Recorridos en Clave Educativa - English Optional Modules by Veronica Mailhos

Final Task Giottonini, Angela Soledad

2023-05-28 17:51:48 UTC

Final task

2023-06-04 01:46:44 UTC

FINAL TASK AND FEEDBACK COCUZZA, MARIA DEL CARMEN

2023-06-06 19:28:03 UTC

Teaching and Learning approach Andrea Salamanca

andreasalamanca775 — 2023-06-06 20:10:51 UTC

Alfonso Adriana

2023-06-08 14:02:41 UTC

Teaching Approach

2023-06-13 01:29:53 UTC

Vanesa López

MY TEACHING APPROACH- Laura Villagra

2023-06-14 03:13:43 UTC

My English Teaching approach

2023-06-16 22:06:27 UTC

Mariel

Noemí Gonzalorena

2023-06-19 00:55:39 UTC

My Own English Teachig Approach

2023-06-19 13:45:13 UTC

Marcela Vela- My Own English Language Teaching Approach

2023-06-19 15:51:30 UTC

Marcela Vela- My Own English Language Teaching Approach

Institutional and Socio Cultural Context
It is a group of twenty six students aged 9 and 10. They have English lessons twice a week (40 minutes each) and it is a public and full day school. Children spend eight hours per day at their school and that makes them build strong bonds among themselves and with teachers.

Level
I am currently teaching in 4th year (primary school). It is a starter level of English as this is the second year students have English lessons.

Key principles
The method used is the communicative approach based on oral interaction thus students become social agents and are empowered to speak English with other partners in a relaxed environment. Activities are effective when students work together in pairs or groups and they encourage fluency.

Teaching Strategies
Dynamic sequence
Gamification
Peer teaching
Guided practice
Small step process
Varied skills in use

Activities
Today´s topic is colors, classroom objects and verb have got (review)

warm up activity:

Say it with mimic (give an object to one member of each group so the rest have to guess what object it is). What have I got? You´ve got a …………

Oral activity (the whole class)
Pick up a card and say I have got a ……..

Writen practise:

In groups write two colors starting with G, two starting with P and three starting with B. the fastest the winner (it must be well written).

In groups: Each group is given a color. The goal is to pick up as many papers as possible using a straw (you have 2 minutes).

Listening and Individual Activity.
Listen and draw (you´ve got 1 minute to complete the task) I´ve got a red book. I´ve got a green rubber. I´ve got a blue and pink ruler. I´ve got a pen and a pencil.

Homework: based on the listening practice, look at your drawings and answer what have you got in your school bag? Write four phrases.

Example: I have got a green pencil case.

I have got a …………. ………………

Learning Experiences
Students learn through enjoyment and have fun as well. They felt motivated.

Marcela Vela

Ana Verónica Castillo.

2023-06-19 18:47:32 UTC

This project was thought and realized at a secondary night school. For a group of 21 students aged 17 - 35 years old in Catriel, Río Negro. They had lessons twice a week, 140 minutes every week.
The key principle was to encourage students to communicate in english with partners from different levels, using interdisciplinary contents, priorizing the real interaction. It emphatisizes the importance of learner centered approaches, collaborative learning to facilitate meaningful and authentic learning exposition. ENGLISH CLASSROOM LANGUAGE BECOME EDUCATION.
PHASE 1:
* Expose students to think about peopleś interests, what they like reading and what they will like to find in a magazine.
* Promote the discussion, taking of decisions, among students ideas and perspectives.
* Develop tolerance from different points of view while they are working in small groups creating the material.
* Encourage students to look for the most significant info to catch other students´ attention.
* Stimulate them to colaborate with their pairs ( students who needs get a job, school´s kiosc, people who lost some object in the city, etc )
* Guide them while they look for relevant contents in the web sites.
* Get they were able to acquire the new learning by connecting the previous one with the actual.
* Integrate classroom language and content with their own experiences and ideas.
PHASE 2:
* Create small groups to work on different activities according to their different abilities ( some of them like drawing, writing, designing games, organizing info, checking mistakes, lettering, promoting by advertising, donating prizes and whatever)
* Use the technology to help them to get a good magazine
* Encourage students to share their productions with their families and friends
* Collecting the best material that is going to be part of the magazine
* Design a ticket to participate in a competence to get the magazine be more interested
FINAL PHASE:
* Print the material when it is finished
* Sell many copies at a very low cost.

