FP002 – OBSERVATION & RESEARCH IN THE CLASSROOM
PORTFOLIO
GENERAL INFORMATION:
The portfolio must be compiled following the indications given below regarding structure,
content and stages of portfolio creation. The portfolio is an individual activity.
The following formal requirements must be met:

Length: 5 to 7 pages (without including cover, index or appendices –if there are
any).
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Font type: Arial or Times New Roman.
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Font size: 11.
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Spacing: 1.5.
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Alignment: Justified.
The assignment must be written in this Word template and has to follow the instructions
on quotes and references detailed in the Study Guide.
Also, the assignment has to be submitted following the procedure specified in the
document: “Subject Evaluation”. Sending it to the tutor’s e-mail is not allowed.
It is strongly recommended to read the assessment criteria, which can be found in the
document “Subject Evaluation”.
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WHAT IS A PORTFOLIO?
The academic portfolio is a didactic tool made by significant learning experiences
compiled by the student. In order to pass the subject, two experiences must be selected
on the basis of their relevancy for the training process. These learning samples must
show, on the one hand, the abilities, knowledge, and skills developed in the subject, and,
on the other, the shortcomings and difficulties detected.
The overall objective of the Portfolio is to reinforce the student's training process and his
reflective competence. Note that, "without reflection, [the portfolio] becomes a mere
storage of information" (Barberà, 2009, p. 35). This translates into the following specific
objectives. The portfolio does not consist of an accumulation of samples of work, but
must show reflective processes of the student with the objective of developing critical
revision and a plan of performance improvement, within the framework of the subject.
Reflection is oriented to action. Thus, the work that the student must develop in the
portfolio must have an eminently personal nature.
SPECIFIC COMPETENCES RELATED TO THIS TASK
In the context of the subject, this task will make the student able to:
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be aware of the extent of their learning acquisition: the skills and knowledge they
mastered and what they need to improve;
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create a link between theory and practical experience, observe how the theory is applied
in the particular conditions it applies to, and create new concepts or revisit theories from
their reflective processes;
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acquire the habit of reflection that allows students to self-regulate their learning process,
to evaluate it and, if necessary, to transform or readjust one's actions and beliefs
according to the results obtained;
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develop and/ or improve their capacity for analysis, reflection and self-criticism regarding
their teaching practice in order to improve it;
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develop an inquisitive and critical attitude that leads them to start a continuous and
autonomous process of reflection throughout their professional life, and to include
reflexive practice as a way of improving competence (by restructuring and transforming
their work as teachers).
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In this sense, the Portfolio should not show the knowledge acquired in the subject per
se, but how this knowledge and other acquired skills have had an impact in the student’s
training process. Students should keep in mind that, although the Portfolio is here an
academic tool and will be read and evaluated by a teacher, it must be conceived as a
personal document with a precious value for their training. Students must establish an
internal dialogue with themselves that allows them to become aware of their own learning
process and thus to be able to control it, plan it, reorient it, etc. In this sense, they should
use a formal register, but at the same time allow for intimate, personal and introspective
comments.
INSTRUCTIONS FOR THE TASK: STRUCTURE AND CONTENT
This Portfolio includes six sections in total, which are organized as follows:
SECTION 1: Starting Point (Length: 1 page)
Write this section in the first three days of the tutorials of the subject. This is very
important —otherwise the portfolio will not make sense.
In a one-page essay, reflect on the issues below:
a) Training and professional experiences related to observation and research in the
classroom, reflective practice and professional development.
Collect your personal training and/or professional experiences to date and answer
the following questions about them:
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What training and professional experiences do I find particularly relevant?
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Why do I consider them relevant?
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How did they contribute to my development?
b) Initial representations and beliefs about classroom observation and research,
reflective practice and professional development.
Reflect on what you understand by observation and research in the classroom,
reflective practice, and professional development at the time of starting the subject.
IMPORTANT NOTE: You should not consult the contents or the readings to answer
this question. We are interested in your own thoughts.
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c) Training needs and expectations.
Think of your own training needs on observation and research in the classroom,
reflective practice and professional development are at the beginning of the course,
considering the reflections made in previous points.
Let us know about your expectations on training regarding the subject. The following
questions should be addressed:
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What do I expect from this subject?
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What goals and objectives do I set related to this?
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How will I organize my learning process?
SECTION 2: Learning experiences (Length: 1 page)
This is the key section of the portfolio: include three learning samples which you have
found to be most significant and representative for you in the course. Learning samples
include: a) activities completed in this subject (e.g. reflection exercises, assignment); b)
discussions held with classmates in the subject forum; c) feedback received by teachers
or in the self-evaluation system of the reflection activities, or d) articles from the
recommended literature which you have read. Follow these guidelines:
1.
