Sesión 2 - curso para evaluacion docente

CURSO PARA EVALUACION DOCENTE

1. Curso de
Actualización y
Preparación
para la
Evaluación
Docente 2024
Mag. Palm Rodríguez
Inglés

2. Términos del Uso del Material Pedagógico
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protegido por leyes de propiedad intelectual.
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El material educativo se proporciona con el propósito de beneficiar a la comunidad educativa en general. Al acceder a este,
acepta utilizar el material de manera ética y exclusivamente con fines educativos.
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de nuestro material pedagógico sin el consentimiento expreso de Escuela de Profesores del Perú.
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3. Solutions of
the Daily
Exam
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4. Case Study1
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CORRECT
Abel has noticed that his students usually have difficulties
managing their time when working in group discussions and, as a
consequence, they don’t finish the activities assigned. Aware of
that situation, he wants to help his students manage their time
better. Which of the following actions is NOT appropriate to
achieve his purpose?
A) Set time limits before the activity starts and, while the students
are working, remind them occasionally how much time they still
have ahead. This way, the students will try to finish the task on
time.
B) Assign each student of the group a role (time controller,
secretary, reporter, etc.). This way, they will stay focused on the
role they were assigned and won’t get distracted from the task.
C) Let students work and, when the time is over, collect only the
products of the groups that have finished the activity.

5. Case Study2
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CORRECT
Luisa, an English teacher at a high school, promotes the
significance of students' emotional well-being and the
necessity of a balanced lifestyle between school assignments
and free time. Yet, she assigns extensive homework, causing
students to feel overloaded and stressed. Luisa notices the
inconsistency between what she advocates and her actions.
Considering Luisa's circumstances, which option
accurately characterizes the dilemma she is
encountering?
A) Luisa is executing ongoing formative assessments for her
pupils.
B) Luisa is experiencing cognitive dissonance due to the
misalignment between her advocacy for student wellness and
the extensive homework she assigns.
C) Luisa demonstrates a leaning towards conventional
educational methodologies rather than innovative ones.

6. Case Study3
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1. Nino wants his third-grade students to develop their writing skills. He has planned two sessions in
which the students will be asked to design a flyer on how to recycle objects. This flyer will be
distributed at the upcoming school fair.
For the first session, Nino has planned the following sequence:
• First, on the board, the teacher writes “How to recycle objects,” and then he elicits students’ ideas
on the topic.
• Then the teacher groups the students and gives each group a sample flyer. He writesthefollowing
questionsontheboard:
• In their groups, the students analyze the sample received and discuss the questions for some
minutes. Then the students share their answers with the whole class.
• Next, the teacher asks the groups to design their own flyer on “How to recycle objects.” He
encourages the students to consider the model of the sample they analyzed.
• Finally, as homework, the teacher asks the students to bring further information on how to recycle
objects. The students will use that information to improve the flyer next class.

7. Case Study3
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CORRECT
Which approach to writing has been
applied in Nino’s sequence?
A) Process approach.
B) Genre approach.
C) Product approach.

8. Case Study4
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CORRECT
During the past few sessions, Maribel’s fourth-grade students have been discussing about
the impact reality shows have on teenagers. Now, they will write a short essay on that topic
following the Process approach to writing.
First, Maribel wants her students to generate written ideas for their essays. Taking her
purpose into account, which of the following strategies is it NOT appropriate to carry
out?
A) a Give each student a copy of an empty chart about the impact of reality shows on
teenagers. The chart has the following labels: “Pros” and “Cons.” Ask the students to write
phrases under each label and then elaborate on those phrases to develop their essays.
B) Ask the students to write a paragraph that includes all the ideas they have about the
impact of reality shows on teenagers. Give the students five minutes to write as much as
they can without stopping. Ask them not to pay attention to errors related to spelling,
grammar, etc.
C) Provide each student with a short essay that criticizes reality shows and their impact on
teenagers. Tell them to read it quickly and highlight the arguments they find relevant. Ask
the students to use these highlighted arguments as the main arguments of their essays.

