The user can choose to have a free account or join the premium platform. We decided to go for the free option because, although it has fewer features, it still allows us to work collaboratively and to upload the different supportive materials we will use in the future. In this sense, we do not spend money in a membership and still can create a well-designed portfolio.

Lilian
First of all, I would like to point out how much effort our classmates have put on the creation of their portfolios. I noticed that many of them put a lot of dedication on creating visually clear, engaging and motivating portfolios for us to understand and comment on them. I am also able to see the different "personalities" of each portfolio, with its particular characteristics and structure. Some things that were useful for me to learn about my classmates, is that they made their entries as approachable as possible, in order for us to comment on them and be able to  interact and cooperate with each other. It is very pleasing to know that if any doubt or question arouses regarding the content, it will only take us a comment, to communicate and understand our ideas in a clearer way. The porfolio showcase has helped me in the way that there is not only one view or perspective on how we can understand material development. By reading all the different ideas on each entry, I can amplify my knowledge and thus, understand different ideas on how I can get familiarized with the world of material development. It would not be interesting at all, if we all thought the same way about the proper creation of material, wouldn't it? So the material showcase is in the end, a way of diversifying knowledge, which will make us more upright and knowledge-nurtured teachers in the long term.

Valentina
When it comes to the superficial aspect of our portfolios, it's very interesting how different they are. The diversity is impressive and, personally, it has helped me a lot to get to know a little bit more of my classmates' personal preferences and thus their personalities. Likewise, I've discovered new tools to use in Padlet thanks to my classmates that work with this platform too.
Regarding the content of the activities, and how our classmates have responded to the different challenges we've had, Ive learnt that there's no wrong answer but several points of views with respect to ELT materials.
All in all, the first portfolio showcase has been very beneficial to my learning process in this course, for I've had the opportunity to consider other perspectives and other ways to express oneself, even when we're all using the same platform or similar ones. Moreover, the fact that we can share our ideas and learning about ELT materials in one platform, helps us to have an organized source which we can access at any moment to refresh our knowledge and complement it with new information that enriches our proficiency in this subject matter.

                                         Textbook 8th grade "E-teens", page 16. 
                                                            Unit 1 "Travel"

Now
a. He is ______________ to the south now.
b. Peter and John __________________ their vacation with their friends.

Every summer
c. My brother always ____________ the car when my mom is too tired.
d. I usually ___________ on vacation with my family in summer.

Last Summer
e. When we went to the beach, we __________ many things like sunbathing and building sand castles. 
f. My sister __________ many tourists from Europe at the hills of Valparaíso.

The main strategy that I used to adapt the content of this page was basically contextualizing it. This means that I thought of the actual scenario in which this textbook would be used, that is, chilean teenagers of 13 and 14 years.  I thought of the general social reality of most chileans. That is why the main changes that we made were related to feasible and realistic examples that tries to include all students, and not only those who could afford less common and more expensive vacation activities. 

Based on this adaptation and on what we have discussed in class,  I strongly believe that the classroom context and the students have to be taken into account at the moment of adapting materials. What I mean by context is mainly refered to their social/economic/demographic situation.  Textbooks that do not consider those three aspects, or only one of them, are not realistic enough to be used as an effective teaching tool; hence, students won't strenghten their learning process. When it comes to the students, I do believe that their proficiency level and interests have to be part of the adaption. It would make no sense to give students tasks that will be way too challenging for them, since we do not intent to demotivate them. Their interests can be included in the extent that the teacher tries to discover with the students their every day interests and likings. In this way, the teacher can include them at the moment of doing activities and tasks, and consequently, learners interest in the L2 acquisition will be prompt. 

We adapted cultural and social components to meet the Ss' context and, hopefully, their interests. We knew that this activity was meant for 13 to 14-year-old Chilean students, and indeed, it included very amusing activities in the task; however, we have to consider all social classes when designing material. This is why we chose to replace some sports and places that seemed to fit only upper-middle classes for more affordable alternatives. Likewise, we replaced locations to fit our Ss' context: people from Valparaíso.
By applying these strategies, we make sure that no student feels neglected or inferior. If my students feel identified with the task, their motivation will increase, the learning is more meaningful, and the experience is much more enriching.

