DATOS GENERALES

Direccin Sede A: Calle 4 N 9 - 37

Centro Floridablanca.
Naturaleza: Oficial
Carcter: Mixto
Calendario: A
Jornada: Diurna
Horarios: 6:10 a.m., a 12:10 m
12:30 m a 6:30 P.m.
Ubicacin: Floridablanca,
Santander
Direccin Sede Alterna: Carrera 10
N 5-20 Centro Floridablanca.
Direccin Sede B: Diagonal 19A N
203A -12.
Pgina Web:
http://gabrielamistralfloridablanca.com/
MISIN EDUCATIVA
VISIN EDUCATIVA
METAS Y OBJETIVOS
EJES ARTICULADORES DE LA
ORGANIZACIN ESTUDIANTIL
Proyectos institucionales
En el Instituto Empresarial Gabriela Mistral de Floridablanca se desarrollan
varios proyectos a los que estn vinculados los docentes y estudiantes.

Los docentes han sido designados por los directivos para asumir la
responsabilidad de los diferentes proyectos. Los estudiantes han sido
seleccionados por los mismos compaeros de curso, quienes en las
primeras semanas del ao lectivo deciden quines pertenecen a cada uno
de los proyectos segn sus propios intereses.

El desarrollo de los cronogramas de actividades de los diferentes proyectos
se lleva a cabo con la participacin de todos los docentes y estudiantes del
Instituto.
Proyectos institucionales
Recreacin y Uso del Tiempo Libre
Proyectos institucionales
Proyecto de Mediacin
Proyectos institucionales
Proyecto Educacin Ambiental
Proyectos institucionales
Transitar Seguros: Responsabilidad de
Todos
Proyectos institucionales
Torre de Babel
Proyectos institucionales
Educacin Sexual
Proyectos institucionales
Servicio Social del Estudiantado
Proyectos institucionales
Pastoral Social
Proyectos institucionales
Crculo: Mi Mundo Empresa
Proyectos institucionales
EDUCATIC-SATE
Proyectos institucionales
Prevencin de Desastres
ALIANZAS Y CONVENIOS
Universidad Industrial de Santander
En el ao 2010, se acord otro convenio inter-institucional con la
Escuela de Matemticas y la Escuela de Idiomas de la Facultad de
Educacin de la Universidad Industrial de Santander con el Instituto
Empresarial Gabriela Mistral que permite a la institucin acceder a
recursos humanos (estudiantes universitarios a travs de su prctica
profesional) que trabajarn en los diversos procesos pedaggicos de los
estudiantes de sexto grado con Matemticas y los(as) de octavo y
noveno grado con Ingls.
MODELO PEDAGGICO
ESTNDARES BSICOS DE COMPETENCIA
La conexin existente entre el modelo pedaggico Gabrielista y los
estndares bsicos de lenguas extranjeras est muy arraigado, ya
que los tres principales autores en los que la teora pedaggica de
la institucin se basa desarrollan ideales similares a los que las
competencias en los estndares los estudiantes deben ampliar.
Plan de rea
Los planes de rea de la institucin estn basados en un
mtodo eclctico que abarca los enfoques de
aprendizaje comunicativo, cooperativo, basado en tareas
y proyectos, el mtodo natural, el mtodo intercultural e
intercurricular, el centrado en el estudiante y el
enfocado en contenido acadmico.

