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VIDEO: ASSESSING SKILLS IN KINDERGARDEN (MATH ACTIVITY) 

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VIDEO: ASSESSING SKILLS IN KINDERGARDEN (MATH ACTIVITY) 

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PROJECT 3   Assing skills in kindergarten

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This is our project 3, where you will find the assessment and feedback of a math activity.

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PROJECT 3 Assessing skills in kindergarten

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Feedback is a crucial step of every process that allows us to take a step back, review "what we did", "how we could have done it", "what was left out", "how we can evolve", because irrespective of the efforts, evolution is the way "forward", making sure nothing is left "behind", through the process of feedback.

With strong links to growth and development, feedback plays an important role in classroom environments as well. The direct loop of response is between the teacher and the student. But this feedback loop has been linear so far, existing as a result of the teacher's perspective and advice to the students only. Consequently, this loop may need to be completed by pupils giving out their views back to instructors. In this article, we came up with strategies, examples, and all relevant insights about feedback and how to facilitate it.

Running the latter end of the feedback loop: From students to teachers

Schools provide an environment that has the potential to assist growth. A simple process of feedback from the students can help in ensuring the same. A personalized and politely framed response often works since it makes the teacher receptive and aware; at the same time, it gives some room for improvement if the student points out. Although there are plenty of teacher-parent communication apps, personalized feedback from the students works best!

Why engage in the feedback loop? What makes it necessary In Class Environment

We tend to listen to a request or a complaint only from someone where care and respect for each other are mutual. When we make sure to appreciate and acknowledge a teacher's efforts, it makes the teachers, or anyone for that matter, even more, receptive to constructive feedback that could improve the quality of service they hope to provide.

Modes of feedback- A diverse set of channels for students

While sharing feedback can be thought-provoking, there are several modes to make it engaging in the process, with a few insights on how a student can prepare feedback that's accepted, regardless of its nature. A student can provide a teacher with feedback in the following ways:

1. Written

Writing a heartfelt thank you or an expectation is often considered professional and feels comfortable with an inclination towards better expression.

For Example: Upon receiving good/full marks in the subject, because the student understood better because of the subject teacher, he or she could share their gratitude and their favorite teaching by the teacher in a formal yet considerate form.

"Thank you, mam, for being so interactive with us that the concepts that seem so difficult in the textbooks begin to feel easy and applicable when you teach them. Thank you for making sure that none of us is left behind in the class. It really makes a lot of difference."

2. Verbal

Verbal feedback can provide scope for discussion that wouldn't be possible otherwise, nevertheless, it is important here, that the tone of the feedback isn't so harsh that it feels like an attack, neither it is so soft, that the message isn't propagated in case of constructive feedback where a student feels that the teachers could have dealt with the situation better, or in case they feel left out.
For Example :
If a student feels left out and disrespected by their sports teacher who is otherwise great at propagating the skills, then a wise way to provide the teacher with feedback could be:

"Greetings sir, I just wanted to share something which could help me improve as a pupil if needed. I have been a fan of the techniques that you teach, and make sure to practice them every day. I can only imagine the intensity of pressure it might have to deal with so many students. Nevertheless, lately, I haven't been chosen to be a part of any of the teams, and I really wish to be a star student of yours. So, I would request your insights, if any, to help me gauge my focus on any particular thing if required, to be able to stand strong as per your expectations.

3. Physical

Lastly, physical feedback is majorly given in the form of gestures and is inclined towards the positive type of feedback for the most part, like, gifting your teacher with a handmade card or a flower to greet them or even thank them, which can make a teacher feel motivated towards their job, noticed and appreciated.

Feedback examples for teachers from students

While a lot of students like to appreciate the efforts of a teacher with a special gift. Nonetheless, ensuring the above-depicted channels and strategies, we here listed a few examples that make feedback fruitful for both pupils as well as teachers:

1. Examples of positive feedback

1. "Dear Teacher, it is amazing how easily you connect the most twisted concepts with real-life examples making it so much more interesting to study physics. I have always been a little scared of this subject, but ever since you joined us, this subject feels like a piece of cake and my grades have also increased considerably. I wanted to thank you with all my heart for being such an accommodative and understanding teacher to us"

2. "I would like to thank Miss/Mrs. X for making me, my own person. I have always been a hardworking student but felt underconfident during examinations. Nonetheless, she makes sure that solutions to our doubts aren't spoon-fed to us, but something that we reach, with rigor and logic, which has instilled so much confidence in me. Thank you for being such an amazing educator."

3. "Greetings mam, yesterday my parents asked me about the school, and how I have been adjusting after my month-long sick leave. I wanted to share this with you because I feel that nothing has changed because of how you have made sure that I come to pace with the class without feeling overburdened and understanding all the concepts. Thank you for being so considerate with all the extra hours you have arranged with me."

4. "Hello Sir/Mam, I have been waiting to find the right moment and share a piece of my life with you, hoping it would bring a smile to your face too. All my life, I have dealt with piercing gazes because of my learning disability. However, the last few weeks for me have been tremendously boosting. I came across someone like you, who saw me instead of my learning difficulty and didn't even flinch for a second to pause and pay any attention to it. You just made me feel adequate and equal in all the ways possible, which has been a wholesome experience for me, allowing me to feel more comfortable around you. I hope to learn so much more from you in the upcoming months. Your generosity means the world to students like us."

2. Instances of constructive feedback

1. "Hello Mam/Sir, I have been meaning to share a few of my concerns with you, hoping that you would be able to help me resolve them in the best possible way. Lately, there have been a few students in the classroom who have been bullying me because of my weight. The laughter that interrupts the class every time I ask a question is rarely about a shared joke, but the scrutinized comments about me and my eating habits. While it has been really hurtful, I think it went unnoticed on your end, but I also understand that it is not possible for you to have a close eye on each and every student with such a huge class size. Thereby, I felt the need to share this with you, hoping for a resolution that allows me to feel more comfortable and inclusive. Thank you for sparing your time."

2. "Dear Miss Y, I just wanted to reach out to thank you for today's lesson, it was really elaborate. I also wanted to bring a concern to your notice, that most of our math hours have been substituted with library hours in the last few days, and being a little slow in the subject, I am afraid that I will not be able to cope as efficiently as others. So, I was hoping to ask if you could please look into the matter and help me with certain concepts whenever you have the time."