Introduce the sample with a brief description:
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context in which the experience has taken place (where, how and when you had the
experience);
2.
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nature and characteristics of the sample;
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people related to the sample (teacher/s, classmates, student/s).
Include the original of the sample (an extract or a summary can be included if the sample
is too long).
SECTION 3: Personal reflection (Length: 1 page)
Answer the following questions about each of the samples selected in Section 2.
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
Why did I choose this experience?
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What effects did it have on my training?
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Has it helped me to assimilate concepts, values or skills? Which ones? To what extent
have those concepts been assimilated?
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What achievements and what limitations can I recognize?
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How can I relate this sample to my professional practice (current or future)?
SECTION 4: Other relevant experiences (Length: 1 page)
Use this section to report on further learning samples with less relevance than those
included in Section 2. Accompany each experience with a brief reflection. Essentially,
explain why it is worth mentioning.
SECTION 5: Self-evaluation (Length: 1 page)
Carry out a self-evaluation in which you relate the reflection generated from the reported
experiences with the presentation written in the starting point (Section 1). Consider
aspects such as:
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How has my training process developed from taking this course?
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What lessons have been most significant for my training process and professional
development?
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What difficulties did I encounter during the study of the subject? How did I solve them?
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How do I value my performance as a student in the subject? What aspects do I consider
that I should maintain and which should I reinforce or improve?
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Do I see any changes in the beliefs and representations that I wrote in the Starting Point
as compared to my beliefs now?
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To what extent has my vision been transformed on the topics covered?
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SECTION 6: Action plan (Length: 1 page)
Outline a plan of action in the short and medium term based on the evaluation and the
reflections carried out throughout the Portfolio. Your action plan must formulate (or
reformulate) objectives, goals and challenges. You may find it helpful to consider the
following questions:
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What challenges emerge from the learning experiences?
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How can I solve the difficulties I have encountered?
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Do I have to change in some way how I acted as a Master’s student? Should I apply other
strategies, for example?
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What do I think I should do or continue to do in my training as a professional from now
on?
DEADLINES FOR PREPARATION OF THE PORTFOLIO
The complete portfolio must be submitted on the official date of delivery established in
the group's calendar. The exact date can be found in the academic calendar of the group
and the schedule for the subject shared by the teacher in the group forum.
Sections in the portfolio, however, must be written at specific stages of the subject, as
summarized below:
Section 1
During the first three days of the tutorials period of the subject.
Sections 2-6
During the last week of the tutorials of the subject, prior to the official
delivery date of the Portfolio.
Failure to do so completely distorts the role of the portfolio and negatively reverts the
quality of the reflection that its elaboration is intended to promote.
Important: you have to write your personal details and the name of the subject on
the cover (see the template on the next page). You have to include a table of
contents after the cover. Assignments that do not fulfil these conditions will not
be corrected.
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Portfolio:
Student’s full name: Bernar Elizabeth López Brítez
Group: I don’t belong to any group
Date: March 26th, 2022
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SECTION 1: Starting Point (Length: 1 page)
To start with, the training and professional relevant experiences I had were teaching in
a private institution where I started working with children and adolescents after several
class observations I had done. Before doing the observation class, I did the institutional
teacher training course where I learned about the diverse types of language teaching
approaches. However, the natural approach is the one that we applied in my workplace.
None of my students had previous knowledge of the language, so it was really
challenging for me to deal with them because we didn’t have to translate. I consider these
experiences relevant because I had to reflect my own role as a teacher when working on
lessons for students that had no knowledge of the language, adapting the units from the
book to my students’ reality. Therefore, I had to research a lot how to explain the order
learning acquirement of grammar structure because the book we used merely had a few
sentences as examples for grammar. Moreover, I had to be aware of good management
skills in class, students’ range of age, and, principally, their personal interests.
Consequently, all of these challenging experiences provided to my development making
me conscious of how different it is to apply the theory in a real classroom where you
have to interact actively with human beings considering their emotions, insecurities, and
needs. Likewise, I have to say that I learned in every session with invaluable lessons
which not only influenced my teaching style but also contributed significantly to enhance
my confidence in myself and the teaching career I had chosen. Since I have started
teaching English, I haven’t stopped studying and I actively participated in studies to
improve in classroom management and my teaching style.
Regarding the subject I recognize that this module encourages teachers to analyze the
aspects related to language teaching and for a critical reflection on teaching practices.
