Professional Practice

Module XXIV

Update Mar. 23, 2016

Edited by: Lic. Beatriz Rondón
Creativity Academic Team, admin@cerpa.edu.pa
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Content
Unit 1. To verify the Domain of Techniques and Concepts............. ¡Error! Marcador no definido.
Specific Objectiv es (Learning Results) ........................................... ¡Error! Marcador no definido.
1.1. Application of the curriculums contents ............................. ¡Error! Marcador no definido.
1.2. Plnning Development & Evaluation ................................... ¡Error! Marcador no definido.
Unit 2. To verify the Domain of Didactic Instruments .................................................................... 6
2.1. Reporting the Effetivenes of Each Instrument ......................................................................... 6
2.2. Proposal of Performance............................................................................................................ 8
2.3 The Ideal Process...…………………………………………………………………………...9
Unit 3. To verify the Understanding and Group Learning ............. ¡Error! Marcador no definido.3
3.1. Reading, writing, spelling .................................................... ¡Error! Marcador no definido.3
3.2. Talking, Conversation, Discourse ........................................ ¡Error! Marcador no definido.8
3.3. Designing the evaluation test of concepts…………………………………………………....22
Unit 4. To realize the Teacher’s Evaluation....................................................................................... 24
4.1. The Group Emotive Levels ..................................................................................................... 24
4.2. The Group Feeling Test........................................................................................................... 26
4.3 To Check Results ................................................................................................................... 26
4.4 To Take Action……………………………………………………………………………...30
Participant Commitments .................................................................................................................... 32
Practices, Tasks and Final Project ...................................................................................................... 33
Final Project: .................................................................................................................................... 34
Final Project Specifications ................................................................................................................ 35
Construction of Conceptual Maps ..................................................................................................... 36
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Subject General Objective

(Objetivo General de la Materia)

That the Participant ve rifies the acquired knowledge about English Teaching in a
classroom practicing with a group.
(Que el Participante verifique el conocimiento adquirido sobre la enseñanza del inglés
practicando en un salón con un grupo.)

Suggested Bibliography
(Bibliografía de Consulta)

 How to Prepare and give a Speech. Mark Twain Media, Inc. Publishers.
 www.monografias.com
 www.conocimientosweb.net
 www.gestiopolis.com
 Buscador recomendado: www.google.com
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Unit 1. To verify the Domain of Techniques and Concepts.

(Verificar el Dominio de las Técnicas y los Conceptos)

Specific Objectives (Learning Results)

Objetivo s Específicos (Resultados de Aprendizaje)

 That the Participant verifies the application of the curriculums contents.

(Que el Participante verifique la aplicación de los contenidos curriculares.)
 That the Participant realizes planning, development and evaluation.
(Que el Participante realice el planeamiento, desarrollo y evaluación.)

1.1. Application of the curriculums contents

(Aplicación de los contenidos Curriculares)

Reading the module is the first thing for do then starting to develop the content of the
module. The steps about how to develop the module are included here. This is the last
subject of the career. This subject must reflect the content of the 23 previous subjects
that constitute the curricular contents.

This section will review the design development for the presentation of the classes.
These designs include a monthly, weekly and diary planning. These planning depend
on the time assigned for the professional practice, the place where class will be
developing and the part of the planning applied in the school.

1.2. Planning, Development & Evaluation.

(Planeamiento, Desarrollo y Evaluación)

Developing the Report

The report is an important tool. It contains all the planning, the activities realizing,
and the evaluations. For a better development of it read the next paragraphs that are
going to help for a good enhancement of the document.
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Content of the Document:

Presentation:
The report must include the first page, with the name of CERPA, then write the name
of the career “Higher Technician Focused on English Teaching for Teachers of General
Basic Education”, followed copy the group, and the schedule you assist. Give some
spaces and write the name of the subject, the name of the project and the name of the
institute where the professional practice was made. Then, add your name, the I.D., the
name of the professor and the date.

Index:
The index includes in order all the parts of the report, introduction, content,
bibliography and annexes.

Introduction:
Give an introductory paragraph about the school, class, main topics and methodology
used.

Content:
The first part of the content include the antecedent of the institution where you make
the professional practice do not exceed more than one page or pages.
The other part is methodology write in this part why you choose each specific
techniques and didactic resources of the planning and give the reason for your selection.

Bibliography:
The bibliography must have the reference used for developing the report. Any
dictionary, pages, CD or textbook used.
And other bibliography which include the references used for giving the class. It can
be dictionaries, pages, books or CDs.

Annexes:
The annexes include all the planning used to present the class. The monthly planning
if is used, weekly and diary planning. Do not forget include these aspects of planning:
objectives, contents, topics, subject, didactic activities, didactic resources, procedures,
evaluation, equipment, date and time.
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Unit 2. To verify the Domain of Didactic Instruments.

Verificar el dominio de los Instrumentos Didácticos.

Specific Objectives (Learning Results)

Objetivo s Específicos (Resultados de Aprendizaje)

 That the Participant inform about the effectiveness of each instrument.

(Que el Participante verifique el dominio de los instrumentos didácticos.)
 That the Participant elaborates a proposal of performance.
(Que el Participante elabore una propuesta de rendimiento.)

2.1. Report ing the Effectiveness of Each Instrument.

Instruments are vital for the developing of the class. Take into account that each one
must fit with the content of the class and each instrument has some specifications to
follow. There must be variation using the instruments with.

Duplicated Mimeographed Material

On occasion you may want everyone have a copy of a long quotation, diagram, chart,
illustration, or even a blank sheet of paper. Many educational settings call for materials
to in everyone’s hand. When this is the case, follow these suggestions profitable:
First, if possible do not distribute the material until you are ready to use it. Circulated
material offers students an easy excuse to stop listening. Second, make sure to each
person have a copy of the material. Third, material should be neat and readable.
Fourth, when handouts are employed. You need to keep talking while students are
looking the material of the handout. This will enable to remain the main focus of their
attention. Fifth, references to the handout should be very specific.

Slides
Although they often require elaborate preparation, many informative speeches can
benefit from the use of slides. Slides can be selected for a specific purpose. They are
also useful in that many slide projectors come equipped with remote control units that
can advance the slides while the teacher stands in front of the students. The teacher
can also control the rate of speed at which the slides appear. Because of these slides
are always colorful and change often, they hold attention while presenting.
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Keeping some points if using slides: Number and title all slides so that you can use
them easily and keep them in correct order, rehearse talking while using slides –
ideally with the same slide projector allow sufficient time for students to look at each
slide, and avoid movements in front of the projector’s light beam so do not block out
the picture temporarily or cast distracting shadows on the screen.
The classroom can not be darkened when using a projector; students can have a
problem with eye contact. The subdued lighting might also be an invitation for some
people to take a nap.

