative with the rest of the team membersShows little confidence in teamwork and does not cooperate with group membersORAL PRESENTATIONLanguageProduces language correctly or with two or three mistakes using the appropriate language and structures suggesting in the unitProduces language with four or six mistakes although it is comprehensibleOnly uses single words and with more than seven mistakesDoesn't try to speak in English, only uses L1PronunciationUses the pronunciation worked in classTries to use the correct pronunciation but makes two or three mistakesPronounces the majority of the words as they are writtenDoesn't try to speak in English, only uses L1UnderstandingCan understand the all presentationNeeds a little bit of help, twice or three times during the presentationNeeds a lot of help, more than four times during the presentationDoesn´t understand the presentation in English, uses only L1VocabularyUses between 95% and 100% of the vocabulary required for the activityUses between 80% and 90% of the expressions and words learned for the activity.Uses less of 60% of the expressions and words learned for the activity.Uses a very limited vocabulary and expresses himself in L1ContentExposes all the information that is requested in the caseExposes more than 60% but less of 90% of the information that is requested in the caseExposes less than 50% of the information that is requested in the caseThe student does not provide the information corresponding to the casePOWERPOINTContentIncorporates all the information requested in the slidesIncorporates most of the requested information (80%)Incorporates only 50% of the requested informationIncorporates less than 40% of the requested informationVocabulary and spellingUses a simple and precise vocabulary. The text is legible and has no spelling mistakesSometimes the student uses words that are complex or have poor meaning. The slides have no more than 4 misspellings.All the text is full of vague or complex words. It has a lot of spelling mistakes.Uses the only L1 on the slidesStyleThe content of the slide is easy to read (no information is lost). The size of the letter and the colour with respect to the background is adequate.It is difficult to read some slides (40%) because the background of some slides does not allow you to see the letter clearly and also some have very small typeIt is difficult to read a lot of the content (60%) because the background of the slides and the colour of the letter do not make this possible. In some slides, there are a lot of text and the type of letter is very small.It is difficult to read the majority of the content (90%) because the background of the slides and the colour of the letter do not make this possible. There is a lot of text in all the slides and the type of letter is very small.

Adapting Materials:

To support the students' work, I would design a PowerPoint with key information about customer service and some examples, then I will ask: What will the text be about? and write the ideas on the board.

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Adapting Materials:

To help in reading the text, I would add numbers in the paragraphs to more easily locate the information, and I would also give them a list of the most difficult words to understand in the text.

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Adapting Materials:

For group work, I would ask them to answer questions first and then I recommend them to design a PowerPoint.To maximize oral practice, I give them a list of useful expressions. Then I give them examples of phrases and we review pronunciation. The activity will be to present the solution of the case using the information obtained in the text and videos.

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To present the vocabulary of the keywords to the students, I would design a PowerPoint presentation with pictures and the keywords, show each slide and I pronounce the words and ask them to repeat them, then I would give them a sheet of paper with a matching exercise, where they should match the keyword with the definition of the word.

Teaching/presenting Vocabulary:

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For the students to remember the vocabulary, I would do the "word box" technique, where each time they finish the day's activity, the students will put one or two new words that they have learned on a piece of paper in a box and at the end of the day each student will draw the paper and they will read the word and explain what it means. .

Teaching/presenting Vocabulary:

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To reinforce the study of the new vocabulary, the students will write their dictionary of words in their notebook where they will write the definition of the word, its pronunciation and they will write an example of its use in a sentence. To promote the autonomous learning of vocabulary outside the classroom, I would apply the "word wall" technique, where students at home write the new words, they have learned on a post-it and paste the words on the wall, this helps students to follow up of what has been learned. .

Teaching/presenting Vocabulary:

Team members will be distributed using William Marston's DISC model (It is a tool used to understand and classify behavioural characteristics. It is always directed in two directions: personal and work environment) Each team will have four students.

Grouping Arrangement and Roles:

