FORMATO DE DIARIO DE CAMPO INMERSIÓN – INVESTIGACIÓN
ESCUELA DE CIENCIAS DE LA EDUCACIÓN
Fecha: March 10th, 2025 Informe No.: 01
1. INFORMACIÓN DEL ESTUDIANTE
Nombre: Ruth Gutierrez Gutierrez Identificación: 1085035003
2. INFORMACIÓN DEL ESCENARIO DE PRÁCTICA
Nombre o razón
Santa Teresa de Jesús
social:
Representante legal: Pedro Muñoz Martínez
Correo electrónico: N/A Teléfono: 3233611329
Sesión de trabajo y The topic "Actions I do every day" was addressed with simple present and
tema a desarrollar adverbs.
3. INFORMACIÓN DEL PROFESIONAL EXTERNO QUE ACOMPAÑA LA PRÁCTICA:
Nombre: Andrés Cruz Flórez
4. INFORMACIÓN DEL DOCENTE DE ACOMPAÑAMIENTO UNAD:
Nombre: Johana Andrea Santa Bernal
Skype: [email protected]
FORMATO DE DIARIO DE CAMPO INMERSIÓN – INVESTIGACIÓN
ESCUELA DE CIENCIAS DE LA EDUCACIÓN
PROPÓSITO DE LA ACTIVIDAD
The purpose of the “Actions I do every day” activity was to encourage students to use the simple
present tense and adverbials of frequency in a meaningful context, allowing them to describe their
daily routines in English in a clear and structured manner.
In other words, this activity aimed to help students acquire effective communication skills, since
describing daily activities is one of the most common linguistic functions in second language learning.
By learning to talk about their own experiences, students gain a greater connection with the content,
which facilitates retention and use of the language in real-life situations.
The activity's objectives were:
• To relate the topic to students' daily lives, allowing them to identify how English can be applied to
their routines, making learning more meaningful.
• To develop communication skills in English, promoting oral and written expression through
interactive and collaborative activities.
• To Improve listening comprehension, allowing students to become familiar with the structure of the
simple present tense by recognizing phrases and patterns in English.
• Increase students’ confidence in using English, reducing the fear of making mistakes and fostering
fluency in communication.
• Correctly apply the grammatical structures of the simple present tense, with an emphasis on the
conjugation of third-person singular verbs and the use of adverbs of frequency such as always,
usually, sometimes, never, among others.
This activity allowed students not only to memorize grammatical structures but also to understand
how to apply them in their daily lives, promoting functional and practical English learning .
CONTEXTO DE IMPLEMENTACIÓN
The activity took place at Santa Teresa de Jesús School with a group of 24 eighth-grade students,
ranging in age from 13 to 16.
The classroom where the session was held was organized in rows of six students, which facilitated
interaction and work in pairs or small teams. However, it was observed that the classroom lacked
visual resources such as posters with English vocabulary or key phrases that could have reinforce
learning. Despite this, the teacher to compensated for the lack of materials with a dynamic
methodology and teaching strategies that promoted active participation.
From my perspective, the students showed significant differences in their English proficiency. Some
found it easier to express themselves and understand the language, while others struggled,
particularly with third-person verb conjugation and the proper use of adverbials of frequency.
FORMATO DE DIARIO DE CAMPO INMERSIÓN – INVESTIGACIÓN
ESCUELA DE CIENCIAS DE LA EDUCACIÓN
A varied level of interest was also evident within the group; some students were enthusiastic and
engaged, while others seemed more reserved or distracted. However, as the class progressed and the
activities became more dynamic, the attention of most students was captured, and they became
progressively involved in the proposed activities.
Another relevant aspect of the implementation context was the learning environment created by the
teacher. It was observed that his motivating and empathetic attitude contributed to building trust
among the students, which facilitated their willingness to participate without fear of making mistakes.
Finally, the activity was implemented in an environment conducive to learning, where the teacher
was able to adapt to the classroom conditions and the students' needs, promoting an inclusive and
participatory environment.