Module 1 - 4 th stop: My own English Language Teaching Approach - Secondary School

2023-06-19 18:58:13 UTC

Matilde María Nicola- Outlining my own English Teaching Approach.

matildenicola77 — 2023-06-19 19:30:32 UTC

"When we own our stories, we avoid being trapped as characters in stories someone else is telling" Brené Brown

Liliana Rinland

2023-06-19 20:41:48 UTC

Module 1 - 4 th stop: My own English Language Teaching Approach - Primary School

2023-06-19 22:38:54 UTC

Marina Alvarez Nataine- My English teaching approach.

marinaalvareznataine — 2023-06-20 05:02:14 UTC

Abrego,Susan

2023-06-20 14:49:57 UTC

4th Stop. My own English Teaching Approach: CLT

2023-06-20 15:43:33 UTC

..." I would like to be sensitive to my students need..."

Giménez, P. Carolina.-

Fourth Stop - Cintia Otermin

2023-06-20 19:07:35 UTC

4th stop- Project. Bamba Fernanda

2023-06-20 22:29:01 UTC

4th Stop: My own English Teaching Approach Lorena Araya

2023-06-21 01:00:08 UTC

Lorena Araya. 4th Stop. My own English Teaching Approach

4th Stop

2023-06-21 01:13:25 UTC

4TH GOMEZ IRENE HAYDEE

2023-06-21 02:07:43 UTC

LET'S ENJOY OUR SURROUNDINGS

4th Stop - Mayra Rios

mayrabelenrios87 — 2023-06-21 02:51:23 UTC

Proyect. Daily Routines. Technology and Apps as Resources Knowdlege.

4th stop- Ñancufil, Banina

2023-06-21 18:45:31 UTC

4th Stop – Final Assesment taskDesigning your own English language teaching approach – By Jorge Nicolas Schmollinger

2023-06-21 22:22:51 UTC

2023-06-24 19:59:25 UTC

4th stop by Nadia Macario

2023-06-24 20:16:32 UTC

4TH STOP- BY CARLA VASQUEZ

2023-06-25 19:11:31 UTC

4th stop Sambueza Norma

2023-06-26 02:06:16 UTC

4th stop Del Rio Lorena

luly_90_18 — 2023-06-28 03:01:39 UTC

2023-06-30 00:47:31 UTC

4th stop María de los ángeles kreiber

2023-06-30 23:45:13 UTC

4th Stop Palma Andrea

2023-07-01 00:10:38 UTC

En el área Segundas Lenguas de la ESRN 135 tuvimos la apertura a lenguas inclusivas y originarias.

Toys Proyect- Susana Vera Mautz

susy41188 — 2023-07-11 16:59:09 UTC

Peralta Mirna-

2023-07-15 05:45:19 UTC

FINAL ASSESEMENT TASK KAELA

2023-07-15 21:08:35 UTC

JULIANA ARIAS - CEPJA 35

2023-07-17 00:44:46 UTC

Analía Mori- Final Assessment Task

2023-07-19 14:37:43 UTC

Module 1-4th stop: My own english teaching approach - Primary school By: Maria Fermina Fernandez

2023-07-19 18:41:15 UTC

Final Task Module 1-4^th Stop: My own English teaching approach – Primary school

Maria Fermina Fernández

This project is aimed at elementary and pre-intermediate level students. The school is in a rural town in Rio Negro.

There are 15 boys and girls aged twelve. They have English lessons two times a week.

The subject to work on is recycled because there is a problem in the town. There is an open-air garbage dump.

I decide this topic with the aim of developing the children’s language skills and encouraging them to develop awareness of their community. Have fun learning English and taking care of the environment.

In this project we ask the collaboration and the assessment of the municipal nursery.

Objectives: the students are expected to fulfil the following goats.

· Get acquired with the meaning of recycle, reuse and reduce (3Rs)

· Appropriate lexical and grammar contents about environment, waste and pollution.

· Discuss new information

· Search on the internet, magazines,, newspapers, books and leaflets information about the relevance of the 3Rs and the environment impact in our town.

· Have critical thinking

· Develop skills for communication and participation

· Promote discussions and exchanging ideas

· Listen the families’ voices and views.

· Collect plastic bottles to recycle them into pots.

· Grow vegetables and help others to learn how to do it.

