Step 2: Questionnaire Solving:
Video:
https://youtu.be/O_RTEkcyRVA
Beginning
Middle
End
Step 3: Institution Characterization
Name of the Institution: | Institución Educativa San José |
Location | The San José Educational Institution is located in the San José neighborhood, in the Northwest of the municipality of Sahagún. This is surrounded by the neighborhoods Simón Bolívar, María Auxiliador, San Isidro and El Carmen, Avenida del Hospital in the middle. |
Type of Institution: | Public |
Mission and Vision: | Mission:Form upright citizens, based on ethics as a guide for their moral behavior, open to new scientific and disciplinary knowledge, so that they are able toto assume the challenges of global society with creativity, respect and autonomy, always with the observance of authentic self-regulation and co-responsibility in the promotion of peace, as well as a friendly relationship with the environment Vision:To be recognized, at a local and regional level, for the leadership of its pedagogical proposal focused on training for citizenship and the development of skills that respond to high quality standards, through pedagogical processes that value the interculturality and diversity as principles of social inclusion, based on the use of ICT and with the help of an educational community aware of its social responsibility and committed to institutional improvement and that of itsContext |
Socioeconomic context | The social strata of the inhabitants of the neighborhood vary between medium and low, approximately 60% of its inhabitants own their homes, the rest live in rent, bailment or other form of tenure, the precarious economic conditions in some families affects the nutrition of our students, a small number of our students are displaced. |
Facilities and Resources: | The institution seeks that all students regardless of their personal, social and cultural situation receive aappropriate and pertinent care that meets your expectations, based on: the educational attention to population groups or groups in vulnerable situations that experience barriers to learning and participation, educational attention to students belonging to ethnic groups, needs and expectations of students and life project. |
Partnerships and Collaborations: | The entire community worked with interest seeking the progress of the Institution, making manyjoint activities with community action boards, with the parents' association, with the collaboration of the municipal mayor and the collaboration of the educational community |
Reputation and Accreditation: | The current administration together with its teaching staff and the educational community in general,make great efforts so that this institution is outlined among the best in the municipality ofSahagún, Another of the achievements has to do with the implementation of the information that supports the care of this population, such as Child-to-Child Follow-up (SSNN) and the Early Childhood Information System (SIPI), instruments that allow oversight regarding the coverage and quality of care provided to early childhood. |
Target Audience: | The Institutional Educational Project is the compass that guides the search for the duty of the Institution, is a contextualizing, theoretical-practical space for multiple projects pedagogical, coherent and articulated among themselves, which favor the activation of theinnovation capacities and autonomy of all educational agents and that modify dynamically and permanently, the relationships established within the processeducational. For this reason, it has clear, viable and concrete objectives for the community. |
Strengths: | For teachers, the articulation of evaluation with their daily practice is a means to know the learning process of their students and identify the type of support thatrequired to achieve the expected learning through new opportunities for learn. The information collected in evaluations and feedback provides them witha reflection of the relevance and pertinence of their didactic interventions and allows them to generate a criterion to make the modifications that address the difficulties and obstacles to learning, as well as enhancing the strengths of students, whichimproves the quality of their pedagogical practice. |
Challenges and Opportunities: | Guarantees access, coverage and permanence in the system official educational institution, the San José Educational Institution promotes the permanent formation of people with human quality, autonomous, inquisitive, critical, creative, respectful, responsible, with a cultural identity, great social sensitivity and a sense of belonging that leads to being participatory, supportive, tolerant, committed and transcendent. |
Brief Description of schools' Educational Project (PEI in Spanish) El Proyecto Educativo Institucional se construye en base a los intereses y necesidadesespecíficas de la institución y de la comunidad, buscando consolidar la filosofíasan joseista, dando soluciones a sus propios problemas, y pudiendo generar propuestas, planes y acciones que fortalezcan los procesos educativos. Establece procedimientos mediante los cuales se logra una mayor racionalidad, operatividad y eficiencia de los procesos; compromiso con la labor educativa; adecuación de la dimensión curricular y uso eficiente de todos los recursos. Asume la participación comunitaria como parte prioritaria del proceso educativo, en un mundo cada vez más globalizado, en el que la Educación trasciende la concepción de institución aislada y adquiere cada vez una dimensión más social, posibilitando el trabajo grupal con estudiantes, docentes, padres de familia, directivos y comunidad local. |
Forum participation: Screenshot:
Bibliographic references
Morin, A. (2018, April 30). Universal Design for learning (UDL): What you need to know. Reading Rockets. https://www.readingrockets.org/article/universal-design-learning-udl-what-you-need-know
Sasson, I., Yehuda, I., & Miedijensky, S. (2022). Innovative learning spaces: class management and universal design for learning. Learning Environments Research: An International Journal, 25(3), 725–739. https://doi-org.bibliotecavirtual.unad.edu.co/10.1007/s10984-021-09393-8
VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación APA 7a Edición [PDF]. Universidad Nacional Abierta y a Distancia. https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf
Wong, H. K., & Wong, R. T. (2018a). Unit B: First Characteristic, Positive Expectations. In: The first days of school: How to be an effective teacher. (5th ed., pp. 40 – 81). Harry K. Wong Publications. https://fliphtml5.com/gtian/kosx/basic
Wong, H. K., & Wong, R. T. (2018b). Unit C: Second Characteristic: Classroom Management. in: The first days of school: How to be an effective teacher. (pp. 96. 170-182. 206-216) (5th ed.). Harry K. Wong Publications. https://fliphtml5.com/gtian/kosx/basic
Phase 2 - Designing Engaging Learning Experiences .
