UNIVERSIDAD CATÓLICA DE EL SALVADOR

CENTRO REGIONAL DE ILOBASCO

FACULTAD MULTIDISCIPLINARIA

FINAL PROJECT REPORT

“WORKSHOP ON THE USE OF DIDACTIC TEACHING AIDS FOR ENGLISH

CLASSES, FOR TEACHERS IN THE ENGLISH NETWORKS IN THE

INTEGRATED SYSTEMS OF THE FULL-TIME INCLUSIVE SCHOOLS”

PRESENTED BY:

JESUS ROBERTO ESCOBAR

JOSÉ ARMANDO ALFARO RAMOS

MARÍA CLELIA LÓPEZ CASTILLO

TO OBTAIN THE DEGREE OF:

BACHELOR OF ARTS IN ENGLISH

ILOBASCO CABAÑAS, EL SALVADOR. C.A

UNIVERSIDAD CATÓLICA DE EL SALVADOR (CRI)

ACADEMIC AUTHORITIES

BISHOP FRAY ROMEO TOVAR ASTORGA

RECTOR

DOCTOR MOISÉS ANTONIO MARTÍNEZ ZALDÍVAR

GENERAL VICERRECTOR

BISHOP AND DOCTOR FRAY JOSÉ ELÍAS RAUDA GUTIÉRREZ

REGIONAL VICERRECTOR

PROFESSOR CÁSTULO AFRANIO HERNÁNDEZ ROBLES

GENERAL SECRETARY

PROFESSOR ROBERTO ANTONIO LÓPEZ CASTRO

ACADEMIC VICERRECTOR

PROFESSOR JUAN ALFONSO TRIGUEROS CHÁVEZ.

DEAN OF THE REGIONAL MULTIDICIPLINARY FACULTY OF ILOBASCO

ILOBASCO CABAÑAS, EL SALVADOR. C.A

ACKNOWLEDGEMENTS

This project is the result of cooperative efforts of all of us who integrate the working

group. That is why; we thank God for having filled us first with serenity and strength

to successfully lead the development of our graduation project.

To our families, for their great support which was vital to continue in this long ca-

reer path and especially for embracing, encouraging and understanding us not only

in this final stage, but during the whole course of the entire career, it helped us to

overcome circumstances when they were not the best and enjoyed as much as we

did, our successes and joys. Thus, we believe that merits are both for ourselves

and to them

To our consultant, Willian Edgardo Ayala for having guided and directed us with

dedication and patience therefore we could successfully accomplish a career goal

and strengthen our knowledge in the area of study and execution of our project.

To our teachers who beyond having given theoretical and instructional knowledge

of our college career also taught us to grow as a person. And finally an eternal

gratitude to this prestigious university which opens its doors to young people, not

only for preparing us for a competitive future but also for building our self-steam

into a better one.

TABLE OF CONTENTS

CONTENT PAGE

INTRODUCTION……………………………………………………………….. 1

CHAPTER I DESCRIPTION OF THE DEVELOPED PROJECT……..……. 3

1.1 Project Justification………………………………………………………... 3

1.2 General and Specific Objectives……………………………………...... 5

1.3 Scope of the Project…………………………………………………….… 6

1.4 Project Feasibility…….…………………………………………................ 7

1.4.1 Project Duration…………………………………………………………. 7

1.4.2 Location………………………………………………………………….. 8

1.5 Topics Developed in the Project……………………………………….… 8

1.6 Classification of content by skills………………………………………... 9

1.7 Didactic Teaching Aids developed in the Project…..…………………. 10

1.8 Activities Schedule……….………………………………………………. 11

1.8.1 Ending Stage of the Project…………………………………………… 11

CHAPTER II EXECUTION PLAN………………........................................ 12

2.1 Project Development…………………….………………………………. 12

2.2 Arrangement of the Project Proposal…….……………………………. 12

2.3 Project Presentation to the Authorities of MINED……………………. 12

2.4 Project Presentation to the Teachers…….……………………………… 13

2.5 Preparation of Didactic Teaching Materials and Planning…………….. 14

2.6 Logistics Preparation of Workshop Sessions…………………………… 15

2.7 Development of Workshop Sessions……….……………………............ 16

2.8 Monitoring of Institutions………………………..……………….……….. 23

2.9 Performance Evaluation and Topics Implementation….……………… 24

2.10 Preparation of the Closing Ceremony…………………………………. 24

2.11 Delivery of Closing Ceremony Postcards Invitation………………..… 26

2.12 Closing Ceremony of the Workshops…………………………...……… 27

2.13 Arrangement of Diplomas………………………………………………. 28

CHAPTER III DEVELOPMENT OF THE INSTRUCTIONAL BOOK……... 29

BIBLIOGRAPHY………………………………………………………………. 60

ANNEXES………………………………………………………………………. 62

GLOSSARY……………………………………………………………………. 86

TABLE OF FIGURES

CONTENT PAGE

FIGURE 1 Presentation of the Project to the teachers………........................... 13

FIGURE 2 Preparation of didactic material……………..................................... 14

FIGURE 3 Preparation of the logistics of the workshop……………………….. 15

FIGURE 4 Development of the dynamic “twister”………………...…….…….…. 16

FIGURE 5 Explanation of the topic “magic board”………………....................... 17

FIGURE 6 Activity about the use of “posters”…………….….…………..………. 18

FIGURE 7 Activity “break time and delivery of snacks” …………….................. 19

FIGURE 8 Elaboration of didactic teaching materials..……….………….……... 20

FIGURE 9 Raffle of instructional materials……………………….………………. 21

FIGURE 10 Exchange of experiences…………………………………………..... 22

FIGURE 11 Monitoring of institutions……………….…….….………….……….. 23

FIGURE 12 Evaluation activity for the members of the project………………… 24

FIGURE 13 Preparation of the closing ceremony….………….………….…….. 25

FIGURE 14 Model of the closing ceremony invitation…………………………... 26

FIGURE 15 Delivery of the diplomas to the teachers……..………………….…. 27

FIGURE 16 Model of the diplomas given to the teachers…..…………….………28

TABLE OF ANNEXES

CONTENT PAGE

ANNEXES………………………………………………………………………….. 62

1. Project proposal to the university….…………………............................ 63

2. Approval letter by MINED…………………………………………….…… 64

3. Letter announcement for teachers….…………………………………… 65

4. Workshop schedule for teachers……….…..……………………………. 66

5. Requesting letter for using the auditorium of culture house.................. 67

6. Diploma given by teachers to the members of the project group….... 68

7. Requesting letter for using the Auditorium of UNICAES……………... 69

8. Requesting Letter for using the UNICAES logo……………………….. 70

9. Requesting letter for using furniture and protocol assistance………… 71

10.Test for evaluating the members of the project group……………….... 72

11.Pictures of the execution of the project…………………………………. 75

12.Attendance sheet for teachers………………….…………………………. 85

INTRODUCTION

The teaching process of any language should primarily have as an objective the

learning process of the language regarding to the daily use that the learner exe-

cutes in the context in which it is immersed, so as to enable the individual to per-

form social functions that the world requires with the aim of accomplish personal

needs with the practical usage of language. In this sense " Among factors involved

in the educational process, it can be found : students , teachers , methodology, au-

diovisual resources , teaching aids , environment , structure , functions , educa-

tional programs , administration and services, rules and regulations and the organi-

zation of institutions." (1- Perdomo Lopez, Telma , 2004 ) Education requires a

strong academic background and training of specialized teachers for teaching Eng-

lish at the secondary level, which at the end of their higher education may be able

not only to impart their knowledge through teaching, but also to manage the four

main language skills of communication, in order to be able to teach students to

face greater challenges when integrating the professional field.

It is for this reason that the development and implementation work of our gradua-

tion project had as its primary objective to provide assistance to teachers in the de-

partment of Cabañas , by developing a workshop on the use of audiovisual and di-

dactics teaching aids that can be used when teaching a class of English, which

serve as innovative tools to improve their performance not only as professionals,

but also , will benefit the learning process of students, assuming that "The real im-

portance of audiovisual materials relies in the fact that they create a rich and varied

environment , from which students can spark their own learning "(2 -Rice ,

Winthroophm , 1946 ) giving an additional upshot of personal satisfaction and pro-

fessional success of each teacher in the classroom, and that is exactly where they

practice all the knowledge acquired throughout the entire process of becoming a

professional.

This report also details how the project came about and the factors that support the

achievement of it, such us; the approval of our proposal by Universidad Catolica de

El Salvador and Departmental de Education, as part of our graduation project from

1

Bachelor of Arts in English; the general objective and the specific objectives in-

tended to achieve completion of the project, the project scope and activities during

the project.

Also included are details of the activities, from its preparation, planning and ap-

proval, as well as the development of training sessions and taught topics, plus the

creation of instructional book , which contains the topics developed in the project,

its overview, the advantages and disadvantages of each didactic teaching aid and

the different techniques of applicability in the classroom, taking into account that

teaching aids are systematized set of visual and auditory techniques strategies that

support the teaching and learning process.

Moreover, there is a detailed of annexes containing: letters of administration with

the various institutions involved in the project, invitation cards, diplomas, instruc-

tional book. Similarly, there is glossary which contains the main concepts devel-

oped during the whole report as well as during the set of sessions on the work-

shop.

Finally, it is worth mentioning that the success of the topics and strategies taught in

the workshop will depend chiefly on the commitment of teachers and beneficiaries

receiving support from the Ministry of Education and its commitment to the con-

stant training and retraining of teachers.

CHAPTER I DESCRIPTION OF THE DEVELOPED PROJECT

2

The project was designed in order to train teachers in basic education from

Schools that are lined in the Integrated Systems of the Inclusive plenary

School Time, by implementing a Workshop on the Use of Didactic aids in

the process of Teaching English language, in coordination with the Ministry

of Education, through the Departmental Education of Cabañas.

The main parts of the project are detailed as:

1.1 PROJECT JUSTIFICATION

The initiative to develop this project was because we consider that in public

institutions, there is a huge lack of audiovisual media which hampers the

learning process in all educational areas, but especially in learning English

as a foreign language.

Keeping on mind that the countless mean of communications, such as: TV

(cable system), cinema, radio and the internet among others; help students

to show more interest in learning English. Moreover, the demand for a

bilingual education English - Spanish because of the business

modernization, requires knowledge of the English language in their

employees because it facilitates international communication, since the

English is considered as the most popular language, hence the growing

importance in everyday life. Therefore we consider it necessary to develop

research projects and the utilization of instructional and technological

resources in the teaching and learning process of English language in

learners at the intermediate level, so as to direct ministerial programs better

adapted to the reality basis of a our country especially taking into account

the fact that English is the most used language in the economic, social,

financial and political field in the world.

The importance of our project was based on the fact that there is

effectiveness through the teaching and learning process of English, thus;

this can be done better with scientific and technical training, as well as,

3

better orientation and performance in productive work, this would represent

a better quality of life for all people. That's why our project aimed to help

English teachers to more effectively leverage such learning materials that

the ministry of Education provides, as an opportunity to improve education

and provide students with the necessary tools to be introduced into the

changing Society.

Based on the universal premise that all people learn differently, we consider

the use of Didactics aids would cover the different learning styles, so as to

contribute to the preparation of classes would become very important, as

this should focus on be practical and at the same time, technical field, which

would make more complete the presentation of the content of the subject.

The beneficiaries of our project were school’s teachers from the Department

of Cabañas, which integrate English networks of Integrated Systems

Inclusive Full Time School.

Below is the list of schools which took part on the workshops:

Sensuntepeque

School Caserío Palacios, Cantón Río Grande

School Cantón San Gregorio

School Caserío San José, Cantón Río Grande

School Caserío Piedra Parada, Cantón El Aguacate

School Caserío Estanzuelas, Cantón Las Marías

School Caserío El Picacho, Cantón San Nicolás

School Caserío La Esperanza, Cantón Chunte

School Caserío La Guaruma, Cantón Río Grande

School Caserío Providencia, Cantón Nombre de Dios

School “Monseñor Benjamín Barrera y Reyes”

4

School “Jerónimo Abarca”

In total there was a benefit of a group of about 12 people, including teachers

and technical staffs of the Departmental of Education who are in charge of

such systems and who took part in our workshop.

