|
Article |
Estrategias metodológicas para ambientes de
aprendizaje inclusivo en Lengua y Literatura en segundo año
Lara Rosales Johana Marilena[*]
Lucy del
Carmen Salas Bergara*
Yadyra de la Caridad Piñera Concepción*
Virginia
Sánchez Andrade*
Abstract
The present study aimed to
design methodological strategies to develop inclusive learning environments in
the second grade. This research contributes to the research line on Didactics
of Basic Education curriculum areas at the Bolivarian University of Ecuador.
Throughout the study, various methodological strategies were examined to enable
the inclusion of students with diverse educational needs whether cognitive,
emotional, or social in the teaching process. The research methodology was
mixed, with a qualitative and quantitative approach, descriptive rather than
experimental. The research was based on theoretical, empirical, and
mathematical methods. The population consisted of second-year elementary school
students and teachers from the Milton Reyes Reyes Educational
Unit. Research instruments were applied to determine criteria regarding the
variable. Weaknesses were noted regarding the attention to individual
differences and the use of innovative methodological strategies. Therefore, the
proposal consisted of a set of inclusive methodological strategies that favored
the creation of inclusive learning environments to enrich the teaching of
Language and Literature. It was validated through consultation with
specialists, whose evaluation, mostly as highly adequate, demonstrated the
feasibility and relevance of the scientific result.
Keywords: Methodological strategies,
inclusive learning environments, Language and Literature, diversity.
Resumen
El presente estudio tuvo como objetivo diseñar estrategias metodológicas
para desarrollar ambientes de aprendizaje inclusivo en segundo año. La
investigación contribuye a la línea de investigación de Didáctica de las áreas
curriculares de Educación Básica, en la Universidad Bolivariana del Ecuador. Se
examinó a lo largo del estudio diversas estrategias metodológicas que permitan
la inclusión de estudiantes con diversas necesidades educativas, ya sean
cognitivas, emocionales o sociales en el proceso de enseñanza. La metodología
aplicada en la investigación fue mixta, con enfoque cualitativo y cuantitativo,
descriptivo no experimental. Los métodos en que se apoyó la investigación
fueron teóricos, empíricos y matemáticos. La población estuvo constituida por los
estudiantes de segundo año de educación básica y docentes de la Unidad
Educativa “Milton Reyes Reyes, se aplicaron los instrumentos de investigación
para conocer criterios acerca de la variable. Se constaron debilidades en
cuanto a la atención de las diferencias individuales y el uso de estrategias
metodológicas innovadoras. Por tanto, la propuesta consistió en un conjunto de
estrategias metodológicas inclusivas que favorecieron la creación de ambientes
de aprendizajes inclusivos para enriquecer la enseñanza de Lengua y Literatura.
Se validó por consulta de especialistas, cuya evaluación mayoritariamente de
muy adecuado, demostró la factibilidad y actualidad del resultado científico.
Palabras clave: Estrategias metodológicas, ambientes de aprendizaje inclusivo, Lengua y
Literatura, diversidad.
Introduction
Inclusive education has become an important pillar in guaranteeing the
right to quality education for all, regardless of their circumstances. In this
context, it represents a challenge for education, as it involves creating
inclusive environments through the implementation of methodological strategies
adapted to classroom diversity. These strategies enable the construction of
educational spaces in which every student has the opportunity to participate,
learn, and develop fully. At the global level, UNESCO and the UN, through
international agreements on the rights of persons with disabilities, promote
and protect the right to equitable and inclusive education. These regulations
have been implemented and supported by policies that promote inclusion in the
education system, recognizing diversity in the classroom as an enriching
element of the learning process. The Ecuadorian Constitution recognizes
education as a fundamental right and a key component of human and social
development. In this regard, Article 27 defines that education must be
intercultural, inclusive, democratic, participatory, and of high quality. It
must promote critical thinking, gender equality, creativity, and citizen
participation. The Organic Law on Intercultural Education (LOEI) establishes the
guiding principles of Ecuadorian education, emphasizing its intercultural,
inclusive, equitable, and high-quality nature. This regulatory framework
directly underpins the development of inclusive and participatory learning
environments. The Competency-Based Curriculum Framework in the area of Language
and Literature adopts a competency-based, communicative, inclusive, and
critical approach, proposing objectives, competencies, and content aligned with
the need to develop effective and inclusive methodological strategies in the
classroom. Objective of the area: “To develop integrated communication skills
in students that enable them to understand, produce, and interpret oral and
written messages within a critical, creative, reflective, and contextualized approach.”
