Академический Документы
Профессиональный Документы
Культура Документы
2017
Education School
Emphasis in Science
INTRODUCTION
This pedagogical proposal named What if…? Is developed at Gimnasio Los Andes
School with third grade in Science class during 2017. The proposal pretends to use the short
The purpose of this project is to generate experiences for children which permit the
link between science class and the real problems that we have in our society, not only the
natural ones.
TABLE CONTENT
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CHAPTER 1
Taking into account that Teaching for Understanding is used in Gimnasio Los Andes
School to reinforce learning processes stimulating the own knowledge construction “a través
page), is relevant to raise the development of problem situations that generates this kind of
said, “tienen puntos de conexión con las teorías y prácticas pedagógicas que estimulan la
Some benefits of working with workshops are that their provide integrative and
significant learning to students to improve their thought, that they would autonomous, that
they explore alternatives from different points of view, that they can communicate reasonably
children of third grade and Science class of fifth grade of Gimnasio Los Andes School, for the
methodology.
- To know the problem situations develop raised by the teacher of ciclo intermedio
- To design and develop classroom workshops that evidence the problem situations
- To evaluate the workshops developed during 2017 and its relevance at school
How can we develop classroom workshops in Science class in English during 2017
with children of third grade and Science class of fifth grade of Gimnasio Los Andes School,
for the implementation and formulation of problem situations raised for the school as a
learning methodology?
CHAPTER 2 CONTEXT
This proposal is developed during the 2017 in Bogotá, Colombia, a Latin country
governed by Juan Manuel Santos as the president and Enrique Peñalosa as the mayor. And
with students of third and fifth grade at Gimnasio Los Andes School. The school is located in
the north of Bogotá, the address is Av. 209 No 45-80.It is a county school that offers
Gimnasio Los Andes mission is based on an integral education which helps students to
construct their own knowledge trying to transform the context in a good way for people. On
the other hand their vision said that in 2018 they are going to be a leader school known for its
quality and its contribution to the national education (taken from GimAndes Official page).
Gimnasio Los Andes uses a different schedule organized in 6 days and it moves
during the year because they have only five days of class during the week. For example, if
Monday starts with day 1, next Monday is going to be day 6 and Tuesday day 1. This is
something difficult for teachers in training because their practicum day is always Thursday so
Understanding, method which goes beyond of the simple tour through the different learning
objects and stimulates the knowledge construction through collaborative inquiry processes”
(Taken from GimAndes official page). This educational method is one of the best to me
because it shows the importance of the appropriation of learning and the importance of its use
Also Gimnasio Los Andes is implementing a new bilingual program which is “focused
to our students and graduate people could be active part of the global world culture, at the
same time that we, with our virtual learning classrooms, extend the physical frontiers of the
The school is divided in education cycles according to the grades in this way:
coupled by teacher Adriana Hernández who is the titular teacher of science in one 3rd grade
Gimnasio Los Andes School work during third and fourth grade a problem situation
which “es la producción académica y didáctica, para contextualizar los contenidos vistos en
With Miss Adriana Hernández is defined the decision of working two projects, one in
Fifth grade and the other with third grade. According to that, is raised a pedagogical proposal
for Gimnasio Los Andes School, where problem situations would be developed in natural
science with third and fifth grade through classroom projects during 2017.
2.1 Mission
To propitiate the integral and structured education for our students, respecting and
stimulating the maturation of them processes to facilitate the knowledge construction and the
research in education and pedagogy that let us support a culture according to the challenges
The quality and the capacity of our partners, their participation in our continuous
improvement program and their commitment to the present and future PEI development,
consolidate our organization as a innovative and flexible institution that answer to the needs
2.2 Vision
because of its high level of competence and quality and for its decisive contribution to the
which is not just the use of the knowledge and the ability to use something, it is related with
the different applications of that knowledge and abilities to solve and understand different
(1999) said, are the principal goals in education but understanding can not be defined as diary
information or performance. “Understand is the ability to think and act flexibly from what
We can think understanding as an easy step of learning but that needs situations that
are not possible to solve with the information only or with the ability, this kind of situations
needs constructive and active process which involve that the situations shouldn’t be pretty
methodology when they plan the course and especially in the assessment plan because
Gimnasio Los Andes School work during third and fourth grade a problem situation,
this kind of situations are based on the problematic teaching characterized by having basic
scientific research.
