Unidad 1 - Sesión 1 Final-Inglés
Unidad 1 - Sesión 1 Final-Inglés
Nombre del material: Pedagogical and disciplinary knowledge for teaching practice At the secondary
education level - English Area
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Unit 1 | Session 1 2
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Unit 1
This fascicle dives into the concept of social constructivism, a learning theory that
highlights the crucial role of social interaction in knowledge acquisition. Specifically,
it explores how this theory applies to teaching English as a foreign language (EFL). We
will delve into the significance of cross-curricular approaches, aligning instruction
with the Graduated Profile outlined in the National Curriculum. Additionally, we will
examine the central role of the Communicative Approach in fostering effective
EFL communication.
Teacher Ruth is planning a learning experience based on Peruvian legends, this topic responds to the
meaningful situation of the first term of the school year. She has already set the product or evidence
of learning for the first term: A Peruvian legend. Students will have to write a Peruvian
legend they like the most or have heard about. As there are four teachers of English at the
school where she works, she has asked her colleagues to give her some ideas on the first
activity to develop as part of the learning experience.
Here are some of her colleagues’ advice or ideas for the first activity:
Nancy: Ask students to read some Peruvian legends to the class and ask them to
prepare a summary of each to be shared in class. Then students improve each
other’s summary.
Sofía: Prepare a questionnaire of the most famous Peruvian legends to find out
how much students know about the topic. You would consider it as an entrance
test.
Rommel: Ask students to go to the library and get some Peruvian legends to be read in
class. Then students could vote for their favorite legend and make a poster in groups.
Carlos: Show students some pictures related to Peruvian legends and ask them to
relate the pictures with the ones they are familiar with. Then students would share with
their partners the legends they know about and will be able to report what they learned
from each other later.
Which option would be more appropriate?
Unit 1 | Session 1 3
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Understanding knowledge
First, it is crucial to grasp the concept of social constructivism as a pedagogic paradigm. This implies that
it is not merely a method or approach but a prevailing current that can be subtly integrated into a teaching
curriculum. The Peruvian National Curriculum of Basic Education embraces social constructivism as one
of the guiding principles for teaching practices.
Consequently, the teaching-learning process revolves around students actively constructing their
knowledge through interaction with their peers, rather than passively receiving it from the teacher. In this
context, it is imperative for every educator to consider the following assumptions:
1. Knowledge is not passively received but actively constructed by learners through interaction with
the environment and others.
2. Learning is a social process that occurs through collaboration and interaction among individuals.
3. The teacher’s role is to facilitate and guide the learning process, not simply to transmit information.
4. The teacher identifies the zone of proximal development of students so that they can provide effective
guidance or assistance to help students perform different tasks.
By adhering to these assumptions, teachers can foster a learning environment conducive to deep
understanding, critical thinking, and collaborative problem-solving. Social constructivism empowers
students to take ownership of their learning journey and develop the skills necessary to thrive in an
increasingly interconnected world.
Let’s revise the implications of this theory for a classroom. This chart has been adapted from Libretexts.org
(n.d) Constructivism and Social Constructivism in the Classroom.
Unit 1 | Session 1 4
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Teacher’s role
The educator should consider the knowledge The teacher activates students’ prior knowledge.
and experiences students bring to class.
Learners construct their knowledge through a The teacher predicts questions students might ask
process of active inquiry. themselves to contrast the new information with the
knowledge they already have.
The educator should consider the knowledge The teacher activates students’ prior knowledge.
and experiences students bring to class.
Learners construct their knowledge through a The teacher predicts questions students might ask
process of active inquiry. themselves to contrast the new information with the
knowledge they already have.
‘Discovery’ is facilitated by providing the The teacher selects useful and appropriate resources
necessary resources. for students to search for information.
Knowledge is actively constructed and The teacher designs activities that foster students’
learning is presented as a process of active active participation throughout the learning
discovery. experience.
Assist with the assimilation of new and old The teacher supports students and clarifies any
knowledge. doubts regarding the new knowledge.
