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Attached is a flyer highlighting the synchronous and asynchronous sessions conducted during the COVID-19 pandemic to provide parents and caregivers with free support, guidance, and educational resources during this challenging period. These sessions addressed a variety of topics aimed at promoting family well-being, strengthening parenting practices, and supporting children's learning and social-emotional development.

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Check out this Poster designed by Learner Knowledge.

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The 2019 Operational Plan outlines the organization's strategic priorities, programmatic activities, and key performance indicators for the year. The report includes a summary of activities implemented across all program areas, highlighting achievements, lessons learned, and opportunities for growth.

Key components of the report include service delivery metrics, participant demographics, supplementation and support initiatives, outreach activities, and community engagement efforts. The document provides detailed information on the number of individuals and families served, participant enrollment and retention rates, program attendance, and geographic reach.

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Aprendizaje socioemocional: un enfoque de la pedagogía social

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Aprendizaje socioemocional: un enfoque de la pedagogía social

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Abstract

This theoretical review explores the relationship between social pedagogy and social-emotional learning (SEL) in secondary education. Drawing on international experiences from Finland and the United States, it examines how SEL can support both academic achievement and the development of essential skills such as teamwork, conflict resolution, and critical thinking. In response to Panama's educational challenges identified in the 2019 PISA assessment, the study argues that integrating SEL in West Panamanian secondary schools could improve student outcomes while fostering more equitable and inclusive educational environments aligned with Sustainable Development Goal 4.

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Facilitated a workshop of how to integrate SEL practices for ESL Learners with a group of 15 ESL High school educators.

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Check out this Presentation designed by Learner Knowledge.

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Trained a group of 30 educators on Technology - Tendencies in Education 2023-2024. This was a collaboration with Susaeta.

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Tecnología - Tendencias en Educación 2023-2024

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Check out this Presentation designed by Learner Knowledge.

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Reading Comprehension: Inferences.

This was designed for G10 ESL Learners

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Here is the Lesson Plan.

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Provided coaching to two educators to improve their teaching practices for ESL and IT.

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- I used this visual presentation to share insight and the results received from this lesson plan. This content is in Spanish.

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Teaching inferences

Bloom & Vygotski

¡Soy un pez?

Inferencias

Lecciones Aprendidas

Inicio

"La lectura, es el alma del aprendizaje"

Realizado por Ana G. Díaz Q.

SIGUIENDO LOS PASOS DE BLOOM

Bloom & Vygotski

Inicio

"Guiar, es parte esencial del proceso de enseñanza"

Realizado por Ana G. Díaz Q.

¡Soy un pez?

Inferencias

Lecciones Aprendidas

Identificar, Seleccionar, Reconocer, Repetir, Recitar, Declara, Exponer, Escribir

¡Vygotski al Rescate! https://sketchplanations.com/zone-of-proximal-development Zone of proximal developmentWhat a child can do in cooperation today, he can do alone tomorrow.- Lev Vygotsky Based on visualizing Lev Vygotsky 's theory. You're welcome to use...Sketchplanations

¡SOY UN PEz?

Bloom & Vygotski

¡Soy un Pez?

inferencias

Lecciones Aprendidas

Inicio

"La creatividad, es el inicio de la travesía"

Dibujemos una casa :)

Teoría de las Inteligencias Múltiples

Construyendo Conocimiento

Realizado por Ana G. Díaz Q.

ENSEÑANDO A INFERIR

Inicio

"Una comunidad, que celebre sus éxitos da pasos hacia el progreso"

PASO 4 - ANaLISar Y EVALUAR la habilidad

Inferir utilizando pasajes cortos del TOEIC R.

+ Info

+ Info

+ Info

+ Info

Paso 3 - APLICar la habilidad

Escribir inferencias con detalles especificos de una historia.

PASO 2 - ENTENDer LA HABILIDAD

Textos cortos - fábulas (1 parrafo)

PASO 1 - CONSTRUIR LA HABILIDAD

Identificar, Reconocer, Exponer

Realizado por Ana G. Díaz Q.

