Theory

Description and main characteristics

Role of the Learner

Role of the teacher

How is learning achieved?

Constructivism

Is an epistemological view of knowledge acquisition emphasizing knowledge construction: rather than, knowledge transmission and the recording of information conveyed by others (Applefield J. Huber., 2000, p�g. 87)

�    Active -Participative

�    Critical thinker

�    Builder

�    Solver

�    Facilitator

�    Designer

�    Promoter

�    Mediator

A productive, constructivist classroom, then, consists of learner-centered, active instruction. In such a classroom, the teacher provides students with experiences that allow them to predict, manipulate, pose questions, research, imagine, and invent (Audrey Gray, s.f., p�g. 98)

Model

Description and main characteristics

Role of the Learner

Role of the teacher

How is learning achieved?

Cooperative learning�

Teaching method where students work together in small groups to achieve a common goal. This approach encourages interaction among students, fosters collaboration, and enhances learning through shared experiences and discussions.

�    Organizer

�    Lecturer

�    Time-keeper

�    Material supplier

�    Humanist

�    Facilitator

�    Global Connector�

Students work together in groups to be able to mastering the initial material that has been presented. The goal of cooperative learning is for students to help each other succeed academically (Olviani Cipta Ningsi Tarinje, 2018, p�g. 58)

General Objective

Specific Objective

Skills and Performance Criteria

Evaluation Criteria

O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts familiar to the learner (Ministerio de Educaci�n del Ecuador, 2010, p�g. 24)

Compare and contrast culture, traditional clothing of people from ethnic group, with American Foreigners, in order to boost students' cultural understanding, in a municipal high school in Otavalo.

EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador and international regions and cultures and identify similarities and differences and universal cultural themes (Ministerio de Educaci�n del Ecuador, 2010, p�g. 25)

CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador

and beyond in order to manifest an understanding of the relationship between

cultural perspectives and practices and by sharing cross cultural experiences (Ministerio de Educaci�n del Ecuador, 2010, p�g. 32)

EFL 4.1.10 Recognize and appreciate individual and group similarities and

differences by establishing and maintaining healthy and rewarding

online and face-to-face relationships based on communication

and cooperation (Ministerio de Educaci�n del Ecuador, 2010, p�g. 41)

CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies

as well as appropriate nonverbal and oral communication features (Ministerio de Educaci�n del Ecuador, 2010, p�g. 36)

Methodological strategy

Cooperative learning: Involves students working in pairs or small groups to discuss concepts or find solutions to problems (Cornell University, 2024). Furthermore, enhance language development and create a supportive environment.

Role play: Can develop critical thinking by engaging students in different case scenarios to demonstrate the real-life situations (Sumaira Rashid & Shahzada Qaisar, 2017, p�g. 198)

Flashcards: According to (University of Southern Maine, 2024) flashcards can be a very effective self-testing approach. Even the act of making flashcards is a way to �work� the information, challenging you to think about which information to have on one side and the related description on the other.

ACTIVITIES

1.- STORY BUILDING:

Teachers� activities:

�      Presentation

�      Motivation (warm-up)

�      Provide students theme and objective

�      Provide students with essential information

�      Make students focus on how to use/do it?

�      Monitor the activity

Students Activities:

�      Work in groups

�      Listen and understand the instructions

�      Identify some pictures and give an example.

�      Collaborative work to create a story

Development/construction

�      Make groups of three

�      Choose three or four flashcards

�      Create easy stories using the flash cards given

�      Ask questions to each other�s to clarifying students� doubts.

Just to reinforce:

�      Complete a worksheet activity

�      Work individually to reinforce comprehension

�      Make comparisons

2.- FLASH CARDS DUEL:

Teacher activities:

�      Presentation

�      Motivation (warm-up)

�      Provide students theme and objective

�      Provide students with essential information.

�      Monitor the activity

Students Activities:

�      Listen and understand the instructions

�      Identify some pictures on the board

�      Development memorization

�      Apply knowledge and skills

�      Improve communication skills

Development/construction

�      Work in a horse-shoe position

�      Paste a colorful flash card on the board

�      Point out the picture, and ask student to repeat it

�      Heads down � heads up

�      Remove one flash card

�      Ask students heads up, and what�s missing?

�      Clarifying students� doubts.

Just to reinforce:

�      Invite a couple of students to work in from

�      Give them a flash card

�      To say stand back-to-back

�      Move one step forward, two, and three steps.

�      Turn around, the student has to say the name of the picture that he/she sees

�      Whoever says it firs, gets an extra point.

3.- DRAWING CHALLENGE:

Teacher activities:

�      Presentation

�      Motivation (warm-up)

�      Provide students theme and objective

�      Provide students with essential information.

�      Monitor the activity

�      Make an example how to do it?

