My interventions

My first intervention: Maths 

My first intervention has been on Maths. I had to do a review of the lesson.

My point of view

At the beginning, I was really afraid with my intervention due to my inexperience. However, I talked with my tutoress and she advice me not to be nervous: children can notice everything and you must be confident with yourself and your knowledge.

I wasn't sure about my intervention because I had never felt as a person in authority. Nevertheless, children were in silence, really focus on the instructions of my activity. I felt them motivated with the new activity and my intervention in class: maybe because they had saw me in the classroom as an aid but not as a true teacher until that moment.

They were finishing their lesson in maths, so my tutoress and I decided to make my first intervention as a review. As it was going to be my first intervention, we decided to choose a review in order to make easier my intervention for children because they only had to apply what they had learnt on their maths lessons.

Teaching materials and methodology

The lesson I had to teach was decimal numbers. I've always been on traditional classes where children didn't pay attention so I decided to make this class a little bit different. As it was a review, they had to know everything about the lesson: for this reason, I thought it could be a good idea to make a puzzle with decimal numbers. I had saw a page called "La Eduteca"where they recommend you a lot of practical activities to do with your pupils. Researching for the best one, I found this puzzle and I decided to make it.

I used a puzzle as teaching material because I though they could enjoy it at the same time they were learning. And, finally, I consider I've achieve what I wanted. Children were interested in the activity and how it works.

Math's puzzle

I chose all the points I saw on the math's book. They had learnt the addition with decimal numbers, approximations, fractions... It's not a difficult lesson but they felt some confuse with the information.
As I see it, it's the best way to encourage them to learn. It's because they aren't in a chair listening what the teacher is talking about, they were involved on the activity, trying to be faster than the other groups so we create an appropiate competitive environment where they all knew they were going to arrive at the solution but they wanted to be before their classmates.

Contents

This lesson belong to Block 2. Numbers. Talking about contents, we must talk inside "Números enteros, decimales y fracciones":

-Equivalencias entre los elementos del Sistema de Numeración Decimal: unidades, decenas, centenas, etc.
-El Sistema de Numeración Decimal: valor posicional de las cifras.
-El número decimal: décimas, centésimas y milésimas.
-Concepto de fracción como relación entre las partes y el todo.
-Los números decimales: valor de posición.
-Redondeo de números decimales a las décima, centésima o milésima más cercana.
-Relación entre fracción y número decimal, aplicación a la ordenación de fracciones.

Although there are a lot of contents, we must consider that we're talking about a review and not only one lesson of Maths.

Objectives

Talking about the LOMCE, we must consider two important points given in Objectives which it's included in this activity:

· Desarrollar hábitos de trabajo individual y de equipo, de esfuerzo y de responsabilidad en el estudio, así como actitudes de confianza en sí mismo, sentido crítico, iniciativa personal, curiosidad, interés y creatividad en el aprendizaje y espíritu emprendedor. (LOMCE. BOE, On 1st March 2014. Sec I. Pág:19354. Núm.52)

They were working together so we were improving their social skins. It's really important to achieve an activity where they work in groups. They also were creatives because they started to think other ways to achieve the results.

· Desarrollar las competencias matemáticas básicas e iniciarse en la resolución de problemas que requieran la realización de operaciones elementales de cálculo, conocimientos geométricos y estimaciones, así como ser capaces de aplicarlos a las situaciones de su vida cotidiana.(LOMCE. BOE, On 1st March 2014. Sec I.Pág:19354. Núm.52)

They were on maths so they developed the basic competences on Maths and they also used their mental calculation to solve mathematical operations.

·Desarrollar sus capacidades afectivas en todos los ámbitos de personalidad y en sus relaciones con los demás, así como una actitud contraria a la violencia, a los prejuicios de cualquier tipo y a los estereotipos sexistas. (LOMCE. BOE, On 1st March 2014. Sec I.Pág:19354. Núm.52)

We can consider this activity as an aid to develop their group works. They have to learn to collaborate, to be patient with this people who need some aid, to be friendly and help them. It's an activity which requires that everybody participates.

Competences

There are different competences which we will develop with this activity. First of all, they learn an disciplinary skill which is Maths. The competences they develop during this activity are:

 1. Competencia matemática y competencias básicas en ciencia y tecnología. (LOMCE, BOE, On Saturday 1st March, 2014)

2. Competencia digital. (LOMCE, BOE, On Saturday 1st March, 2014)

3. Aprender a aprender. (LOMCE, BOE, On Saturday 1st March, 2014)

They used the digital board to explain their solutions. They always connected everything with digital board because it's a resource which it's quite approach to the new technology. Obviously, they also developed math skills. On the other hand, they learn how to learn by themselves because they had to collaborate with their classmates to achieve the solutions.

Evaluation

I did a puzzle, so I think the best way to evaluate if they had learnt what I wanted to teach it's by seeing if they had done their puzzle correctly and if they can explain how to do the operations.
For this reason, I chose different pupils and I asked them to solve the puzzle explaining why the result was that.

Second intervention: English

My point of view

My second intervention has been on English. It was the second time I've intervened so I wasn't as nervious as the first one. I had to explain some vocabulary from the English book.

I decided to choose English because my teacher recommended me to do it due to our degree. I think it was more difficult than maths because I had to deal with more issues: my shame, my inexperience, the language, and try to make pupils pay me attention.