The learning program should be sufficiently Teacher assess his or her teaching and the activities
flexible to permit development along the lines he or she designs to adapt them to his or her
of student inquiry. students’ learning needs.
Due to its interpretive nature, each student The teacher accepts that there are different ways to
will interpret information in different ways. solve a problem and every student can give different
solutions to one problem.
Create situations where the students feel safe The teacher fosters a safe and non-threatening
questioning and reflecting on their processes. environment for learning. Encourage students to
respect and tolerate everybody’s ideas. The teacher
poses questions to make students reflect on the way
they learn.
Encourage development through The teacher designs collaborative tasks and activities
intersubjectivity. in which students share their viewpoints.
Providing scaffolding at the right time and the The teacher considers students’ level of English and
right level. provides students with opportunities to go from easy
and guided to more difficult or demanding tasks.
Provide opportunities for more expert and Teacher pairs or group students taking into
less expert participants to learn from each consideration their skills and knowledge so that expert
other. students can help less expert students grow and
learn.
Unit 1 | Session 1 5
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Students also assume a role within a constructivist learning environment. Let’s check out the implications
of this theory for a classroom.
Teacher’s role
The role of the student is to actively participate Students get involved in their learning process
in their education. and actively participate during the class.
One important aspect of controlling their Students develop their reflective skills. They
learning process is reflecting on their reflect on what they learn and how they learn.
experiences.
Students begin their study with preconceived Students identify their current or prior
notions. knowledge about a topic and relate it with the
new knowledge or information.
Students are very reluctant to give up their Students question continuously throughout their
established schema/idea & may reject new learning process and contrast new information
information that challenges prior knowledge. or knowledge with pre-existing one.
Students may not be aware of the reasons they Students break schemes when they understand
hold such strong ideas/schemata that new knowledge is anchored to the pre-
existing one.
Learners need to use and test ideas, skills, and Students develop critical thinking skills to
information through relevant activities. develop different learning tasks.
Students need to know how to learn or change Students can adapt their learning style to their
their thinking/learning style. learning needs and are aware of the importance
of fulfilling the tasks that are set by the teacher.
Because knowledge is so communally based, Students can research information from different
learners deserve access to knowledge of sources, including from people around them.
different communities.
For students to learn, they need to receive Students ask others for opinions to contrast the
different ‘lenses’ to see things in new ways. way they understand things or new knowledge
to different perspectives.
Unit 1 | Session 1 6
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Teacher’s role
Learners need guidance through the ZDP Students value the teacher’s guidance during
the learning process and are conscious that they
will improve every time they reach a learning
goal with or without the teacher’s assistance.
In social constructivism tutors and peers play a Students consider teachers and their partners
vital role in learning. as team members and allies in their learning
process.
When understanding the implications of social constructivism for the classroom, teachers would be able
to design more effective learning experiences that will lead students to learn and develop competencies.
Even though cross-curricular approaches are outlined in the curriculum after the profile of the graduate,
they should be understood and discussed beforehand. As stated in the National Curriculum of Basic
Education, these approaches form the foundation of curriculum development. The National Curriculum
itself explains the significance of cross-curricular approaches. These approaches provide fundamental
concepts that help us grasp:
• The human being: For instance, the first cross-curricular approach, focusing on rights,
establishes a framework for viewing students as rights holders rather than passive recipients
of protection.
• The relationship among people or citizens: For instance, the intercultural cross-curricular
approach aims to cultivate citizens who can engage in respectful dialogue and collaboration,
valuing diversity and rejecting all forms of discrimination.
• The relationship between people and the common environment: For instance, the
environmental cross-curricular approach promotes responsible environmental stewardship
within the school community, emphasizing biodiversity conservation, soil and air protection,
and sustainable resource management.
Going further, the National Curriculum recognizes that these three aspects permeate the profile of the
graduate’s traits and competencies. Therefore, cross-curricular approaches serve as a conceptual
framework that defines the desired learning outcomes and competencies outlined in the curriculum. The
curriculum is inextricably linked to every educational practice and the learning experiences that occur
within the school environment. These cross-curricular approaches must be actively incorporated and
manifested through tangible actions and behaviors that demonstrate respect for others and environmental
responsibility.