Student activities:

�      Listen and understand the instructions

�      Collaborate with their group

�      Student A: Ask student B to draw a square

���������������� Above the square draw a triangle

���������������� Above the triangle draw a flag

�������������������� What the object is?

�      Student B: Draw a school

�      Expand communication skills

Development/ construction

�      Work in a team-building activity, 2 teams of 4

�      Sit students back-to-back, one of them, hand one blank piece of paper and pen

�      The others, give a simple instruction to draw without saying the meaning

Just to reinforce:

�      Give them a flash related to:� my favorite food�

�      Give direct instructions

�      Use imperatives

�      Reinforce communication skills

�RESOURCES:

Human resources

●        Leadership

●        Skills

●        Abilities

●        Experience

Physical resources

●        Flash cards

●        Computer

●        Overhead projector

●        Web platform

�����������������

Resources:

Human resources

●        Leadership

●        Skills

●        Abilities

●        Experience

Physical resources

●        Flash cards

●        Computer

●        Overhead projector

●        Web platform

Resources:

Human resources

●        Leadership

●        Skills

●        Abilities

●        Experience

Physical resources

●        Flash cards

●        Computer

●        Markers

●        Blank sheet of paper

●        Pen or pencil

Learning Environment

Create better learning environment, using of the horseshoe position will encourage discussion and interaction between students and teachers. Furthermore, it allows for easier eye contact facilitating more inclusive environment where students feel engaged and connected to the English lessons. Additionally, by using flashcards provides memory retention, attractive classroom stimulating students� attention. As well, the visual aspect helps learners to associate words and concepts with images, making it easier to express and generate new knowledge. Similarly, in order to carry out an active class one of the principal aspects is environment because it plays a crucial role for students� outcomes, through that teacher can motivate students by creating a supportive classroom environment where they feel valued and empowered to participate. Likewise, it permits to create suitable opportunities for students to show their skills or talents. Finally, by fostering a culture of motivation in class, teachers can inspire students to actively participate in class activities, which leads to a more dynamic and enriching learning experience for everyone involved.

Special Needs: �ADHD�

�Attention Deficit Hyperactivity Disorder�, students have difficulty with attention and self-control.

Methodological strategy

Cooperative learning for �ADHD Students�:

It has a positive impact into the learning processes, because is considered as a suitable tool to include children from special education. Moreover, could be advantageous for all students, regardless of their race, ethnicity, disability, educational level, or other variables (Millis. B, 2020, p�g. 17)

Flashcards for �ADHD Students�:

According to: (Hidalgo Pablo, 2015, p�g. 25) These are effective memory-aid tools that can help students learn new material quickly. Although it may be tempting to associate flash-card learning with younger children who has special needs �ADHD.�, because, it could be considered as a personal dictionary.

�ADHD� ACTIVITY: story building

Teachers� activities:

�      Motivation (warm-up)

�      Provide students with essential and specific information

�      Make students focus on how to use/do it?

�      Give them exactly which materials they�ll need.

�      Provided them tools to create stories that are rapid and intense.

�      Monitor the activity

Students Activities:

�      Work in groups

�      Listen and understand the instructions

�      Identify some pictures and make an example.

�      Create stories with fewer steps

�      Collaborative work

Development/construction

�      Choose three or four flashcards

�      Create easy stories using the flash cards given

�      Allow a student with ADHD frequent breaks

�      Ask questions to each other�s to clarifying students� doubts.

Just to reinforce:

�      Invite a student who has ADHD to work in from

�      Give his/her a flash card

�      Tell his/her:

�      to stand back-to-back

�      Move one step forward, two, and three steps.

�      Turn around

�      the student has to say the name of the picture that his/her sees.

�      Whoever says it first, gets an extra point.

�      Let him/her plays a rubber ball or do something that doesn�t make noise as an extra physical activity.

Resources:

Human resources

●        Leadership

●        Skills

●        Abilities

●        Experience

●        Patience

Physical resources

●        Flash cards

●        Computer

●        Markers

●        Blank sheet of paper

●        Pen or pencil

●        Whiteboard

Special Needs: �DYSLEXIA�

�Learning disability that affects language-based activities, particularly reading and writing�

Methodological strategy

Collaborative learning for �Dyslexic students�:

According to Sara Fadli, (2023), collaborative learning provides dyslexic students with a supportive environment conducive to peer interaction and varied perspectives. Working together enhances comprehension, exchange ideas and clarify concepts collectively. Moreover, collaborative tasks can mitigate the challenges dyslexic learners face with reading and writing.