Introduction
The following work allows us to identify important characteristics of how to be an effective teacher, which will identify positive or negative aspects during our training process as a teacher and thus improve
Lesson plan | Student's name: Ibeth Urango Mora | |
| Group: 6 º1 | Date: 05/10/2023 | |
Theme/Topic: | Vacations vocabulary | Duration: 1 hour |
Standards (National: Guide 22) – School: | Institución Educativa San José | |
Learning Objective: By end of lesson students will… |
| |
(Measurable & aligned to learning plan and activities.) | Through the proposed activities, it is expected that the student will be able to write small texts and simple phrases related to the topic. | |
Problem Anticipation | As a teacher in training you must have everything planned for the class since situations may occur that may interfere with the lesson plan, since if that happened my plan B would be to ask the students for the next class to present a good detailed Handout and structured of the place they would like to go or visit on vacation | |
Vocabulary: | Materials Required: | |
Brick words: Swimming pool Restaurant Hotel Beach Funfair Café Place Sunbathing Museum Dive Climbing Sailing | The information will be presented in different ways or different alternatives so that it reaches all students so that they all interact. For this class we need:
| |
Presentation/warm up: Introduction/Background Information (Why are we learning this, what does my student already know, what can we look forward to learning about in this lesson?) | ||
First of all, I greet the students, then I introduce them to the topic to work on "vacations." I ask them what they understand by vacation to determine how much they know about the topic. After listening to them and guiding them regarding the topic, I show them a cardboard illustrating images in relation to the topic how possible places that can be visited on vacation and activities that will be carried out during the tour.   | ||
| Instructions (Step-by-step details of how the lesson will be undertaken) | ||
| Step 1: Give them a broad vocabulary on the topic "Vacations" Step 2: In a group of 2, the students write a text where you describe where you would like to travel, what activities to do on vacation. step 3: creativity and imagination where I will ask t the studnts to make a brochure with the information of the activity in step 2 | ||
| Practice: Teacher models the activity Teacher - student interaction | ||
Afterwards I will ask you to get in a group of 2 so that you can tell me or describe to me where you would like to spend your vacation and what activities you would like to do during the tour, for that I will give you 15 minutes and then I will bring you to the front so that the students can participate by talking about them homework    | ||
| Consider: Multiple means of Expression: To evaluate your knowledge, I will ask t the students to bring some materials for the next class to make a brochure with the information provided from the previous activity. |
Step 3: Graphic Organizer Creation
Screenshots of the participation in the first web conference.
Screenshot of uploading all the practice forms into a specific folder and the link to the
e-portfolio.
Conclusions
Being a teacher means knowing our students and being able to determine the needs of each one in the classroom to ensure that knowledge reaches them, facilitates meaningful, collaborative learning and allows students to awaken interest in the classroom and the subject.
In a rapidly changing world, the role of teachers – and the expectations placed on them – are also evolving, as they face the challenges of new skills needs, rapid technological change and increasing social and cultural diversity, as well as the need to attend in a more individualized way and the special needs of the trainee
References
Wong, H. K., & Wong, R. T. (2018a). Unit B: First Characteristic, Positive Expectations. In: The first days of school: How to be an effective teacher. (5th ed., pp. 40 – 81). Harry K. Wong Publications. https://fliphtml5.com/gtian/kosx/basic
Wong, H. K., & Wong, R. T. (2018b). Unit C: Second Characteristic: Classroom Management. in: The first days of school: How to be an effective teacher. (pp. 96. 170-182. 206-216) (5th ed.). Harry K. Wong Publications. https://fliphtml5.com/gtian/kosx/basic
Phase 3 - Creating Inclusive Learning Environments.
Introducción
Universal Learning Design is a type of teaching that, based on the fact that all classrooms are diverse, has the goal of reducing all types of barriers so that inclusion in the classroom and equal opportunities are achieved. all the students that make it up. Therefore, teachers must take into account teaching tools and technologies, resources to improve and facilitate the learning process of students.
Step 3
Step 4: Create Action and
Step 4: Create Action and expression Strategies
1: Use audiovisual texts and not just written texts
It facilitates the motivation, stimulation and sensitivity of students towards specific topics, while promoting creativity and self-learning.
Strategy2: use different media (text, voice, illustration, film, music, video, movement and body expression, drawing...)
Strategy 3: use of ICT
Generates spaces for training, information, debate, reflection, among others; breaking the barriers of traditionalism, in the classroomLesson Plan Nº1
Lesson plan | Student's name: Ibeth Urango Mora | ||
Group:6 º4 | Date:01/11/2023 | ||
Theme/Topic: | Singular and plural nouns ruler | Duration: 2 hours | |
Standards (National: Guide 22) – School: | Institución Educativa San José | ||
| Learning Objective: By end of lesson students will… | Identify the grammatical rules to change nouns from singular to plural. Apply grammatical rules to change nouns from plural to singular. Correctly use the singular and plural forms of nouns in different practical situations. | ||
(Measurable & aligned to learning plan and activities.) | Through the proposed activities, it is expected that the student will be able to write small texts and simple phrases related to the topic. | ||
| Problem Anticipation | As a teacher in training you must have everything planned for the class since situations may occur that may interfere with the lesson plan, since if that happened my plan B would be to ask the students for the next class bring a list of plural nouns and must apply the corresponding rules to make them singular. A couple activity will be carried out to practice these rules | ||
Vocabulary: | Materials Required: | ||
Brick words: Singular, book, umbrella, plural, nouns, rules, car, children, teeth, mouse | The information will be presented in different ways or different alternatives so that it reaches all students so that they all interact. For this class we need: •visual representation: when I resort to images to better capture ideas or concepts •Writing Conversation: improve understanding and acquire expressions and vocabulary on the topic seen | ||
Presentation/warm up: Introduction/Background Information (Why are we learning this, what does my student already know, what can we look forward to learning about in this lesson?) | |||
| First I greet the students, then I present the topic to work on “Singular and plural nouns ruler”. I asked them what they had heard about the topic, some of them responded after listening to them, I explained the topic to them. | |||
| Instructions (Step-by-step details of how the lesson will be undertaken) | |||
| Step 1: Provide them with extensive vocabulary on the topic "Singular and Plural Noun Rule" Step 2: In groups of 2, students begin to order the words related to the topic of a game in educa play. Step 3: Students participate in related activities About the topic | |||
| Practice: Teacher models the activity Teacher - student interaction | |||
| After explaining the topic, I introduce them to a game where they must order words, as I share it with them on the computer, it is passed group by group so that everyone participates. | |||