FASES DE PLANEACIÓN DE LA ACTIVIDAD A DESARROLLAR EN EL CONTEXTO DESCRITO
The activity was carefully planned in three main phases, ensuring that each phase would contribute to
the achievement of the learning objectives.
Preparation and Design Phase
To Before implementing the activity, the teacher carried out detailed planning that included the
following aspects:
• Content Selection
The topic "Actions I Do Every Day" was chosen because of its relevance to the students, as talking
about daily routines is an essential skill in English communication.
The teacher determined that the section would focus on the use of the simple present tense,
emphasizing third-person verb conjugation and the use of adverbials of frequency.
• Objective Definition
Clear objectives were established, focused on improving oral and written production, listening
comprehension, and fluency in using English in real-life contexts.
• Design of Materials and Resources.
Since the classroom did not have many visual resources, the teacher prepared materials such as:
Illustrative images of daily actions to encourage the association between vocabulary and context.
Cards with adverbials of frequency to facilitate the construction of complete sentences.
FORMATO DE DIARIO DE CAMPO INMERSIÓN – INVESTIGACIÓN
ESCUELA DE CIENCIAS DE LA EDUCACIÓN
• Selection of methodological strategies
To ensure a dynamic and effective activity, the teacher employed an active learning approach, using
strategies such as:
• Activating prior knowledge through guided questions.
• Role-playing and pair work to encourage communication in English.
• Matching games and visual activities to reinforce vocabulary and grammar.
DESCRIPCIÓN DEL DESARROLLO DE LA ACTIVIDAD PLANEADA
Describir el momento inicial The class began at 10:00 am with a time to remember, as the teacher
usually calls it. They reviewed a little about our daily routines so that
each student could become familiar with this vocabulary and
associate it with their daily lives.
The teacher continued with a listening activity. Students had to write
down some daily routines in the order the teacher spoke, according
to chronological order. For example:
Teacher: wake up
Students: had to write down what they heard, what this phrase
referred to, first.
Teacher: go to school
Students: had to put this phrase second because that was the order
in which they heard it.
Teacher: take a shower
Students: had to put this third because that was the chronological
order in which they heard it.
The teacher introduced the simple present tense, explaining its use
with clear examples and conducting listening and association
exercises. He also worked on adverbs of frequency, allowing
students to identify how to modify the meaning of sentences based
on the frequency with which an action is performed.
At this stage of the class, the teacher showed them some images
Describir el depicting actions they perform daily. Based on this, the teacher
desarrollo de la sesión o showed the image of waking up, and the students had to say, "This
proceso means waking up," but speak it in English. For example:
Teacher: Showed an image of a boy wake up.
FORMATO DE DIARIO DE CAMPO INMERSIÓN – INVESTIGACIÓN
ESCUELA DE CIENCIAS DE LA EDUCACIÓN
Students: The students said, "This means waking up," but in English.
Teacher: Showed an image of a girl take a shower.
Students: The students responded, "This means take a shower," but
in English.
This was done so that each student would become familiar with the
vocabulary and actions I perform daily. Each student would be able
to use each of these phrases in their daily lives, and through this,
recognize what each image means and how to pronounce each thing.
Next, he played a game with the pictures he had. He distributed
them around the classroom, and the students who had the pictures
had to ask their classmates who didn't have them what that action
was, and the classmates had to answer it as everyone participated. In
other words, dialogues were held in pairs, in which students asked
and answered questions about their routines.
He continued by implementing an association game, where students
had to match verbs with the appropriate adverbs of frequency.
Finally, he dismissed the class, saying these phrases in English: "The
class is over, see you next class, have a nice day," and each student
repeated these phrases.
The teacher used a variety of teaching strategies to facilitate content
Describir las estrategias appropriation and ensure meaningful learning in the teaching of the
didácticas desarrolladas por topic Actions I Do Every Day.
el docente en formación y
cómo éstas favorecen la These strategies were carefully selected to address students'
apropiación y el aprendizaje different learning styles and promote understanding of the simple
de los fundamentos present tense, adverbs of frequency, and the construction of
disciplinares trabajados sentences in English related to daily routines.
