Taller de Práctica Docente

Tutora: Aurelia Velázquez

Assignment 1: Didactics Diagnostic Questionnaire

D´Onofrio Monla Vanesa
– TPD –Didactics Diagnostic Questionnaire
Answer the following questions in about 75 words each.
1. From the previous Didactic courses you did, what teaching and learning theories, and what
approaches or methods support or will support your teaching? Why? What authors will you consult
during your practicum?

The different theories have risen approaches as: The Communicative Approach, the Presentation Practice
Production (PPP), The Task Based (TBL) and the Content Language (CLIL) I work with all of them but I
consider that the communicative approach, is the one that supports my teaching practices as it is not teacher
centered, learners are encourage to speak through topics that are relevant for them. The use of authentic
pieces of materials give students the chance to gain confidence with the language and being able to interact
with others in real life contexts. The teacher, acts as a monitor and helps them when needed. I also, believe
that CLIL is an excellent approach, because it integrates the teaching of content from the curriculum and the
production of subject language in both oral and written forms. CLIL, also promotes thinking skills that will
challenge learners, and last it gives the opportunity to introduce a wide range of cultural contexts.
For lower levels, I prefer to work with PPP which is a deductive approach where the target language is
initially presented and explain by the teacher in context, the Practice is performed in a form of controlled
activities and finally the Production stage is based on the target language, so accuracy is above fluency.

The learning theories that I think are relevant for our teaching practices are;

Learning Teaching by Jim Scrivener, Multiple intelligences by Brunner, Kay Bantley C

LIL Module.
2. What is your perspective of lesson planning? From past experiences in Didactics, what are your strengths
and what are the aspects to improve?
My perspective of lesson planning is first, having a clear idea of the learning aims of the lesson. Then,
predicting what it might happen in the classroom when introducing the lesson, and if the learners will enjoy
it and finally, being ready to adapt if things were not going the way we planned.

b). I consider that I have improved my lesson planning’s, since I began to delve into the reading of authors
as; Jim Scrivener, Adrian Underhill, Howard Gardener among others, and also hearing teachers
suggestions.

I believe, my strength is the ability to make students that are not eager to speak to participate in the
classroom.

3. What is your view of children and teenagers learning English at school?.

My personal view about children and teenagers is, that all learners have the ability to learn a foreign
language but for this to happen, I believe it is important to take into account the different cognitive stages
(Piaget), that learners develop throughout the years. By knowing this, we will be able to plan the lesson by
organizing activities that would be suitable for each cognitive stage. Another important point is, that not all
learners learn in the same way, so identifying the different learning styles based on Gardener´s theory of
Multiple intelligences, will help them to acquire knowledge of the language in different ways and time. Thus,
my view about learners learning is connected with the teacher offering them the appropriate tools to learn.

4. How much exposure to the L2 do you think it is necessary to include in your classes? What are the
sources of this exposure? Do you favor an English-only perspective? Why?
I believe, learners should be exposed as much as possible to the language, one way is creating routines of
communication in the class. The other, lays on the emphasis on practice rather than using long explanations.
I think, the main goal is to enable students to use English effectively, and as far as possible gaining accuracy
in communication. But, if some learners have difficulties in understanding L2 then, the use of L1 could help,
as in the case of explaining rules or when a learner wants to say something that is above their level.
 5. What is the ultimate goal of teaching an L2 for you? What do we teach the language for? What do
learners need?
From my point of view, the ultimate goal of teaching English is promoting learning in different contexts, so
as to gain confidence and autonomy with the learners.
We teach the language for building interpersonal skills and work collaboratively and also learning about
other cultures, because it is the language of international communication.
I think, learners need teachers that motivates them and also know how to use the different methods and
strategies needed when require.

6. What are teaching strategies? How acquainted are you with them? Which ones do you usually or would
you apply?
Teaching strategies are the principles and methods of teaching that will help the learners use the language
effectively. I´m acquainted with them because. I believe, we can take advantage of the different teaching
strategies, if we first analyze the learning capabilities of the learners, so as to provide an excellent tool for
improving their learning; Flashcards (to show the meaning of the lexical items) pictures (to tell a story or as
a presentation of a language item) Mimic or gestures (to minimize the use of L1) the use of short videos (to
extract language for study). When planning trying to incorporate the 4 core skills and the techniques related
to each of them (reading, writing, speaking and listening), all are necessary to be worked on for students to
improve.

7. From a motivational perspective, how innovative should your lessons be? Why? What do you think
about the pedagogical use of ICT in and outside the classroom?
The use of ICT in the classroom gives students the chance to make use of language creatively. Today, online
resources as mobile phones, student´s pods, interactive whiteboards or nets could make the lesson a place to
explore, create while producing content. Students could work with autonomy and also interact and
collaborate with others.

8. Do you have any experience teaching EFL? In what context? To what ages?
Yes, I do. Many years ago I worked at an English Institute, preparing young learners to sit for Cambridge
Exams.
 9. What is your opinion as regards observation? How can you benefit from it? Have you ever been observed
while teaching?
I think, I could benefit from an observer because she can see the methods and strategies I work with and she could
give me her point of view from a different perspective. So, I believe that observation is necessary and important in a
teaching career. It is a way to make improvements where needed. Once a year, we are observed at school and I
believe it´s a good strategy to enrich our teaching practices.