| Consider: Multiple means of Expression: To evaluate your knowledge, I will ask t the students to bring some materials for the next class to make a brochure with the information provided from the previous activity. | |||
Considerations
UDL Principles | Effective Classroom Management | |
Multiple Means of Representation: The information is presented auditorily, narrating the explanation of the topic, and visually, using the computer to show an interactive game. | Positive Expectations: Ensuring that students are clear about learning expectations is one of the most effective ways to impact student achievement. | Ennvironment: The classroom is in good condition, it has a large desk and is spacious with a good pleasant atmosphere on the part of the students and teacher, which ensures that the learning achieved by the boys and girls is optimal. |
Multiple Means of Engagement: In this process, students participate in ordering words in an interactive game through the computer, which is a technological tool that allows everyone to interact with the proposed topic because today's young people handle and make use of technology on a daily basis, which they seem very motivated | Classroom Routines: In the classroom, consistent rules or routines are established such as not having bad behavior, respecting the opinion of classmates, not making fun of the classmates in order to have an emotionally safe, structured and predictable environment. | Interaction: The interaction is very pleasant, there is always constant communication favoring the learning and teaching process. |
Multiple Means of Expression: Students will be allowed to participate in writing on the board with examples related to the topic, orally because they will be allowed to give their opinion. | Reinforcement Strategies: The strategies that will be implemented are guidance and teaching resources, feedback, workshops, exams to measure the student's academic performance. | Time: The class lasts 2 hours for each assigned and proposed activity, they were given a fair amount of time with which it was satisfactory to solve and complete all assigned tasks. |
Consistent Consequences Ask to speak before speaking. An act of respect towards the expression of ideas. Be punctual and constant throughout the educational process. Sticking to schedules paves the way to success. Express yourself through polite language. Bad words and derogatory terms should be avoided. Moderate the use of electronic devices. Although technology is necessary and can be a great ally, it can also lead to distractions and techno-addictions. Raise your hand to speak. It is a sign of respect and listening to what everyone has to say. Everyone has a space to communicate their ideas. Take care and protect class materials. This is so that all students can access resources and, therefore, educational quality. Say please and thank you". Gratitude is key at any stage of life. Delimit study and play spaces. Concentration and respect for the learning rhythms of all students are promoted. Maintain order when entering, leaving and being in the classroom. In the event of an emergency or urgent situation, the correct evacuation of students will be facilitated. | ||
Ask to yourself | ||
How do you anticipate the range of student background? experience, vocabulary, and perception will be for this part of the lesson? | It is anticipated in a pleasant way according to the experience and expectations of the teacher since a significant result was achieved in the knowledge and skills of the students. | |
What do you anticipate as barriers to student comprehension? | Attitudes of this type of barrier are found in aspects such as prejudice, overprotection, ignorance, discrimination, to name a few examples, which are identified in teachers, managers, parents, classmates or other members of the community. | |
What do you anticipate as barriers to students demonstrating what they know? | Support to the learning process.Access to school resources. School infrastructure. Reinforcement of what was learned in class. Adaptation of the contents to the individual characteristics of the student. Correlation between contents. Motivation and stimulation of students. Methodological tools of the teaching staff. | |
How are students using the available options, resources, and tools? | Students use the available resources and tools satisfactorily as they remain motivated | |
Where are students getting stuck or not achieving what you had hoped? | When they have to speak in English | |
Where do you have to reteach? | In the repetition of the pronunciation of the vocabulary. | |
How did the lesson go? Were all students able to progress toward the goal? How could you tell? | The lesson was satisfactory because the students learned about the topic, which showed progress, they performed activities related to the topic and everyone responded appropriately. | |
What are some ideas you want to integrate into the lesson design next time? | Make use of the technology room to project images, videos, games related to the topic through a projector. | |
Did the additional design strategies further reduce barriers? | Yes, because this way the students will be able to visualize better and it will catch their attention, thus motivating them to participate. |
Lesson Plan Nº2
Lesson plan | Student's name: Ibeth Urango Mora | |
Group:6 º1 | Date:01/11/2023 | |
Theme/Topic: | talking about food | Duration: 2 hours |
Standards (National: Guide 22) – School: | Institución Educativa San José | |
| Learning Objective: By end of lesson students will… | Explain the activities to be carried out during the celebrationsfor students to develop their cognitive skillsthrough prayers Identify What are the typical foods Investigate what are the most typical dishes | |
(Measurable & aligned to learning plan and activities.) | Through the proposed activities, it is expected that the student will be able to write small texts and simple phrases related to the topic. | |
| Problem Anticipation | As a teacher in training you must have everything planned for the class since situations may occur that may interfere with the lesson plan, since if that happened my plan B would be to ask the students for the next class to present a Comparative Chart where they represent the different foods from each region of Colombia | |
Vocabulary: | Materials Required: | |
Brick words: Brick words: Caribbean, rice, Insular fish, beans, Pacifica, squid, shrimp or prawns; crab empanadas; lentil soup, Andean, yucca, Orinoquia and Amazonia, mamona, hallacas, roast beef | The information will be presented in different ways or different alternatives so
that it reaches all students so that they all interact. For this class we need:
| |
Presentation/warm up: Introduction/Background Information (Why are we learning this, what does my student already know, what can we look forward to learning about in this lesson?) | ||
| First I greet the students, then I present the topic to work "talking about food." I ask them what they understand by food to determine how much they know about the subject. After listening to them and guiding them regarding the topic, I show them a cardboard illustrating images in relation to the topic Some typical foods from each region of Colombia | ||
| Instructions (Step-by-step details of how the lesson will be undertaken) | ||
| Step 1: Give them a broad vocabulary on the topic "food." Step 2: In a group of 2, students write a text describing what their favorite food is. Step 3: creativity and imagination where I will ask students to make a booklet with the information from the activity in step 2. | ||
| Practice: Teacher models the activity Teacher - student interaction | ||
| Then I will ask you to form a group of 2 so that you can make a list of the typical foods of each region and choose the ones you like the most and tell me the ingredients in the food you chose, for which I will give you 15 minutes. and then I'll bring them to the front so students can participate in talking about their assignments. | ||
Production: | ||