Up to now I could say that I have mixed all the theories looking for the best learning
environment for each group. Even though, I have taken different training courses, I have
to decide what is better for the group.
As for my expectations from this subject, I hope to get more confidence when working
with students with different classes sizes, levels, types of materials in all teaching
contexts. My main objectives are learning to adapt course books according to my
learners’ needs, understanding how the process of second language development
arises. I will coordinate my learning process by being confident in order to improve,
becoming familiar with the subject being taught, and trying out new practice.
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SECTION 2: Learning experiences (Length: 1 page)
The first sample I would like to include in this section is an assignment from the
“Individual Factors in The Learner’s Development” subject in the second term. I had to
design a questionnaire for a group of students considering the following instructions.
Assignment instructions
Design a questionnaire to retrieve information on a group of students and their learning
needs. The assignment has to include the following sections:
a) Description of the context the questionnaire is designed for (institution,
characteristics of the course, number of students, etc.).
b) Questionnaire proposal.
c) Justification of questionnaire design: all the questions included in the
questionnaire must be justified regarding the group of students it is designed for
and the contents covered in “Individual factors in the learner’s development.”
Another sample I would like to add is a feedback I had gotten from my professor Eugenia
in the module named “Second language acquisition” where got the lowest grade.
However, I learnt a lot because it made me reflect on writing skills and pedagogical
knowledge in English teaching considering two authors, Krashen and Swain. It is as
follows:
“You were able to answer the question under analysis, mentioning the two "schools"
discussed, but with a blurred reference to the connection with others, despite the amount
of considerable information found in our module and despite the fact you mention some
of them. Let's remember that all the sociocultural material, now, becomes part of the
Swain side; and the more Chomsky side, the more 'mentalist' side, can back up Krashen
in general terms. This is not that explicit in your work. Though there is no unique reply
for this topic, you could reconcile the two sides as complementary theories.”
Finally, the last learning sample is an article by Hanh thi Nguyen and Noriko Ishitobi:
“Ordering Fast Food: Service Encounters in Real-Life Interaction and in Textbook
Dialogs”, which we read in “Materials and Resources in EFL-Design, Creation,
Adaptation and Evaluation”. The authors compare authentic fast-food ordering
transactions with EFL textbook dialogs in order to assist teachers and materials writers
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in the development of students’ communication skills. It demonstrates the differences
that a course book can present from a real-life situation.
SECTION 3: Personal Reflection (Length: 1 page)
As educators, with every single experience we have to learn, reflect, and improve. In
consequence, I chose the previous samples because I consider them as teaching
lessons. For instance, the assignment where I had to elaborate a questionnaire in order
to get to know my students’ expectations and needs. Until that moment that activity was
completely new for me because I haven’t tried designing a questionnaire for a specific
English course. Since that specific assignment, I realized how relevant is to have a
document where you can analyze your students’ needs, styles, skills, aptitudes, and
emotions when studying a language.
With reference to the feedback, I had gotten from Professor Eugenia, I believe that
sometimes I have a completely distinct perspective and point of view. Likewise, I have
to admit that some assignments are more complicated than others. However, this
feedback made me reflect and assimilate the importance of creating a chart with key
points as long as I an reading the material. Also, I realized how important is to discuss
your thoughts with other colleagues. Otherwise, it is easier to think that your ideas are
always on the right path. Consequently, from that moment I decided to share my
outcomes with my coworkers whenever they have time.
In respect of the article I read, I considered it extremely useful when I comes to design
conversations topics in a course book. Contrasting fiction with reality is the most effective
way of getting students’ attention and exposing them to the real world. When I was a
student, I didn’t have more than my book and my radio. Nowadays, we have the chance
to make our students explore the world through the internet using different resources.
That was the impact on my teaching learning and professional development.
In summary, I still need to improve in my teaching skills and professional development.
Doing this assignment in the course so far has had an effect on my perspective
concerning the analysis process. I particularly take these experiences as opportunities
to pursue a better understanding of the wide-ranging components of teaching.
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SECTION 4: Other relevant experiences (Length: 1 page)
Last year I finished a professional development programme offered by Oxford University
Department for Continuing Education and Oxford University Press. The course was
about Teaching Teenagers and the considerations to take into account. I completed the
course in a period of three months synchronously and asynchronously. The objectives
of the course were extremely relevant for my teaching career since I am always working
with teenagers. We worked on changes teenagers get through, how to motivate them,
using technology in class, embracing diversity with mixed groups, effective feedback,
collaborative work, and other interesting modules.