Flashcards for �Dyslexic students�:

Effective tools for dyslexic students, offering multisensory learning experiences, to aid memory retention and alleviate reading challenges; Dyslexic learners benefit from enhanced vocabulary, spelling, increased confidence, fostering active participation and comprehension (Muhammad Barja Sanjaya, 2021, p�g. 34)

DYSLEXIC ACTIVITY: Story Building

Teachers� activities:

�      Motivation (warm-up)

�      Provide students with essential and specific information

�      Make students focus on how to use/do it?

�      Give them exactly which materials they�ll need. (Writing and reading)

�      Provided them visual tools to create stories.

�      Monitor the activity (to avoid confusions in writing)

Students Activities:

�      Work in groups

�      Listen and understand the instructions

�      Identify some pictures and make an example.

�      Create stories with visual aids

Development/construction

�      Choose three or four flashcards

�      Create easy stories using the flash cards given

�      Allow a student with Dyslexia work by themselves

�      Help every time to avoid writing confusions.

Just to reinforce:

�      Give any flash cards to learners on pastel-colored paper to support learners with visual processing

�      Make sure written stories are clear and dyslexic-friendly.

�      Try to make sure that sentences don�t �run over�

�      Encourage dyslexic students to use a plain piece of paper to cover.

Resources:

Human resources

●        Leadership

●        Skills

●        Abilities

●        Experience

●        Patience

Physical resources

●        Flash cards

●        Computer

●        Markers

●        Blank sheet of paper

●        Pen or pencil

●        Whiteboard

Activities

Type of evaluation

Techniques

Instruments

Learning outcome

Activities

1.- STORY BUILDING:

Students Activities:

�      Work in groups

�      Listen and understand the instructions

�      Identify some pictures and give an example.

�      Collaborative work to create a story

2.- FLASH CARDS DUEL:

Students Activities:

�      Listen and understand the instructions

�      Identify some pictures on the board

�      Development memorization

�      Apply knowledge and skills

�      Improve communication skills

3.- DRAWING CHALLENGE:

Student activities:

�      Listen and understand the instructions

�      Collaborate with their group

�      Student A: Ask student B to draw a square

�      �Above the square draw a triangle

�      Above the triangle draw a flag

�      �What the object is?

�      Student B: Draw a school

�      Expand communication skills

Formative evaluation

Summative evaluation

Sharing in groups

Direct questions

Quizzes

Test

Exams

Worksheets

Kahoot

Story bird

Story board

Google

Forms

Students will use AIDS to accurately and fluently talk about daily routines.

Students will enhance oral communication and comprehension by engaging flash cards activities.

Students will strengthen visual memory and association of images and words through the use of flashcards.

Students will demonstrate collaboration skills through successful completion of group tasks, as evidenced by their ability to effectively communicate.

Students will boot visual recognition skills identifying specified pictures displayed on the board

General Objective

Specific Objective 1

Skills and Performance Criteria

Performance Indicators

O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts familiar to the learner.

To compare and contrast culture, traditional clothing of people from ethnic group, with American Foreigners, in order to boost students' cultural understanding, in a municipal high school in Otavalo.

Sustain simple conversational exchange on a familiar, when carrying out a collaborative/paired learning activity in which there are specific instructions for a task. REF. EFL 4.2.10

I.EFL.4.10.1. Learners can effectively participate in familiar and predictable everyday conversational exchanges in order to complete a task, satisfy a need or handle a simple transaction, using a range of repair strategies. (Example: asking for clarification, etc.) (I.3, J.3, J.4

EFL 4.1.10 Recognize and appreciate individual and group similarities and

differences by establishing and maintaining healthy and rewarding

online and face-to-face relationships based on communication

and cooperation (Ministerio de Educaci�n del Ecuador, 2010, p�g. 41)

CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies

as well as appropriate nonverbal and oral communication features (Ministerio de Educaci�n del Ecuador, 2010, p�g. 36)

Activities

Type of evaluation

Techniques

Instruments

Learning Outcomes

�ADHD� ACTIVITY:

STORY BUILDING

Students Activities:

� Work in groups

� Listen and understand the instructions

� Identify some pictures and make an example.

� Create stories with fewer steps

� Collaborative work

DYSLEXIC ACTIVITY:

Story Building

Students Activities:

� Work in groups

� Listen and understand the instructions

� Identify some pictures and make an example.

� Create stories with visual aids

Formative evaluation

Summative evaluation

Sharing in groups

Direct questions

Quizzes

Test

Exams

Worksheets

Kahoot

Story bird

Story board

Google

Forms

By the end of the session ADHD Students:

Will demonstrate improved collaboration skills through successful completion of group tasks, as evidenced by their ability to effectively communicate.

Will enhance their listening and comprehension skills by accurately following instructions given orally or in written form

By the end of the session DYSLEXIC Students:

Will enhance their storytelling skills by simplifying narrative structures with fewer steps

Will demonstrate organization and clarity in their storytelling abilities, which will aid in maintaining attention and reducing cognitive overload during the creative process.