Linguistic features

-Verbs and adjectives: recycle, reuse and reduce.

-Prefixes. Re in recycle, reduce and reuse.

-Revision of can/can´t

-Simple present and imperatives

Tasks Class 1

Teacher introduce the project and the concept of recycling, reducing and reusing in English and explain its importance for the environment.

Related vocabulary: Teach words and phrases in English related to recycling, such as "recycle", "reuse", "reduce", etc. The students search what 3Rs stand for on the internet, magazines and books to promote motivation and the use of web or other resources of information. Then they share the information with their classroom mates.

Ask the students to start collecting plastic bottles the class 5.

Class 2

· Student work in pairs to write sentences on how they can contribute to make their community cleaner. The teacher can use a poster to a brainstorm ideas and provide examples such as “ I´m going to reduce the use of plastic bags. I´m going to recycle bottles.”

· Ask students to research different types of recyclable materials and how they can be reused.

· Divide students into groups and ask them to design posters in English that reflects the 3Rs role in reducing .

Class 3

· Presentations: Each group presents their poster in English, explaining their message and why recycling is important.

· Students look for information, establish the differences between garbage dump and the 3Rs implementation in their community and Bariloche, and make a chart in groups.

Class 4

· The teacher organize vocabulary games related to recycling in English, such as crosswords or riddles.

· With other area like art, the teachers con carry out an art project using recycled materials, such as creating sculptures or collages.

· Songs and poems: Learn songs or poems in English about recycling to practice pronunciation and rhythm.

Class 5

Teacher ask the students to search in a dictionary words like. soil, plant, grow, sow, water, etc.

The student bring the bottles to school and visit the with the local nursery that provide seeds for students to grow an organic vegetable using the plastic bottle as a pot

Students say the English names for the vegetables seed they are about to grow.

Organize a recycling fair where students exhibit their projects and share what they learned in English with other classmates and the community.

The teaching strategies used in this project are:

· developing the student ability to communicate effectively in English ( communicative competence).

· Language skills integration: listening, speaking, reading, and writing - to ensure a balanced development of language proficiency.

· Task-based learning

· Formative assessment.

· Learner-centered approach.

4to stop

2023-07-19 21:39:54 UTC

2023-07-21 19:54:48 UTC

2023-07-22 02:50:49 UTC

3rd Stop - Adriana Alfonso

2023-08-07 09:57:53 UTC

2023-08-13 23:59:03 UTC

Modulo 2- 3rd Stop assessment: Teaching Activity for Primary School

SCHOOL: Primary school N°134 Jornada extendida

SUBJECT: English

SCHOOL LEVELS: 4th grade

TEACHER: Kaela Tortarolo

TIME: 120 minuts

TOPIC:

· VOCABULARY: Parts of the body and Adjectives.

· GRAMAR: verb have and has got

CONTENTS:

The 4 macro linguistic skills will be worked on:

• Oral language: listening and speaking, working with songs and playful games.

• Written language: reading and writing, working on putting together sentences and

describing their own drawing.

AIMS:

• To acquire and learn the vocabulary of the parts of the body and adjectives.

• To promote the ability to communicate with their peers.

• To practice the pronunciation of specific sounds and grammatical structures.

• To stimulate and encourage creativity and imagination.

Activities:

1- Song parts of the body:

Listen and repeat a song marking the parts of the body. (the teacher will guide the musical theme) https://supersimple.com/song/head-shoulders-knees-toes-sing-it/

2- Simon say:

A student will be chosen to be Simon's and their classmates will stand around Simon, who will give instructions saying by example: Simon says Touch your nose, Pats your feet, etc. Each child must perform the action.

3- Memory games with Flash cards

The class is divided into 2 groups of equal number of students, the cards will be placed on the table with the images facing down, (these must be even).

Each member of the groups must simultaneously turn over two cards that are the same and place them on the blackboard naming them.

All the members of the groups will participate, the winner is the one who has obtained the most equal cards.

4- Written language work: reading and writing

A- Photocopy B- Photocopy

C- Draw the monster, then to description him.

D- After doing activity C, each student will read their description and to show a

monster.

Reflection:

My idea is that this didactic activity is designed according to their abilities and interests, since 4th grade students must encourage active participation, be flexible, dynamic, significant, and be related to group work.

