CASUISTICS ABOUT THE STUDY GROUP COMPILATION

Many Venezuelans have arrived at Pablo's school. The teacher is developing a program for his lesson plans that addresses topics in which all students feel valued and accepted, regardless of their cultural or linguistic background. Likewise, he is promoting harmonious coexistence throughout the second semester in his lesson plans in English. What a principle of Peruvian education is Pablo putting into real practice?

• Ethics

• Equity

• Inclusion

• Interculturality

Answer explanation

ANSWER E: because it addresses topics in which all students feel valued and accepted, regardless of their cultural or linguistic background. Additionally, it promotes harmonious coexistence.

2. During the next session, Maribel observed her student’s showing solidarity with their   peers when they are experiencing difficulties in their writing task. In this context,

which cross-curricular approach are Maribel’s students developing?

•   Rights-based approach

• Common good-oriented approach

• Search for Excellence Approach

• Inclusive Approach

Answer explanation

ANSWER B: Because the Students show solidarity with their peers in any situations.

3. Teacher Ruth wants her students to be aware of their rights and responsibilities in school, specifically during her class.

What is the best action Teacher Ruth could take to achieve this goal?

• 1. During the first week of class, teacher Ruth and her students will elaborate the English class norms. Since these norms will be created democratically everybody must follow and respect the norms. There will be  penalties for those who do not respect the norms.

• 1. 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.

• 1. 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.

Answer explanation

3. C is the best to be carried out by teacher Ruth. It can be seen that students are taken into consideration in the elaboration of Classroom norms, they also consider the school norms which were elaborated 

democratically. More over students will be aware of their rights and duties in the school and the English classroom environment. The cross-curricular approaches are present in this activity and we can point out that the right approach is being taken into account and shapes teaching practices.

1.- At the start of the year, Ms. Porras asks each of her students to write a paragraph about their vacation. She reads the paragraphs and takes notes on their strengths and weaknesses in grammar, vocabulary and writing skills in general.

Which type of assessment is this?

• a. formative assessment

• b. summative assessment

• c. diagnostic assessment

2.- At the end of the year, Mr. Navarro’s students take an exam on all the content they have studied during the entire school year. Mr. Navarro marks the tests and writes the final marks on the report card.

Which type of assessment is this?

• a. formative assessment

• b. summative assessment

• c. portfolio

3.- Tobias’ students are going to participate in a debate on the motion “We have become a nation of hyper-consumers.” First, he wants to find out how much his students know about the topic so he writes the following questions on the board. INTRODUCTION:

(READ THE IMAGE)

Then Tobias puts the students in groups and asks them to discuss the questions for some minutes. Finally, each group reports their answers to the rest of the class.

Taking into account that Tobias wants to find out how much his students know about the topic.

Which type of assessment is he aiming at with his activity?

• a. Final assessment

• b. Process assessment

• c. Diagnostic assessment

4.-Next, Segundo wants to assess his students’ listening comprehension of the audio in a formative way.

Which of the following activities is appropriate to achieve his purpose?

• a. The teacher provides each student with a worksheet that has a matching activity.

  They have to match the name of the person with the activities he/she does to

  Keep work-life balance. Then the students compare their answers in pairs.

• b. The teacher gives each student a quick multiple-choice quiz. It has some sentences

  extracted from the audio. Each sentence has a blank and three choices to complete

  the blanks. Then the students have to choose the correct alternative.

• c. The teacher writes the following questions on the board: How important is it for

  people to keep work-life balance? And “What suggestions can you give them to

  improve their life quality? Then the students write their answer in their notebooks.

5.- Ursua is going to use important historical events of the 21st century to provide the context for her writing class. Because of this, she would like to know what information students have on the topic, so that adapt her lesson plan to their needs if necessary. She gives the following instructions: (READ THE IMAGE)

• a. Final assessment

• b. Process assessment

• c. Diagnostic assessment

1. Franco’s second graders have been practicing describing family relationships. He shows the students a picture of a family tree and tells them to describe the family relationships orally using possessive nouns. The students practice in pairs, and then the teacher calls on volunteers. During the practice, one student comes up with the following example: “Homer is Lisa father.” Aware of the situation, Franco wants to use an appropriate technique to correct the student’s mistake on the spot. Given Franco’s goal, which of the following action is most appropriate?

• a. Indicate the mistake by saying “that’s not quite right.” Then ask another student to say the correct form.

• b. Echo the student’s sentence emphasizing the mistake to draw the learner’s attention to it. Then ask the student to say the sentence again.

• c. Ignore the student’s mistake and let him finish. Then when all the students finish participating,

  remind them the use of the apostrophe to indicate possession.

2. Ximena’s students have written an e-mail inviting someone to visit them to spend New Year’s Eve. Now, Ximena is revising her student’s writings to give them constructive feedback. Tabata, one of her students, has handed in the following e-mail: (READ THE IMAGE)

Considering the teacher’s purpose of giving the students constructive feedback, which of the following criticisms is appropriate?

• a. The teacher has given shallow feedback. She should have given examples of the errors the student made.

• b. The teacher has mainly corrected mechanics. She should have focused on the purpose on the task

  instead.

• c. The teacher has focused complex language. She should have used familiar words so that the student understands the feedback easily.