Videotape
Videotape systems present yet another audiovisual tool at the disposal of the teacher.
There are two kinds of videotapes –those that are prerecorded and those you make
yourself.

Computer Graphics
Computers have the capability to produce line graphs, bar graphs, charts and drawings
in black and white color. Most models let you create and alter your graphics right on
the computer screen. When you are satisfy with the results displayed on the monitor,
you can direct the computer printer to put on paper those same lines, graphs, shapes or
pictures. Once they are on pare, these computer graphics can be displayed as easily as
any traditional poster, painting, or object.
Look into the possibilities of producing a unique kind of visual communication that
will give your verbal message added clarity attractiveness. In addition, as we have
said elsewhere, employing creative visual aids also contributes to your personal
credibility.

Transparencies and Opaque Projections

Transparencies have the advantage of letting you face students as you are employing
the visual aid. Boards force you to watch what you are writing; the transparency
projector is loaded while you look at the audience. Many teachers find it useful to
utilize a series of transparencies. By laying one piece of plastic over another, you can
give your aid an overlay image. Each overlay after the first transparency shows a
different and more detailed explanation of the point being made. As each overlay is
added, a concept can be made more complete, a complex process simplified,
sequential stages developed, or additional information presented. Remember whatever
use you make of transparencies, they let you control the amount of information your
audience receives at any one time. But if handle incorrectly, they can call the attention
to themselves and then reduce audience comprehension. Avoid too much clutter and
detail on a single transparency or projection will only confused students and make
sure images, numbers, letter or drawings are large enough for everyone to see.
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Finally, keep in mind that electronic aids have the potential to present mechanical
problems. Hence, it behooves that the machine is in good working order before your
talk and that you know how to operate it.

2.2. Proposal of Performance.

Working Teams Organization

During a class development the professor organizes a team work as a learning strategy.
Help students contributes to integration, weak and strong student motivate each other.
A group is considered effective and efficient, and learning is faster when:
 When all persons in a group have a challenge and the procedures to
follow in an activity.
 When students and professor have positive attitudes.
 When interpersonal relationships facilitates the achievement of group
challenge.

These results are influenced by the quantity of the groups, composition,

communication and structure.

Formación de Grupos de Trabajo

Durante el desarrollo de una clase el profesor puede recurrir al trabajo de grupo

como estrategia de aprendizaje. El apoyo entre los participantes contribuye a la
integración, el apoyo entre los más débiles y los menos débiles, a la retroalimentación
y a la motivación de los socios. Un grupo es considerado eficaz y efectivo, y el
aprendizaje es más rápido cuando:
 Cuando todos los integrantes del grupo tienen clara la meta y los
procedimientos a seguir en la actividad.
 Cuando los estudiantes y el facilitador tienen actitudes positivas.
 Cuando las relaciones interpersonales facilitan el logro de metas
grupales.

Estos resultados se ven influidos por el tamaño de los grupos, su composición,

comunicación y la estructuración del grupo.
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2.3. The Ideal Process.

Manejo de Conflictos
A pesar de analizar los grupos en circunstancias normales suelen presentarse
diferencias que pueden generar conflicto en los grupos. El profesor deberá tener la
capacidad de analizar lo ocurrido y en muchos casos, realizar una intervención rápida
y efectiva. De la siguiente forma:

Identifica el problema

Analiza la situación y toma decisiones

Realiza la intervención

Presenta solución directa Guía a la solución

Manejo del Grupo

Para un buen manejo del grupo primero es establecerle diagnóstico del grupo. Este
estudio de las características relevantes de los sujetos se lleva a cabo a fin de preparar
las situaciones de aprendizaje más apropiadas al grupo y seleccionar los métodos y
los medios con que se trabajará. Las características relevantes pueden ser muy diversas
según sean los objetivos que se deseen lograr mediante el trabajo pedagógico. Sin
embargo, lo natural es que sea importante conocer los siguientes aspectos del grupo.
 Características Educacionales: El nivel de instrucción o conocimientos
que tiene cada alumno es, obviamente un factor importante. Este nivel se
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averigua desde dos puntos de vista: nivel educacional alcanzado y los

conocimientos relacionados con el tema.
 Características Culturales: Son las diferencias que existen entre las
personas en cuanto a valores, normas, hábitos de vida, preferencias, entre
otros. Las diferencias culturales inciden fundamentalmente en el
lenguaje, tanto en el vocabulario como en el ordenamiento de sus ideas.
Lo cultural determina fuertemente la comunicación, es decir, qué
comunicar, cómo comunicar, cuándo y cuánto comunicar.
 Características Socioeconómicas: Son las diferencias en cuanto a
disponibilidad de dinero y bienes que existen entre las personas. Estas
diferencias implican también diferencias en cuanto a costumbres y
hábitos de vida. Lo importante desde el punto de vista pedagógico es
conocer las condiciones materiales de vida de los socios de aprendizaje,
pues ello nos permitirá discernir con mayor facilidad, cuáles son las
situaciones de aprendizaje más apropiadas para ellos, es decir cuáles son
más significativas con relación a su modo de vida, de manera que tengan
sentido para ellos. Ejemplo: disponibilidad de Internet. Una de las
características fuertemente asociadas a la condición de vida son los valores,
actitudes y conductas.
 Características Personales: Son todos aquellos indicadores que nos
permiten conocer los rasgos psicológicos y biográficos de los socios de
aprendizaje. El conocimiento de estas características de los estudiantes
nos permitirá ofrecer una atención más personal, siendo un elemento
fundamental para la motivación hacia el aprendizaje.