2023-08-14 03:41:23 UTC

María Isabel Bravo 3rd STOP ASSESSMENT

2023-08-22 01:20:41 UTC

María Isabel Bravo Module 2 - 3rd STOP ASSESSMENT

2023-08-22 01:23:42 UTC

2023-08-23 13:11:54 UTC

Matilde M. Nicola- 3rd Stop!

matildenicola77 — 2023-08-23 23:08:16 UTC

Hope you enjoy it and that it can be shared!

2023-08-23 23:31:18 UTC

Teaching Activity, by Giménez, P Carolina.

2023-08-26 14:00:42 UTC

This lesson plan based on the topics of seasons and clothes, it ts aimed at elementary level students.

THIRD STOP- MY OWN ENGLISH TEACHING

2023-08-27 13:10:35 UTC

Third Stop - Noemí Gonzalorena

2023-08-27 20:35:57 UTC

JULIANA ARIAS - TEACHING ACTIVITY FOR SECONDARY SCHOOL

2023-08-27 22:18:38 UTC

JULIANA ARIAS
TEACHING ACTIVITY FOR SECONDARY SCHOOL

Third stop - My own english teaching. By Jorge Nicolas Schmollinger

2023-08-28 01:25:16 UTC

2023-08-28 01:50:01 UTC

Third stop assessment– Maria Fermina Fernández

Subject: Fruits –Healthy food”

Level: Beginner

Age: 8-10

Time: 80 minutes

Learning Objectives:

In English:

To introduce or revise specific vocabulary related to colors and fruits, and talking about likes and dislikes.

To familiarize beginners with the nutritional benefits and importance of incorporating fruits into a balanced diet.

To expose children to systematic phonic instructions.

To provide simple and easy-to-follow recipes or ideas for incorporating fruits into meals and snacks.

In science:

To introduce the topic healthy food and nutrients in our body

Students will be able to understand and describe basic concepts related to nutrition and learn healthy food vocabulary.

In Maths:

Counting numbers from 1 to 20

Capacity units (liters, cups)

Objective:

To expand vocabulary

To raise awareness on the importance of healthy eating.

To read recipe, follow the steps and cook.

1. Warm-up activity:

I begin asking students if they like fruits and what is their favorite fruit.

What fruit/vegetables do you like? / I like ...

Do you think the fruits are healthy?

2. Vocabulary: Introduce new fruit vocabulary words (e.g. apple, banana, orange, etc.) and practice pronunciation with students. (I use flashcards or real objects to help students associate the words with their meanings)

With a poster and pointing the images, I ask questions like:

4. What colour is the banana? How many yellow fruits can you see? Are there any red apples?

Let´s paint! I give the student an activity to color with numbers.

5. Reading and Listening: I provide a short text and an audio clip about fruits for students to read and listen to emphasizing the new vocabulary words.

4. Speaking and writing: Have students practice using the new vocabulary words in sentences and writing short paragraphs about their favorite fruits.

5. Complete the chart. Draw and write.

What do you eat for…

| Breakfast? | Tea?
| |

6. Children choose their favourite food for school tea and copy the recipie of “salad Fruit”. We do it at the school kitchen.

Ingredients

2 red or green apple
3 tangerines or small oranges, peeled
12 black or green grapes
2 medium banana, peeled
4 kiwi fruits, peeled
3 large thick slice of pineapple, fresh or canned
6 strawberries
1 pear
4 cups or a liter of fresh unsweetened orange juice.

Method: Wash your hands and the fruits. Cut the fruit into slices. Place all fruit in the bowl, add the orange juice and mix well. Enjoy it!

I think this lesson plan is aimed for primary beginner age-appropriate. It can also be adapted to lower levels. It has many visual- spatial activities, which are funny to learn. At this age children can organize and plan working and playing cooperatively.

Intellectual development: has longer concentration span; can classify, order, sequence; can organize objects into a series; can understand weight and volume; can predict, hypothesize, deduce within a clearly defined context; greater use of memory strategies; develops metacognition.

Third stop assessment. Maráa Fermina Fernández

2023-08-28 01:53:56 UTC

Third stop assessment– Maria Fermina Fernández

Subject: Fruits –Healthy food”

Level: Beginner

Age: 8-10

Time: 80 minutes

Learning Objectives:

In English:

To introduce or revise specific vocabulary related to colors and fruits, and talking about likes and dislikes.