Finally, it is important to mention that the biggest beneficiaries of the project

were ultimately students of these schools, as it has directly contributed to

improvement of education in the department of Cabañas. In consequence,

the proper use of Didactic Teaching Aid contributes to make a better

advancement in teaching process and allow a greater and faster

understanding and interpretation of ideas.

1.2 Objectives of the Developed Project

By developing this project the following objectives were achieved:

General Objective

To contribute to the improvement of the teaching process of English in the

public School of the department of Cabañas, through the training on the

proper use and application of Didactic teaching aids.

Specific Objectives

To identify the most appropriate didactic teaching aids for the

development of the teaching process of English in Educational

Institutions.

To train English teachers of public School on the importance of the

correct application of Didactic teaching aids as a tool to achieve the

objectives planned in each class.

5

To elaborate an instructional book on the proper use of Didactic

teaching aids developed during the whole set of workshops, which will

serve as a tool for better execution of teaching strategies in the

classroom.

1.3Scope of the Project

The development of this project has enabled us to provide support to benefit

teachers so they can make good use of Didactic teaching Aids within

classes and be more effective professional for students to develop new

skills, all through the exchange of knowledge and experience on

methodologies that were developed in the workshop, we hope to contribute

to improve the education system of our country and facilitate to the students

of the Department of Cabañas the learning process of English as a second

language.

By the execution of this workshop, it was aimed to:

Integrate different types of teaching techniques and work in the four basic

skills of the English language: reading, listening, writing and speech fluency.

Acquire and organize knowledge, taking into account the semantic and

communicative process that is used by Didactic teaching aids.

Apply teaching techniques and methodologies for better assimilation of

English in the classroom.

Stimulate interest and motivation of teachers on the use of Didactic teaching

Aids for teaching the English language.

Show topics or concepts in a clear, accessible, concise and above all

dynamic way.

6

Help teachers of English, to enhance knowledge on Didactic teaching Aids

and their application in a real context for a better learning process of English

in the students.

1.4 Project Feasibility

The execution of the set of workshops was possible due to the project was

lined in the main educational stakes of the government that is why, the

proposal presented to the education department authorities was received

positively, and had the support and commitment of the Ministry of

Education, through the Departmental of Education from Cabañas, which

provided the building of the Faculty Professional Development Center to

develop the workshops; which at the same time, it was directed an official

announcement to all the English teachers of the community, in order to join

to the workshop, which guaranteed in a way the attendance of educators.

1.4.1 Project Duration

The project lasted 60 hours; it began in February 4th and ended in May

17th, 2014. Initially, workshops began on Saturdays days, 4 hours of class

development each one, with time given from 8:00 a.m. to 12:00 pm;

however; because of activities of the Ministry of Education, since March 28th

the schedule was changed to Fridays from 2:00 PM to 5:00 P.M. On each

day of the workshop the most iconic didactic teaching aids were addressed

in the field of the English language teaching process, related to the use of

techniques and materials to develop classes properly, incorporating all four

skills needed for successfully teaching English Language.

1.4.2 Location

7

The workshop was developed in the installations of the Professional

Development Center of the Ministry of Education and the Culture House,

both located in the town of Sensuntepeque, Department of Cabañas.

1.5 TOPICS DEVELOPED IN THE PROJECT

Classification of content and Didactic Teaching Aids.

Each activity of the Didactic teaching Aids were based on the following

skills in the area of English which are in the curriculum of English of the

second and third cycle of education.

Listening

Speaking

Reading

Writing

This was done to facilitate to tutors the development of the workshop,

looking for a specific topic, along with the applicability of Didactic teaching

Aids while presenting techniques to make a more dynamic class, helping

teachers to apply resources in their classes.

The day that the project was officially presented to principals and teachers

of the institutions, they were asked to suggest affably emblematic and

suitable topics for each of the sessions that were imparted on the

workshops. It should be noted to mention that teachers emphasized the

need of the use of Didactic teaching Aids to develop the speaking skill,

because that is the skill which gives the biggest problem while developing

content or any other topic.

1.6 Classification of content by skills

8

Listening

Identifying numbers from 0 to 90

Identifying classroom objects.

Identifying adjectives to describe places and things

Identifying adjectives of mood and physical description

Identifying nationality, language and age.

Identifying body parts in a song

Identifying the prices of goods in the supermarket.

Speaking

Personal presentation

Asking and giving personal information

Identifying and associating prepositions of place

Identifying object colors

Using commands to instruct

Naming the parts of the human body

Naming the letters of the alphabet

Asking and telling the time

Describing and asking about clothing

Giving advice about habits to maintain good health using modal

Describe occupations.

Writing

Writing a shopping list

Drawing a family tree and appoint members of the family

Writing short paragraphs on what we like and do not like. (Simple Pre-

sent)

Writing dialogues using expressions of greeting, giving personal informa-

tion and asking

Writing a dialogue about future plans (Using Simple Present continuous

and present)

Reading

9

(We worked with Didactic teaching Aids for presenting new vocabulary

before reading )

Vocabulary

Days

Colors

Sports

Fruits

Countries

Food

Festivals

Animals

1.7 DIDACTIC TEACHING AIDS

The use of Blackboard

The use of Worksheets

How to use Charts and Posters

The use Flashcards and Pictures

The use of Cartoons

The use of Puppets and Realia

The Use of Flannel Charts

The Use of Pocket Charts

The use of bulletin board

The use of Origami and Magic Board

The use of Slides (Power Point Presentation)

The use of Audio and Video

1.8 Activities Schedule

10

ACTIVITY DEC. JAN FEB.MARC

HAPRIL MAY

Arrangement of the Project X X

Approval of the Project Proposal X

Project Presentation to the Authorities of

MINEDX

Presentation of the Project to the teachers X

Preparation of the Didactic Teaching Materials

and planning.X X X X

Logistics Preparation of the Workshop X X X X

Development of the sessions of the workshops X X X X

Monitoring of institutions X X

Preparation of the Closing ceremony X

Closing ceremony of the workshop X

1.8.1 Ending stage of the Project

At the end of the project, it was given to the participants an instructional

book detailing each topic developed in the workshops, a set of educational

posters , and also a certificate crediting their participation and satisfactory

performance on the workshops, as evidence of their ability in applying

methodologies taught in each class.

CHAPTER II EXECUTION PLAN OF THE PROJECT

11

For the implementation of project were developed several activities, which

are part of the schedule of activities designed and proposed in the project.

Each of these activities was vital to achieve the planned objectives and help

teachers of English to enhance knowledge on Didactic Aids resources and

their application in a real context for better student learning.

In the part below, it is explained in a general way and in chronological order

each of activities executed.

2.1 Project development

It was developed and structured the project proposal about the development

of the workshop called “the use of Didactic teaching aids for Teaching

English Language" for teachers of English networks of integrated systems of

inclusive full time schools.

2.2 Arrangement of the Project Proposal

The proposal of the project was presented to Authorities of Universidad

Católica de el Salvador Centro Regional de Ilobasco which was reviewed for

observations and after having made some corrections in it, the proposal of

the project was finally approved.

2.3 Project Presentation to the Authorities of MINED

A meeting took place with departmental Authorities from the Ministry of

Education, in which the project was presented and at the same time, the

authorization was requested for implementation and realization of the set of

workshops. Fortunately, the proposal was received in a very good way and

aside of the approval, it also was agreed to hold a meeting with teachers

from Schools that would benefit from the project which integrate the full

time school program.

2.4 Presentation of the Project to the teachers.

12

As it was agreed with the authorities of MINED, the meeting in which the

project was presented, it was held in order to give away the official

announcement and the proper schedule of the workshops; addition, it was

established the starting date for the workshop on Saturday, February 8th,

2014.

FIGURE 1 – It is shown one of the facilitators, on the day of official presentation of the workshop for

teachers of the Institutions, developed in February 4th at the professional center building.

2.5 Preparation of Didactic Teaching Materials and Planning.

13

Meetings were held with the team responsible for implementing the project

in which the content of each didactic material was prepared and classified

aside of the planning of classes, presentation and materials to use during

each session of the workshop.

FIGURE 2 – it is shown the arrangement of the Didactic Material to be used on workshop of

"flashcards development”.

2.6 Logistics Preparation of Workshop Sessions.

14

Before each session of the workshop, logistics coordination was performed,

which consisted in the arrangement of classroom, such as; decorating

furniture according to the activities that would take place, the installation and

testing of equipment as well as the checking process of each didactic

material for the proper use during the class, it was also coordinated the

preparation of snacks for teachers.

FIGURE 3 – A member of the group arranges the equipment to be used during one of the sessions

taught in the workshop.

2.7 Development of the Session Workshops.

15

Each sessions of project was developed according to the following

schedule:

The sessions started presenting the general information of each

didactic teaching aid by using dynamics with the purpose of

introducing topics in an innovative and fun way as a strategy to keep

the attention and interest of the group of teachers.

FIGURE 4 – it is shown the development of the dynamic called "Twister" during the

introduction of the topic.

16

The advantages and disadvantages of each didactic teaching aid

were explained, as well as how to approach the teaching materials

according to each main skill important in learning English (Speaking,

Reading, Listening or Writing).

FIGURE 5 – it is shown, how it was approach and explained the advantages and

disadvantages of the implementation of the Didactic teaching aid called "Magic board ".

17

Examples of how to apply didactics teaching aids were developed in

the classroom, using the previously prepared materials, where

teachers participated in order that they could see the advantages and

disadvantages of each teaching resources in a more realistic context,

at the time of execution in the classroom, in order that they could

recognize the great impact that teaching aids have in the teaching

and learning process of English. In that part of our workshop

sessions, teachers took a protagonist role in which they had to

participate in each activity that members of the graduation project

carried out. Thus, the participants felt highly motivated to continue

working in each session during the project.

FIGURE 6- it is shown the development of examples using the "Posters" as audiovisual aid.

18

A break of 15 minutes was taken by all the participants of the

workshop, handed a snack to each of them as well.

FIGURE 7- It is shown, Teachers enjoying snacks during the break.

19

Working groups were organized and materials were provided to

teachers which were prepared by the members of the project group in

advance in order to explain them how to create their own teaching

aids, which were already developed previously in activities.

Correspondingly, teachers shared ideas about application of

techniques in the classroom with different contents, in this way,

teachers learned from each other by sharing experiences.

FIGURE 8- One of the members of the project group giving instructions on creating the

didactic teaching aid called "Magic Board”

20

In some sessions during the workshop was done a raffle of Didactic

teaching materials that the members of the project group had

previously created as pocket charts and worksheets. Besides, it was

given to the participants, didactic materials which were donated by

the department of education. Such as; Instructional books about

introducing vocabulary and teaching English grammar as well as

flashcards and posters.

FIGURE 9 - A member of the group is giving away educational posters to one of the teachers

who participated on the workshop.

21

At the end of each workshop sessions was given to teachers a few minutes

to share experiences of their teaching style and experiences during the

development of each topic, technique and activity done, in order to enrich

positively the teaching methodologies of each participant.

FIGURA- 10 Workshop sessions ended with the exchange of experiences.

22

2.8 Monitoring of Institutions.

It was executed two sessions of monitoring to institutions. In the first

monitoring session, it was visited the schools from “Caserío La Guaruma”,

“Cantón El Aguacate” Caserío Montecristo. hamlets who belong to

Sensuntepeque and Dolores; finally, it was visited the schools from “Caserío

El Picacho”, “Cantón San Nicolás” and “Caserío La Esperanza, Cantón

Chunte”. In order to verify the application in the classroom of the topics and

the teaching aids developed on the workshop.

FIGURE 11- teachers from the school “Caserio Montecristo” develop a vocabulary teaching activity by

using songs to teach body parts to students from fourth grade.