Actitudes y Tipos de Grupos

Los estudiantes tienen características de personalidad, que pueden ser aprovechadas

para facilitar el aprendizaje. Sin embargo, existen actitudes, que de no ser manejadas
por el facilitador pueden convertirse en una barrera e incluso un impedimento para el
aprendizaje. Todos los grupos tienen una mecánica única y está en el profesor
descubrirla y aplicarlas en beneficio de los estudiantes. Para que de esta manera ellos
aprovechen sus características para beneficio de su propio aprendizaje.
 Grupo muy inquieto: Requiere un facilitador que utilice estrategias que
mantengan al grupo activo, pero que se combinen con actividades dinámicas,
buscando un balance en el desarrollo de la experiencia de aprendizaje.
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 Grupo con interés de aprender: Debe mantenerse e incluso explotarse. Para ello se
sugiere asignarles investigaciones en línea o con apoyo de referencias
bibliográficas o vistas a centros de documentación, lecturas dirigidas y
complementarias, trabajo y asignaciones. La clave es mucho trabajo y variedad de
actividades.
 Grupo agresivo: Requiere un facilitador, negociador, armonizador. Cuando se
detecte una situación, es positivo realizar una dinámica, que puede ser vivencial,
de integración, rompe-hielo o para bajar la tensión y luego se hace una pausa y
se propicia de manera asertiva la discusión dirigida del tema. El facilitador debe
hablar menos y propiciar que el grupo aflore. Es muy importante que al momento
de la discusión se permita al grupo expresar previamente con tormenta de ideas,
las expectativas de la discusión lo que permite al facilitador anticipar lo que se
trata y luego junto con el grupo establecer las reglas del juego. El profesor debe
evitar entrar en enfrentamiento con el grupo o algún participante y bajo ninguna
circunstancia deberá discutido perder el control con un participante frente al
grupo. Debe evitar caer en el juego psicológico y retomar el control. Una
estrategia a utilizar ante un sujeto o grupo que grita, es que el facilitador baje
gradualmente el volumen, lo que permite retomar la atención, luego gradualmente
asume el volumen inicial.
 Grupo Pasivo: Cuando un grupo es poco participativo e incluso hasta apático, el
profesor debe ser muy creativo para incluir estrategias innovadoras y muy
participativas. Con un grupo pasivo los tonos y volumen en la comunicación lo
mismo que la actuación en el facilitador, resultan de marcada importancia, pues
este grupo se encuentra en alto riesgo de no lograr el nivel de aprendizaje
requerido por la falta de interés o motivación del grupo.
 Grupo conversador: El facilitador puede propiciar actividades que permitan dirigir
la comunicación hacia los objetivos de aprendizaje y principalmente aprovechar
el trabajo en grupos, con presentaciones y plenarias. Es importante balancear los
grupos para que todos tengan oportunidades de participar. También el facilitador
puede estimular a los que participan menos y reforzar públicamente a los que
participan. Con estos grupos la administración del tiempo y las actividades son
clave, pues son las situaciones en las que es mayor riesgo de desviarse de los
objetivos de aprendizaje.

Una situación que puede surgir con frecuencia, es la identificación de uno o más
líderes dentro del grupo que un momento dado de no manejarlo puede incidir negativa
mente en el desarrollo de la experiencia de aprendizaje. Esta situación requiere el manejo
hábil del facilitador, que debe ser en primer lugar, la identificación del (los) líder (es)
y el reconocimiento de los mismos, apoyar al grupo y en las acciones, de manera
que no vean amenazados sus espacios y por tanto dirijan al grupo hacia los intereses
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que tiene el profesor.

Activity

Write three students attitudes that do not allow class development. Explain why you
selected it. Determine the strategies and behaviors allow professor to face this behavior.

Attitudes Reasons Strategies

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Unit 3. To verify the Understanding and Group Learning.

Verificar el Entendimiento y Aprendizaje del Grupo

Specific Objectives (Learning Results)

Objetivo s Específicos (Resultados de Aprendizaje)

 That the Participant verifies reading, writing and spelling of the report.
(Que el Participante verifique la lectura, la escritura y la ortografía del reporte.)
 That the Participant verifies talking and conversation of the presentation.
(Que el Participante verifique el habla y la conversación de la presentación.)
 That the Participant designs the evaluation test of contest.
(Que el Participante diseñe el contenido de los test de evaluación.)

3.1. Rea ding, writing, spelling.

Writing

Some writers and students paraphrase a complete text, this is unprofessional.

Paraphrasing occurs when writers copy the same text of other authors. When writers
write and take some ideas from other articles of other authors is totally acceptable.
The problem is to write the same text and do not add the name of the original author.
If a writer, a student, a doctor or a lawyer wants to copy some ideas from one article
he/she must get the idea and rewrite it with your own words. But if the writer wants
to copy equal to the original text the best thing is writing the name of the original
author and do not write the article from other person and add his or her name.
Example of a sentence:
As the night was clear and the mo on full. We could easily follow his tracks to go at
home and do not get loose.

My brother and I followed the road of my father that beautiful night of moon full.

Spelling

All meaningful text must have a pristine spelling and coherence. It is important
because is a sign of professionalism. An academic text must be written without
misspellings in a correct way. Following some rules of grammar and spelling can
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achieve it. There are some structural errors to avoid in writing. Take in consideration
that a coherent sentence is one in which all the parts fit together and are
grammatically and structurally balanced. To achieve this, you should learn to
recognize and avoid the common structural errors that make sentences ineffective.

Avoid dangling construction:

Dangling construction is created when an introductory phrase which is followed by a
comma does not modify the subject of the main clause. In fact, what it modifies is
often left out of the sentence all together and is just assumed to exist. For example:

Wrong: By watching the budget carefully, our profit margin improved.

Right: By watching the budget carefully, we improved our profit margin.
Right: Because we watched the budget carefully, we were able to improve our profit
margin.

Avoid the unnecessary use of the passive voice construction:

Use the passive construction only when 1) the performer of the action is unknown, 2
the performer of the action is unimportant, or 3 the performer of the action is less
important than the action itself.
In most cases the active construction is more effective because it is less wordy, less
awkward and more direct.
Active: John finished the reports this morning.
Passive: This morning the reports were finished by John.

Avoid misplaced modifiers:

Keep words in the proper grammatical order. Phrases or clauses the modify nouns
immediately follow the nouns they modify. Usually adverb directly precedes the word
or phrase they modify. (An exception involves using the verb “to be”. In this case
the adverb follows the verb. Example: he is always on time. In many cases, moving
the adverb completely changes the meaning of the sentence. Compare the following:
The arbitror almost settled all the disputes.
(He didn’t settle them at all)
When you write a sentence, you know what you mean to say. Because of this, a word
or phrase can end up in the wrong place resulting in a distortion of meaning which
can be anything from confusing to amusing. Some examples of misplaced modifiers
and the often humorous sentences they create are as follows:
The thief was caught before any valuable items could be stolen by the police officers.

