Clase muestra de secundaria Inglés Indepedencia

English Class Introduction

The instructor introduces himself and sets the rules for the English class.

Instructor Introduction

• The instructor, Dan, introduces himself as being from Pijuana and residing in Kuwait, Latin, Mexico City.

• Three important rules are established: respect for others' English proficiency, participation by raising hands, and having fun in class.

• Emphasis is placed on respecting oneself, adults, and teachers while encouraging active participation without interruptions or distractions.

Class Experiment Setup

The instructor initiates a classroom experiment involving student selection and team formation.

Student Selection Process

• Students are asked to identify themselves as intelligent, smart, brave, or attractive before selecting five team members including one teacher.

• Further instructions are given for selecting additional team members to form complete groups for the experiment.

Team Formation Instructions

Detailed instructions are provided for organizing teams and assigning roles within each group.

Team Organization

• Teams are finalized with specific member counts and arrangements made under the instructor's guidance.

• Students are instructed to prepare their workspace by placing backpacks aside and keeping only essential items like iPads and notebooks handy.

Role Assignment Guidelines

Roles such as captain, sub-captain, searcher, note-taker, council member, and Spanish watcher are explained for effective teamwork.

Role Definitions

New Section

In this section, the instructor is assigning roles and responsibilities to team members for a project.

Assigning Team Roles

• The instructor asks for a team name and designates the captain to control team decisions.

• Responsibilities are assigned: internet research for problem-solving, note-taking, and acting as the team spokesperson.

• Specific roles are given: Spanish watcher ensures language compliance, while creativity in naming is encouraged.

New Section

The instructor initiates an individual task related to interpreting images projected on an iPad.

Interpreting Images Task

• Individuals analyze and interpret pictures projected by the instructor.

• Participants write down their interpretations of each picture independently without sharing with others.

New Section

A quiz-like activity is conducted to test knowledge on states of matter.

Quiz on States of Matter

• Participants are asked about the three states of matter for points.

• Correct answers earn points; solid, liquid, and gas are identified as states of matter.

New Section

Discussion on whether elements can be separated in compounds like salad or lemonade.

Separation of Elements

• The concept of separating elements in compounds like salad is introduced for discussion.

Hypothesis and Theory Exploration

In this section, the instructor introduces the concepts of hypothesis and theory to the students, prompting them to discuss and define these terms.

Understanding Hypothesis

• A hypothesis is introduced as a key concept in understanding if elements can be separated.

• "What do you think hypothesis means?"

• The class is tasked with defining hypothesis through team discussion.

• "What does hypothesis mean? Video?"

• Students are encouraged to articulate their own definitions of hypothesis.

• "Tell me in your own words the definition."

• Pronunciation of 'hypothesis' is practiced, leading to varied interpretations.

• "How do you pronounce it again?"

• The importance of listening and teamwork in understanding hypotheses is emphasized.

• "When somebody speaks, we listen."

Exploring Theory

• The instructor transitions to discussing theories after exploring hypotheses.

• "What is theory?"

• Differentiating between types of theories is highlighted.

• "It's a non-usage type theory."

• Students are prompted to share their understanding of theories with the class.

• "Everybody has the definition of by-fotuses."

Experimentation and Application

This segment focuses on practical application through experimentation with gas, liquid, and solid elements.

Conducting Experiments

• The necessity of experiments for proving concepts is stressed.

• "In order to prove something, we need to conduct an experiment."

• Students are instructed to investigate soda pumps as part of an experimental task.

• "Investigating your iPad. What do you know about soda pumps?"

Collaborative Learning

• Individual research on soda pumps leads to group sharing for collective learning.

• "Second, when you finish, ask a group, share your ideas."

• Emphasis on selecting and presenting the most valuable information enhances communication skills within teams.

• "Leave only the six best."

New Section

In this section, the speaker emphasizes the importance of investigating information sources and sharing ideas with the group.

Investigating Information Sources

• The speaker encourages individuals to investigate information sources such as eye bags by seeking various references like family members, television, friends, radio, or articles.

Sharing Ideas with the Group

• Participants are urged to share their knowledge about a journal and present their best ideas to the group within a limited time frame.

New Section

This part focuses on presenting ideas to the class and discussing team opinions on soda pop.

Presenting Ideas to the Class

• Participants are prompted to share their thoughts and ideas with the class.

Discussing Soda Pop

• The speaker inquires about what each team has to say regarding soda pop, emphasizing discussion and engagement.