23

2.9 PERFORMANCE EVALUATION AND TOPICS IMPLEMENTATION

It was given a test to the teachers who participated in our workshop in order

that they could evaluate both thematic development and performance of all

members of the project group, aiming to get information with the purpose of

making adjustments and improvements in relation to the development of the

workshop.

FIGURE 12- Teachers evaluating the performance of the members of the project regarding to didactic

teaching aids.

2.10 Preparation of the Closing Ceremony.

A new meeting with the authorities of MINED was held to coordinate

logistics and preparation of the closing ceremony of the workshop.

It was presented to the authorities of Universidad Católica de El Salvador a

requesting letter, in order to ask for the Auditorium, furniture and equipment

that would be used in the closure.

24

It was held a meeting with the assistance team for making invitations and

diplomas, preparation of instructional book and logistical coordination of the

event.

It was held a meeting with the teacher Yesenia Escobar, who is Coordinator

of the Tourism School of Universidad Católica de El Salvador in which it

was, requested the collaboration of some students in the arrangement and

development process of the event. In addition, the protocol service and the

acquisition of food for the guests to the closing ceremony were coordinated

and negotiated by the members of the project group in order to have a

successfully ending in our project.

FIGURE-13 it is shown one of the members of the group project, organizing the place for the closing

ceremony.

25

2.11 Delivery of Closing Ceremony Postcards Invitation

It was distributed closing ceremony postcards invitation both authorities

of MINED and Universidad Católica de El Salvador, as well as the

teachers and principal’s schools who participated on the workshops

Below it is

FIGURE 14- Model of invitation delivered to the authorities of the Universidad Católica de El Salvador, principals and teachers.

26

2.12 Closing Ceremony of the Workshop

The closing ceremony of the workshop was carried out with the participation

of teachers and some members of their family, as well as principals from

Schools and special guests. Correspondingly, it was handed to each

participant of the workshop, a diploma and some instructional materials such

as; an instructional book consisting on the topics and techniques developed

during the workshop and a package of educational posters and flashcards.

Concluding, with the delivery of snacks to all attendees who were in the

ceremony.

FIGURE 15- Delivery of certificates to teachers who participated on the workshop.

27

2.13 Arrangement of Diplomas

It was held a meeting with the principal’s departmental of education

Ana Miriam Hernández Muñoz in order to coordinate the preparation

of diplomas which were given to the teachers, furthermore; the main

objective of the diploma is to certify participants for attending the

workshop which lasted ninety hours from February to May of the

current year, regarding the use of didactic teaching aids for teaching

English language through the development of educational strategies

for further execution and scope of the objectives planned in each

class. In addition, a requesting letter was submitted to the authorities

of Universidad Católica de El Salvador in order to get permission to

use the logo of the institution in the diploma, the request was

subsequently approved.

FIGURE 16- Sample of the diploma given to teachers.

28

CHAPTER III DEVELOPMENT OF THE INSTRUCTIONAL BOOK.

One of the objectives of our project was to develop an instructional book about the

implementation, advantages and disadvantages of all topics views throughout the

workshop. The instructional book is a teaching tool that will support the teaching

process in order to generate meaningful learning in the students, which must be

consistent with the needs and the demands of today’s society. The didactic teach-

ing materials developed with environmental low expensive resources, provide ex-

periences that children can use to identify properties, classify, establish similarities

and differences, solve problems, among others, at the same time; it helps teach-

ers better interrelate with students giving the chance for the teaching and learning

process to become not only powerful but also deeper.

The instructional book about the techniques and strategies developed during the

project has as main objective to become a tool for teachers to facilitate the use of

didactic teaching aids in English teaching, promoting the implementation of innova-

tive teaching practices for motivating students and make learning more effective

and meaningful in classroom.

Below, it is presented a sample of the instructional book given to the teachers

29

30

“Taller sobre la utilización de Recursos Didácticos para la Enseñanza del Idioma Inglés

para docentes de las Redes de Inglés de los sistemas

Integrados de la escuela inclusiva de tiempo pleno.”

31

Infinitas gracias por asistir a nuestro taller sobre “Recursos audiovisuales y ayudas didácticas”; fue un placer compartir con ustedes de este conocimiento y aprender de sus vivencias.

Tutores del taller:

José Armando Alfaro Ra-mos

María Clelia López Jesús Roberto Escobar.

LA IMPORTANCIA DE LOS RECUR-SOS AUDIOVISUALES EN LA EN-SEÑANZA DEL IDIOMA INGLES El empleo de recursos audiovisuales en la educación tiene como cometido doble: mejorar el aprendizaje y la en-señanza, además de crear condicio-nes en que los maestros y los estu-diantes interactúen dentro de un cli-ma en donde los hombres dominan el ambiente en provecho propio, la utili-zación de estos requiere de una pla-nificación orientada y motivada para los estudiantes y sus objetivos.

RECURSOS AUDITIVOS Estos medios emplean el sonido como la modalidad de codificación de la información. Estos Recursos ayu-dan al estudiante a mejorar su audi-ción mediante el sonido, permite de-sarrollar la destreza de escuchar es por eso la importancia de utilizar gra-badoras, casete, disco-compacto de audio, Radiodifusión que sirven para el aprendizaje. Los Recursos Auditi-vos se pueden encontrar en dos gru-pos que utilizan el sonido, estos son: Los medios naturales se refieren a todos aquellos sonidos del medio am-biente por ejemplo el sonido de las aves, los instrumentos musicales. Los medios técnicos aquí entran to-dos los recursos que permiten con-servar el sonido para su posterior uso por ejemplo, CDS, la radio, mp3. Es-tos medios de enseñanza están pre-sentes en nuestro ambiente y es im-portante que los profesores, los estu-diantes, las instituciones utilicen las estrategias didácticas adecuadas,

que permitan integrar estos recursos y cumplir de la mejor manera con los objetivos propuestos a favor del pro-ceso de enseñanza aprendizaje. Las personas auditivas aprenden mejor cuando reciben las explicaciones oralmente y cuando pueden hablar y explicar esa información a otra perso-na. El sistema auditivo no permite re-lacionar conceptos o elaborar con-ceptos abstractos con la misma facili-dad que el sistema visual y no es tan rápido. Sin embargo, es fundamental en el aprendizaje de los idiomas. EJEMPLOS DE RECURSOS AUDI-TIVOS Dentro de los recursos auditivos en-contramos: Disco Compacto de Audio o CD - Au-dio, Disco fonográfico de metal de pe-queño formato, cuya grabación y re-producción se efectúa por procedi-mientos ópticos, este disco, que mide 10,7 cm de diámetro y 1,2 Mm de es-pesor, está grabado por una sola cara y admite hasta una hora de reproduc-ción continua. Se lee mediante un haz de láser, siendo mucho más du-radero y fiel en la reproducción del sonido que los discos tradicionales. Al igual que el casete es un recurso auditivo que sirve para desarrollar la escucha, al utilizar este recurso per-mitirá que el estudiante tenga mayor facilidad de comprensión por lo tanto irá perfeccionando la destreza de es-cuchar y logrando un mayor desarro-llo del medio auditivo. Las grabacio-nes de audio se pueden considerar para: La presentación de estudios o

32

ejemplos, entrevistas, grabaciones, comentarios, debates, retroalimenta-ción de actividades y clasificación de pronunciaciones.

RECURSOS VISUALES Algunas investigaciones han mostra-do que el Aprendizaje Visual es uno de los mejores métodos para enseñar las habilidades del pensamiento. Las técnicas de Aprendizaje Visual (for-mas gráficas de trabajar con ideas y de presentar información) enseñan a los estudiantes a clarificar su pensa-miento, y a procesar, organizar y prio-rizar nueva información. Los diagra-mas visuales estimulan el pensamien-to creativo. Las diferentes técnicas de Aprendi-zaje Visual ayudan a los estudiantes a:

CLARIFICAR EL PENSAMIENTO: Los estudiantes pueden ver cómo se conectan las ideas y se dan cuenta de cómo se puede organizar o agru-par la información. Con el aprendiza-je visual se pueden profundizar y comprender los conceptos más fácil-mente.

REFORZAR LA COMPRENSIÓN: Los estudiantes reproducen en sus propias palabras lo que han aprendi-do. Esto les ayuda a absorber e inte-riorizar nueva información, dándoles propiedad sobre sus propias ideas.

Ejemplos de Recursos Visuales: Dentro de los recursos visuales en-contramos:

FRANELÓGRAFO Es un tablero que esta hecho gene-ralmente en cualquiera de estos ma-teriales fieltro o franela y está apoya-do sobre un caballete. Se utiliza por lo general en las clases de preescolar como un dispositivo de narración de cuentos.

USOSLos profesores suelen utilizar franelo-grafos para mejorar la narración. Ellos pueden usar las imágenes de los personajes y otras partes impor-tantes de la historia para ilustrar lo que leen. Tableros de franela también se utilizan para "actuar" canciones y poemas. Pueden ser utilizados para demostrar conceptos de ciencias y matemáticas y sobre todo vocabulario en Inglés a los niños pequeños, al igual que el ciclo de vida de una rana o mariposa. También se utilizan co-múnmente en la escuela dominical para contar historias de la Biblia. Ta-bleros de franela también pueden ser utilizados por los alumnos de manera que ellos puedan manipular las pie-zas, proporcionando el aprendizaje práctico.

BENEFICIOSHay muchas ventajas al usar franelo-grafos en el aula. Ellos hacen el aprendizaje más visual para los estu-diantes, y se les hace más fácil recor-dar lo que han aprendido. Tableros de franela son más efectivos que

33

cualquier otra ayuda para el aula. Pueden ser utilizados una y otra vez para una amplia variedad de activida-des, y usted puede cambiar fácilmen-te las piezas de una actividad. Tam-bién es fácil de hacer su propio frane-lografos y piezas con el uso de la imaginación.

TELARAÑAS Las telarañas son mapas visuales que muestran cómo ciertas clases de información se relacionan con otras. Proporcionan una estructura para las ideas y para los hechos, ayudan a los estudiantes a aprender cómo organi-zar y priorizar información, soportan detalles de información con enlaces hacia afuera, temas centrales se ubi-can en el centro de la telaraña, incre-mentan el aprendizaje mediante la vi-sualización de conceptos y sus co-rrespondientes relaciones, en un for-mato estructurado y visible. Las Tela-rañas se usan para: Generar lluvia de ideas, organizar información antes de empezar a redactar, analizar historias y caracterizaciones.

PIZARRONES El pizarrón es un tablero mural de imágenes acumulables. Objetivan y fijan los pasos de un proyecto. El pi-zarrón soporta anotaciones de térmi-nos y trozos esenciales que se reali-zan en conjunto con una exposición verbal, y van configurando represen-tativamente la estructura de la pre-sentación. También permite exponer en él una gran variedad de materiales (figuras, mapas), y trabajar con ins-

trumentos como reglas, compases y plantillas

Permiten también presentar los temas o conceptos de un tema de una ma-nera objetiva, clara y accesible, esti-mulan el interés y la motivación, facili-tan la comunicación. Ejemplos de Recursos Audiovisuales: Dentro de los recursos audiovisuales encontramos los siguientes: LA INFOGRAFÍA Es una representación más visual que la de los textos en la que intervie-nen inscripciones, narraciones o inter-pretaciones representadas de manera gráfica normalmente es un medio para trasmitir información gráficamen-te como por ejemplo los mapas, gráfi-cos, viñetas la infografía presenta una información completa aunque pueda ser complementaria o de síntesis es decir que es una creación de imáge-nes que son de mucha utilidad dentro del ámbito educativo. DIAPOSITIVA Este recurso es un medio gráfico que puede servir para presentar fotogra-fías originales o copias de materiales tomados de cualquier documento im-preso. Las imágenes que este pre-senta resultan motivadoras, es decir que sensibilizan y estimulan el interés de los estudiantes hacia un tema de-terminado. La diapositiva es un instrumento efi-caz para desarrollar las destrezas en especial la de audición donde el ele-

34

mento visual tiene especial protago-nismo las cuales sirven como para el arte, presentación de datos, imáge-nes estas pueden proyectarse en grande y así puede participar toda la clase. En resumen se podría decir que este recurso favorece a la moti-vación debido a que las imágenes y los esquemas atraen la atención de los estudiantes y aumentan su moti-vación.