3. "Greetings sir/mam! I was hoping to connect with you regarding the upcoming class test. It has been a little difficult to manage my hours with the change in the curriculum from online to offline. With extensive homework from various subjects, it has become a task for me to be able to study for the class tests, and I wanted to request a reduction in the amount of homework we receive to be able to study for the tests as well."

3. Thanking a teacher

1. " We won, I didn't, we did! It wouldn't have been possible for me to win this competition without your constant push and motivation. I am grateful for the efforts you put in with me and the skills you instilled in the process. It feels more like a journey that I wouldn't mind traveling again, and hope that a lot more students alike are able to cherish the gift of grit and knowledge that you are."

2. " Dear Mr. Z, it has been a privilege to be mentored by you. I have been to 5 schools in the last 7 years due to my father's job. Nevertheless, no other teacher has made me feel so safe and at home, as you did. You made sure that I was given my space to settle well and that my course and friend group aligned with my culture and values. Thank you for putting in efforts to know me beyond a student and I promise to remember you as more than just a teacher. Hope everyone gets to meet a teacher once in their lifetime. Thank You."

3. "Greetings Sir/Mam, I am writing this to share my heartfelt gratitude for your presence in my life. We are conditioned to think of academic learning as soon as we hear the word teacher, but I have something so beautiful associated with this word, just because of you. While you taught us about the bonds of chemicals, your methodology somehow propagated larger teaching about the bonds of life. Every time I remember something that you might have taught me, it always ends up giving me a different insight to the problem at hand. This is an extremely rare form of teaching that I was able to witness under your guidance. Please accept a lifetime of thankfulness from someone, who will forever be your student."

Effectiveness and value of feedback for teachers, from students

Improving the quality of care and education provided at school through feedback may be a cost-effective and competent way of evolving the systems from within. While the job of a teacher entails giving feedback to the student through their remarks on test papers, report cards, parent-teacher meetings, and even personally, it needs to be a well-accepted practice where the student would actively engage in giving their authentic feedback to their teachers in a polite and formal form.

1. Feedbacks allow educators to prepare targetted and effective strategies for their lessons to create a more considerate environment for the students.

2. Technology today allows students to post anonymous feedback for their teachers. This helps the kids who do not like to put forth their concerns. This ensures even honest feedback, thus allowing the teachers to look closely at their teaching techniques and whether or not they have to change something.

3. Feedback can be an effective way to inform the teachers about their teachings, their pace, strengths and weaknesses, and much more.

4. If the student and the teacher view a particular concern from different perspectives, the provision of feedback here does allow not only learning for either party but also a wider scope of understanding the future students. This also ensures improved learning for the student regarding the concern.

5. When the teachers know the kids personally, especially what's going on in their minds, they would be able to cover enough ground. So, a discussion initiated through positive and constructive feedback can help an emotionally devoted teacher engage better with their students. This will also help them grow with the right set of skills to become an individual of stature and not just literate puppets.

Feedback tips and tricks

To ease out the feedback process, a student may use the insights mentioned below to feel confident, take a stand for themselves, or just be thankful, all the while respecting the gap between a teacher and student and making sure it stays as formal as possible.

1. Create an "I WISH MY TEACHER KNEW" box

Students can create a box with this title where they could put in anonymous or named notes to their teachers making it possible for the teachers to attend their classrooms with greater outreach and be accessible at all times. It can be a great tool for younger students and introverts to engage in this activity and propagate their message to their teachers.

2. Last day of the first week

If a student finds it difficult to adjust with a new teacher, it would be wise to give her a few days to try and settle themselves. Nonetheless, if the concerns persist, then being immediate while being patient can work. Consequently, reaching out on the last day of her first week would give her time to introspect the process and make changes during the weekend to a new week with a new strategy to bridge somehow the gap with the classroom of the previous educator.

For example, let the teacher know that you have a learning difficulty and it would mean a great deal if she spoke at a slower pace or just simplified the multiple instructions, then the environment and the studies would feel more inclusive to you.

3. Honesty is the best policy

Some teachers appreciate the dread honest behavior of the kids, as they get a room for improvement; at the same time, they get a check of whether or not they need to change their teaching technique or the environment in order to make it better for the children. In this case, the feedback can be honest, to the point, with a suggestion that the teacher can implement in their class.

4. Allow perspectives

Looking for different perspectives is crucial. An open discussion allows the teacher and student to share their perspectives. This also ensures a healthy evolution of both.

For example - An extremely bright student might be feeling upset because the teacher has been asking her to keep quiet whenever during class quizzes. In such a case, the student could engage by sharing, " Mam, I have been feeling a little disheartened for not being allowed to participate in the class quizzes over the last few days. I wouldn't mind apologizing for any wrong I might have done to upset you, and I would love to become an example of a student for you."

5. Keep the quality and quantity in check

Talking about the quality, it is crucial that the feedback given to the teacher is formal and polite. At the same time, quantity matters too! This means keeping the feedback as concise and to the point as possible. The ideal feedback must thank the teacher for their efforts, point out the problem, and suggest an alternative.

These tips and tricks may be useful for a student to make sure their relationship is intact and formal. It definitely allows the students to focus on academics. We believe that a few more examples would help in understanding the possible ways to create a distinguished way of providing feedback.

Conclusion

Communication is often complete when both the stakes give out their views. While teachers may give out opinions in tests and parent meetings, students may get fewer chances to revert back to their comments. Feedback is one of them that eases the process. To ensure confidence in pupils, multiple strategies and examples are elucidated above.

With all the tips and tools mentioned above, we believe that the importance of feedback in the classroom has been explained which makes the process more cyclic than linear. Ensure to comprehend these insights to start bridging pupils with your swifter.

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10 Perfect Feedback Examples for Teachers from Students - Number Dyslexia

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Spread the wordFeedback is a crucial step of every process that allows us to take a step back, review "what we did", "how we could have done it", "what was left out", "how we can evolve", because irrespective of the efforts, evolution is the way "forward", making sure nothing is left "behind", through the process ...

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https://www.mamaflor.com/2009/01/que-son-las-manualidades.html

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En términos generales, las MANUALIDADES son trabajos efectuados con las manos haciendo uso o no de herramientas. Los trabajos manuales también son manualidades realizados maestro-alumno.

Las Manualidades, en términos generales, son trabajos efectuados con las manos, con o sin ayuda de herramientas. También se denomina así a los trabajos manuales.

Generalmente se denomina así a aquellas labores en las que se busca una realización personal, una creatividad casera, o en la mayoría de los casos una forma de desconectar del trabajo o bien como entretenimiento para combatir el tedio o el aburrimiento y en otros casos también como un negocio rentable.