Some of the strategies implemented and how they contributed to
student learning were:
1. Activating Prior Knowledge
To begin the session, the teacher used questions directed at students
to activate their prior knowledge about daily activities and familiarize
them with the topic.
Questions such as:
• How do you say wake up?
FORMATO DE DIARIO DE CAMPO INMERSIÓN – INVESTIGACIÓN
ESCUELA DE CIENCIAS DE LA EDUCACIÓN
• How do you say when are we going to sleep?
• What does do homework mean?
This activity allowed students to begin to relate the content to their
own experience.
2. Use of Visual Materials.
The teacher used images as key tools to reinforce understanding of
the topic.
Images of people performing daily activities such as waking up,
brushing their teeth, eating breakfast, going to school, among
others, were presented.
Each student was asked to describe the action in English.
• Image: A boy wake up
or Student: The boy is wake up
This visual approach helped students connect words with their
meaning more effectively, which promoted vocabulary retention and
correct grammatical application.
3. Cooperative Learning through Pair and Group Activities
The teacher implemented pair and group activities to encourage
interaction and collaboration among students.
Through role-playing, students practiced dialogues in which they
asked and answered questions about their daily routines.
Example of pair interaction:
• Student A: What is the girl doing?
• Student B: The girl take a shower
Working in pairs facilitated speaking practice in a less intimidating
environment, allowing students to correct each other and improve
their fluency without fear of making mistakes.
FORMATO DE DIARIO DE CAMPO INMERSIÓN – INVESTIGACIÓN
ESCUELA DE CIENCIAS DE LA EDUCACIÓN
ARGUMENTACIÓN
Analizar cómo los procesos Educational processes not only impact student learning but also play
influyen en las relaciones a fundamental role in academic, personal, and professional
académicas, personales y development.
profesionales que se dan en el
ámbito educativo del docente During the observation and implementation of the "Actions I Do
en formación Every Day" activity, it was evident how the planning, execution, and
evaluation of the session influenced these three areas,
strengthening pedagogical skills, communication competencies, and
relationships with students.
1. Influence on Academic Relationships
From an academic perspective, the teaching-learning process not
only benefits students but is also an opportunity for growth and
reflection for the teacher.
Through session planning, a greater understanding was gained of
the importance of designing appropriate teaching strategies for each
group of students, taking into account their English proficiency levels
and their level of interest in the subject.
One of the most relevant aspects of this process was the ability to
adapt. As the activity progressed, I realized that some students
struggled with the third-person conjugation of the simple present
tense, while others quickly grasped the topic. This difference in pace
allowed the teacher to adjust his explanation in real time, offering
additional examples and using differentiation strategies to address
all students.
Furthermore, the teaching process strengthened the academic
relationship between the teacher and students, as a collaborative
learning environment was evident. Communication was key to
clarifying doubts and reinforcing understanding of the content.
Students felt motivated to participate, which generated a constant
exchange of ideas and made learning more meaningful.
2. Influence on Personal Relationships
The teaching process also has a significant impact on the teacher's
personal relationships, as constant interaction with students
requires effective communication, empathy, and group
management skills.
During the observed session, it was evident that the teacher's
attitude directly influenced student participation and engagement. A
FORMATO DE DIARIO DE CAMPO INMERSIÓN – INVESTIGACIÓN
ESCUELA DE CIENCIAS DE LA EDUCACIÓN
positive and motivating environment allowed students to feel
comfortable practicing the language without fear of making
mistakes. The relationship established within the group was not only
one of authority and instruction, but also one of guidance and
support, which generated greater trust between students and
teacher.
AUTOEVALUACIÓN
Aspectos en los que usted The teaching-learning process is a path of constant growth and
como docente en improvement, in which teachers must evaluate their strengths and
formación considera que recognize those aspects they need to work on to optimize their
debe trabajar para su performance in the classroom.
mejoramiento
After observing and implementing the "Actions I Do Every Day"
activity, several key points were identified that require further
exploration to continue improving as a future English teacher.