To familiarize beginners with the nutritional benefits and importance of incorporating fruits into a balanced diet.

To expose children to systematic phonic instructions.

To provide simple and easy-to-follow recipes or ideas for incorporating fruits into meals and snacks.

In science:

To introduce the topic healthy food and nutrients in our body

Students will be able to understand and describe basic concepts related to nutrition and learn healthy food vocabulary.

In Maths:

Counting numbers from 1 to 20

Capacity units (liters, cups)

Objective:

To expand vocabulary

To raise awareness on the importance of healthy eating.

To read recipe, follow the steps and cook.

1. Warm-up activity:

I begin asking students if they like fruits and what is their favorite fruit.

What fruit/vegetables do you like? / I like ...

Do you think the fruits are healthy?

With a poster and pointing the images, I ask questions like:

4. What colour is the banana? How many yellow fruits can you see? Are there any red apples?

Let´s paint! I give the student an activity to color with numbers.

5. Reading and Listening: I provide a short text and an audio clip about fruits for students to read and listen to emphasizing the new vocabulary words.

4. Speaking and writing: Have students practice using the new vocabulary words in sentences and writing short paragraphs about their favorite fruits.

5. Complete the chart. Draw and write.

What do you eat for…

| Breakfast? | Tea?
| |

6. Children choose their favourite food for school tea and copy the recipie of “salad Fruit”. We do it at the school kitchen.

Ingredients

2 red or green apple
3 tangerines or small oranges, peeled
12 black or green grapes
2 medium banana, peeled
4 kiwi fruits, peeled
3 large thick slice of pineapple, fresh or canned
6 strawberries
1 pear
4 cups or a liter of fresh unsweetened orange juice.

Method: Wash your hands and the fruits. Cut the fruit into slices. Place all fruit in the bowl, add the orange juice and mix well. Enjoy it!

Module 2 - 3rd stop: My own English Teaching Approach by Paula Lozada - Primary school

2023-08-28 03:09:59 UTC

Third stop. Burgos, María Celeste

2023-08-28 17:34:43 UTC

Third Stop Assessment Liliana Rinland

2023-08-29 00:08:23 UTC

Third stop assessment.

2023-08-29 00:59:32 UTC

Salamanca Mònica Carolina

ACTIVITY - THIRD STOP

2023-08-29 02:26:09 UTC

Renewable energies - Sustaintability

2023-08-29 04:06:17 UTC

3rd stop assessment- Ñancufil

2023-08-29 04:53:28 UTC

luly_90_18 — 2023-09-03 20:27:00 UTC

2023-09-07 23:57:30 UTC

marinaalvareznataine — 2023-09-10 03:28:42 UTC

MODULE 2 3º STOP DE LUCÍA PALMA

2023-11-11 03:01:39 UTC

Curricular área: Segundas Lenguas - inglés (LUCÍA PALMA)

Third Stop Assessment

Course: 1º Year

Students: 15 (between 21 and 38 years old)

Time: 45 minutes

Linguistic content:

Numbers

Objectives:

Integrate language and content.
To have critical thinking.
To learn numbers related to age, days, months of the year
To work collaboratively

Warm up:

To start with, they listen to the song of the group Pica Pica.

Then, they repeat the song with the teacher.

Presentation:

The teacher show a poster with numbers and then the game to the students.

Activity Nº1

Find the words in the crossword or puzzle.

Activity Nº2

In groups, the students play a bingo, they listen to the number and circle them on the card.

The teacher give the students a matching, match the numbers with the correct word.

My Own English teaching

2023-11-20 16:14:56 UTC

2023-11-20 21:53:28 UTC

Ana Verònica Castillo

2023-11-24 18:31:38 UTC

My English Approach- Primary School

2023-11-25 00:04:08 UTC

Adriana Alfonso

2024-03-10 21:27:18 UTC

Vanesa S. López

2024-03-12 14:34:38 UTC

2024- 3rd stop activities for secondary school- Burgos María Celeste

2024-03-18 18:44:59 UTC

Third stop assesment Maria F. Fernández

2024-03-19 00:48:56 UTC

Mariel Forquera

2024-04-02 03:36:06 UTC

Laura Villagra

lauvillagra1 — 2024-04-04 11:50:00 UTC

2024-04-05 18:27:39 UTC

Third Stop 2024- Sambueza Norma

nsjacobacci — 2024-04-06 22:37:50 UTC

Sonia Schütze

2024-04-07 15:32:04 UTC

Noemí Gonzalorena

2024-04-08 00:43:33 UTC

Peralta Mina de los Àngeles

2024-04-09 01:14:41 UTC

Third stop

Name and Surname: Mirna Peralta

Resouse: Greta Thunberg sppech at the united nations climate action summit..

