2024 English day
2023 Interdisciplinary work
This year teachers are invited to use the English reading room to project their videos and turn it into a space for participation.
2022 We won!
In July, the Colombo-americano Institute and the MEN, convened the country's English teachers. Our project was recognized again and the leader traveled to an immersion in the city of Pereira, where she was able to share with teachers from all over the country.
2021 OUR PROJECT CONTINUES!
In November, we were invited by CASA PEDAGOGICA to participate in a colloquium called Rutopias pedagógicas."
For 4 months (August- November), we are invited to do a bilingual radio program. The objective was to enhance the communication skills in English of kids and teens. We had the support of MEN with the ECO 2.0 program
We had guests among them, English teachers and students from different schools in Fusagasugá.
In addition, we produced podcasts. Some for teachers and others for students. Tenth and eleventh grade students helped us in this process. 
In May we were invited by UNAD to participate in a forum called " El impacto de la pandemia en la enseñanza y el aprendizaje de Lenguas."
Our project not only impacts students but also teachers and invites them to do different things.
Our project was again recognized by the MEN and the SEM of Fusagasugá
http://contactomaestro.colombiaaprende.edu.co/inspirar/sala-de-lectura-recreativa
The lockdown didn´t prevent the project from continuing to grow. This year we registered the project as a seedbed for English. And we participaded at the Laboratorio Pedagógico SINFONÍA DE VOCES Y NARRATIVAS COLECTIVAS.
https://m.facebook.com/secretariaeducacionfusagasuga/videos/384016199417386/
2019
Recreational English Reading Room
Activities done:
IMPLEMENTATION PHASE
Activities done:
With the group of teachers formed and engaged, we begin with small visits to motivate teachers in the search and adaptation of a space for the reading room in each of the institutions. We find obstacles of physical spaces. However, each teacher found a way to adapt an exclusive space for the reading room. In some institutions where there was space and resources, a full classroom with television, projector, audio and bookshelves was allocated. In others, where teachers have their own classroom they decorated it in such a way that it invited reading. Others, allocated a corner in each classroom where they had their classes. Each met the objective of setting a space for reading
The leader teacher visited to the different institutions to unify concepts with the participating teachers.
A diagnostic survey was carried out on teachers about their pedagogical work, the way of planning the classes, the criteria for choosing and adapting the material, the strategies for the development of their classes, the way to evaluate the skills and the process of the students. Likewise, a survey was carried out on the students to know their perception of the methodology in the English class, the strategies used by the teachers. Based on the results, advice was given on how the class plans should be prepared, the material for their development. Some teachers conducted two lessons, others one but all meeting the requested requirements.
As a commitment made at the meeting with the principals, coordinators and teachers involved, the community action school provided 20 books (literature) to each institution to begin developing the project. The Industrial Technical Institution was provided with guide texts (Way to go, English, please) for the development of its classes. The initial idea was to rotate the books every two months to have variety in the handling of the material, however, when the deadline was met, the teachers expressed their intention to continue with them in order to develop the activities planned with these texts.
A group was created in Edmodo in order to share class planning, products and
tools for class management. In this group we currently find the 100 plans, infographics and videos made by the 100 teachers of the INTDP program. We have also shared formats for the elaboration of the plans, survey on the types of learning, the plans made by the teachers of the project, evidence of the activities and the advances that have been achieved during this year.
Once the class plans have been created and corrected, the implementation of them in each institution was given. The leader designated a day for class observation. After that, a feedback was carried out, making known the aspects to be noted for their great performance and impact and the aspects to improve. Always with the greatest respect on the part of the leader the receptivity on the part of the teachers. This space served to continue supporting us as partners and improve those weak aspects in our pedagogical work. Only with the Técnico Industrial school this activity could not be carried out because the schedules did not coincide, however, the teacher Olga Parra, sent the evidence of her classes and activities.