- It should dry up formal knowledge to start a real research to solve the problem
“The goal of the problematic teaching (...) constitutes a methodological process where
students learn how to produce knowledge and it develops their cognitive ability and improve
their creativity and interest to research and they learn to deal with daily problems from an
Currently these kinds of problem situations are been worked in two ways: one
problem during a term and one during the year. The idea of this proposal is to develop them
3.3 CLIL
subjects, or parts of subjects, are taught through a foreign language with dual-focused aims,
namely the learning of content, and the simultaneous learning of a foreign language” (Marsh,
1994).
As I said in one of my diaries, “according to the bilingual education theory and CLIL
method, the idea is to use language (in this case English) and content at the same time and in
this method you teach content (in this case science) through a second language” (Parra,
2017).
CLIL can be used sometimes as “a cover term for bilingual education, cross-curricular
teaching, content-based teaching and English for Specific Purposes” (Jones, 2010, p. 5). Even
if the purpose is to develop both, language skills and content knowledge, we give more
importance to the content because language could improve through it supporting its
- Communication: Referred to the use of the language to learn and learn to use the
language
- Culture: Referred to the learning community of the class, the school, the local and the
country one.
To the development of this proposal it’s consider necessary to take into account CLIL
because of its quality to link language and content which is very important in this school. In
this moment they are in a process of becoming a bilingual school and usually this process is
understood as a translation and this could be and it is a problem for students because
sometimes they don’t comprehend what is the topic or maybe they do it but, according with
3.4 Workshop
connect the topic with the real life and also, to use them. Also the workshops help to improve
In the same way, workshops has a preoccupation with teamwork and autonomy, this
contributes to awake the interest in real problems and allows the finding of a solution and the
CLIL and Teaching for Understanding based on its similarities. For example problem
situation it’s based on teaching for understanding and it challenge students to analyze and
create solutions. In CLIL this is necessary too to active the knowledge and also contributes in
Workshops are a methodology that allows to work and to give solutions. Here exist
another connection with workshops and the problem situation; this kind of strategy is useless
to use problem situation in a better way because it give the possibility to do it in a continuous
As Nidia Aylwin said, “workshop is the most important activity from a pedagogical
process point of view because it contributes with knowledge and live experiences which
demand the relation between the intellectual and the emotional part and it involves an integral
formation of the students (Maya, 2016, p.1). This is very important in this proposal because
based on the observation made in GimAndes, and also talking with students and teachers
from other schools, the integral formation after preschool is almost null. The continuous
concern for the content and specific abilities for each area does not permit a real integral
“Through the workshop teachers and students challenge altogether specific problems
also looking for learning to be, learning to learn and learning to do in an integral way as is
appropriate in an authentic education or integral formation” (Bravo, n.d., p.4). For that reason
the activities during the workshops should challenge to solve problems that require the
connection between theory and practice and also they should permit an own way to be and
CHAPTER 4 METHODOLOGY
This pedagogical proposal is going to be developed with third and fifth grade in
workshops that generate greater coverage in its development to construct practical knowledge
in a collective way, which is the base of Teaching for understanding. The idea is to raise a
workshop during a class which connects the different competences to improve starting with a
problem situation.
4.1 Procedure
It will be made an inquiry process about the works made about problem situations and
pedagogical and social interactions inside third and fifth grades writing down the information
After that, it will be started the different workshops to be developed in both grades.
For that we are going to start remembering previous knowledge of the topic assigned by the
the class, and then is divided in four parts taking into account the CLIL model to plan:
- Engage: In this part the idea is to catch the attention of the students
- Study focus: In this part we study the knowledge and concepts that can help us
- Study practice: With that knowledge and our own experiences we try to solve
the problem in different ways. In this part is very important the team work
- Activate: Each group shows their results and after that we try to answer the
problem situation taking into account all the answers that we gave
- Consult through teachers, the area manager and documents at school about problem
situations work
- Observe the teacher during Science classes (English and Spanish) to understand
- Design and enforce lesson plans to recognize the previous knowledge of students
- Design and enforce lesson plans to identify social and thematic interests of students
which could improve the workshops development (third and fifth grade)
- Design and implement with the teacher and the students if third and fifth grade some
CHAPTER 5 ASSESSMENT
For this proposal the concept of assessment used is: “Assessment is a critical step in
the learning process (...) In order for students to gain a true representation of their
workshop, this because the importance that the feelings have and the development of the
workshops to improve the proposal and the relation with students and the teacher.