Avoid unclear pronoun reference:

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A pronoun is a valid substitute for a noun and is often used to refer back to a noun
previously used in the same sentences or a preceding one. However, sometimes the
reader has difficulty determining which previous noun the pronoun has reference to.
Mr. Smith told Mr. Jones that he was responsible for the damage.
(Who does the pronoun “he” refers to – Mr. Smith or Mr. Jones?)

We recently purchased a new copier and a word processor.

(It has not been functioning properly and must be returned to the manufacturer.
What is “it” –the copier or the word processor?)
Rewrite sentences to avoid this type of confusion, even if you are required to repeat
the same noun.
Mr. Smith told John that John was responsible for the damage.

Use parallel construction:

Sentences must be grammatically balanced. To achieve this, you must be sure that
you see equivalent forms of words or phrases, especially when you have items in a
series or one item which follows another closely related item.
Wrong: He likes to walk better than running.
Right: He likes to walk better than to run.
Right: He likes walking better than running.

Wrong: He enjoys swimming, jogging and to play golf.

Right: He enjoys swimming, jogging and playing golf.

Avoid sexism in writing:

Illogical treatment of the sexes occurs in many forms:

a. When professions or occupations contain the word “man/men” the ending “-ess”.
Wrong: Firemen Right: Firefighters
Policeman Police officer
Workman Worker
Repairman Mechanic/technician
Stewardess Flight attendant

b. When he or she is used to refer back to a general noun; such as, secretary, doctor,
nurse, teacher, supervisor. In these cases, it is better to write in the plural and use the
pronoun they.
Wrong: A supervisor is responsible for his employees.
Right: Supervisors are responsible for their employees.
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Maintain point of view:

An unwarranted shift in point of view occurs when you make a change in the person
or number without good reason; if you begin writing in the third person (he, she, it,
and one), don’t suddenly shift to the plural.
Wrong: A secretary in this department has many responsibilities. You are responsible
for…
Right: As a secretary in this department, you have many responsibilities. You …

There other problems related to spelling. Both native and non-native writers of English
have trouble with certain rules of punctuation. The three basic problems are called
fragments, comma splices, and run-on sentences. Look below for explanations of these
terms.

Fragments:
A fragment is a phrase or a part of a sentence which is incomplete. The minimum
sentence in English must contain a subject and a verb with a tense. (Imperatives are
special cases.) Three common fragment problems are:
A. a phrase without a subject.
Ex.: Went to the store yesterday.
B. a phrase without a verb with a tense.
Ex.: John going to the store.
C. a dependent clause.
Ex.: Because it was hot.

These fragment problems can be solved in the following ways:

A. add a subject.
Ex.: I went to the store yesterday.
B. change the verb form to include a tense.
Ex.: John was going to the store.
C. attach the dependent clause to an independent clause.
Ex.: We went to the beach because it was hot.

Comma Splices:
A comma splice means the connection of two independent clauses with a comma.
Below is an example of this mistake:
Ex.: I went to my friend’s house, he wasn’t home.

This mistake can be fixed in the following ways:

A. substitute a period for the comma.
Ex.: I went to my friend’s house. He wasn’t home.
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B. substitute a semi-colon for the comma.

Ex.: I went to my friend’s house; he wasn’t home.

C. add a co-coordinating conjunction.

Ex.: I went to my friend’s house, but he wasn’t home.

D. add a transition with the appropriated punctuation.

E.: I went to my friend’s house; however, he wasn’t home.

Run-On Sentences:
A run-on sentence is one in which you have included more than one independent
clause (plus possible dependent clauses) without punctuation. These can be very difficult
to make sense of, but you must try to separate the run-on into its independent and
depend clause, and punctuation. Below is an example of a run-on sentence:
Ex.: I didn’t have enough milk in the house yesterday so I went to the store to buy
some the store was closed so I drove to my friend’s house but he wasn’t at home I
decided not to eat breakfast.

By adding commas and periods, we get:

Ex.: I did not have enough milk in the house yesterday, so I went to the store to buy
some. The store was closed, so I drove to my friend’s house, but he wasn’t at home. I
decided not to eat breakfast.

Realize this Activity

Solve these punctuation problems by following the suggestions above:

Fragments
1. I loved Hawaii. Because the water was warm. We went swimming every day.
2. I have never been so scared in my life. The following day. We decided to leave.
3. After we pitched our tents. We ate dinner. And we went to bed.

Comma Splices
1. There are many types of dogs. I especially like hunting dogs.
2. The day after it began to rain; it rained so hard that we had to stay inside, to go out
would have been impossible.
3. I’ll never forget my first day in Alaska, because the temperature was 20 degrees
below zero, we had to wear every piece of clothing we owned.
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Run-On
1. I have ridden on a roller coaster many times since but nothing can be compared to
that first time it was a terrifying experience even though it was over in less than five
minutes.
2. Nuclear power is a controversial issue in the United States today some people
argue that it is a much cleaner source of power than coal or oil but others are afraid of
the possible dangers.

3.2. Talking, Conversation, Discou rse.

Aspects of the Presentation

Visual dimensions: as you give voice to your words, you are also sending a number
of visual signals to your audience that maybe profoundly affecting the way they are
reacting to your words. Your general appearance, your facial expressions and gaze,
your movements, and your spatial relationship to the audience all play key roles in
determining the quality of the message that is being received. An awareness of the
unique part that each element plays influencing listener reaction to your verbal message
may help avoid placing barriers in your path to effective communication.

General Appearance
Even before you utter your first words, you are sending signals to your audience the
moment they see you. The way you are standing, the cloth you are wearing, the
jewelry and accessories you are displaying and your general grooming are all
contributing to that vital first impression that can color the way the audience perceives
your spoken message.