ACTIVITIES TO HIGHLIGHT
In this phase, teacher Luisa Repizo of the Eben-Ezer School made a strategic alliance with the Escuela de Cadetes de la Policia Nacional. The students were able to visit the library that the School has and especially use the area where books are in English. In addition to this they held sessions where the central theme was reading comprehension. These sessions were led by school’s agents who know English ... the experience for the children of this institution has been very enriching and productive. The school's collaboration was formally requested to carry out the same activities with the other institutions participating in the project but to date we have not received an answer.
Acknowledge
English day
"Comic con- Comunal"
This year, our students did a festival like "Comic-con". There they talked about their favorite superheroes. That day was an excellent opportunitie to sing, play, dance, and speak in english. Children of Jordan Alto school participated singing a remix.
2018
The Acción
Comunal school through the Colombia Bilingual program is showing its interest
and ability to project itself to the community.
Pronunciation: Singing along with your favourite English songs will help you to learn how to pronounce English words correctly and will also help to reduce your accent. You will learn more about the rhythm of sentences and how to link your words together when you speak.
Our students are preparing a song to show in the English day.. Let's see a little of their preparation. They are starting ... Let's hope a big surprise !!
2016
Colombian Project. English Day
Video:::::Photos. Colombian Project
Stephen and me as postmen
Our students at the beginign of the year
2019
Recreational English Reading Room
CONTEXTUALIZATION
At the end of the year 2018, within the framework of the International Program for the Teacher Development Program (INTDP) supported by the British Council and the Ministry of National Education, the project was designed to create a Recreational English Reading Room (RERR) based on the lack of motivation of the students for reading and the lack of favorable spaces within the institution for those who like it.
The Municipal Secretariat of Education of Fusagasugá has supported the project from the beginning. It has facilitated the calls to English teachers for the socialization of the project. Its presence at the meetings gives the project the strength it needs to get ahead.
PREPARATORY PHASE
Activities done:
During the first period of the year, meetings were held with the network of English teachers in the municipality of Fusagasugá. At this meeting the project was socialized and interested teachers were invited to participate in the project.
Six teachers from six public institutions in the municipality wanted to belong to the pedagogical proposal.
At the beginning, they were the teacher Rocío Muñoz of the I.E. Nuevo Horizonte, Luisa Fernanda Repizo of the I.E. Eben-Ezer, teacher Olga of the Industrial I.T., Maribel Allocca of José Celestino Mutis, and the I.E. Carlos Lozano y Lozano and Ehilen Luján of the I.E.M.T. Acción Comunal.
With them, their Principals, coordinators and Municipal Secretariat of Education a meeting was held to publicize the objective and activities of the project. This meeting was not attended by the school Carlos Lozano y Lozano and the teacher withdrew from the project.
Then the employment contract of teacher Maribel Allocca was terminated, but at the same time joined the teacher Liliana Paternina of the I.E. Francisco José de Caldas. With them the municipal project called "Recreational English reading rooms” begins. Municipal project
The primary schools that participe belong to the Acción Comunal School. They are located in the rural area of the municipality. They are the Jordán Alto and Jordán Bajo School. These teachers contribute to the project with their creativity.
IMPLEMENTATION PHASE
Activities done:
With the group of teachers formed and engaged, we begin with small visits to motivate teachers in the search and adaptation of a space for the reading room in each of the institutions. We find obstacles of physical spaces. However, each teacher found a way to adapt an exclusive space for the reading room. In some institutions where there was space and resources, a full classroom with television, projector, audio and bookshelves was allocated. In others, where teachers have their own classroom they decorated it in such a way that it invited reading. Others, allocated a corner in each classroom where they had their classes. Each met the objective of setting a space for reading
The leader teacher visited to the different institutions to unify concepts with the participating teachers.