¿Para qué sirven las Manualidades?

Las manualidades tienen mucha utilidad, no solo laboral, también personal. Trabajar en manualidades nos permiten desarrollar un mayor grado de concentración y es ideal para disminuir el estrés. Está comprobado que, las tareas manuales, son ideales para subir el autoestima y alejar los momentos de depresión y ansiedad al conseguir satisfacción personal por completar proyectos.

Las manualidades también contribuyen con el medio ambiente al estar relacionado con el reciclaje. Muchos trabajos utilizan materiales de segundo uso, como frascos de vidrios, botellas, pedazos de maderas, entre otros, que pasan a tener un reuso y no terminan contaminando nuestro planeta.

Por todo lo dicho, hay que agregar la contribución de las artes manuales en la educación. Los alumnos desde pequeños pueden aprender a trabajar y generar sus propios productos, haciendo que su creatividad emerja de sus mentes.

¿Qué es un taller de Manualidades?

El taller de manualidades es un espacio de trabajo acondicionado para realizar las actividades que desarrollen nuestras destrezas y habilidades artísticas.

¿Cuál es el objetivo de un taller de manualidades?

Tiene como objetivo principal permitirnos potenciar nuestras capacidades creativas mediante un ambiente que proporcione cierto grado de comodidad. Justamente la pregunta anterior ¿Qué hacer para ser creativo? entra en este punto, porque las condiciones de satisfacción y recreación funcionan mejor cuando tenemos un ambiente laboral ordenado.

En resumen, el objetivo general del taller de manualidades se enfoca al desarrollo de habilidades manuales y psicomotoras de los alumnos al tener contacto con materiales diversos, a través del estímulo de la imaginación que potencian la autoexpresión.

Creatividad para las manualidades

Para realizar todas las maravillas que nuestras manos pueden hacer, se necesita tener el condimento de la "CREATIVIDAD". Ser creativos nos facilita resolver los problemas a los que nos enfrentamos cotidianamente, nos permite crear nuevas posibilidades y oportunidades, abrir nuevos caminos para nuestra vida, establecer nuevas y más fructíferas relaciones, generar condiciones de satisfacción, inventar propuestas y servicios para la comunidad, re-crearnos continuamente. Para crecer como personas, como familia, como profesionales, como empresa o como sociedad necesitamos comenzar a desarrollar y aplicar nuestra creatividad.

¿Qué puedo hacer para ser creativo?

Acostúmbrate a hacer listados de ideas sobre temas de tu interés.

Intenta analizar un hecho desde distintas perspectivas.

Ten desencadenantes de ideas a mano: archivos con fotografías o frases creativas, Google, etc.

Acepta opiniones distintas a las tuyas.

Aprende a empatizar con una determinada realidad: si estás buscando ideas para mejorar un cajero automático, ponte en su lugar. Pregúntate cómo verías la vida si fueras un cajero.

Hazte preguntas sobre las cosas Cuestiónate cualquier realidad por evidente que parezca.

Tipos de Manualidades

Trabajos con cuentas, miniaturas, abalorios, cuerdas, corcho, plastilina, yeso, escayola, marmolina, alabastrina, estaño, resina...

Pirograbado, bordados, bolillos, punto de cruz, patchwork, macramé.

Craquelado, decoupage, realizaciones con masa de sal, miga de pan, papel maché, mosaicos, repujado de cuero, exlibris, origami, papiroflexia, casas de muñecas, papeles colores, velas, joyas swarovski, grabado o pintado del vidrio, cerámica artificial, lámparas con la técnica Tiffanny´s o el emplomado, etc.

Repujado en aluminio, en estaño, en plata...

Hacer velas, que pueden ser aromáticas, con cera líquida o decoraciones en su interior y/o exterior.

Técnicas de Artesanía como: albardonería, alfarería, bambú, bisutería, calderería, cantería, carpintería, cerrajería, damasquinado, ebanistería, encuadernación, forja, fundición, guarnicionería, herrería, marroquinería, mueble, orfebrería, pasamanería, platería, policromía, serigrafía, talabartería, tapicería, taxidermia, tonelería...

La carpintería en sí misma es una rama de las manualidades que representa un arte en sí mismo.

Reciclaje de todo tipo.

La cocina también es un punto importante ya que allí podemos ser creativas agregando ingredientes, inventando nuevas recetas, decorando los platos, etc.

Todo los materiales de pasamería, ya que con ello se puede crear un sin fin de cosas.

Las manualidades en la escuela

¿Qué desarrollan los niños con las manualidades?

Desarrollan las habilidades de los niños, entre ellas:

Aumenta y desarrolla la creatividad a través de proyectos a corto plazo.

Despierta un interés por ocupar tiempo del día en trabajar nuevas creaciones.

Ejercita la toma de decisiones en los niños.

Enriquecen la concentración de los infantes, ya que los niños ponen todos sus sentidos en la manualidad.

Estimula destrezas psicomotrices de los pequeñitos.

Fomentan el aprendizaje de los niños

Permite que los niños se diviertan y aprendan a crear nuevas actividades.

Permite que los niños se den cuenta en qué actividades son más hábiles.

Voluntad e Importancia

Como puden darse cuenta, todo esta en la voluntad, ya que muchas veces solo andamos quejandonos de nuestra mala suerte sin hacer nada para cambiar la situación. Sin embargo, si somos creativos, podemos lograr nuestros obejtivos tantos económicos como personales, ya que la Ociosidad es Madre de todos lo Vicios, y nos hace hundir en nuestra vida.

Así puedes amigos pongan ¡MANOS A LA OBRA! y salgan adelante en cualquier manualidad que les guste y les aseguro no se arrepentiran. Incluso es la oportunidad para emprender un pequeño negocio que poco a poco irá creciendo gracias a las ganas y la buena voluntad. Saquen provecho en todo lo que pueden hacer. Me despido de Uds. con un fuerte abrazo. Nos vemos hasta la próxima.
Mira todas nuestras manualidades aquí.

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las manualidades son trabajos efectuados con las manos haciendo uso o no de herramientas. los trabajos manuales también son manualidades realizados maestro-alumno.

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manualidades de que son las manualidades: concepto

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Que son las Manualidades: Concepto, Historia, Tipos e Importancia

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En términos generales, las MANUALIDADES son trabajos efectuados con las manos haciendo uso o no de herramientas. Los trabajos manuales también son manualidades realizados maestro-alumno. Las Manualidades, en términos generales, son trabajos efectuados con las manos, con o sin ayuda de herramientas. También se denomina así a los trabajos manuales.

