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Team Teaching: Pablo Mesa, Israel Yelovich

​ eing team teaching “a process in which two or more teachers share the responsibility for
B
teaching a class, the teachers also share responsibility for planning the class, for teaching
it, and for any follow-up work associated with the class such as evaluation and assessment. It thus
involves a cycle of team planning, team teaching, and team follow-up. It allows teachers to
cooperate as equals.”1
​We are taking this opportunity to profit as much as we can from the possibility of team teaching.
The class we have planned and that is displayed below, aims to use an “equal partners”2
collaboration in which we act as opposing parties of an idea, and aims for the students to think
critically in a ludic environment where they can express their ideas and thoughts regarding the
issue of technology in our daily life, and in the life of our ancestors.

Blast from the Past: Remembering the lifestyle of our ancestors.


Name of Teachers: Pablo Mesa, Israel Yelovich Piriz
Date: August 5th; August 8th
School Year: 2​nd​ Grade – High-school
Level of English: Elementary
Thematic Unit: History Makers
Lesson Time: 80’

Main Lesson Aims:


Content Aims:​ To make students realize how technology influences life.
Language Aims: ​To review and practice the use of past simple, used to and would.
Content Analysis:
Taking into consideration how the dependency of teenagers on recent technological
devices is a social phenomenon of the utmost relevance, both for the level of isolation and for
the transformation of social customs that come as a result of it, it is essential to tackle this
issue, in an effort to raise the level of awareness of our students regarding this topic.
Personal Goals: ​To provide them with the suitable environment for the usage of the grammar
points. Also, as we pretend to disagree, they will have to think critically to take positions in the
topic at hand.

1
Richards and Farrell, pg 159
2
IBIDEM pg 162
Assumptions:
They possess a wide knowledge of cutting-edge technology, having their own cellphones
with them and also dealing with a wide variety of apps. In addition, in previous classes they
brought objects from the past they found at home, and some pieces of technology from the past
have been discussed.
Anticipated Problems:
SS may have some difficulties when trying to understand or grasp some of the concepts of
the lesson or may encounter some problems when trying to put them into practice. If that is the
case, we will try to explain in a clearer way; by modeling or by resorting to Spanish in some
sections when they may need it.
Materials used:
- V​ ideo
- Pictures of old technology: old cellphone, old alarm clock, old disk player.
- Our own cellphones.
Lesson Procedure:
Stage/Time Tasks & Procedures Interaction
1) Warm-Up 10’ Show video to SS, then Teachers Student-Student-Teacher
engage in an “argument” regarding s
which was best, if today’s technology
or the one from the past, eliciting SS
opinions and ideas
2) Pre-Activity 10’ Now, students must take sides: Student-Student-Teacher
Vanguardists or Conservatives. Each s
groups will side with a teacher and
together they will design a plan of
action to face a debate, the seats will
be arranged in a way in which both
parties are going to be opposed.
3) Main Activity 25’ Teachers will ask students to write
sentences in order to defend the ideas
of their group. Teachers will give them
time to write and think, but also will
guide them in order to help them build
arguments. Those sentences and ideas
will be written down in their
notebooks. Pictures comparing
technologies now and in the past will
be shown to them also, to provide
further information regarding the
topic
4) Follow up 25’ Teachers will entice students' Student-Student-Teacher
attention by displaying a wide array of
information and facts about
technology that ss will consider
amusing or even surreal, taking
advantage of the significant
technological leaps throughout the
years. A true or false activity will be
used as a tool to introduce those facts.
Teachers will establish a debate where
ss will put into practice the arguments
collected throughout the lesson.
Teachers will monitor constantly and
provide help when needed.
5) Closure 10’ Teachers will ask ss to write down the Student-Student-Teacher
main ideas, either positive or negative,
of technology in the past and
currently, in the whiteboard, in order
to state what are the most important
conclusions that came to the minds of
both groups.
Personal reflections and conclusions:
Pablo Mesa:
​Team teaching has been an excellent experience, being Israel a very methodical teacher,
he helped to prevent some behaviour issues that may have arised in the debate stage. In
general terms, students were very engaged in the activities due to the topic which is very
well known by them (except for some of the facts we showed in the true or false) and also
because it is something closely related to their daily lives. Some of Israel’s students acted
shy in the beginning although two of them, Alexis and Fausto, had no problem asking who I
was (in spanish which Israel corrected, and told them to ask in English)

Activities were easily understood and very well executed, as we divided the class,
students from my group (which were the conservatives) worked really hard, and showed a
very good use of the language. Cecilia was very interested and gave excellent ideas
although she expressed she “liked her cellphone the way it was now better than the older
version”, nonetheless ideas like “people used to talk more and have time with their families
without cellphones” arose. Another student was Stefany who was eager to participate
orally but soundly refused to write, while Alvaro, showed a very good level of English but it
was necessary to pay close attention to him because of behaviour issues.

Being both of us in the same classroom provided an excellent level of behaviour


management, and although some issues arose, they were easily controlled.

In conclusion, team teaching proved to be a very enriching experience, through careful


planning and knowing the person you are working with, both teachers can coordinate
efforts to control behaviour issues, monitor, and help students who need it. In addition, it
gives students another reference regarding language, as they are exposed to two people
talking not only with them but among themselves (which was the case when we started the
“argument” in the warming up). An experience I am not used to yet, but that I am willing to
repeat in the future.
Israel Yelovich:
All in all, the team teaching experience has been peculiar but extremely enjoyable to me,
considering Pablo is a very energetic teacher whose sense of humor and knowledge of the
topic was particularly useful in order to keep students engaged in the tasks. The novelty of
the premise was attractive to students, who at first felt confused or overwhelmed, having
two teachers at the same time and during the same lesson but that gradually became
accustomed to the reality of team teaching.

In terms of the students’ participation, some instances caught my attention: Micaela, an


excellent student whose knowledge on a wide variety of topics got me by surprise, and was
fundamental to keep the pace of the lesson, contributing a lot to some of the premises of
the debate. However, and ironically at the same time, she was engaged in the use of her
cellphone from time to time, although the presence of both teachers helped to avoid a
generalization of the situation. Oriana, in the same way, participated quite a lot, being a tad
loud every now and then, nonetheless. She was actively against the old-fashioned ways of
technology and was firm and repetitive on the benefits of apps like Whatsapp and
Instagram in order to share and communicate with others.

Conversely, Victoria tried a lot to show her knowledge and mastery of the topic although
her inquisitive nature or her willingness proved too much for her, having to resort a lot to
Spanish or suffering from significant inaccuracies. Nevertheless, she was a bulwark in the
defense of the “conservative” group, providing some decent arguments like the fact that
people nowadays seems to be only aware of their phones in parties or meetings.

Finally, not every student had the opportunity to shine, as was the case of Cintia, whose
behavior was clearly subpar, and had problems moving all the time, going back and forth,
and interacting in a detrimental way, although she was sometimes engaged by the ubiquity
of the topic, commenting in Spanish a couple of times.
TRUE OR FALSE​:

1) The first commercially sold cellphone had a cost of more than 4,000 dollars
and a total weight of more than 1 kilogram.
2) A 5mb hard drive cost 120.000 dollars in 1956
3) Teenagers spend on average 31 hours online every week. They spend half as
much studying.
4) Nowadays, there are more active cellphones in the world than toilets or
toothbrushes.
5) Deepweb, the part of the internet we cannot see, is 500 times bigger than the
one we can.