VIDEO Es un sistema de producción y repro-ducción de imágenes que pueden es-tar acompañadas de sonidos, al igual que el cine es un recurso que facilita al alumno la comprensión de proce-sos cognitivos que parten de la repre-sentación gráfica. El video favorece la construcción de objetos, elementos, situaciones, procesos que se expon-gan ante la mirada de los alumnos y pueden resultar útiles en los procesos de enseñanza y aprendizaje. DIAPORAMA Es un recurso audiovisual que consis-tente en la observación de un trabajo fotográfico a través de la proyección de imágenes, diapositivas sobre una o varias pantallas. Un diaporama es un espectáculo de exhibición de dia-positivas con el uso de imágenes co-nectados por efectos y en los cuales es posible poner sonido. Este recurso audiovisual ayuda a que los estudian-tes tengan mayor claridad de lo que desea aprender por medio de la vi-sión y el sonido ya que una persona aprende más por medio de la vista en

un 40% y por medio de la audición en un 25%, es decir que es importante utilizar los recursos audiovisuales en el salón de clase.

MATERIAL IMPRESO La cultura escrita es el principal ins-trumento de desarrollo cultural y es-crito. La cultura escrita requiere el do-minio de ciertas habilidades lectoras. Permite y ayudan a conocer e inter-pretar lo que ocurre en el mundo; dan noticia de los progresos científicos o tecnológicos. Existen materiales im-presos de todo tipo que se utilizan en las escuelas. Entre éstos aparecen las obras de consulta y referencia, los manuales escolares. Estos se utili-zan para enseñar los cuentos, las no-velas, la prensa, revistas de todo tipo, postales, fotos, murales, mapas, fichas.

Materiales impresos todos ellos que se convierten así en medios de ense-ñanza. Ventajas de los textos: Una organización reconocible para comprender su contenido y analizar los recursos lingüísticos y literarios de que se ha valido su autor para hacer-lo atractivo además, un desarrollo or-denado y debe ofrecer elementos su-ficientes para concretar las ideas más globales.

FOTOCOPIADO Los programas de educación concu-rrentes se apoyan fuertemente en materiales impresos. Imprimir es un camino rápido y barato de preparar

35

grandes cantidades de material en distintas variedades de papel. Las im-presiones facilitan la información bá-sica sobre un aspecto o tema en un material.

Hojas de trabajoHojas de trabajo imprimibles son real-mente una herramienta de valor incal-culable para el salón de clases por una serie de razones .Reforzar la instrucción al guiar el aprendizaje independiente y hacer que el aprendizaje en la clase sea de manera más productiva. Los estu-diantes aprenden mejor cuando se les da la oportunidad de interactuar con el material de enseñanza, y para explorarlo. Haciendo uso de estas ho-jas de trabajo, es una gran manera de complementar el plan de estudios en el aula con el fin de reforzar mejor la información que usted le está ense-ñando El uso de estas hojas de traba-jo imprimibles puede ayudar a los es-tudiantes a practicar para pruebas y exámenes, lo que les permite tener más confianza sobre el material antes de día de la prueba.

REALIA O MATERIALES TANGI-BLES Realia se refiere a la práctica de usar, cosas reales y tangibles en el salón de clases para ayudar a sus es-tudiantes a conectarse con el Inglés en un nivel diferente.-Implica un plano visual, táctil.-El uso de Realia, ayuda a hacer cla-ses de Inglés memorable, creando un

vínculo entre los objetos, y la palabra o frase que muestran. -Estimula la mente, y hace que el vo-cabulario se más memorable -Ahorra tiempo, ya que el reconoci-miento de un objeto suele ser inme-diata; mediante el uso de los senti-dos.-Traer Realia en sus clases es un gran rompehielos, y los adultos por lo general consideran este enfoque di-vertido, y es un método de restaura-ción de aprendizaje de vocabulario.-Los objetos reales son abundantes y disponibles en todas partes. -Artículos reales pueden observarse y manipularse, proporcionando expe-riencias de aprendizaje concreto para la estudiante.-Tratar con Realia motiva al alumno.-Realia se puede utilizar como parte del sistema de evaluación.-Los objetos reales son abundantes y disponibles en todas partes. -Artículos reales pueden observarse y manipularse, proporcionando expe-riencias de aprendizaje concreto para los estudiantes.-Realia se puede utilizar como parte del sistema de evaluación.

CHARTS O CARTELESUn recurso audiovisual que trasmite un mensaje y está integrado en una unidad estética formada por imáge-nes y textos breves de gran impacto capta la atención del estudiante y so-bre todo propicia:-El análisis.-Favorece el desarrollo de la imagina-ción.

36

-El juicio crítico con respecto al conte-nido en cuestión.-La creatividad.El cartel cuenta con dos grandes ele-mentos: los psicológicos y los físicos.La imagen dentro de un cartel juega un papel primordial. La imagen debe ser una síntesis que resuma la idea de manera clara y significativa. En caso de contener texto, éste no debe ser muy extenso. La redacción debe ser corta, directa y clara. El tamaño y la forma de la letra también es un fac-tor relevante para el éxito de un car-tel.

POCKET CHART O CARTEL DE BOLSILLOUn Cartel de bolsillo es una forma in-teligente de mostrar letras, palabras, oraciones, así como imágenes y otros elementos. Contiene bolsillos donde las tarjetas se pueden colocar y es una manera fácil de hacer una panta-lla portátil e interactiva.-Comunica rápidamente una idea-Atraen la atención mediante el estí-mulo del interés y la curiosidad.-Permite demostrar la creatividad.-Permite recoger y condensar ideas.-Puede utilizarse para organizar las ideas principales.-Imprimen al mensaje una gran fuerza visual.-No son costosos.-Son útiles para cualquier edad.-No necesitan equipo para utilizarse.

FLASHCARDS O TARJETAS DE TRABAJO Ventajas

1. Relativamente barato.2. Fácil de llevar.3. Se puede utilizar en cualquier si-tuación.4. Fácil de elaborar.5. Captura y mantiene la atención de la audiencia.6. Es flexible para satisfacer las nece-sidades del profesor.7. Supera la barrera del idioma.

CONSEJOS A TENER EN CUENTA PARA EL USO EFECTIVO DE TAR-JETAS:1. El contenido en cada tarjeta debe ser familiar al entorno en que los alumnos viven.2. Debe utilizar palabras sencillas y expresiones locales.3. La redacción debe tan breve como sea posible.4. Las letras deben de ser suficiente-mente grandes para que todo el públi-co pueda leerlas.5-.el profesor debe adoptar una acti-tud entusiasta al momento de utilizar las tarjetas a fin de capturar la aten-ción de los estudiantes.

POSTERSEs una combinación visual de diseño y color atrevido. Los buenos carteles deben tener una calidad impulsando dinámica. Deben ser esencialmente simples porque no hay tiempo para involucrar al espectador en un estudio detallado por esta razón deben ser lo suficientemente llamativos para atraer la atención de los estudiantes.

VENTAJAS

37

-Se puede plasmar rápidamente una idea simple.-Puede representar un concepto com-plejo en un término muy simple y ge-neral.-Es portátil, se puede utilizar tan a menudo como sea necesario.-Son de bajo costo.-Puede servir como recordatorios o repaso de conceptos estudiados en clase.

PRESENTACIONES DE POWER POINTUna presentación PowerPoint es un archivo que muestra una serie de dia-positivas digitales multimedia que fa-cilitan la presentación de un tema de-terminado; si bien una presentación PowerPoint no profundiza en un tema, es muy usada en los ámbitos de los negocios y los académicos ya que nos permite transmitir informa-ción importante con textos, sonidos, videos y gráficos, acompañando la exposición oral de una persona.

VENTAJAS-Fomenta la creatividad a la hora de presentar un tema, la persona puede decidir los colores y estilos que desea según sea de acuerdo al tema que quiere presentar.-Facilidad; son fácil de modificar cuando sea necesario ya que se pue-de editar la información en las diapo-sitivas terminadas, eliminar las diapo-sitivas innecesarias, añadir diapositi-vas olvidadas y cambiar el orden de las mismas en la presentación.

VIDEOSLos videos son un material educativo audiovisual que puede tener cierta utilidad en el proceso de enseñanza y de aprendizaje para el logro de los objetivos curriculares previamente considerados.

VENTAJAS -Son versátiles: fáciles de manejar durante el proceso.-Motivadores: porque contiene me-dios de expresión y de aprendizaje.-Permiten informar: sobre fenómenos.-Permiten desarrollar: la imaginación, la creatividad y la actitud crítica.-Es de bajo costo.-Es un medio de observación.-Es un medio de expresión.-Es un medio auto aprendizaje-Es una gran ayuda en la enseñanza.-Su manejo es fácil.- El video puede verse cuantas veces el docente crea necesario repetirse.-Ayuda a centrar la atención.-Se pueden acompañar con explica-ciones comprensibles.-Es eficaz como espejo del comporta-miento personal.

MARIONETASUn títere es un objeto inanimado o una figura de representación animada o de manipulación por medio de los dedos de las manos.Marionetas no tienen que ser de alto costo para ser eficaces en la ense-ñanza. VENTAJAS

38

-El títere puede actuar como una au-toridad en la materia. Puede reforzar el objetivo de la lección, compartir la información y los hechos, o incluso in-terrogar a los estudiantes antes de un examen.- Entre más creativo es el títere más atrae la atención de los estudiantes.

PANEL DE BOLSILLOEs un tipo específico de sistema de almacenamiento con bolsillos de plás-tico que muchos profesores usan en sus aulas para la organización y pla-nificación de lecciones. Por lo general es hecho de vinilo, un gráfico de bol-sillo tiene ojales de metal en la parte superior para colgar fácilmente y bol-sillos de plástico cosidos en el frente. Generalmente se usa con cartas de bolsillo varían en tamaño, color y esti-lo, y pueden servir para muchos pro-pósitos diferentes.En el aula, los usos posibles para un diagrama de bolsillo son casi infinitos. Los profesores pueden colocar seg-mentos de papel o cartulina en los bolsillos individuales, creando un ta-blero de asistencia y conducta. Se puede crear además tablero para un plan de lección, ortografía, lectura o escritura. Un atril con grandes bolsillos se pue-de utilizar para mantener las carpetas o el trabajo escolar de los estudian-tes, igualmente se puede utilizar para crear calendarios.Los profesores también pueden inser-tar avisos para los estudiantes.Dado que las cartas de bolsillo están disponibles en una variedad de tama-

ños y tienen un precio razonable, ha-cen una herramienta de organización y visualización ideal. Aunque la ma-yoría son cuadradas o rectangulares en forma, algunas cartas de bolsillo vienen en formas divertidas, como las manzanas. Se pueden utilizar de for-ma interactiva en el aula cuando se combina con tarjetas diseñadas espe-cialmente para los números de ense-ñanza, las letras, la secuenciación, y más.

EL USO DE LOS PANELES BOLSI-LLO-Reconstruir poemas, canciones.-Alfabeto Secuencia o argumentos pictóricos-Lista de los días de la semana, me-ses del año.-Bancos de palabras para temas o revistas.-Frases Patrón de lectura y revistas indicaciones de oraciones.-Construir bancos de palabras que ri-man.-Vocabulario de temporada y temáti-ca.-Realizar actividades de Palabras.

