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Welcome to our collaborative Padlet: Teaching Essential Toolkit-E-Group 136, a space designed to showcase the innovative work developed throughout our Didactics in English course, This toolkit brings together key materials and reflections created across multiple learning phases, It begins with the expert presentations from phase 2, where each member explored AI tools such as Kahoot!, ChatGPT, and Grammarly to enhance english teaching. You'll also findpractical lessons plans developed in the same phase, which transalte theory into engaging classroom activities. Moving forward, the padlet features our complete didactic unit from phase 3, titled ¨ Everyday English in Action¨, which integrates listenng, speaking, reading and writing skills through real-life contexts like routines, shopping, and giving directions. In phase 5, we created AI-integrated activities that reflect the growing role of technology in language learning. Finally, the padlet includes our personal reflections on how the role of English teachers is evolving in the age of AI, drawing inspiration from current research and classroom practice. Together, these contributions form a dynamic and practical resource for 21st-century educators.

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Phase 5: The AI Activities (Sara Inés Ramos Aguas)

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Phase 5: The AI Activities (Sara Inés Ramos Aguas)

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Phase 5: The AI Activities (José Luis Hoyos)

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Phase 5: The AI Activities (José Luis Hoyos)

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Overview:
Kahoot! is a game -based learning platform that allows educators to create quizzes, surveys and discussion prompts to assess student understanding and boost engagement. Its real time feedback and competitive structure make it ideal for reviewing vocabulary, grammar, or comprehension in a fun, low stakes environment.

Key features for language teaching:
* Customizable quizzes ( multiple choice, true/false, puzzles)
*Real time classroom competition and solo play options.
*Visual and audio support for better comprehension.
*Immediate feedback for learners
*Mobile-friendly and easy to use.

Applications in language learning:
*Reinforcing vocabulary and grammar
*Reviewing key content from a lesson
*Practicing listening and reading comprehension
*Encouraging collaborative and competitive learning
*Tracking student performance over time.

Support from references:
According to Hamer (2012) and Robertson & Acklam (2000), interactive methods that involve immediate feedback and student engagement are central to communicative language learning. Kahoot! supports this by offering dynamic practice that can be scaffolded and contextualized. Uso-Juan & Martinez (2006) emphasize the importance of integrating digital tools for all four skills development, Kahoot! aids particularly in listening, reading and vocabulary.

STEP 2: AI-Based learning activity with kahoot!
Learning objective:
Students will be able to recognize and apply key vocabulary and prepositions of place related to giving directions in a city (e.g., "next to", "across from", "behind") through a Kahoot! quiz game.

Target skill:
Listening and reading ( with support for speaking during class discussions)

Activity Structure:
1. Introduction:
5 minute introduction where the teacher introduces the topic of "Giving directions in the city" and presents the target vocabulary with visuals using a city map.

2. Instructions:
* Students are told they will play a game using Kahoot! to test their knowledge of city related vocabulary and prepositions.
*Each student uses their device ( or pairs if limited devices) to join the Kahoot! quiz via the provided link or game PIN.
*The teacher explains that each question includes a sentence or a recorded audio clip with a direction, and students must choose the correct map icon or preposition.

3. Practice with Kahoot! (15-20 minutes)
The quiz includes:
*Image-based multiple choice questions: "Where is the Bank", with the options: next to the post office,across from the cafe, etc.
*Audio prompts:"Turn left at the supermarket and go past the park"
*Sentence completion:"The school is________the library". ( next to, behind, in front of, etc)
*Students answer in real time; leaderboards display after each question to boost motivation.

4. Feedback:
*Kahoot! provides automatic feedback by showing the correct answer after each question.
*The teacher pauses after 3-4 questions to clarify any confusion, especially for incorrect or frequently missed items.
*After the game, the teacher asks volunteers to explain some correct answers orally to practice speaking.

Content Development:

Questions in the Kahoot! quiz:
1. audio: " Go straight and turn right at the supermarket"
Question: What place do you turn at?
Options: School, supermarket, bank, park.

2. Image: A map with highlighted routes
Question: What direction is from the library to the post office?
Options: Next to, behind, across from, on top of.

3. Sentences completion: "The school is _____________the police station"
Options: across from, behind, next to, under.

4. Audio clip: "The bakery is between the pharmacy and the grocery store"
Question: Where is the bakery?
Options: Between the pharmacy and the grocery store, across from the park, behind the school, next to the library.

Resources required:
*Kahoot! Teacher account
*Prepared Kahoot!
*Students devices
*Projector or smartboard.
*City map visuals for context.

Assessment and follow up:
* The teacher uses Kahoot!. Report feature to identify students who struggle with specific vocabulary or grammar.
*For follow up, students complete a worksheet using prepositions of place in sentences and short map based direction writing.
* Optional extension: Students create their own Kahoot! quiz as homework in pairs.

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GIVING DIRECTIONS EXERCISE USING AI

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Phase 5: The AI Activities (Hellen García Bravo)

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Phase 5: The AI Activities (Hellen García Bravo)

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Identify the Learning Objective:

Places Of The City

This activity will  allow students to identify different city places base don descriptions found in the digital tool.

Type of activity: Reading and listening

Language Skill: This activity is based on the language skills of reading and listening: Students will be able to engage in an activity that allows them to read and listen in English, wich will enable them to associate and identify the place.

Activity definition:

· The students will be able to Access a digital resource “Quizlet” that will allow them to participate actively in the class in a collective manner.

· The activity is base don city places, each place has a short description that will facilitate students identification of it.

· Students will be able to read and/or lsten to a short description of a place that will allow them to asociate and disciver the place being identified.

· This activity is carried out to assess the student’s leve lof learning.

