Leiry K. Warren (Cipamocha Moncaleano)
-
PhD in Hispanic Linguistics with a minor in Curriculum and Instruction (student) - University of Minnesota
-
M.A. in Hispanic Linguistics - University of Minnesota
-
M.A. in Teaching Spanish as a Foreign Language (MAT) - Universidad de Navarra
-
Bachelor's degree in Basic Education with emphasis in Humanities and Languages (Spanish, English and French) - Universidad Libre
Teaching Spanish as a foreign language: autonomous learning dynamics, strategies for a reflective teacher and teacher planning
Name of the sample: Reflexiones
Subject: Professional development and teaching competences
Date: First semester, course 2018-19
Justification: In this sample I explain the reflections raised by the possible problems in an educational environment related to the incorporation of new dynamics, teaching methodologies and variety of activities. I indicate my point of view on the subject after each day, although the writing was done in a personal way, it does not stop reflecting my critical thinking of each situation.
This class helped me to understand that beyond the superficiality of the problems or situations that occur in a classroom or in a staff room, there are several ways to see what is presented. It is not about seeing each situation as a part but as a whole, so it is necessary to understand that the position depends on the angle in which one looks and also the solution of situations. All this allows the development of the ability to be an analytical, critical and objective teacher who, when facing situations of different kinds, is able to find a correct solution taking into account the context.
Name of the sample: Plan de clase B2.1
Subject: Planning and class dynamics for collaborative and autonomous learning
Date: First semester, course 2018-19
Justification: In this lesson plan I include the scenario as a communication tool. It is a strategy that I learned in this subject and which allows to develop the communicative skills of the students. The plan also contains other activities from the book Aula 5 where other skills are worked on, however, those activities in which oral skills predominate are those to which I give more weight and therefore longer duration. Being in a communication and culture class, it is very important to provide an atmosphere in which students can express themselves freely. At the end of the class plan I include the detail of the scenario used.
I enjoyed this subject a lot because it was the one that started me in the process of metamorphosis from being a teacher merely grammar to being a teacher that facilitates the development of communication skills mainly. I also began to adopt the scenarios (Di Pietro, 1994)as a resource to elaborate the oral exams and for some activities in class. This allowed the students to become familiar with this method and that at the time of the evaluation was easier because it did not represent a new situation for them. In the same way, developed in them the strategic competence and other skills inherent to the promotion of the scenario as it allowed them to approach possible situations in real life in which they were in the need to find solutions with the resources available at that time.
References
Corpas, J., Garmendia, A., & Soriano, C. (2013). Aula 5 Curso de Español. (Difusión, Ed.). Barcelona.
Di Pietro, R. J. (1932-). (1994). Strategic interaction : learning languages through scenarios. Cambridge: Cambridge University Press.