Practicum, Didactics and MELEX

Adriana Lucero Garca Correa

B.A. in English College of Education University of Tolima

GLOSSARY OF TERMS
Attitude. Disposition showing a person to respond in a certain way to the most diverse objects and situations. Learning. Result seen as more or less permanent change in the behavior of a person, which is a result of a systematic (eg education) or simply a practice done by the learner. Attention. Mental process by which a person selects certain stimuli and ignores others, for further analysis and evaluation. Student Self. Evaluation procedure according to which a student is evaluated himself, making judgments about the learning achieved. Self-observation of teaching. Observing one's teaching by the teacher, usually conducted by audio or video recording, to allow further analysis and reflection on it. Rate. Nominal or numeric expression that normally generates a teacher, tutor or supervisor, to summarize the assessment of learning outcomes achieved by students. Capacity. (Capabilities, Competences-Abilities-Skills are terms that are often used interchangeably). General ability (ie, intelligence) or set of skills (specific skills verbal, reading, second language, mathematics, etc.) That uses or may use a person to learn. Evaluation contract. Technical assessment of learning, which is to establish an agreement between teacher and student on how things should be done and how it must make to achieve a particular qualification. Academic competitions. (Capabilities, Competences-AbilitiesSkills are terms that are often used interchangeably). Ability to

perform various tasks necessary to meet the demands of university study. Professional skills. (Capabilities, Competences-Abilities-Skills are terms that are often used interchangeably). Capacity to meet the requirements of the profession and to perform specific professional performances. Evaluation criteria. Referrals adopting for comparison with the object being evaluated. In the case of learning, such criteria are often set a number of objectives or competencies that students must achieve. Educator. It is said that the teacher acts as an educator when worries about the formation of the student (personal, social, professional), not only assimilate theoretical. Teaching and Learning. These two terms are used together when we mean that it is not possible to consider them independently and to emphasize that teaching the teacher has no sense unless it is to produce learning in students. Rating Scale. Instrument consisting of a series of elements that are to be observed, which are valued according to the intensity or quality manifested by assigning a degree in a numerical or verbal scale. Learning Strategy. Operations or mental activities that facilitate a person developing various processes leading to a result, which we call learning. Continuous evaluation. Evaluative activity is performed along the process, simultaneously with the development of phenomena evaluated. To appreciate the evolution of the object evaluated over time and assess how progress is made in achieving the objectives. Final evaluation. Checking the results achieved at the end of a process and evaluate them based on the criteria adopted.

 Formative assessment. Oriented evaluation facilitate the adoption of internal decisions that allow the improvement of the objects or processes evaluated. Initial assessment (or diagnostic evaluation). Description and assessment of the starting point in initiating a process, allowing this process to focus and adapt to the actual situation. Assessment for improvement. Assessment activity as a process oriented primarily to the improvement of the evaluated object. Corresponds to a meaningful evaluation training. Peer evaluation. Peer review system, in which judgments about a subject are issued by another man of similar status. Be adapted to evaluation among students or between teacher evaluation. Summative assessment. Finding oriented evaluation results and achievements at the end of a process, in order to cast a value judgment and allow external decisions. Evidence. Observable actions or work submitted by students for assessment. Open book exam. Written test to which students are subjected to determine their level of learning, allowing for the realization of the same consulting books, notes and any other information materials. Oral examination. Test to determine the level of student learning, consisting of students to raise issues for it to respond orally to the teacher or court evaluator. Experiences working practices. Stays that students perform on the job, assuming roles and tasks of their future professional role. Often developed under the supervision of both academic and professional tutors. Skill. Capacity related to the ability to perform an action or specific activities. Assumes expertise related to a task, a goal or objective.