Some values and attitudes are associated with the cross-curricular approaches and are seen in the profile
of the graduates and the competencies. It is crucial to understand how students develop this type of
learning which is known as knowledge and resources in the National Curriculum. This learning is developed
from a very early age.
Unit 1 | Session 1 7
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
There is a chart that summarizes the attitudinal component (value resources, socioemotional, attitudinal,
and behavioral).
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Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Unit 1 | Session 1 9
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
ones?
Unit 1 | Session 1 11
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Unit 1 | Session 1 12
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
As evident from the charts, cross-curricular approaches incorporate fundamental aspects, values, and
dispositions that necessitate teacher reflection for continuous improvement. This reflective practice
ensures that these approaches are seamlessly integrated into the classroom and educational settings,
fostering the development of competencies that shape the profile of graduates. Given their relevance to
today’s students’ learning needs, cross-curricular approaches should be nurtured from the very beginning
of the educational process, empowering students to become the well-rounded citizens our ever-changing
society demands.
As we have stated before in this fascicle, the cross-curricular approaches and the profile of the graduates
play a pivotal role in shaping our teaching practices. These two elements are inextricably linked, giving rise
to the competencies and learning outcomes stipulated in the National Curriculum. Through diverse learning
experiences across various areas, basic education students embark on a journey towards achieving the
profile of the graduate at the culmination of their basic education program. This long-term goal, spanning
approximately fourteen years, is a fundamental right and aspiration for every Peruvian citizen. The profile
of the graduate encapsulates the nation’s vision for its citizens, fostering harmonious coexistence, well-
being, and environmental stewardship.
Eleven learning outcomes make the profile of the graduate of the basic education program. It is crucial
to understand that any area could contribute to the profile of the graduate. The learning outcomes of the
profile do not belong to a specific area or discipline. Every area can be related to each of the learning
outcomes, so as teachers of English, we should embrace challenges in order to be more flexible and eager
to contribute to any of these learning outcomes stated in the profile of the graduates. Students could use
English as a medium to develop different learning activities related to the other ten learning outcomes. For
instance, “students can inquire and understand the natural and artificial world by using scientific knowledge
in concordance with local knowledge to improve life quality and take into consideration the care of nature”
through an English learning experience that deals with the topic of water care.
The following chart is taken and adapted from Minedu (2022). The guidance for the development and
evaluation of the competencies- English area, which was elaborated by the team of the English area from
the Direction of Secondary Education (DES).
Unit 1 | Session 1 13
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Unit 1 | Session 1 14
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
As illustrated in the previous chart, the English area plays an important role in nurturing the learning outcomes
of the profile of the graduate through diverse learning experiences and activities. This necessitates creative
thinking on the part of the teacher, who must design, plan, implement, and evaluate various learning
experiences in collaboration with teachers from other disciplines. To this end, project-based learning is
proposed as a pedagogical approach that fosters interdisciplinary teaching and facilitates the attainment
of the competencies required to achieve the profile of the graduate.
The communicative approach was developed in the 1970s in response to the growing criticism of the
traditional grammar-translation method, which was seen as being too focused on the teaching of grammar
rules and vocabulary lists. Proponents of the communicative approach argued that this did not adequately
prepare learners to use language in real-world situations.
This emphasis on real-world communication necessitates a shift in teaching methods. No longer does
instruction revolve around rote memorization and rule-based drills. Instead, the communicative approach
advocates for tasks and activities that simulate real-world language use, encouraging students to engage
in meaningful interactions and apply their language skills to practical situations.
Unit 1 | Session 1 15
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
These activities should foster in students a genuine desire to communicate. Learners should engage in
purposeful communication, such as making purchases, offering advice or composing emails, in which
they employ a diverse range of linguistic expressions, avoiding reliance on a single pattern. The teacher
should refrain from interrupting the activity and the materials used should not impose restrictions on the
language forms employed by the students. In essence, these activities should strive to mirror real-world
communication scenarios.
