Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Propuesta
Claudia Reyes
Asesora Académica
C.E. Psicología Educativa
CONTENIDO
Marcos de referencia.
Escala de evaluación.
observación de clases.
observación de clases.
Conceptos y terminología.
Claudia Reyes
Asesora Académica
C.E. Psicología Educativa
Elementos esenciales de una clase.
La clase es la forma fundamental de organización y desarrollo del proceso
docente-educativo, en un tiempo establecido, en el lugar condicionado o
seleccionado para este fin donde el docente dirige la actividad, propicia la
instrucción y la educación del alumno teniendo en cuenta las particularidades
individuales, grupales y sociales, para lo cual se utilizan los métodos y medios
de trabajo necesarios, que garanticen el logro de los objetivos propuestos.
Las funciones didácticas de la clase son los elementos del proceso docente-
educativo de la clase o enseñanza que tienen un carácter general y necesario
para que se cumplan los objetivos establecidos, al identificar dichos procesos
estos describen una estructura lógica de la misma la cual siempre tiene
introducción, desarrollo y conclusiones cada uno con funciones didácticas (FD)
específicas:
Enfoques educativos
Evaluaciones
Técnicas de presentación
Redacción y logro de Objetivos
Retroalimentación
Materiales de enseñanza
Estrategias de corrección de errores
Manejo de la clase
Patrones de interacción
Dinámicas
Niveles de energía
Disciplina
Habilidades para la vida (habilidades del sigo 21)
Trabajo con alumnos de habilidades diferenciadas
Trabajo con alumnos NEE
Organización del tiempo de actividades
Rapport
Motivación
Claudia Reyes
Asesora Académica
C.E. Psicología Educativa
Marcos de referencias.
The Cambridge English Teaching Framework – Marco de enseñanza de inglés.
Categories Requirements
1. Learning and the learner Learning theories; FLA and SLA language learning and teaching, Language-teaching methodologies; Understanding learners;
El aprendizaje y el aprendiz
2. Teaching, learning and assessment Planning language learning: Lesson planning, Course planning.
Enseñanza, aprendizaje y evaluación Using language-learning resources and materials: Selecting, adapting, supplementing and using learning materials, using teaching aids, Using digital
resources.
Managing language learning: Creating and maintaining a constructive learning environment; Responding to learners; Setting up and managing
classroom activities; Providing feedback on learner Language.
Teaching language systems: Teaching vocabulary, teaching grammar; Teaching phonology, Teaching discourse.
Teaching language skills: Teaching listening; Teaching speaking; Teaching reading; Teaching writing;
Assessing language learning: Assessment principles, Using assessment to inform learning.
3. Language ability - Habilidad del lenguaje Classroom language; Language models, Recognizing learner errors; Communicating with other professionals, CEFR level:
4. Language Knowledge and Awareness Language awareness, Terminology for describing language, Reference materials.
Conocimiento y conciencia lingüistica
5. Professional Development Classroom observation; Reflecting on teaching and learning; Planning own development; Teacher Research, Teamwork and collaboration;
Desarrollo professional Professional roles and responsibilities;
The Cambridge Framework for life competencies - Marco para las competencias de vida.
Categories
1. The digital world Technology takes you beyond the classroom: as a digital citizen, you need to be productive, organised and act responsibly, safely and legally in the digital arena to
El mundo digital protect yourself and your learners.
→ Productivity, → Information management, → Digital citizenship, → Legal issues, → Digital welfare and safety
2. The digital Classroom Digital tools and resources provide both opportunities and challenges for language learning: develop your awareness of underlying theories and methodologies and
El aula digital use technology effectively to enhance learning and improve your own language awareness and proficiency.
→ Theories and methodologies,→ Digital tools and resources, → Online learning, → Improving language proficiency, → Improving language knowledge and
awareness
3. The digital teacher Use digital tools and resources to accelerate and track your own professional development: reflect on your teaching, discover online conferences and sources of
El docente digital information, and share knowledge and best practice through a network of peers.
→ Reflection and development with digital tools and resources
→ Being part
4. Designing Learning Plan for success! Evaluate, choose and integrate digital tools and resources to support course aims and learning objectives, plan logical sequences of work for
Diseño de aprendizaje lessons and courses, and create attractive and useful interactive resources which maximise learning potential.