Activity Structure:

Introduction: In this activity, a brief description of the step-by-step process to be followed withing the digital resource is provided to understand the purpose and objective of the activity

Instructions: The instructions will be short and clear, as the in-class game is designed to facilitate the development and understanding of the city.

Practice: This activity will allow students to generate active participation, fostering competitiveness, as the intention of the activity is to encourage participation in the classroom.

Feedback: The digital tool will provide automatic feedback once the activity is completed, and the teacher will also provide feddback.

Develop Content:

The content of the activity is as follows:

· Library

· Park

· Store

· Restaurant

· School

· Hospital

· Museum

· Cinema

· Train Station

· Market

· Square

· Post Office

Each one has its key description.

Quizlet Tool

https://quizlet.com/co/1047803404/places-in-the-city-flash-cards/?i=6l05ga&x=1jqt

Características de la herramienta

· The “match” feature of Quizlet is used to practice associating words and definitions.

· The “test” feature of the Quizlet is used to assess each student’s knowledge.

· Using the audio feature in the Quizlet digital tool will allow students to practice identifying words.

Especific Objectives:

· Description and identification of different city places using short descriptions.

· Association of words and places that allow for correct recognition and identification.

Assessment of their knowledge through a test conducted using a digital tool

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Phase 5: The Reflection on the Role of Teachers (Sara Inés Ramos Aguas)

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Phase 5: The Reflection on the Role of Teachers (Sara Inés Ramos Aguas)

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By reading and analyzing the article we can highlight the transformative potential of artificial intelligence in general in education, especially in terms of personalization of learning, adaptive assessment and collaboration among students, where AGI is able to analyze massive data to identify individual needs, provide immediate feedback and create dynamic environments that help foster different skills in the student such as critical thinking and creativity. With the emergence of these new technologies, the role of the teacher is being challenged and even displaced. However, these tools also pose challenges such as data privacy, algorithmic biases and digital divides, where a good approach and humanistic management is necessary to balance technology with educational equity.

In this context, the role of the English teacher can be redefined as a facilitator and mentor that complements the AI tools. While the IGA adapts grammar, vocabulary or reading exercises to each student, the teacher can focus on developing deep communicative skills, such as argumentation, debate, interpretation and values. The role of the teacher will no longer be that of a unilateral transmitter of knowledge, but that of a guide who designs meaningful activities (debates, projects or critical analysis of texts) with the use of a tool that serves as a technical support, but does not replace human interaction, since this ends up being a key factor for the teaching and learning of a second language, since even though we live in a digital era, our day-to-day life is based on communicating in real environments with humans.

Finally, teacher training is key to achieve an ethical and effective integration of the use of AI, since teachers not only of English, but also of all areas need training in digital tools, educational data analysis and strategies that manage to combine different methods, models and tools such as AI with the automation of critical pedagogy. In addition, they should promote the responsible use of AI in students, such as avoiding plagiarism, false sources, use of data, etc. What is expected with the emergence of these tools and education is to optimize the repetitive practice and immediate feedback provided by AI, while the teacher focuses on accompanying, regulating, inspiring and connecting effectively with the student to help them cultivate those competencies that dominate the deep mastery of a language or a specific topic such as critical thinking and autonomy in learning.

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Phase 5: The Reflection on the Role of Teachers (José Luis Hoyos)

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Phase 5: The Reflection on the Role of Teachers (José Luis Hoyos)

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I think that reading the article "Redefining the teacher's role in education through artificial general intelligence (AGI)" by Haci Hasan Yolcu, helped me understand how technology, especially AI, is changing education. One important idea in the article is that AGI can help students learn in a more personalized way. It can adapt to each student's level and give them different kinds of exercises. AGI can also support teachers by giving fast feedback, correcting mistakes, and saving time. This means students can learn better, and teachers can focus more on helping students understand deeply.

The article also talks about how the role of the teacher should change. Teachers are no longer the only source of knowledge. Now, with AI tools, teachers should guide students, help them think critically, and teach them how to use technology in smart and safe ways. Teachers should become mentors, not just people who explain grammar rules. The human part of teaching, like motivating students, listening to them, and creating a good learning environment, is something AI can't replace.

In the English classroom, this means teachers can use AI tools like ChatGPT to help students practice writing, or apps that improve pronunciation and vocabulary. But the teacher still needs to organize meaningful conversations, group activities, and oral communication tasks. The English teacher must combine technology with human interaction. This new role is exciting because it helps students learn better, but it also means teachers must keep learning and adapting. I think that with the right balance, AI can make English classes more effective and fun.

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Phase 5 Reflection on the rol of theachers. Helen Garcia

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Phase 5 Reflection on the rol of theachers. Helen Garcia

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The role of the foreign language teacher in today's world requires the ability to evolve constantly in a meaningful way. In modern times, teaching is no longer limited to imparting grammatical knowledge or vocabulary; instead, teachers must make learning more accessible and become guides who motivate, inspire, and support their students every step of the way in acquiring a second language. Their role demands not only a strong command of the language but also pedagogical, cultural, and emotional sensitivity to make the learning process more manageable and effective.

A key characteristic of effective teaching is the ability to adapt to diverse educational and sociocultural contexts. English teachers must be aware of the diverse abilities in the classroom and be prepared to cater to students with different learning styles, language proficiency levels, and individual needs.

Ultimately, the teacher's role extends beyond the classroom, as they must foster students' curiosity, adapt to changing needs, and recognize their responsibility in shaping future citizens with empathy and responsibility. The role of the foreign language teacher in the classroom involves multiple responsibilities, including not only teaching but also being mindful of the impact they have on shaping responsible and empathetic future citizens.