| Consider: Multiple means of Expression: To evaluate your knowledge, I will ask t the students to bring some materials for the next class to make a brochure with the information provided from the previous activity. |
Considerations
UDL Principles | Effective Classroom Management | |
Multiple Means of Representation: The information is presented auditorily, narrating the explanation of the topic, and visually, using cardboard to reveal characteristics of the topic. | Positive Expectations: Ensuring that students are clear about learning expectations is one of the most effective ways to impact student achievement. | Ennvironment: The classroom is in good condition, it has a large desk and is spacious with a good pleasant atmosphere on the part of the students and teacher, which ensures that the learning achieved by the boys and girls is optimal. |
Multiple Means of Engagement: In this the students interact by participating in the cardboard | Classroom Routines: In the classroom, consistent rules or routines are established such as not having bad behavior, respecting the opinion of classmates, not making fun of the classmates in order to have an emotionally safe, structured and predictable environment. | Interaction: The interaction is very pleasant, there is always constant communication favoring the learning and teaching process. |
Multiple Means of Expression: Students will be allowed to participate in writing on the board with examples related to the topic, orally because they will be allowed to give their opinion. | Reinforcement Strategies: The strategies that will be implemented are guidance and teaching resources, feedback, workshops, exams to measure the student's academic performance. | Time: The class lasts 2 hours for each assigned and proposed activity, they were given a fair amount of time with which it was satisfactory to solve and complete all assigned tasks. |
Consistent Consequences Ask to speak before speaking. An act of respect towards the expression of ideas. Be punctual and constant throughout the educational process. Sticking to schedules paves the way to success. Express yourself through polite language. Bad words and derogatory terms should be avoided. Moderate the use of electronic devices. Although technology is necessary and can be a great ally, it can also lead to distractions and techno-addictions. Raise your hand to speak. It is a sign of respect and listening to what everyone has to say. Everyone has a space to communicate their ideas. Take care and protect class materials. This is so that all students can access resources and, therefore, educational quality. Say please and thank you". Gratitude is key at any stage of life. Delimit study and play spaces. Concentration and respect for the learning rhythms of all students are promoted. Maintain order when entering, leaving and being in the classroom. In the event of an emergency or urgent situation, the correct evacuation of students will be facilitated. | ||
Ask to yourself | ||
How do you anticipate the range of student background? experience, vocabulary, and perception will be for this part of the lesson? | It is anticipated in a pleasant way according to the experience and expectations of the teacher since a significant result was achieved in the knowledge and skills of the students. | |
What do you anticipate as barriers to student comprehension? | Attitudes of this type of barrier are found in aspects such as prejudice, overprotection, ignorance, discrimination, to name a few examples, which are identified in teachers, managers, parents, classmates or other members of the community. | |
What do you anticipate as barriers to students demonstrating what they know? | Support to the learning process. Access to school resources. School infrastructure. Reinforcement of what was learned in class. Adaptation of the contents to the individual characteristics of the student. Correlation between contents. Motivation and stimulation of students. Methodological tools of the teaching staff. | |
How are students using the available options, resources, and tools? | Students use the available resources and tools satisfactorily as they remain motivated | |
Where are students getting stuck or not achieving what you had hoped? | When they have to speak in English | |
Where do you have to reteach? | In the repetition of the pronunciation of the vocabulary. | |
How did the lesson go? Were all students able to progress toward the goal? How could you tell? | The lesson was satisfactory because the students learned about the topic, which showed progress, they performed activities related to the topic and everyone responded appropriately. | |
What are some ideas you want to integrate into the lesson design next time? | Make use of the technology room to project images, videos, games related to the topic through a projector. | |
Did the additional design strategies further reduce barriers? | Yes, because this way the students will be able to visualize better and it will catch their attention, thus motivating them to participate. |
Annex 2 – Progress Monitoring Report.
Screenshot of uploading all the practice forms into a specific folder and the link to the e-portfolio.
References .
Center for Applied Special Technology, CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org Morin, A. (2018, April 30).
Universal Design for learning (UDL): What you need to know. Reading Rockets. https://www.readingrockets.org/article/universal-design-learning-udl-what-you-need-know Sasson, I., Yehuda,
I., & Miedijensky, S. (2022).
Innovative learning spaces: class management and universal design for learning. Learning Environments Research: An International Journal, 25(3), 725–739.
https://doi-org.bibliotecavirtual.unad.edu.co/10.1007/s10984-021-09393-8 VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación APA 7a Edición [PDF]. Universidad Nacional Abierta y a Distancia.https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf Wong, H. K., & Wong, R.T. (2018a).
Unit B: First Characteristic, Positive Expectations. In: The first days of school: How to be an effective teacher. (5th ed., pp. 40 –81). Harry K. Wong Publications. https://fliphtml5.com/gtian/kosx/basic Wong, H. K., & Wong, R.T. (2018b).
Unit C: Second Characteristic: Classroom Management.in: The first days of school: How to be an effective teacher. (pp. 96. 170-182.206-216) (5th ed.). Harry K. Wong Publications.https://fliphtml5.com/gtian/kosx/basic
Phase 4: Assessing the Pedagogical Landscape
Introduction
Designing and developing innovation projects lies in its ability to promote effective pedagogical and didactic strategies. These projects allow teaching to be adapted to the needs and characteristics of the students, promoting meaningful and motivating learning. Furthermore, innovation in the educational field promotes creativity, critical thinking and problem solving, fundamental skills to face the challenges of the 21st century. By implementing innovative projects, we seek to transform education, providing opportunities for the comprehensive development of students and preparing them for a world in constant change.
The process of carrying out practice simulators or simulations is of utmost importance in various areas, as it provides a unique opportunity for learning and acquiring practical skills. These simulators allow students to experience real situations and apply theoretical knowledge in a controlled and safe environment. Through simulation, complex procedures can be practiced, critical decisions made, and challenges faced in a virtual context. This not only improves students' confidence and competence, but also reduces the risks associated with practicing in real situations. Additionally, simulators offer the ability to repeat scenarios, receive immediate feedback, and make adjustments to optimize performance. In summary, the process of conducting practice simulators or simulations provides an invaluable tool for effective learning and development of practical skills in a safe and controlled environment.
link to the e-portfolio.