Intensidad horaria por semana.
ANLISIS DEL PLAN DE REA
OBJETIVO GENERAL DEL REA
El desarrollo del lenguaje implica el desarrollo de la capacidad
comunicativa expuesta por Dell Hymes en 1972; as, el rea de ingls est
orientada principalmente al fortalecimiento de destrezas comunicativas
bsicas: hablar, or, leer y escribir en una segunda lengua, teniendo en
cuenta que comunicarse significa siempre decir algo a alguien . As, el
estudiante se orienta hacia el desarrollo de las habilidades comunicativas:
listening, speaking, reading y writing, desde los primeros aos de su
formacin hasta el grado undcimo.
REGLAMENTO O MANUAL DE CONVIVENCIA
El Instituto Empresarial Gabriela Mistral publica a travs de su
pgina Web el Reglamento, Pacto o Manual de Convivencia
Escolar, ya que en l mismo, se encontrarn aspectos que
ayudan a vivir plenamente una democracia participativa y a
mejorar las condiciones de vida y de dilogo, reconociendo
plenamente los derechos, deberes, los estmulos y sanciones
correctivas pactados en la Institucin, permitindoles con ello
el rescate permanente de los principios, objetivos, logros,
filosofa, visin y misin de la misma; para que puedan
comprender por s mismos, el gran reto que tienen de amar su
institucin y proyectarse como parte de ella, al servicio y
mejoramiento de la comunidad: Educativa, Local, Municipal,
Regional, Nacional e Internacional.
FORMATOS INSTITUCIONALES
Control diario de asistencia
FORMATOS INSTITUCIONALES
Control diario de clases
FORMATOS INSTITUCIONALES
Control ingreso a clases
FORMATOS INSTITUCIONALES
Permisos para estudiantes
FORMATOS INSTITUCIONALES
Citacin de padres de familia
FORMATOS INSTITUCIONALES
MEMORANDOS INTERNOS
o Recursos
o Planta fsica
o Estudiantes
o Proyectos institucionales
o Docentes


RECURSOS
CATEGORIA PROBLEMA VARIABLES INDICADORES
RECURSOS







Falta de
recursos
Sala de informtica







Laboratorio de fsica
y qumica


Sala especializada
para la enseanza
del ingls

Se tiene una sala de
informtica dotada de 25
computadores y los
salones de clase constan
de ms de 40 estudiantes y
se utilizan de sexto a
undcimo.

Se tiene el espacio, pero
no los recursos necesarios
para su funcionamiento.

Carencia de una sala
especializada para la
enseanza del ingls.

RECURSOS
CATEGORIA PROBLEMA VARIABLES INDICADORES
RECURSOS







Falta de
recursos
Enfermera




Pgina web del
colegio


Canecas de basura

No se puede brindar la
atencin bsica en salud
en caso de emergencia o
enfermedad.

Falta de recursos para el
sostenimiento de la pgina
del colegio.

Las basuras son
depositadas en un solo
recipiente sin importar su
clasificacin.

PLANTA FSICA
CATEGORIA PROBLEMA VARIABLES INDICADORES
PLANTA FSICA







Estructura Salones muy
pequeos

Zonas verdes


Parqueadero

Salones muy pequeos
para la cantidad de
estudiantes.

Carencia de zonas verdes.


Carencia de parqueadero.

PLANTA FSICA
CATEGORIA PROBLEMA VARIABLES INDICADORES
PLANTA FSICA







Estructura Construccin



Canchas

Adecuacin de espacios
fsicos en medio de las
actividades escolares y
presencia de escombros.
Falta de vallado alrededor
de cada cancha.

PLANTA FSICA
CATEGORIA PROBLEMA VARIABLES INDICADORES
PLANTA FSICA







Alrededores Vas de Acceso






Basura

El instituto se encuentra
ubicado en la parte central
de Floridablanca, con vas
rpidas a su alrededor, no
hay reductores de
velocidad.

Los vecinos colocan sus
desechos en las esquinas
del colegio.

ESTUDIANTES
CATEGORIA PROBLEMA VARIABLES INDICADORES
ESTUDIANTES







Econmicos Falta de materiales,
libros, diccionarios
etc.



Son estudiantes de
estratos 1 y 2 con bajos
recursos econmicos para
comprar los materiales
necesarios y los libros
requeridos, lo que puede
dificultar su aprendizaje.
ESTUDIANTES
CATEGORIA PROBLEMA VARIABLES INDICADORES
ESTUDIANTES







Uso del
Uniforme
Uso Inadecuado del
Uniforme



Uso de maquillaje o
accesorios con el
uniforme.

Utilizacin de zapatos de
gamuza o sin cordones.

Uso de medias tobilleras.

Esmaltes de colores vivos
en las uas.

Cabello largo en los
hombres, mechones.
ESTUDIANTES
CATEGORIA PROBLEMA VARIABLES INDICADORES
ESTUDIANTES







Padres de
Familia
Poco
acompaamiento de
los padres de familia
en el proceso de
aprendizaje de sus
hijos.


