UNIVERSITY OF LA SALLE

FACULTY OF EDUCATIONAL SCIENCE

Bachelor's Degree Program in Spanish, English, and French
OBSERVATION

1. Name of Yamith José Fandiño

observer
2. Institution where the public educational institution, Alonso de Olaya school, Villeta, Cundinamarca.
make the observation.
3. Date and time of the Monday, April 2, 2017.
observation. 9:00 a.m. a 9:50.
4. Day, course and teacher Tomorrow, eighth, teacher Elsa Vásquez.
what is observed
5. Type and instrument of Natural, non-participant and structured or systematic.
observation Checklist with estimation scale.
6. Unit of analysis and Behaviors (non-verbal such as gestures, postures, spatial such as movements)
unit of measure and occupation of space, verbal such as instructions, explanations, messages) and
interactions (teacher-class exchange, teacher-student(s) exchange,
student-student.
Occurrence (verification of whether a phenomenon occurs or not) and frequency (extent)
in which a certain event occurs in a unit of time.

PEDAGOGICAL PRACTICES
STATEMENT IF IT IS OBSERVED I DON'T KNOW

OBSERVE
Many Some Few
times times times
The teacher uses expository practices aimed at the
transmission of knowledge from the teacher to the student.
1.2. The teacher uses playful practices focused on creation
of pleasant learning environments.
1.3. The teacher uses constructivist practices aimed at
promote the active participation of students in the
construction of knowledge.
1.4. The teacher uses deepening practices aimed at
the creation and production of complex products.
1.5. The teacher uses other types of pedagogical practices; for
example, regulations, corrective, technological, etc. Which ones?
a.
b.

2. TEACHING VOCABULARY
STATEMENT IF IT IS OBSERVED I DON'T KNOW

Many Some Few OBSERVE

times times sometimes
The teacher teaches vocabulary through repetition.
through exercises and activities of duplication, reproduction,
plans, etc.
The teacher teaches vocabulary through the senses.
through movements, images, concrete materials, etc.
The teacher teaches vocabulary through memorization.
through keywords, rhymes, associations, system of
places, chain of words, etc.
2.4. The teacher teaches vocabulary through semantics
through analysis of structure and form, contextualizations,
groups, associations, etc.
2.5. The teacher teaches vocabulary through other means such as
L1-L2 translation, use of bilingual dictionary, etc.
Which one(s)?
a.
b.

3. TEACHING OF FOREIGN LANGUAGE (ENGLISH)

STATEMENT IF OBSERVED I DON'T KNOW

Many Some Few OBSERVE

times times times
The teacher teaches English through practices and processes
derived from the grammar and translation method (exercises of
complete, sentence formation with newly learned words,
deductive application of rules, etc.
The teacher teaches English through practices and processes
framed in the audio-linguistic method (Reproduction
individual or group of words, phrases, and sentences, games of
repetition, question-answer games, representations of
dialogues, etc.).
3.3. The teacher teaches English through practices and processes
related to the suggestopedia method (use of posters
and posters, visualization exercises, dramatization of
situations, readings to the rhythm of music, etc.).
3.4. The teacher teaches English through practices and processes
characteristics of the total physical response method (use of commands of
teacher to the students, use of actions in sequences, use
of physical demonstrations, etc.).
3.5. The teacher teaches English through practices and processes of
communicative method (use of authentic material, exercises for
organizing sentences or texts, role plays, comic strips of
images, activities to do and answer questions, etc.)
The teacher teaches English through practices and processes
derivatives of integrative approaches (tasks, projects, themes,
contents, etc.).
3.7. The teacher teaches English through other methods (CLIL,
competencies, lexical, etc.)
Which one(s)?
a.
b.

Comentarios
 UNIVERSITY OF LA SALLE
FACULTY OF EDUCATIONAL SCIENCE
Bachelor's Degree Program in Spanish, English, and French
SURVEY

Dear teacher:
The purpose of this questionnaire is to gather information about pedagogical practices in teaching
vocabulary of secondary school teachers in public educational institutions. The questionnaire is divided into three sections,
in which we ask you to focus your attention so that the response you provide is reliable and trustworthy. Likewise,
we ask you to answer all questions without exception to use your invaluable information without any exception. Your
responses will be analyzed by young researchers who are in the process of developing their work
degree in the Bachelor's Program of Spanish, English, and French at La Salle University. The results
and their discussion will be treated confidentially according to ethical standards of educational research.
Many thank you for on valuable
collaboration!