1. Focus on meaningful communication: consider that language instruction should move beyond rote
memorization and focus on using language to communicate effectively in real-world situations. This
involves creating tasks and activities that simulate authentic communication scenarios (Richards &
Rodgers, 2001).
2. Emphasis on language functions: grammar and vocabulary instruction should be integrated into
the context of language functions, such as requesting, expressing opinions or giving directions.
Students should learn to use language appropriately for
different purposes (Nunan, 1999).
6. Fluency and accuracy balance: the communicative approach emphasizes the importance of both
fluency and accuracy. Students should develop the ability to communicate spontaneously while also
striving for grammatical correctness (Larsen-Freeman, 2000).
In conclusion, the communicative approach has revolutionized language teaching by emphasizing the
importance of real-world communication, language functions, and learner-centered instruction. By
implementing these principles, teachers can create and design more engaging and effective learning
experiences for their students.
Unit 1 | Session 1 16
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Key ideas
a. At its heart, social constructivism emphasizes knowledge as an active and collaborative endeavor
constructed through social interaction. Individuals do not passively receive information, but
rather build meaning by engaging with others, sharing diverse perspectives, and negotiating
understanding. This learning approach prioritizes active participation, collaborative tasks, and
open-ended discussions, where teachers act as facilitators rather than sole transmitters of
knowledge. Through this social process, learners develop critical thinking, communication,
and problem-solving skills, ultimately gaining a deeper and more personal connection to the
knowledge they acquire.
b. Integrating National Curriculum’s cross-curricular approaches into daily lessons plays a vital
role in shaping students’ learning in basic education. Through this approach, students can
develop essential values and attitudes towards various issues like environmental awareness
and striving for excellence. These interconnected learning strategies ultimately nurture students
into well-rounded citizens equipped to meet the demands of society.
c. Our basic education graduates are defined by eleven key learning outcomes. These outcomes
aren’t limited to specific subjects – any subject, including English can contribute to developing
them. As teachers of English, we should embrace this challenge and actively seek ways to
connect our lessons to all eleven outcomes. English itself can be the “tool” for engaging
students in activities related to other areas, like science. Imagine using an English lesson about
water conservation to help students “inquire and understand the natural world…” and learn
about sustainable practices. By thinking creatively and incorporating these broader goals, we
can ensure our English lessons contribute to creating well-rounded and responsible citizens.
d. The communicative approach plays a pivotal role in English as a Foreign Language (EFL)
learning, as it prioritizes real-world communication over isolated grammar drills. Unlike
traditional methods that focused on memorization and accuracy, the communicative
approach emphasizes using English for meaningful interaction, similar to how one uses
their native language. This shift empowers students to develop fluency and confidence,
improve comprehension, increase motivation, and promote critical thinking. Furthermore,
the communicative approach encourages active participation, collaboration, and learner
autonomy, fostering a more engaging and effective learning environment for EFL students.
This approach ultimately prepares learners to use English for authentic communication in their
personal and future professional lives.
Unit 1 | Session 1 17
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Application in practice
Let’s recall the case from the beginning of this fascicle in order to analyze and choose the best option.
Teacher Ruth is planning a learning experience based on Peruvian legends, this topic responds to the
meaningful situation of the first term of the school year. She has already set the product or evidence
of learning for the first term: A Peruvian legend. Students will have to write a Peruvian legend they like
the most or have heard about. As there are four teachers of English at the school where she works,
she has asked her colleagues to give her some ideas on the first activity to develop as part of the
learning experience. Here are some of her colleagues’ advice or ideas for the first activity:
Nancy: Ask students to read some Peruvian legends to the class and ask them to prepare a
summary of each to be shared in class. Then students improve each other’s summary.
Sofía: Prepare a questionnaire of the most famous Peruvian legends to find out how much
students know about the topic. You would consider it as an entrance test.
Rommel: Ask students to go to the library and get some Peruvian legends to be read in class.