A diagnostic survey was carried out on teachers about their pedagogical work, the way of planning the classes, the criteria for choosing and adapting the material, the strategies for the development of their classes, the way to evaluate the skills and the process of the students. Likewise, a survey was carried out on the students to know their perception of the methodology in the English class, the strategies used by the teachers. Based on the results, advice was given on how the class plans should be prepared, the material for their development. Some teachers conducted two lessons, others one but all meeting the requested requirements.As a commitment made at the meeting with the principals, coordinators and teachers involved, the community action school provided 20 books (literature) to each institution to begin developing the project. The Industrial Technical Institution was provided with guide texts (Way to go, English, please) for the development of its classes. The initial idea was to rotate the books every two months to have variety in the handling of the material, however, when the deadline was met, the teachers expressed their intention to continue with them in order to develop the activities planned with these texts.
A group was created in Edmodo in order to share class planning, products and
tools for class management. In this group we currently find the 100 plans, infographics and videos made by the 100 teachers of the INTDP program. We have also shared formats for the elaboration of the plans, survey on the types of learning, the plans made by the teachers of the project, evidence of the activities and the advances that have been achieved during this year.
Once the class plans have been created and corrected, the implementation of them in each institution was given. The leader designated a day for class observation. After that, a feedback was carried out, making known the aspects to be noted for their great performance and impact and the aspects to improve. Always with the greatest respect on the part of the leader the receptivity on the part of the teachers. This space served to continue supporting us as partners and improve those weak aspects in our pedagogical work. Only with the Técnico Industrial school this activity could not be carried out because the schedules did not coincide, however, the teacher Olga Parra, sent the evidence of her classes and activities.
ACTIVITIES TO HIGHLIGHT
In this phase, teacher Luisa Repizo of the Eben-Ezer School made a strategic alliance with the Escuela de Cadetes de la Policia Nacional. The students were able to visit the library that the School has and especially use the area where books are in English. In addition to this they held sessions where the central theme was reading comprehension. These sessions were led by school’s agents who know English ... the experience for the children of this institution has been very enriching and productive. The school's collaboration was formally requested to carry out the same activities with the other institutions participating in the project but to date we have not received an answer.
BALANCE OF THE TEACHING AND LEARNING PROCESS
The project has directly reached 5 groups of ninth grade students from different educational institutions approximately 150 students, with levels between A- and A1 in English, in strata 1,2 and 3, with ages ranging from 13 and 16 years. And indirectly to more than 600.
Little by little the work in the classroom of each teacher is reflected, the classes have changed in their structure and in their execution. The apathy for English classes has diminished and that provision has changed the way in which classes interact.
As for the level of reading compression we have seen a positive change. The attitude towards English class has improved
Acknowledge
"Comic con- Comunal"
This year, our students did a festival like "Comic-con". There they talked about their favorite superheroes. That day was an excellent opportunitie to sing, play, dance, and speak in english. Children of Jordan Alto school participated singing a remix.
2018
Outside School
We started
this year with a conference at the UNAD. Our professor Chryston told us about
his country and its culture.
2017
Science Project
It is important to remember that we as humans are part of the environment. With over 6 billion of us on Earth, our combined actions also have a big impact on the environment.
English day
This year our students of 8th and 9th grade went to primary school to play with children. All games were in English.
These activities helped students developp their communicatives skills., it was a very nice day.
Students of 10th and 11th grade went to UNAD to celebrated the English the day.
In the same way, a team of ECSAH teachers, ECBTI and ECACEN oriented a workshop on the life project, socialized the different academic programs of the UNAD, as well as the different options to the economic conditions of study offered by the ICETEX.
It is important to remember that we as humans are part of the environment. With over 6 billion of us on Earth, our combined actions also have a big impact on the environment.
However, at least we are aware of that impact. We can do things as individuals and we can find ways to work together to lessen the detrimental impacts of billions of people.
Environmental science project wants to protect the Jordan River basin. Its flora, fauna. Turning an abandoned path into a tourist trail.
We work with science teacher Rosa Inés... It´s a wonderful and Natural project.
| . |
English day
This year our students of 8th and 9th grade went to primary school to play with children. All games were in English.
These activities helped students developp their communicatives skills., it was a very nice day.
Students of 10th and 11th grade went to UNAD to celebrated the English the day.
They were addressed to teachers Diana Mireya Cuéllar and Osvaldo Vides, the latter, guest teacher of CEAD JAG. This activity helped to promote the students' taste for the language, as well as to reflect on the academic and work value that this language has.
