QUESTIONS

PAIR EVALUATOR
2023
Presentation

The Peer Evaluation Interview is a professional conversation instance that seeks to promote
the reflection and dialogue among peers, around their pedagogical practices. It is based on the Framework for the
Good Teaching1 (hereinafter MBE), which establishes the standards for pedagogical practices at the level
national. The interview aims to be an invitation to generate a professional dialogue among peers through the
They can review and reflect on specific teaching practices, collected through them.
questions that make up this interview.
QUESTION 1
Framework for Good Teaching (comdn)
Criterion A2: Knows the characteristics, knowledge, and experiences of their students.
Descriptor A.3.2: Knows teaching strategies to generate meaningful learning.
Descriptor C.2.1: Structure learning situations considering knowledge, interests and
student experiences.

1.- AI to plan their classes, how does it incorporate the different characteristics of the students present
in their classroom, to encourage their learning?
The MBE proposes that the knowledge of our students is important when incorporating their
Characteristics in the preparation of the teaching-learning process. What characteristics
specifically? The MBE indicates its level of development, its learning needs, its context
sociocultural and that of their families, their national, ethnic origin, or others. The incorporation of the characteristics
of our students to the teaching-learning process and the appreciation of the present differences
in the classroom, in addition to achieving more meaningful and close learning, it encourages the appreciation
of diversity and the understanding of society as a multicultural space. In this way,
we favor the development of a teaching-learning process that supports the construction of a
inclusive school, in the context of regulations that promote it in the national educational system and in the
society in general.
How do we incorporate the characteristics of our students in the preparation of the process of
teaching-learning?
For example, by designing learning and assessment strategies catering to the diverse
needs of students. Both in relation to the barriers to achieving learning as well
also talents, generating learning situations that allow students from diverse
characteristics, interact collaboratively, enhance their development, exchange interests,
experiences and knowledge.

IN-DEPTH QUESTIONS:
1. Considering the diversity you observe in your classroom, what characteristics of your students
What do you consider when planning your classes?
To know the level of development of our students, their learning needs, their context
sociocultural and that of their families, among other aspects, is relevant, since it makes it possible to incorporate
these characteristics to the teaching-learning process in order to achieve meaningful learning
and relevant to the context. Adjust the current Curriculum through the design of various strategies and
learning and evaluation instances provide all our students with opportunities to
learn according to their characteristics. In this way, recognize and value uniqueness and diversity
of our students, contributes to promoting the understanding of school and society in general as
a multicultural and inclusive space.

2. Tell me about a specific situation in which planning took some characteristics into account.
his students.
In order for all our students to learn, it is necessary to plan teaching strategies.
learning relevant to the guidelines and curricular objectives and appropriate to the context in which
We teach. In this way, the teacher considers various experiences in the design of teaching.
of learning relevant to the Curriculum and takes into account the diversity of students present in the
classroom, in order to generate meaningful learning experiences that develop competencies of
higher order in their students. On the other hand, when the teacher selects resources for their classes
appropriate materials and technologies according to the context and relevant to the learning objectives, contributes to the
development of competencies that allow their students to use information applied to objectives
of learning, developing the necessary skills to navigate the digital environment. From this
way, for our students to progressively advance towards achieving the goals of
learning and to foster the development of higher-order competencies, it is necessary: to propose
varied teaching strategies to achieve the same objective, considering the diversity of students
present in the school, addressing the different learning needs by making adjustments
curricular, if required, and include in the design of teaching individual activities and spaces for
collaborative work.

3. What was the specific learning you wanted to achieve?

In this question, you must respond about some significant and contextualized learning towards the
student, for example;
Use TikTok to dramatize plays.
Use Instagram to create bios
I use their musical tastes to conduct listening activities. Etc.

