Instituto Guatemalteco Americano

Teacher Training Course (TTC)

Reflection Format using the Experiential Learning Cycle

ELC – Moment that went well

Teacher Course Room Date Time # Students
Alejandra Starter CC-1-1 Nov 10th, 2018 12:00-12:50 10
Velazques

Concrete Experience Experience: Only name the moment that went well in lesson
Identify and name an experience. one (1)
Students write sentences using prepositions of
place.

Reflective Observation of the experience.
Describe the experience.
Reflect on what has happened and/or been done.
Observation: Describe the moment that went well. What did
the teacher do? What did the students do? Describe the
moment as if you are watching a video of this moment
again.
T stands up in front of the class and explains the
instructions: Students have to walk outside the
class looking for objects around the house. (It
was at Casa Cultural, so the place feels like a
house). They have to write sentences in their
notebooks using the prepositions of place and
the objects that they can find. T is walking
around in case a student has a question
regarding the names of the objects they can see.
Students walk around and they find different
objects as plants, doors, stairs, paintings, trash
cans, etc. They write sentences and some
students ask the teacher the name of some
objects. Teacher answers and the activity
continues. Some students are finding it difficult
to choose the correct preposition of place but
they seem to manage it.
At the end of the activity, students and teacher
stand up forming a big circle. They share some of
the sentences they wrote and the teacher
provides immediate feedback.
Teacher: Walks around in case a student has a
question. Teacher provides immediate feedback
when students are sharing their sentences.
Students: Walk around writing sentences and
asking questions to the teacher in case they don´t
know how to name an object. They share their
sentences out loud with the rest of the class.

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Abstract Conceptualization
Make sense of what has happened and form new ideas or concepts.
Conceptualization: forming concepts or ideas about teaching and learning.
Interpretation: Why did the moment go well? What did the
teacher do to enrich students’ learning? What student
behaviors showed learning? What teaching practices helped
learning?
1. Students got the chance to connect the
FMU with objects that they usually find
in their house. The fact that “Casa
Cultural” is shaped like a house helped.
2. The activity is visual, auditory, tactile
and kinesthetic.
3. The teacher closely monitors the activity,
ensures the production of the language
and provides immediate feedback.
4. The contextualization of the activity
encouraged the achievement of it.
5. The teacher modeled and CCQed the
instructions and made sure that all the
students got them.
6. Activity encourages the production of the
language in a written way and also the
practice of the speaking skills by sharing
their sentences with the rest of the class.
7. Students were engaged with the activity
due to the change of environment, the
freedom they had to walk wherever they
wanted to and the freedom of choosing
objects they thought were appropriated.
Action Points (at least 2)
Take the new concepts or ideas and translate them into
continue points, as what should continue being done.
Teaching practices or principles that should continue being
implemented.
Conceptualization: Learn from this moment and conclude.
What makes teaching and learning meaningful? What helps
learning? What helps teaching? What helps students learn?
What helps teachers teach?
1. The connection between their lives and
the target language creates a meaningful
activity which will last longer in the
student's memory.
2. Including a variety of learning styles
engages and provides opportunities for
all kinds of learners.
3. The teacher is a facilitator of the activity
by monitoring closely and answering
questions regarding the name of some
objects.
4. Meaningful activities ensure the
acquisition of language and the creation
of meaningful memories that will last
longer in the memory of the students.
5. Modeling and CCQing the instructions
ensures the understanding of them and
the students can complete the task
without wasting time trying to find out
what to do.
6. Starter students have a very limited
amount of vocabulary and they are still
getting familiarized with the language.
Providing the proper tools allows the
production of the language and the
practice of it, which is the main goal of
teaching a language.
7. When the teacher creates a great
environment and encourages students to
feel comfortable, they feel motivated
which facilitates the acquisition of the
language.
Action Point: What do you propose to be continued being
implemented in the future? What should the teacher
continue doing? What should the students continue doing?
What teaching practices should continue being
implemented? Use the following format to state your action
points: Continue …
1. Continue connecting the FMU with
things that they can relate to in order to
create meaningful lessons.
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2. Continue implementing activities for all
the learning styles, to allow all the
students be engaged with the activity.
3. Continue monitoring the activities
closely and being a facilitator so
students feel confident about
themselves.
4. Continue establishing a meaningful
context that can be related to a real-life
situation to ensure the acquisition of
the language.
5. Continue modeling and CCQing the
activities to allow students take
advantage of the time.
6. Continue motivating your students to
produce the language whether spoken
or written to allow them communicate
with others in the new language.
7. Continue utilizing the available areas in
order to create a great environment
which will allow students feel
comfortable