The planned activities were developed in five scenarios that allowed socializing the UNAD diving program, a development at the Florida headquarters, a workshop on strategies for learning a second language (English) in a "Real" context, dynamic and very flexible way to develop communicative skills in the language.
How will learning English through songs help me?*
Using songs is a really great way to improve your pronunciation and grammar, and you are likely to learn and remember new vocabulary and idioms.
Pronunciation: Singing along with your favourite English songs will help you to learn how to pronounce English words correctly and will also help to reduce your accent. You will learn more about the rhythm of sentences and how to link your words together when you speak.
Vocabulary: Listening to music will help you to learn more vocabulary quickly. You are also more likely to remember new words and English expressions if you listen to them in a song than if you read them or learn them in your English class (especially if you sing along!).
Grammar: You might think that grammar needs to be learnt in a very structured way but listening to music will help you to remember grammar patterns and learn how to use grammar correctly in everyday conversation.
Our students are preparing a song to show in the English day.. Let's see a little of their preparation. They are starting ... Let's hope a big surprise !!
2016
Colombian Project. English Day
1. Context analysis:
The Bilingualism
program has been successful in motivating students to communicate and express ideas
in English.
In this project,
teachers from the social sciences will collaborate with the English department to
develop artistic and cultural knowledge through the medium of English. We have
proposed an ecological platform where students can participate in cross
curriculum activities to develop ideas in the social sciences, demonstrate and
develop competency in English.
2. Population Served:
The Acción
Comunal School, is located in the northern town of Fusagasuga, it has students
within the lower socioeconomic sector of the Cundinamarca region however this does
not prevent students to learn and take advantage of the great human resource
are teachers.
3. Objective:
Demonstrate the
development of English from the students during the 3 months that the bilingualism
program has been active in the school.
Allows students
to articulate ideas, knowledge of the social sciences in English.
To further
develop and enhance English competencies though listening, reading, writing and
speaking.
4. Justification:
Maintaining
direct contact with a native speaker empowers students to shed the fear of
speaking. It motivates them to improve their English and in a safe cultural
space when they can see their linguistic progress is rewarding.
5. Framework:
The next article
was written by Leonardo De Valoes, Spanish Teacher of Auburn University.
Importance of
Language. Why Learning a Second Language is Important
Language impacts
the daily lives of members of any race, creed, and region of the world.
Language helps express our feelings, desires, and queries to the world around
us. Words, gestures and tone are utilized in union to portray a broad spectrum
of emotion. The unique and diverse methods human beings can use to communicate
through written and spoken language is a large part of what allows to harness
our innate ability to form lasting bonds with one another; separating mankind
from the rest of the animal kingdom.
The importance
of communication is often overlooked. Despite our great prowess in
communication, misunderstandings and mistranslations are commonplace. It is
arrogant to believe that one can travel the world and expect all of mankind to
understand his or her native tongue. In order to travel the world, whether for
business or pleasure, a desire and willingness to adapt to new cultures and
methods is necessary. Adaptability, of course, includes the ability to
communicate with new people in various dialects. Being unable to communicate in
a country is akin to living with a serious impairment; it is very difficult and
near impossible, to adapt and get along with new people if there is no way to
communicate with one another.
Teach Chinese Additionally,
the ability to communicate in multiple languages is becoming more and more
important in the increasingly integrated global business community.
Communicating directly with new clients and companies in their native language
is one of the first steps to founding a lasting, stable international business
relationship. Being able to do this automatically puts any multilingual person
miles ahead of his or her peers in the competition for jobs and high-prestige
positions. Language is such a key aspect to setting up children for success in
their future professional endeavors that high schools across the nation and in
almost every Western country require at least two years of a foreign language.
