Inglés — Activities and DUA Activities to Promote Inclusion
Solución — Página 54
Guia Docente · Preparatoria · 2024
English — Activities
Steps of the Comprehension Project using the Game-Work Methodology
Living Beings Exploration
- Introduce various living beings through interactive storytelling, puppets, or videos.
- Engage students in a scavenger hunt where they search for pictures or toys representing different animals, plants, and humans.
Healthy Practices Games
- Play "Healthy Choices" games where students sort pictures or objects into categories of healthy and unhealthy foods.
- Lead physical activities like yoga or dance to promote the importance of exercise for maintaining good health.
Locomotor and Functional Movements
- Set up obstacle courses or movement stations where students practice different locomotor movements such as hopping, skipping, and galloping.
- Incorporate functional movements into games and activities, such as reaching for objects placed at varying heights or balancing on one foot.
Body Parts and Segments Play
- Use songs or rhymes to teach students the names of body parts and segments, encouraging them to touch or point to each body part as they sing.
- Play "Simon Says" or "Body Part Bingo" to reinforce vocabulary and recognition of body parts.
DUA Activities to Promote Inclusion in the Classroom
- Visual aids: Provide picture cards or diagrams of living beings, healthy practices, and body parts to support visual learners.
- Simplified instructions: Break down tasks into smaller steps and provide visual or verbal cues for students who may need extra support understanding directions.
- Adapted equipment: Offer modified equipment or assistive devices for students with physical disabilities to participate in movement activities.
- Peer buddies: Pair students with peers who can provide assistance and support during games and activities, fostering a sense of belonging and teamwork.
- Sensory integration: Incorporate sensory materials such as textured mats or scented playdough to engage students with sensory processing needs in learning experiences.
Glosario
- DUA: Diseño Universal para el Aprendizaje (Universal Design for Learning, UDL).
- scavenger hunt: Búsqueda del tesoro: juego donde se buscan objetos siguiendo pistas.
- Simon Says: Juego en el que los estudiantes siguen instrucciones solo si comienzan con 'Simon says'.
- peer buddies: Compañeros tutores que apoyan a otros estudiantes.
- • Ver pág. 53: Inicio de la sesión en inglés.
- • Ver pág. 55: Continuación: bibliografía y Ejemplo de planificación.
📝 Transcripción de la página (texto seleccionable) 2050 caracteres
Activities:
Steps of the Comprehension Project using the Game-Work Methodology:
Living Beings Exploration:
e Introduce various living beings through interactive storytelling, puppets, or videos.
e Engage students in a scavenger hunt where they search for pictures or toys representing different animals, plants, and humans.
Healthy Practices Games:
e Play “Healthy Choices” games where students sort pictures or objects into categories of healthy and unhealthy foods.
e Lead physical activities like yoga or dance to promote the importance of exercise for maintaining good health.
Locomotor and Functional Movements:
e Set up obstacle courses or movement stations where students practice different locomotor movements such as hopping, skipping, and galloping.
e Incorporate functional movements into games and activities, such as reaching for objects placed at varying heights or balancing on one foot.
Body Parts and Segments Play:
e Use songs or rhymes to teach students the names of body parts and segments, encouraging
them to touch or point to each body part as they sing. e Play “Simon Says” or “Body Part Bingo” to reinforce vocabulary and recognition of body parts.
DUA Activities to Promote Inclusion in the Classroom:
e Visual aids: Provide picture cards or diagrams of living beings, healthy practices, and body parts to support visual learners.
e Simplified instructions: Break down tasks into smaller steps and provide visual or verbal cues for students who may need extra support understanding directions.
e Adapted equipment: Offer modified equipment or assistive devices for students with physical disabilities to participate in movement activities.
e Peer buddies: Pair students with peers who can provide assistance and support during games and activities, fostering a sense of belonging and teamwork.
e Sensory integration: Incorporate sensory materials such as textured mats or scented playdough to engage students with sensory processing needs in learning experiences.
Guia Docente - Preparatoria 1.? EGB | 53
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