Also assessment is a part of the process of learning because it permits to check and
notice what is happening in order to be conscience of the teaching and learning process.
p.69). The survey give us information about the opinions of a group, in the case of the
The surveys were implemented on November 7th with the 4 grades that were involved
in the proposal implementation. A total of 56 students answered the survey (Annex 1).
As we can notice, the major parts of students who answer the survey are from 5A
grade and only 6 students from 3C grade. This is something that skew the results.
- The workshops by themselves: At the end of each workshop, students show the
construction that they do with a product, it could be written, a play, a discussion, etc.
This part helps to assess students and also the proposal because it permits the
talking about professional profile and praxis, Manotas and Parra (2016) said:
reflection and real transformation of the practicum. This is a personal and communal
process.
- Rubric: Koc (2015) citing The Teaching, Learning and Technology (TLT) Group
(2011) show us that they define a rubric as “an explicit set of criteria used for
assessing a particular type of work or performance” (p. 169). The rubric is used to
assess the proposal What if taking into account the goals of teaching science
according to the national Standards (MEN, 2014) and the four goals of bilingual
According with the four instruments used for the assessment of the proposal,
First, taking into account the surveys talking about what do they like about the
classes, they said that the way to explain, the methodology that involves the questions,
participation, team work; also that the activities complement the science classes, that I don’t
On the other hand, talking about what they wanted to change of the workshops, 32
students say that they don’t want to change nothing about the classes. The other ones mention
the tone of voice, different kind of activities and that the classes were outside the classroom.
Maybe one of the most important data is that 100% of students said that the
methodology facilitates them the learning process, the reason to that are the interaction and
communication, the different activities, the preparation, the way to explain, joyful, and the
intrigue during the activities. Also from 56, 53 students thought that the classes were
interesting and attractive, some common reason are that the topic and the way to teach were
interesting, the different activities, the expectative of the class and the interaction between
conversations with the Science teacher, Adriana Hernández, it was evident that the
workshops catched the attention of the students which shows the use of problem situations,
also class by class the students and the teacher comprehend the importance of questions, this
is something that was evident in the survey too (see Annex 2).
Something interesting also in this was that the way to assess the students was
something new for them because they used to be worried about the grades but as time went
by, they understood that the socialization at the end was the part we they could show what
they construct.
Now, taking into account the rubric which assess the workshops contribution to the
goals of bilingual education and natural science education goals too, it's possible to say that
the proposal answered to the majority goals totally encouraging the scientific thinking, the
way to value the science, to been active in a society and, for the case of third grade, which
include bilingual education, the cognitive, affective and linguistic development were good
Finally, parts of the assessment are the things to enhance. According to the
instruments, it's important the tone of voice and to develop more activities outside the
Also according to the rubric, the development of valuing science critically and the
ability to keep learning, which are science education goals in Colombia, and the cultural
enrichment (bilingual education goal) need to be improved because they were not clearly
REFERENCES
Alejandra Parra. (n.d.). Ponencia Paola Manotas - Alejandra Parra. Retrieved from
https://www.youtube.com/watch?v=iOsELAZVYx0
Betancourt, R., Guevara, L., and Fuentes E. (2011) El taller como estrategia didáctica,
http://repository.lasalle.edu.co/bitstream/handle/10185/7927/T26.11%20B465f.pdf;jsessionid
=4FF7D098C100C09A32EB8FC4EE39B225?sequence=%201
http://www.ascd.org/publications/curriculum_handbook/413/chapters/Bilingual_Education@
_Effective_Programming_for_Language-Minority_Students.aspx
http://acreditacion.unillanos.edu.co/CapDocentes/contenidos/NESTOR%20BRAVO/Segunda
%20Sesion/Concepto_taller.pdf
Diez C., (1998). La oreja verde de la escuela: Trabajo por proyectos y vida cotidiana
https://es.slideshare.net/floras07/proyecto-de-aula-2478829
Francés, F., Alaminos, A., Penalva-Verdú, C., and Santacreu, O. (2014) El proceso de
Ecuador. p.69.