Los padres de familia solo
acuden a la institucin al
momento de la matrcula y
a recibir los boletines.
PROYECTOS INSTITUCIONALES
CATEGORIA PROBLEMA VARIABLES INDICADORES
PROYECTOS
INSTITUCIONALES







Proyecto
Institucional
de Ingls
Falta de un proyecto
institucional que
promueva la
importancia del
ingls.
Falta de un proyecto a
nivel institucional en el
rea de ingls que motive
a los estudiantes en el
aprendizaje de una
segunda lengua.
DOCENTES
CATEGORIA PROBLEMA VARIABLES INDICADORES
DOCENTES







Cualificacin
Docente
Docentes
dictando diversas
reas.
Falta de docentes
capacitados para el
rea que ensean.
TOOLS
Observations
English teachers interview
Needs analysis
Proficiency test
OBSERVATIONS


Observation of class can give great insights of the conditions pre-
service teachers will face during the implementation of the Practicum
Project.

For this diagnosis, 8 sessions were to be observed. However, due to
factors that were out of communitys control, some observations
could not be carried out.

Analysis of the data was carried out by means of a color code that
condensed various aspects of the classroom.
OBSERVATIONS
OBSERVATIONS
I. Classroom Management
It is appropriate and teacher-students relationships develop
within a frame of respect.

II. Use of the L1
It is common to use the mother tongue during class.

III. Time management
Time management it important for students and teacher to
achieve the objectives of each lesson.

IV. Rules and procedures during class
During the observations, there was no identification of specific
rules or procedures of interaction with the teacher or
classmates. There is a pacto de aula; however pre-service
teachers have no knowledge about it.


OBSERVATIONS
V. Student-Student relationships
Students work in a collaborative way.

VI. Teaching Strategies
Teacher-centered paradigm based on translation of texts

VII. Skills Development
Mostly reading and vocabulary due to the fact that the input comes from
the book


TEACHERS INTERVIEW



The interview for the teacher was composed of 21 questions divided
into three main sections:

I. Personal Info and Academic Background
II. Approaches and Methodology
III. Relationships within the Educational Environment



TEACHERS INTERVIEW CONCLUSIONS
I. The teacher has vast academic formation and experience.
However, it is not specialized for the subject taught.


II. The previous statement makes the teacher become the source of
information rather than the facilitator described in the interview.


III. Teacher-students relationships are maintained respectfully. This
means that students respect the role of the teacher as an
authority.






INFORMACIN SOCIO-DEMOGRFICA
Age
GENDER
SOCIAL STRATA
STUDENTS LIVE WITH
THINGS STUDENTS HAVE IN THEIR HOUSES
LIKES AND INTERESTS
SPORTS

MUSIC
TV PROGRAMS
LEISURE ACTIVITIES
SUBJECTS

BOOKS STUDENTS LIKE TO READ

LEARNING STYLES
Visual, Auditory, Kinesthetic
LEARNING STRATEGIES

DISFRUTO CUANDO TERMINO UNA TAREA QUE REQUIERE
RESOLVER UN PROBLEMA


DISFRUTO CUANDO TENGO QUE ACTUAR EN CLASE


DISFRUTO CUANDO REALIZO ACTIVIDADES QUE
REQUIEREN IMAGINACIN

MY ENGLISH LANGUAGE LEARNING EXPERIENCE
HOW LONG HAVE YOU BEEN
STUDYING ENGLISH?
HAVE YOU EVER TAKEN ANY ENGLISH
COURSE OUTSIDE THE SCHOOL?
How often do you have contact with the
second language
STUDENTS NEEDS AND DESIRES

DO YOU ENJOY THE ENGLISH CLASS?

WHAT ARE THE STUDENTS FAVORITE SKILLS?

WHICH SKILLS WOULD THEY LIKE TO WORK ON?

IN MY ENGLISH CLASS I WOULD LIKE TO
ObjeCtivE
To evaluate the level of
proficiency in English
language of the 6
th
grade
students of the Instituto
Empresarial Gabriela Mistral
Common European
Framework
Estndares Curriculares de
Ingls (MEN)
Plan Nacional de Bilinguismo
Reading
Writing
Grammar
Vocabulary
Listening
The format of the test was closed-ended questions and
the test was graded from 0.0 to 5.0.
The analysis of the test was done in two parts: first, each one
of the skills was analyzed. Second the students performance
on the test in general and includes qualitative and
quantitative information.