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ARTICLE: How to give effective feedback to preschoolers

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ARTICLE: How to give effective feedback to preschoolers

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HERE WE SHOW THE PROCESS OF THE ACTIVITY.

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Article: AT Assessment Tools and Interventions in Early Childhood Classrooms

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Article: AT Assessment Tools and Interventions in Early Childhood Classrooms

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https://www.readingrockets.org/article/assessment-tools-and-interventions-early-childhood-classrooms_ctd

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In this webinar from the Center on Technology and Disability, AT professionals from Fairfax County, VA public schools demonstrate how to develop and conduct AT assessments, and implement activities in early childhood classrooms and at home.

In this webinar, experienced AT professionals from Fairfax County, VA public schools demonstrate how to develop and conduct AT assessments, and implement activities in early childhood classrooms and at home to make participation and learning accessible to all students!

Related resource

Download AT Assessment Tools and Interventions: Tots Can Tech Too! (PowerPoint) >

Center on Technology and Disability (2016)

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Una alumna completa una tarea bajo la mirada de su profesora. Getty

Desterremos, para empezar, lo más obvio: la forma de evaluar los conocimientos no ha variado mucho a lo largo de los años. Y aunque poco a poco van introduciéndose nuevas prácticas (rúbricas de evaluación, portfolios de trabajo...), el examen escrito sigue siendo el método habitual. Una herramienta que tiene importantes carencias, según apuntan los expertos educativos de la Universidad de Oxford en su informe de posición Feedback efectivo: la clave del éxito en la evaluación para el aprendizaje: si ese examen muestra dónde se encuentra un alumno en un momento determinado (evaluación aprendizaje), es importante complementarlo con otra técnica que ayude a los estudiantes a comprender en qué tuvieron éxito y sobre qué deberán trabajar para seguir mejorando: es la llamada "evaluación el aprendizaje".

"Es un sistema que requiere feedback frecuente [las impresiones que reciben los estudiantes acerca de su desempeño] para que el alumno tome conciencia de su aprendizaje. Le ayuda con su desarrollo, no solo le da una nota basada en una 'foto' de su conocimiento en un solo día. Es más continua, y tiene en cuenta diferentes estilos de aprendizaje - los exámenes van muy bien a algunos, pero otros alumnos se expresan mejor de forma verbal", sostiene Kate Turner, jefe de producto ELT de Oxford University Press. "Además, la nota del examen no nos explica por qué hemos acertado en algunos aspectos, y fallado en otros. La finalidad de la evaluación para el aprendizaje es marcar pautas para que el alumno siga aprendiendo. ¿Qué se ha hecho bien y cuáles son los pasos siguientes para seguir mejorando? El feedback que das a dos alumnos nunca será igual, aunque podrían obtener la misma nota en un examen escrito".

La pandemia, y el consiguiente cierre de las escuelas, han hecho que este método cobre aún más importancia en el futuro próximo: "Los estudiantes han perdido muchas clases. Algunos habrán seguido al día con sus tareas, pero otros no (a menudo los de entornos desfavorecidos); por eso es importante conocer lo que saben y qué carencias tienen, para que los profesores puedan basar en ello sus enseñanzas", señala Gordon Stobart, investigador honorífico de la Universidad de Oxford y uno de los autores de este informe. "La evaluación para el aprendizaje les ayuda a ser más activos y reflexivos: "¿Cómo va mi aprendizaje? ¿Qué quiero conseguir? ¿Cómo puede ayudarme este feedback? Para que lo que les están enseñando tenga más sentido, han de ir más allá de la simple memorización para el examen".

Cómo conseguir un feedback efectivo

Las mejoras en la enseñanza que se fomentan desde esta evaluación para el aprendizaje dependen en gran medida de la calidad del feedback que reciben los alumnos, y que debe ofrecer información específica de manera constructiva y en el momento oportuno; un proceso en el que deben involucrarse tanto los docentes como los alumnos y que "será más potente cuando vaya del estudiante hacia el docente, respecto a lo que saben, lo que comprenden, dónde cometen errores o cuándo tienen conceptos erróneos". Incluye tres prácticas clave:

Diagnóstico: descubrir en qué punto del aprendizaje se encuentran los estudiantes. Es importante que los docentes hagan preguntas que puedan proporcionar evidencias del nivel de comprensión, ya que el 60 % de las preguntas de los docentes simplemente recurren a la memoria. Según los investigadores, "las preguntas que sondean un nivel de comprensión más profunda exigen a los estudiantes que den y justifiquen sus opiniones, hagan comparaciones, especulen y formulen hipótesis". Y, por supuesto, dar tiempo a los estudiantes para que estos reflexionen y puedan ofrecer sus respuestas.

Propósito del aprendizaje: es necesario dejar claro qué se está aprendiendo, y por qué.

Criterios de éxito: aclarar el desempeño que se podrá observar como resultado de este aprendizaje.

Pero ese feedback, esas impresiones, no han de provenir únicamente de la interacción entre el docente y sus alumnos; sino también de la colaboración entre los propios estudiantes, "especialmente a través de la evaluación entre pares, en la que los estudiantes aprenden a darse un feedback constructivo los unos a los otros. Es una práctica que requiere tiempo, ya que los alumnos a menudo solo se interesan en la respuesta del profesor", apunta Stobart. "En la evaluación para el aprendizaje se enfatiza el trabajo de grupo o en parejas: el docente hace una pregunta y los estudiantes debaten sobre ella en parejas antes de preguntarles por la respuesta adecuada. Y el profesor puede preguntarle a cualquiera porque todos lo han debatido".

¿Falta tiempo para implementarlo?

"El principal obstáculo a nivel global suele ser la idea de que es una forma de evaluar que implica mucho tiempo. Los profesores tienen una carga de trabajo significativa, entre la planificación de las clases, impartirlas, y la administración que conlleva su rol. Personalizar el feedback a cada alumno puede parecer que llevaría una carga extra en detrimento de otras áreas o tareas igual de importantes", señala Turner.

