REFLECTION AFTER IMPLEMENTATION

The activities have worked well with the group. Cooperative and collaborative tasks are good to create a good learning environment and shared knowledge among the students: the more competent ones help the others and it is a very interesting way of learning.

Talking about the tasks, ours are focused on specific language due to the professional training that these studies represent for the students, so all the context is set by the competences established in the curriculum. This is why we have been dealing with situations like meetings, customer service and company-related issues.

In regards to the implementation, I have lacked a little bit of system when going around the groups: time-management has been difficult because sometimes you spent more time with a lower-ability group and then, when I arrived to another group of higher performance, they had already finished. So, I have to plan better time management in order to give a balanced support to all the groups and to have a better control of the use of english for interactions inside of the groups.

Some of the methodological techniques learnt in this GEP course have been a great discovery for me and I will adopt them and implement in future occasions. Dictogloss can be a good example of a technique that I have found useful and engaging.

In conclusion, I believe that this is a very useful course in order to improve our performance as teachers and favour a better learning environment in class.

Institut la Guineueta – CFGS ADMINISTRATION AND FINANCE – COMMUNICATION AND CONSUMER SERVICE. Reflection after the implementation of Task 2 – Reading & Writing activity – Dealing with a claim.

This activity was build around one of the main competences in UF2 – Customer Service, as dealing with claims is meant to be one of the most important task to face at work.

By doing the activity in English, students have been able to understand, discover and generate output in a situation where they normally find much theory. 

The effort was double, studying claims in a practical way after the exposition of a scheduled situation, and learning how to deal with it in another language.

The activity was both cooperative and collaborative, and the students appreciated the way they learnt contents.

They also appreciated the challenge that peer evaluation implied.