Reflection on the development of the practice simulator
The use of the problem-based simulator is a valuable tool that allows students to learn practically and apply their knowledge in real situations. It gives them the opportunity to experiment and make decisions, which promotes critical thinking and skill development. In addition, it encourages collaboration and teamwork when facing challenges and seeking joint solutions.Using the problem-based simulator also offers the following benefits:1. Active learning: Students actively participate in problem solving and decision making, which allows them to construct their own knowledge in a meaningful way.2. Practical application of theoretical knowledge: Simulators allow students to apply the concepts and theories learned in a realistic environment, which strengthens their understanding and facilitates knowledge transfer.3. Risk-free experimentation: Simulators offer a safe environment for students to experiment and make mistakes without negative consequences. This gives them the opportunity to learn from their mistakes and improve their skills without endangering real people or resources.4. Motivation and engagement: The use of simulators can increase student motivation and engagement by making learning more interesting, interactive and relevant to their professional future.5. Development of specific skills: Simulators can focus on specific skills, such as decision-making under pressure, complex problem solving or teamwork, allowing students to develop these competencies effectively. In summary, the use of the problem-based simulator provides a practical, relevant and safe learning experience, promoting skill development, critical thinking and student engagement.
screenshots of the practice simulator
Screenshots research assistant
Step 8: Creation of Pedagogical Practice Analysis Matrix
Analysis of pedagogical practice based on my experiences
My experience of pedagogical practices was at the San José Educational Institution with teacher Raul Roa with grades assigned 6°1 and 6°4.
It was a rewarding process since I learned how to get to know the students on a personal and human level, but also to analyze the existing relationships between them, as well as to make decisions about the formation of groups or the need for possible reinforcement activities or extension, in addition to being a key element in making proposals in which students can feel comfortable and motivated. I was able to observe that both the teacher and the students have a good active participation in the classes, the teacher always maintained a corresponding order in each class. Another skill is the availability of students to carry out the activities proposed by the teacher quickly and in a timely manner.
On a personal level, it should be noted that the current attitudes were always good and pleasant in terms of my relationship with both the teachers and the students; on the part of the teacher there were never situations that demonstrated negative attitudes. The skills developed throughout these practices were mainly patience and availability on my part, since there were moments of demand on the part of the teacher regarding my disposition, which helped me a lot to strengthen my learning process.
The process of developing the practices allowed us to complement the fulfillment of the objectives proposed in the course. I can say that this course and practice becomes a very strong personal experience. Therefore, my experience was very significant, it implies physical and emotional exhaustion, I see that I have to improve personal aspects such as weaknesses, fears, doubts and pose new challenges. “I have a responsibility to myself; I must find a way to grow and mature. As a practitioner I have to learn to solve the situations and problems that arise, and above all have knowledge that helps me be better.
Categories/Aspects | Strengths | Weaknesses | Strategies for Improvement |
Teaching Practices | - Knowledge and mastery of the subject.- Ability to communicate effectively.- Ability to motivate and stimulate the interest of students.- Adaptability and flexibility to adjust to the individual needs of students.- Ability to foster a positive and participatory learning environment.- Effective use of different teaching strategies and resources.- provide effective feedback. | - Lack of updating and adapting to advances and changes in education.- Difficulty managing discipline and behavior situations in the classroom.- Limitations in the ability to establish an emotional connection with students.- Reluctance to use innovative and creative teaching methods.- Lack of attention to the individual needs of students.- Difficulty evaluating and providing effective feedback to students. | know your students, use pedagogical approaches, plan your classes, use various teaching techniques and strategies, use ICT, promote collaborative work, be empathetic and implement different types and forms of evaluation. |
| Student Outcomes | The strengths of student outcomes may vary depending on each student and educational context, but some possible strengths could be: 1. High levels of academic achievement: Students obtain good results on tests and assessments, demonstrating solid mastery of content and skills. 2. Critical thinking skills: Students are able to analyze and evaluate information reflectively, applying critical thinking to solve problems and make informed decisions. 3. Creativity and innovation: Students show abilities to generate original ideas, think creatively, and find novel solutions to challenges. 4. Autonomy and responsibility: Students demonstrate the ability to manage their own learning, set goals, and responsibly fulfill their academic tasks and commitments. 5. Teamwork and collaboration: Students are able to work effectively as a team, collaborating with their peers to achieve common goals and solve problems together. 6. Resilience and perseverance: Students show a positive attitude in the face of academic challenges, overcoming obstacles and persisting in the pursuit of success. 7. Effective Communication: Students have strong oral and written communication skills, expressing themselves clearly and conveying their ideas effectively. 8. Interest and motivation in learning: Students show curiosity, enthusiasm and intrinsic motivation to learn, which is reflected in their active participation and commitment in the classroom. 9. Cultural awareness and empathy: Students demonstrate respect and understanding towards cultural diversity, showing empathy towards others and valuing inclusion. 10. Adaptability and flexibility: Students are able to adapt to different learning situations, manage changes and face new challenges with flexibility. It is important to highlight that these strengths can vary from one student to another, and it is essential to recognize and value the individual strengths of each student to enhance their comprehensive development. | Weaknesses in student results can be diverse and will depend on the educational context and the individual characteristics of each student. Some possible weaknesses could be: 1. Low academic performance: Students obtain results below the expected level in tests and evaluations, showing difficulties in achieving learning objectives. 2. Lack of deep understanding: Students may have difficulty understanding and applying concepts and skills in a meaningful way, limiting themselves to memorizing information without developing a solid understanding. 3. Difficulties in problem solving: Students may have difficulty analyzing and solving problems effectively, lacking critical thinking skills and appropriate strategies. 4. Lack of autonomy and organization: Students may have difficulties managing their own learning, showing a lack of planning, organization and responsibility in their academic tasks. 5. Lack of motivation and interest: Students may show a lack of motivation and disinterest in learning, which can affect their active participation and commitment in the classroom. 6. Communication difficulties: Students may have difficulty expressing themselves clearly both orally and in writing, which can affect their ability to communicate ideas and understand instructions. 7. Behavioral problems: Some students may present behavioral problems that affect their academic performance and the classroom environment, interfering with the learning of themselves and their classmates. 8. Lack of social skills: Students may exhibit difficulties in teamwork, collaboration, and empathy toward others, which may impact their ability to interact positively with peers. 