EVIDENCES OF MY 10 HOURS OF OBSERVATION

Digital Teaching Portfolio

Yesid Humberto Villa Aguilar
Presented to Mg. Martha Moreno
Corporación Universitaria del Caribe CECAR

Faculty of Humanities and Education

Bachelor's degree in English
Professional Practice Directed
SINCELEJO, 2018
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Abstract

This written text is the result of an observation made at the school where I work today. It

consists of three parts. In the first part is collected the history of the school, the mission, the

vision, the values, some photos of the school and the map of how to get there. In addition,

the profile of the advisor teacher who is supervising the classes dictated to the assigned

course. The second part consists of the study plan of the English area of sixth, seventh and

eighth, of basic education secondary the third and last shows the cover letter template with

the most interesting aspect of the career.

This is my school San José de Guare

History
The school was founded in the year1933, for

teacher RITA TULIA PERLAZA. Who began its work attending 112 students, in journey

continues for attend the students this teacher led the build of the teacher house in which habit

until the arrive of the Franciscan religious community with Monsignor Joseph of Jesus Arango

who moved to the teacher that was replaced by the marine teachers

In the year 1998 the teachers ANA ROSA SANCHEZ and FRANCISCO JOSÉ GARCÍA

SOLIS saw the need to expand coverage by creating the basic secondary schools, because

many students didn´t have the facility to continue their studies after finished of the basic

school on August 8th of 2003 began the basic secondary schools with grade 6th, with 17

students and 5 teachers who had a full academic in the primary, but they collaborated with the

new degree (6th). (Docentes, 2015)

In the year 2003 graduated the first promotion of 9th grade

 EVIDENCES OF MY 10 HOURS OF OBSERVATION

What about the edification?

Institucional Values
 Respect

 Honesty

 Tolerance

 solidarity

 Love

 Empathy

Mission
The institution educational San José de Guare, is an educational community focused on respect

for human dignity, committed with the formation of men and women of integrity, with undertake

minds in the agricultural sector through of productive pedagogical projects, with spiritual

principles and values and an consciousness cultural ethnic vouch for. The institution it’s project

Plans way for the formation of future leaders and leaders of the Colombian Pacific, so that from

their work to help with the construction of the progress in the region. (Carabali, 2015)
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Vision
In the 2025 Vision We will be recognized as an institution with high standards of academic

quality where it formation men and women a solid, comprehensive training, wide entrepreneurial

minds in the agricultural sector through relevant productive pedagogical projects, and leaders in

the development of the municipality and the Pacific region. (garcia, 2017)

General Objective
cohesion processes that generate all the organizational structure, administrative and

pedagogical educational institution of the San José de Guare, which answer by the integral

formation of the learner, the social development of the community and the continual

improvement of the quality of the education and strive for excellence through a

comprehensive process that allows resizing to man as a person biological, psychological,

intellectual, social, moral and transcendent to assume with autonomy and responsibility their

life project and the development of their region. (Docentes, 2015)

Specific Objetives
 Involve the educational community in the planning, management and assessment of the

development of the institutional processes, through the participation of responsible,

active and democratic.

 Further an experience of the Afro-Colombian ethnic values based on the development of

the free personality, and having a transcendent vision of man, futuristic and trained to

respond to the demands and changes in the environment.

 Assume an attitude of commitment, respect and appreciation of the school, family and

community for the use of natural resources and the defense of the territory, looking for

the improvement of the quality of life.

 Exalt the internal efficiency of the educational process of the institution, qualifying the

administration of human resources, pedagogics, physical and financial.

 EVIDENCES OF MY 10 HOURS OF OBSERVATION

 Schedule, plan and execute agricultural projects, fish, craft to develop abilities and skills

for the benefit of the students and their community.

 Guide the organization, management, control and evaluation of the administrative task, to

generate institutional processes that are responsive to the needs of the community.

Motto
“Among crowds extensive we make a difference” (Garces, 2016,p113).

Symbol

(garcia f. , 2012 Tomado del P.E.I San jose de Guare)

 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Google maps Location

(google, S.F)

My students profile

The students live in rural zone of municipality Guapi, they are marvelous, intelligent, easy going
and polite. They always reflect the institutional values, they are motived by learn English as well
as do many question about how say some word in English they like are didactic and friendly
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

My advisor teacher profile

My advisor teacher is friendly, easygoing; she likes to work with children and young.

Her professional experience is excellent she has worked in many school, teaching Spanish and

English. She has been advisor teacher of other students too, her classes are dynamics her students

are motivated because in the class always there are many didactic material.

My advisor teacher is not a native speaker but, he has a level B1 according with the Common
European framework.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

General School Plan

DESING: English Grade 6th

INDICATOR OF ARCHVEMET
BASIC KNOWLEDGE LESSON COMPETEN
ASPECT CE
Oral speech  Understand oral questions  Greetings and Farewells, formal  Understands the subject and Linguistic
and relating to my friends, and informal. general information of a short ,Pragmatics and
listening family  Personal Information. simple text using aids such as Sociolinguistics
and my environment. images, titles, and key words.
 0-100 numbers.
For example, after reading a
 Understand instructions wri  The time. short text, the student shares
tten to carry out dailyactiviti  Days of the week. ideas with his/her classmates
es, personal and academic  Months of the year. on the topic.
 The weather.