4. Thinking about that specific situation or one of those situations you mentioned, in what way
Do I take advantage of the characteristics you mentioned to enhance that learning?
AI uses the characteristics of my students to make learning much more meaningful.
This is where the student relates what they already know with new knowledge, which involves the
modification and evolution of the new information, as well as the cognitive structure involved in the
learning. It also consists of understanding, elaboration, assimilation, and integration into oneself of
what is learned. It also combines cognitive and affective aspects and thus personalizes learning.

5. Do you think what you did helped or did not help the learning you were working on with your...
students? Why?
In order to enhance learning, we need to connect the content with the real and individual experience of
the students, with their interests and needs. For this, it is essential to make them participants, allowing them
let them play with knowledge and content, bring them into their context, and seek possibilities.
Here, the professor's empathy and the art of questioning are a key piece to enter the world of
the students, and then pose hypotheses, simulated situations that may occur in their lives and see
how to apply the acquired knowledge to them. Stimulate the student's creativity so that
establish the links between the information presented and your experience, it also helps to make
relevant to learning. Favoring the observation of details, driving the discovery of
hidden or infrequent aspects, enhancing the search for differences, the gaps,
inconsistencies, the exceptions.

Formative notes: characteristics of the students: it refers to characteristics of different

nature, for example, family, cultural, tastes, interests, health history, skills
in some area, learning needs, socio-emotional, etc. Students can
present some characteristics that differentiate them from each other, as well as others that they share or that
They are common to all of them. Knowing and valuing the diversity present in the classroom enriches the
teaching and learning process, allowing teachers to ensure opportunities
equitable for the learning of their students.

What strategies do you use to teach the same content to students with different levels of knowledge?
or skills?
The content of the class is treated with conceptual rigor and is understandable for the students.
The first strategy is to conduct a study of the class as a group and of the different cognitive levels of the
members of the same, in order to establish different groups depending on their needs.
Can I form groupings by cognitive levels at some point, or may I need to take advantage of the...
differences in class levels by combining them in groups with different levels.
After reflecting on the possible reasons for the existence of level differences in the classroom, we can
stop to reflect on the different stereotypes of students and the attitudes that, as teachers,
we must adopt in order to direct teaching towards a common goal.
Once the necessary measures are taken, I create a cooperative class dynamic in which all members
will bring different values, skills, and knowledge. This work dynamic will develop over time.
it will end up internalizing in the daily conduct of the class until it becomes a routine and a discipline.
In addition, I use strategies to deliver the information and the way my students perceive the information.
(personalization, auditory, visual or tactile information)
I provide different options and support to carry out the process of the task to be performed or of the learning.
I give options to work individually or in groups, this is because we often see how there are
students who are motivated to work individually while others are only motivated to work in groups, to
what motivates them to be the leaders and those who prefer to have someone tell them what to do or work together
to others.
Although the trend is to think that the difference in levels in the classroom is a negative factor, we must, once
we have come to realize that it is more of a norm than an exception, trying to bring it to our ground
and thinking of it as an ally, that is, learning to take advantage of those level differences and differences of
linguistic and non-linguistic skills

1. a.- Could you tell me about a strategy used to teach the same content to students with different
levels of knowledge or skills?
SUPPORT ACTIVITIES AT DIFFERENT LEVELS a)
On one occasion, I had to conduct a language class where my students had different levels of proficiency.
knowledge related to linguistic exponents (Exponents are, just like thesentences,units
abstract and theoretical, and their interpretation depends on their structure and vocabulary. Their description and analysis
they are made in termsof communicative intentions.The form they adopt is linked to conditions of the context.
(oral language, written language; colloquial style, careful or protocol style, etc.)
The activities carried out to support those students who have a lower level were:
• Teach the new linguistic exponents, vocabulary, or structures beforehand.
• Make use of audiovisual elements, photos, drawings, graphics, before reading or writing.
• Translate listings of words that appear in the text.
• Deliver the audition text to the students.
• Correct a previous draft before finalizing it.
• Encourage the use of dictionaries.
• Pair the higher-level students with the lower-level ones.
• Give time to think and respond before the debate, the role play, or the activity.
• Allow taking notes before speaking.
• Valuing the effort they make.

