Anexo2: Methodology

Below, you will find an example of one of the active methodologies and strategies for the active teaching process, collaborative learning techniques, use of educational technology, demonstrations, debates, projects, among others, with a CITAM+H approach for the Preschool

Methodology: GAMIFICATION

Definition

Gamification incorporates game design elements into non-playful situations to influence behavior and motivate students. It encompasses an attitu- de, learning strategy, and movement, transitioning from design principles, processes, and systems that engage and influence individuals, groups, and communities. Ultimately, gamification utilizes game-based mechanics, aesthetics, and thinking to effectively engage, motivate, facilitate learning, and address problem-solving.

Use

Incorporating games into the classroom can be an effective way to teach English.

Gamification can improve learning outcomes by helping stu- dents retain information more easily, leading to higher test scores.

Gamification offers real-time feedback, allowing students to track their progress and adjust their learning strategies ac- cordingly.

Despite the close association between games and technolo- gy, the absence of technological resources should not hinder creativity in incorporating games into the classroom

Teaching Sequence - True Beginners - Initial and Preparatory

What to do before? / Teacher's role. Teacher's role.

Set clear learning objectives and outcomes for the gamified activity. Introduce the game mechanics, rules, and expectations to the stu- dents.

Provide any necessary background information or resources to prepare students for the activity.

Engage students in the gamified activity, ensuring that they unders- tand the rules and objectives. Provide support and guidance as needed and monitor student pro- gress and engagement.

Encourage collaboration, critical thinking, and problem-solving skills throughout the activity.

What to do during the activity? / ¿What to do after the activity? / Tea-

cher's role.

Discuss the activity with your students, talking about what went well, any challenges they faced, and what they learned. Go over the main things they were supposed to learn and achieve and see how well they did. Give feedback and encou- rage them to think about how the activity connects to what they're learning overall.

General Recommendations (development of foundational learning and cross-cutting competencies)

Make sure you know what you want students to learn from the game. This will help connect the game to what they're

supposed to be learning in class.

Connect with what you're teaching, the game should fit with what you're already teaching in class. Use game ele- ments to make the material more interesting and help students learn better.

During the game, be there to help students understand the rules and what they're supposed to do. This way, they

can get the most out of the activity.

Give students feedback. This helps them see how well they did and what they can do better next time. It also helps

them use what they learned in future activities.

Think About Fairness: Games can sometimes bring up fairness issues. Make sure to think about and deal with any

problems, so the game is fair and respects all students.

Games like Hangman, Pictionary, and Bingo can be adapted to teach English vocabulary and grammar.

Guía Docente Inicial EGB

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