This is supported by content relevant to the development of inclusive learning
environments: reading comprehension strategies: prediction, inference,
reformulation, shared reading and guided reading in collaborative groups, oral
and written production in meaningful contexts, multicultural, inclusive and
socially relevant texts, and integration and dramatization activities that
strengthen expression and comprehension. The educational environment refers to
the context generated during the teaching process, influenced by the
experiences of students and teachers, as well as by the attitudes, values, and
motivations of each member of the school community. This environment is
organized so that the classroom offers challenging spaces that encourage learning,
allowing children to develop skills autonomously. For , “The learning
environment is the climate generated in an educational institution from the
daily experiences of its school members, expressing personal and professional
relationships” (p. 43). The educational environment should be organized
according to the needs of the students, so that it favors their development and
allows them to explore, play, create, imagine, and ultimately promotes the
construction of meaningful learning. Similarly, according to , an inclusive
learning environment refers to an educational space where individual
differences are valued and respected, ensuring that all students, regardless of
their abilities, receive the support they need to reach their full potential
and contribute to the school community. (p. 75) The context of the research is
the “Milton Reyes Reyes” Educational Unit, in the area of Language and
Literature. There is considerable diversity among the students, a situation
that requires teachers to make curricular adaptations and use appropriate
methodologies in accordance with the educational needs of the most vulnerable,
ensuring that all students can achieve the expected learning outcomes. The
exploratory study carried out at this institution, which included observations
of language and literature classes, interviews with teachers, a review of the
guiding documents for basic education, and the experience of the researchers,
revealed strengths and weaknesses such as: The strengths found are basically:
the Ecuadorian curriculum's focus on developing inclusive learning environments
and the relevance of inclusive learning environments according to the most
recent theories on the subject, because they promote different educational
needs, styles, and learning rhythms so that all students can actively
participate. Among the weaknesses are: teachers' resistance to changes towards
less traditional teaching methods, and lack of training to develop inclusive
environments, taking into account the inclusion of students in vulnerable
situations. In addition, there is a lack of planning that takes into account
curricular adaptations, which makes it difficult to teach the subject in a
participatory and equitable manner for all. Therefore, another important
weakness is low school performance and difficulties in successfully carrying
out teaching tasks, due to the lack of attention to individual differences.
Consequently, the scientific problem is how to contribute to the development of
inclusive learning environments in the second year of the “Milton Reyes Reyes”
Educational Unit. The research focuses on the development of inclusive learning
in Language and Literature, and the objective was to design methodological
strategies for the development of inclusive learning environments in the second
year of the aforementioned school. The research contributes to the line of
research on teaching methods in basic education at the Bolivarian University of
Ecuador.
Materials and methods
The research employed a mixed approach, supported by theoretical
methods such as the historical-logical method to examine the temporal
evolution of the research object. Systematization was used to organize and
systematize diverse data in a coherent manner in order to identify patterns and
best practices. Modeling was used to create a model of methodological
strategies, with active methodologies adapted to students with different needs.
The empirical methods used were direct observation in
second-year language and literature classes; document review; and interviews
with teachers at the institution to gather opinions on the use of
methodological strategies that promote inclusive learning environments.
Specialist consultation was used for the research work through expert judgment
to ensure the relevance of the scientific results. Mathematical
statistical methods were used to quantify the data obtained in the
research, allowing for accurate interpretation of the results of the
diagnosis.
The dependent variable, inclusive learning environments in
second-year students, was evaluated and operationalized with the following
dimensions: accessibility, participation, respect for diversity, and inclusive
teaching practices.
Table 1. Operationalization
of the variable
|
Indicadores |
|
|
Accesibilidad
|
1. Adaptación de mobiliario y espacio físico 2.
Materiales accesible. 3.
Señalización adecuada. 4.-
Acceso físico del aula. |
|
Participación
|
5-
Estímulo a la interacción entre pares. 6-
Participación equitativas en actividades grupales. 7-
Inclusión en juegos y dinámicas. 8-
Toma de decisiones compartidas. |
|
Respeto
a la diversidad |
9-
Uso de lenguaje inclusivo. 10-
Valorización a las diferentes culturas, religión y capacidades. 11-
No discriminación en el aula. 12-
Promoción de la empatía en el aula. |
|
Prácticas
pedagógicas inclusivas |
13-Diversificación
de estrategias metodológicas. 14-
Evaluación diferenciada. 15-
Apoyo especializado. 16-
Actitudes inclusivas del personal docente. |
The document review guide allowed for the analysis of the Elementary
School Curriculum in the area of Language and Literature, and of the
micro-plans with curricular adaptations for second-year elementary school
students.