Oral speech  Describe with short phrase  Personal pronouns.  Understands instructions Linguistic and
and s people, places, objects or  Possessive pronouns. related to class, school, and pragmatic
listening factsthat are familiar to me  Apostrophe s community activities and
. expresses them in oral and
 verb to be present.
written form to evidence
 Professions, places. his/her understanding
 Answer with freses short si  Demonstrative pronouns.
mple questions on topics th  The family.
at arefamiliar to me  Parts of the body.

Vocabularie Identify the action, the charact  Adjectives  Describe las características Linguistic and
s and ers and the environment innarr  Clothing. básicas de personas, cosas y sociolinguistic
reading ative texts.  Color lugares de su escuela, ciudad
 Nationalities. y comunidad, a través de
frases y oraciones sencillas.
 Moods
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

DESING: English Grade 7th

INDICATOR OF
BASIC ASPECT KNOWLEDGE LESSON ARCHVEMET COMPETENCE
Oral speech and  Understand oral questions  Understands the main idea Linguistic and
listening relating to my friends,  Diagnostic and details related to pragmatic.
Family  Exercises Strengthening. activities, places, and .
and my environment.  Review Can, Could. people in a short
descriptive text through
 Verb to be in the past.
familiar words and
 Verb to be in the future. phrases.
 There is, there are.
 How many, how much.
Vocabularies ,  Write short texts in which e  Auxiliary Will.  Describes actions related Linguistic and
reading and writing xpress contrasts addition c  There were, there was. to a subject in his/her sociolinguistic.
auseeffect between ideas.  Ordinal numbers. family or school
environment
 Special Dates.

Grammar.  Describes simple sentence  Simple present  Writes short and simple Linguistic and
Oral speech and s with my daily routine and  .Auxiliary texts about familiar actions, pragmatic.
listening others.  Reading experiences, and plans
 Past simple s using a sequence of
 Identify the meaning of the  Auxiliary Did. images and a
agreement give them word preestablished model for
 Adverbs of manner.
saccording to the context . the text.
 Adverbs of place

 EVIDENCES OF MY 10 HOURS OF OBSERVATION

DESING: English Grade 8th

INDICATOR OF
BASIC ASPECT KNOWLEDGE LESSON ARCHVEMET COMPETENCE
Oral speech and  Identify general ideas in oral  Degrees of comparison.  Explains in written form Linguistic and
listening texts do have knowledge of thesubj  Possessive adjectives. different familiar situations pragmatic.
ect and of the vocabulary used.  Possessive pronouns. and facts in a coherent and .
simple manner. The
 Reading.
 Answered written questions related student can establish
contexts I've read  Dialogs relationships of addition,
sequence, and cause and
effect as well as simple
comparisons
Vocabularies ,  Narrate short stories linking my idea  Let's (imperatives).  Briefly narrates current Linguistic,
reading and writing s in an appropriate manner.  Adverbs of frequency. facts, daily situations or Pragmatic and
 Irregular verbs personal experiences orally sociolinguistic.
 show that I recognize elements of fo and in written form. To do
 Regular Verbs
reign culture and relatethem to my c so, the student considers
ulture the sequence of actions
and the clarity of ideas and
receives advice from
classmates and/ or the
teacher
Grammar.  express my culture values  To Have  Exchanges information Linguistic and
Oral speech and through the text which I have read.  Present perfect about academic and pragmatic.
listening  Participle past. general interest topics, Linguistic
 I support the gestural and body lang through simple
uage of the speaker tounderstand w conversations, dialogues,
hat it says and role-plays. In these
conversations, the student
may express opinions in a
simple manner using
previously studied models.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

What I teach

DESING: English Grade 6th

INDICATOR OF ARCHVEMET
BASIC KNOWLEDGE LESSON COMPETENCE
ASPECT
Oral speech  Understand oral questions  Greetings and Farewells, formal  Understands the subject and Linguistic ,Pragmatics
and relating to my friends, and informal. general information of a short and
listening family  Personal Information. simple text using aids such as Sociolinguistics
and my environment. images, titles, and key words. For
 0-100 numbers.
example, after reading a short text,
 Understand instructions wri  The time. the student shares ideas with
tten to carry out dailyactiviti  Days of the week. his/her classmates on the topic.
es, personal and academic  Months of the year.
 The weather.

