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📘 Teaching Project Report
📄 Cover Page
Name of Student: [Your Name]
Course Title: [Course Name]
Date: [Submission Date]
Project Title: Reflective Practice Report: Evaluating Teaching Strategies in Real-Classroom Contexts
📑 Index
Introduction
Summary of Activities
2.1 Description of the Activities
2.2 Overview of Lesson Plans
2.3 Highlights of Implementation
2.4 Challenges and Solutions
2.5 Evidence and Results
Conclusion and Reflection
References (APA Format)
Annexes (Screenshots, Field Diaries, Student Work)
🔍 1. Introduction
Reflective teaching is an essential component of professional development. Through this project, I applied various English language teaching (ELT) methodologies — such as Communicative Language Teaching, Task-Based Learning, and Gamification — in a real-world classroom context. The goal was to bridge theory and practice while promoting learner engagement and language acquisition. This report outlines the implementation of these strategies, the observations made through my teaching diary, and the conclusions drawn from student feedback and performance.
📋 2. Summary of Activities
2.1 Description of the Activities Conducted
Over a 1-week period, I implemented four lessons with the theme “Daily Life and Routines” for A2-level ESL students. Each lesson integrated a different approach:
Day 1: Vocabulary introduction using Wordwall (Gamification)
Day 2: Speaking activities using the Communicative Approach (role-plays)
Day 3: Task-Based comic strip project
Day 4: Group presentations and reflective peer feedback
2.2 Overview of the Lesson Plans
Each lesson followed a structure: warm-up, guided practice, independent activity, and wrap-up. Objectives were aligned with communicative goals. Materials included slides, flashcards, online games (Wordwall, Quizizz), and visual aids.
Example:
Objective: Use the present simple to describe daily routines.
Task: In small groups, create a character and describe their day using Canva.
2.3 Highlights of Implementation
Students showed high engagement during gamified activities (especially vocabulary bingo).
Peer collaboration was strongest during the comic creation task.
Presentations helped students build speaking confidence and practice public speaking.
2.4 Challenges and Solutions
Challenge Solution/Strategy Applied
Uneven group participation during the comic project Assigned rotating roles (speaker, writer, designer)
Time management issues during presentations Imposed strict time limits and used timers
Tech difficulties (slow internet) Had printed backup materials and offline versions ready
2.5 Evidence and Results
The activities led to:
Improved vocabulary retention (evidenced through post-lesson quizzes).
Greater student confidence in oral communication (field notes reflect more student-initiated speaking).
Active engagement (90% of students participated actively during tasks).
Supporting Evidence Includes:
Screenshots of student comics and projects
Field diary entries noting student responses and participation
Quiz results from Wordwall and Kahoot
🧠 3. Conclusion and Reflection
This teaching experience reaffirmed the value of combining different methodologies based on context, learner level, and objective. Using Communicative and Task-Based Learning encouraged meaningful use of English, while digital gamified tools added motivation and fun.
Strengths:
Ability to adapt lessons on the spot
Creative integration of tech tools
Strong student rapport and encouragement of peer learning
Areas for Improvement:
Need to streamline transitions between activities
More scaffolding for lower-level learners during creative tasks
Planned Improvements:
Include pre-task modeling for complex tasks
Use visual timers and clearer instructions
Explore alternative tools (like Nearpod or Baamboozle)
🔁 Importance of Reflective Practice
According to Schön (1983), teachers must become “reflective practitioners”, constantly evaluating and adapting their strategies. Keeping a field diary helped me analyze the “why” behind classroom decisions, not just the “what.” This practice led to greater self-awareness, better planning, and improved student learning.
📚 4. References (APA 7th Edition)
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. RoutledgeFalmer.
Harmer, J. (2007). The practice of English language teaching (4th ed., pp. 410–428). Pearson Education.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. RoutledgeFalmer.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed., pp. 381–394). Macmillan Education.