9. Case Study5
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During the next session, Maribel asks the
students to make the outline for their
essays. While she is giving the instructions
for the activity, she hears the following
comments from three students:
Marco:“Outlines are not
necessary.”
Andrea:“Yes, we need to
concentrate on writing the essay.”
Teresa:“I will write the outline at the
end.”

10. Case Study5
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CORRECT
Maribel wants her students to reflect on the benefits of making an outline before
writing an essay. Given this goal, which of the following set of questions is more
appropriate to ask the students?
A) • Is it difficult for you to control your time when writing?
• How long does it take you to make an outline?
• Has making the outline at the end always worked for you?
B) • How can you use an outline to organize your ideas when you start writing your
draft?
• What kind of problems can you avoid if you make an outline?
• Don’t you think it may be worth writing an outline then?
C) • What are the steps of the writing process?
• Is it okay to skip one of those steps?
• Don’t you think it is important to follow the order of the writing process?

11. The purpose of the session
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Analyze, discuss, debate, and solve
problems through the use of case
studies to cultivate practical and
contextualized learning.
By presenting real-world situations, this
approach provides teachers with the
opportunity to actively apply
theoretical concepts, stimulating
critical thinking and promoting the
exchange of perspectives.

12. Theoretical
Framework
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13. www.epperu.org
TOPIC: PrinciplesofPeruvian education/
Democraticcoexistenceand classroomatmosphere,
Task-BasedLearning, Presentation–Practice–
Production, Project–BasedLearning.

14. www.epperu.org
The principles of Peruvian education are those model ideals intended to be developed in the student
population and are characterized by providing the conditions that favor students' learning.
General Education Law 28044, Art. 8°: Peruvian education centers on the person as the core and
fundamental agent of the educational process. It is based on eight principles.
Ethics, which inspires an education that promotes the values of peace, solidarity, justice,
freedom, honesty, tolerance, responsibility, work, truth, and full respect for norms of coexistence;
strengthens individual moral consciousness and makes possible a society based on the
continuous exercise of civic responsibility.
Equity, which ensures equal opportunities for access, retention, treatment, and success in a
quality educational system for all, without distinction of gender, ethnicity, religion, or social,
economic, or political status.
PrinciplesofPeruvian Education

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Inclusion, which incorporates people with disabilities, socially excluded, marginalized, and
vulnerable groups, especially in rural areas, without distinction of ethnicity, religion, gender, or other
causes of discrimination, thus contributing to the elimination of poverty, exclusion, and inequalities.
The educational system has an inclusive approach as a sector policy, where people with disabilities
have the right to be educated alongside their peers under equal conditions. "It is not the person with a
disability who must adapt to the school system; rather, the educational system has the obligation to
transform itself to provide the support, measures, and resources that respond to their characteristics
and educational needs."
Quality, which ensures suitable conditions for comprehensive, relevant, open, flexible, and
continuous education. Educational quality is closely linked to the transformation of educational
paradigms, curriculum innovation, and teaching.
Democracy, which promotes unrestricted respect for human rights, freedom of conscience, thought,
and opinion, full exercise of citizenship, and recognition of the popular will; and which contributes to
mutual tolerance in relationships between individuals and between majorities and minorities, as well
as to the strengthening of the rule of law.
PrinciplesofPeruvian Education

16. PrinciplesofPeruvian Education
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Interculturality, which values the cultural, ethnic, and linguistic diversity of the country as a richness,
and finds in the recognition and respect for differences, as well as in mutual knowledge and a
willingness to learn from others, the basis for harmonious coexistence and exchange between diverse
cultures of the world.
Environmental consciousness, which encourages respect, care, and conservation of the natural
environment as a guarantee for the development of life.
Creativity and innovation, which promote the creation of new knowledge across all fields of
knowledge, art, and culture. They constitute human capital.

