MUFPES: Carmen Portillo

MASTER UNIVERSITARIO EN FORMACIÓN DEL PROFESORADO

Carmen Portillo Acedo

Empezar

Tutor José Ramón Ruiz Armillas Prácticas “I.E.S. Javier García Téllez” Tutora Ana Cascos Pérez

CONTENTS

1. Context2. Didactic Unit 3. Internship 4. Reflection and Self-assessment

1. Context

I.E.S. Javier García Téllez

• Cáceres
• Public High School
• Wide variety of students

Educational Assortment

• ESO: Science and Technology and Humanities and Social Sciences.

• Bachillerato.

• Vocational training: nursing, laboratory-related studies, electricity, mechanics, bodywork and computer science.

Students - 4º E.S.O.

• 17 mixed ability students
• 12 Bilingual section

• 2 gifted students
• 2 Ukrainian students (last 3 weeks)
• 4h per week

2. Didactic Unit

Unit 6 STUFF WE LIKE

Unit contents

Objectives

1. Responsability of their own work
2. Learning and work habits, individually and in groups
3. Use of digital technologies safely and responsibly
4. To develop entrepreneurship
5. To value critically the social habits related to consumerism
6. To understand English and express themselves correctly in English

Assessment Grading Criteria

• 40% writing test at the end of each unit (listening, reading and writing)
• 40% projects, activities and writing texts (including speaking)
• 10% participation
• 10% attitude and creativity

• Initial assessment
• Formative assessment
• Summative assessment
• Self-assessment

Basic Competences

In this unit students use...

• CLC: Competence in Linguistic Communication
• L2L: Learning to Learn
• SCC: Social and Civic Competences
• DC: Digital Competence
• CAE: Cultural Awareness and Expression
• SIE: Sense of Initiative and Entrepreneurship

3. Internship

Methodologies

• Communicative Approach

• PPP (Presentation, Practice and Production)

• ESA (Engage, Study and Activate)
• TTT (Test, Teach, Test)

ACTIVITIES

CANVA

Prezi

Quizziz

Attention to Different Abilities and Learning Styles Reinforcement

1. Adaptation of objectives, competences, methodology, contents and assessment affected by the special needs. 2. Adaptation of the grading criteria 3. Extra activities for gifted students and achievement gap.

Complementary activities

Cultural Week Breakout

Librarium Club

Trip to Museum

Sección III

4. Reflection on the teaching procedure and Self-assesment

Teaching Procedure

• Not enough activities for gifted learners
• Difference in level (bilingual and non-bilingual)
• Find a method for all the students

• Use of the book + Extra activities
• Participation and fellowship
• New activities and gamification

Significant Situations

1. Whiteboard breakdown 2. Students from Ukraine

General Experience

Thank you