In my opinion, the most useful strategies have to do with personalizing and contextualizing the material so that it fits students' reality, needs and preferences. This is related not only to their social context but also to their academic context (i.e. levels, intelligences, special needs, etc.). That's why incorporating differentiation strategies into our teaching has a huge impact in our students' learning; the environment is more inclusive and thus they feel more motivated to work, study and learn. 

The information is presented through both the original text and a video from youtube (audiovisual input)
https://www.youtube.com/watch?v=7YVIio9zNE0

Strategy: "offer flexible opportunities for for expressing skill: provide options for expression and communication"
-Students can answer through the speaking or writing skill

Strategy: "offer choices of content and tools: optimize individual choice and autonomy"

-Students have the choice to do this individually or collectively. They can also choice to talk about museums in Chile or only focus on the Field Museum.

6. Choose 2 questions and answer them. Questions a, b and c can be answered either individually in a written manner or orally in a group discussion. Have fun!
a. Why do you think museums are important? In your opinion, what are the most famous museums in Chile?
b. Have you ever visited a museum? If so, what is/are your favorite museum/s? Why?
c. Put the exhibits in The Field Museum in order from most interesting to least interesting
d. In groups, come to a consensus about the most interesting exhibit. Share your ideas with the class. Give reasons for your answer.

We do believe that adapting materials or specific exercises in textbook is fundamental, since it allows a more inclusive way of instruction, as we have been discussing in class. It is crucial to provide Ss with both types of comprehensive skills (listening or reading) and the same with productive skills (speaking or writing), in order for them to be able to choose the option that they feel more comfortable with. This will enable learners, as mentioned before, to potentiate the "stronger English skill" of each student, as well as to consider Ss comfort in developing a task. We had in fact, one experience during our practicum related to adapting material in a more inclusive way. One time, one of us had to give instructions about a written activity Ss had to carry out in pairs. However, there was one student who asked the future teacher if it was possible for him to work by himself withouth a partner. He explained in an insistent way that he usually feels more comfortable working by his own. After having listened to him, we agreed on letting him work alone. Later, we found out through our mentor teacher that this student had specific troubles in socializing and working with his classmates. Thus, the way in which he achieved best results in developing tasks, was actually working by his own. 

In the end, this real-life experience demonstrates how important it is to listen to Ss and give them options on achieving a task. Learners will not only have a sense of autonomoy but also a feeling of comfort when they know they can actually choose what to do. Therefore, it can be said that the UDL principles have become a great contribution to EFL classrooms, potentially making students academic choices less rigid and more enjoyable.

General objective: Ss will be able to demonstrate understanding of Ferrari's biography by working first with the genre itself and then with the content of the text.
 
Specific objectives:

   1. ENZO FERRARI SURVEY

This follow up activity is in our opinion very thought provoking, since it aims at developing many skills of the Ss. First, they will have to make use of their writing skill (write down questions about Enzo Ferrari), to then interact, thus, use their speaking skill by interviewing their classmates. The interactive part of this activity is extended, since at the end the student will have to tell his/her partner about his/her findings, to then report on what they have found. In this type of activity, both production skills will be strenghtened, while Ss kinesthetic "needs" will be tackled; Ss will have the opportunity to move in order to interact and find answers. We believe that this is suitable for a secondary level class.

   2. WRITING

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This follow up activity is focused on prompting the student's writing skill. It is interesting that this activity is focused on what and how much the student will be able to compose within a range of 10 minutes. Thus, we could say that it focuses on an expressive view on the student's writing. After having finished his/her composition, the learner will be able to find out what his/her writing looks like within 10 minutes; this means, how s/he structures his/her writing, how long the extension is and what type of ideas s/he considered relevant writing about. Another positive thing about this activity, is that the learner will receive feedback from his/her partner. This may lower anxiety levels and enable students to work cooperatively.