Posture
The role and importance of the body action in communication can be appreciated if
you consider the following factors: your movements can convey meaning and help
you to keep your audience attentive; your use of movements can be affected by the
basic posture or stance you adopt; your movements about the platform and your gesture
activities have many message possibilities; and your use of movements has certain
limitations.
Any movement that the professor makes, whether intend or not may be assigned by
some meaning by the observer, in this case students for example: we remember the
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teacher who always had the hands in the pockets or the teacher who always saw the
watch. That is why students get distract and pay attention only to the movements that
become distracters. That is why professor must emphasize the verbal message with
the correct movements to get the attention. The wrong kind of movement may impair
the effectiveness of the verbal message. If you continually tap your pencil pr drum
your fingers on the speaker’s stand, tug at your sleeve or collar frequently, rub your
nose, or stroke your hair very often, these movements may eventually call attention to
themselves and away from what you are saying. It is probably better to have no
movement at all than to have such distracting movements.
The movements involved in nonverbal communication can reach staggering numbers.
It has been estimated that we are capable of using over half a million separate physical
signs. For purposes of analysis we are going to group them into (1) those that involve
movements of the whole body from one location to another on the speaking platform and
(2) those that involve motions of the arms, head and shoulders. Movement of the entire
body: when you move toward the group, you seem to be suggesting (nonverbally)
that you want to emphasize what you are saying or that you wish to take listeners into
your confidence.

Use of Movements Limitations

1. Bodily action should be sincerely motivated. To gesture effectively, we must feel

like gesturing. If we force ourselves to employ action when we do not feel like it, the
listener can usually detect the artifice, equating this artificiality with insincerity. It we
use planned actions, we run the risk of concentrating on the actions rather than on the
ideas we are uttering. Conscious use of movements, gestures and facial expressions
should be reserved for the practice sessions.
2. Bodily action should not be overused. Most of us habitually use certain actions fro
emphasis, but if we are not careful, we overwork those actions to the point that the
listener begins to notice the actions rather than the ideas they are supposed to
emphasize. By cultivating a greater variety of actions during practice sessions, we
will be less likely to overwork any one spontaneous action.
3. Bodily action should be appropriate to the occasion. The same presentation can
often be delivered in several ways, depending on the circumstances under which it is
delivered. For example, if we are speaking in a large classroom where is some distance
between the teacher and the most remote section of the students, we will have to
make actions more pronounced so that they can clearly be seen. It we have a small,
intimate classroom, our actions will be subtler (and probably fewer in number).
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Facial Expression

Some of the most revealing visual signals come from the face. From facial
expressions we form impressions of the teacher attitude. It may depict a wide range
of emotions from fear confidence, from joy or sadness. It is probably no coincidence
that the teach er who lacks facial expressions generally lacks all animation visual and
vocal. While the affect animation might gain attention, it would probably result in the
student being conscious of the affection rather than the ideas of the class.
Eyes are capable of sending innumerable messages. They tell others when our
communication channels are open, when we wish to terminate or avoid
communication. They say something of our emotional state, be it elation or
depression, interest or boredom, trust or suspicion, love or hatred. The quality of
interpersonal relationships is often signaled by the kind of eye contact taking place. It
reveals information concerning status relationships, interests, motivation, anxiety and
a host of other factors that are in operation during communication.

Voice
The vocal behavior is the meaning of spoken words. The rate of uttered words, the
degree of intensity in each word, the kind of variations in pitch employed, the harshness
or mellowness of the sound of each word – all add shades of meaning to the spoken
words, just as punctuation marks, special type faces, and indentations modify the
meaning of the word.
The sound of voice also affects the audience’s impression. Vocal movements –vocal
variety – can help keep an audience attentive. If fail to vary the pitch, loudness, rate
or quality of voice, you may have difficulty sustaining audience attention for any
appreciable length of time unless the verbal message is especially compelling.
Naturally, your vocal variations should be properly motivated. It would be ludicrous,
for example, to alter your rate of speaking just for the sale of gaining attention. That
would only call attention to the artifice itself, not to your verbal message. No delivery
technique should call attention to itself – it should direct attention to the message.

Element of the Voice

Loudness: the first requisite of vocal sound is that it be loud enough for comfortable
hearing. Listeners may be willing to exert extra effort to hear a person with a weak
voice if that person has something compelling to say. Even so, it is likely that the
sheer physical exertion of straining to hear the teacher. While attaining a comfortable
volume should be our first concern, we must not overlook the need for changes in
loudness level. It is by varying our loudness that we enhance word meaning and sustain
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attention. A speech delivered without variations in loudness is analogous to a symphony

played without crescendo or diminuendo. Changes in loudness are particularly helpful

in giving emphasis to words or phrases. While such emphasis may be attained by

making the sound suddenly louder or softer, recent research suggests that a sudden
change to a softer level is apt to be the more effective means of emphasis.

Contents of the Presentation

There are some aspects that all professors must manage at the moment of presenting a
class. Professors should have some abilities that will project attractiveness, security,
domain of the topic and trust. First, point is opening in a class. Professors must make
a presentation to the class and of the students; make an ice-breaker and then initiate
the class. The major challenge of any speaker in this way the role of professors is to
create an interesting introduction. A good introduction includes three things:

 Get the audience’s attention.

 Introduce the subject.
 Provide a smooth movement into the rest of the presentation.

The attention device is the first thing that the speaker says or does. Firstly, choosing
the attention device carefully, it sets the tone for the rest of the speech. It needs to
grab the attention of the audience so they listening the rest of the presentation. There
are a variety ways to get the attention. Humor is a popular method. Everyone enjoys
humor. The humor used must be funny. Hum or should also be appropriated to the
class topic and the speaking situation. Another often used attention device is the
story. An interesting story can grab the attention of the audience. The story, like
humor, must be interesting as well as appropriate.

The Body of the Presentation

It is where the teacher gives most information about the subject. The teacher must
carefully organize and prepares the body of the presentation for effective
communication. A good rule is better to have a few well explained points than to
have too many. The exact number of points varies greatly on the topic, length of time
for the speech, the audience and the situation. The introduction of a presentation
should have gotten the attention and focus of students, introduced the subject matter,
and had a transition into the body of the speech. The body should also include definitions
of any words that may have a special meaning or that the audience may not
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understand.

Supporting materials help students understand and remember topics. Supporting materials
may include definitions, examples, and additional facts. The number and type of
supporting materials will vary greatly depending on the speaking situation. Visual aids
can help guide the students through the presentation. Each major supporting point
should be of about equal importance to the body point of which is part.

Outlining the presentation is often the best way to help getting organized. This is
especially true when preparing the body of the class. The outline helps realizing the
proper emphasis for the material. The outline can also show which of the major points
may need additional supporting material.

While the preparation of the conclusion should receive special attention, one example
of a strong conclusion always includes a transition from the body of the presentation
to a good final statement. The transition is a sentence that helps move the audience
smoothly for the information contained in the speech to the final thought or wrap up.
The review is a restatement of the major points of the speech. Some persons believe
is a good idea to tell the audience the major points three times. First, state the main
points of the topic in a preview during the introduction. Next, state the points and
explain them in a body of the presentation. Finally, state the main points a third time
in a review during the conclusion.