PART A. IDENTIFICATION INFORMATION

Nombre: ____________________________________________________________
Place of residence: ________________________________________________________
Marital status: ____________________________________________________________

PART B. CLASSIFICATION INFORMATION

Edad: 20 – 30 30 – 40 40 – 50 50 o más
Género: Hombre Mujer
Studies conducted
- Normalista: SI NO Where? ____________________________________________________
- Pregrado: SI NO Which one?
Where? ____________________________________________________
- Diplomado: SI NO Which?
______________________________________________________
Where?
- Especialización: SI NO Which one?
Where? ____________________________________________________
- Maestría: SI NO Which one?
Where? ____________________________________________________
Teaching career
- Decreto 2277 de 1979
Degree ______
- Decree 1278 of 2002
Grado 1. Normalista superior SI NO
Grade 2. Bachelor in Education or professional with a degree in education/pedagogy YES NO
Grado 3. Magíster o doctor SI NO

PART C. QUESTIONNAIRE

SECTION 1

[Link] PRACTICES

Open-ended or unstructured question

Please describe the nature or type of pedagogical practice that you favor or prefer in your English classes.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
 ________________________________________________________________________________________________

[Link] TEACHING

Open-ended or unstructured question

What kind of strategies or techniques do you usually use to teach vocabulary in your English classes?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

3. TEACHING OF FOREIGN LANGUAGES (ENGLISH)

Open-ended or unstructured list question.

Mention three methods of foreign language teaching that you use to plan and develop your classes.
English.
1.
2.
3.

SECTION TWO

PEDAGOGICAL PRACTICES
(Closed question or structured question with a single answer).
Choose the option that best indicates your opinion. My teaching practices are usually:

[Link] (I usually make presentations and explanations).

1.2. Playful (I usually conduct games, competitions, dramatizations, etc.).
[Link] (I usually propose projects, workshops, group dynamics, etc.).
[Link] (I usually request the development of activities and/or products that involve effort,
research, and reflection.
1.5. Another? Which? ________________________________________

2. TEACHING VOCABULARY
(Closed or structured scale question - Likert type).
Rate the following ways of teaching vocabulary, with 1 being not very useful and 5 being very useful.

2.1. Repetition. 1 __ 2 __ 3 __ 4 __ 5 __
2.2. Chants and plains. 1 __ 2 __ 3 __ 4 5
2.3. Movements and actions. 1 __ 2 __ 3 __ 4 5
2.4. Vocabulary cards and visual dictionaries. 1 __ 2 __ 3 __ 4 5
2.5. Memorization. 1 __ 2 __ 3 __ 4 5
2.6. Associated words and enumerations. 1 __ 2 __ 3 __ 4 5
2.7. Analysis of structure and forms. 1 __ 2 __ 3 __ 4 5
2.8. Groupings and associations. 1 __ 2 __ 3 __ 4 5
2.9. Another? Which one? ____________________ 1 __ 2 __ 3 __ 4 __ 5 __

3. TEACHING OF FOREIGN LANGUAGES (ENGLISH)

(Closed question or rank structure)
Organize the following foreign language teaching methods according to their degree of usefulness or effectiveness, being 1
the most useful or effective and 6 the least useful or effective.

3.1. Grammar method and The teaching objective seeks the development of reading and translation of texts in a foreign language.
It emphasizes the explicit study of grammatical rules and the memorization of vocabulary.
translation
verb conjugations and other grammatical points.
3.2. Audio-lingual method The purpose of this method is to enable students to use the L2.
communicatively when listening and speaking it. Emphasizes the formation of habits in the FL
through memorization, imitation, repetition, and use of dialogues.
3.3. Suggestopedia Method The goal is to learn the LE by overcoming students' fears and fostering environments.
pleasant to study. Emphasizes the presentation of content through reception and
activation of dialogues.
3.4. Physical response methodTeach the language through a 'comprehension approach' that works on listening comprehension.
before the oral skill. Emphasizes the use of dynamic activities, body movement and
total
working with commands.
3.5. Communicative method Teach the LE for its appropriate use within real social and cultural contexts. Emphasize
the mastery not only of linguistic competence, but also the work with skills
sociolinguistic, discursive, and strategic.
3.6. Integrative method by Teach the reception and production of the L2 simultaneously through texts.
dialogues, activities, and resources. Emphasizes the idea that communication in the real world
tasks, topics, projects or it not only involves the integration of skills and components of foreign languages but also connections between
contents language and the way we think, feel, and act.

Please, before submitting the questionnaire, we ask you to check that you filled it out correctly.

Thank you very much!