Then students could vote for their favorite legend and make a poster in groups.
Carlos: Show students some pictures related to Peruvian legends and ask them to relate the
pictures with the ones they are familiar with. Then students would share with their partners the
legends they know about and will be able to report what they learned from each other later.
Which option would be more appropriate?
Now that you have read and understood the knowledge about social constructivism, cross-curricular
approaches, the profile of the graduated, and the communicative approach, try to choose the best option
for teacher Ruth.
Unit 1 | Session 1 18
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Let’s continue with teacher Ruth’s class. She decided on the first activity to be related to the activation of
prior knowledge by showing students some pictures related to Peruvian legends and asking them to relate
the pictures with the ones they are familiar with, as well as asking them to share the legends with their
peers so that they can report what they learned from each other later. Now she is thinking about the second
activity to foster research on the topic and give the students the opportunity to explore sample narratives
of Peruvian legends.
a. Teacher puts expert students in a group and less expert students form a different group and
provides them with a Peruvian legend to be read. They have to answer some comprehension
questions and later they share orally a summary of the legend with the class.
b. The teacher groups students randomly and provides them with a Peruvian legend to be read
by each of the groups. They have to answer some comprehension questions and later they
exchange their answers.
c. Teacher divides the class into six groups and assigns each group a Peruvian legend to be read.
They answer some comprehension questions and later they read their answers to the class.
d. Teacher put expert students with less expert students together to form groups of five then
provides each group with a different Peruvian legend to be read. They answer comprehension
questions to check their understanding and share orally a summary of the legend with the class.
Later students vote for their favorite legend and support their choices.
Option Feedback
a. Teacher puts expert students in a group and Try again. This option would not be suitable to aim
less expert students form a different group teacher Ruth’s purpose. Grouping students with similar
and provides them with a Peruvian legend knowledge levels may limit their learning potential.
to be read. They have to answer some
comprehension questions and later they
share orally a summary of the legend with
the class.
b. The teacher groups students randomly and Try again. This option considers to group students
provides them with a Peruvian legend to be randomly. It is important to mix students with diverse
read by each of the groups. They have to backgrounds and understanding so that the classroom
answer some comprehension questions and becomes a dynamic environment where knowledge is
later they exchange their answers. actively shared and constructed.
Unit 1 | Session 1 19
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Option Feedback
c. Teacher divides the class into six groups and Try again. In this option it is not clearly stated the way
assigns each group a Peruvian legend to a teacher would group students. Students just answer
be read. They answer some comprehension comprehension questions and share their answers.
questions and later they read their answers There is no opportunity for students to give an opinion
to the class. so that they can develop their critical thinking skills.
d. Teacher puts expert students with less Congrats! This is the right answer. Social
expert students together to form groups constructivism emphasizes the role of social
of five. Then provides each group with a interactions in learning. Grouping students of varying
different Peruvian legend to be read. They expertise facilitates knowledge sharing and mutual
answer comprehension questions to check learning. By assigning different legends to each
their understanding and share orally a group, students can engage with a diverse range of
summary of the legend with the class. Later, narratives. Sharing summaries further deepens their
students vote for their favorite legend and understanding, while voting and justifying their favorite
support their choices. legend fosters critical thinking skills.
Teacher Ruth is thinking about the language to be introduced so that her students would be able to write a
Peruvian Legend. Taking into consideration that her fifth-grade students have an A2 level of English. What
language should be introduced taking into consideration the zone of proximal development?
a. Teacher Ruth would introduce students to some expressions like ‘It is known that….’, ‘Many
people believe that…’, ‘It is a common story…’, and also transition words like, ‘First, Then, After
that, and Finally’. Regarding the structures, she considers that it would be easier for students to
write the legend in simple present tense because they know the structure very well and it could
be difficult for them to use past tenses.
b. Teacher Ruth would introduce students to some expressions like ‘It all started when….’, ‘Many
people believe that…’, and ‘(Hundred) years ago…’, and also transitions words like, ‘First, Then,
After that, and Finally’. Regarding the structures, she considers that students
could use the tenses they already know whichever they are.