Structure of the test

- Being able to understand the different events that happen around the
world.
-Having access to different sources of information
-Being able to communicate different ideas in a diverse set of situations




Students minds broaden and it is possible for them to appreciate and
value their own language and culture as well.

Learning and speaking another language boosts development and brings
more ideas to the different professional and personal environments from
societies.

Languages open doors towards new practices and behaviors.
Advantages of learning a second language
The Purpose of this Presentation is
To describe the project proposal that eight pre-service teachers from The
Industrial University of Santander will implement at Instituto Empresarial
Gabriela Mistral in Floridablanca so as to improve sixth-graders language
proficiency.

Project Layout
FINAL PROJECT






Microproject 1
Microproject 2
Microproject 3
Based on
Language Skills
Approaches
Listening
Reading
Writing
Speaking
Communicative
Language Teacing

Task-based Approach
Justification
The project is proposed taking into account the following needs:
- The different needs related to language learning and motivation that
students have.
- The gotten results in the diagnostic test that was carried out with them
inside the classrooms.

For these reasons, improving students language learning process is the first
concern addressed in this project.
Justification
The project also aims at providing students with meaningful real-
life situations that help them to be able to cope with different
events in which they will be challenged to talk about themselves
and what they do.

Finally, since lessons will be taught in English, students will have
the chance to get used to the target language, and in this way, to
keep in touch with it
Needs addressed by the
project
Classroom atmosphere
Students attitude
Assessment
Classroom activities

Needs addressed by the
pre-service teachers
Time management
Classroom management
Use of L2 in the classroom
Teachers role

General objective


To actively involve sixth- grade students at Instituto Empresarial Gabriela
Mistral in real-life situations with the purpose of emphasizing language as
a medium of communication which allows them to be able to talk about
themselves and what they do in a presentation for the final classroom
project called A Job Fair.
Specific objectives


To engage and motivate students to participate actively in each one of the
meaningful tasks using the target language since real communication is
essential for language learning.

To promote the development of positive, professional attitudes and
behaviors.

To awake interest in students to document their likes and possible
professional fields in a scrapbook that will provide them with an extra-
curricular opportunity to cultivate qualities of creativity and teamwork.


Specific objectives


To foster students awareness on the use of structures and vocabulary to
describe occupations through visual materials such as a never-ending
poster, which will help them to recall their classmates attention in a
creative way.
To enhance basic conversational patterns through a puppet show where
students will be encouraged to communicate orally in the target language
within meaningful situations in which they will feel more confident and
self-conscious about themselves.

The Job Fair will be carried out after developing three micro-projects and
it will contain the final products that came out of the hard work from
nine weeks.

Students will be asked to gather the material they created and to build,
through different resources, eight different stands related to the work
places their professions require. With these stands students will have the
chance to build a fair outside their classrooms in which they will dress up
and talk about what their occupation is, and what they do in their work
places.

This micro-project intends to teach student
how to express their personal information
such as name, age, gender and nationality, in
order to start producing a collective
scrapbook that every student will contribute
to create.

This micro-project will be implemented
during the first four weeks of classes.

Micro-project 1: School
Face-Book

The never ending poster will be
implemented during the 4th, 5th, and
6th weeks of the Practicum. It aims at
teaching sixth graders how to describe
jobs from a first person perspective by
using simple sentences. By the end of
this micro-project, groups of 3
students will have created a poster
that folds in order to show a new
section of it. Each student has to make
one face of the poster. They will select
a job and write the corresponding
description with their personal
information; they can add some
drawings and cutouts of the jobs too.

A Puppets show is the third micro-
project that will be implemented
during the 7th and 8th week. It aims at
helping students to put into practice
the vocabulary and grammar patterns
seen through the development of the
previous lessons; in this project
students will produce sentences orally
by creating a puppet of a profession or
occupation assigned, as well as make a
short conversation that will be
recycled in the final project.
GRACIAS
POR SU ATENCIN!