I.

PORTFOLIO STRUCTURE GUIDELINES

GRAN COLOMBIA UNIVERSITY

EDUCATION FACULTY
STUDENT PORTFOLIO ORGANIZATIÓN

Student: Diana Carolina Huertas Rodríguez Code: 1026586630 Program: B.A in English
REV.REV. REV. REV. REV.
GUIDELINES
1 2 3 4 5
Presentation sheet
Portfolio structure guidelines
1. PERSONAL INFORMATION DOCUMENTS
Curriculum vitae
Health insurance
I.D photocopy
Subjects record
2. THEORETICAL TOOLS OF PRACTICUM
Regulation of pedagogical and didactic practicum
Pedagogical design proposal
3. PRACTICUM CENTER DOCUMENTS
Identification guide: makers in the practicum process
P.E.I
School rulebook
Activities schedule
4. PEDAGOGICAL PROPOSAL
5. GUIDELINES FORMATS
Lesson plans
Resources (workshops-guides)
Students list
Journal
Pedagogical experiences
6. PRACTICE MONITORING
Class schedule
Attendance control
Assessment format
 Suggested readings
Essays
7. OTHERS

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 II. IDENTIFICATIÓN GUIDE:
MAKERS IN THE PRACTICUM PROCESS
GRAN COLOMBIA UNIVERSITY
EDUCATIÓN FACULTY
PRACTICUM COORDINATION