The interview with teachers was structured around 10 questions:
Do you adapt teaching strategies to cater to students with different learning
styles? Do you use teaching resources that are accessible to students with
special educational needs? Do you encourage all students to participate in
reading and writing activities? Do you incorporate collaborative work
strategies to promote inclusion among students? Do you carry out differentiated
assessments considering the individual abilities of students? Do you use
technology that supports inclusion in your language and literature classes? Do
you design comprehensive reading activities adapted to the skill levels of your
students? Do you foster respect and empathy among students through literary
texts and group discussions? Do you consult with specialists (psychoeducators,
counselors) to improve inclusion in your classes? Do you receive ongoing
training or professional development on inclusive methodologies in language
arts?
The guidelines for observing language and literature
classes included six assessment indicators: adaptation of activities to
the needs of each student; use of varied resources (visual, auditory,
manipulative); promotion of group work to support inclusion; provision of
personalized feedback by the teacher; and encouragement of equal participation
in reading, writing, speaking, and listening activities.
The population and sample for this study consisted of 35
students, with an average age of 6 to 7 years, and three Language and
Literature teachers.
Results
It was found that the Competency-Based Curriculum Framework is based on a
constructivist approach, meaningful learning, and Universal Design for Learning
(UDL), which suggests that inclusive strategies should be applied in language
and literature classes. However, there are no specific guidelines for the
scientific and methodological treatment of learning in inclusive environments.
The methodological strategies not only encouraged participation but also
respect for diversity and the development of communication skills. A lack of
knowledge of inclusive strategies on the part of teachers was also identified,
which limited their participation.
Results of the teacher interview
On the other hand, the teacher interview revealed a partial commitment to
inclusive education. Ninety-three percent of teachers stated that they
sometimes use teaching strategies in accordance with the student's learning
pace; however, there are still teachers who applied the traditional method,
which does not always consider classroom diversity. With regard to innovative
teaching resources, limited use of materials for language and literature
classes was observed, with only 45% reporting their use beyond those intended
for the class. Only 37% of teachers use resources adapted for students with
special needs. Participation in reading and writing was promoted, although the
inclusion of all students was not always guaranteed. The use of inclusive
technology was reported by only 34%, due to limited technological equipment.
Eighty-seven percent of teachers promoted the teaching of values such as
respect and empathy through the reading of literary texts.
Results of the observation of language and literature
classes
The observation form was structured with indicators that sought to
measure the teacher's ability to create an inclusive environment. First, it was
observed that teachers did not always adapt activities to the individual needs
of students, which demonstrated a lack of commitment to different educational
needs and revealed the need for ongoing training. However, the use of diverse
resources helped with class preparation. Peer work promoted the integration of
all students. However, a lack of individualized feedback was detected, which
affects student progress. Reading and writing activities were widespread,
although it was not always possible to actively involve all students. The
analysis also highlighted areas for improvement in the implementation of
inclusive methodological strategies, especially when accessible and
technological resources were used. Finally, the need to train teaching staff
and develop curriculum plans aligned with inclusive education, promoting
classroom diversity, was observed.
Inventory of difficulties
There is a lack of adaptation of teaching strategies to the diverse needs
of students and a limited variety of teaching resources, such as manipulative
or technological materials. In addition, it was observed that not all students
participate equally in reading and writing activities due to barriers in social
interaction and group work, homogeneous assessment, and limited feedback, as
well as poor continuing education for teachers and organizational
difficulties.
Proposal: Rationale
Methodological strategies are approaches and techniques that educators
use to facilitate the teaching-learning process. According to “Methodological
strategies include planning activities, selecting teaching resources, and
implementing methods that respond to the needs and characteristics of
students.” (p. 45) Their objective is to optimize learning by promoting
participation and the development of critical skills in an educational
environment.
Teaching suggestions
1. Use methodological strategies that allow for the development of an
inclusive environment in the area of Language and Literature.
According to , some strategies that promote the inclusion of all
students, regardless of individual differences, include: multi-level teaching,
collaborative learning, flipped classroom, project-based learning,
problem-based learning, co-teaching, personalized work plans, peer tutoring,
dialogue learning, games and gamification, interactive groups, experiential
learning, and service learning.
2. Apply the stated methodological strategies in accordance with the
objectives and content of the class and the psycho-pedagogical characteristics
of the students, promoting the comprehensive development of macro skills:
speaking, listening, reading, and writing.
3. Promote cognitive and affective aspects as a dialectical pair during
the implementation of the methodological strategies outlined.
4. Use the rubrics developed in the methodological strategies through:
direct observation, during collaborative activities, teachers observe and
record evidence for each criterion. Feedback: constructive feedback is provided
to students based on the levels achieved. Adaptation: the rubric can be
adjusted according to the specific characteristics and needs of the group or
activity.
General objective: To contribute to the development of inclusive learning
environments in the second year of the “Milton Reyes Reyes” Educational Unit,
through language and literature, using methodological strategies.
Methodological strategies designed
Methodological strategy No. 1: Personalized work plans
Language and literature content addressed: Communicative purpose of
texts.