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 Instituto Guatemalteco Americano
Teacher Training Course (TTC)
Reflection Format using the Experiential Learning Cycle

ELC – Moment that didn’t go well

Teacher Course Room Date Time # Students
Diego Taracena Low S-4 Nov 9th, 2018 17:00-17:50 10
Intermediate

Concrete Experience Experience: Only name the moment that didn’t go well in
Identify and name an experience. lesson two (2)
Naming an article in a magazine based on the
text.

Reflective Observation of the experience.
Describe the experience.
Reflect on what has happened and/or been done.
Observation: Describe the moment that didn’t go well. What
did the teacher do? What did the students do? Describe the
moment as if you are watching a video of this moment
again.
The teacher stands up and tell the students that
they are going to read the text one more time.
This time there is a hypothetical situation in
which the article is going to be part of a
magazine and the students have to name the
article based on the part of the paragraph that
they think fits the best. The students have to
write 2 sentences that will support their choice.
Teacher explains the instructions once and lets
students start with the activity. After a minute a
group of girls called the teacher and they ask
“What do we have to do?” and the teacher
explains one more time. This time the students
understand and they start working on the
activity. When they finish the teacher asks 2
students to share their titles with the rest of the
class.
Teacher: Provides the instructions and help
students if they ask for help. The
teacher encourages students to complete the
task with great ideas.
Students: Some are not following the activity.
Some students don't get the instructions

Abstract Conceptualization
Make sense of what has happened and form new ideas or concepts.

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Conceptualization: forming concepts or ideas about teaching and learning.
Interpretation: Why didn’t the moment go well? What did
the teacher do to hinder students’ learning? What student
behaviors showed confusion or no learning? What teaching
practices hindered learning?
1. Some students did not get the
instructions.
2. Students did not discuss nor shared with
other students about the things they
had written.
3. Some students were not paying
attention at all.
4. The activity included visual and tactile
interactions.
5. Some students had the chance to share
their ideas and thoughts.
6. The activity is in the same context as all
the previous ones.
7. Students took out conclusions from the
text.
Action Points (at least 2)
Take the new concepts or ideas and translate them into
action points, as what will happen next or what actions
should be taken to make improvements.
Action Point: a specific proposal for action to be taken
Conceptualization: Learn from this moment and conclude.
What makes teaching and learning mechanical or not
meaningful? What hinders learning? What hinders teaching?
What stops students from learning? What obstructs a
teacher from teaching?
1. Teacher did not provide modeling nor
CCQing when giving instructions and
some students were not doing the
exercise because they did not get them.
2. When the activity was over, they did
not get the chance to share/discuss with
their peers.
3. The fact that some students were just
minding their own business and not
being immerse in the activity hinders
learning.
4. The activity included interaction
patterns for different learning styles
which is beneficial for the students.
5. The participation of some students is
beneficial yet not all of them had the
chance to participate.
6. Keeping the same context is usually a
way to provide a meaningful lesson,
which is beneficial for students.
7. A reading strategy was put in practice by
taking out conclusions from the text.
The students utilize their critical
thinking in order to come up with the
ideas.
Action Point: What do you propose to be implemented in
the future? What specific actions should be taken? What
should the teacher change or do differently? What should
the students do or experience differently? Use the following
format to state your action points: Next time, …
1. Next time consider modeling and
CCQing instructions to promote the
understanding from all the students and
also to take advantage of the time.
2. Next time consider asking students to
share their answers among them in
order to promote communication.
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3. Next time consider asking for the
students attention so they can be aware
of everything that is happening and they
understand the point where the teacher
wants them to get to.
4. Next time continue including activities
that are suitable for the students´
learning styles.
5. Next time continue encouraging
students to share their opinions,
thoughts and answers but also ask all of
them to participate.
6. Next time continue providing the same
context so as to provide a meaningful
lesson that is going to stick with them
for a long time.
7. Next time continue asking students to
conclude from the text to activate their
critical thinking and develop skills that
are going to help them in their lives.