Student : Diana Carolina Huertas Rodriguez

I.D: 1026586630 Address: Carrera 26#6-20

Mobile phone: 314 2743169 ______ Home phone: 7017478

Program: B.A in English Licenciatura en Inglès

Practicum school: John F. Kennedy

Timetable: day(s) Saturday incoming 8:00 am outgoing: 12: 30 M

Total week hours: 4 Hours

Homeroom teacher: Javier Gómez

E-mail: Javier.gomez@ugc.edu.co

Tutor : Javier Gòmez

Phone _____________________ E-mail: Javier.gomez@ugc.edu.co

Practicum coordinator: Alexander Zorro
Phone: E-mail: alexander.zorro@ugc.edu.co

Observations:_________________________________________________________________________________
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 III. LESSON PLAN
Institution:John F. Kennedy
Grade: 6 sixth
Area: English
BASIC COMPETENCE
STANDARDS
Standards of basic
competencies in second
English language
established by the
Ministry of National
Education of Colombia,
understand that students
of sixth grade must enroll
in level A2 and must
handle the four required
skills from a simple level.
CONTEX  Know the social
T environment in
which students
are from the
personal, family
and educational.
 Identify the
learning styles of
the students and
their abilities to
learn a language.
 Identify what are
level of English
students.
Pre-service student : Diana Carolina Huertas
Date: March 3 2018
Topic: Diagnostic
LEARNING CONTENT
OBJECTIVES
1. Know the level of Introduction and presentation: 20 minutes
English and the I make a brief presentation about myself and I will say the objectives that I have in the
abilities of the course.
students. The students make a brief presentation about themselves.
2. Know the social Warm up: 40 minutes
environment and its Students will talk about hobbies, interests, family, beliefs, dreams and more.
personal and group The main idea is to get to know the students, a short questionnaire will be done in Spanish
environment of the and some questions will be written on the board (You are in English to know the level in
students. Speaking)
3. Identify your tastes To carry out this activity, students will sit at a roundtable.
and qualities. Activity # 1 Previous Knowledge
4. Analyze the group of Students will play "stop" in pairs to revise vocabulary and verbs.
students to carry out Apply the diagnostic test: (60 minutes) New knowledge
the implementation I will explain what the exam consists of and how to solve it. Also the importance of doing
of the proposal and it.
create various The students will develop the guide where it is sought to identify which level is in
activities. agreement with what the MEN establishes, also obtaining these results will proceed to the
future planning and the proposal.
This will have questions about verb tenses, vocabulary and sentence formation. In this
exam, comprehension of reading, listening comprehension, and writing will be evaluated.
Activity # 2 What's is That, These?
Students will see images of objects and animals and they will have to say that it is in
English, as they say, and write, and they will also make a prayer with each one.
Activity 3
Explain the English commands that will be used in each class.
The main idea is for students to practice them and motivate them to speak English in the
classroom in future classes.
Activity # 4
 Students will perform outdoor activities in order to analyze gross motor skills.
They performed a series of directed exercises of balance, strength, moving the head and
more.
EDUCATIVE EXPLORATION DEVELOPMENT FINALIZATION ADDITIONAL
MATERIAL AND Duration: ___40 minutes Duration: _60 minutes__ Duration: __20 minutes_ WORK
RESOURCES (Exploration phase) (Organization phase) (Transfer phase) (Reinforcement
phase)
Test I make a brief presentation about Apply the diagnostic test: Activity 3 Bring a list of
Video myself and I will say the New knowledge Explain the English verbs and do 10
Paper objectives that I have in the I will explain what the exam consists commands that will be used sentences with
course. of and how to solve it. Also the in each class. verb to be in
The students make a brief importance of doing it. The main idea is for negative,
presentation about themselves. The students will develop the guide students to practice them affirmative and
METHOD Warm up: where it is sought to identify which and motivate them to speak interrogative
OLOGY Students will talk about hobbies, level is in agreement with what the English in the classroom in
IN interests, family, beliefs, dreams MEN establishes, also obtaining future classes.
DIDACTI and more. these results will proceed to the Activity # 4
C The main idea is to get to know future planning and the proposal. Students will perform
SEQUEN the students, a short This will have questions about verb outdoor activities in order
CE questionnaire will be done in tenses, vocabulary and sentence to analyze gross motor
Spanish and some questions will formation. In this exam, skills.
be written on the board (You are comprehension of reading, listening They performed a
in English to know the level in comprehension, and writing will be series of directed
Speaking) evaluated. exercises of balance,
To carry out this activity, Activity # 2 What's is That, These? strength, moving the
students will sit at a roundtable. Students will see images of objects head and more.
Activity # 1 Previous and animals and they will have to say
Knowledge that it is in English, as they say, and
Students will play "stop" in pairs write, and they will also make a
to revise vocabulary and verbs. prayer with each one.
ASSESSMENT TYPE OF EVALUATION
ASSESSM
The diagnostic test is the assessment Qualitative
ENT
 PEDAGOGICAL PLANNING

Training program B. A in English Starting date 24-02-2018

Project phase Diagnostic Ending date 3- 03-2018

Project Activity Observation and Diagnostic

Standards of basic competencies in second English language established by the

Ministry of National Education of Colombia, understand that students of sixth grade
must enroll in level A2 and must handle the four required skills from a simple level.
 Know the social environment in which students are from the personal,
Competence
family and educational.
 Identify the learning styles of the students and their abilities to learn a
language.
 Identify what are level of English students.

 Students interact giving information about their lives that will serve to carry
out the diagnosis and develop the implementation.
 Each learning style of the students will be recognized in order to help them
Learning result improve their learning in English.
 The abilities of each student will be taken into account to create the classes
to carry out a meaningful implementation.
 Define at what level each student is in order to develop the topics.
 Identify which students are high level to become monitors and help
colleagues who do not understand.