 Critical incidents. Facts or events that are especially relevant to understand or assess face some object under study. Could be used to assess student learning. Referential information. Bibliographic information-documentary or the exercise of the profession. Instructor. He says the teacher acting only pretending "fill your head" student of theoretical. Interest. Signals an observable trend in the behavior of a person to prefer, search for and used in certain kinds of activities. So speaking of preferred interests of students towards certain subjects or activities within the same subject, to certain careers or professional activities. Classroom oral interrogation. Exchange of questions and answers that between teacher and students during classes, and can be used as a source of information about the progress made in learning a subject. Item sentence completion. Type questions objective characteristics of a test, by presenting an incomplete sentence asking the student to determine the missing word to make the sentence meaningful and correct. Item pairing. Type questions objective characteristics of a test, the student of offering two sets of terms to find the correspondence between elements of the first set and the second elements. Multiple choice item. Type questions very characteristics of an objective test, consisting of a point and offer several response options among which one is correct. The student must identify the correct answer. Item true-false. Type questions objective characteristics of a test, consisting of a statement to raise the student determine if what is said in it is true or false.

 Checklist. Instrument consisting of a series of elements that are to be observed, so that the observer slogan only its presence or absence in the situation or object observed. Mentoring. Action tutorial developed by peers. Teaching Method. General scheme of work that gives consistency to processes (information, mediation or counseling), taking place in different teaching scenarios, providing a reasonable justification for such processes. Monitoring. Regular monitoring of student work to correct errors and point ways of realization. Motivation. Set of processes that develops a facilitator (teacher or other person, a resource) to activate, operate and maintain certain behavior in another person (eg, a student) or in a group. Bid-Offer Education teacher. The set of knowledge and skills that the academic-professional teacher intends that its students acquire in each of the subjects they teach. Orientation. Educational process which seeks to promote the integral development (academic, personal and professional) student. Learning orientation. When the orientation process is set as primary goal to optimize student learning. Guidance for professional development. When the orientation process is set as main goal to facilitate decision making educational and professional students and their transition to the working world. Guidance for personal development. When the process is set as goal orientation enhance student training in the cultural, social, familial, relational ethics. Portfolios. Procedure used in the evaluation, consisting of having a folder in which an individual is gathering evidence on the activity carried out, which are the basis for the assessment of the individual.

 Portfolios of teachers. The folder in which the teacher gathers evidence about his practice, seeking to demonstrate competence in the face of teacher evaluation thereof. Clinical Practice. Procedure used to facilitate direct and evaluate the work of students with patients, which can be both academic and health centers. Laboratory practice. Process that requires the student to develop a procedure, obtaining certain results and evaluation of them, made of artificial context, with a high degree of control over the situation. Teaching process. Set of actions that, according to certain principles and methods are developed by a facilitator (teacher, another person or resource) to get a result on a third (pupil, class group), as explicit objectives or learning goals. Production of artifacts. Making practical activities that lead to a tangible product, such as models, drawings, models, artistic productions, crafts, computer programs, etc.. Projects. Work or learning experiences that students complete independently or outside the school, after presenting a report on completion thereof. New teachers. Teachers newcomers to university teaching. Objective test. Written test mode used for the assessment of learning, whose distinctive feature is the ability to determine unambiguously whether the responses of the subjects that are right or wrong answer. Teaching resources. Media, materials, equipment or infrastructure to facilitate the process of teaching and learning. Feedback. Getting information on the progress of a process or its results, so that this information can be used to make decisions about the process going or future processes.

 Contextual resources. Documentation centers, information, practices, etc.. in the environment.

resource,

Simulation. Configuring situations similar to those occurring in a real context, in order to use them as a learning experience or as a process for evaluation. Tutor. Teacher who is responsible for performing the tutorial with a group of students.

JUSTIFICATION
Practice Observation and Assistantship are very useful strategies for us as future teachers through these practices, we can reinforce our knowledge and develop skills and abilities in teaching. Practices based on the knowledge imparted by the teacher, contributes to the continuous improvement of their practice, and to identify and resolve environmental problems, allowing dialectically integrate theory and practice and strategies for the development of knowledge and the harmonious development and balancing their professional profile. These practices are held every semester is the key which is a process for us, the students of the University of Tolima, acquire new experiences to improve our development with students and in turn further strengthening our training.