Unit 1 | Session 1 20
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Option Feedback
a. Teacher Ruth would introduce students to Try again. Option a does not align with teacher Ruth’s
some expressions like ‘It is known that….’, purpose. It is not challenging and does not consider
‘Many people believe that…’, ‘It is a the zone of proximal development of students. They
common story…’, and also transition words have already learned the use of simple present tenses
like, ‘First, Then, After that, and Finally’. and using them in a narrative text might not be a
Regarding the structures, she considers that challenge
it would be easier for students to write the
legend in simple present tense because they
know the structure very well and it could be
difficult for them to use past tenses.
b. Teacher Ruth would introduce students Try again. This option does not align with teacher
to some expressions like ‘It all started Ruth’s purpose. The teacher does not consider the
when….’, ‘Many people believe that…’, zone of proximal development to drive students to
and ‘(Hundred) years ago…’, and also the next level. The teacher does not even state the
transitions words like, ‘First, Then, After that, structures students already know.
and Finally’. Regarding the structures, she
considers that students could use the tenses
they already know whichever they are.
c. Teacher Ruth would introduce students Congrats! This is the right answer. This option
to some expressions like ‘It all started aligns with teacher Ruth’s goal of introducing the past
when….’, ‘Many people believe that…’, simple and past continuous tenses in narrative texts
‘(Hundred) years ago…’, also transitions to A2 students. By considering the zone of proximal
words like, ‘First, Then, after that, and development, teachers can effectively scaffold learning
Finally’, and vocabulary related to Peruvian by providing tasks that are within their students’ grasp
legends. Regarding the structures, while also challenging them to expand their linguistic
she considers that it would be a good abilities. Introducing these structures in the first term
opportunity for students to learn the use of the school year provides ample time for the student
of past tenses like simple past and past to learn and apply these concepts.
continuous in narratives.
d. Teacher Ruth would introduce students Try again. Option d is not appropriate to reach teacher
to some expressions like ‘It all started Ruth’s purpose. The past perfect tense is a more
when….’, ‘Many people believe that…’, advanced grammatical concept that would be too
‘(Hundred) years ago…’, ‘By the time they challenging for students to grasp during the first term
arrived…’ also transitions words like, ‘First, of the school year. Introducing this structure too early
Then, after that, and Finally’, and vocabulary could hinder their overall progress and understanding
related to Peruvian legends. Regarding the of English grammar
structures, she considers that it would be a
good opportunity for students to learn the
use of past tenses like simple past, past
continuous, and past perfect.
Unit 1 | Session 1 21
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Teacher Ruth wants her students to be aware of their rights and responsibilities in the school and specifically
during her class. What is the best action teacher Ruth could carry out to meet her purpose?
a. During the first week of class, teacher Ruth together with her students will elaborate on the
English class norms. Since these norms will be elaborated democratically everybody must follow
and respect the norms. There are some penalties for the ones who do not respect the norms.
b. During the first week of class, teacher Ruth will show her students the English class norms to
be followed during the time they spend together. There are some punishments for the ones who
omit these rules during the class.
c. During the first week of class, teacher Ruth introduces the school norms to her students. These
norms were collaboratively developed with input from representatives of the entire school
community. Ruth and her students engage in a discussion to determine if these norms apply
to the English class environment and whether any additional norms are needed to foster a
harmonious learning atmosphere. They also establish consequences for those who choose to
disregard the established norms.