Bridge Education Group. (n.d.). What is Task-Based Learning? Retrieved from https://bridge.edu/tefl/blog/what-is-task-based-learning/
📎 5. Annexes
Annex 1: Field Diary Entries (with date and reflections)
Annex 2: Screenshots of student work (Canva comics, Wordwall results)
Annex 3: Lesson materials (slides, rubrics, handouts)
Annex 4: Student feedback (quotes or screenshots from surveys or observations)
✅ Final Tips Before Submission:
Format everything clearly (use consistent fonts, headings, and spacing).
Use screenshots with captions in annexes.
Proofread carefully or ask someone to review for clarity.
Submit as a PDF or Word document depending on your platform's requirement.
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Evaluation and reflection
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 10 de agosto de 2025, 23:59
Reflective practice is key to becoming an effective teacher. In this final activity, you’ll evaluate your own teaching through a detailed report, drawing on your experiences and field diary. You’ll identify strengths, areas to improve, and set goals for your continued growth.
Learning objective:
To evaluate a teaching plan that integrates diverse English language teaching methodologies and strategies, demonstrating their ability to apply theoretical knowledge to real-world contexts, enhance student learning outcomes, and reflect on their development as effective and reflective English language educators.
Instructions:
Read and take notes from the following article:
The reflective practitioner.
The reflective process in initial teacher education: virtual diaries in distance education.
Effective reflective practice.
The Practice of English Language Teaching. Pages 410 to 428.
Learning Teaching: The Essential Guide to English Language Teaching. Pages 381 to 394.
Look for trustworthy sources to gather additional information.
Gather the field diaries you maintained throughout the project. Review your entries to identify key observations regarding the activities conducted.
Write a detailed Teaching Practice Report that includes:
Cover page:
Name of the student
Name of the course
Date
Index
Introduction
Summary of Activities
Description of the activities conducted during the 1-week project.
Overview of the lesson plans and how they were implemented.
Description of the implementation and highlights
Challenges and solutions
Evidence and Results.
Conclusion and Reflection
Summarize key findings from the project.
Reiterate the importance of reflecting on teaching practices for continuous improvement.
Include any changes you would make to the activities or approach based on your observations
References in APA format.
Annexes
Screenshots of students' work and activities.
Field diaries
Relevant materials that support your observations and conclusions.
Ensure that your report is well-organized, clear, and includes all required elements. The format is clear and uniform.
Deliver your work on time in the corresponding space.
Product to be delivered
Teaching Project Report
Evaluation criteria
Criterion
Score
The report provides a thorough reflection on the teaching experience, evaluating the effectiveness of the methodologies and strategies used. It identifies strengths, areas for improvement, and personal growth as an educator.
30%
The report includes a detailed summary of the activities conducted, providing an overview of how the lesson plans were implemented and how each activity contributed to student learning.
25%
The report clearly identifies challenges encountered during the teaching practice and provides thoughtful solutions or strategies that were applied to overcome these challenges.
20%
The report includes concrete evidence (e.g., screenshots of student work, field diaries, and other materials) to support the observations and conclusions. It evaluates how the activities impacted student engagement and learning outcomes.
10%
The report is well-organized, with a clear structure (cover page, index, introduction, summary of activities, challenges, evidence, conclusion, and reflection). It is easy to follow, with consistent formatting and professional presentation.
10%
The report includes accurate and properly formatted APA references, citing all sources used, including those for external research and course materials.
5%
Total
100%
Resources:
Schön, D. A. & Birgitte Michelsen. (1983). The reflective practitioner (pp. 1–8). Basic Books. https://www.sopper.dk/speciale/arkiv/book49.pdf
Bergmann, J. C. F., & Da Silva, M. (2013). The reflective process in initial teacher education: virtual diaries in distance education. Revista Diálogo Educacional, 13(40), 999. https://doi.org/10.7213/dialogo.educ.13.040.ds09
Loughran, J. J. (2002). Effective reflective practice. Journal of Teacher Education, 53(1), 33–43.
Harmer, J. (2002). The Practice of English Language Teaching (4th ed.). Pearson Longman. Page 410-428.
Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching (3rd Ed). MacMillan Education. Pages 381-394.
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Annex 3: Lesson materials (slides, rubrics, handouts)