Oral speech  Describe with short phrase  Personal pronouns.  Understands instructions related to Linguistic and
and s people, places, objects or  Possessive pronouns. class, school, and community pragmatic
listening factsthat are familiar to me  Apostrophe s activities and expresses them in
. oral and written form to evidence
 verb to be present.
his/her understanding
 Professions, places.
 Answer with freses short si  Demonstrative pronouns.
mple questions on topics th  The family.
at arefamiliar to me  Parts of the body.
Vocabularie Identify the action, the charact  Adjectives  Describe las características Linguistic and
s and ers and the environment innarr  Clothing. básicas de personas, cosas y sociolinguistic
reading ative texts.  Color lugares de su escuela, ciudad y
 Nationalities. comunidad, a través de frases y
oraciones sencillas.
 Moods
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

DESING: English Grade 7th

INDICATOR OF ARCHVEMET
BASIC ASPECT KNOWLEDGE LESSON COMPETENCE
Oral speech and listening  Understand oral questions  Understands the main idea and Linguistic and
relating to my friends,  Diagnostic details related to activities, pragmatic.
Family  Exercises Strengthening. places, and people in a short .
and my environment.  Review Can, Could. descriptive text through familiar
words and phrases.
 Verb to be in the past.
 Verb to be in the future.
 There is, there are.
 How many, how much.
Vocabularies , reading  Write short texts in which e  Auxiliary Will.  Describes actions related to a Linguistic and
and writing xpress contrasts addition c  There were, there was. subject in his/her family or sociolinguistic.
auseeffect between ideas.  Ordinal numbers. school environment
 Special Dates.

Grammar.  Describes simple sentence  Simple present  Writes short and simple texts Linguistic and
Oral speech and listening s with my daily routine and  .Auxiliary about familiar actions, pragmatic.
others.  Reading experiences, and plans using a
 Past simple s sequence of images and a
 Identify the meaning of the  Auxiliary Did. preestablished model for the
agreement give them word text.
 Adverbs of manner.
saccording to the context .
 Adverbs of place

 EVIDENCES OF MY 10 HOURS OF OBSERVATION

DESING: English Grade 8th

INDICATOR OF ARCHVEMET
BASIC ASPECT KNOWLEDGE LESSON COMPETENCE
Oral speech and listening  Identify general ideas in oral  Degrees of comparison.  Explains in written form different Linguistic and
texts do have knowledge of th  Possessive adjectives. familiar situations and facts in a pragmatic.
esubject and of the vocabular  Possessive pronouns. coherent and simple manner. .
y used. The student can establish
 Reading.
relationships of addition,
 Answered written questions r  Dialogs sequence, and cause and effect
elated contexts I've read as well as simple comparisons
Vocabularies , reading  Narrate short stories linking m  Let's (imperatives).  Briefly narrates current facts, Linguistic, Pragmatic
and writing y ideas in an appropriate  Adverbs of frequency. daily situations or personal and sociolinguistic.
manner.  Irregular verbs experiences orally and in written
form. To do so, the student
 Regular Verbs
 show that I recognize element considers the sequence of
s of foreign culture and relatet actions and the clarity of ideas
hem to my culture and receives advice from
classmates and/ or the teacher
Grammar.  express my culture values  To Have  Exchanges information about Linguistic and
Oral speech and listening through the text which I have  Present perfect academic and general interest pragmatic.
read.  Participle past. topics, through simple Linguistic
conversations, dialogues, and
 I support the gestural and bod role-plays. In these
y language of the speaker tou conversations, the student may
nderstand what it says express opinions in a simple
manner using previously studied
models.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

(M.E.N, 2016)
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Cover Letter
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

CV
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Hoja de vida en español

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The official presented letter signed by my principal

EVIDENCES OF MY 10 HOURS OF OBSERVATION
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Weekly Report (10 hours)

 EVIDENCES OF MY 10 HOURS OF OBSERVATION

ARL

My Linkedin profile
https://www.linkedin.com/in/yesid-humberto-villa-aguilar-2322b8149

(https://www.linkedin.com/in/yesid-humberto-villa-aguilar-2322b8149, 2107)
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Conclusion
The research seeks to constitute recognition of the physical space, human and social development

of the Educational Institution San José de Guare from the experiences reals of the pedagogic

action of teachers who develop the work of classroom projects as a didactic strategy and its

contribution to the generation of investigative competence proposal in its institutional project.

Bibliografía
Campaz, R. (29 de Agosto de 2017). Historia de mi escuela. (Y. H. A., Entrevistador)

Carabali, M. (2015). P.E.I. guapi.

Docentes. (2015). P.E.I. guapi.

garces, A. (2016). proyecto educativo institucional. En docentes, proyecto educativo instituciona (pág.
113).

garcia, F. (29 de Agoto de 2017). Historia de mi comunidad. (Y. H. Villa, Entrevistador)

González, & Agudelo. (2002). Pedagogia y Didáctica.

https://www.linkedin.com/in/yesid-humberto-villa-aguilar-2322b8149. (31 de Agosto de 2107).

Obtenido de https://www.linkedin.com/in/yesid-humberto-villa-aguilar-2322b8149.

Montaño, N. (28 de Agosto de 2017). Historia de mi escuela. (Y. H. Villa, Entrevistador)

Zanchez Ana, & Montaño Eleuterio. (28 de Agosto de 2017). Histotia de mi escuela. (Y. H. A,
Entrevistador)

https://www.linkedin.com/in/yesid-humberto-villa-aguilar-2322b8149