http://www.gimandes.edu.co/web/colegio/vision-mision
Hernández S., Martínez M., & Rey E., (2008). El proyecto de aula como estrategia de
Bogotá
Koç, S., Liu, X., & Wachira, P. (2015). Assessment in Online and Blended Learning
Environments. IAP.
http://www.magisterio.com.co/articulo/el-taller-educativo-y-su-fundamentacion-pedagogica
http://www.mineducacion.gov.co/1621/articles-116042_archivo_pdf3.pdf
Caldas. Bogotá.
https://es.slideshare.net/floras07/proyecto-de-aula-2478829
The Importance of Assessment in Education - Video & Lesson Transcript. (n.d.).
assessment-in-education.html
Stone M., (1999). La enseñanza para la comprensión: Guía para el docente . Paidós:
Buenos Aires.
ANNEXES
As we can notice, the major parts of students who answer the survey are from 5A grade and
only 6 students from 3C grade. This is something that skews the results.
Recuento de ¿Por qué?
Por tu tranquilidad
Se hacía entender fácilmente
Al principio porque se ven temas más fáciles
Al principio porque se ven temas más fáciles
Porque sentía tranquilidad y seguridad
Porque cuando llegaste al verte pensé que eran fáciles
Porque la. Iencia me parece un poco difícil aunque me gusta
Porque cómo estás estudiando pensé que iban a ser difíciles
Te veías amistosa
Porque creo que las clases de ciencias no son tan difíciles como otras
Porque apenas estábamos comenzando tema y se nos complicaba mucho todo lo
que veíamos
Porque son temas que ya hemos visto
Porque se veía que ibas a hacer actividades chéveres
Porque cómo estás en la universidad debes saber mucho más que nosotros
Porque veía que eras más divertida y nosnibas a dejar más fácil las actividades d
Porque eres más calmada que la Miss
Porque de alguna manera la Miss las volvía fáciles
Porque pensé que ibas a ser como Miss Adriana que es muy difícil
Porque las actividades de ciencias siempre han sido fáciles y se nos facilitaba más
Porque se escuchaban fáciles de hacer
Porque se pasó de primaria a bachillerato es un poco más difícil
Porque eres de las más jóvenes de años profesores y pensé que iba a ser más
chévere
Porque se supone que era de los temas que estamos viendo
Porque no le veía tanta complicación a ciencias
Porque estamos viendo en el trimestre estaba fácil
Porque viene alguien de visita nos pone a salir y ya ha pasado
Porque me caes bien
por que todo era en ingles
Nos ibas a explicar mejor
se me facilita la ciencia y me gusta mucho
nos complementaban los temas ya vistos en clase
porque pense que nos iba a enseñar cosas dificiles
porque es una materia que me gusta mucho
porque me gusta mucho el tema y presto atencion y es facil
Es quinto
por que ciencias me gusta y me parece fácil.
PORQUE LA MISS NOS EXPLICA EL TEMA
Por que son muchos temas y me confundo mucho
porque para mi ciencias no es tan complicado
Se explicaban muy bien
Porque en inglés creía que sería difícil
los temas eran muy simples
Los temas eran simples
Siempre tenia la idea de que la iba a pasar muy bien en mi clase.
por los temas
Porque me gusta el colegio
POR QUE HAY TEMAS QUE ALGUNAS VECES SON MUY DIFERENTES
Porque en segundo me fue bien y pense que iba a ser parecido en tercero
Explica bien
PORQUE LA MISS EXPLICABA MUY BIEN Y NOS TENÍA MUCHA
PACIENCIA CUANDO HABÍA DUDAS
por que depronto cambiamos de tema que yo no se
porque ya habia practicado el tema
Porque era en inglés
mis papas decian que el colegio era la epoca mas chevere
Por que me gusta la materia
Porque en las primeras clases las actividades fueron fáciles
In this part is evident that ¾ of students taught at the beginning that the classes were
going to be easy and in the reason, we can notice that it was because of the personality and
way of being of the teacher, because of the topic and because of that the teacher is studying
and is young.
¿Por qué?