Inferencias

Lecciones Aprendidas

¡Soy un pez?

Bloom & Vygotski

Construyendo la habilidad 50 minutos

HACIENDO INFERENCIAS EN EL MUNDO REAL (NARRANDO UNA EXPERIENCIA PERSONAL 1 PARRAFO/ 25 minutos. Los estudiantes escribieron, actuaron lo escrito, interacción social en pares, luego una discusión grupal)

Definición de inferencia

introduccion de un gráfico visual de como realizar una inferencia.

ejemplo de una inferencia

´frases para escribir inferencias

50 MINUTOS

UTILIZAR EL METODO DEL SEMAFORO PARA REALIZAR INFERENCIAS UTILIZANDO IMAGÉNES

EJEMPLO GUIADO GRUPAL

PRÁCTICA GRUPAL EN PARES Y LUEGO DISCUSIÓN GRUPAL

PRÁCTICA INDIVIDUAL Y LUEGO DISCUSIÓN GRUPAL

UTILIZAR EL METODO DEL SEMAFORO PARA REALIZAR INFERENCIAS UTILIZANDO VÍDEOS CORTOS NARRATIVOS

PICTURES EXAMPLES
usando la habilidad Repasar el concepto teórico, se introdujo un segundo método gráfico para inferir.

Plataforma de lectura Se puede utilizar historias cortas de una plataforma de lectura en línea. Se realizó un taller grupal de 3-4 estudiantes en donde los estudiantes tuvieron que escribir inferencias en base en una pregunta específica.

LECCIONES APRENDIDAS

Bloom & Vygotski

¿ Soy un pez?

Inferencias

Lecciones Aprendidas

Inicio

"Aprende y nunca dejes de descubrir"

Mantener los objetivos claros

Celebrar las pequeñas victorias y entrenar campeones dentro del aula.

Enfocarse en la habilidad

Construir conocimiento juntos en comunidad

Realizado por Ana G. Díaz Q.

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Teaching inferences Bloom & Vygotski ¡Soy un pez? Inferencias Lecciones Aprendidas Inicio "La lectura, es el alma del aprendizaje" Realizado por Ana G. Díaz Q. SIGUIENDO LOS PASOS DE BLOOM Bloom & Vygotski Inicio "Guiar, es parte esencial del proceso de enseñanza" Realizado por Ana G. Díaz Q. ¡Soy un pez?

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G10 ESL students engaged in a collaborative Project-Based Learning (PBL) experience, where their collective focus was on addressing various aspects:

1. The Tree Problem Analysis: Their objective was to comprehend the intricacies of the problem and devise a viable solution.

2. Strategic Organization: Within this phase, students were tasked with formulating the mission, vision, and values for their hypothetical non-governmental organization (NGO).

3. Business Image: Each group undertook the challenge of crafting a distinctive identity for their pretend NGO, encompassing the design of a logo, name selection, and slogan creation.

All these endeavors unfolded over a structured timeframe of six months. The collaboration extended beyond the immediate cohort, involving a partnership with IT classes. In this cross-disciplinary effort, students were required to develop a dedicated webpage incorporating information about their NGO. A tangible outcome of this collaboration can be explored through this link:(https://spreading-hope.github.io/#contacto

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Grade 11th ESL students learned about personal finances and highlighted what they learned in a digital magazine.

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Online Magazine: Ludic Strategies for Elementary Students

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Online Magazine: Ludic Strategies for Elementary Students

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Curriculum created Ludic Strategies for elementary students. This work is in Spanish.

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Flipsnack is a digital catalog maker that makes it easy to create, publish and share html5 flipbooks. Upload a PDF or design from scratch flyers, magazines, books and more.

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ORCID record for Ana Gabriela Díaz Quezada. ORCID provides an identifier for individuals to use with their name as they engage in research, scholarship, and innovation activities.