# data[].attributes.attachment_link.readable_text
My portfolio

Práctica Docente I

By: Daiana Galindez

Section 1

My teacher identity

My name is Daiana Galindez. I am 35 years old. I was born in Bahia Blanca but now I am living in Sierra Grande, Río Negro. I started studying English in Bahia Blanca and now I am studying again at Lenguas Vivas Bariloche. Last year, I worked in two Secondary Schools: C.E.T. n° 12 and C.E.M. n° 85.

My philosophy of teaching:I consider a child as an explorer or scientist who investigates the world around him to construct his own understanding and to structure his world intellectually through experience.My teaching practice at preschool may provide experiences which will promote learning and a safe environment for the students.

A description of the theoretical framework that sustains effective teaching activities, endeavours and achievements:As Tomlinson & Masuhara (2018) states, teachers must develop authentic materials. Thus, I would choose materials that respond to the interests and needs of the class.Teaching approaches respond to certain aspects, such as: students´learning development, children´s abilities in their mother tongue and their context, significant and authentic interaction and curriculum-based approach, in order to get a significant second language acquisition.I consider important the UNESCO report that integrates second language learning as a communication tool to be used in other activities, and not as a specific subject. I think, children in kindergarten learn through games, songs and activities that could give them the opportunity to connect with different areas at school. It is important to take into account the needs of the group and each individual needs to challenge them in significant interaction and collaborative work. I think, it is important topromote creativity in L2 lessons, for example at preschool using Rhyme and Rhythm, imaginative play, using puppets, storytelling and for teenagers, it is useful to prepare meaningful activities incorporating technological tools to develop the activities to engage students.

I strong believe that the way we teach makes a difference, it may not be the language itself, but the way we teach what engages children. Thus, there is an external factor that is vital for L2 development, such as the relevance of teacher expertise (including pedagogical and language knowledge).

Section 2

My practicum

Planning of a Didactic unit

Info

Instructional video recording

My reflecting learning

Theoretical foundations of my production: One of the strategies suggested by Mohammed (2018) is storytelling. I recorded de video using flashcards to introduce the vocabulary and a picture book to tell the children a story to engage them. I use a picture book because they are great for the youngest, helping language, vocabulary, and reading skills as well as fueling their imagination. I use my voice in a different levels and tones to different characters on the story. I did it to further enhance imagination and ensure inclusion and allow children to see imaginative thoughts in concrete form. According to Tomlinson and Masuhara (2018), stories have the greatest potential for achieving the attention, the curiosity, the focus on meaning, the recycling of concepts and language, the rich and comprehensible input, the novelty, the impact, the affective and cognitive engagement and the motivation that can facilitate the gaining of positive attitudes, the achievement of L2 communicative competence and the cognitive development of a child. Teaching approaches respond to certain aspects, such as: students´ learning development, children's abilities in their mother tongue and their context, significant an authentic interaction and curriculum-based approach, in order to get a significant second language acquisition. To conclude, I choose visual aids as flashcards to introduce the new vocabulary and then I told a story through a picture book, encouraging students to use their imagination while listening to the story and integrate the new words showed on the flashcards.

Dimensions of Reflective LearningThinking backThe original aim of this experience was to develop teaching skills and think strategies to use in our classes. Also, create a proper learning environment for children to feel secure and comfortable to encourage learning a second language.Thinking forwardThis experience might influence my future goals being aware of creating a context to set up my contents.Thinking Inward:During this experience I felt that I have to select the activities carefully to integrate skills, think about classroom management strategies, select materials and resources to engage children learning the L2. I learn the importance of scaffolding strategies and the transition comments to link each stage of the lesson with the next one.Thinking OutwardThinking outward encouraged me to expand my view about very young learners. I learn to listen to children to learn about them and their needs, to pay attention to the way they learn and what they enjoy doing to adapt my practices.ConclusionI learnt that although we must keep on learning strategies to develop in our classes, it is really important to observe and pay attention to the children´s needs and interests, in order to plan meaningful activities for them. In that way, they could enjoy the learning experience.

Planning of a Didactic Unit:https://drive.google.com/file/d/1eHuq0bA1tRUM8_9aU0pnBStatQ36LcNC/view?usp=sharingGalindez Daiana - Práctica Docente I.docxnullGoogle Docs

Section 3

I will share an assignment of Didactics nivel inicial. You will read about my own view about the 5 dimensions of professional identity proposed by Davey (2013).