Objective: To understand that written language is used with different
intentions depending on the context and communicative situations in order to
develop a critical inquiry attitude towards texts.
Methodological guidelines for implementation: Identification of
communicative purpose: Students will be guided to identify the purpose of texts
by analyzing contextual factors and the author's intention.
Development
This methodological strategy seeks to address classroom diversity by
promoting the comprehensive development of language in second-year elementary
school students through personalized activities and assessments based on the
reading “Sucedió en la ventana” (It Happened at the Window).
1. General objective
To develop reading comprehension, oral and written expression, and
critical thinking in second-year elementary school students through a
personalized work plan based on the reading “It Happened in the Window,”
adapting activities and assessments to the different needs and skill levels of the
students.
2. Personalized work plan
Initial assessment: Evaluate each student's level of reading
comprehension and oral and written expression to identify strengths and areas
for improvement.
Differentiated activities: guided reading of the text “Sucedió en la ventana”
with visual support and oral questions for students with lower proficiency,
independent reading and analysis activities for students with higher
proficiency, use of pre-reading strategies (predictions, key vocabulary) to
facilitate comprehension, and creative writing activities related to the text,
adapted to each student's level.
Support and follow-up: reinforcement sessions for students with
difficulties and challenges and extensions for advanced students.
3. Differentiated questions for students
1. Basic level:
What happened at the window? (Literal question to identify the main idea)
2. Intermediate level: Why do you think what happened at the window
happened? (Inferential question to encourage reflection)
3. Advanced level: How would you feel if you were in the story? Explain.
(Critical question to connect with emotions and experiences)
4. For students with difficulties: Can you draw what you saw in the
window and tell the story in your own words? (Alternative question for oral and
visual expression)
5. For more proficient students: What do you think might happen after
what happened in the window? Write a short story. (Creative and writing
question)
4.- Adapted assessments
Assessments will be tailored to each student's abilities, taking into
account their level of competence in reading comprehension, oral and written
expression, and use of vocabulary.
5.- Example of an assessment rubric
Table 2. Assessment
rubric
|
Results of the document review guide |
Results of the document review guide |
Results of the document review guide |
Results of the document review guide |
Results of the document review guide |
|
It was found that the Competency-Based
Curriculum Framework is based on a constructivist approach, meaningful
learning, and Universal Design for Learning (UDL), which suggests that
inclusive strategies should be applied in language and literature classes.
However, there are no specific guidelines for the scientific and
methodological treatment of learning in inclusive environments. The methodological
strategies not only encouraged participation but also respect for diversity
and the development of communication skills. A lack of knowledge of inclusive
strategies on the part of teachers was also identified, which limited their
participation. |
It was found that the Competency-Based
Curriculum Framework is based on a constructivist approach, meaningful
learning, and Universal Design for Learning (UDL), which suggests that
inclusive strategies should be applied in language and literature classes.
However, there are no specific guidelines for the scientific and
methodological treatment of learning in inclusive environments. The
methodological strategies not only encouraged participation but also respect
for diversity and the development of communication skills. A lack of
knowledge of inclusive strategies on the part of teachers was also
identified, which limited their participation. |
It was found that the Competency-Based
Curriculum Framework is based on a constructivist approach, meaningful
learning, and Universal Design for Learning (UDL), which suggests that
inclusive strategies should be applied in language and literature classes.
However, there are no specific guidelines for the scientific and
methodological treatment of learning in inclusive environments. The
methodological strategies not only encouraged participation but also respect
for diversity and the development of communication skills. A lack of
knowledge of inclusive strategies on the part of teachers was also
identified, which limited their participation. |
It was found that the Competency-Based
Curriculum Framework is based on a constructivist approach, meaningful
learning, and Universal Design for Learning (UDL), which suggests that
inclusive strategies should be applied in language and literature classes.
However, there are no specific guidelines for the scientific and
methodological treatment of learning in inclusive environments. The
methodological strategies not only encouraged participation but also respect
for diversity and the development of communication skills. A lack of
knowledge of inclusive strategies on the part of teachers was also
identified, which limited their participation. |
It was found that the Competency-Based
Curriculum Framework is based on a constructivist approach, meaningful
learning, and Universal Design for Learning (UDL), which suggests that
inclusive strategies should be applied in language and literature classes.