Another wonderful experience I had in my teaching career was when I prepared teachers
from public schools. It was equally challenging for me and them because they didn’t have
previous knowledge of English. I had to teach them from zero considering their level,
age, and skills. Besides that, they had to learn how to teach the language. Considering
the brief time, it was extremely challenging to learn everything at once.
Likewise, I would like to mention the time I had to work as a teacher trainer in my
workplace. There were many teachers I had to guide, so they started observing my class
and after a few observations, they had to design a lesson plan considering the steps
such as warm-up, presentation, practice, and production. Once the trainee prepared the
lesson plan, I had to check and give any suggestions if needed. At the beginning I felt
nervous because of such a role I had, but after few sessions I became more confident
and trusted in my work as a teacher. If my coordinator had chosen me was for a reason
and I really appreciate the opportunities I have been given to improve professionally.
All these experiences have given me insightful understandings. Also, they allowed me to
move forward as a person and a teacher. I always try to be the teacher I want to have
and the guide students need at some point of their lives.
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SECTION 5: Self-evaluation (Length: 1 page)
This portfolio has surely helped me to summarize and recognize my teaching
experiences plus the theoretical knowledge this course offers. I have achieved different
points of view on delivering lessons. Doing this activity, I could also refresh
methodological concepts which made me reflect on my teaching practice and beliefs.
Observing a class is not merely paying attention to the number of students or their likes
but understating learners’ behavior and production in the classroom.
Considering that this subject deals with previous data collection and analysis, I have
realized the importance of applying proper strategies at specific situations. Likewise, this
module has demanded a superior level of concentration and longer time to comprehend
what I had in the resources. On the other hand, as a student of this course, I consider
myself below the requirement since I am doing other courses at the moment and usually
read on the weekends. I am conscious that I need to reinforce and dedicate more hours
to all the activities we have to do.
My vision has been transformed by learning the value of reflective exercises in language
teaching and professional development. This reflection can only be done through action
research, questionnaires, discussion with colleagues, and other opportunities that we
can encounter in a classroom and take them as a lesson. As Dewey (1933/1993)
recommended promoting teachers' recognition of their own didactic practices through
reflection, which he defined as "the active, persistent and careful consideration of any
belief or supposed form of knowledge in light of the motives that they support it". As a
result, reflection is a constant process that helps educators control what they are doing,
the reasons they are doing such things, and what they can do to improve their learners’
performance by participating in some kind of professional development in which they
record, compare, criticize, and analyze the evaluation of teaching (Akbari, 2007).
Finally, I have to mention that the current module as the current assignment has provided
to my understanding of classroom observation with a position to analyzing data and
improving the outcomes of my teaching career.
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SECTION 6: Action plan (Length: 1 page)
When it comes to language teaching, we will always encounter diverse learning
experiences and therefore different challenges that we have to face daily in our
classrooms. Equally, we have to deal with our learners’ backgrounds which are not
simple to deal with. Beyond, we have to consider a number of teaching theories and
approaches that might work with a certain group, but next time with the following group
might not totally match.
It is a constant cycle that educators have to confront. Hence, it is crucial to decode the
most suitable approach to help students to succeed as language learners. In order to
achieve this goal, classroom observation is the beginning of the cycle, which guides the
teacher to the first impression and ideas about learners.
Following the observation step, it is important to include critical thinking and problemsolving activities that encourage students to share with no fear their opinions and not
believing everything they hear or read.
Likewise, research suggests that some forms of pedagogy are frequently more effective
than others in helping students develop understanding skills. Also, strategies that provide
learning should contain personalized learning and collaborative work.
I believe that the previous strategies can make an expert teacher. Likewise, I absolutely
understand that, as a guide in the classroom these are ideal as a leading teacher if I
want my students to success. It is also essential to be prepared and focused in the class.
Another strategy to consider implies to design and make a timetable o lesson plan which
ensures the proper use of time to prevent from procrastination.
In conclusion, the only thing I know is that my professional development is not complete
and I will continue learning. Additionally, I should continue my reflective teaching practice
following some considerations: teachers must embrace constant changes and be willing
to work hard.
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Akbari, R. (2007). Reflection on reflection: a critical appraisal of reflective practice in L2
teacher education. System, 192-207.
Dewey, J. (1933/1993). How We Think: A Re-Statement of the Relation of Reflective
Thinking to the Education Process. DC. Health, & Co.: Boston.
Nguyen, H. t., & Ishitobi, N. (2012). Ordering Fast Food: Service Encounters in Real-Life
Interaction and in Textbook Dialogs. JALT Journal, 151-185.
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