Minimum Requirements: Presentation of evidence of the implementation.

We are also creating sign posts or small posters to put up around the school corridors to help the community familiarized with those simple expressions.

The lessons include everyday language expressions and in the meantime students can talk about the contents of the class

https://classroom.google.com/g/tg/NTQyODY4NTg2NDU5/Njg1NDk4NzE0ODU4?authuser=0#u=NTk1OTYxMjk5ODE3

Flipped learning is also a strategy used in the project as students are expected to use classroom platform to post given tasks and get workguides to support face to face activities.

Another strategy used in the project is team work based on cooperative learning.

Findings

Listening to all students interactions tends to be time consuming, but it worths as they feel they are all heard.

Peer support can be observed when students have to accomplish oral tasks.

When it comes to singage, students report that they like their posters being published around the school for others to watch them.

CONTEXT: 9th graders at Republca del Ecuador School are usually reluctant to work in class and to participate. The causes of this attitude are diverse. However, I started a plan to start the class with a meaningful and different activity in order to promote their activeness. In the video above, the first activity called "Tic-Tac-Toes Clapping song" was very successful. The majority of the class learned and performed it with great joy and enthusiasm.

The purpose of my project is to enhance English language learning outcomes for all students at INEM Santiago Perez by implementing differentiated instruction through the formation of homogeneous English language proficiency groups.

Methodology

Next year, when all students are in the single day, there will be one more hour a week in the English subject in basic secondary grades. Therefore, it is intended to work more deeply on the bilingualism plan. So upon entering sixth grade, students will be classified according to their level of English.

OUTCOMES

Despite of this micro project has not been implemented yet, we have previous experience with higher students and we hope to get similar results since during these last two years students have shown an evident improvement in their learning process, and also in their attitude in English class.  They are thankful for being classified and feel more comfortable and confident. 

Key findings include:

Positive impacts: Increased student motivation, improved self-esteem, accelerated language acquisition, and enhanced teacher effectiveness.

Essential elements: Strong teacher preparation, accurate assessment, flexible grouping, and a supportive school environment.

Challenges: Teacher workload, student stigma, limited resources, and potential for student plateauing.

https://view.genially.com/666f72ebb08a8a00148c0aa7/presentation-micro-project-proposal-unica

Improve students' confidence when expressing themselves verbally and recognizing voice variations, modulations and accents.​

• Practice disposal activities for the voice using words in another language.​

• Carry out activities where students have a space to make fools of themselves (safely).​​

My students and I had the first session. They understood well the steps and what each one implies (Bloom's Taxonomy). However, It has been hard because we had a lot of activities at the school and sometimes I don't have class with the grade proposed to implement the mini project. I will try to connect some of the English Day activities with this project.

During the second session they wrote about their personal experiences when they felt respected or disrespected and how it affected their moods in the classes. After that, they paired up and share their feelings to find possible patterns.

The purpose of using this methodology of learning stations is to promote autonomy, class organization and provide multiple activities to different learning styles.

OBJECTIVE:

To develop awareness in 7th graders about environmental problematics from the students’ context by means of authentic tasks in EFL

WHAT WE HAVE BEEN DOING:

Up to now, students have read texts related to the impact of human actions in the environment, they have watched videos related to water pollution and how it has been produced by men. We have been talking about the situation we are living in Bogotá with the reduction of the water supply.

We went recognize one of the most important natural resources from our localidad, Entrenubes park, in order to know the history of the place and recognize the flora and fauna that is part of our community

Students have been working on the posters they will use to make people aware about the importance of taking care of water

They have been working on the app IBIS to edit the ilustrations they have done

WHAT IS PLANNED:

On september 20th, we will make our second clean up day in Verejones stream, on doing so, students are preparing the posters and a workshop to reproduce it with the students of the school

Students have created short films related to different topics by following a path.

METHODOLOGY:

1. We saw some short films to identify their characteristics.

2. We identified conflicts

3. They designed the characters

4. They wrote the scripts

   ... The following steps are related to recording, editing and presenting the short films.

I carry out my project in San Francisco de Asís school, located in los Martires. The students are from 2nd grade, who are between 8 and 10 years old. There are 37 students. 16 girls and 21 boys.

OBJECTIVE

Enhance students' socioemotional skills through targeted interventions and activities, fostering empathy, self-awareness, and effective emotional management in a supportive school environment.

RESOURCES

*INSIDE OUT MOVIE

*EMOTIONS BRAINSTORM

*PAPERS

*COLORS

*JCLIC.JS APP

METHODOLOGY

It is going to use Flipped learning methodology because it enhances classroom engagement by having students review content independently before class. This allows teachers to focus on interactive activities during class, promoting deeper understanding and collaboration. Students benefit from active participation and personalized learning experiences, making education more dynamic and effective.

Methodology: By using Willems' methodology and meaningful learning, students will practice their musical and English speaking abilities while strengthening their socio-emotional skills.

The students made maracas with recyclable bottles. They enjoyed the activity and the results.

Methodology: The microproject took two 2-hour sessions. We used the task-based learning (TBL) approach which allowed students to complete meaningful tasks that required the use of the target language in a real-world context.

_{I work in the CEDID CIUDAD BOLÍVAR with eight and nineth grade in the morning, at the beginning of 2024 I started classes with a new group of students and a realized that They didn't want to participate and almost all of them didn't like English. Also, when I brought speaking exercises, I didn't have time to listen to all and some of them felt frustrated.} 

_{Based on this information and using some of the topics for ninth grade I decided to create a mini project.}

_Objectives

_{To use English to express healthy habits in life.}

_SPECIFICS

_{To give students skills to compare different types of food.}

_{To give advice and recommendations about a healthy lifestyle.}

_{To improve English skills in students through different activities using some apps.}

_Methodology

_{During all the bimester different strategies were used. I used some apps to make classes more attractive and also because I have had problems with the students because They always use the cellphone to solve the exercises. I use Kahoot, a WhatsApp to group to listen audios and give advice, Baamboozle.}

_{They also work in groups to present topics to the class I gave them advice on how to present a topic, some students use English in all the presentations and other in some parts. I was very careful with their mistakes I made comments, but I tried to make them feel good.}

_{The final part is still in develop, they have to present a video with a conversation with a doctor and a patient who is asking for some advices and in groups they have to do a infographic with recommendations to have a healthy life style.}

To enhance the communicative competence of IED Kennedy 9th graders to talk about future plans.

Methodology:

By using flipped learning stations students explored and enhanced their communicative competences when talking about future plans.

Since Eighth graders at Veintiún Ángeles School find it difficult to express their ideas in front of an audience, the teacher wants to accomplish a mini project in which she introduces music in the classroom as an authentic context to help them acquire more confidence as well as to improve their pronunciation and fluency. Considering this need, the main objective is to implement the strategy of listening to songs in class to strengthen students' speaking skills. To try to accomplish this objective, the Flipped Learning Methodology is elected as it allows them to learn at their own pace, interact, and collaborate with each other.

The planned worksheets included looking up vocabulary, pronouncing the lyrics, listening to the songs, filling in a gapped version, and expressing ideas orally about the topics. For the first activity, organized in small groups students listen to a song for some minutes and then fill in the blanks with the correct word on a worksheet Afterwards, they move to a different station. For the second one, students listen to a song, find the lyrics on a worksheet, and then explain some situations and expressions in their own words. For the third one, after listening to a different song, students find the words that rhyme and answer the questions about the composer on a worksheet.

Students are expected to increase their motivation to participate in class considerably after they acquire more vocabulary and become familiar with the planned activities.