Sin embargo, los autores señalan que el debate en grupos o con toda la clase proporciona a los estudiantes una comprensión más profunda que tendrá también su recompensa a la hora de hacer los exámenes tradicionales, mejorando el rendimiento de los alumnos y acortando las distancias entre los estudiantes con mejores y peores resultados. Si los estudiantes aprenden a trabajar en grupos pequeños, pueden plantearse unos a otros preguntas sobre lo que acaban de aprender; cada grupo hace sus preguntas al resto, y ello puede llevar a un debate enriquecedor acerca de las posibles respuestas.

Los siete elementos clave de un feedback efectivo

Proporcionar información útil a los estudiantes es una capacidad profesional que requiere experiencia, sensibilidad y reflexión. No es posible saber al 100 % cómo responderán los estudiantes, pero un feedback efectivo puede tener un impacto significativamente positivo en el aprendizaje. Por ello, el informe de Oxford identifica siete elementos clave:

1. El feedback ha de ser específico y claro; con frecuencia proporciona muy poca información acerca de cómo puede mejorar el estudiante. Ello puede lograrse atribuyendo "medallas" (lo que el alumno ha hecho bien) y "misiones" (indicando tareas específicas que han de llevar a cabo). Por ejemplo: "Tus notas resumen bien el artículo y has identificado todos los puntos clave. ¿Puedes indicar cuál es el punto más importante para el escritor? ¿Cómo podrías mostrarlo en tus apuntes?

2. Hay que escoger el momento oportuno. ¿Cuál es el mejor momento para compartir esas impresiones? Depende del dominio del estudiante, de la naturaleza de la tarea y del tipo de comentarios. Es, por ejemplo, recomendable evitar interrumpir el flujo de una presentación para dar correcciones, ya que estas pueden ser inútiles o directamente mal recibidas. Un estudio noruego destaca, además, la importancia de dar a los estudiantes tiempo para responder a ese feedback, lo que facilita el que sea percibido de forma positiva.

3. Vinculación clara con el propósito de aprendizaje. También hay que tener cuidado con no proporcionar demasiado feedback; es mejor centrarse en uno o dos mensajes clave.

4. Centrado en la tarea, no en el estudiante. Ha de referirse a lo que ha hecho bien, y cómo mejorarlo. Los estudiantes que recibieron elogios por el esfuerzo realizado tendían a perseverar en una tarea difícil, la disfrutaban más y no parecían perder confianza si no lograban terminarla.

5. Incluye instrucciones sobre cómo avanzar en el aprendizaje.

6. Ofrece estrategias en vez de soluciones. Si se quiere que los estudiantes aprendan cómo controlar y evaluar su propio aprendizaje, es importante que se les anime a practicar esa reflexión, como ocurre al pedirles localizar y corregir sus propios errores. De esta manera, el aprendizaje será mayor.

7. Presenta un reto para el estudiante, exige actuar y es alcanzable.

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La importancia de un 'feedback' efectivo para potenciar el aprendizaje de los estudiantes

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Desterremos, para empezar, lo más obvio: la forma de evaluar los conocimientos no ha variado mucho a lo largo de los años. Y aunque poco a poco van introduciéndose nuevas prácticas (rúbricas de evaluación, portfolios de trabajo...), el examen escrito sigue siendo el método habitual.

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Teachers and Parents' Resources

This website is basically for parents and teachers trying to help their kids study English. You will find a guide to the materials you need in the TEACHERS and PARENTS section of the site. Sine these resources have been prepared by ESL professionals with at least 5 years teaching experience, you will find this site a great help. Good luck. We have worksheets, Games, Videos, Interactive Video Lessons & Powerpoint Downloads for you.

PowerPoint Lesson Downloads: Presentations to set you apart from other teachers

PowerPoint for kids lessons. These power point downloads are similar to the videos but you will have to manually click on pictures and words to hear the sound. Whereas the videos automatically do all. Download PowerPoint Viewer if you don't have ms Powerpoint installed.

Lessons with Video Tutorials According to Levels : Interactive Videos and Quizzes

Take your kids to the Video Lab and teach them English using interactive videos and interactive quizzes. Video vocabulary lessons include : Clothes, Toys, Zoo animals, Birthday & numbers, farm animals, transportation, weather,vegetables, colors, etc.

Games for ESL Kids Classrooms- Have fun teaching kids with lots of ideas

Are you running out of ideas on how to teach your children? Are you tired of using mainstream games and activities like hangman? Then visit our games section. Here we have games that really work. Games that were created and tested in the classroom and have been known to be effective classroom tools for teachers.

Recommended Websites

: is a multi-level English program for children between the ages of 4 to 12 featuring tons of cartoon animated videos, games, tests and worksheets to teach and review vocabulary, grammar, spelling and communicative skills.

- This site offers English Courses for kids from Preschool, Kindergarten to 6th Grade. You don't have to be a professional teacher to teach kids.

ESL Kids Lab has teamed up with the following, equally good websites to give you a great experience using the web in teaching.

ESL Galaxy : Printable worksheets, board games, word search, matching exercises, crosswords, music worksheets, video worksheets and more free stuff for all levels.

English Media Lab: This free online classroom has a huge database of videos, esl quizzes, grammar exercises, activities for all levels, beginners, elementary, pre-intermediate, intermediate, advanced levels.

ESL Downloads: Download ESL lesson plan materials and interactive exercises for students

ESL Games World : ESL Fun Games for Teachers and Students

ESL Kids for flashcards, worksheets and games

External Links & Partners

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EFL Activities for Kids, ESL Printables, Worksheets, Games, Puzzles, for Preschool, Primary English Learners

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Teachers and Parents' Resources This website is basically for parents and teachers trying to help their kids study English. You will find a guide to the materials you need in the TEACHERS and PARENTS section of the site. Sine these resources have been prepared by ESL professionals with at least 5 years teaching experience, you will find this site a great help.

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DIY Teaching and Learning Materials for kids/ Flashcards/ Letter Sorting/ Writing Tray/Teaching aids

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This week we talked about the teaching aids that we use and also learned about supplementary materials.

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ARTICLE: Differentiation in the Classroom

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ARTICLE: Differentiation in the Classroom

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Using differentiation in teaching means tailoring learning instructions in classes to suit the needs of individual students. Whether that's varied abilities or Special Educational Needs, differentiation in the classroom is a fantastic way to suit these different requirements. There are a variety of learning processes, products, or learning environments that can be used in order to keep learning as fresh and appropriate as possible. Let's have a look at the various ways we can implement differentiation in the classroom.

Content: This is what the student needs to learn and also what learning materials they have access to.

Process: A learning activity or game used by the teacher to engage the student and make sense of the learning content.

