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In general, I think that as a class, we did not enjoy using Padlet, this is a completely new system we started using this semester, a system me and most of my classmates really got a grasp on how to use it well entered the semester, this and the answer that we were “digital natives”, and that we should know how to use this system, left us stranded and frustrated, setting aside or directly ditching the platform unless it was absolutely necessary to use it.
Would I dare saying that this has enhanced my learning? No, that's the most traight answer I can give, just as reading, ICTs should have a range of options to use, due to the fact that the professors in charge of the course cannot know every single online platform there is, and neither do we.
When it comes to the learning experience itself, I appreciate the techniques and tools we have been taught, but I still have that sense that we are far away from the classroom, lacking the personal-pedagogical side of the Didactica.

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Motivating Reading              EBA PUCV

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Motivating Reading              EBA PUCV

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For this poster, we wanted to do it as simple as possible, in order to get a clear message across with each rule, so we summarized in a maximum of 2-3 lines the whole rule, including some tips.
The poster was made in English, but right behind the rules in English, there were Spanish translation so that this very important topic could be useful to anyone in the ILCL.

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Sequenced activities, knowledge activating/fostering activities, scaffolding, socialising knowledge, collaborative work and a communicative outcome are essential to an effective language teaching. None many of these elements can be really seen in the proposed listening activity, but without more information about the real context this class was given, we cannot just judge the teacher, since there are as many teaching styles as there are teachers. But the core ideas, values and elements of a class cannot be taken for granted.

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In this entry, I must say we had issues finding the actual audio provided with the ministry provided book, but we actually made up some sort of plausible audio that might have fit the task, having said that, the topic being discussed, Ecology and Environment, can stir students conscience if played right, but the proposed activities as such only promoted grammar and vocabulary, despite the fact that MinEduc requires to foster critical thinking.
In order to do so, we added questions that might be debated in class, but providing alternatives, therefore preventing or diminishing the second language as a barrier while discussing.

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During the adaptation of the tasks we were given, we noticed that an important percentage of the required information required in order to answer the questions, came from extra-textual information about the series itself, information we actually lacked, so it was somewhat more obvious that the focus of the tasks had to be changed, creating achievable but still challenging material.

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In this case, we, as a group, chose to take on a very difficult and harsh topic, metal health within the unit "La Salud y la Vida Moderna", we thought necessary to start the listening with another listening to foster exclusively vocabulary related to the brain.
Therefore we notices that even though we might think that a listening that is accompanied by on screen transcriptions or relating drawings makes it easier, but this is not necessarily the case, not because they might be misleading, but because the topic dealt is actually quite dense itself, so taking baby-steps in previous classes and even relying on other courses so students can have a meaningful learning experience is paramount.

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All the required items are in the post itself, since the padlets were done personally.

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To show people from another programme why something you are studying is not always easy, but with a task they might see themselves doing in their future career they might get the message we want to convey, that as an ultimate goal we've got to truly engage students in reading, despite feeling a bit ridicule or out of place.