Primary School: Salim Rahal 163

Grade: Multiple 6 y 7

Elementary:intermediate level

Ages:11/12

Theme: Vocabulary

Objetives:

Make climate change visible
Raise awareness about climate change
Reflect on our own care for the environment
Do we take care of the environment? As?
Acquire new vocabulary on the topic.

Linguistic content: Listening, Reading, Speaking, Writing

Exhibition activity:

The video of Greta Thunberg's speech at the United Nations Climate Action Summit will be shown.
Once the video has been seen, a discussion will be held about what was seen.
We will reflect on climate change
Each one will present their own idea about climate change and what to do to improve environmental care.
New words will be rescued to make a glossary.

Recognition stage:

Bibliographic diving: We look for images and short videos on the Internet that show us what the environment is like today.

Guided practice:

School Billboard: Creation of the billboard in the school institution with all the information collected on how we should take care of the environment with small actions incorporating the new acquired vocabulary

Free Production:

Students will make their own brochures with useful tips for caring for the environment and distribute them in the educational community in order to raise awareness about the importance of reversing climate change.

David Castillo

2024-04-10 01:22:04 UTC

Third Stop - Assessment Giménez, P. Carolina

2024-04-10 13:39:22 UTC

Ana Veronica Castillo

2024-04-11 05:04:54 UTC

I think these activities are useful and relevant for the students.

2024-04-11 16:43:13 UTC

2024-04-11 19:30:05 UTC

Module 3- 3rd stop- Ñancufil, Banina

2024-04-12 00:30:00 UTC

Jorge Nicolas Schmollinger

2024-04-12 00:31:08 UTC

JULIANA ARIAS

2024-04-12 01:29:06 UTC

Andrea Salamanca

andreasalamanca775 — 2024-04-12 14:38:22 UTC

Hi! Here it´s my work! Hpoe you enjoy it!

Mayra B. Rios

mayrabelenrios87 — 2024-04-12 15:12:41 UTC

MODULE 3 - 3rd stop Assessment 4Teaching/learning activities FOR SECONDARY SCHOOL - Paula Lozada

2024-04-13 18:26:28 UTC

2024-07-02 23:38:43 UTC

Lorena Araya. 3rd Stop Assessment

Module 3

Salamanca carolina

2024-07-04 22:01:25 UTC

Mariel Forquera

2024-08-07 03:08:01 UTC

Vanesa Soledad López

2024-08-09 02:55:53 UTC

First Stop. Giménez, P. Carolina.