PIZARRÓN Una pizarra, pizarrón o encerado es una superficie de escritura reutilizable en la cual el texto o figuras se reali-zan con tiza u otro tipo de rotuladores borrables. Las pizarras se fabricaban originalmente de hojas lisas, finas de piedra gris negra u oscura de pizarra.Una pizarra puede ser simplemente un pedazo de rectángulo de madera pintado con pintura oscura mate (ge-

39

neralmente verde oscuro o negro).Una variación moderna con-siste en una hoja del plástico en espi-ral desplegada a través de dos rodi-llos paralelos, que se pueden enrollar para crear un espacio adicional de escritura mientras que se guarda lo que se ha escrito.

USO APROPIADO DEL PIZARRÓNEl pizarrón es uno de los recursos de la enseñanza de mayor valor pedagó-gico por la facilidad, y practicidad al transmitir una idea, un gráfico, un es-quema, etc.En él se pueden presentar textos, di-bujos y gráficos que permiten afianzar hechos, ideas, procesos. Se puede adecuar a todos los temas y materias que se deseen desarrollar ya que en él también pueden representarse ideas y conceptos mediante bosque-jos, diagramas, diseño gráfico y sím-bolos. Se puede emplear con audien-cia de cualquier tamaño y de cual-quier nivel. Es ideal para la presenta-ción y se presta para la interacción entre auditorio y expositor.Es básicamente una superficie donde se gráfica, pero existen una serie de técnicas y recomendaciones para el correcto uso de este medio.

HISTORIA DEL PIZARRÓNAntiguamente trozos de pizarra se usaban de forma individual y en di-mensiones pequeñas, por lo que se ideó utilizar la pared pintada directa-mente o sobre madera, pero conser-vando su nombre de pizarra o piza-rrón dada su nueva dimensión.

Datos de interésDe cada 100 profesores, sólo uno usa el pizarrón para lo que es: el más va-lioso y versátil de todos los medios del salón de clase.

TÉCNICAS DE USO-Usar al menos tres colores de mar-cadores para captar la atención de los estudiantes.-Utilizar letra clara y de tamaño ade-cuado de 5 a 6 cm.-Emplear títulos y subtítulos usando siempre las reglas de la ortografía.-Dejar márgenes adecuados, espa-cios entre palabras y entre líneas evi-tando amontonamientos.-Ilustrar las explicaciones, muchos conceptos por su naturaleza compleja son abstractos y requieren de una imagen gráfica para ser comprendi-dos.

RECOMENDACIONES AL REALI-ZAR UNA PRESENTACIÓN.-Iniciar la clase escribiendo la fecha y el título del tema.-Escribir o hablar, no realizar las dos acciones a la vez. Permita a sus parti-cipantes, leer lo que ha escrito y es-cuchar sus explicaciones.-Cuando tenga que borrar, hacerlo siempre con el borrador y en sentido vertical de arriba hacia abajo.-Una vez terminada la exposición lim-piar la pizarra.

VENTAJAS-Es fácil de usar, requiere poca prácti-ca y equipo.

40

-Es fácil de elaborar y los materiales que se requieren son de bajo costo.-Permite corregir cualquier error in-mediatamente.-Es flexible en tanto que permite reali-zar cambios rápidos y activos a los temas.-Facilita la participación de los alum-nos.-Se adapta al ritmo de trabajo de los alumnos-Se pueden exponer procesos y mé-todos, hacer cuadros sinópticos y ma-pas mentales, así como estructurar gráficamente cualquier tema.-Se puede combinar con otros mate-riales.-Es útil para grupos de todas las eda-des.

¿CÓMO HACER EL USO DEL PIZA-RRON MÁS INTERACTIVO?-Complementándolo con otros mate-riales o recursos audiovisuales.-Pasando al alumno al pizarrón, no como castigo sino para reforzar co-nocimientos.-Preguntando constantemente.-Implementando nuevas ideas creati-vas

IMÁGENES O FOTOGRAFÍAS No hay duda de que las imágenes pueden ser de gran importancia y re-levancia para la enseñanza de una segunda lengua, en especial para los estudiantes de nivel inferior. Sin em-bargo, muy pocos instructores pare-cen hacer el mejor uso de las imáge-nes en sus clases. En una sesión de lectura donde los textos a veces pue-

den ser complicados y poco motiva-dor para los estudiantes, las imáge-nes son una de las pocas ayudas que los profesores pueden utilizar para captar la atención de sus estudiantes, así como para motivarlos antes de comenzar la lectura real. A través de este trabajo, se presentarán las ven-tajas de utilizar las ayudas visuales en la fase de calentamiento de una clase de lectura. Los participantes se-rán capaces de absorber una gran cantidad de ideas sobre el significado de las imágenes y tomar conciencia del hecho de que pueden ser una he-rramienta tremendamente útil y con-veniente.Una lección de lectura apasionante requiere algo más que pedir a los es-tudiantes que lean el artículo en el li-bro de texto por sí mismos, dejando que ellos hagan el ejercicio de clasifi-cación del vocabulario, y luego res-ponder a las preguntas de compren-sión. Todos los instructores son cons-cientes del hecho de que una de las etapas más importantes en cualquier lección es la fase de calentamiento, y sin embargo, algunos prestan poca atención a esta etapa de la lección. Activación de los esquemas de los estudiantes (conocimientos previos) es extremadamente importante. Una buena actividad de pre-lectura esta-blece los propósitos de la lectura, da a los estudiantes una buena razón para leer, que motiva a los estudian-tes, y construye su conocimiento de fondo.Es por estas razones que es de vital importancia tener en cuenta los diver-

41

sos tipos de estudiantes y aprendiza-jes que existen.

1 - Estudiantes Auditivos: Este tipo de alumno aprende mejor a través de la escucha y el habla. Ellos están más interesados en el aprendizaje a través de entrevistas, debatir, hablar, y escuchar las opiniones de otras per-sonas.2 - Los aprendices de tacto: Esto se refiere al tipo de estudiante con la fuerza de aprender a través del tacto. Ellos aprenden mejor a través del di-bujo, juegos de mesa, o hacer algo si-guiendo ciertas instrucciones.3 - Cenestésicos: Los alumnos con este estilo desean involucrar a todo su cuerpo en el proceso de aprendi-zaje. Similar a los aprendices de tac-to, que prefieren jugar a juegos que involucran a su cuerpo, el aprendizaje a través de actividades de movimien-to, o actuar.4 - Estudiantes globales: Se refiere a aquellos que aprenden mejor a tra-vés de actividades grupales, métodos holísticos de lectura y estrategias de aprendizaje cooperativo. Les gustaría que el maestro para presentar la in-formación de una manera interesante, donde pueden interactuar con los de-más.5 - Estudiantes analíticos: Los alumnos con este estilo de aprendiza-je prefieren trabajar individualmente y tienden a centrarse mucho más en los detalles y el análisis.6 - Estudiantes visuales: Este tipo de estudiante es el foco principal de este trabajo de investigación. Los

alumnos visuales son estudiantes que aprenden mediante la observación de gráficos, tablas, mapas, carteles y texto con una gran cantidad de imá-genes. Son lectores de mira y están muy motivados por las imágenes y los vídeos.Por las razones mencionadas ante-riormente, es especialmente impor-tante que los profesores encuentren una gran variedad de actividades para adaptarse a diferentes estilos de aprendizaje de sus alumnos. La ma-yoría de nosotros tendemos a ignorar la importancia de las imágenes, lo que significa que ya hemos perdido una parte muy importante de nuestro potencial en la enseñanza. Algunos alumnos pueden beneficiarse enor-memente de imágenes y esas venta-jas se demuestran en la siguiente parte de este instructivo.

FOTOGRAFÍAS No hay duda de que las imágenes son una buena fuente de materiales de enseñanza; pero ¿cuáles son esos beneficios? En esta sección se exa-minará esas ventajas de cerca, uno por uno.

1 - MOTIVACIÓN: Una clase de lec-tura, ya que muchos estarían de acuerdo, requiere que los estudian-tes estén más motivados. Esto es probablemente debido a que las pre-guntas son aburridas, o entender el propio artículo exige mucha paciencia por parte de los lectores. Por esta ra-zón, la entrega de una lección inspira-

42

dora es una tarea difícil y requiere un gran esfuerzo de los maestros. Sin embargo, mediante el uso de imá-genes estas dificultades se pueden superar.

2-PRE-ENSEÑANZA DEL VOCABU-LARIO: Un maestro puede pre- enseñar voca-bulario, por ejemplo, los adjetivos que describen sentimientos y acciones, con una serie de fotografías de ros-tros de personas que expresan dife-rentes estados de ánimo (feliz, triste, enojado, molesto, etc.), los estudian-tes aprenderán vocabulario nuevo con eficacia mientras se divierten.Fotos e imágenes le permiten la pre -enseñanza, la práctica, o revisar cualquier vocabulario si se toma un tiempo para pensar acerca de cómo manipularlos, y qué y quién debe in-cluir en las fotos ya sea deportes, ce-lebridades, banderas de países, apa-ratos electrónicos, los edificios o prendas de ropa son sólo algunos de los muchos ejemplos de los diferen-tes tipos de temas que le permiten usar imágenes como una herramienta para la enseñanza.

3 - CONFIANZA: Los estudiantes que generalmente no están activos en la clase no significa necesariamente que no saben las respuestas a nues-tras preguntas, simplemente, a veces esto puede resultar del hecho de que no son lo suficientemente seguros de sí mismos como para hablar en públi-co. Sin embargo, Al ver fotografías de celebridades, aparatos electróni-

cos, o cosas que ya conocen, les per-mite hablar con orgullo y confianza frente a sus compañeros y profeso-res.

DIBUJOS ANIMADOS O CARICA-TURAS Está claro que hay muchos beneficios sobre la utilización de los dibujos ani-mados en la clase principalmente por-que:Niños y adultos por igual les gusta los dibujos animados. Se suele asociar dibujos animados con la diversión y el humor. Por tanto, los dibujos anima-dos conceptuales proporcionan una manera atractiva y no amenazante para representar ideas. Los alumnos tienen más probabilidades de ser en-tusiastas durante las actividades de esta manera el aprendizaje será más específico y receptivo.

2 - GENERA PARTICIPACIÓNEn los dibujos animados, las ideas se tienen que presentar de manera con-cisa. Además, Estas ideas pueden ser persuasivas con el objetivo que los alumnos se sienten atraídos a "participar " Así pues, la lección se vuelve más interactiva y centrada en el estudiante.

3 DESARROLLA LAS HABILIDA-DESMediante el uso de caricaturas, los alumnos tienen que verbalizar sus ideas y pensamientos. Esto los moti-va para tomar una posición sobre las distintas ideas presentadas. Si no es-tán de acuerdo, pueden presentar y

43

defender sus puntos de vista. Este proceso permite a los maestros obte-ner importantes conocimientos sobre la comprensión de sus alumnos. La participación en ese debate también permite alumnos perfeccionan sus habilidades de comunicación.La caricatura es útil como herramien-ta de enseñanza para invitar a los alumnos a expresar sus opiniones y dar razones de sus ideas. El carácter informal de los dibujos animados con-cepto anima a los alumnos a presen-tar sus puntos de vista sin temor a ser juzgados. Es de tener en cuenta que los dibujos animados deben de ser personajes sobre las personas o iconos famosos con los que los alumnos estén fami-liarizados para no caer en la monoto-nía y aburrimiento.