17. Democraticcoexistenceand classroomatmosphere
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CLASSROOM ATMOSPHERE
This refers to the conditions or circumstances in a classroom that make the teaching-learning
process conducive. Below are a series of considerations to maintain an appropriate classroom
climate:
➢Encourage dialogue and promote active, informed, and reflective participation of students.
➢Hold student or parent assemblies (coordination).
➢Adopt an assertive and non-aggressive attitude and language.
➢For democratic coexistence, alternatives that involve a draw are discarded; instead, a third
alternative is sought or respected.
Teacher Evaluation Rubrics
Rubric 5: Positively Regulates Student Behavior
•Mechanisms of Mistreatment:Promote compliance with rules through the application of extreme
measures that frighten students or damage their self-esteem.
1.The teacher tells students who are playing and interrupting teamwork: "You two who are talking
will lose your recess."
2.The teacher tells the students: "Those who talk while I explain will have their lunch taken away."
•The mnemonic for the mechanisms of Rubric 5 is Manepo: (mistreatment, negative, positive).

18. Democraticcoexistenceand classroomatmosphere
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Rubric 5: Positively Regulates Student Behavior
•Negative Mechanisms:Promote compliance with rules but focus on negative behavior by warning
about sanctions and consequences, giving orders in an imposing manner, excessively controlling
students' actions, or giving material rewards or prizes for good behavior.
1.A teacher tells a student who is talking while his classmates present, "Simon, you're making
noise."
2.The teacher says to the students, "Those who behave well will receive a smiley face."
•Positive Mechanisms:Promote self-regulation of behavior through reflection on the
usefulness or meaning of coexistence rules, positive social reinforcement for good behavior,
the timely establishment of rules, among others.
1.The teacher tells some students who are talking about unrelated topics: "Let's listen to your
classmate who is about to speak."
2.A teacher tells a student, "Congratulations, Ana; you are behaving very well today."
3.The teacher asks the students, "What rules might we need to perform this task properly?"

19. Task-BasedLearning
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Task-Based Learning (TBL) is an approach to language teaching that focuses on the use of authentic,
meaningful tasks to promote language acquisition. In TBL, the primary emphasis is on the completion
of tasks rather than on the explicit teaching of grammar or vocabulary.
Pre-task: The teacher introduces the topic and prepares students for the main task. This may involve
discussing relevant vocabulary, grammar, or concepts that will be needed.
Task Cycle:
•Task: Students complete the task using the target language. This could involve speaking, writing,
listening, or reading, depending on the nature of the task.
•Planning: After the task, students often work in pairs or groups to plan their presentations or reports on
the task they completed.
•Report: Students share their findings or outcomes with the class. This stage may involve presenting
their work or discussing their solutions.
Language Focus: Following the task cycle, the teacher provides focused instruction on language aspects
that emerged during the task. This may include grammar, vocabulary, or pronunciation.
Feedback and Reflection: The teacher and students reflect on the task, discussing what went
well and what could be improved. Feedback is given on both language use and task
performance.

20. Task-BasedLearning
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21. Presentation–Practice–Production.
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22. Presentation–Practice–Production.
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23. Presentation–Practice–Production.
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24. Project–BasedLearning
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Project-Based Learning (PBL) is an educational approach where students engage in real-world
and meaningful projects to acquire knowledge and skills. Instead of traditional instruction and
passive learning, PBL involves students in complex, authentic tasks that require critical thinking,
collaboration, and problem-solving.

25. Case Studies
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26. Case Study1
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Marlon’s students have been talking about movies using present perfect
and simple past tenses. Now, he wants his students to develop their
oral fluency in a freer way. He carries out the following sequence:
Given the teacher’s purpose, which of the following
criticisms of this sequence is appropriate?