However, there are no specific guidelines for the scientific and
methodological treatment of learning in inclusive environments. The
methodological strategies not only encouraged participation but also respect
for diversity and the development of communication skills. A lack of
knowledge of inclusive strategies on the part of teachers was also
identified, which limited their participation. |
|
Results of the teacher interview |
Results of the teacher interview |
Results of the teacher interview |
Results of the teacher interview |
Results of the teacher interview |
|
On the other hand, the teacher interview
revealed a partial commitment to inclusive education. Ninety-three percent of
teachers stated that they sometimes use teaching strategies in accordance
with the student's learning pace; however, there are still teachers who
applied the traditional method, which does not always consider classroom
diversity. With regard to innovative teaching resources, limited use of
materials for language and literature classes was observed, with only 45%
reporting their use beyond those intended for the class. Only 37% of teachers
use resources adapted for students with special needs. Participation in
reading and writing was promoted, although the inclusion of all students was
not always guaranteed. The use of inclusive technology was reported by only
34%, due to limited technological equipment. Eighty-seven percent of teachers
promoted the teaching of values such as respect and empathy through the
reading of literary texts. |
On the other hand, the teacher interview
revealed a partial commitment to inclusive education. Ninety-three percent of
teachers stated that they sometimes use teaching strategies in accordance
with the student's learning pace; however, there are still teachers who
applied the traditional method, which does not always consider classroom
diversity. With regard to innovative teaching resources, limited use of
materials for language and literature classes was observed, with only 45%
reporting their use beyond those intended for the class. Only 37% of teachers
use resources adapted for students with special needs. Participation in
reading and writing was promoted, although the inclusion of all students was
not always guaranteed. The use of inclusive technology was reported by only
34%, due to limited technological equipment. Eighty-seven percent of teachers
promoted the teaching of values such as respect and empathy through the
reading of literary texts. |
On the other hand, the teacher interview
revealed a partial commitment to inclusive education. Ninety-three percent of
teachers stated that they sometimes use teaching strategies in accordance
with the student's learning pace; however, there are still teachers who
applied the traditional method, which does not always consider classroom
diversity. With regard to innovative teaching resources, limited use of
materials for language and literature classes was observed, with only 45%
reporting their use beyond those intended for the class. Only 37% of teachers
use resources adapted for students with special needs. Participation in
reading and writing was promoted, although the inclusion of all students was
not always guaranteed. The use of inclusive technology was reported by only
34%, due to limited technological equipment. Eighty-seven percent of teachers
promoted the teaching of values such as respect and empathy through the
reading of literary texts. |
On the other hand, the teacher interview
revealed a partial commitment to inclusive education. Ninety-three percent of
teachers stated that they sometimes use teaching strategies in accordance
with the student's learning pace; however, there are still teachers who
applied the traditional method, which does not always consider classroom
diversity. With regard to innovative teaching resources, limited use of
materials for language and literature classes was observed, with only 45%
reporting their use beyond those intended for the class. Only 37% of teachers
use resources adapted for students with special needs. Participation in
reading and writing was promoted, although the inclusion of all students was
not always guaranteed. The use of inclusive technology was reported by only
34%, due to limited technological equipment. Eighty-seven percent of teachers
promoted the teaching of values such as respect and empathy through the
reading of literary texts. |
On the other hand, the teacher interview
revealed a partial commitment to inclusive education. Ninety-three percent of
teachers stated that they sometimes use teaching strategies in accordance
with the student's learning pace; however, there are still teachers who
applied the traditional method, which does not always consider classroom
diversity. With regard to innovative teaching resources, limited use of
materials for language and literature classes was observed, with only 45%
reporting their use beyond those intended for the class. Only 37% of teachers
use resources adapted for students with special needs. Participation in
reading and writing was promoted, although the inclusion of all students was
not always guaranteed. The use of inclusive technology was reported by only
34%, due to limited technological equipment. Eighty-seven percent of teachers
promoted the teaching of values such as respect and empathy through the
reading of literary texts. |
Methodological strategy No. 2: Co-teaching
Language and literature content covered: Communicative intent in
different contexts.
Objective: To understand that written language is used with different
intentions depending on the context and communicative situation in order to
develop a critical inquiry attitude towards texts.
Methodological guidelines for implementation: Teachers interact and share
their approaches to teaching and addressing texts in an inclusive manner,
adapting resources to ensure the participation of all students.
Observational assessment: An assessment is carried out based on the
observation of student performance in collaborative and interactive activities.
1. Fundamentals of co-teaching
Co-teaching is an educational strategy in which two or more teachers
share the responsibility of planning, delivering, and evaluating the teaching
of the same group of students, seeking to address diversity and enhance
learning through collaboration and complementarity of roles. This methodology
allows teaching to be adapted to individual and group needs, promoting an
inclusive and participatory environment.
2. Implementation of co-teaching
• Joint planning: Teachers coordinate objectives, content, activities,
and roles for each session, choosing the most appropriate co-teaching model
(e.g., “one teaches, one observes,” parallel or team teaching).
• Development of collaborative activities: Interactive and group tasks
are designed where students work in teams, encouraging communication,
cooperation, and active learning.
• Complementary roles: While one teacher leads the explanation or
facilitates the activity, the other observes, supports, or intervenes to
address specific needs.