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Dominant: Behaviour oriented to action, quick problem solving, decision-making and risk-taking. The dominant likes to make decisions for himself and for others.Influencers: Behaviour oriented to people, interaction, interpersonal relationships, with a propensity to use persuasion tactics. The influencer likes to socialize and lead others through persuasion.Stable: Behaviour oriented to methods, to maintain balance, harmony. The stable one enjoys working with other people as part of the team.Cautious: Behaviour oriented to explanation, to the investigation of data and information. The cautious is very attentive to details and likes to carry a plan to the end.Example:BLUE:I like order and stability; I tend to follow defined processes.Sticking to the rules is the first rule of conduct for me.Disciplined to solve mistakesI prefer to compete with myself.I am a data collector. Systematic thinker, detailed.RED:If a task is no longer challenging. I'm getting bored. I need challenges.With people, I am direct and to the point.I take risks and move forward.I can dedicate myself to many things at the same time.GREEN:I am always the one who helps, the one who lends a hand to finish the taskI don't usually change jobsI show a calm and relaxed demeanourI develop ties with my teamFinishing things is essentialYELLOW:I tend to speak fluently using verbal persuasion.My fear is social rejection.I get involved in practically everything.I usually show my emotions.I will use the Process Oriented Guided Inquiry Learning (POGIL) method for giving roles to the students during the teamwork. This method is good for this work because students work in a team in which students construct their knowledge through interactions with others. The roles will be:Leader: Manages the group by helping to ensure that the group stays on task, is focused, and that everyone participates in the conversation.Materials manager: Gets all materials for doing the projectChecker: Checks during the work in order to solve problems before the group members finalize their answers.Facilitator: Encourages group members to continue to think through their approaches and ideas.In order to help students during the task, I will monitor each team, and when they lost their way, I remember them the roles and the objective of the task

Initial phase: Predict information: Teacher ask: "Have you ever work? Where? Do you Know anything about customer? Who is the customer? Students: answer the questions to the teacher Teacher: Write the answers on the board

Learning sequence:

Students read a text about Customer Service. Teacher explains the activity and gives them a sheet of paper where they answer questions about the text. Students check the answer with their partner. The Teacher Explain the "Case" and show the Rubric. Explain each aspect and the steps of the task. Students answer questions about the case. They use modal verbs (I would recommend to the client .... / the client must .... / the client need..., and so on) Students read their answers to the class.

Class 3

Students watch a video about the Customer Service. They complete the guide writing the answers of the questions. Activity is reviewed as a course group. The teacher shows a PowerPoint presentation and shows to students a similar conversation that they watched in videos. Then they complete missing information in a conversation. Students present to the class the activity, playing roles, for practicing pronunciation.

Class 2

The teacher presents a PowerPoint with images of clients being served by salespeople or receptionists. Introduces vocabulary related to customer service, students pronounce the words and write the words with their meaning in their notebooks. The teacher explains the use of modal verbs and writes sample sentences giving advice to clients. Then students complete an activity using modal verbs, all sentences are related to customer service. Students checks the answer with a partner. Teacher checks the answer with all students of the class.

Class 1

Development phase

Case: Students work in group of 4 and the teacher explains the case and the questions that they will answer. After that, the teacher explains how to present the resolution of the case to the rest of the class. Team members will be distributed using William Marston's DISC model (It is a tool used to understand and classify behavioural characteristics. It is always directed in two directions: personal and work environment)

Final integration phase:

+info

I will use the Process Oriented Guided Inquiry Learning (POGIL) method for giving roles to the students during the teamwork. This method is good for this work because students work in a team in which students construct their knowledge through interactions with others. The roles will be:Leader: Manages the group by helping to ensure that the group stays on task, is focused, and that everyone participates in the conversation.Materials manager: Gets all materials for doing the projectChecker: Checks during the work in order to solve problems before the group members finalize their answers.Facilitator: Encourages group members to continue to think through their approaches and ideas.In order to help students during the task, I will monitor each team, and when they lost their way, I remember them the roles and the objective of the taskThe teacher shows how to do the activity and correct the pronunciation of the presentation activity in each group. Besides, the teacher checks the PowerPoint presentation that students prepare in the computer lab.Finally, students present their solutions to the case in front of the class using a PowerPoint presentation. The teacher will monitor the PowerPoint presentation and helps students that have problems with the pronunciation, or they forgot the information. Teacher explain that students can use Spanish when they feel insecure.At the end of the activity, there will be a feedback of the work done

Students write the key information about to offer the best customer service and prepare a leaflet with the information

Transfer task:

To evaluate this project, I will monitor each step and have a class register, where I will write everything observed during the work done. When the final work is done, I will use a rubric that was shown and explained at the beginning of the activity. Finally, among all the students of the class we will evaluate the work carried out and we will point out the strengths and weaknesses of the cases in a general way. Individually I will deliver a report on the work carried out based on what is observed in the process and the final work. .

Assessment and Feedback:

Gracias

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TP FINAL PROJECT _VALERIA OLAVE by valeriaop2 on Genially

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TP FINAL PROJECT By the end of this unit, learners will be able to describe the external customer service process with disabilities by observing videos, and by analysing text about customer service. They present with an oral presentation the solutions and indicate the expressions in English that they will use for customer service, using technical vocabulary and modal verbs like might, should, may, must.

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Camila Espinosa

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Maria Jose Sandoval Merino - TP FINAL PROJECT

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by Raúl Orellana Jara

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This project is based on the Administration booklet. Lesson Project V "A restaurant customer service expereince" page 68