In order to meet the needs of those students with higher levels while we take care of the
which have a lower level, some of the following could be carried out:
• If they finish soon, write the new vocabulary on the board, or expand the list with words from the same.
semantic field.
• Write a summary or questions about the text.
• Draw the characters.
• If they are true/false activities, add why? or why not?
• Deliver error correction codes of the type ORT = spelling, GR = grammar, OP = order of the
words, PUN = punctuation, etc. for them to correct.
• Increase the word limit of the written assignment.
• Classify the characters according to their relevance and defend their opinions.
• In production activities, prohibit the use of words like beautiful, to like, etc.
• Write a summary with the beginning or the end already written.
• Have the students record themselves and correct themselves.
• Develop an interpretation of the story.
2.b.- Why do you use the mentioned strategies to teach the same content to students with different...
levels of knowledge or skills?
I use this strategy because my daily goal is to ensure that all the students in my class are able to master
all the course content, even though the tendency is to think that the difference in levels in the classroom is a
negative factor, in my understanding I believe that the difference in levels and skills is a positive factor to try to bring it to
Our land and thinking of it as an ally implies a different way of working that will bring many benefits.
more benefits than problems.
The current educational reality is that every class is made up of a set of individualities, with deficiencies,
different needs, attitudes, and expectations, it is reasonable to think that as managers of this we must offer
different challenges suitable for each of the students in the group so that they can progress
agreement with your possibilities.
These strategies create work dynamics in which students can help each other and assist the teacher.
to address the diversity of levels; in addition to adapting the materials to the reality of the classroom.
Take advantage of the different skills of the group members to alleviate the differences in levels, that is,
to resort to skills that go beyond linguistic knowledge.
By making use of the linguistic and non-linguistic resources of the different components of the group, one can
to achieve that a greater number of students are able to participate and contribute information, with the resulting effect
positive for the individual self-esteem of the group members and for the cohesion of the group as such. In other
words, what I achieve is that some students help others and that it is not always the more capable ones who lead.
group.

QUESTION 2
Framework for Good Teaching (comdn)
Descriptor D.1.2: Critically analyze your teaching practice and reformulate it based on
learning outcomes of their students.
Criterion D.2: Builds professional and team relationships with colleagues.

2.- How does collaborative work with your classroom team or other colleagues or professionals,
Has it allowed you to address any situation that has interfered with the well-being of children?
Describe a specific situation.

In collaborative work, a process of co-construction of knowledge occurs, where the knowledge

and teachers' experiences are fed back, discussed, and reformulated, generating new proposals
for improvement. AI proposals validated by the collective, the teachers feel more secure
implement them in the classroom, promoting the innovation of their pedagogical practices.

IN-DEPTH QUESTIONS:

1.- Thinking about that situation where I work with other professional colleagues, what was the difficulty,
challenge or achievement in the learning of their students that they sought to address?
Analyze with other colleagues or professionals a situation related to the learning of young children.
students refers to accounting for the analysis process, which goes beyond a conversation or a
exchange of ideas, explaining how they were asking questions about the causes and consequences
and other components that may influence that learning situation, contrasting their points.
from a viewpoint, explanations or hypotheses.
2.- Thinking about the analysis you made of the situation, what questions did you ask? Respond with
questions related to the analysis.
Respond with questions according to the analysis.
3.- What background or evidence of their students' learning were they considering?
The evidence of pedagogical practice refers to what teachers have done with students.
the students, such as descriptions or records of the implemented strategies, the achievements or difficulties
What have they had in their practice in relation to this situation related to learning about which
they work, etc.
4.- What background or evidence of your own pedagogical practice were you considering?
The evidence of the learning of the students reflects what they say, do, think, or create.
the students, as concrete results about Io that they are capable of doing, descriptions of the
their learning, observations of behaviors, performances, difficulties and/or achievements,
etc.
5.- What explanations were raised in relation to that situation? What new points of view
were they suggested?
Addressing the acquisition of new pedagogical knowledge in accordance with their collaborative work.