The final statement helps the effectiveness of the presentation. A weak final statement
will lessen the impact of the entire speech. It should be strong, clear signa l that the
speaker has finished. The presentation never seems to fade out or run out of steam.
The audience needs this strong signal that the presentation is complete.

3.3. Designing the evaluation test of concepts

Evaluation
Process that determines the achievement of established objectives. Evaluation is realized
taking in consideration learning objectives, and the content of the program. While
process evaluation includes some steps, preparing the instrument of evaluation that
identifies contents, and designing the instrument of evaluation. Take in consideration
for preparing the evaluation instruments the group, the objectives established, the
content, the aspects to evaluate, and determine the technique. The test selected must
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include only the topics that correspond to the objective of the subject, that guide in a
direct way aspects to evaluate. Before elaborating the evaluation main aspects or points
of the topic must be selected. The technique selected is choosing relating to the kind
of topic. Theory topics need documental techniques, practice topics generate practice
valuation. There are some techniques of evaluation helpful to design the evaluation
tests between them:

Instruments of Evaluation Theory Practice

Observation guides x
Collation Lists x x
Practical Test x x
Questionnaires x x
Personal Interviews x
Problems x
Study of Cases x
Diary x
Oral tests x
Practical Demonstrations x
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Unit 4. To realize the Teacher’s Evaluation

(Realizar la Evaluación del Profesor)

Specific Objectives (Learning Results)

Objetivo s Específicos (Resultados de Aprendizaje)

 That the Participant analyzes the group emotive levels.

(Que el Participante realice la evaluación del profesor.)
 That the Participant test group feelings.
(Que el Participante realice una prueba de los sentimientos del grupo.)
 That the Participant checks the results.
(Que el Participante revise los resultados.)

4.1. The Group Emotive Levels

Learning Motivation

A stimulate that makes a person act in a specific way is defined as a motive. Motivation
is the process a necessity drives us toward an objective and the result maybe
satisfaction or frustration. There is frustration when necessity is only satisfied in a
no permanent way and when necessity is not satisfied. A person’s challenge generally
will be satisfaction. Motivation is imperative developing the class because it keeps
student’s interest on activities, providing the achievement of the objectives. Professor’s
aim consists keeping interest and reinforcing through the process. There are many
authors who study and explain the origins, functioning and/or motivation effects in
different environments, such as: individual, familiar, labor and social. Fernandez
Huerta distinguishes three kind of motives applied to a learning environment.

Intellectual Needs: Show the wish of knowing. Emphasizes the importance for obtained
results, offering explained justifications with a possible dialogue plus the qualification
got. Didactic incentives include:

 Knowledge results.
 Consults explanations.
 Didactic planning participation.
 Participative Evaluation.
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Emotional Needs: Related to pleasure and pain feelings in learning process. These needs
are no easy to identify.
 Auto satisfaction.
 Interesting presentation.
 Positive reinforcements, disapproval.

Social Needs: Derived form interactions in class.

 Study collaborations.
 Social Reality contact.

Motivación del Aprendizaje

Un motivo es el estímulo que ocasiona que una persona actúe de una forma
determinada. La motivación se refiere al proceso a través del cual una necesidad nos
impulsa hacia un objeto y objetivo y cuyo resultado puede ser la satisfacción o la
frustración. Hay frustración cuando se responde a la necesidad de manera temporal o
permanente y hay frustración cuando la necesidad no se ve satisfecha. La meta del
individuo será por lo general, la satisfacción.
En el desarrollo de las clases la motivación es indispensable, pues mantiene el interés
de los estudiantes en las actividades, lo que facilita el logro de los objetivos. La
misión del facilitador consiste en mantener el interés y reforzarlo a lo largo del proceso.
Hay toda una variedad de autores que abordan, estudian y explican los
orígenes, funcionamiento y /o efectos de la motivación en escenarios diversos:
individual, familiar, laboral, social. Fernández Huerta distingue tres tipos de motivos,
aplicados a un escenario con objetivos de aprendizaje.
Necesidades intelectuales: Manifestadas en el deseo de conocer, de ver dificultades
formativas, de progreso en el saber. Destaca la importancia de dar a conocer los
resultados obtenidos, ofreciendo además de la calificación obtenida, justificaciones
explicativas con posibilidad de diálogo posterior. Los incentivos didácticos incluyen:
 Conocimiento de los resultados.
 Aclaración de consultas.
 Participación en la planificación didáctica.
 Participación en la evaluación.

Necesidades emocionales: Ligadas a los sentimientos de placer y dolor en el proceso

de aprendizaje. Estas necesidades no resultan claras de identificar a simple vista,
principalmente cuando la experiencia del facilitador es limitada.
 Autosatisfacción.
 Atractivo en la presentación de los contenidos
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 Refuerzos positivos, reprobaciones.

Necesidades sociales: Derivadas de las interacciones producidas durante la

interacción en la clase.
 Colaboración en el estudio.
 Contactos con la realidad social.

4.2. The Group Feelings Test.

Students will evaluate the job done by the professor. Using an observation guide they
will realize this job. The observation guide will show a series of determined
behaviors written in past tense. Professor will be evaluating in this test. Kind of
behaviors that are going to be evaluated are related to the achievement of the program
and punctuality.

En estas pruebas el estudiante evalúa el papel que ha desempeñado el profesor o

facilitador. Mediante una guía de observación que evidencie una serie de conductas
determinadas, las cuales se redactan en pasado. En este tipo de prueba el evaluado
es el profesor y los estudiantes pasan a ser los evaluadores. Los tipos de conducta a
evaluar son sobre el cumplimiento del programa y la puntualidad del facilitador.

4.3. To Check Results

An observation guide or a collation list can be applied in order to review the results
of the class. Evaluation instruments that allow comparing determined behaviors or
results against a list selected. The list must follow established standards, without
ambiguities, with statements not too long and concise written in past tense. There
must be a space to write if the action obey or not obey with established statements. If
there is used an observation guide, this one must evaluate the results of learning. This
kind of instrument obeys to observation categories and consist presenting an event or
activity and register details seen.