AUDIOSEl audio como recurso educativo“Después de nuestra vista, el oído es el sentido más utilizado para percibir y comunicarnos con el mundo”Los materiales en audios estimulan la autonomía del estudiante, además puede servir, entre otros, para sumi-nistrar información y exponer conteni-dos, para desarrollar habilidades cog-nitivas, actitudes y valores, para ejer-citarse en un proceso, para motivar y crear interés etc.Los equipos de audio han sido utiliza-dos por largo tiempo en el ámbito educativo, se dice que los antiguos amplificadores de sonido, con sus mi-crófonos y bocinas jugaron un gran papel en función de entretenimiento,

y dentro del ámbito educativo utilizán-dose como material didáctico.Posteriormente las nuevas tecnolo-gías permitieron crear las conferen-cias vía telefónica, sin necesidad de costosos traslados y de tal manera que los participantes se integran a las actividades cotidianas en su lugar de residencia.La tecnología de las grabaciones mul-tiplico gradualmente el potencial edu-cativo del audio. La audio cinta o ca-sete, facilito las grabaciones de con-ferencias, entrevistas, discursos, frag-mentos de texto y otros materiales, con esto se logró difundir la educa-ción a distancia ya que su uso fue de gran facilidad, así como bajo costo y transportación. Con esto logra difun-dirse ampliamente en el mundo ente-ro.Al apoyarnos del audio dentro del ám-bito educativo es necesario tomar en cuenta los siguientes puntos:-Definir los propósitos educativos.-Valorar si este medio es el adecuado para presentar la información y que el destinatario la reciba apropiadamen-te.-Cuidar la difusión, el horario de transmisión, así como una producción variada y atractiva.-El audio requiere de una cuidadosa planeación con variadas actividad para que se aproveche totalmente.-La mente humana solo presta aten-ción al audio por periodos de tres mi-nutos por lo que se deben intercalar tiempos de descanso y la duración del audio no mayor a quince minutos.

44

-Combinar actividades de audio con otras para lograr la participación acti-va de los destinatarios y estudiantes.

VENTAJAS-Son de bajo costo, fácil de transpor-tar y fácil remplazo.-Una buena planeación nos dará ex-celentes resultados, podemos lograr un aprendizaje significativo.-Se pude repetir el audio las veces que sea necesario.-Es de gran utilidad con personas con discapacidad visual y que requieren escuchar repetidamente la misma in-formación.-No es necesario un grupo de perso-nas, es decir podemos transmitir un aprendizaje individual o a distancia.

TABLÓN DE ANUNCIOSLos tablones de anuncios ya sea fijo o portátil (este último es muy útil como separadores de ambiente).A menudo se utilizan para largo plazo (más de un par de días) y se emplea en la de visualización de conceptos que se hizo Hincapié en la clase ya sea durante una semana o un semestre creando una recopilación de la información más importante a fin de que los estu-diantes tengan una mejor perspectiva de cada uno de los contenidos vistos con anterioridad.

VENTAJAS-Los tablones de anuncios se pueden utilizar para estimular el alumno el in-terés por temas específicos de estu-dio.

-Los estudiantes pueden ser motiva-dos en un área de estudio de hacer-los participar en la construcción de un tablón de anuncios.-Los tablones de anuncios ofrecen una oportunidad para aumentar el atractivo del medio ambiente a través de colores llamativos y agradables a la vista.-Proyectos o informes de grupo se pueden visualizar con eficacia.-Los intereses individuales del alumno, aficiones, fotografías, etc. se pueden exhibir.

BIBLIOGRAFÍA

Lopez perdomo Telma. (2002) Tesis: “La utiliza-ción de medios audiovisuales para el aprendizaje del idioma ingles”, facultad de ciencias y humani-dades, Universidad Francisco Marroquin, Guate-mala.

Lopez regalado Oscar. (2006)Tesis: “Medios y Ma-teriales Educativos”, facultad de ciencias histórico sociales y educación, Universidad nacional Pedro ruiz Gallo, Lambeyaque Peru.

Castelo Paulina (2003)”Medios Audiovisuales en la enseñanza de la lengua Inglesa”, Facultad de Idiomas, Universidad De Cadiz, España.

Ledezma Fanny del Carmen (2007)Tesis:”Recur-sos didácticos en la enseñanza de idiomas extran-jeros”,facultad de Ciencias y humanidades, Uni-versidad de Bergen, Noruega.

Madrid Daniel(2001) “Materiales didácticos para la enseñanza del ingles en ciencias de la educación, revista de enseñanza Universitaria Numero 2001, Universidad de Granada, España.

45

THE IMPORTANCE OF AUDIOVI-SUAL AIDS IN TEACHING ENGLISH LANGUAGE

The use of audiovisual Aids in educa-tion has a double duty: to improve learning and teaching, and create conditions in which teachers and stu-dents interact in an environment where humans utilize the background knowledge to their own advantage, thus; the use of these requires a fo-cused and motivating planning in or-der that students can accomplish their objectives.

LISTENING RESOURCE

This media uses sound as the coding mode information. This resource helps students to better improvement of listening through the sound that is why; the importance of using tape recorders, cassette, and compact disc, audio, broadcasting is crucial in the process of learning a second lan-guage. Auditory Resources can be found in two groups, these are:

Natural Methods refer to those envi-ronmental sounds such as the sound of birds, musical instruments. The Technical Methods are all the re-sources that preserve the sound for later usage as CDS, radio, mp3. These teaching aids are in our teach-ing environment and it is important that teachers, students and institu-tions should use appropriated instruc-tional strategies that integrate these resources in order to meet the objec-tives proposed for the teaching and

46

learning process. Auditory learners learn best when they receive explana-tions orally and when they can talk and explain the information to some-one else. The auditory system cannot link concepts or develop abstract con-cepts with the same ease that the vis-ual system is not as fast. However, it is essential in learning languages .

EXAMPLES OF LISTENING AIDS

Within the Audio Resources can be found:

Compact audio disc or CD – audio phonograph disc made of metal with a small format recording and playback which is reproduced by optical meth-ods , this album , which measures 10.7 cm in diameter and 1.2 mm thick, is recorded by one side and supports up to one hour of continuous playback. It is read by a laser ray, be-ing much more durable and truthful sound reproduction than traditional drives. Similarly, the cassette is a teaching aids that helps to develop listening, using this feature will allow the student to have greater clarity therefore there would be a better achievements through the develop-ment of the auditory environment skill. Audio recordings can be considered important for presenting studies or ex-amples, interviews, recordings, com-ments, discussion, feedback about different topics and classification of pronunciation.

VISUAL AIDS

Some research has shown that the Visual Learning is one of the best methods for teaching thinking skills. Visual learning techniques (graphical ways of working with ideas and pre-senting information) teach students to elucidate their thinking and to process, organize and prioritize new information, so it would be true to mention that Visual diagrams stimu-late creative thinking.The different techniques of Visual Learning help students to:

CLARIFY THOUGHTS:Students can see how ideas can be connected and comprehend how to organize or group information. With visual learning, the concepts can be deeper and more easily understand among students.

ENHANCE UNDERSTANDING:Students are able to reproduce with their own words what they have learned. This helps them arrange and internalize new information, with the intention of giving to the students the chance to take over their own ideas.Examples of Visual Resources:

FLANNEL CHART Flannel Chart: it is a board that is usu-ally covered in either felt or flannel and propped up on an easel. It is usu-ally used in preschool classes as a storytelling device.

USES

47

Teachers often use flannel boards to enhance storytelling. They may use pictures of the characters and other important parts of the story to illus-trate it as they read. Flannel boards are also used for "acting out" songs and poems. They can be used to demonstrate science and math con-cepts to young children, like the life cycle of a frog or butterfly or addition. They are also commonly used in Sun-day school to tell Bible stories. Flan-nel boards can also be used in stu-dents' centers so that the students can manipulate the pieces, providing hands-on learning.

BENEFITSThere are many benefits to using flan-nel boards in the classroom. They make learning more visual for young students, and the students remember what they have learned better. Flan-nel boards are more cost-effective than some other classroom aids. They can be used over and over again for a wide variety of activities, and you can easily switch the pieces from activity to activity. It's also easy to make your own flannel board and story pieces.

MIND WEBSThe webs are visual maps that show how certain kinds of information re-lated to others. Provide a structure for ideas and facts to help students learn how to organize and prioritize infor-mation, support details which nor-mally are linked out and central themes are located in the center of

the web, they increase learning by viewing concepts and their relation-ships in a structured and visible for-mat. The Mind webs are used to: Generate brainstorming, organize in-formation before starting to write and analyze stories and characterizations.

BOARDSThe board is a board mural with accu-mulated images which objectifies and fixes the steps of a project. The board supports annotations of terms and es-sential pieces that are performed in relation with an oral presentation, by setting the structure or the steps of the performance. It also allows to ex-hibit a variety of materials (diagrams, maps), and to work with others teach-ing tools such as rulers, compasses and templates.

EXAMPLES OF AUDIOVISUAL RE-SOURCES:

COMPUTER GRAPHICSIt is a visual representation of the texts related to inscriptions, narratives or interpretations represented graphi-cally is usually a means to convey in-formation realistically such as maps, graphs, and info graphics presents complete information but it can be complementary or as a way of synthe-sis thus, they are creation of images that are very useful in the field of edu-cation.

 SLIDES

48

This resource is a graphical aid that can be used to present original photo-graphs or copies of materials taken from any printed document. The im-ages that this presents are motivating, and they can sensitize and stimulate the interest of students towards a par-ticular topic.The slides are an effective tool to de-velop the listening skills where the visual element has special importance as they serve to the artwork, data pre-sentation, these images can be pro-jected on large and so the whole class can participate. In summary it could be said that this resource pro-motes motivation because images and diagrams attract the attention of students and increase their motiva-tion.

 VIDEO It is a system of production and re-production of images that can be ac-companied by sounds like the films, it is a resource that provides students with the understanding of cognitive processes that are based on the graphical representation. The video promotes the construction of objects, items, events, processes that are ex-posed in the eyes of students and may be useful in the progression of teaching and learning.

 PRINTED MATERIALWritten culture is the main instrument of cultural development and writing. Written culture requires mastery of certain reading skills. Enables and helps to understand and interpret

what is happening in the world by breaking the news of the scientific or technological progress. There are all kinds of printed materials that are used in schools. They can be refer-ence books and reference textbooks. These are used to teach the stories, novels, newspapers, magazines of all kinds, postcards, photos, murals, maps.

Printed materials that can become teaching aids.

 ADVANTAGES OF THE TEXTS:A noticeable organization in order to understand its content and analyze the linguistic and literary devices that the author has used to make it attrac-tive. It is also an orderly development, which provides sufficient information to comprehend the connotation of general ideas.

 PHOTOCOPIEDConcurrent education programs rely heavily on printed materials. Print is a quick and inexpensive way to prepare large amounts of material in different varieties of paper. Prints provide ba-sic information about a specific sub-ject matter.

WORKSHEETSPrintable worksheets are really valu-able tools for the classroom for a cer-tain number of reasons. They rein-force instruction to guide independent learning in the classroom more pro-ductive. Students learn best when giv-

49

ing them the opportunity to interact with the learning materials, and to ex-plore it, that is why, the use of work-sheets is a great way to supplement the curriculum in the classroom in or-der to highlight the information which is taught, using printable worksheets can help students practice for tests and examinations, allowing them to be more confident on the material be-fore the testing day.

TANGIBLE MATERIALS OR RE-ALIARealia refers to the practice of using real and tangible materials in the classroom to help students connect with their English in a different level.- Involves a visual and touching level.

- The usage of realia helps to make English lessons memorable, creating a link between objects, and the word or phrase that is being tough.

- It stimulates the mind and makes the vocabulary more memorable.

- Save time, since the recognition of an object is usually immediate by us-ing the senses.

-Bring realia into the class is a great icebreaker, and adults usually con-sider this approach really funny, and it is a method of restoration of vocabu-lary learning.

- Real objects are abundant and avail-able everywhere.

- Objects can be observed and ma-nipulated, providing concrete learning experiences to the student.

- The used of realia motivates the stu-dent.

- Realia can be used as part of the evaluation system.

CHARTSAn audiovisual Aid that conveys a message and it is built into an aes-thetic unit formed by images and short texts of great impact by captur-ing the student's attention.

ADVANTAGES:-Promotes the development of imagi-nation and analysis.-Promotes the critical thinking regard-ing the content in question.

-Promotes creativity among students.

The poster has two main elements: psychological and physical.

The image in a poster plays a major role. The image should be a sum-mary, outlining the idea in a clear and meaningful way. It should encom-pass text, but not being very exten-sive. The wording should be short, di-rect and clear. The size and shape of the hand writing is also relevant to the success of chart, therefore; it should be readable not only from near but also from far.