6. -Based on what you have told me, how did working with others help you to deepen your...
understanding of the learning situation
Always positive and why it helped to understand the learning situation.

QUESTION 3
Framework for good (common) teaching
Criterion B.1: Establishes a climate of acceptance, equity, trust, solidarity, and respect.
Descriptor B.1.4: creates an environment of respect for gender, cultural, ethnic, and socio-economic differences
economic.

3. IN CHILE, AS IN OTHER COUNTRIES, GENDER STEREOTYPES ARE REPRODUCED IN CLASSROOMS; FOR

EXAMPLE, IN INTERACTIONS WITH STUDENTS, IN THE PEDAGOGICAL RESOURCES USED,
IN THE TEACHING OF CONTENTS, ETC. IN THAT CONTEXT, HOW ARE THE
GENDER STEREOTYPES IN YOUR CLASSES?

Among the aspects that can affect the teaching and learning of students, one topic
relevant are gender stereotypes or biases. These are preconceived ideas and judgments based on the
social-cultural construction of gender that determines the characteristics and roles that they must have
men and women independent of age, based on the sex with which one is born. These judgments are
should be "that determines norms of behavior, roles and ways of being, styles of
participation in public and private spaces, all of which limits their learning capacity,
growth and wholeness. Therefore, the role of teachers and educators is key to detect and
react to those stereotypes that can interfere with learning and development
students.

IN-DEPTH QUESTIONS:

1.- Specifically regarding gender stereotypes, what situation have you observed in your
Classes? Describe one.
In religion, the gender stereotype dates back to biblical times, where it was justified
subjugation of women.
When I have talked with my students about family, commonly, especially the men say
that 'the man rules the house because he brings in the money' and 'Women have to do the things of the
house no more.
I have told them that all of us can do the same tasks, work outside the home, clean,
making beds etc. It's not only women's work, and these days there are many women who work.
outside the home and men dedicate themselves to household chores.
Therefore, when we carry out activities that use concrete material, for example: in a job
In groups, they had to build a model, the girls and boys cooperated with the order and cleanliness of the classroom.

2.- Why does that situation you told me about relate to gender stereotypes?
I know my students and I know that the boys, as they did at the beginning, after working with
concrete material was left all over the tables and on the floor. This made it clear that above all
males have learned roles from their homes, that's why I always try to make them work
collaboratively between girls and boys.
There is a study from SERNAM 2009 called Gender Analysis in the Classroom that revealed that the classroom
Chilean is not free from prejudices and stereotypes, which are transmitted through what is done.
In general, this study observes that many of the characteristics observed in the classrooms hinder
equitable learning between men and women.

3.- What do you do to avoid reproducing these gender stereotypes in the classroom? Describe a situation.
specific.
I permanently create spaces for reflection with my students about gender stereotypes,
especially how roles are changing nowadays and to teach them tolerance and respect for
the others.
When I do group work, I make sure that they are mixed and work within a framework of
respect and equality, taking into account that everyone has the same abilities. Everything I have said
their planned and intentional actions for my students to internalize that men and women
they have the same capabilities, skills, possibilities, and responsibilities. It is for this reason, that
I constantly take actions to make my students question stereotypes.

4.- How do you think this helps to avoid gender stereotypes instead of reproducing them?

Through planning and intentional activities for girls and boys to be able to work on
set, incorporating their needs and interests so that they act in the same way, indicating to them
as long as everyone has the same skills and abilities, so they understand that learning
and having knowledge does not have a specific gender and everyone can achieve learning
integral.
I am always talking to my students about values and respect for oneself and for others.
about tolerance and acceptance.