Porque aveces eran difíciles los temas
.
Porque va aumentando el nivel
Porque va aumentando el nivel
Explicación bien
Porque se mantuvo el ritmo de actividades chéveres
Porque me di cuenta que si te explican bien va a ser más fácil
No son tan difíciles pero tampoco son tan fáciles
Porque sí
No me parecían difíciles
Fuimos conociendo más los temas y te fuimos conociendo y tuvimos seguridad
Complementábamos
Porque has hecho varias actividades divertidas
Las clases son divertidas pero siguen sineod un poquito complicadas
Porque seguían siendo divertidas
Porque seguía igual
Yo seguí con mi opinión
Porque vimos cosas chéveres, fue divertido y pedagogíco y a prendí mucho
.
.
.
.
.
.
.
.
porque me sigues cayendo bien
ella se hace entender
entendi todo
ya que la mis y karina son personas la cual tu las entiendes muy faciles
como mencione anteriormente se complementaban los temas
porque ahora es facil
es un tema que entiendo y me gusta mucho
porque me interesa y se me hace facil
se puede entender
por que explicabas las clases bien.
ME GUSTA MUCHO SIENCIAS
Porque me di cuenta de que los temos que hemos visto son muy fàciles
porque finalmente fue fácil
No lose
Porque aprendí mucho y se me facilita la materia.
alguas se me dificultaban
Algunas se me dificultaron
Porque me gusta la clase.
eran mas difíciles de lo que parecian
Me gusta el colegio
LAS EXPLICACIONES SON CLARAS Y LOS TRABAJOS AMPLIAN LOS
CONOCIMIENTOS
Porque encontre muchas dificultades para comprender cuales eran mis tareas
Lo hacía bien
LA MISS EXPLICABA MUY BIEN. ERA MUY CLARA
por que antes de empezar el tema nos explican cual es
me iba bien
Fui entendido poco a poco
ciencias siempre me intereso
Por que la miss nos ayudo mucho y aprendimos.
Porque las actividades empezaron a volverse más completas las actividades aunque
fueron divertidas y te enseñaban
beginning of the classes and workshops. The ones, who answer that they thought that they
were difficult and they didn’t change of opinion, said that the classes were funny but a little
difficult.
As we can notice, the opinion of most students about the classes and workshops are
positive.
¿Por qué?
Por la tranquilidad y el ánimo
Porque me caes bien y Fas buenas explicaciones
Porque explicas bien y la participación es interactiva
Porque explicas bien y la participación es interactiva
Porque cuando exolicas, lo haces bien
Porque me ha gustado como dictas
Porque era muy buena explicando
Tú explicas bien
La clase es chévere
Porque me pareces divertida
Pues porque cimientos del tema conocimiento Pues tienes conocimiento del tema y
también pues te relacionas con nosotros para hacer la clase
Nos podías enseñar más cosas y nos enseñaban de otra forma
Porque se ve que tienes artos conocimiento de la tabla periódica
Porque enseñas bien y sabes bastante de los temas
Porque además de que eres divertida sabes explicar las cosas
Porque
Porque me gusta cómo trabajas y nos apoyas siempre
Porque son divertidas y aprendo mucho
Porque no has ayudado, además de que eres buena persona y tenemos confianza en
ti
Porque eres chévere y nos haces reír mucho
No sé
Porque cuando comprendí más el tema de ciencias me apareció que era mejor tener
clase contigo que con otras personas
Porque tú nos enseñaban muy bien y siempre hacías algo para divertirnos
Porque es chévere
Porque eres muy chévere
Porque ya nos hemos divertido arto, las actividades son chéveres
Porque eres buena en ciencias
por su forma de enseñar y su paciencia
eres super en ciencias
me parece que seria una muy buena persona con los niños y la entenderia muy bien
se facilitaba entender los temas
Porque Karina es entretenida y divertida
porque creo que eres una persona muy amable y comrensiva
porque tu eres la mejor explicando ciencias
es muy divertido
por que me gusta como explicas.
EXPLICA BIEN Y PORQUE SE LE ENTIENDE LAS CLASES
Porque me pareces chevre y agradable
porque me pareció muy divertida y nos entendía y nos daba suficiente tiempo para
entender cada tema.
