My observational practice process

 Conclusions  1. I was able to recognize the diversity of tools that technology currently has available to improve education, since when used correctly they can contribute favorably to the curricular objectives to provide quality education. 2. Despite being a virtual environment, many of the activities and teaching methodologies can be adapted to a face-to-face environment so that the learning-teaching process is meaningful and engaging. 3. Through pedagogical practices I was able to recognize the importance of teacher-student interaction based on the educational process and the context in which learning takes place, to foster an environment of constant participation based on respect and empathy for the opinions of others.

 Observation practice process  I developed my practice of participant observation in a virtual scenario provided by the university, called LILEI strategy in which we could participate in the CIPAS arranged at the university and participate in the meetings of the virtual language community, mainly I made my observations in the virtual language community, a space created to practice various English language skills, for example, listening, grammar, reading, among others, to which I had to subscribe weekly according to my schedule availability. When practicing in this space, the willingness and participation was essential for the classes to be carried out productively based on the time available, likewise I had the opportunity to participate in classes with various tutors where I could learn about different teaching methodologies because each tutor had his unique way of teaching, however the use of technological tools and implementation of various activities was something that all...

 Photographic evidence  Reading session The class was held on March 21, 2023 from 3:00 pm - 4:00 pm with the tutor Maria Jose Martinez and the participation of 7 students, where the central theme of the session was Family Fortunes, where warm-up and reading comprehension exercises were performed. Writing practice  The class was held on March 22, 2023 from 4:30 pm - 5:30 pm in charge of tutor Jordan Dario Sanchez Bulla and the participation of 5 students, where the central theme of the session was A description of an event, where warm-up, description and writing exercises were performed. Grammar time  The class was held on March 24, 2023 from 4:30 pm - 5:30 pm in charge of tutor Jordan Dario Sanchez Bulla and the participation of 4 students, where the central theme of the session was Comparatives and superlatives, where warm-up exercises, joining and completing sentences were performed. More evidence

 “Plan de Trabajo” schedule The "Plan de trabajo" was guided by the learning outcomes and objectives of the pedagogical practice through an organization of the dates on which the products requested by the virtual campus were to be delivered along with the practice formats required in each phase. Link "Plan de trabajo" https://unadvirtualedu-my.sharepoint.com/:b:/g/personal/kortizm_unadvirtual_edu_co/EVbcRlYP87hIiXBmuiyG-TEBHL-Kgf-BjO25U3sYX-l8Rw?e=nahhw9   

 Observed population The observed population was mainly students who also carried out their participant observation practices in LILEI strategy, although sometimes LILEI students also participated, where the age range was very varied as well as the number of participants attending the sessions, ranging from 1 to 7 people.

 Synthesis of the “Diarios de campo” I developed my participant observation practices in LILEI Strategy in the virtual language community, so one of the most common points in the “Diarios de campo” filled out was the presence of virtual tools for the development of listening, reading and grammar lessons, in which warm-up activities, online games, multiple choice questions, among others, were carried out.  Where each class was taught by a different tutor, in which specific parts of some teaching methods could be evidenced, such as the Natural approach by taking into account the two forms of learning considered by Krashen, that is, acquisition through the development of linguistic competence and learning by verbalizing the forms of language, task-based learning by implementing activities that were adapted to the initial, intermediate and final moment of the session, without forgetting the communicative language learning by encouraging at all times the practice of English communi...