• Flexibility: Models and roles can be alternated according to the
characteristics of the group and the learning objectives.
3. Observational assessment based on collaborative performance
Assessment focuses on the systematic observation of students' behavior
and performance during collaborative and interactive activities, considering
aspects such as: participation and commitment to the task, social skills:
communication, respect, teamwork, understanding and application of content in
context, and autonomy and responsibility in the development of the activity. To
this end, tools such as checklists, rating scales, and anecdotal notes are used
to record concrete and objective evidence of performance.
4. Sharing experiences with colleagues
Co-teaching also promotes reflection and continuous improvement among
teachers through: regular meetings to analyze observations, discuss results,
and adjust strategies; use of self-assessments and questionnaires to evaluate
teacher collaboration and the effectiveness of joint teaching; and sharing good
practices and lessons learned to strengthen teamwork and attention to
diversity.
Formulate key questions to guide the process: Is what we are doing
beneficial for both teachers? And for our students?
Table 3. Evaluation
rubric
|
Criterios de evaluación |
Excelente |
Bueno |
Aceptable |
Necesita ayuda |
|
Participación activa |
Participa constantemente, aporta ideas relevantes y motiva al grupo. |
Participa con frecuencia y contribuye adecuadamente a la actividad. |
Participa de manera ocasional, con aportes limitados. |
Participa poco o no participa en la actividad |
|
Trabajo en equipo |
Colabora
eficazmente, escucha a los demás y respeta turnos de palabras. |
Colabora
bien, generalmente respeta opiniones y normas del grupo. |
Colabora
de forma limitada, a veces interrumpe o no respeta turno. |
Tiene
dificultades para colaborar, genera conflictos o no respeta normas. |
|
Comprensión del comentario |
Demuestra comprensión profunda y aplica conceptos correctamente en la
tarea. |
Entiende la mayoría de los conceptos y los aplica adecuadamente. |
Entiende conceptos básicos, pero tiene dificultades para aplicarlos. |
Presenta dificultades para comprender y aplicar los conceptos. |
|
Responsabilidad y autonomía |
Asume
responsabilidades, inicia tareas y ayuda a otros sin necesidad de guía. |
Cumple
con sus responsabilidades y realiza tareas con supervisión mínima. |
Cumple
con tareas básicas, pero requiere supervisión constante. |
No
cumple con responsabilidades y depende totalmente del docente. |
|
Comunicación efectiva |
Se expresa con claridad, usa vocabulario adecuado y adapta el mensaje
al grupo. |
Se comunica adecuadamente con pocas dificultades en la expresión. |
Comunicación básica con algunas dificultades para expresar ideas. |
Tiene dificultades significativas para comunicarse y hacerse entender.
|
Methodological strategy No. 3: Learning dialogue
Language and literature content covered: Development of linguistic
awareness.
Objective: To understand written language with different intentions
according to contexts and communicative situations in order to develop a
critical attitude towards texts.
Methodological guidelines for implementation: Create a space for open
dialogue: Foster a classroom environment where students can freely express
their opinions and reflections on the texts read, promoting dialogue among
classmates and between the teacher and students.
Formative assessment through participatory observation: The teacher
observes how students participate in the dialogue and how they contribute to
the analysis of the text, identifying the different communicative purposes of
the text.
1. Objective
To create a space for open dialogue in the classroom that encourages the
free expression of opinions and reflections on the texts read, promoting
interaction between classmates and between teachers and students, in order to
develop linguistic awareness in its phonological, semantic, lexical, and syntactic
dimensions.
2. Rationale
Linguistic awareness involves explicit knowledge about language and the
ability to reflect on its use, structure, and meaning, which is fundamental to
comprehensive reading and writing learning. Open dialogue in the classroom
encourages metalinguistic reflection and collective meaning-making, enabling
students to perceive and analyze aspects of language that normally go
unnoticed.
3. Strategy development
• Creating a safe and respectful environment: Establish clear rules so
that all students feel comfortable expressing their ideas without fear of being
judged.
• Shared reading: Select texts that are appropriate for the level and
allow for multiple interpretations and reflections.
• Open-ended questions: Ask questions that invite reflection on the
meaning of words, phrases, sentence structure, and sounds, for example: What
does this word mean in this context?
• Why do you think the author used this expression?
How does the meaning change if we change a word or the order of the
phrases? Turn-taking and active listening: Encourage students to listen
carefully to their classmates, respect turn-taking, and respond with arguments.
• Role of the teacher as mediator: Guide the dialogue, delving deeper
into linguistic reflections and connecting them to everyday language use.
• Complementary activities: Word games, tongue twisters, rhymes, and
phonological exercises to reinforce phonological and lexical awareness.