1. Strengthening classroom and time management
One of the aspects identified as a challenge was classroom
management, particularly regarding the allocation of time for each
activity.
Although the session was dynamic and allowed for active student
participation, at times it was observed that certain activities took
longer than planned, which limited the time available for final
assessment and feedback.
To improve in this area, it is essential to:
1. Design a more precise class structure, establishing specific times
for each phase of the session.
2. Practice flexibility in teaching, learning to adjust the pace of the
class based on students' level of understanding without affecting the
overall planning.
3. Implement visual cues or timers to mark the start and end of each
activity, avoiding extending one exercise to the detriment of
another.
Efficient time management will ensure that each phase of the
session runs smoothly and that students have sufficient time to
FORMATO DE DIARIO DE CAMPO INMERSIÓN – INVESTIGACIÓN
ESCUELA DE CIENCIAS DE LA EDUCACIÓN
practice, reflect, and receive feedback.
EVIDENCIAS
Registre el link del drive del
archivo de evidencias de la
sesión o proceso. Estas https://drive.google.com/file/d/
pueden ser: fotografías de 1TDJcCXAKXP4boQ746DzZZnz2uMNk99Wt/view?usp=drive_link
los trabajos realizados por
los integrantes de la
comunidad educativa,
listado de asistencia a
clases, encuestas,
entrevistas, fotografías y/o
videos (tener en cuenta el
consentimiento informado
para fotografías y/o
videos)
INFORMACIÓN GENERAL
El DIARIO DE CAMPO constituye una de las herramientas predilectas para sistematizar
experiencias e investigaciones que generan un volumen considerable de información; permite la
consignación sistemática de las observaciones, experiencias, vivencias y percepciones que se
tienen de los actores participantes.
Analizado por autores como Latorre, 1996 y Martínez L, 2007 como instrumento de formación y
estrategia didáctica, en la práctica pedagógica se constituye en una herramienta que desarrolla la
observación y el pensamiento reflexivo. El registro de información en el Diario de Campo debe
estar apoyado con el resultado de ejecución de las actividades planeadas para describir el
desarrollo de la clase, las impresiones y emociones que se dieron antes, durante y después de
cada sesión de las prácticas pedagógicas.
El docente en formación deberá tener en cuenta la bibliografía sugerida para la elaboración del
diario de campo (Véase Martínez L, 2007. La observación y el diario de campo en la definición de
un tema de investigación. Disponible en el siguiente enlace https://www.ugel01.gob.pe/wp-
content/uploads/2019/01/1-La-Observaci%C3%B3n-y-el-Diario-de-campo-07-01-19.pdf)
INSTRUCCIONES DE DILIGENCIAMIENTO
IMPORTANTE: Este formato debe ser diligenciado en procesador de texto y tener en
cuenta información adicional.
Los estudiantes que presentan este documento son responsables de la información aquí
consignada en cuanto a su carácter inédito, autenticidad y respeto de la propiedad
intelectual.
FORMATO DE DIARIO DE CAMPO INMERSIÓN – INVESTIGACIÓN
ESCUELA DE CIENCIAS DE LA EDUCACIÓN
PROPÓSITO DE LA Describir claramente los objetivos y/o propósitos de la actividad de
ACTIVIDAD inmersión o de investigación
CONTEXTO DE Describir la comunidad participante, edades, características especiales y
IMPLEMENTACIÓN observadas y el contexto de la I.E. y/o comunidad étnica
FASES DE Describir las fases planeadas para la implementación de la actividad de
PLANEACIÓN DE LA inmersión o investigación
ACTIVIDAD A
DESARROLLAR EN EL
CONTEXTO DESCRITO
DESCRIPCIÓN DEL Registrar la información de los ítems orientadores en este espacio
DESARROLLO DE LA
ACTIVIDAD PLANEADA