How I was ill, I couldn't do it as well as I would have done. However, I think it was a good intervention. My teacher helped me to make easier my intervention: she encouraged children to participate because they were a little bit shy.

When the lesson went on, children were more interested in the activity. They wanted to participate because we were talking about their tastes so it was easier for them. They were listening the other classmates and discussing why they prefer a profession. Everybody was comprehensive with the other ones and nobody cares if they had a different point of view from their tastes. It made me feel surprised because I thought they were going to undervalue some professions. It was rewarding, and I've learnt I was wrong about actual children. They have an open mind.

Teaching materials and methodology

To this activity I decided to choose some resources given in my teacher book. We had to talk about professions, so I considered it will be interesting make a discussion between pupils. They were interested in the activity because they were talking about their experience.
I consider it was really interesting because we also knew better our pupils and their tastes.

Material resource

With these cards we played a rol. They had to interpretate a profession and the other classmates had to guess. Children were enjoying the activity. However, it wasn't all perfect because the silence was really hard to achieve, but it's normal.
I tried to talk about every profession and they were listening me really keen on the information. 

Contents

Talking about contents we must see the LOMCE, Bloque2: Producción de textos orales: expresión e interacción.

-Conocer aspectos socioculturales y sociolingüísticos básicos, concretos y significativos, y aplicar los conocimientos adquiridos sobre los mismos a una producción oral adecuada al contexto, respetando las convenciones comunicativas más elementales.

-Conocer y utilizar un repertorio limitado de léxico oral de alta frecuencia relativo a situaciones cotidianas y temas habituales y concretos relacionados con los propios intereses, experiencias y necesidades.

And we also have to have a look to Bloque 3: Comprensión de textos escritos. 

-Reconocer un repertorio limitado de léxico escrito de alta frecuencia relativo a situaciones cotidianas y temas habituales y concretos relacionados con sus experiencias, necesidades e intereses, e inferir del contexto y de la información contenida en el texto los significados probables de palabras y expresiones que se desconocen.

Objectives

Talking about the LOMCE, we must consider two important points given in Objectives which it's included in this intervention:

·Conocer y apreciar los valores y las normas de convivencia, aprender a obrar de acuerdo con ellas, prepararse para el ejercicio activo de la ciudadanía y respetar los derechos humanos, así como el pluralismo propio de una sociedad democrática. (LOMCE. BOE, On 1st March 2014. Sec I. Pág:19353. Núm.52)

·Conocer, comprender y respetar las diferentes culturas y las diferencias entre las personas, la igualdad de derechos y oportunidades de hombres y mujeres y la no discriminación de personas con discapacidad. (LOMCE. BOE, On 1st March 2014. Sec I. Pág:19354. Núm.52)

We were talking about the different perspective of what they want to be in the future, and they were really comprehensive with them who wanted different things. They never felt undervalue and I think it's really important. Children uses to be innocent and they don't think they could get hurts somebody with their words. However, now they are in the fifth year and they know they must respect every profession in spite of not being the same profession as they want to.

· Desarrollar hábitos de trabajo individual y de equipo, de esfuerzo y de responsabilidad en el estudio, así como actitudes de confianza en sí mismo, sentido crítico, iniciativa personal, curiosidad, interés y creatividad en el aprendizaje y espíritu emprendedor. (LOMCE. BOE, On 1st March 2014. Sec I. Pág:19354. Núm.52)

They were talking and they were listening very classmate and their opinions. It was a group work because everybody contributes.

Competences

There are different competences which we will develop with this activity. Firstly, they improvesd one main subject, English. In addition, they developed some competences given on the LOMCE:

1. Competencia lingüística. (LOMCE, BOE, On Saturday 1st March, 2014)

2. Aprender a aprender. (LOMCE, BOE, On Saturday 1st March, 2014)

3. Competencias sociales y cívicas. (LOMCE, BOE, On Saturday 1st March, 2014)

4. Conciencia y expresiones culturales. (LOMCE, BOE, On Saturday 1st March, 2014)

They had to talk in front of everybody and they had to use their skills on English. I think it's the most important and hard thing they had to do because they learn so much speaking and as I see it, we should do more discussions to make them loose their afraid of be wrong. In fact, with this kind of activities they learn to learn because they are doing authonomous things. They don't have to depend of someone, they are talking by their own knowledge. They also improved their values because we talked about not to belittle a profession. They learn to respect different opinions of the same issue.

Evaluation

If I had to evaluate this learning, I think I'll do an exposition maybe where they had to talk about their best profession. Then, I'll evaluate their oral skins but also their lexic. I think it's quite difficult to evaluate because it's a subjective opinion. However, I would make a rubric where I'd evaluate their attitude in front of the class, their interes on the lesson..
I think it could be an interesting issue to evaluate because they can demonstrate what they have learnt by talking.

References

Puzzle números decimales. Blogspot: La Eduteca. (2011-2015). Recuperado de:
http://laeduteca.blogspot.com.es/2015/04/club-de-ideas-el-puzzle-de-los.html

Santillana (2015). Matemáticas 5º Primaria. Grazalema: Proyecto Saber hacer. 

Cool kids. (2015). English 5º Primaria. Oxford University Press.