- About myself

- School

- R.A1

- R.A2

- R.A3

- Reflexion

- Conclusion

- Appendix

About my personality, I consider myself an extrovert and sociable person, I think that's why I really love to be around my family and friends. 

My expectation for the future is to become a reliable teacher for my students and be very dynamic, I would really love teaching through theatre because it is something I loved besides pedagogy.

Promoting relevant and meaningful learning. In close collaboration with the family, the core principles are autonomy, identity, and harmonious development. Development of phonological awareness and logical-mathematical reasoning. Development of basic cognitive skills in language and communication, both in Spanish and in English, a second language. Understanding of the natural and social environment. Introduction to calculation and logical-mathematical thinking.

PEI:The proyecto educativo institucional(PEI) presented here responds to a proactive model for building an educational institution. This means that the educational community defines a purpose and, based on it, plans future actions. The expected results guide the educational institution's actions. The curricular concept that articulates this project is oriented toward educational excellence with an upward trend in improvement.

VISION: The education is focused on the transcendence and full development of the human being. It defines education as a continuous process that provides the necessary tools for personal and social fulfillment. In this framework, the school should serve as a guide toward that integral development. To achieve this, the institution must offer educational excellence, include English as a second language, be inclusive and non-discriminatory, ensure that economic factors do not limit access, have a competent and value-driven teaching staff, and promote respectful, violence-free coexistence. All of this must be supported by principles that are lived out daily within the educational community.

MISION: The institution aspires to educate students at a level of excellence. This means

empowering them to successfully achieve their personal and academic goals.

Our educational community seeks to develop in its students the cognitive skills that allow them to efficiently process information received in the different areas or subsectors of learning, beginning with elementary education, in order to effectively implement "learning to learn."

They aim to educate students to continue their education in higher education,

with solid knowledge and skills for their professional development.

Class 2: https://docs.google.com/document/d/1wmfJChzAfUkXptyhXpASzzRoeLdS0zvTauQvYgScPvQ/edit?usp=sharing

Class 3:https://docs.google.com/document/d/1eKUumwPe1AZ1Hy-Er407ntnv2YS7eTSsq1OWWyz1Ax8/edit?usp=sharing

Class 3: https://www.canva.com/design/DAGqwtrjyCE/LFpM31hVVsD35ShVMIJaCg/view?utm_content=DAGqwtrjyCE&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h479bbdf980

bingo cards: https://docs.google.com/document/d/1pggHyABeNox5dOml_er2rmGMdr6K_RQaF3NCuhY_cjM/edit?usp=sharing

In the first class I worked with a worksheet because I wanted to practice grammar (first conditional structure), Samca Arumanti has only 45 minutes of classes so that's why the worksheet is short, but they were well worked for the students, that class is very into drawing so that's why i choose that ítem and the students were really engage in the activity
And in the last class, I wanted to work on vocabulary about body parts, so first I presented a Canva presentation and then we worked with a bingo game. They loved this class because it was a game and through that we practiced a lot of vocabulary and I gave them a prize if they won. This activity was useful because the same images of the bingo were used in the test.

In this evaluation our goals were achieved because as you can see the results were the majority the maximum grade (7.0), I think we achieved it because we reinforced a lot of the content even when we think the students already get the information we continue with the same content but in different ways.

b. Traditional evaluation: - Focuses only on the results. (on the grades)
-Errors are not allowed.
-The students´ role is passive participants.
-When evaluating, the pattern of evaluations is repeated, including multiple choice, true or false, among others.
- Emphasizes memorization.

Authentic evaluation: -Focuses on the process. (provides feedback or improvement)
-Errors are allowed and are part of the learning process.
-The students´ rol is active participants.
-When evaluating, it is done in different ways, whether with projects, dialogues, or performance.
-Emphasizes real-world application.

c. An evaluation can be considered a bad practice for several reasons. First, if it lacks validity, as it doesn't measure the skills it's asking for, leading to unfair or inaccurate results. Second, if it creates unnecessary stress, especially through poorly explained tests, it can negatively affect students' motivation and confidence. Third, if it's not aligned with learning objectives, the evaluation becomes meaningless and fails to reflect students' current progress or understanding. Finally, if feedback isn't provided, students can't learn from their mistakes or improve, turning the evaluation into a missed opportunity for growth.

d. The historical evolution of evaluation began in ancient times, where learning was evaluated informally through oral questioning and observation by teachers or mentors. In the Middle Ages, education was mostly religious, and evaluation focused on memorization. During the Renaissance, education expanded to include more subjects, but evaluation remained mostly oral and informal. It wasn't until the 18th and 19th centuries that more formal evaluation systems began to appear, with written exams and standardized tests becoming common, especially in Europe, as a way to measure academic progress and classify students.

e. During the 20th century, evaluation evolved from simple testing to a more complex and reflective process. In the early 1900s, evaluation focused mainly on standardized tests to measure student performance objectively. By mid-century, educators began to value formative evaluation, which helps guide learning during the process, not just at the end. The later decades saw a shift toward authentic evaluation, emphasizing real-world tasks, critical thinking, and student-centered approaches. The role of feedback, continuous improvement, and fairness also became more important, making evaluation a tool for learning not just for grading.

f.      
1. Aligning assessments with learning objectives

2. Using a variety of assessment types (e.g., tests, projects, presentations)

3. Providing clear rubrics or criteria

4. Giving timely and constructive feedback

5. Encouraging student self-assessment and reflection

6. Including real-world or authentic tasks

7. Ensuring fairness and accessibility for all learners

g. In his TEDx talk “Enseñar y aprender de los pies a la cabeza,” Hernán Aldana explains that true learning involves the whole body, not just the brain. He highlights how movement, emotion, and physical experience are essential for deep learning. Teaching should engage students not only intellectually but also physically and emotionally. Personally, this talk made me reflect on how important it is to create dynamic, active classrooms where students can move, express, and feel because we truly learn better when our whole body is involved.