Most institutions offer opportunities to learn a foreign language at even
earlier ages. In recent years, psychologists such as Agnes Kovacs have studied
the intelligence and mental capacity of young bilingual children in comparison
to monolingual children. As noted in the article Why Bilinguals Are Smarter by
Yudhijit Bhattacharjee of the New York Times, the author states, “The
collective evidence from a number of such studies suggests that the bilingual
experience improves the brain’s so-called executive function — a command system
that directs the attention processes that we use for planning, solving problems
and performing various other mentally demanding tasks.” Furthermore, by
instilling a reverence for foreign language at a young age, parents put their
children miles ahead of their future competitors.
The impact of
multilingualism can be traced to even more fields. A doctor who can communicate
with his or her patient in their native tongue is much more likely to have
success at diagnosing them. A scientist or engineer capable of explaining his
findings and ideas to his peers will be able to expedite and perfect their
work, even if his peers could not understand him in his first language. Any
hiring manager in any company in the world would tell you that the ability to
speak a foreign language is a prized commodity. Learning to communicate
fluently in multiple languages provides additional job security and advancement
opportunities in uncertain economic times.
In order to
prepare our nation’s children to be the next generation of future
entrepreneurs, doctors, scientists, engineers, or whatever influential job they
choose, we must foster an environment from a young age that promotes
multilingual learning. Through this we are setting up ourselves, our children,
and our children’s children, for growth, success, security, and ultimately,
prosperity.
Therefore, it is
up to you to create a warm and comfortable environment in which your child can
grow to learn the complexities of language. The communication skills that your
child learns early in life will be the foundation for his or her communication
abilities for the future. Strong language skills are an asset that will promote
a lifetime of effective communication.
6. Methodology:
Develop various
stands according to natural regions of Colombia.
Prepare
exhibitions about food, dance, customs of each of the regions.
Present
exposures to sixth- , seventh , eighth, tenth and eleven
7.
Institution:
The project will be developed in the Acción Comunal School
8.
Action lines:
Social Area, Science Area, Arts Area, English Area.
9.
Operational Plan ( See the format at the bottom of the sheet)
10.
Evaluation:
The assessment will be evaluated on an Individual and group work. the
participation of the educational community , will help Obtaining optimum
results in the process of significant evidence for the student and the
community
11. Operating
plan
12. Description of the activity
|
13.Area
|
14.Grade
|
15.Responsible
|
15.Scheduled date
|
16.Execution date
|
17. Impact Indicator
|
18.Evidences
|
Creation of groups
|
English
|
Ninth
|
Marelbi Luján and Stephen Deguara
|
Week 10th to 13th May
|
On the 3rd June
|
·
Active participation
of students.
·
Teamwork.
·
Work with others
areas.
·
Interest in the area
of English reflected in the active participation in class.
|
·
List of the students
groups.
·
Photos
·
Videos
|
Preparation of exhibitions about food, dance,
customs of each of the regions.
|
English
|
Ninth
|
Marelbi Luján and Stephen Deguara
|
Weeks 16th May To 2nd June
|
|||
Do the stands according to natural regions of
Colombia.
|
English
|
Ninth
|
Marelbi Luján and Stephen Deguara
|
3rd June
|
|||
Presentation of exposures to sixth, seventh, eighth,
tenth and eleventh
|
English
|
Ninth
|
Marelbi Luján and Stephen Deguara
|
3rd June
|
Video:::::Photos. Colombian Project
Video
This activity was prepared by English teachers within our school for students of eighth, ninth, tenth and eleventh grade.
The objective of English Day is to ensure that students develop their English skills in a positive manner and encourage students to speak English freely and with confidence!!
All 800 plus of our students participated in the activities of English Day and activities ranged from cultural presentations, board games, English Bingo, English Hopscotch, English grammar games, Spelling B competitions, English Karaoke just to name a few! It was amazing to see all the students get involved and see the students talk in English and have fun!
It was also very encouraging to see the principal, the coordinator, teachers, students speaking in English and leading by example. Today the students and the community began to see that speaking English is possible when you have a little discipline and when you want to learn it.
PENPALS
With this project our student begin to use their new knowledges in a real context.
They begin to write in english, to have confidence to express in an other language.
Stephen and me as postmen