This is a model that helps to evaluate your class:

Para revisar los resultados de la clase impartida se puede elaborar una lista de
cotejo o una guía de observación. Instrumentos de evaluación que permiten la
comparación de una conducta o producto determinado contra una lista de indicadores
preseleccionados. La lista debe responder a estándares preestablecidos y los
enunciados deben ser cortos, precisos y no ambiguos redactados en tiempo pasado,
también debe incluir el espacio para marcar el resultado si cumple o no cumple.
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Si se aplica en cambio una guía de observación esta debe evaluar las evidencias de
aprendizaje por desempeño. Este instrumento establece las categorías de observación
su aplicación consiste en presenciar algún evento o actividad y registrar los detalles
observados.

A continuación modelos que permiten la evaluación de la conducción de la clase:

Guía de Observación

N° Reactivos Cumple No Observación

Cumple
En la conducción de las clases:
1. Presenta en la primera sesión de clases el tema que se tratará a
final del año o mes.
2. Crea un ambiente participativo.
3. Explica el plan de ejecución.
4. Acuerda las reglas de operación y participación.
5. Establece el propósito a alcanzar referente al aprendizaje.
6. Modera la discusión sobre los beneficios de las clases a los
participantes.
7. Presenta las expectativas de los participantes.
8. Motiva al grupo a interactuar.
9. Selecciona ejemplos.
10. Aplica técnicas para verificar la comprensión de los temas
expuestos.
11. Desarrolla el contenido de los temas.
12. Desarrolla los temas con una técnica expositiva.
13. Desarrolla los temas con una técnica de diálogo/discusión.
14. Desarrolla los temas con técnica de demostración/ejecución.
15. Presenta la síntesis de lo abordado.
16. Presenta los logros alcanzados y lo que falta por cubrir
respecto al objetivo.
17. Conduce a la obtención del resumen general del contenido de
la clase por parte de los participantes.
18. Evalúa el cumplimiento de las reglas y las expectativas.
19. Presenta las conclusiones de lo aprendido.
20.
Conduce a la formulación de compromisos individuales en los
participantes.
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El siguiente instrumento de evaluación sirve para determinar si el

material seleccionado para las clases está organizado y si es el
apropiado.

N° REACTIVOS Cumple No Observ.

Cumple
En el planeamiento presentado, los datos de identificación e
información general del Programa incluyen:
1. El nombre de la institución o colegio para el cual se realiza el
Diseño.
2. El Título del Programa
3. El horario del programa.
4. La estructura general del Programa
5. La modalidad del Programa (presencial, semi-presencial, a distancia)
6. La duración del Programa, calculado en horas requeridas.
7. El grado de estudio de los estudiantes o socios de aprendizaje.
8. La introducción explica los antecedentes de la institución, o colegio
(análisis del contexto y/o resumen diagnóstico).
9. La introducción presenta la teoría y/o técnica de aprendizaje
utilizada.

10 Los temas seleccionados se coordinan lógicamente entre sí.

11 El objetivo del clase utiliza la estructura verbo-objeto-condición.

12 El objetivo de la clase está redactado en forma clara y precisa.

13 El objetivo de la clase está redactado en términos de resultados.

14 Los temas de los contenidos de la planificación se desprenden del

objetivo general.

15 Los temas contienen objetivos específicos.

16 Los objetivos s específicos de los temas están en forma clara y precisa.

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17 Los objetivos específicos de los temas están redactados en términos

de resultados.

18 Los contenidos seleccionados se corresponden n con los objetivos.

19 Los contenidos seleccionados tienen pertinencia con el tema.

20 Los contenidos seleccionados responden a las necesidades de los

estudiantes y del programa de la escuela.

21 Las estrategias de aprendizaje seleccionadas utilizan un enfoque

centrado en el estudiante.

22 Las estrategias de aprendizaje seleccionadas son variadas y

motivadoras.

23 Las estrategias de aprendizaje seleccionadas consideran las

características de los estudiantes.

24 Las estrategias de aprendizaje seleccionadas corresponden a los

resultados de aprendizaje.

25 Las estrategias de aprendizaje seleccionadas son las necesarias y

suficientes para abarcar los contenidos seleccionados.

26 Las estrategias de aprendizaje seleccionadas se corresponden con la

duración del plan y de la clase.
27 Los recursos didácticos corresponden a las estrategias seleccionadas.

28
Los recursos didácticos seleccionados responden a las características
del contexto.
29 Los tiempos se han calculado para cada objetivo (en términos de
horas).
30 El tiempo asignado para cada resultado de aprendizaje es el suficiente
para las estrategias seleccionadas.
31
La evaluación incluye los instrumentos de evaluación a utilizar para
cada resultado de aprendizaje.
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4.4. To Take Action

Improving Speech Delivery

Now that we have provided some information about the factors that combine to form
speech delivery, let quickly mention some ways in which you can utilize this
information. We will begin with those behaviors that the audience sees.
1. Practice good posture and you will find it easier to move spontaneously from one
point to another on the platform.
2. Dress in a way that your apparel does not call attention to itself. Avoid gaudy
colors, t-shirts that have logos, or any kind of distracting jewelry or ornamentation.
3. Pay close attention to your grooming. A slovenly appearance may suggest that
the teacher has contempt for his or her students.
4. Do not wear a poker face. Give your audience a friendly smile from time to time
and let your feelings be reflected in your facial expressions.
5. Establish and maintain good eye contact with students. Remember not only does
eye contact let students know you are aware of them it also provides you with
invaluable feedback on how they are responding to the class.
6. Try to use meaning gestures to reinforce your points. If you avoid gripping the
lectern or otherwise immobilizing your hands, gestures are more likely to be
generated spontaneously. It is best not to plan your gestures, because they will
probably look planned. Instead, keep your hands freed and they will likely work for
you.
7. When you want to emphasize a point or make a transition, consider moving from
one location to another on the classroom. A good posture with weight evenly
distributed on both feet, makes such movements easier to execute spontaneously.

8. Avoid letting physical remoteness from students. Try to get your students seated
close to one another and close to the front of the room where you are standing.
Such physical closeness tends to promote a feeling of mental closeness as well.
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Finally, take a careful inventory of your current delivery practices in various

communication situations. For a better presentation take in consideration:

 Start your class early.

 Organize your class logically.

 Rehearse your class but do not memorize it.