DIAGNOSIS OF NEEDS AND INTERESTS IN NINTH GRADE STUDENTS ADRIANA LUCERO GARCIA CORREA
For Richards (1978), the objective of the analysis of student needs accomplishes several objectives: it gives us the keys to select the contents of the program, formulating objectives, implement the most appropriate methodology and evaluate it according to those who have expressed needs apprentices. For this reason, the needs analysis is prior to the development of the curriculum, and that serves as a starting point to design. We should also take into account social demands, the guidelines of educational administration and supply of educational institutions (Brinley, 1989). The same importance given Trim (1980) diagnosis of N & I when he notes that, in curriculum planning, the first step is to analyze the learning environment of students, their needs and individual motivations and social, and a realistic assessment of the conditions under which it will be carried out the delivery of the program. Analysis of N & I of the students is being a requirement, almost essential, in curriculum design learner-centered (see Nunan, 1988 to 1991), but today is a very common practice in any curriculum project (see Johnson, Brindley 1989 and 1989). Nevertheless, there is usually some disagreement about the meaning of "needs" and have developed two directions. One of them, made the analysis of N & I focus on the "product" that is, in which students take at the end of the training period. The other direction is focused mainly on the "process", in which the student needs while being formed. This second approach requires us to consider a

variety of factors significant affective and cognitive influence their learning: attitudes and expectations about the studies, motivation, and future needs, etc.. I believe that both approaches are necessary and complementary. In fact, the most immediate needs that occur during the process are a true reflection of what students believe they will need in the future when they finish their studies and join the world of work. That is why, when I conducted the study exploring the interests and needs of students in grades 9-3, I observed a variety of responses, such as the type of taste in television programs, to which the vast majority (28 students) answered that their favorite show is the Simpson family and similarly, some students provided other television broadcast as The Walking Dead, South Park, Naruto, Dragon Ball Z, Pokemon, Futurama and Banana . Moreover, the TV show was the least liked of 2 Broke Girls because it is a sitcom on American television, which chronicles the lives of two waitresses who are twenty years old and each working together in a restaurant, to achieve his dream of opening a cupcake business. Then, analyzing the results about the type of films that 9-3 grade students enjoy most is the Twilight series by Stephenie Meyer proposal because the issue is taken up by the students because this saga talks about life, not death and about love, not lust, which are issues related to the age of the students. Although, the movie Kick-ass and what a girls wants were fewer options related to the tastes of the students because they are not well known and its plot. Then adentrndome the taste for musical style of each of my students, I discovered that rap. Reggae, electronics, Vallenato, Country, romantic music, reggaeton and metal are musical genres that are related and fashionable these days ... After this, entrndome beyond the interests of the students, I discovered that they are favorite singers Adele, The Beatles, Slash, Prince Royce, Maluma, Belinda, alkylated, J. Alvarez, Reik, Sin Bandera, Guns 'N' Roses, Chili Peppers, Porta, Crack Family, Nach, The Wanted, Black Eyed Peas, Christina Aguilera, among others, are some of the options they suggested in the needs analysis. As for the type of skills, talents, wits, skills or skills that my students have highlighted that many of them want to have a better command of the second language, many of them want to come to school and communicate their

knowledge of how more easily understood when they are working. They want to have good pronunciation and understanding, in order to have a conversation with an American or a foreign person. Therefore, I wanted to know what were the skills in which, my students have strengths in English, to which the majority responded with greater proficiency in writing in English because it is the ability to have more reinforcement their classes at school and reading. Although, many of them, like to hear many songs in English, so I think that they have somehow acquired vocabulary through their particular interest, music. On the emotional level, I noticed that most of my students have more affinity with his mother and brothers, because they are the people you share more time and provide them with advice in all circumstances. Moreover, the perfect weekend for my students would share with friends, sleep, do homework, watch TV, go to movies, eat ice cream, dancing, going to the beach, play, connect to the Internet, specifically social networks, etc.., plans would be more attractive to them. Finally, I consider that a learning needs analysis helps students identify where they are in terms of their knowledge, skills and competencies, versus where they wish to be - what are their learning goals? Adults learn better when they can see a reason or relevance as to why they are following a programme of study. By conducting a learning needs analysis with prospective students, the learning provider can identify what programmes are needed. Including learners from the outset will help ensure that course content, schedules, etc., are in line with the needs of the student. By assisting the learner to identify the gaps in his/her own learning, the provider will be better able to support the student.