CV

Calle 64 I # 68 H 19 - Bogotá

Tel: 5424416

Mobile: 3004573991

Email: selkis688@hotmail.com

LAURA SOFIA PINEDA BAUTISTA

Personal information:

·       Date of birth: 6 March 1987

·       Nationality: Colombian

Experience:

• 2014

Presentation: Use of audio-blogs to lower anxiety in Spoken Performance. First seminar E- Learning. Universidad del Atlantico. Barranquilla

·       2009 – 2014

SED Bogota – English teacher.

Taught at pre-school, primary and high-school level (from sixth to eight degree)

Education:

·       2015

Master in Language Teaching. Autonomous Learning Environments. Universidad de la Sabana. Chia, Colombia.

·       2014

MEN Immersion Program- Universidad Nacional de Colombia

 First seminar E-Learning. Universidad del Atlantico. Barranquilla.

5th Biennial Symposium . Universidad de la Sabana, Chia, Colombia.

·       2013

Cambridge First Certificate.

·       2012

PFPD: LECTURA Y ESCRITURA EJES TRANSVERSALES EN LA ENSEÑANZA DE DIFERENTES AREAS DEL CONOCMIENTO. Fundación Universitaria Monserrate.

·       2004- 2009

Universidad Pedagógica Nacional. Licenciatura en educación básica con énfasis en Español y lenguas extranjeras.

Publications

Article: : Use of audio-blogs to lower anxiety in Spoken Performance. Url: http://e-learning.liaisonfrancaise.org/sites/default/files/memorias_version_finalnov6_0.pdf

Languages:

·       English

·       French

My Podcast Site

My Podcast Site

prueba uno

Writing performance objectives

Reflective Questions:

1- How do you plan your course/lesson objectives? Do you follow any specific procedure?

After reading Gagne’s instructional proposal, I realize when I design the instructions I have not cleared the appropriate steps, as bear in mind the prerequisite or skill the students have had in order to acquire the new knowledge. Also, I have not into account the inner process students have in order to achieve the learning goals. 

According to Gagne, when the teacher will plan an instructional objective has to take into account the audience, the behavior the teacher will expect at the end of the instruction, the conditions students need for fulfilling the goal and the degree or measure criteria in order to evaluate the process. Nevertheless, I realize when I planned the instructional objectives these features are not enough clear.

When I start to plan the course objectives, I take a look to the estándares as well as the school syllabus. After reading what is expected the students do, I look some strategies in order to reach the performance is expected. I test the activities and make some changes if it is necessary.

retrieved from: http://www3.canisius.edu/~grandem/catholicconference/catholicconference_print.html

2- What features do you bear in mind when defining performance objectives for a course/lesson?

When I start to write the performance objectives, I always search the way students write and speak about the communicative topic. I omit the Word “students” because it is logical in my context. Reading about the basic features a performance objective has, I am aware of the importance of describing the visible performance, in order to let students know what is expected from them and make feedback about their own learning process. I use words as “express” or “use”, but these words are not accurate. Also, I never write the measurement criteria of the performance, what causes sometimes students are in disagreement about the way they are assessed. 

REFLECTION

I have been working in the use of ICTs with sixth and seventh degrees during two years. All the process we have realized in the school was based on my instincts and hunches about what the student needs, and some little prior activities with them that reconfirmed my ideas.

Nevertheless, with the proposed readings in module one and two, I realize that in the planning process I had developed, I had not had in account the real learning needs students have, as well as a real pedagogic goal. In most of the cases, the activities were online games and grammar exercises in order to complement the class normal activities. Now, I am reconsidering the structure of the proposed activities in the lab, always bearing in mind the real needs students have according to the classroom activities, test and questions.

taken from: http://spoonandink.blogspot.com/2011/07/todays-rant-and-divine-solution.html

Another aspect I have to considerate according to the modules, is the importance of referencing the internet sources when developing the blog activities. For me, it was not an important aspect considering the students ignore the importance of referencing (as well as me!). Nevertheless, I am now aware of the importance of copyright and the legal consequences it might have.

Also, as a teacher I have to be careful with the products the students make in the lab and share outside, taking into account the big amount of cyberbullying in the school. For that reason, it is imperative to have a clear picture about what my responsibilities are and the limit these responsibilities have; it is vital to know the Colombian laws about the use and misuse of internet inside and outside the school, as well as the netiquette rules, and implement them in the classroom and home.

Welcome to my reflective journal!

Hi everybody.

This is a space for reflecting about the different topics we will disscus in ALE sessions.

I hope we learn a lot!

Laura Sofia Pineda