9. Resistance to change and lack of adaptability: Some students may have difficulties adapting to new learning situations, showing resistance to change and difficulty facing new challenges. 10. Lack of cultural awareness: Students may show a lack of respect or understanding towards cultural diversity, showing a lack of awareness and empathy towards others. It is important to keep in mind that these weaknesses are opportunities to identify areas of improvement and provide adequate support to students, promoting their comprehensive development and academic success. | There are various strategies that can help improve student results. Some of them are: 1. Set clear and realistic goals: Help students set clear and achievable learning goals, so they have a sense of direction and motivation. 2. Provide constructive feedback: Provide specific and timely feedback on students' performance, highlighting their strengths and areas for improvement, so they can make adjustments and improve their learning. 3. Encourage critical thinking: Promote activities and tasks that require students to analyze, evaluate and apply information reflectively, developing critical thinking skills. 4. Personalize learning: Adapt the content and learning activities to the individual needs of each student, recognizing their strengths and supporting their areas of improvement. 5. Promote active participation: Encourage students' active participation in class, providing them with opportunities to express themselves, ask questions, and participate in discussions, which can improve their understanding and retention of information. 6. Implement varied teaching strategies: Use a variety of teaching strategies, such as collaborative learning, the use of educational technology, or project-based teaching, to maintain student interest and motivation. 7. Promote teamwork: Promote group activities that encourage collaboration and teamwork, so that students develop communication, problem-solving and cooperation skills. 8. Establish study routines and habits: Help students establish effective study routines and habits, including time management, organizing materials, and planning tasks, to improve their autonomy and responsibility. 9. Provide additional support: Identify students who need additional support and provide them with resources, tutoring, or specific interventions to address their individual needs. 10. Promote a positive and supportive environment: Create a positive and safe learning environment, where students feel valued, respected and motivated to learn. It is important to adapt these strategies to the individual needs and characteristics of students, providing personalized support that promotes their academic and personal growth. |
| UDL implementation | The implementation of UDL (Universal Design for Learning) has several strengths that can benefit students. Here I mention three of them: 1. Equitable access to learning: UDL is based on the principle of providing multiple forms of representation, expression and engagement for all students, taking into account their different learning styles, abilities and needs. This allows all students to have equal access to content and learning activities. 2. Personalization of learning: UDL allows the content, materials and teaching strategies to be adapted to the individual needs of each student. This means that students may receive additional supports, extensions, or accommodations based on their abilities, interests, and learning preferences. 3. Promoting active participation: UDL encourages the active participation of students by offering options and opportunities for them to express their understanding, demonstrate their learning, and engage in meaningful activities. This promotes a higher level of participation and engagement on the part of students, which can improve their motivation and academic performance. These strengths of UDL implementation contribute to creating an inclusive and flexible environment that supports the academic success and holistic development of all students. | Some possible weaknesses of the implementation of UDL (Universal Design for Learning) could be: 1. Lack of understanding and adequate training on UDL principles and approaches by educators.2. Resource and technology limitations that make it difficult to create accessible learning environments for all students.3. Resistance to change on the part of some educators or educational institutions.4. Difficulty adapting and personalizing teaching materials and activities to meet the individual needs of each student.5. Lack of time and administrative support to fully implement UDL strategies and practices in the classroom.6. Challenges in adequately assessing student progress and learning in a UDL environment.7. Possible lack of awareness and commitment on the part of students and their families about the benefits and importance of the UDL approach in inclusive education. | Some strategies to improve the implementation of UDL (Universal Design for Learning) could be: 1. Provide comprehensive training on UDL principles and approaches to all educators and educational staff involved.2. Allocate appropriate resources, including technology and accessible materials, to support the implementation of UDL in the classroom.3. Foster a culture of change and openness when implementing UDL, providing support and motivation to educators.4. Promote collaboration between educators and share good practices related to the implementation of UDL.5. Provide dedicated time and administrative support so that educators can adapt and personalize teaching materials and activities based on individual student needs.6. Establish flexible assessment methods that reflect student progress and learning in a UDL environment.7. Actively involve students and their families in the UDL implementation process, providing them with information about the benefits and importance of the UDL approach in inclusive education |
| Collaboration and Communication | Some strengths of collaboration and communication are: 1. They facilitate the exchange of ideas and knowledge between people.2. They promote creativity and innovation by allowing different perspectives and approaches.3. They improve decision making by involving multiple people with different skills and experiences.4. They encourage problem solving more efficiently by working as a team.5. They strengthen interpersonal relationships and promote a positive work environment.6. They increase productivity by allowing an effective distribution of tasks and responsibilities.7. They improve the quality of work by allowing feedback and review between team members. | Some possible weaknesses in collaboration and communication may include: 1. Lack of clarity in communication: Not transmitting information clearly and concisely can generate misunderstandings and confusion in the team.2. Lack of active listening: Not paying attention to the opinions and suggestions of others can limit effective collaboration.3. Lack of empathy: Failure to put yourself in others' shoes and understand their perspectives can make it difficult to resolve conflicts and build strong relationships.4. Low ability to work as a team: Not collaborating effectively, not delegating tasks appropriately, or not sharing relevant information can hinder the team's progress.5. Difficulty giving and receiving feedback: Lack of skills to provide constructive feedback or receive it openly can limit personal and professional growth and development. It is important to recognize these weaknesses and work to improve them to strengthen collaboration and communication in a work environment. | Some strategies to improve collaboration and communication are: 1. Encourage open and transparent communication: Establish clear communication channels and promote an environment where everyone feels comfortable sharing ideas, opinions and concerns. 2. Practice active listening: Paying full attention to what others say, showing genuine interest and asking questions to ensure you fully understand. 3. Promote empathy and understanding: Try to understand the perspectives and emotions of others, showing empathy and consideration in interactions. 4. Establish clear goals and roles: Clearly define the team's objectives and assign specific roles and responsibilities to each member. 5. Encourage teamwork: Promote active collaboration, encouraging team members to share knowledge, skills and resources with each other. 6. Establish regular meetings: Schedule regular meetings to review progress, discuss problems and make joint decisions |
