Phase 2

 Page: Phase 2 - Practical Component and Pedagogical Practice

Collaborative Activity

• In this phase, the work focused on a collaborative activity where group members participated in the development of tasks. The following components were addressed:Progress on Annex 4 for Each Group Member: Each member submitted progress on Annex 4, documenting their individual contributions to the practice sessions and reflections on their experiences.

• Evidence of labINNOVA Exploration: Group members explored labINNOVA tools, showcasing their ability to integrate technological resources into language teaching practices. This exploration was documented through shared materials and reports.

• The Lesson Plan: A comprehensive lesson plan was designed collaboratively, incorporating innovative methodologies and digital tools. It focused on fostering student engagement and addressing specific learning objectives.

• Evidence of Participation in Online Events of Each Group Member: Each participant contributed evidence of their attendance and active participation in online events, highlighting their commitment to continuous professional development.

These collaborative efforts ensured and facilitated the integration of diverse perspectives and skills.

Pedagogical Practice

The pedagogical practice combined theoretical and practical approaches and required the preparation of several essential documents:

Work Plan (Plan de Trabajo):

• This document outlined the goals, schedule, and expected outcomes of the practice period. It detailed the learning objectives, including integrating technology in teaching, developing engaging language activities, and improving classroom management skills.

• The activities included lesson planning for topics such as time expressions, simple past tense, and the use of passive voice, with a focus on creativity and interactive learning.

Attendance Recor:

• The attendance format tracked a total of 24 hours spent at the assigned educational institution, Colegio La Presentación de Girardot. Each session was carefully documented to ensure adherence to the practice requirements.

Field Journal (Diario de Campo):

• This journal systematically recorded observations and reflections during the practice sessions. Key activities included reviewing verb tenses (simple present, present continuous, and simple past) through interactive exercises and creative projects like poster design.

• The journal emphasized the importance of integrating digital tools like Kahoot and Educaplay to enhance student engagement. It also reflected on discipline management, time optimization, and strategies for motivating students.

Phase 2 was an opportunity to blend collaborative teamwork with practical teaching experiences. The combination of these efforts contributed to professional growth, emphasizing the importance of reflection, creativity, and the strategic use of technology in education.