# data[].attributes.attachment_link.title
Práctica Docente I - Daiana Galindez by iaritada on Genially

# data[].attributes.attachment_link.description
My portfolio Práctica Docente I By: Daiana Galindez Section 1 My teacher identity My name is Daiana Galindez. I am 35 years old. I was born in Bahia Blanca but now I am living in Sierra Grande, Río Negro. I started studying English in Bahia Blanca and now I am studying again at Lenguas Vivas Bariloche.

# data[].attributes.attachment_link.readable_text
Práctica docente II

Informe institucional

STONEHENGE ENGLISH COLLEGE

Tipo de institución: Instituto de Inglés privado.

Teléfono 291-4800481

Dirección de correo electrónico de la institución o directivo: lmarielrs@hotmail.com

Su casa central está ubicada en la ciudad de Bahía Blanca, provincia de Buenos Aires.

Su dirección es calle Humboldt n° 2077.

Su directora es la profesora Laura Mariel Rodriguez.

Stonehenge English College

Subsede: Sierra Grande, provincia de Río Negro. Dirección: Calle 104 n° 554. .

Una de las sucursales de Stonehenge English College está ubicada en la ciudad de Sierra Grande, provincia de Río Negro.

Lugar de las prácticas:Sierra Grande

El edificio dispone de dos aulas y un baño.Las aulas están pintadas y con buena iluminación. Las mismas están equipadas con pizarras blancas, marcadores de colores y borradores.

Además, las aulas están equipadas con escritorios para los docentes, mesas y sillas individuales para los alumnos, una biblioteca y tachos de basura. Los recursos con los que cuentan las aulas son: computadoras tipo netbook para los docentes, sistemas de audio parlantes e impresoras.Hay un espacio abierto que puede ser utiliuzado.

Observación del edificio y de los recursos:

Equipo docente:

El quipo docente está conformado por una directora, siete docentes en la sede de Bahía Blanca, provincia de Buenos Aires y dos docentes en la subsede de Sierra Grande, provincia de Río Negro.

¡Gracias!

Daiana Galindez.

# data[].attributes.attachment_link.title
Práctica Docente II- Informe institucional by Daiana Galindez on Genially

# data[].attributes.attachment_link.description
Práctica docente II Informe institucional STONEHENGE ENGLISH COLLEGE Tipo de institución: Instituto de Inglés privado. Teléfono 291-4800481 Dirección de correo electrónico de la institución o directivo: lmarielrs@hotmail.com Su casa central está ubicada en la ciudad de Bahía Blanca, provincia de Buenos Aires. Su dirección es calle Humboldt n° 2077.

# data[].attributes.headline
Experiential Learning Theory Presentation 

# data[].attributes.subject
Experiential Learning Theory Presentation 

# data[].attributes.attachment_link.title
Final reflection - Daiana Galindez by Daiana Galindez on Genially

# data[].attributes.attachment_link.description
Discover more about Final reflection - Daiana Galindez ✌️ - Presentation

# data[].attributes.headline
General characteristics of learners at secondary school

# data[].attributes.subject
General characteristics of learners at secondary school

# data[].attributes.body
Characteristics of High School Learners

There are a range of characteristics for high school students, as they enter into 9th grade and leave at the end of 12th grade. This transition from middle to late adolescence (approximately ages 14-19) is a time full of exploration into who they are as young adults, and what they believe in, value, and desire for their future. Through EL Education’s commitment to crew, compelling topics, collaboration, and relevant and authentic work, the needs of high school learners are supported and lifted up in order to support engagement, empowerment, and challenge.

High School learners need to understand the purpose and relevance of what they’re learning.

Any educator of a high schooler knows the question “‘why are we learning this?” High school students have an intense need to understand the value and importance of what they are learning. As high school students are starting to consider the trajectory of their lives, they are working to make sense of what they are learning and how that fits into their own personal goals. Only when students understand the purpose of their work and their work has relevance, are they able to dig in and engage deeply. As stated in Learning that Lasts, “engagement is fueled by curiosity and connection. When students feel that their learning has purpose and is connected to the real world, they become more engaged—their curiosity about and connection to their academic content is heightened.”. Compelling topics, authentic tasks, and lessons nested intentionally within the content making learning purposeful, relevant and engaging for students.