Porque es divertido
Porque es buena profesora.
es buena y comprensiba igual que adriana h
Porque da oportunidades para mejorar
Porque me pareciste muy divertida al momento de explicar
es mejor conocer a personas nuevas
eres cool
LAS SIGUIENTES DE CIENCIAS POR QUE EN LOS DOS GRADOS A MIS
HIJOS LES HA IDO BIEN
Porque es muy querida
Por la manera de explicar
PORQUE ES MUY BUENA PROFE. EXPLICA MUY BIEN LOS TEMAS
no por que a mi no me gusta estudiar tanto
porque explicas bien
Fue clara
eres muy buena profesora y comprendes a los estudiantes ademas haces que tus
clases no sean aburridas
Por que eres muy amable y educada
Porque me parece que eres muy comprensiva si no entiendes algún tema nos lo
explicas y uno te entiende a la perfección
From 56, 51 students would like to take another class with me and 5 of them would
not. The reason that they have for that is that the classes were joyful, because the handling of
science issues, the activities, the way to explain the topics. And as we can notice, the ones
who said no explain that that is because of the ability in Science and one because he/she
The 100% of students that answer the survey recommend me as teacher to other
students. This could be because of the attitude as they say in previous questions.
the methodology that involves the questions, participation, team work; also, that the activities
complement the science classes, that I don’t shout and my patience. Here we can notice some
ones mention the tone of voice, different kind of activities, and that the classes were outside
the classroom.
¿Por qué?
Nos explicabas más que otras que dicen leen hacen el quiz
Porque te hacías entender fácilmente, no decías un montón de cosas
La interacción con nosotros y la conexión es buena
La interacción con nosotros y la conexión es buena
Porque era más simple
Antes de me complicaba un poco más
Porque uno aprende más rápido
Porque las actividades me ayudaban a entender mejor los temas
Porque seguían igual de fáciles
Explicabas lento y las actividades, teníamos tiempo para aprender lo que
necesitábamos
Porque hacías las clases divertidas y a la vez comprendíamos
Era fácil
Al aprender divertido te queda eso en la mente
Porque me enteré de cosas nuevas y las aprendí
Porque aprendí sobre la tabla periódica y eso cajndo no si sabía manejar
Porque siempre cambias las actividades
Porque fue divertida y me ayudó a aprender más rápido
Porque no fue tan estricto y me causaba intriga y diversión
Porque era un orden que podíamos tomar de cualquier forma
Porque era más fácil
No sé
Por las actividades diferentes que se realizaron
Porque se entiende
Porque no era tan complicado aprcon las actividades
Porque entendía más
Porque aprendimos lo de la tierra y sistema solar
Porque explicas bien
era muy didactica
entender lo explicado era mas facil
ya que era facil y la manera que lo explica es buena y no a mala gana
facil de entender
Explicabas con graficas
porque presto mas atencion
porque comprendo mas
las actividades son divertidas
por que con diferentes actividades como vídeos o carteleras.
PORQUE EXPLICA LAS ACTIVIDADES
Aprendia cosas diferentes
varias actividades y los temas no eran tan rápidos
Muy fluido
Porque eran divertidas
tiene mucha didactica
Porque tiene mucha didactica
Porque era muy danamica y entretenida.
era divertido
Explicabas bien
PORQUE HAY VARIAS TAREAS QUE HACEN QUE DE UNA SOLA FORMA
NO SE HAGA ABURRIDA LA CLASE
porque a muchas personas les ayudo
Explica bien y detalladamente
LA BUENA COMUNICACIÓN Y PREPARACIÓN DE CADA TEMA. NOS
EXPLICABA LAS VECES QUE FUERA NECESARIO HASTA QUE NOS QUEDARA
CLARO EL TEMA. NOS HACÍA PREGUNTAS PARA CONFIRMAR SI
ENTENDIMOS.
por que como ya tengo el apredizaje que me dieron
porque aprendí facil
Porque explicaba en español
porque entiendes a los estudiantes
Subí muchísimo la materia en este trimestre por encima de 4,0...
Al participar en las actividades uno aprendía nuevas cosas y refuerzas los antiguos
conosimientos
100% of students said that the methodology facilitates them the learning process, the
reason to that are the interaction and communication, the different activities, the preparation,
the way to explain, joyful, and the intrigue during the activities.