Unit 1 | Session 1 22
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Option Feedback
a. During the first week of class, teacher Try again. Option a is not the best action to be
Ruth together with her students will carried out by teacher Ruth. Even though norms will
elaborate on the English class norms. be elaborated in a democratic manner. These norms
Since these norms will be elaborated just apply to the English class. The school norms
democratically everybody must follow were not taken into consideration so students are
and respect the norms. There are some not aware of all the responsibilities nor their rights
penalties for the ones who do not respect stated in the school norms, which is something that
the norms every member of the school community must know
about to be aware of the rights and responsibilities.
b. During the first week of class, teacher Try again. Option b is not appropriate to be carried
Ruth will show her students the English out by teacher Ruth because she just shares
class norms to be followed during the the school norms to be followed, she does not
time they spend together. There are some involve students in the elaboration, and she does
punishments for the ones who omit these not foster students’ awareness of the rights and
rules during the class. responsibilities.
c. During the first week of class, teacher Congrats! This is the right answer. Option c is
Ruth introduces the school norms the best to be carried out by teacher Ruth. It can
to her students. These norms were be seen that students are taken into consideration
collaboratively developed with input in the elaboration of Classroom norms, they also
from representatives of the entire school consider the school norms which were elaborated
community. Ruth and her students democratically. More over students will be aware of
engage in a discussion to determine if their rights and duties in the school and the English
these norms apply to the English class classroom environment. The cross-curricular
environment and whether any additional approaches are present in this activity and we can
norms are needed to foster a harmonious point out that the right approach is being taken into
learning atmosphere. They also establish account and shapes teaching practices.
consequences for those who choose to
disregard the established norms.
Unit 1 | Session 1 23
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Teacher Ruth’s class has implemented the Recycling project in the school. Students have learned to recycle
different trash, plastic, glass, paper, and organic. They have trash cans of different colors. The project has
been very successful at school but now they want to implement it in every classmate’s home. They are
thinking of a plan to do so. Teacher Ruth’s students are discussing in groups and brainstorming some
ideas. While teacher Ruth is monitoring her students’ work, she hears some interesting ideas. Which ideas
would be more suitable for the class’ purpose?
Teresa: We could research the topic of recycling at home. Because there might be other aspects
to be taken into consideration when recycling at home. I do not think this would be the same as
recycling at school. When we get the information, we can make a brochure to inform families about
the importance of recycling and the way they could carry it out at their homes. The information will
be given in English in a very easy way so that students can explain it to parents in case they do not
understand. We can also take turns to visit some families to help them implement recycling. If trash
bins are expensive, we can suggest the use of biodegradable bags.
Antonio: We can send an invitation to parents to visit the school and see how we recycle. We can
ask the teachers to give them tips to recycle. Teacher, do you want to help? Do you know how to
recycle at home? What do we use to recycle at home? The same kind of trash bins we have at
school?
Susana: It is going to be very difficult to make all families at school start recycling at their homes.
We can ask the teachers to give extra points to the students whose families are recycling. They can
send photos to the teacher’s WhatsApp showing every time they recycle so that the teacher can
track the project.
Option Feedback
Teresa: We could research the Congrats! This is the right answer. Teresa’s idea would be
topic of recycling at home. suitable to aim teacher Ruth’s class purpose and is the one
Because there might be other that addresses the outcomes of the profile of the graduate. It is
aspects to be taken into clearly stated that Teresa fosters the research before responsibly
consideration when recycling at planning the project, also she takes into consideration the
home. I do not think this would be difficulties in understanding English by parents and suggests
the same as recycling at school. students help with that, fostering the active participation of
When we get the information, we all the people involved in the project. She also thinks about
can make a brochure to inform the use of biodegradable bags to contribute to the care of the
families about the importance environment. We can point out the following learning outcomes:
of recycling and the way they “students can inquire and understand the natural and artificial
could carry it out at their homes. world by using scientific knowledge in concordance with local
The information will be given in knowledge to improve life quality and take into consideration the
English in a very easy way so that care of nature”, “Students interpret reality and make decisions
students can explain it to parents based on mathematical knowledge that contributes to their
in case they do not understand. context.” and “Students communicate in their mother tongue,
We can also take turns to visit in Spanish as a second language, and in English as a foreign
some families to help them language, assertively and responsibly to interact with others
implement recycling. If trash bins in diverse contexts with different purposes.”, and “Students
are expensive, we can suggest the make good use of information technology and communication
use of biodegradable bags. (ICT) to interact with the information, and manage their learning
and communication” .