2024-08-13 22:43:25 UTC

Adriana Alfonso

2024-08-15 14:56:42 UTC

2024 - Module 4 1st Stop - Albornoz Omar

2024-08-15 20:49:23 UTC

Module 4 - 1st Stop - Lesson Plan for Secondary School

2024-08-16 21:24:30 UTC

KAELA TORTAROLO

2024-08-17 01:30:09 UTC

kaela tortarolo

2024-08-17 14:40:30 UTC

CARLA VASQUEZ

2024-08-17 15:35:50 UTC

paulalozada07 — 2024-08-20 15:18:23 UTC

paulalozada07 — 2024-08-20 17:25:48 UTC

paulalozada07 — 2024-08-21 14:25:25 UTC

2024-08-22 22:44:09 UTC

2024-08-22 22:46:01 UTC

JULIANA ARIAS

2024-08-23 15:30:10 UTC

1st planning template

2024-08-23 15:42:43 UTC

Didactic sequence

2024-08-23 15:52:41 UTC

Educational planning with interesting contents

2024-08-23 16:07:27 UTC

María de los ángeles kreiber

2024-08-23 16:16:50 UTC

Interesting sequences in a planning

María Celeste Burgos

2024-08-25 00:03:44 UTC

Burgos, María Celeste

2024-08-25 00:11:50 UTC

Lesson Plan for secondary School

Vanesa S. López

2024-08-25 14:04:47 UTC

Gimenez, P. Carolina

2024-08-25 19:24:12 UTC

Cecilia Garodnik

2024-08-26 00:52:49 UTC

Burgos María Celeste 2nd stop

2024-08-26 21:56:12 UTC

Mariel Forquera

2024-08-27 23:19:29 UTC

Noemí Gonzalorena

2024-08-28 00:58:10 UTC

Sambueza Norma

2024-08-28 01:28:43 UTC

Adriana Alfonso

2024-08-30 22:11:02 UTC

Peralta Mirna

2024-08-31 00:11:57 UTC

Carla Vasquez

2024-08-31 23:54:38 UTC

Herrera M. Daniela

2024-09-01 05:53:59 UTC

HERRERA M. Daniela

2024-09-01 06:46:06 UTC

HERRERA, M. Daniela

2024-09-01 07:25:21 UTC

Noemí Gonzalorena

2024-09-01 14:21:53 UTC

Noemí Gonzalorena

2024-09-01 15:21:15 UTC

Jorge Nicolás Schmollinger

2024-09-02 01:50:42 UTC

JULIANA ARIAS

2024-09-02 19:54:39 UTC

2024-09-04 02:56:53 UTC

2024-09-05 17:15:56 UTC

Banina Cecilia Ñancufil

2024-09-06 09:36:45 UTC

2024-09-06 21:39:56 UTC

2024-09-06 21:40:46 UTC

Bamba Fernanda

2024-09-07 02:43:48 UTC

Castillo David

2024-09-07 13:36:54 UTC

Castillo David

2024-09-07 13:37:42 UTC

Peralta Mirna

2024-09-07 15:26:21 UTC

Peralta Mirna

2024-09-07 15:31:59 UTC

2024-09-07 18:35:22 UTC

Jorge Nicolas Schmollinger

2024-09-08 17:27:03 UTC

Susan Abrego

2024-09-08 22:19:38 UTC

Arego Susan- 2nd stop

2024-09-08 23:01:21 UTC

Cecilia Garodnik

cgarodnik — 2024-09-08 23:25:01 UTC

Cecilia Garodnik

cgarodnik — 2024-09-08 23:27:41 UTC

PALMA ANDREA.

2024-09-09 01:51:44 UTC

2024-09-09 03:14:13 UTC

Marina Alvarez Nataine

marinaalvareznataine — 2024-09-09 04:17:02 UTC

Marina Alvarez Nataine

marinaalvareznataine — 2024-09-09 05:27:53 UTC

Banina Cecilia Ñancufil

2024-09-09 07:02:54 UTC

2nd stop

Sonia Schutze

2024-09-09 14:24:31 UTC

Sonia Schutze

2024-09-09 14:25:19 UTC

2024-09-09 19:23:50 UTC

2024 - Module 4 - 2nd Stop - Lesson Plan for Secondary School

2024-09-09 19:57:56 UTC

Salamanca Carolina

2024-09-09 21:50:29 UTC

Salamanca Carolina

2024-09-09 21:54:43 UTC

David Castillo

2024-09-09 23:46:13 UTC

Silvina Lorena Abadie

2024-09-10 01:58:01 UTC

Silvina Lorena Abadie

2024-09-10 02:16:48 UTC

kaela Tortarolo

2024-09-10 04:26:10 UTC

Bamba Fernanda

2024-09-10 12:59:01 UTC

Vela Marcela

2024-09-10 22:35:12 UTC

Andrea Elizabeth Salamanca-Lesson plan 1st stop- 2024

2024-09-10 22:54:41 UTC

Lorena Araya M4 1st Stop

2024-09-11 02:16:37 UTC

Lorena Araya M4 2nd Stop

2024-09-11 02:17:23 UTC

Andrea E. Salamanca- Module 4-2nd stop- 2024

2024-09-11 02:20:52 UTC

PALMA ANDREA SECONDARY SCHOOL

2024-10-24 04:41:21 UTC

2024-11-18 15:48:43 UTC

Loyer Carmen

2024-11-19 01:01:22 UTC

Rios Mayra

2024-11-23 21:21:41 UTC

Rios Mayra

2024-11-24 01:13:14 UTC

Laura Villagra

2024-11-24 01:19:13 UTC

Laura Villagra

lauvillagra1 — 2024-11-24 01:24:31 UTC

Silvina L. Abadie

2024-11-28 03:07:51 UTC