→ Sourcing and evaluating digital resources
→ Collating and curating, → Developing materials, → Lesson planning, → Course planning
5. Delivering Learning Build your confidence! Master and manage digital tools to support, educate and communicate with your learners; develop their skills in using technology
Impartiendo el aprendizaje effectively for learning, so that they can successfully meet their learning outcomes and take advantage of the learning opportunities provided by the digital learning
environment.
→ Setting up and managing digital tools and resources
→ Preparing students for using digital tools and resources
→ Responding to learners
→ Communication and interaction online
6. Evaluating Learning Understand what’s happening in your classroom! Digital tools provide new and more efficient ways of accessing and managing large quantities of data. Use
Evaluando el aprendizaje technology to assess your learners and use that information to improve their learning; evaluate the effectiveness of your lessons and the digital tools and resources
that you use.
→ Assessing Learning, → Evaluating lessons and materials
Claudia Reyes
Asesora Académica
C.E. Psicología Educativa
Lesson planning and Classroom management. Cambridge Course – Curso de Planificación de la clase y gestión del aula.
Unidades Descripción
1. The lesson plan. - La secuencias didáctica Cover sheet (Level, Lesson Type, time), Main aim, subsidiary aim, what the learners already know, what the learners have already done, anticipated problems: language.
Anticipated problems: materials. Anticipated problems: classroom management. Solution language, solutions materials. Solutions: classroom management, resources,
personal aims.
2. Lesson aims – Objetivos de la clase What we want students to learn or be able to do by the end of a lesson, a series of lessons or the whole course?
Main aim, Subsidiary aim, Personal aim.
3. Planning a lesson – Planeando una clase Aims: what teachers (and learners) want to achieve in a lesson or a course. Activity in a class is planned in order to achieve these aims. Tasks: are the activities in which
students use language to achieve a specific outcome.
Material: things needed for an activity. KEEPING A BALANCE OF ACTIVITIES: - There is a balance of input and output. - A variety of activities. - A variety of
interaction patterns. - A way of making feedback more focused and efficient. - Opportunities for learners to check answers with each other. Another part of the planning
process is anticipating problems that are likely to arise during the lesson. *consider learners need. *what happen during the class. *pace is important.*planer solutions.
4. Making the most of learning materials WHAT DO YOU WANT FROM A COURSEBOOK? level? age? needs? interests? Does the supplementary material relate to the course book topic? provide students
- Aprovechando al máximo los materiales de with a variety of learning mediums. Slides. Videos Audio recordings. Other graphic representations
aprendizaje.
5. Setting up and rounding up activities Giving clear instructions: Use imperative, use short sentences, pause to allow learners time to process information, give a specific task, give a time limit, use signaling
– Creación y reunion de actividades words to the learner’s attention, use colloquial/idiomatic Language, give too many instructions at once, add if you want or you can, but you don’t have to your instructions.
Demonstrating instructions
6. Teacher roles and interaction patterns SYMBOLS T – S Teacher talks to whole class. S- S Pair work. S-S-S Group work. S- text Students reading or listening. S – task Students work on
– Rol del docente y patrones de interacción a task alone. TTTTeacher talking time. STT Student spending time talking. INTERACTION PATTERNS: Individual. Whole class. Group work. Pair work. TEACHER’S
ROLES: Director. Giving instructions, eliciting, leading questions. Observer. Observing students doing a task/act. Resource. Help students e.g. living dictionary.
Participant. Join a conversation (sp. task)
7. Teacher and learner language – Docente Error and errors corrections. Slips. Fossilization. Developmental error. Lack of interest. Correction techniques. Reformulation
y lenguaje del alumno Using the board. Prompting. Questioning
8. Warmers, fillers and ending a lesson. With a good warmer you can put your students into English mode; attentive, interested and ready to participate. A warmer can also serve to review language from a
previous lesson or prime the class for a new topic. Most of them can, of course, also be used as filler activities if you find yourself a few minutes short at the end of the
lesson. ENDING A LESSON: 1.- What have you learned today? 2.- Performance correction and feedback. 3.- 60 seconds. 4.- Summarizing. 5.- Setting/assigning
homework
9. How to create and effective learning Motivation: Be a positive role model. Connect it to everyday life. Give them opportunities. Praise them. Be specific. Be aware of their dreams. Rapport: Good rapport and
environment. motivating lessons really help create an effective learning environment.
Cómo crear un ambiente de aprendizaje Problem behavior: boredom in class. the belief that he/she is ‘not good at English’ and the fear that other learners will think he or she is the ‘stupid one’. It may be
efectivo. preferable for some learners to be the class clown rather than the ‘class idiot’.
poor parental influence or home life. What can we do about these problems? There are a number of approaches we can take.