4. Formative assessment through participatory observation
• Direct observation: The teacher observes and records participation,
quality of interventions, use of vocabulary, ability to argue, and respect in
dialogue.
• Tools: Checklists and anecdotal notes to document evidence of the
development of linguistic awareness and communication skills.
• Continuous feedback: Immediate and constructive feedback is provided to
motivate improvement and deeper understanding of language use.
• Self-assessment and peer assessment: Encourage students to reflect on
their own performance and that of their classmates in dialogue.
This methodological strategy, based on open dialogue and participatory
formative assessment, helps students develop critical and functional linguistic
awareness, improving their understanding and use of language in oral and
written contexts.
Table 4. Assessment
rubric
|
Criterios de evaluación |
Excelente |
Bueno |
Aceptable |
Necesita mejorar |
|
Participación en diálogo |
Participa activamente, aporta ideas relevantes y fomenta la
interacción |
Participa con frecuencia y contribuye adecuadamente al diálogo. |
Participa de forma limitada, con pocas aportaciones. |
Participa muy poco o no participa en el diálogo. |
|
Respeto y escucha activa |
Escucha
atentamente, respeta turnos y responde con respeto a sus compañeros. |
Generalmente
respeta turnos y escucha a los demás con atención. |
A veces
interrumpe o muestra poca atención a las intervenciones ajenas. |
Interrumpe
frecuentemente o no respeta las opiniones de otros. |
|
Uso del lenguaje |
Utiliza vocabulario adecuado, claro y variado y demuestra reflexión
lingüística. |
Usa vocabulario adecuado y muestra cierta reflexión sobre el lenguaje. |
Usa vocabulario básico y limitada reflexión sobre aspectos
lingüísticos. |
Presenta dificultades para expresarse con claridad y vocabulario
adecuado. |
|
Capacidad de argumentación |
Expresa
opiniones con argumentos sólidos y ejemplos claros. |
Expresa
opiniones con argumentos adecuados, aunque poco elaborados. |
Expresa
opiniones con argumentos simples o poco claros. |
Tiene
dificultad para argumentar o justificar sus opiniones. |
|
Conciencia lingüística |
Identifica y reflexiona sobre aspectos fonológicos semánticos y
sintácticos con precisión. |
Reconoce algunos aspectos lingüísticos y reflexiona de forma básica. |
Reconoce pocos aspectos lingüísticos y con poca profundidad. |
No identifica ni reflexiona sobre aspectos lingüísticos. |
Methodological strategy No. 4: Peer tutoring
Language and literature content covered: Narrative and expository texts.
Objective: To write narrative and expository texts in various formats available
and used as means of communication and expression of thought.
Methodological guidelines for implementation: Organization of peer
tutoring: Students are paired up to support each other in the development of
their texts and become tutors to their peers.
Assessment: Assessment is carried out by observing the interaction
between students during the tutorials. The quality of the feedback that
students give and receive, their ability to identify and correct errors in the
texts, and the improvement of the final products based on the feedback will be
evaluated.
1. Objective
To encourage collaborative learning through peer tutoring, focusing on
phoneme recognition and differentiation, promoting students' ability to give
and receive constructive feedback, identify and correct errors in texts, and
improve their written work based on the feedback received.
2. Rationale
Peer tutoring is a pedagogical strategy that promotes cooperation and
active learning, where students with different levels of competence support
each other. Working on phoneme recognition through this methodology facilitates
phonological awareness, a fundamental basis for the development of reading and
writing, while strengthening social and metacognitive skills.
3. Strategy development
• Formation of pairs or small groups: Students with complementary levels
are paired to encourage exchange and mutual support.
• Explanation and modeling: The teacher explains the objective of the
tutoring and models how to identify phonemes and give respectful and constructive
feedback.
• Reading and analysis of texts: Students read aloud and review written
texts, focusing on identifying errors related to phonemes (omission,
substitution, inversion, etc.).
• Peer feedback: Each student gives specific feedback on the errors
detected, suggesting corrections and explaining why.
• Correction and improvement: Students review their texts and make
corrections based on the feedback received.
• Joint reflection: At the end, there is time to share experiences about
the tutoring process, the type of feedback given and received, and the lessons
learned.
4. Assessment
The following will be assessed: the quality of the feedback that students
give and receive, considering clarity, respect, and relevance; the ability to
identify and correct phonological errors in the texts; and the improvement of
the final products after the feedback has been applied.