 Make provision for meeting time limits.
 Inspect the physical environment (classroom).
 Utilize relaxation techniques.
 Adopt behaviors associated with confidence.
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Participant Commitments

Evaluation System:
The evaluation scale will be one (1) to hundred (100.00), and will be independent for each
subject. To evaluate and rate will be guided by the following scheme:

Interval Letter Concept

91 to 100 A Excellent
Meaning: There is an outstanding performance in the domain and application of basic skills of
knowledge, processes and skills required for the understanding of phenomena; problem solving;
communication of thought; participation in individual and social life; practice habits, attitudes
and basic values personal work, group, efficient and effective.
81.00 to 90.99 B Good
Meaning: There is a good performance in the domain and application of basic skills of
knowledge, processes and skills required for the understanding of phenomena; problem solving;
communication of thought; participation in individual and social life; practice habits, attitudes
and basic values personal work, group, efficient and effective.
71.00 to 80.99 C Regular
Meaning: There is a regular domain performance and application of basic skills of knowledge,
processes and skills required for the understanding of phenomena; problem solving;
communication of thought; participation in individual and social life; practice habits, attitudes
and basic values personal work, group, efficient and effective.
70.99 or less F Failure
Meaning: There is insufficient domain performance and application of basic skills of
knowledge, processes and skills required for the understanding of phenomena; problem solving;
communication of thought; participation in individual and social life; practice habits, attitudes
and basic values personal work, group, efficient and effective.

The final evaluation of each subject is obtained from the weighted average grades in turn
obtained in the activities developed in the subject. Each course will have different
assignments and activities to do, shaped and adapted for each situation and teacher
(facilitator), and monitored by the education authorities of CERPA. Each of these
assignments and activities represent a percentage of the final grade for their respective
subject.
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Practices, Tasks and Final Project

1. Practices and Tasks

Practices According to the provisions in Unit 2 and 3 of its Individual Learning
and Tasks Module, develop and present a case study; in which you must apply what
they have studied in units 2 and 3 of the MAI.

2. Conceptual Maps
Conceptu Delivere it following the specifications at the end of the module, of your
al Maps conceptual maps; in both English and Spanish.
For delivery have to attach it upload files section.
3. Final Project
Final Delivered following the specifications at the end of the module, the final
Project project; in both English and Spanish.
4. Final Test
Final Test From this date (5 days before the end of the academic month) final test will
be activated. Therefore you have, starting today 5 days for consideration.
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Final Project:
Prepared by: Marissa Quiroz V.
Editor: Marlo Salvatierra
ase@cerpapanama.com

Present a report written and orally about the professional practice given in the school
and follow the statement s for the written report contained in this material. The report
must have a chronogram of daily activities and the planning of the classes given, too.

Unit 1. To verify the Domain of Techniques and Concepts.

1.1. Application of the Curriculum Contents
1.2. Planning, Development & Evaluation
Unit 2. To verify the Domain of Didactic Instruments.
2.1. Reporting the effectiveness of each instrument
2.2. Proposal of performance
2.3. The ideal process
Unit 3. To verify the Understanding and Group Learning.
3.1. Reading, writing, spelling
3.2. Talking, conversation, discourse
3.3. Designing the evaluation test of concepts
Unit 4. To realize Teacher evaluation
4.1. The group emotive levels
4.2. The group feelings test
4.3. To Check Results
4.4. To Take Action
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Final Project Specifications

Quantity Pages The quantity necessary.

Size Page 8.5 x 11 inches.
Kind and Letter Size Times New Roman, 14.
Space within paragraph Simple.
Space between paragraph 2 simple spaces between one paragraph and other
First Sheet Centro de Estudios Regionales de Panamá
(Example) CERPA
Write the career Higher Technician Focused on English Teaching
for Teachers of General Basic Education
Write the group Group X (A, B, C, etc.)
Write the schedule 1:00 – 3:00 p.m.
Write the subject Name of the Subject
Write the title Professional Practice
Write your name and I.D. by Juan de los Palotes – I.D. 0-123-456
Write the name of the Professor: Juan Pablo II
Write the date
professor February 32, 3003
Content The questions of the case and its answers.
Keep a good use of spelling, grammar and
Deliver the document in the syntax.
On the date indicated in the calendar section.
following ways Keep the good use of spelling, grammar and
syntax.
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Construction of Conceptual Maps

In addition you have to draw conceptual map which constitute the four units and the
sixteen specific objectives (learning results) of the module. The size of the maps
depends on you; it can be a map of the entire module or four maps with four units.
Conceptual maps must be prepared individually by each student.

To design a conceptual map follows these steps:

 Read the module of the subject.
 Identify the main concepts.
 Write those concepts.
 Order concepts from the general to the specific ones.
 Organize concepts (write each concept in one draw)
Options:
1. Join concepts with lines. Write on each line the relation between them.
Write on each line the relationship between the concepts linking.
Save as a previously created and identified with the module name course and
then download the section folder (file) that says: upload file.
2. (Recommended) Use the tool https://coggle.it, steps:
a. We entered the https://coggle.it page and checked as users (we can also use
our account Google and other social networks).
b. Once inside the tool, we begin to create a new map from the button
"Create".
c. After this, we will enter an empty desktop in which you must click to start
adding elements of our mental map.
d. From main title we add items by clicking the (+) next to each item.
e. Blocks concepts can be easily moved from the connecting lines to organize
them as you want.
f. They can be shared by:
i. A URL that provides the application itself when a map is created.
ii. Download format PDF y PNG.
g. Save as in a folder (file) previously created and identified with the module
name course and then download the section that says: Upload File.
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Aspe cts to take in Consideration:

1. Each conceptual map is different from other ones. They can have very few
similarities generally it must differ from others in concepts, from and draws.
2. The map does not need being necessary symmetrical. It has more concepts to one
side.
3. Map concepts should not have more information than the module.
4. There is no only one form to do conceptual maps. The mistake of a conceptual map
is the incorrect relationship between their concepts.

Evaluation Criteria:
1. Each map starts from a main concept.
2. It has many sub divisions derived from other concepts.
3. It has many relations between concepts.
4. Show each concept only once.
5. Concepts must have sense.
6. Show a clear relation between concepts.
7. Relations must be correct.
8. Make a summary of the content.
9. It makes an easy learning.
10. It is simple.
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– Professional Practice – 23.mar.16

Examples:

Option Nº 1:

Source: Rosa Ma. Garza, Aprender Cómo Aprender, 2ª Edition, Editorial Trillas, México, 1998.
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– Professional Practice – 23.mar.16

Option Nº 2: Video Tutorial: https://youtu.be/YC4O4vb7IXo

Video Tutorial: https://youtu.be/YC4O4vb7IX