As the graphic shows, more of the half of students think that the classes were not
bored or long (taking into account 1 and 2 it’s a total of 45 from 56) which shows that the
workshops caught their attention and if we compare with the next graphic about if the classes
were attractive, it was the same, more of half people think that they were interesting.
show that two of them didn’t understand the question and the other one said that it was
because of the readings but, in the case of the workshops, they didn’t include readings, maybe
¿Las
clases te
parecieron
interesantes? ¿Por qué?
4 Los temas eran buenos aunque aveces difíciles
Porque no eran tan serías como normalmente enemistad,
5 interactuabamos
5 Es mi clase favorita y la Miss y tú explican con emoción
5 Es mi clase favorita y la Miss y tú explican con emoción
5 Las actividades eran diferentes y me gustaron
4 Porque aprendí varias cosas y se me facilitó más
4 Porque estuvo muy interesante
Porque la Miss no suele hacer juegos con el tema. Cambiamos de
5 método
4 No sé
5 Porque me interesa el tema
5 Porque la metodología era distinta y explicabas mejor
4 Eres chévere
4 Era el tema que me gustaba y la pasaba chévere
Porque daban ejemplos y no era una clase que solo se estuviera
5 explicando
Porque hacíamos juegos y eran divertidas y de me pasaba el
5 tiempo muy rápido porque hacíamos muchos juegos
Porque fueron divertidas y me ayudaron a aprender nuevas cosas y
5 me gustaron
4 Porque vimos cosas nuevas y fue chévere
Porque no eran largas pero eran divertidas porque nos ayudan a
5 aprender por medio de actividades como juegos
4 Me gustaba el tema
Porque las actividades aunque a una persona oque concentrarse
5 uno se divierte con las diferentes actividades
5 Porque los temas me gustan
4 Porque aveces repetimos mjbl los temas
5 Porque cuando estabas en las clases aprendíamos más
5 No sabia que íbamos a hacer o qué nosnibas a preguntar
4 Porque eres chevere ;-)
4 por los temas vistos
5 Las actividades eran DIVERTIDAS
explicaba de muy buena manera y los hacia con cariño y como
5 jugando
4 porque se complementaban los temas vistos
4 Algunas cosas ya las sabia
4 porque me paresen muy interesantes
5 porque nunca me intereso tanto ciensas hasta este año
5 las actividades son divertidas
5 por que me gusta aprender cosas nuevas de ciencias.
4 LA MISS NOS TRAE VIDEOS
Porque aprendiamos cosas buenas y diferentes de lo que
5 pensabamos
5 varias actividades y los temas no eran tan rápidos
5 Explicaba temas que me gustaban
4 Porque nos explicaba muy bien
4 los temas eran variados
4 Los temas eran variados
5 Los temas vistos y como los presentaste
4 era divertido
5 Me parecieron geniales las clases
PORQUE LA FORMA ES DIVERTIDA Y SE HACEN VARIAS
4 ACTIVIDADES DIVERTIDAS
5 Los temas los hacía interesantes
LA MISS NOS MOTIVABA PARA QUE ENTENDIERAMOS
5 EL TEMA Y NOS INTERESARA CADA CLASE
5 por que asi me enseñan mas para mi vida
4 fueron interesantes porque aprendimos mucho
5 Porque eran temas nuevos
porque en algunas haciamos actividades llamativas pero en otras
4 solo era copiar y copiar
5 Por que explicas bien y eres amable
Porque las clases eran interactivas y uno nunca se quedaba
5 aburrido
From 56, 53 students thought that the classes were interesting and attractive, some
common reason are that the topic and the way to teach were interesting, the different
activities, the expectative of the class and the interaction between students and students with
the teacher.
Annex 2 Workshops:
Subject. Science Solar system workshop 1: What if we delete the sun from the solar system? Could we?
Course: 3C -State the main ideas from the solar system and its main components
2Hours class
Checking previous Students are going to write in groups, in a piece of paper the main characteristics of
knowledge the solar system taking into account what the have learned until that moment.
After that we are going to paste the posters in the blackboard and teacher is going to
read them.