Table 5. Assessment
rubric
|
Criterios de evaluación |
Excelente |
Bueno |
Aceptable |
Necesita mejorar |
|
Participación en el grupo |
Participa activamente, asume roles con responsabilidad y colabora
eficazmente. |
Participa con regularidad y cumple con sus roles en la mayoría de las
actividades. |
Participa de forma limitada y cumple roles de manera parcial. |
Participa poco o no cumple con sus responsabilidades |
|
Conciencia fonológica |
Identifica
y segmenta fonemas con precisión, aplicando conocimientos en la escritura. |
Reconoce
la mayoría de los fonemas y los aplica correctamente en la escritura. |
Identifica
algunos fonemas, pero con errores frecuentes en la escritura. |
Tiene
dificultades para reconocer y aplicar fonemas en la escritura. |
|
Calidad del texto escrito |
Escribe relatos y textos expositivos coherentes con buena estructura y
adecuada correspondencia fonema-grafema. |
Escribe textos comprensibles, con estructura básica y correspondencia
mayormente correcta. |
Textos con estructuras poco claras y errores frecuentes en
correspondencia fonema-grafema. |
Textos incomprensibles o con errores graves en la correspondencia
fonema-grafema. |
|
Uso de soportes diversos |
Utiliza
con destrezas diferentes soportes par la escritura, adaptándose a cada una. |
Utiliza
adecuadamente la mayoría de los soportes disponibles. |
Usa
algunos soportes, pero con dificultades o poca autonomía. |
Tiene
dificultades para usar los soportes o no los utiliza. |
|
Reflexión y autoevaluación |
Participa activamente en la retroalimentación, identifica aciertos y
áreas de mejora. |
Participa en la retroalimentación y reconoce algunas áreas de mejora. |
Participa poco en la retroalimentación y tiene dificultades para
autoevaluarse. |
No participa ni reflexiona sobre su propio aprendizaje. |
Validation of the proposal by specialist consultation
Twelve specialists were consulted in areas such as pedagogy, psychopedagogy, language and literature, and educational
technology. The aspects evaluated included: relevance of the strategies to
classroom diversity, applicability in real learning environments, appropriate
use of technological and teaching resources, clarity of the proposed objectives,
inclusion of curricular and methodological adaptations, promotion of the
participation of all students, and a focus on the student and their needs.
A four-level rating scale was used for validation: Very Adequate
(VA), Adequate (A), Somewhat Inadequate (SI), and Not Adequate (NA).
The evaluation given by the specialists was overwhelmingly
positive: 80% rated it as Very Adequate (VA), 15% as Adequate
(A), 5% as Somewhat Inadequate (SI), and0% as Not Adequate (NA)
These results reflect a high degree of acceptance and validity of the
proposed methodological strategies, supporting their implementation in
inclusive educational contexts in the area of Language and Literature in the
second year. The specialists' suggestion was for professional collaboration and
continuous improvement, which contributed to the successful implementation of
inclusive strategies in the classroom.
According to , “Methodological strategies are procedures with a specific
objective, to achieve meaningful learning, which must be used in accordance
with the specific topics or characteristics of the learners in a
well-structured manner, for the development of skills” (p. 29). In accordance
with the author, methodological strategies are understood as a set of
activities designed to achieve planned objectives by implementing procedures
that promote lasting learning for students.
In the opinion of “Strategies provide answers to what is going to be done
and how it is going to be done. These actions or activities designed by teachers
serve to achieve the acquisition of knowledge” (p. 12). Methodological
strategies correspond to activities planned in advance by the teacher in order
to connect with students and ensure that the learning provided is truly
meaningful.
Inclusive methodological strategies are essential for meeting special
educational needs within regular educational institutions. In the opinion of ,
“Inclusive pedagogical strategies are procedures and resources used by teachers
to promote meaningful learning, addressing specific teaching designs and
objectives” (p. 102). With regard to the above, these strategies are tools that
promote the participation and learning of students with different types of
educational needs, and are also an effective alternative for facilitating and
optimizing the daily work of teachers. Inclusive methodological strategies are
pedagogical tools necessary for teaching and learning processes because they
include methods, techniques, procedures, and even the teaching resources used
in the classroom. All of these elements together form learning environments
that motivate students to acquire the knowledge and skills they will need in
their daily lives.
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Perú
Magíster en Educación con mención en Pedagogía en
Entornos Digitales de aprendizaje, Universidad Bolivariana del Ecuador, jmlarar@ube.edu.ec https://orcid.org/0009-0009-7734-5393
Magíster en Educación con mención en Pedagogía en Entornos Digitales de
aprendizaje, Universidad Bolivariana del Ecuador, lcsalas@ube.edu.ec
https://orcid.org/0009-0008-8578-7557
Doctor en
Ciencias Pedagógicas, Docente y tutora virtual de la Universidad Bolivariana
del Ecuador.
https://orcid.org/0000-0002-8947-1364,
ydpinerac@ube.edu.ec
Doctor en
Ciencias Pedagógicas, Universidad Bolivariana del Ecuador (UBE) vsancheza@ube.edu.ec https://orcid.org/0000-0001-9233-243X