Mixed abilities: Teachers need to support learners who are less able, and challenge learners who are abler. Look at some strategies that can help teachers achieve this.
10. Planning a series of lessons. A logical and varied sequence of ten 45-minute lessons. the importance of recycling and review activities. Do you think your learners received a ‘healthy, balanced diet’
Planear una serie de clases. of English input and output, or do you think they need to be given more of one thing and less of something else? As well as reviewing new language or texts at the end of
the week, you can also recycle language on a daily basis.
Claudia Reyes
Asesora Académica
C.E. Psicología Educativa
Escala de evaluación.
Desempeño: Básico En desarrollo Competente Experto
Gestión de la clase: D C B A
Tiene un limitado conocimiento de Tiene un básico conocimiento de los Tiene un buen conocimiento de los Tiene un sofisticado conocimiento
los elementos claves del inicio de elementos claves del inicio de una elementos claves del inicio de una de los elementos claves del inicio de
Inicio
una clase y los usas para asegurar clase y los usas para asegurar el clase y los usas para asegurar el una clase y los usas para asegurar
el nivel de partida de la clase. nivel de partida de la clase. nivel de partida de la clase. el nivel de partida de la clase.
Desarrollo
Cierre
Materiales y Recursos
Evaluaciones
Dominio del tema
Monitoreo
Lenguaje del docente
Instrucciones efectivas
Actitud del docente /
Motivación / Rapport
Corrección de errores /
Retroalimentación
Actividades diferenciadas
(NEE / Alertas)
Manejo de problemas de
conducta
Lenguaje de los alumnos
Desarrollo de competencias
para la vida
Claudia Reyes
Asesora Académica
C.E. Psicología Educativa
Descripción del llenado del formato de observación de clases – Pagina 1
Nivel: Preescolar – Primaria – Secundaria – Bachillerato Área: __________________________
Docente: __________________________________________________ Clase: _______________________
Grado y Grupo: _________ Fecha: ________________ Hora: ____________
Se coloca una marca en cada rubro como lista de cotejo
1. Puntualidad. 6. Secuencia didáctica.
2. Saludo . 7. Objetivo y Agenda de clase.
3. Salón limpio y ordenado. 8. Estructura del pizarrón.
4. Revisa asistencia 9. Manejo del tiempo.
5. Manejo de agenda del Mtro. 10. Lenguaje apropiado.
Patrones de
Desempeño (Gestión del aula) Descripción de las actividades de clase: interacción y Rol del
docente:
Se escriben los
Se describen las actividades en cada etapa de la clase
patrones de
que el observador considere pertinentes como
interacción de los
evidencia de guía de observación para usarse durante
alumnos y rol del
1 2 3 4 (1) Inicio: la retroalimentación.
docente en cada
actividad. Ej. Trabajo
Se va marcando el nivel de desempeño 1(insuficiente)
grupal- El maestro
, 2 (Suficiente) , 3 (satisfactorio) ,4 (Destacado) .
guía a los alumnos
1 2 3 4 (2) Desarrollo:
Se escriben las actividades de la clase y comentarios
en cada etapa.
1 2 3 4 (3) Cierre:
(4) Materiales / Se describen los materiales o recursos usados en la clase y como fueron
1 2 3 4
recursos usados
(7) Monitoreo
1 2 3 4 Monitoreo y supervisión de las actividades que realizan los alumnos.
(8) Lenguaje del
1 2 3 4 De acuerdo a la edad de los alumnos
docente
(9) Instrucciones
1 2 3 4 Manera de dar instrucciones a los alumnos y como responden a las mismas.
efectivas
(10) Actitud del
docente /
1 2 3 4
Motivación /
Rapport
(11) Corrección
1 2 3 4 de errores /
Retroalimentación
(12) Actividades
1 2 3 4 diferenciadas
(NEE / Alertas)
(13) Manejo de
1 2 3 4 problemas de
conducta
(14) Lenguaje de
1 2 3 4 Usan el vocabulario de acuerdo a la clase
los alumnos
(15) Desarrollo de
1 2 3 4 competencias
para la vida
Para obtener la calificación del logro global de la clase se obtiene promediando el nivel del desempeño (suma de los niveles de desempeño y se promedia
entre los 15 aspectos de la gestión de la clase)
Guía para realizar el reconocimiento potenciador: Únicamente cuando la clase fue excelente)
Acuerdos de acciones a realizar con fecha: El docente escribe en esta sección los acuerdos después
de recibir la retroalimentación
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Claudia Reyes
Asesora Académica
C.E. Psicología Educativa
Propuesta de formato de observación de clases – Pagina 1
Patrones de interacción
Desempeño (Gestión del aula) Descripción de las actividades de clase:
y Rol del docente:
A B C D Inicio:
A B C D Desarrollo:
A B C D Cierre:
Materiales /
A B C D
recursos
Claudia Reyes
Asesora Académica
C.E. Psicología Educativa
A B C D Evaluaciones
Fortalezas: Debilidades:
Acuerdos:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Claudia Reyes
Asesora Académica
C.E. Psicología Educativa
___________________________ ___________________________
Conceptos y terminología.
