Task 1 -Template – Strategy development

Task 1TemplateStrategy development


 Teacher Support Group

Students

Paola Andrea Melo Chacón  

Gustavo Adolfo Reyes Lopez
Group: 551023_20


The objective for the strategy:

The coordinator or the teacher must image and design processes for students to learn. It is related to the term evaluation and is intrinsically developed.

To determine the purpose of learning on the basis of needs; it must then establish new criteria to collect evidence of learning about the progress and design and organize relevant situations, strategies and conditions.

To keep people about the truth, attitude; because it predisposes the person to respond favorably and opinion; because of verbal manifestations of attitudes expressing a person’s position is performed and  in good teaching, there are these three fundamental elements in the teaching-learning process that we said above.

Introduction to the strategy:


A teacher support group can be defined as two or more teachers collaborating with each other to achieve their individual or shared goals, or both in the case of belonging to an educational institution, assuming that working with a group is usually more effective than work on your own. Typically, a support group will involve a group of teachers meeting to discuss goals, concerns, problems, and experiences. besides having a time of immersion in the language in terms of time exposed to the language and in this experiences effective methods and didactics are shared in the classroom.

Aimed at:

This Strategy aimed at especially English teachers to know and apply different ways to teach some topics of the English language and to encourage the strategies using TICS in younger people.

Technological tool:

We chose this strategy because it allows us to implement a technique that allows us to change our individualistic thinking, as well as not being very well seen, in the institutions or work obtained. in turn, it is also not well regarded in the cases referred to cultures of developed countries where group work is seen as a tool to strengthen possible weaknesses in teaching and applying the good practices of their colleagues that were not considered within its methodology, thinking of a collaborative strategy and teamwork.

The support work of teachers is essential to follow the steps to achieve learning goals and to achieve the objective for which said group was formed.

This strategy is important in my case because we do not have experience in teaching English, and being able to have a support group will help me implement materials, educational processes, strategies in the language in a cross-sectional way as we teach Technology bilingualism and computer science, besides that as a working group in constant meetings, strategies to improve and learn more the language with the use of technological and digital tools that our times offer us today, such as Blogger, Skype, Prezzi, Powtoon, Powerpoint presentation, etc.

Competencies standard for teachers of the UNESCO:

PEDAGOGICAL DIMENSION LEVEL REORIENTATION

                                        COMPETENCE Level element: USES
  • Implements meaningful learning experiences supported by ICT for the integral formation of the student.
  • Uses ICT to build knowledge of the student in an educational setting.
                                COMPETENCE Level element: TRANSFORMS

  • Implements meaningful learning experiences supported by ICT for the integral formation of the student.
  • Adaptively modifies the use of ICT in of favor the construction of student knowledge in an educational scenario.


Advantages and disadvantages

Advantages Disadvantages
• Let's review and reflect on teaching.

 • Improve teaching and learning strategies

 • Development and creation of materials that allow for more dynamic learning and make the most of the different teaching tools in the classroom.

 • Peer advice on new teaching strategies because by sharing and discussing a particular topic, you can measure the pedagogical strategies taught during a lesson.

 • Motivating more experienced teachers can guide the inexperienced on the right path to quality education.

 • Teacher empowerment could already handle different problems effectively.

 • Accompaniment is provided to other teachers to face the possible problems that arise regarding teaching and their practices in the classroom.
·         There is great empowerment because teachers would be able to handle different issues effectively.

 ·         Greater solidarity is given to face the possible problems that arise in regard to teaching and its practices in the classroom.		 • Blur the meetings for the dialogue of topics outside the activity or purpose of the area meetings.

 • It can deviate from the true purpose for which it was created.

 • By not having a group leader you can lose your goals, you can focus on many issues and not solve the problem for which it was created.

 • The group size should not be too large to achieve the desired focus and receive feedback with a common purpose.


Conclusions


The need to train teachers in the area of ​​degrees in our the environment is vital and even more so when in Colombia it is the state's objective to study at least 11 with an A2 level of English, the title in English implies being in constant training and having a group Support for teachers helps to create common interest groups, such as theme groups or school groups, because teaching a lesson to primary school children, adolescents or adults is not the same.

For this reason, it is important to link students in the immersion process and to participate in workgroups where they spend the greatest amount of time in the language, in their learning and in the practice of what they know and know, in particular topics. , or because it is not of interest to you.

On the other hand, on a personal level, the university, with its social emphasis encourages research as a fundamental part of its mission, so that research groups can be applied to English subjects for specific purposes, the projection of students to markets international through the exchange, etc. teaching methodologies that help foster an excellent teaching-learning process, this for my part is brought to my classrooms so that my students can also bond and between the two of them they and I can learn more and more about the language.

We said in the text: James (1196, P: 94) "The person who uses group solidarity to support others and receives support is empowered to act productively elsewhere".

We believe that it is necessary to involve all teachers of an institution, since firstly on a personal level learning a second language increases our chances of job offers and growth of our personal brand, in turn for the institutional, improves the level and status since parents seek the school where they are going to link their children have a high level of English, on this depends on the success of this work tool for the development of a good teacher.

There is a difficulty in this field, given that in our culture we are selfish and reluctant to share the acquired knowledge, as English teachers and because not everyone is fluent in the second language, we do not want others to have our level or be able to Learn in the same or better way that we can and can pass our level of knowledge is the opportunity to open our minds to establish new processes in Colombian teaching.

The method in which teachers have meetings or pedagogical laboratories as I know them in my field of work on a daily basis is a great way and strategy of knowing, identifying, planning and propose new alternatives that help improve learning and teaching of the institution and the subject or area for which we work.
In conclusion, the use of technologies is essential, as teachers must now transform their teaching through the use of ICT to create new learning opportunities (Angei and Valanides, 2009)


Strategy Example:

Evidence through photos:










This lesson teaches students useful vocabulary for talking about their appearance and personality using the adjectives. Learners study expressions for describing a person o people in general. Students listen and watch audios to relate to the topic of describing people. They learn how to talk about the appearance of people.







The following video to emphasize the topic and represent the uses of TIC in which one teacher can use to teach a topic according with for example the necessities to our actual social situation about the pandemic in the world. For example, in this case in the teacher support group, we need to socialize inside the school to socialize the issues about the learning process and what kind of strategies we can use to increase the knowledge and to give them significative learning.
UNESCO. (2016). Competencias y estándares TIC desde la dimensión pedagógica: Una perspectiva desde los niveles de apropiación de las TIC en la práctica educativa docente ISBN: 2016, Pontificia Universidad Javeriana – Cali. Recuperado http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/Competencias-estandares-TIC.pdf
Richards, J., & Farrell, T. (2005). Teacher support groups. In Professional Development for Language Teachers: Strategies for Teacher Learning (Cambridge Language Education, pp. 51-67). Retrieved from: https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-core/content/view/E801B23C053BD86A83F3089CAEBB6668/9780511667237c4_p51-67_CBO.pdf/teacher_support_groups.pdf
Richards, J. C., & Lockhart, C. (1994). Introduction: Teacher development through exploring classroom processes. In Reflective Teaching in Second Language Classrooms (pp. 1–5). Retrieved from https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-core/content/view/5AB8BA6FF96D2A128287A67B6E5A9EE7/9780511667169int_p1-5_CBO.pdf/introduction_teacher_development_through_exploring_classroom_processes.pdf



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