Products: A variety of projects designed to help the students apply their knowledge and challenge them to demonstrate it.

Learning environments: The way the classroom is set up and how it feels to learn in that environment.

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Why is Differentiation important in the Classroom?

Differentiation in teaching is an important part of giving students the best education possible. The aim is to teach children of mixed abilities in one class by honing in on their strengths and weaknesses. By doing this, a teacher can still teach the class as a whole, whilst catering to the individual needs of smaller groups within the class.

Effective differentiation could be teaching the same materials to all students but by using several types of learning strategies. It could also mean the teacher delivering lessons that are tailored to the differing ability levels of each student. Here are some examples of differentiation that the teacher may use in the classroom:

Creating various lessons that are based on different learning profiles in the class.

Grouping students together based on ability, topical knowledge, or shared interests. Groups can be chosen based on similarity so that children can work through a task with other similar learners. Or, they can be based on a variety of learning styles in order to utilize these different perspectives when working together on a group project.

Assessing students by using ongoing formative assessments.

Managing the classroom to create a space that promotes learning in a supportive atmosphere.

Continuing to assess and modify lesson plans and their content to suit the needs of students.

What Are Some Examples of Differentiated Learning Strategies?

Teachers must use several strategies to fulfil a differentiated learning program for their students. Here are five examples of differentiated teaching strategies that can greatly benefit members of your class.
Learning Stations
You can offer students various types of content by setting up handy learning stations. Students are then able to rotate which station they learn from and gain information from each new rotation. These stations may include watching a video, making artwork, or reading an article. Then, once students have been to each station, you can hold a class discussion to cement their learning.
Student Interviews
Communication is very important in the classroom. Asking students questions about their learning and studying preferences will help you understand how to meet the needs of your class. You can try pulling individual members aside to find out the following:

Favourite lessons types.

Most enjoyable class activities.

What projects they feel happiest about.

What particular exercises do they find most useful.

Once you have gathered this information you can determine which methods suit your students learning abilities.
Discuss Your Own Abilities
You can help your students to become familiar with the idea of differentiated learning by explaining your own learning abilities. Talking about your own areas of strength and weakness helps children learn that not all people learn in the same way. You can explain some of the tactics that work for you and suggest that children try the same.
Target the Senses
Lessons which resonate with students are the ones that stick. Targeting different senses in class is a wonderful way to keep children engaged. Generally speaking, the more senses you appeal to, the better! Why not try using a range of:

Videos, infographics, and written instructions for visual learners.

Audiobooks or spoken directions for auditory learners.

Physical objects for tactile learners.

You could even incorporate smells or tastes if appropriate!

Promote Student Ideas
Encouraging students to pitch their own projects may unearth some surprising results and give you an insight into children's minds. Students will have an idea of what kind of learning they prefer. So, taking their preferences into consideration when tailoring lessons is an interesting way to help you work out what suits their learning requirements best.

Benefits of Differentiation For SEN in the Classroom

Targeted differentiations and interventions are a key way that we can support children who have Special Educational Needs (SEN) or Specific Learning Difficulties. All children have different preferred ways of learning and therefore can benefit from varied activities to help them learn. But, for children who have a Special Educational Need that causes a particular area of difficulty, differentiated activities are something that can help them to participate despite that difficulty.

Here are some examples of how we can support different areas o f SEN with differentiation in the classroom:

Attention Deficit Hyperactive Disorder (ADHD)

ADHDvaries differently from person to person, but it's common that people with this SpLD can struggle with maintaining focus and concentration in one way or another.

One way to differentiate tasks to help children with ADHD focus is to break things down into small, manageable chunks. You could also use short periods of time with regular scheduled breaks in an attempt to help students maintain focus when they are working. This is called the Pomodoro technique.

Tackling things one at a time can make it easier to stay on track, rather than giving students multiple things to think about at once. It can be difficult for children with ADHD to prioritize, which can lead to attempted multitasking, feelings of overwhelm and lower productivity. So, help children plan their routine in one to one sessions, and use regular breaks to help them maintain their focus.

You might find resources like these Sensory Brain Break cards useful to use during scheduled breaks. These fun activities keep children engaged, but simply focus the attention elsewhere from their work!

Dyslexia

Two of the most commonly used interventions to support children with Dyslexia are Dyslexia-friendly fonts and coloured paper or overlays. Both of these things can make words clearer and easier to read. Here's an example of a Twinkl resource that uses a Dyslexia-friendly font:
Tricky Letters and Sounds Word Mat: Dyslexia-Friendly Font
Teachers can also use lots of visual or sensory teaching activities as an alternative to a heavy amount of reading and written tasks. But, of course, there will be times when reading and writing are necessary in lessons- and there are more ways we can offer support in these scenarios.

Differentiating the level of reading and writing tasks means that you can cater to the different levels of ability within your class whilst making sure that everyone is still involved and participating in the same lesson.

Here's one of our reading comprehension packs that's available at differentiated levels of difficulty. There's also an interactive version there that's fantastic for sensory learners!
Halloween Differentiated Reading Comprehension Activity Pack
Dysgraphia

Children who have Dysgraphia will benefit from assistive technologies like a laptop with speech to text software.Even without assistive technologies, using print out resources, and allowing children to type classwork and homework is a key way that we can support children with Dysgraphia in the classroom. This is because reading and writing in type can be easier and clearer than writing by hand.

It's also a good idea for teachers to provide typed out marking and written feedback.

When children are writing by hand, student's with Dysgraphia should be given extra time, both for writing and proofreading.

For more information on how to support children with differentiated activities for Dysgraphia, check out this resource:

There are lots of other ways that we can use differentiation in the classroom for SEN support. Of course, there are lots of other Special Educational Needs and Specific Learning Difficulties that differentiation is useful for, but of course every child is different. So, to work out how to vary activities to offer support for a particular SEN, simply focus on the area of difficulty for each individual child, as opposed to applying a blanket approach!

Differentiated teaching resources from Twinkl

At Twinkl, our mission is to help those who teach, to teach as best they can. Lesson planning can be a drain on valuable time and energy, especially when taking into account different learning profiles and styles. That's why we strive to create as many teacher-made resources as possible to make lesson planning easier for you. Here are some examples of our fantastic differentiated resources that are ready for you to download and use today:

Instructional Video: Differentiation in the classroom

If you'd like to learn more about differentiation in teaching then check out this helpful, educational video.