Introduction and Apply the diagnostic Activity 3

presentation: 20 minutes test: (60 minutes) New Explain the English
I make a brief knowledge commands that will be used
presentation about I will explain what the in each class.
myself and I will say the exam consists of and The main idea is for students
objectives that I have in how to solve it. Also the to practice them and
the course. importance of doing it. motivate them to speak
The students make a The students will English in the classroom in
brief presentation about develop the guide where future classes.
Learning activities
themselves. it is sought to identify Activity # 4
Warm up: 40 minutes which level is in Students will perform
Students will talk about agreement with what the outdoor activities in order to
hobbies, interests, MEN establishes, also analyze gross motor skills.
family, beliefs, dreams obtaining these results They performed a series of
and more. will proceed to the directed exercises of
The main idea is to get future planning and the balance, strength, moving
to know the students, a proposal.
the head and more.
short questionnaire will This will have questions
be done in Spanish and about verb tenses,
 some questions will be
written on the board
(You are in English to
know the level in
Speaking)
To carry out this
activity, students will sit
at a roundtable.
Activity # 1 Previous
Knowledge
Students will play "stop"
in pairs to revise
vocabulary and verbs.
Activities duration 40 minutes
Communicative
Teaching strategies approach
Know the speaking and
Evaluation criteria
the personal information
Analysis about the
personal information.
Learning evidence
vocabulary and sentence
formation. In this exam,
comprehension of
reading, listening
comprehension, and
writing will be
evaluated.
Activity # 2 What's is
That, These?
Students will see images
of objects and animals
and they will have to say
that it is in English, as
they say, and write, and
they will also make a
prayer with each one.
60 minutes 20 minutes
Writing, listening, Total physical response
Reading to know the
level
Know the knowledge Exercise Physical exercise
Diagnostic
Answers and grade Analisys
 TUTOR
SIGNATURE

VI. STUDENTS’ ATTENDANCE MONITORING

STUDENT NAME: Diana Carolina Huertas Rodríguez

PLACE OF John F. Kennedy

PRACTICUM:

SHIFT: Saturday 8 am – 1pm

COURSES IN CHARGE: HOMEROOM TEACHER(S) IN EACH COURSE

CONSULTANT

DATE STARTING ENDING HOMEROOM PRACTICUM DATE OF

TIME TIME TEACHER CONSULTANT OR THE
SIGNATURE PROJECT SIGNATURE
TEACHER OF THE
APPROVAL APPROVAL
 VII. CLASSROOM ASSESMENT FORM

GRAN COLOMBIA UNIVERSITY

EDUCATION FACULTY
PRACTICUM COORDINATION
CLASS OBSERVATION

Student intern: Diana Carolina Huertas Rodriguez Grade: Sixth

Academic period: Practicum II School: John F. Kennedy School Date: ………………………………………..

Observer: ……………………………….…………………………………………..

CRITERIA Good Fai Poo COMMENTS

r r

COEXISTING BEHAVIORS

Appropriate and warm communication.

Students participation.

Handling of the group.

DIAGNOSTIC

Identification of students’ cognitive difficulties

Exploration of previous knowledge before starting a new topic

PEDAGOGY

Management of the subject taught.

The development of the topics and conceptual mastery are

evidence of class preparation.

The class objectives are coherent with the learning objectives

proposed for the topic developed.

Relation of the topics developed to the context

Use of didactic material to make learning meaningful.

The evaluation is in accordance to the learning objectives

METHODOLOGY

The didactic strategies strengthen the competences to build

knowledge.

Management of time according to the activities proposed in the

lesson plan.
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Observer signature: ………………………

 EVALUATION OF THE GENERAL
PERFORMANCE IN THE PRACTICUM

PRACTICUM COORDINATION

Student intern: Diana Carolina Huertas Rodríguez

Period of Practicum: II 2018-I Date:_______________________
Titular teacher: Javier Gomez ___

In a scale of valuation from 0 to 50, evaluate the performance demonstrated within the practicum activity.

Item Valuation Observations

Attendance
Punctuality
Personal presentation
Commitment
Effort
Establishment of warm relations with the Educative
Community
Handling of group and coexistence
Assistantship (Endorsement to the work of the titular
teacher)
Creativity
Preparation of class
Elaboration of educational material
Didactics and methodology
Thematic and theoretical support
Adjustment of contents to the needs of the population
Use of motivational strategies to the students
Evaluation
Academic dialogue with the titular teacher
Reflection on his/her educational exercise
Disposition to the change for the improvement of his/her
educational exercise
Relevance of his/her work in the institutional context

Evaluator’s name: _____________________________ Signature__________________________

Suggestions
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