Use of ICT | Some strengths of the use of Information and Communication Technologies (ICT) are: 1. Access to information: ICT allows access to a large amount of information quickly and easily, which facilitates research, learning and making informed decisions. 2. Efficient communication: ICT offers various communication tools, such as email, instant messaging and video conferencing, which allow fast and effective communication in real time, regardless of geographical location. 3. Task automation: ICT makes it possible to automate repetitive processes and tasks, which saves time and resources, increases efficiency and reduces human errors. 4. Collaboration and teamwork: ICT facilitates collaboration between individuals and teams, allowing the sharing of documents, making edits in real time and monitoring projects together. 5. Improved productivity: The proper use of ICT can increase productivity by providing tools and applications that streamline daily tasks, optimize workflows and facilitate the organization and management of information. 6. Technological innovation: ICT drives innovation by providing new opportunities for the development of creative technological solutions, such as mobile applications, online platforms and automated systems. 7. Access to educational opportunities: ICT provides access to online educational platforms, online courses and digital resources that enable distance learning and skill development in various fields. 8. Global reach: ICT makes it possible to reach a global audience through the Internet, providing opportunities for electronic commerce, promotion of products and services, and collaboration with people from different cultures and countries. 9. Information storage and management: ICT offers cloud storage solutions and databases that facilitate the organization, search and retrieval of information safely and efficiently. 10. Personalization and adaptability: ICT allows applications, services and content to be customized according to individual needs, which provides a more adapted and satisfactory experience for users. | Some weaknesses in the use of Information and Communication Technologies (ICT) are: 1. Technological dependency: Excessive use of ICT can generate dependency and difficulty in performing tasks without the support of technology, which can be problematic in the event of system failures or interruptions. 2. Digital divide: There is a gap between those who have access and knowledge to use ICT and those who do not, which can generate inequalities in access to information, educational opportunities and professional development. 3. Security risk: ICT is exposed to security risks such as data theft, malware and cyber-attacks, which can compromise the privacy and confidentiality of information. 4. Economic costs: Implementing and maintaining technological infrastructure can be expensive, especially for small businesses or communities with limited resources. 5. Depersonalization of interactions: Excessive use of ICT can lead to a decrease in face-to-face interactions and a lack of emotional connection in communications, which can affect personal and work relationships. 6. Information overload: Access to a large amount of information can lead to cognitive overload, making it difficult to identify and select relevant and reliable information. 7. Lack of digital skills: Many people may face difficulties in efficiently using ICT due to a lack of digital skills, which limits their ability to make the most of these tools. 8. Environmental impact: The production and use of technological devices have an impact on the environment, from resource extraction to the generation of electronic waste, which poses challenges in terms of sustainability. 9. Lack of privacy: The use of ICT involves sharing and storing personal information online, which can raise concerns about privacy and misuse of data by third parties. 10. Cultural and linguistic barriers: ICT can present barriers for those who do not share the same language or culture, which can make effective communication and participation in digital environments difficult. | Some strategies to improve the use of Information and Communication Technologies (ICT) are: 1. Training and education: Provide training and education programs in the use of ICT to ensure that people acquire the necessary skills to make the most of these tools. 2. Equitable access: Work to reduce the digital divide and ensure equitable access to ICT, especially in communities or rural areas with limited resources. 3. Security and protection: Implement security and data protection measures to minimize the risks associated with the use of ICT, such as information theft and cyber-attacks. 4. Integration in education: Integrate the use of ICT in study plans and pedagogical approaches, encouraging its use as an educational tool and promoting digital skills in students. 5. Collaboration and teamwork: Encourage collaboration and teamwork through digital platforms and tools, allowing users to share information, ideas and resources efficiently. 6. Technological update: Keep up to date with the latest trends and technological advances to make the most of new tools and applications that emerge in the field of ICT. 7. Responsible use: Promote the responsible use of ICT, promoting ethical practices, respect for privacy and awareness of the environmental impacts associated with technology. 8. Evaluation and feedback: Carry out periodic evaluations of the use of ICT to identify areas for improvement and provide feedback to users, allowing them to optimize their use and maximize their effectiveness. 9. Adaptability and flexibility: Be willing to adapt and be flexible in the use of ICT, exploring new tools and approaches that adapt to the changing needs of users and the demands of the environment. 10. Promotion of creativity and innovation: Promote creativity and innovation through the use of ICT, encouraging users to explore new ways of using these tools to solve problems and generate ideas. |
| Was necessary to adjust learningmaterial, how andwhy? | Some strengths of adjusting learning and material are: 1. Adaptability: Adjusting the learning and material allows it to be adapted to the individual needs and characteristics of students, providing a personalized approach that facilitates the learning process. 2. Flexibility: By making adjustments to learning and material, greater flexibility can be offered in terms of pace, learning style and content, allowing students to progress at their own pace and address their areas of interest. 3. Improved engagement: By adapting the learning and material, the level of student engagement can be increased, as they feel more motivated to see that their needs and preferences are taken into account. 4. Greater relevance: By adjusting the learning and material, it can be made more relevant and applicable to students' real lives, facilitating understanding and knowledge transfer. 5. Inclusion: Adjusting learning and material helps promote inclusion by taking into account the different abilities, learning styles and special needs of students, ensuring that everyone has access to quality education. Adjustment of learning and material is necessary because each student is unique and has different ways of learning and processing information. By tailoring learning to individual needs, a more effective and meaningful learning environment is promoted. Additionally, by considering students' strengths and weaknesses, their learning potential can be maximized and their academic success facilitated. | Weaknesses may vary depending on the context, but some possible aspects to consider when adjusting the learning material could be a lack of clarity in the presentation of information, a lack of connection with the student's previous experiences, and the absence of practical activities to reinforce the learning. Learning materials need to be adjusted to improve students' understanding and retention, as well as to accommodate their individual learning styles. | To improve material learning, some strategies could be:1. Use clear and concise language when presenting information.2. Relate the content to the student's previous experiences.3. Incorporate practical activities and concrete examples to reinforce learning.4. Use visual resources such as graphs, diagrams or videos to facilitate understanding.5. Encourage active student participation through discussions and debates.6. Provide timely and constructive feedback to help the student improve their understanding.Adjustment of learning materials is necessary to facilitate the learning process, promote greater retention of information, and adapt to the individual needs of students. |