High School learners are beginning to develop a heightened sense of agency.

As students transition into and through high school, they are able to make more connections between their actions and the impact of those actions. As this sense of cause and effect deepens, high school learners start to develop a sense of agency in that they can control what happens to them. This manifests in how students change in their relationship to their goal setting, sense of responsibility, and ownership. The focus on habits of scholarship and what it takes to be an effective learner support students in their growth. Authentic tasks and service also help students see their agency not just in school but also in the world.

High School learners explore their multiple identities in ways that enable a varied and nuanced sense of self.

Throughout middle to late adolescence, young people are developing their sense of self and who they are. As young people grow older, they often experiment in self-expression in trying on different possible ‘selves’. This can also manifest in them taking a stand based on their identity.  According to Erik Erikson’s theory of psychosocial development, the fifth stage happens during adolescence, during which teenagers are developing a sense of self and personal identity, through an intense exploration of personal values, beliefs, and goals. During this time, high school students often rely on friendships and peers to affirm “who they are” - or various adults to say who they are “not.” Through this time of experimentation, they are trying out who they want to be. Curriculum that supports exploring identities and how others create identities will provide a lens for students in their own explorations.  A focus on relationships and restorative practices in the classroom support students with room to grow, make mistakes, and learn from their words and actions.

High school learners develop their capacity for abstract reasoning and creative problem-solving.

As the brain develops, students have increased capacity for abstract and hypothetical problem solving. During adolescence, there are dynamic changes in the brain structure and function that lead to this ability to problem solve and think critically--most notably in how the prefrontal cortex is developing--as it controls reasoning and helps us think before we act. “Creative problem solving typically requires divergent thinking (generating ideas by exploring many possible solutions), and flexibility in terms of restructuring and manipulating problem information” according to a study (Kleibeuker et al., 2013, p. 203) done on the teenage brain which found that this kind of thinking happened as there was increased activation in the prefrontal cortex during adolescence. As this part of the brain activates, this new skill allows students to consider multiple perspectives, try on new problem solving skills, and engage in topics and texts that are different from what they have done before. A focus on tasks that ask students to take on the heavy lifting of problem solving and grappling with complex ideas will engage and challenge students.

High School learners have a desire for autonomy, freedom, and respect.

Through middle and late adolescence, students’ desire for increased autonomy, freedom and respect grows. According to Erikson’s framework, young people are exploring the roles they will occupy as adults and examining what it takes to get there. Not only are they ‘trying on’ various aspects of being an adult, but they are also pushing on boundaries to see what is possible. They will push back on anything that seems to infringe on their freedom, which often leads to power struggles. During this time, young people are looking for less reliance on their families, and more autonomy in taking on new responsibilities and progress towards goals. Providing choice for students in the classroom, in their work and in crew empower students to take on autonomy and freedom. Respect becomes a priority in the teacher-student relationship, which is supported through restorative classroom and crew practices.

References:

Berger, R., Woodfin, L., Vilen, A., & Kushner, T. (2016). Learning That Lasts, with DVD: Challenging, Engaging, and Empowering Students with Deeper Instruction (1st ed.). San Francisco, California

Hartley, C. A., & Somerville, L. H. (2015). The neuroscience of adolescent decision-making. Current opinion in behavioral sciences, 5, 108–115. https://doi.org/10.1016/j.cobeha.2015.09.004

Kleibeuker, S. W., Koolschijn, P. C. M. P., Jolles, D. D., Schel, M. A., De Dreu, C. K. W., & Crone, E. A. (2013). Prefrontal cortex involvement in creative problem solving in middle adolescence and adulthood. Developmental Cognitive Neuroscience, 5, 197–206. https://doi.org/10.1016/j.dcn.2013.03.003

Notes Hq, P. (2020, May 22). Erik Erikson’s Stages of Psychosocial Development. Retrieved May 22, 2020, from https://www.psychologynoteshq.com/erikson-stages/

TEDxYouth. (2013, February 13). Insight Into the Teenage Brain: Adriana Galván at TEDxYouth@Caltech. Retrieved May 27, 2020, from https://www.youtube.com/watch?v=LWUkW4s3XxY

# data[].attributes.attachment_link.description
Check out this Presentation designed by Daiana Galindez.