POCKET CHART A poster pocket is a smart way to show letters, words, sentences, and

50

images and other elements. It con-tains pockets where the cards can be placed and is an easy way to make a portable and interactive display.

BENEFITS -Communicates an idea quickly-Attracts attention by stimulating inter-est and curiosity.

-Allows demonstrating creativity.

-Allows you to collect and condense ideas.

-Can be used to organize the main ideas.

-Shows a message with a visual power technique.

-They are not expensive.

-They are useful for any age.

-They do not require to be used with equipment.

FLASHCARDS

ADVANTAGES-Relatively inexpensive.-Easy to carry out into the class.

-Usable in any situation.

- Easy to prepare.

- Captures and holds the attention of the audience.

- Flexible to meet the needs of the teacher.

- Overcomes the language barrier.

TIPS FOR USING FLASHCARDS:1. The content on each card should be familiar to the environment in which the students live.2. They should contain simple words and local expressions.

3. Wording should be as brief as pos-sible.

4. They must be large enough for all the public to read.

5. The teacher should adopt an en-thusiastic attitude at the time to use the cards to capture the attention of students.

POSTERSIt is a combination of visual design and bold color. The posters should have a good quality driving dynamic into the classroom. They should be essentially simple because there is no time to engage the viewer in a de-tailed study for this reason they should be bold enough to attract the attention of students.

ADVANTAGES- It can quickly explain a simple idea.- It can show a very complex concept into a very simple and general term.

- It is portable; it can be used as many times as needed.

-It is very low – cost visual aids.

- It can be used as reminders or re-viewing concepts studied in class be-fore a test.

51

POWER POINT PRESENTATIONSA PowerPoint presentation is a file that lists a series of digital multimedia slides that facilitate the presentation of a given subject; although a Power-Point presentation does not delve into a topic, it is widely used in the fields of business and academia as it allows us to transmit important information texts, sounds, videos and graphics accompanying oral presentation of a person.

ADVANTAGES- Encourages creativity when present-ing a topic, the person can decide col-ors and styles according to the theme or subject that is being presented.- They are easy to modify as neces-sary while editing the information in the finished slides, eliminating unnec-essary ones, add forgotten and re-order them in the presentation.

VIDEOSThe videos are an audiovisual educa-tional material that can be used in the process of teaching and learning be-cause of achieving curricular objec-tives previously arranged by the teacher.

ADVANTAGES- They are versatile: easy to handle during the process.- Motivators: it contains means of ex-pression and learning.

- Allow report: on phenomena.

-Allow the development of: imagina-tion, creativity and critical attitude.

-It is low – cost audiovisual Aid.

- It is a means of observation.

-It is a means of expression.

It is a self - learning method.

-It is a great teaching aid.

- The video can be watched as many times as the teacher considers is nec-essary.

-Helps to focus on concentration.

PUPPETSA puppet is an inanimate objects or animated figure representation which can be manipulated by the fingers. Puppets do not have to be expensive to be effective in teaching.

 ADVANTAGES- The puppet can act as an authority on the subject. -The teacher can reinforce the pur-pose of the lesson, share information and facts, or even question students before an exam through the use of a puppet

- The more creative is the puppet the more it attracts the attention of stu-dents.

POCKET CHART It is a specific type of storage system with plastic pockets that many teach-ers use in their classrooms for the or-ganization and lesson planning. It usually is made of vinyl material; the pocket chart has metal eyelets at the top for easy hanging and plastic pock-

52

ets sewn on the front part. Generally, it is used with pocket cards which vary in size, color and style, and can be used in many different purposes.In the classroom, the possible uses for a pocket chart are almost infinite. Teachers can place paper or card-board segments in individual pockets, creating a board attendance and be-havior. Educators can also create a board for a lesson plan, spelling, reading or writing activity or control.

A lectern with big pockets can be used to keep folders or schoolwork for students, also can be used to create calendars.

Teachers can also attach ads for stu-dents.

Since the pocket cards are available in a variety of size, they are always in a reasonable priced; they are such an organizational tool for ideal viewing. Although most of the cards are square or rectangular in shape, some pocket cards come in fun shapes, such as apples. They can be used in-teractively in the classroom when combined with cards designed espe-cially for teaching numbers, the alpha-bet, sequencing, and more.

THE USE OF POCKET CHARTS- Rebuilding poems, songs.-Sequencing - alphabetically or picto-rial arguments

- Listing days of the week and months of the year.

- Banking words of topics or maga-zines.

- Sequencing Patterns: reading phrases and sentences indications from magazines.

-Building banks of rhyming words.

- Seasonal and thematic vocabulary.

- Developing words activities.

BOARDA blackboard, chalk-board is a reus-able writing surface on which text or pictures are made with chalk or other erasable markers. Blackboards were originally manufactured with smooth leaves, fine black or dark gray slate stone.A chalkboard can simply be a piece of wooden box painted with matte dark paint (usually dark green or black color material). A modern variation consists of a coiled sheet of plastic deployed across two parallel rollers, which can be rolled up to create an additional writing space.

PROPER USE OF THE WHITE-BOARDThe board is one of the teaching re-sources with a greater educational value for the simplicity and conve-nience to convey an idea, a chart or diagram, etc.It can be presented texts, drawings and graphics that allow secure facts, ideas, and processes. It can be adapted to all topics. Thus, it can also imply ideas and concepts using sketches, diagrams, graphic design

53

and symbols. It can be used with any size audience and at any level. It is ideal for presentation and lends itself to the interaction between audience and speaker.

HISTORY OF WHITEBOARDIn the past pieces of slate were used individually and in small dimensions, so that was devised to use the wall or painted directly on wood, but retaining its name as blackboard or chalkboard because of the given new dimension.Interesting fact:

Out of 100 teachers, only one used the board for what it is: the most valu-able and versatile of all media class-room.

TECHNIQUIES FOR USING THE BOARD- Use at least three colors of markers to capture the attention of students.- Use clear and appropriate hand writ-ing size of 5-6 cm.

- Use headings and subheadings al-ways using the rules of spelling.

- Leave adequate margins, spaces between words and between lines to avoid crowding.

- Exemplify the explanations, many concepts are abstract complex nature and require a graphic image to be un-derstood.

RECOMMENDATIONS TO DURING THE CLASS-Start the class by writing the date and title of the topic.

- Write or speak not perform both ac-tions at once. Allow participants to read what it has been written and lis-ten to the explanations.

- When it is needed to erase, do so al-ways with the eraser in vertically di-rection, from top to bottom.

- Once the class is finished, the board should be cleaned by erasing what it has been written.

ADVANTAGES- It is easy to use, requires little prac-tice and equipment.-it is easy to make and the materials required are inexpensive.

- Allows you to correct any errors im-mediately.

- It is flexible so it allows the teacher to make quick changes on the spot.

- Facilitates the participation of stu-dents.

-it can be adjusted to the speed of learning of the students.

-it can be exposing on it: processes and methods, making charts and mind maps visually to the audience.

- It can be combined with other mate-rials.

- It is useful for groups of all ages.

HOW TO USE THE BOARD ADE-CUADELLY?- Supplementing with other materials or audiovisual resources.

54

- Passing the student to the board, not as punishment but to reinforce knowledge.

- Asking constantly.

- Implementing new creative ideas.

IMAGES OR PHOTOGRAPHSThere is no doubt that the images can be of a great importance and rele-vance to the teaching of a second lan-guage, especially for lower level stu-dents. However, very few instructors seem to make the best use of images in their classes. In a reading session where the texts can sometimes be complicated and uninspiring for stu-dents, the images are one of the few aids that teachers can use to get the attention of their students and to moti-vate them before reading real. Through this work, the advantages of using visual aids as a warm up for a reading class can be really powerful. Participants will be able to engage a lot of ideas about the meaning of the images and become aware of the fact that they can be a very useful and convenient tool in the teaching process.An exciting reading lesson requires more than asking students to read the article in the textbook by them, letting them do the vocabulary matching ex-ercise and then answer comprehen-sion questions. All instructors are aware of the fact that one of the most important steps in any lesson is the warm-up phase, and yet some teach-ers focus little attention to this stage of the lesson. Schemata activation of

students (prior knowledge) is ex-tremely important. A good pre-reading activity establishes the purposes for reading, gives students a reason to read, motivates students, and build their background knowledge.

That is why; for all these reasons mentioned previously, it is vital to con-sider the different types of students and learning in the world.

1 - Auditory Students: This type of learner learns best through listening and speaking. They are more inter-ested in learning through interviews, debate, talks, and listen to the points of views of others.

2 –Tactile learners: This refers to the type of student whose strength is to learn through touching. They learn best through drawing, board games, or do something following certain in-structions.

3 –Kinesthetic learners: Students with this style want to involve the whole body in the learning process. Similar to tactile learners, who prefer to play games that involve your body, learn-ing through movement activities, or acting out.

4 - Global Student: It refers to those who learn best through group activi-ties, holistic methods of reading and cooperative learning strategies. They would like the teacher to present in-formation in an interesting way, where they can interact with others.

55

5 - Analytical Students: Students with this learning style prefer to work indi-vidually and tend to focus much more on the details and analysis.

6 - Visual Learners: This type of stu-dent is the main focus of our project. Visual learners are students who learn by observing graphs, tables, maps, charts and text with a lot of pic-tures. They are the type of readers who look images and videos.

For the reasons mentioned above, it is especially important that teachers find a variety of activities to suit differ-ent learning styles of their students. Most of us tend to ignore the impor-tance of images, which means we have lost a very important part of our potential in education. Some students may benefit greatly from images and these advantages are demonstrated in the next part of this instructive.

PICTURES There is no doubt that the pictures are a good source of teaching materi-als; but what are those benefits? This section closely discusses each ad-vantage one by one.

1 - MOTIVATION: A reading class, as many would agree, requires students to be more motivated. This is proba-bly because the questions are boring, or understand the article itself re-quires a lot of patience from the read-ers. For this reason, delivering an in-spiring lesson is a difficult task and re-quires a great effort from teachers.

However, by using images, these diffi-culties can be overcome.

2 -PRE- TEACHING VOCABULARY:A teacher may pre - teach vocabu-lary , e.g. , adjectives that describe feelings and actions , with a series of photographs of people's faces ex-pressing different moods ( happy, sad, angry, upset , etc. . ), Students will learn effectively new vocabulary while having fun.Pictures and images allow you to pre - teaching, practice, or review any vo-cabulary if you take some time to think about how to handle them, and what and who to include in the photos either sports, celebrities, country flags, electronics devices, buildings or clothing are just some of the many ex-amples of the different types of themes that allow you to use images as a tool for teaching.

3 - TRUST: Students who are gener-ally not active in the class does not necessarily mean they do not know the answers to our questions, simply; sometimes this can be the fact that they are not confident enough to speak in public. However, by taking a look of pictures of celebrities, elec-tronics devices, or things they already know, allows them to speak with con-fidence in front of their classmates and teachers.

CARTOONSIt is clear that there are many benefits on the use of cartoons in class mainly that is because: Children and adults alike love cartoons. Cartoon is usually

56

associated with fun and humor. Therefore, conceptual cartoon draw-ings provide an attractive and non-threatening way to represent ideas. Students are more likely to be enthu-siastic during activities so learning will be more specific and responsive.

IT CREATES PARTICIPATION In cartoons, ideas must be presented concisely. Furthermore, these ideas can be persuasive in order that stu-dents are attracted to “participate” Subsequently; the lesson becomes more interactive and student-cen-tered.

DEVELOPMENT OF SKILLSUsing cartoons, students have to ver-balize their thoughts and ideas. This motivates them to take a position on the various ideas presented. If they disagree, they can present and de-fend their point of views confidently. This process allows teachers to rec-ognize the important needs on the learning process of the students. Also a discussion activity also allows stu-dents to develop their communication skills.The cartoon is useful as a teaching tool to invite students to express their opinions and give reasons for their ideas. The informal nature of the car-toon concept encourages students to present their views without the fear of being judged by other classmates. It is important to mention that the car-toon characters must be celebrities or famous icons which are familiar to the

students in order to avoid monotony and boredom.