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Using differentiation in teaching means tailoring learning instructions in classes to suit the needs of individual students. Whether that's varied abilities or Special Educational Needs, differentiation in the classroom is a fantastic way to suit these different requirements.

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MATERIAL ADAPTATION/SELECTING AND ADAPTING A TEXTBOOK FOR ESL STUDENTS

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How to Prep Adapted Books for the Special Education Classroom

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Being read to is a magical experience for kids, and is a crucial stepping stone for language learning. Some key features of our GLEN Books app:

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This week we talked about why teachers adapt materials and stories.

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In this week 5 we talked about some resources to work with children. Such as textbooks, coursebooks, websites, platforms.

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1. Who are we?
2. Unit 1: Lesson planning
2.1. Week 1
2.1.1. 8 fun methods to teach English to young learners
2.1.2. Tips and tricks to teach young learners
2.2. Week 2
2.2.1. Groupwork 1
2.2.2. Groupwork 2
2.2.3. Writing students learning outcome
2.2.4. Quick teaching tip -> Learning objectives
2.3. Week 3
2.3.1. Lesson plan format for a blended learning setup
2.3.2. Rules for face-to-face classes
2.4. Week 4
2.4.1. Station Rotation (blended lesson)
2.4.2. Game "Colorful icecream"

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GAME MADE BY THE STUDENTS FOR VIRTUAL LESSONS

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GAME MADE BY THE STUDENTS FOR VIRTUAL LESSONS

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ARTICLE: Station rotation (blended lesson) 

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ARTICLE: Station rotation (blended lesson) 

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Preschool and kindergarten teachers in non-Montessori schools can take advantage of Montessori strategies and learning materials.

Allison Shelley for the Alliance for Excellent Education

Children learn in many ways, including listening, reading, seeing, and doing, and it's important for them to be in an environment that makes them feel happy, secure, and confident to build their sense of mastery in their activities.

Sir Ken Robinson's TED Talk, " Bring on the Learning Revolution," inspired me to create a student-centered learning environment. My primary goal is to develop pre-K and kindergarten students' motor skills and provide a strong foundation for the development of social, emotional, cognitive, and physical skills, in order to encourage lifelong learning.

I'll share the Montessori strategies I've used and the benefits I have experienced with my students, as well as when and how they can be used in a non-Montessori classroom.

How the Montessori Method Addresses Student Needs

Dr. Maria Montessori believed that children learn better when they feel comfortable with what they are learning. She created unique learning materials for children that are still used in many Montessori classrooms and help students develop calm, cooperative behaviors. Montessori believed that when students experience and develop independence, they learn how society is organized and develop the skills needed to meet future challenges in a positive way.

As a Montessori-certified teacher, I use practices that assess the needs of each student individually, focusing on experiential learning, critical thinking, and problem-solving. This attention to student needs, in addition to an emphasis on sensorial and creative activities, helps reduce behavioral issues and gives students the freedom to choose their own activities and master them at their own pace.

The beginning of a school year isn't easy. Being consistent with constraints (boundaries with rules and guidelines) is key to a successful Montessori environment. It takes me a week to assess my students and identify areas of improvement. As an early childhood educator, when I notice my students performing tasks incorrectly, I ask myself two questions: "Is there an appropriate way to correct it? What happens if I don't?"

Simple errors, when identified and addressed at an early stage, create an opportunity for students to overcome future hurdles in their learning path. But how should we correct them? Teachers often remind kindergarten and first-grade students to hold their pencils or crayons properly, but actions speak louder than words, and instead of just telling students what to do, I feel it's important to introduce Montessori sensorial materials to students at the pre-K and kindergarten level that encourage the motor skills they'll need as they continue on in school.

Montessori materials aren't cost-friendly, and many public schools don't have a budget for implementing the Montessori method of education. However, teachers can combine blended learning models that Michael Horn and Heather Staker suggest, such as station rotation, with Montessori-based activities.

Using Montessori Materials in Station Rotation

The station rotation model helps students grow efficiently and establishes a classroom routine. The idea of rotating among stations is certainly not new-it's an established and effective practice in elementary schools. The new element that I propose is that Montessori materials be used in the cycle. As Horn and Staker write in their book, the key to this model is that the clock or the teacher announces that it's time to rotate and everyone shifts to their next assigned activity in the class.

I've aligned Montessori materials and activities with the station rotation model in the following way for my students. You can adjust the activities every month to align with your classroom's theme.

1. Teacher's Station: Kids (groups of five work well) has one-on-one and group interactions with their teacher. The activity can be the teacher's choice.

2. Technology Station: Each group of students works on a school-approved application, completing an activity related to the week's theme-20 minutes of activity is plenty of time for students in the early grades.

Schoology allows access to course materials anytime, anywhere, for teachers, students, and parents.

Nearpod allows students to improve hands-on, mind-on engagement and simplifies classroom management.

Epic directs students in self-learning and reading. This encourages students to discover and explore their personal interests.

Google Slides helps teachers build a presentation and share it with other teachers regardless of location.

3. Independent Activity Station: Students use Montessori materials that can vary according to weekly themes.

Lacing activities

Sorting objects (colors, animals, shapes, numbers, etc.)

Sensorial bin (colored rice, beans, colored pasta, plastic coins)

Pin pricking/perforating the letters of the alphabet

Pouring activities (sand or water)

Spoon or measuring cup activities

4. Group Activity Station: At this station, students pair up to complete a task such as completing a large floor puzzle, a construction activity with building blocks, playing with a doll house, or restaurant role play using a kitchen play set.

For young children, connecting play and imagination with structure and constraints creates a beneficial and student-centered learning environment. Critical thinking skills are nurtured, and students develop a sense of ownership over their learning. As teachers committed supporting and being lifelong learners, every class presents an opportunity for us to model positive behaviors and to learn new things from our students.

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Incorporating Montessori Practices in Station Rotation

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Preschool and kindergarten teachers in non-Montessori schools can take advantage of Montessori strategies and learning materials. Allison Shelley for the Alliance for Excellent Education Children learn in many ways, including listening, reading, seeing, and doing, and it's important for them to be in an environment that makes them feel happy, secure, and confident to build their sense of mastery in their activities.

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In week 4 we continue learning about the three types of lessons: face- to - face , virtual and blended sessions. We consider each advantage or disadvantage in order to prepare a lesson plan using the three of them.

