Observational Practice by Lina Maria Gomez Villegas

Folder Link

linamariagomez97 — 2023-05-28 02:38:59 UTC

This is the link of my practice documents
LINA MARIA GOMEZ VILLEGAS

Synthesis of the “Diarios de campo”

linamariagomez97 — 2023-05-28 02:55:46 UTC

The participant observation was carried out at the National Open and Distance University in the Lilei strategy, the observed classes emphasized the development of the four skills: Listening, Speaking, Writing and reading at levels from A1 to C2. The classes were developed through the teems application and meet each class with a duration of one hour.

Observed Population

linamariagomez97 — 2023-05-28 03:00:16 UTC

The population observed in the classes were from different regions of the country, including some who were outside of Colombia. Due to its methodology, Unad gives access and inclusion to people from anywhere and their age does not matter, only the desire to improve and learn.

“Plan de Trabajo” Schedule.

linamariagomez97 — 2023-05-28 03:05:12 UTC

"Plan de trabajo" as a planning instrument, orders and systematizes information so that a vision of the work to be carried out can be obtained, thus indicating: objectives, goals, activities, responsible parties and schedule.

Photographic Evidence

linamariagomez97 — 2023-05-28 03:06:17 UTC

The Lilei Strategy is developed through virtual means. teams and meet. In some classes the teacher requested to turn on the camera to have a closer communication.

Paragraph about my experience

linamariagomez97 — 2023-05-28 03:16:07 UTC

I carried out my observation in virtual scenarios, I had the opportunity to observe classes of different teachers, I was able to show that they all use different methods, materials and techniques. In addition, carrying out the observation in virtual scenarios challenged me to work and develop didactic skills that allow maintaining the motivation and attention of the students despite not being in a classroom, in addition to making good use of ICT to innovate in the way it is taught.

linamariagomez97 — 2023-05-28 03:24:51 UTC

1.The importance of the didactic material lies in the influence it exerts on the students, that is, the didactic material stimulates the sensory organs that they exert for learning. Therefore, the didactic material puts the student in contact with the learning object, either directly or giving the sensation of indirect.

2.Despite the fact that the teacher has prepared his class according to the teaching method, on many occasions it was observed how the teacher had to change or use other strategies and resources to achieve the understanding of some of his students.

3.The teachers that I have observed have been respectful and open to all the cultures that the students present within the class. For example, since it is a virtual space, there are classes that have students from different cities in Colombia, including some outside the country, and when the opportunity is given to have a conversation space to improve speaking skills, the teacher is interested in listening. and know a little about the context that surrounds each student.

Direct Method

linamariagomez97 — 2023-05-28 03:27:43 UTC

Reason: It helps to improve reading comprehension by providing a wide range of vocabulary and expressions that favor immersion in the language. Students play an active role in class thanks to the various activities proposed by the teachers.

Communicative Method

linamariagomez97 — 2023-05-28 03:29:49 UTC

Reason: The main objective of this educational approach is the development of the communication skills of the students in the language that is being taught, this being a real communication.

linamariagomez97 — 2023-05-28 03:32:58 UTC

Richards, J., & Rodgers, T. (2001) Communicative Language Teaching. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 153-177). Cambridge: Cambridge University Press. https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.018

Richards, J., & Rodgers, T. (2001). The nature of approaches and methods in language teaching.
In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp.
18-35). Cambridge: Cambridge University Press. https://doiorg.
bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.004

Richards, J., & Rodgers, T. (2001) A brief history of language teaching. In Approaches and
Methods in Language Teaching (Cambridge Language Teaching Library, pp. 5-17). Cambridge:
Cambridge University Press. https://doiorg.
bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.003