10m Expanding We are going to watch to videos that shows the importance of the sun and how the
Study knowledge and solar system works
Focus specific
language Why the solar system can exist:
https://www.youtube.com/watch?v=uhS8K4gFu4s
https://www.youtube.com/watch?v=6FB0rDsR_rc
During the videos we can make pauses to explain what are them about and the
emphasize in the vocabulary
20m Summarizing skills We are going to do a brainstorm answering the following questions:
What are the consequences in the solar system if we delete the sun?
What are the consequences in the earth if we delete the sun?
Study What is the importance of the sun in the solar system?
Practice After that they are going to be organized by groups and each one will have an idea.
They will have to organize a performance for that idea
15m Activate Consolidating and In this final part they are going to show their performance. and at the end we are
applying new going to talk about the importance of the sun.
knowledge
Subject. Science Solar system workshop 2: What if the earth stops its rotation and revolution?
Course: 3C -Infer and describe the effects of earth’s rotation in our life
2Hours class
5m Ask some things about matter as what is it? what are their states? Is it different?
Checking previous What about the play-doh?
knowledge
15m Activate Consolidating and To answer the following questions in a piece of paper:
applying new knowledge -What are the differences between the cube and the arepa?
-What are the differences between the arepa and the cube?
-Which one has more mass?
Which one has more volume?
-Describe the organoleptic properties of the cube and the free figure?
This answers should be written by one dealer and it’s going to be given to the
teacher
Subject. Science Workshop 1: What if atoms doesn’t exist? QUé pasaría si no existieran los átomos?
Course: 5 -Reconocer la importancia del átomo y sus partes
2Hours class/1 hour
Checking previous Students are going to write in groups, in a piece of paper the main characteristics of
knowledge the matter and atoms taking into account what the have learned until that moment.
After that we are going to paste the posters in the blackboard and teacher is going
to read them.
15m Expanding We are going to watch to videos that shows the importance of the sun and how the
Study knowledge and specific solar system works
Focus language ¿Qué son los átomos? https://www.youtube.com/watch?v=D0V-N3TrAkY
During the videos we can make pauses to explain what are them about and the
emphasize in the vocabulary
20m Summarizing skills We are going to do a brainstorm answering the following questions:
¿Podría existir la materia si no existen los átomos?
¿Qué cosas desaparecerían al no existir los átomos?
Study Si las cosas no estuvieran hechas de átomos, ¿de qué lo estarían?
Practice After that they are going to be organized by groups and each one will have an idea.
They will have to organize a performance for that idea
15m Activate Consolidating and In this final part they are going to show their performance. and at the end we are
applying new going to talk about the importance of the atoms
knowledge
25m Activate Consolidating and A través de un juego de lotería se dividirá el grupo en 8 equipos, cada uno con un
applying new tablero y se jugará lotería preguntando cosas como: ¿X elemento a qué grupo y
knowledge período pertenece? Si está ubicado en X grupo y Y periódo, ¿qué elemento es? ¿Cuál
es el número atómico de X elemento?¿Cuál es el nombre del elemento 12? etc.
Al finalizar se preguntará cómo creen que es mejor interactuar con la tabla periódica
Summarizing skills Se dará espacio para preguntas verán los siguientes videos:
Chocolate: https://www.youtube.com/watch?v=FyjkLW-biT8
Study Agua: https://www.youtube.com/watch?v=9-LLcehxz_w
Practice Nieve: https://www.youtube.com/watch?v=sNpmVnamLSc
Huevo: https://www.youtube.com/watch?v=sNpmVnamLSc
Activate Consolidating and Se organizará el curso en 4 grupos y cada uno se encargará de responder
applying new teniendo como referencia uno de los videos vistos anteriormente.
knowledge Las preguntas son:
¿Hubo algún cambio de temperatura? ¿Cuál?
¿Qué pasa si a esa materia le aumentamos la temperatura?
¿Qué pasa si la disminuimos?
Activate Consolidating and De acuerdo a las preguntas realizadas anteriormente, por grupos representarán una
applying new escena de la vida diaria sin la existencia de electricidad.
knowledge
Socializar las dramatizaciones
Desarrollar la capacidad de
valorar críticamente la ciencia
Aportar a la formación de
hombres y mujeres miembros
activos de una sociedad
Cognitive development
Affective development
Linguistic growth
Cultural enrichment