27. Case Study1
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Given the teacher’s purpose, which of the following
criticisms of this sequence is appropriate?
A)The teacher should have given students more time to
talk with each partner before asking them to switch,
allowing for more in-depth conversations.
B)The teacher should have provided positive feedback
along with corrections to maintain student motivation and
encourage continued participation.
C)The teacher ought to have avoided correcting the
students' mistakes while they were completing the task.

28. Case Study2
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Ms. Alvarez is preparing her students to read a historical novel set
during the Industrial Revolution. Before starting the reading, she
asks her students to consider the following questions:
•What do you know about the Industrial Revolution?
•How do you think it changed people's lives?
•Can you think of any inventions from that time that we still use
today?
What is Ms. Alvarez's main purpose when asking the questions
above?
A)Connect new concepts to students' existing knowledge.
B)Encourage students to research independently.
C)Foster enthusiasm for the upcoming reading.

29. Case Study3
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Ms. Sanchez's students have been learning about "Describing past experiences." The teacher
wants to enhance this skill through a relevant and interactive speaking activity.
Which of the following activities is best suited to this goal?
A)The students read a short article about a historical event and underline all the verbs used in
the past tense. They then use these verbs to create sentences about their own past
experiences, which they later share with a partner.
B)The students watch a short video clip of a person narrating a memorable experience from
their past. After watching, the students are asked to write a summary of the experience. In
groups, they discuss their summaries and then share the most interesting details with the
rest of the class.
C)The students are given a set of photographs depicting various activities from the past. The
teacher explains how to use the past continuous tense to describe ongoing actions in the
past. The students then choose a photograph and describe what was happening in the
picture using the past continuous tense, sharing their descriptions in small groups.

30. Case Study4
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A school is initiating a project to address community
issues. Students have identified the lack of accessible
recreational spaces as a key concern. The school wants to
adopt a strategy in line with Human Rights-Based
Approach principles.
Which approach should the school take?
a)Surveythecommunitytolearnwhatitthinksabout
itsrecreationalareas, thenreporttheresultstothe
relevantauthorities.
b)Establisha committeetopresenta requestforthe
renovationofthecitycouncil'scurrentleisure
facilities.
c)Set up a forumwherestudentsand localscan talk
aboutthevalueofleisureareasand come up with
ideas forfixes.

31. Case Study5
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The Greenleaf Elementary School, located in an urban neighborhood, noticed a lack of access to
fresh produce among its students and their families. Recognizing the importance of healthy eating
habits, the school administration decided to initiate a community garden project.
Project Description: The project aimed to establish a community garden on the school premises,
involving students, teachers, parents, and local volunteers. The garden would serve as an outdoor
classroom where students could learn about gardening, nutrition, and environmental sustainability
while also providing fresh produce for the school community.
Which of the following best describes the project-based learning approach used in the
community garden project?
A.Students participated in instructional sessions on horticultural techniques.
B.Students conducted an investigation into the nutritional advantages associated with
gardening.
C. Students engaged in collaborative efforts to design and execute the project.

32. Case Study6
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imagine

33. Case Study7
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34. Case Study8
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35. Case Study9
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Tom is helping his students improve their skills in
making requests. He tells them to use the following
phrases: “Could you possibly...?” / “Would you mind...?”
/ “I was wondering if you could...?”
Which of the following language functions
corresponds to the phrases Tom wants his
students to practice?
a)Making requests.
b)Giving compliments.
c)Offering assistance.

36. Case Study10
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Choose one of the alternatives to complete the idiom within the sentence.
Sentence: Forget about the argument we had! It’s ________ under the bridge now.
a)water
b)problem
c)everything
Read the first sentence and choose the correct alternative to complete the second
sentence so that it means the same as the first.
Sentence 1: Stop interrupting me all the time!
Sentence 2: I wish you _____________ me.
a)don’t interrupt
b)wouldn’t interrupt
c)shouldn’t interrupt

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Thankyou

38. Accede almejor
contenido educativo
En el blog de la Escuela de Profesores del Perú
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