Claudia Reyes
Asesora Académica
C.E. Psicología Educativa
Intensive Pre-teach (vocabulary) Emphasis
listening/reading Procedure Emphasize
Interact Raise awareness Gesture
Interaction Rationale Illustrate meaning
Interactive strategies Recycle Meaningful
Key word Reflect on teaching Mime
Layout Reinforce Present
Listen/read for detail Report back Presentation
Listen/read for gist Scheme of work Teaching strategy
Listen/read for mood Sequence
Note-taking Set a question, task, test Teachers’ and learners’
Oral fluency Set the scene, the language in the classroom
Paragraph context Acknowledge
Paraphrase Specification, to specify Ask for clarification
Predict (aims) Clarify
Prediction Stage Convey meaning
Process Step Exchange
Process writing Stimulate (discussion) Facial expression
Productive skills Student-centred Filler
Proofread Subsidiary aim Hesitate
Receptive skills Syllabus Model
Re-draft Teacher talking time Narrate
Relevance Teacher-centred Praise
Relevant Timetable fit Prompt
Scan Timing Recast
Skill Variety Refer to
Skim Vary Respond
Subskill Response
Summarise Practice activities and Simplification
Summary tasks Simplify
Text structure Brainstorm Terminology
Theme Categorisation Utterance
Thematic Categorise Word prompt
Topic Chant
Topic sentence Choral drill Teaching materials and
Turn-taking Communicative activity aids
Version Controlled practice Activity book
Drill Adapt (material)
Learners’ mistakes and Extension task Audio script
correction strategies Filler Authentic material
Correction code Freer practice Board game
Echo correct Gap-fill Book
Finger correction Guided writing Brochure
Over-application of the Individual drill Chart
rule Information-gap activity Course book
Over-generalization Jigsaw listening/reading Coursebook unit
Reformulate Jumbled paragraphs, Crossword puzzle
Reformulation pictures, sentences Dialogue
Repetition Label Dice
Self-correction Less controlled practice Exploit (material)
Time line Mind map Flashcard
Open-ended (task) Flexible
Lesson planning Picture stories Flipchart
Achieve aims, Practice Graded reader
objectives Prioritising Graph
Aim Problem solving Grid
Analyze language Project work Handout
Anticipate (language) Rank ordering Language laboratory
problems Recall Leaflet
Arouse, generate Restricted practice Learning centre
interest Revise Overhead projector
Assumptions Revision (OHP)
Class profile Role-play Overhead transparency
Components (of a Solution (OHT)
lesson plan) Solve Puppet
Conduct feedback Substitution drill Realia
Consolidate Survey Recording script
Enable Swap Resources
Encourage Target language Rubric
Encouragement Task Self-access center
Feedback Task-type Sticker
Focus on Transformation drill Supplementary material
Give feedback Visualization Typescript
Highlight Visualize Teacher’s book
Lead-in Word map Teaching aids
Logical Presentation techniques Textbook
Main aim Concept checking Transcript
Objective Concept questions Video clip
Outcome Contextualize Visual (aid)
Pace Define Workbook
Peer feedback Definition Worksheet
Personal aim Elicit
Claudia Reyes
Asesora Académica
C.E. Psicología Educativa
Fuentes:
Cambridge English Framework – Cambridge English Language Assessment.
Teaching Knowledge Test Handbook – University of Cambridge ESOL Examinations.
The Cambridge Framework for life competencies – Cambridge University Press
Elementos Esenciales A Tener En Cuenta En La Clase
https://es.slideshare.net/artevisual/elementos-esenciales-a-tener-en-cuenta-en-la-clase
The Cambridge English Digital Framework for Language Teachers
https://thedigitalteacher.com/framework
Claudia Reyes
Asesora Académica
C.E. Psicología Educativa