Unit 1 | Session 1 24
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Option Feedback
Antonio: We can send an invitation Try again. Antonio’s idea relies too much on the teacher. He
to parents to visit the school and thinks of the teacher doing much of the work. We have to take
see how we recycle. We can ask into consideration that the aim of teaching and learning is to
the teachers to give them tips to empower students to form well-rounded citizens who can face
recycle. Teacher, do you want to future challenges in a real context taking into consideration the
help? Do you know how to recycle well-being and the environment.
at home? What do we use to
recycle at home? The same kind of
trash bins we have at school?
Susana: It is going to be very Try again. Susana’s idea is formed based on a negative attitude
difficult to make all families at towards challenge. It is important that the teacher helps her to
school start recycling at their become aware of the importance of dealing with challenges
homes. We can ask the teachers with a positive attitude and asking teacher’s guidance without
to give extra points to the students expecting the teacher to do the tasks for them.
whose families are recycling. They
can send photos to the teacher’s
WhatsApp showing every time
they recycle so that the teacher
can track the project.
Dennis a fourth-grade secondary teacher of English is planning an activity related to the learning experience
“Let’s Save Water”. He wants his students to develop their speaking skills. What activity would aim at
teacher Dennis’ purpose?
a. Dennis provides students with a conversation to practice. The conversation is about the smart
use of water. Students practice the conversation and highlight relevant vocabulary. Later,
students perform the conversation in front of the class. Dennis gives feedback at the end of the
activity.
b. Students interview their classmates to find out about how they use water at their homes. Students
get in pairs and make five questions to ask their classmates. They gather the information and
then make a graphic to present to the class to make their classmates reflect on the smart use of
water to save this resource.
c. Students listen to a podcast based on the smart use of water at home. They take notes and then
exchange their notes with their classmates. Then they answer comprehension questions to infer
some information from the audio. Later they ask each other the questions and compare their
answers orally.
Unit 1 | Session 1 25
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Option Feedback
a. Dennis provides students with Try again. There is not a communicative purpose. Students
a conversation to practice. practice a conversation given by the teacher and focus on
The conversation is about the vocabulary.
smart use of water. Students
practice the conversation and
highlight relevant vocabulary.
Later, students perform the
conversation in front of the
class. Dennis gives feedback
at the end of the activity.
b. Students interview their Congrats! This is the right answer. There is a communicative
classmates to find out how purpose for interviewing each other and later they will use the
they use water at home. information to reflect on the smart use of water. There is a real
Students get in pairs and communicative purpose in this activity.
make five questions to ask
their classmates. They gather
the information and then make
a graphic to present to the
class to make their classmates
reflect on the smart use of
water to save this resource.
c. Students listen to a podcast Try again. Students might develop their listening skills through
based on the smart use of this activity. The communicative purpose is not stated.
water at home. They take
notes and then exchange
their notes with their
classmates. Then they answer
comprehension questions to
infer some information from
the audio. Later, they ask
each other the questions and
compare their answers orally.
Unit 1 | Session 1 26
Pedagogical and disciplinary knowledge for teaching practice
Virtual course At the secondary education level - English Area
Azimova, S. (2019). The Communicative Approach in English Language Teaching. Bulletin of Science and
Practice, 5, 471-475, 10.33619/2414-2948/41/70 https://www.researchgate.net/
publication/332475571_The_Communicative_Approach_in_English_Language_Teaching
Lumen Learning. (2020). Constructivism and social constructivism in the classroom. En Child
development (Lumen). Actualizado el 14 de agosto de 2020. Recuperado el 4 de enero de 2024,
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Evaluación Docente. Recuperado el 4 de enero de 2024 de
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magisterial. Evaluación Docente. Recuperado el 4 de enero de 2024 de
https://evaluaciondocente.perueduca.pe/ascenso2022/ascenso2022instrumentos/
Nunan, D. (1999). Second language teaching: Methods and Techniques. Heinle & Heinle.
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Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching: An overview.
Cambridge University Press.
Unit 1 | Session 1 27