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MIND MAP - ALEJANDRA CALERO - ELIZABETH VEGA - HOLYROSE SOTOMAYOR

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ARTICLE: How to Create a Lesson Plan Format for a Blended Learning Setup

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ARTICLE: How to Create a Lesson Plan Format for a Blended Learning Setup

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Morning assembly, back-to-back classes, a rushed lunch and then back to classes. And it still does not end because you would have to prepare for the next day. Such is a day in the life of a teacher. Hands down, the recipe to a successful day in teaching and learning is a thoughtfully designed, executed, and technologically aided lesson plan.

The pandemic might have shifted our classes to screens, the need for extensive planning remains. The key objectives of the lesson planning are still the same. Lesson plan formats in a Blended Learning set up will still need to engage, stimulate every child, and also ensure they learn in an emotionally safe space. No matter where or what.

Ask a teacher or school leader, the secret sauce to a good day of learning for every child are:

1. A well-designed and executed lesson plan to engage every child while they learn in an emotionally safe space.

2. A bucket full of easy-to-use lesson plan aids to cater to every child's learning needs

Classroom teaching becomes a lot easier to implement and effective when it is executed through a structured roadmap.

A Unique Blend of In-Class & At-Home Learning

Blended Learning integrates a teacher-lead in-class learning experience with a self-directed/self- regulated learning at-home via technology. Simply put, Blended Learning is a unique blend of learning that happens both - in-class and at-home. It challenges our very outlook of learning. Why should learning be restricted to a single place, single point in time and a single mode of learning? Learning can happen any time, any place and via any mode. Too good to be true? Not much. Technology has enabled us to do just this. Blurring the lines between classroom and home, through Blended Learning, learning becomes a continuous engaging and enjoyable process.

Teachers can spend less time presenting whole-class lessons and more time meeting with children individually or in small groups to help them with specific concepts, skills, questions, or learning challenges as a result of blended learning. In a Blended Learning model, children are encouraged to use digital and online tools, thus they naturally gain more technological literacy and confidence in their usage of new technology.
Understand Chrysalis' Blended Learning Solutions for Indian Schools
Lesson Plan Format for Blended Learning

Blended learning is a model that effectively aggregates instruction using electronic methods while not replacing, but rather integrating, the traditional format. Technology is used in blended learning not just to augment, but also to alter and improve the learning experience. Educators and school administrators understood the necessity of seeking more innovative teaching approaches as internet access expanded and distance education developed and began to solidify.

A well-planned lesson plan format for Blended Learning has these key elements:

1. Small-Group Instructions: Aimed to teach to smaller groups of children so that effective instructional time is increased.

2. Integrated Digital Content: To engage children for individualized learning

3. Differentiation: Enables differentiated instruction based on different types of learning capabilities for greater impact

4. Data-Driven Decisions: Provides frequent, high-fidelity data from classroom pieces of evidence to inform instructional decisions.

An effective lesson plan based on blended learning has the following components:

1. Clearly stated learning outcome to let the children know what they are going to learn.

2. An overview of the lesson to layout the foundation of the topic

3. Guidelines/steps to introduce the newer concepts of the lesson

4. Formative assessment opportunities to assess for learning

5. Activities/assignments to work in teams to enable collaborative learning

6. An emotionally safe learning environment and experience designed to encourage every child to question and explore fearlessly

The lesson plan, as we all know, is just the foundation for instruction. The capacity of the educator (and children) to take what is stated in the lesson plan and bring it to life determines the actual core and content of a lesson (blended learning or not). That's where a blended learning approach can help!

Blended Learning - The Future of Learning

Blended Learning in one form or the other is here to stay. In this setting, the value of blended classes becomes obvious. Both physical and virtual learning environments are important in today's hyper-connected society. Educators must keep up with this trend and use of a mixed learning strategy to ensure every child thrives. The beauty of blended learning is that it allows you to be more flexible with your course plan by combining online and offline learning resources.

Academic year 2021-22 is a year of new beginnings and the much discussed 'next normal' in education - Blended Learning, rightly recommended as the way forward by education researchers and policies like National Education Policy 2020 (NEP). Here's to a brighter and more engaging blended learning experience for every child in our schools! Let the learning begin!

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How to Create a Lesson Plan Format for a Blended Learning Setup

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Morning assembly, back-to-back classes, a rushed lunch and then back to classes. And it still does not end because you would have to prepare for the next day. Such is a day in the life of a teacher. Hands down, the recipe to a successful day in teaching and learning is a thoughtfully designed, executed, and technologically aided lesson plan.

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In the third week, we made a comparison between three types of lesson. We also plan our sessions to have an idea of what we want to achieve. There are also personal, subsidiary and main aims but first we have to consider our student's needs and interests.

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VIDEO: QUICK TEACHING TIP -> LEARNING OBJECTIVES

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VIDEO: QUICK TEACHING TIP -> LEARNING OBJECTIVES

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Virginia Apgar Academy of Medical Educators

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ARTICLE: WRITING STUDENTS LEARNING OUTCOME 

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ARTICLE: WRITING STUDENTS LEARNING OUTCOME 

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Student learning outcomes state what students are expected to know or be able to do upon completion of a course or program. Course-level learning outcomes may contribute, or map to, program-level learning outcomes. At both levels, student learning outcomes should be clear and measurable. 1. Begin with an Action Verb Begin with an action verb...

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GROUPWORK - ELABORATE A LEARNING OUTCOME

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In the second week we talked about the importance of aims and objectives and their relationship with the learning outcomes. At the end of the week we learned how to write our own learning outcomes like the image above this paragraph.

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VIDEO: TIPS AND TRICKS TO TEACH YOUNG LEARNERS

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VIDEO: TIPS AND TRICKS TO TEACH YOUNG LEARNERS

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ARTICLE: 8 FUN METHODS TO TEACH ENGLISH TO YOUNG LEARNERS

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ARTICLE: 8 FUN METHODS TO TEACH ENGLISH TO YOUNG LEARNERS

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How to Teach English to Young Learners: 8 Fun Methods to Try

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Do you want to go abroad and teach kids? You'll need to know how to teach English to young learners. Check out these essential teaching methods for children!

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In the first week, we talked about our experiences in classes with children. We could also learn about how and what can we teach to young learners. Based on their routines, discipline and abilities. At the end of this lesson, we read an article and made this graphic organiser.

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In this unit we learned about how can we teach young learners, preparing a lesson plan and including a learning outcome. We also learned about the three types of lessons used nowadays. In each article and video, we include a comment about it.

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We are Alejandra, Holyrose and Elizabeth; and we are students of the 9th cycle of the initial education career.