Was necessary toadjust lessonplannings, Howand why? | Strengths may vary depending on the context, but some possible strengths when adjusting lesson plans could be:1. Clarity in the learning objectives and in the sequence of content.2. Inclusion of interactive and practical activities that encourage the active participation of students.3. Use of varied resources and teaching materials appropriate to the level of the students.4. Incorporation of formative assessments to monitor progress and adapt teaching according to individual needs.5. Flexibility to adjust the pace and teaching methodology according to the characteristics of the student group.Adjusting lesson plans is necessary to optimize the teaching-learning process, providing a clear structure, promoting active participation and adapting to the needs and learning styles of students. | Some possible weaknesses when adjusting lesson plans could be:1. Lack of coherence between the learning objectives and the proposed activities.2. Lack of variety in the resources and teaching materials used, which can limit student interest and participation.3. Lack of enough time to adequately cover the planned content.4. Little flexibility to adapt to the individual needs of students.5. Insufficient clarity in the instructions and expectations of the proposed activities.Adjustment of lesson plans is necessary to address these weaknesses, ensuring greater coherence, variety, flexibility and clarity in teaching, which will promote a better learning process for students. | To improve lesson plans, some strategies could be:1. Establish clear learning objectives aligned with the selected content.2. Use a variety of resources and teaching materials to maintain student interest.3. Incorporate practical, dynamic and collaborative activities that encourage active participation.4. Conduct continuous evaluation of student progress to adapt teaching according to their needs.5. Establish appropriate times for each activity and ensure you cover the contents effectively.6. Provide clear instructions and provide constructive feedback to students.Improvement in lesson planning is necessary to optimize the teaching-learning process, guaranteeing a coherent structure, promoting active participation and adapting to the individual needs of students. |
In what ways arethe steps of UDLlesson planningchallenging foryou? | Some possible strengths could include the ability to adapt to different learning styles, creativity to design inclusive activities, and the ability to evaluate and adjust the teaching plan. The UDL lesson planning steps can be challenging if you are unfamiliar with UDL principles and strategies, have time or resource constraints, or have no experience adapting materials and activities for different learners. | The UDL lesson planning steps can be challenging if you do not have enough time to do extensive planning, lack adequate resources or support, or do not have prior experience implementing inclusive approaches in the classroom. | Some strategies that could help you improve lesson planning using the UDL approach are: 1. Familiarize yourself with UDL principles and strategies through research and professional training.2. Collaborate with other educators to share ideas and get support.3. Use technological resources and tools that facilitate the adaptation of materials and activities.4. Conduct formative assessments to identify your students' needs and preferences.5. Design flexible activities that allow students to choose different ways to demonstrate their learning.6. Reflect on your practices and make adjustments based on the results obtained.7. Seek feedback from your students and adapt your planning based on their needs. Remember that lesson planning using UDL can be challenging at first, but with practice and perseverance, you will be able to improve and create an inclusive and effective environment for all your students. |
| From what you’velearned so far, howdoes the UDLlesson planningprocess differ fromthe lesson planningprocess you usenow? | Some learning strengths could include the acquisition of knowledge, the development of skills, improving the ability to think critically, and the practical application of what is learned. Regarding the difference between lesson planning and lesson planning, generally lesson planning covers a longer period and focuses on general objectives, while lesson planning focuses on more specific objectives and is done for each individual session. | Some possible learning weaknesses could include difficulties retaining information, lack of motivation, or difficulties applying what is learned in practical situations. Regarding the difference between lesson planning and lesson planning, potential weaknesses could include a lack of clarity in objectives, lack of time to cover all planned content, or difficulties in adapting to individual student needs. | 1. Know your students: Learn about their strengths, weaknesses and learning styles to adapt your teaching according to their individual needs. 2. Set clear objectives: Define clear and specific objectives for both lesson planning and lesson planning. This will help maintain focus and guide the teaching process. 3. Use different teaching methods: Incorporate a variety of strategies and resources into your classes and lessons, such as visual presentations, hands-on activities, discussions or group projects. This will promote the active participation of students and facilitate their understanding. 4. Provide regular feedback: Provide constructive and timely feedback to your students so they can identify areas of improvement and continue to grow in their learning. |
| Which strategieswere applied toassess studentsbased on the UDLprinciples andaffective classroommanagementstrategies? | Some strengths of these strategies could include consideration of individual student needs, inclusion of multiple forms of assessment (such as projects, oral presentations, written exams), and constructive and formative feedback to encourage growth and continued learning. | Some potential weaknesses could include lack of time to implement varied assessments, difficulty equitably assessing students with different needs, and the need for additional training to implement these assessment strategies effectively. | Some general strategies to improve student assessment based on the principles of UDL and affective classroom management: 1. Diversity of assessments: Use a variety of assessment methods, such as projects, presentations, debates, written exams, and class participation. This will allow students to demonstrate their understanding in different ways. 2. Adaptation of assessments: Adjust assessments according to the individual needs of students. Provides options and accommodations for those who require additional supports or have different abilities. 3. Constructive feedback: Provide specific, formative feedback to students so they can understand their strengths and areas for improvement. Encourages self-reflection and continued growth. 4. Formative evaluation: Incorporates regular formative evaluations that allow students' progress to be monitored over time. This will help identify areas where they need additional support and adjust instruction accordingly. 5. Inclusion and equity: Ensure that assessments are inclusive and equitable, considering students' different abilities, learning styles, and individual needs. Remember that these strategies are general and can be applied to both the UDL and the management of the affective classroom. It is important to adapt them according to the specific needs and contexts of each class and group of students. |
Conclusions
In conclusion, the process of designing and developing innovation projects that promote pedagogical and didactic strategies is crucial to promote quality education in accordance with the needs of the 21st century. This process involves the identification of educational challenges, the search for creative solutions, the implementation of new methodologies and technological tools, as well as constant evaluation to make adjustments and improvements. Through this process, we seek to transform the way we teach and learn, providing students with enriching, meaningful educational experiences adapted to their interests and abilities. In addition, this process encourages collaboration between teachers, teamwork and constant reflection on pedagogical practices. In short, the design and development of innovation projects in the educational field is a dynamic and continuous process that seeks to enhance learning, promote critical thinking and prepare students to face the challenges of the future.
Bibliographic references
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