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Student-centred

Focus on pragmatic rather than semantic meaning

Meaningful communication
Example:

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Content and Language Integrated Learning is an approach where students study subjects from different fields of study through the use of a language other than their own (in this case EFL). It requires teachers to be able to adapt their plannings in order to coordinate with other subjects in the realization of projects

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I want to be a comprehensive teacher who invitates his students to discover knowledge by themselves, reaching their own conclusions. The kind of teacher who is so passionate for his subject that conveys that passion to others.

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Things I didn't know before Prácticas II

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Things I didn't know before Prácticas II

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I thought "differentiation" was kind of a forbidden subject in education

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Teaching Sequence designed for "Lit. y Niñez"

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Teaching Sequence designed for "Lit. y Niñez"

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https://1drv.ms/w/s!AqdnShDMPBoviQ6ozbti63d3Zdv0

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My favorite game from those present in the selection is "Do as I say, not as I do". I like it because it's way more challenging than the typical "Simon says" while at the same time being very similar.
One game I remember from my primary school is "Spin the Bottle", in which the student who is pointed to has to answer a question and, if he does it correctly, spins the bottle again. It's very useful to get children to be on their toes watching to whom the bottle points and preparing themselves to get their answers right.
A characteristic common to the two games I've mentioned is the lack of direct competition, something that "can bring the worst in children and can lead to over-excitement (and even agression)". Instead, these games involve the whole group and, having a system of lives, tend not to exclude anyone.

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Here are some similarities (in green) and differences (in red) between primary-school and secondary-school curriculum designs.

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Why is it useful to use tasks in the primary-school classroom?

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Why is it useful to use tasks in the primary-school classroom?

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Well-thought tasks allow us to really engage our young students in the learning process and not just give them drills to fill. Tasks are useful to help SS learn more naturally than what they would learn with traditional activities.

When planning tasks for primary-school SS, we must take into consideration that they have good memories, like to imitate, enjoy playing games, and are curious. Starting from these characteristics, we can choose among a variety of tasks; for instance, we could plan a matching task including a Simon says game, something unthinkable under a more traditional approach!. Furthermore, while working with tasks, teachers should seek to establish a relaxed atmosphere in the classroom, provide comprehensible exposure to the language and build on what SS already know. Undoubtedly, tasks are a good method to learn, especially in the context of primary school.

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Scaffolding refers to whichever support students may need to accomplish the learning objectives successfully. The level of this support is changed to suit their cognitive potential (ZPD). More scaffolding is offered when children are having difficulties with certain task, but eventually less scaffolding is provided as they become more independent.
An example of scaffolding is the use of visual aids such as graphic organizers to help students visually represent new ideas, organize information and understand complex concepts.

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I think the observation experience allowed me to learn how it really is to teach in three of the four cycles into which our primary and secondary school are divided. It was the first time I entered a classroom knowing at least some of the theoretical framework behind the activities that took place there. It also permitted me to observe how different teachers manage to face the challenges their context presents and create a proper atmosphere to learn a foreign language at school.

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My lesson plan for the first four-lessons training session