AUDIO

The audio as an educational resource

"After our sight, hearing is the most used sense to perceive and communi-cate with the world”

The audio materials stimulate student autonomy also can function , among others, to provide information and ex-pose content to develop cognitive skills, attitudes and values, to exer-cise in the process of learning, to mo-tivate and create interest etc. .

Audio equipment have long been used in education , it is said that the ancient sound amplifiers , micro-phones and speakers played a big role in terms of entertainment, and in the education field to be used as teaching materials. Subsequently, new technologies help to create con-ference calls without costly transfers, so that the participants are integrated into the daily activities in their place of residence.

The technologies of recordings gradu-ally multiply the educational potential of audio. The audio tape or cassette recordings facilitated lectures, inter-views, speeches, text fragments and other materials; it was possible to dis-seminate distance education since its usage was very easy and low-cost transportation that can be distributed throughout the world.

57

By trusting on the audio in the educa-tional field, it is necessary to consider the following points:

- Define educational purposes.

- To assess whether this is the right method for presenting information and the students receive it properly.

- Caring dissemination and transmis-sion schedule, as well as a varied and attractive production.

- The audio requires careful planning with varied activities to be fully ex-ploited.

- The human mind only pay attention to the audio out for three minutes so the teacher should give break periods and the duration of the audio no longer than fifteen minutes.

- Combine with other audio activities for the active participation of the stu-dents.

ADVANTAGES-They are low - cost, easy to carry out and replace.- Good planning will give excellent re-sults, thus; the students can achieve meaningful learning.

-the teacher can replay the audio as many times as necessary.

- It is very useful to people with visual disabilities that require repeated lis-tening to the same information.

BULLETIN BOARD

Bulletin boards either permanent or portable (It is very useful as room di-viders).They are often used for long term (more than a couple of days) and it is used to present visualization of con-cepts that has been emphasized on class either for a week or a semester creating a collection or summary of the most important parts of the class, therefore students have a better per-spective of each topic viewed during class or semester ago.

ADVANTAGES

- The bulletin boards can be used to stimulate student interest in specific topics of study.

- Students can be motivated in a study area by involving them in the creation process of a bulletin board.

- The Bulletin boards provide an op-portunity to increase the attractive-ness of the environment through flashy and nice looking colors.

- Group projects or reports can be dis-played effectively.

- The student's individual interests, hobbies, photos, can be exhibited in a very fashionable way.

BIBLIOGRAPHY -Telma Lopez perdomo. (2002) Thesis: "The use of audiovisual media for learning the English language", Faculty of Science and Humanities, Universidad Francisco Marro-quin, Guatemala. -Lopez gave Oscar. (2006) Thesis: "Media and Educational Materials", Faculty of Social

58

and Historical Sciences Education, National University Pedro Ruiz Gallo, Lambeyaque Peru.

-Paulina Castelo (2003) "Audiovisual Media in teaching the English language", Faculty of Languages, University Cadiz, Spain.

-Fanny del Carmen Ledezma (2007) Thesis: "Educational resources in the teaching of for-eign languages", Faculty of Sciences and Hu-manities, University of Bergen, Norway. -Daniel Madrid (2001) "Educational materials for teaching English in science education”, University education magazine Number 2001, University of Granada, Spain.

BIBLIOGRAPHY

The use of references represented an essential tool in the design and

development of the project.

Perdomo, López, Telma. (2002) “the use of audiovisual media and

teaching aids for the English language.” Thesis. Page 6 Guatemala.

Universidad Francisco Marroquin.

RICE, WinthroopHm “the modern language lesson planning.” Published

for the National Federation of Modern Language Teachers by Syracuse

University press. New York 1946.

Oscar Lopez gave. (2006) Thesis: "Media and Educational Materials",

Faculty of Social and Historical Sciences Education, National University

Pedro Ruiz Gallo, Lambayeque Peru.

Castelo Paulina (2003) "Audiovisual Media in teaching the English

language", Faculty of Languages, University Cádiz, Spain.

59

Fanny Del Carmen Ledesma (2007) Thesis: "Educational resources in

the teaching of foreign languages", Faculty of Sciences and Humanities,

University of Bergen, Norway.

Daniel Madrid (2001) "Educational materials for teaching English in

science education, university education magazine Number 2001,

University of Granada, Spain.

Marta Bohorquez (2010) Design and implementation of audiovisual

media support (Slide 11)Accessed: February 14, 2014.

http://www.slideshare.net/marbohor/ppt-medios-audiovisuales

Antonio Adame (2009) Broadcasting in the Classroom (PDF)

Accessed: March 28, 2014

http://www.slideshare.net/jomacoloquillo/medios-audiovisuales-

15147963

Ana Arias (2012) Teaching Media, State University of Buenos Aires,

Argentina. (SLIDE)

Accessed: April 18, 2014.

http://www.slideshare.net/SFL68/medios-didcticos-14694711

Failures Trejos (2012) Education and Instructional Media Resources,

San José Costa Rica. (Slide)

Accessed: May 5, 2014

http://www.slideshare.net/Pipi0lit4/recursos-educativos-y-medios

Mary Rose (2012) Educational Materials (Slide)

Accessed: May 12, 2014

http://www.slideshare.net/Rosa_Maria_118/medios-audiovisuales-

60

ANNEXES

61

ANNEX 1

PROJECT PROPOSAL TO THE UNIVERISTY

UNIVERSIDAD CATOLICA DE EL SALVADORFacultad MultidisciplinariaCentro Regional de Ilobasco 07 de Diciembre 2013

Respetable Ing. Juan Alfonso Trigueros ChávezDecano de la Facultad Multidisciplinaria de Ilobasco

Presente

Reciba un cordial saludo deseándole éxitos en sus labores diarias y espirituales.

El motivo de la presente es para solicitar permiso para la realización de nuestro trabajo de graduación. El grupo de trabajo está conformado por tres integrantes: María Clelia López 2009-LH-201, Jesús Roberto Escobar 2009-EE-202 y José Armando Alfaro 2009 AR-203. Estudiantes egresados de Licenciatura en Ciencias de la Educación con Especialidad en Idioma Ingles.

Nuestra propuesta se basa en lo que se describe a continuación. Lugar: El Ministerio de Educación apoyara con las instalaciones de un Centro Escolar aún por definir. Proyecto: “LA UTILIZACIÓN DE MEDIOS AUDIOVISUALES Y AYUDAS DIDÁCTICAS PARA EL APRENDIZAJE DEL IDIOMA INGLES EN

62

EDUCACIÓN BÁSICA Y MEDIA”. Iniciando el 18 de Enero y finalizando el 26 de Abril cumpliendo con un total de 60 horas.

Para optar por el Titulo de: Licenciatura en Ciencias De la Educación con Especialidad en Idioma Ingles.

Seguros de contar con una pronta respuesta, no nos resta más que agradecer su atención a la presente.

Atentamente:

f.____________________________ f.____________________________ f.____________________________

María Clelia López Jesús Roberto Escobar José armando Alfaro

ANNEX 2

63

APPROVAL LETTER BY MINED

ANNEX 3

64

LETTER ANNOUNCEMENT FOR TEACHERS

ANNEX 4

WORKSHOP SCHEDULE FOR TEACHERS

65

ANNEX 5

REQUESTING LETTER FOR USING THE AUDITORIUM OF CULTURE HOUSE

66

ANNEX 6

67

DIPLOMA GIVEN BY TEACHERS TO THE MEMBERS OF THE PROJECT GROUP

ANNEX 7

68

REQUESTING LETTER FOR USING THE AUDITORIUM OF UNICAES

Ilobasco, 7 de mayo de 2014

Ingeniero: Juan Trigueros.Decano de la Universidad Católica de El SalvadorCentro Regional de Ilobasco.

Respetable ingeniero y consejo regional:

Reciba un cordial saludo y nuestros más sinceros deseos de éxito en sus labores tanto personales como profesionales.

Con mucha satisfacción tenemos a bien informarle que hemos finalizado la etapa de ejecución del “TALLER SOBRE LA UTILIZACIÓN DE RECURSOS DIDÁCTICOS PARA LA ENSEÑANZA DEL IDIOMA INGLÉS, PARA DOCENTES DE LAS REDES DE INGLÉS DE LOS SISTEMAS INTEGRADOS DE LA ESCUELA INCLUSIVA DE TIEMPO PLENO”,impartido a maestros del sector público del departamento de Cabañas en coordinación con el Ministerio de Educación, a través de la Dirección Departamental de Educación de Cabañas, como parte de nuestro proyecto de graduación de la carrera de Licenciatura en Ciencias de la Educación con Especialidad en Idioma Inglés.

En base a los antes expuesto, nos dirigirnos a usted para solicitarle su valiosa colaboración, en el sentido de facilitarnos el espacio físico, mobiliario y equipo de la Universidad necesario para desarrollar el acto de clausura de dicho taller, evento que hemos programado para el día sábado 17 de mayo de 2014 en un horario de 8:30 a 11:00 a.m. y para el cual esperamos contar con la asistencia de 40 personas aproximadamente.

Considerando que somos parte de la primera promoción de egresados de la Universidad en el Centro Regional de Ilobasco, hemos tomado a bien hacer esta solicitud con la intención de dar el mayor realce posible a este evento, que dicho sea de paso, representa una enorme satisfacción por el grado de aceptabilidad que ha tenido en la comunidad educativa del departamento, en el cual además hemos puesto nuestro mayor esfuerzo consientes que nuestro desempeño es el reflejo del profesionalismo y la ética con la cual hemos sido formados en una institución tan prestigiosa como lo es la Universidad Católica de El Salvador.

Seguros de contar con una respuesta favorable a nuestra solicitud, no me resta más que anticiparle mis más sinceros agradecimientos en nombre de mis compañeros de equipo y el mío propio.

Atentamente

_________________________ ___________________ ________________

69

ANNEX 8

REQUESTING LETTER FOR USING THE UNIVERSITY LOGO

Ilobasco, 14 de mayo de 2014

Ingeniero:Juan TriguerosDecano de la Universidad Católica de El SalvadorCentro Regional de IlobascoPresente

Respetable Ingeniero:

Reciba nuestros más cordiales saludos y deseos de éxitos en sus actividades tanto profesionales como

personales.

En esta oportunidad nos dirigimos nuevamente a usted, siempre en el marco de la clausura del Taller

“Utilización de Recursos Didácticos para el Aprendizaje del Idioma Inglés”, para solicitarle su autorización

para incluir el logotipo de la Universidad en el diploma que será entregado a los docentes que participaron

en dicho taller, además de considerar la posibilidad de incluir en dichos diplomas la firma de alguna

autoridad de la Universidad, en el entendido que el taller ha sido realizado en calidad de alumnos egresados

debidamente autorizados por la Universidad.

Seguros de contar con su aprobación, no nos resta más que anticiparle nuestros más sinceros

agradecimientos.

Atentamente

_________________________ _____________________ _________________José Armando Alfaro. María Clelia López Jesús Roberto Escobar Coordinador de Grupo

ANNEX 9

70

REQUESTING LETTER FOR USING FURNITURE AND PROTOCOL ASSITENCE

Ilobasco, 14 de mayo de 2014

LicenciadaJesenia Escobar Coordinadora de la facultad de Hostelería y turismo De la Universidad Católica de El SalvadorCentro Regional de Ilobasco

Respetable Licenciada:

Reciba un cordial saludo, deseando al mismo tiempo que el TODO PODEROSO la colme de éxitos y bendiciones.

Antes que nada me permito agradecerle en nombre de quienes conformamos el equipo de trabajo que está desarrollando el “TALLER SOBRE LA UTILIZACIÓN DE RECURSOS DIDÁCTICOS PARA LA ENSEÑANZA DEL IDIOMA INGLÉS, PARA DOCENTES DE LAS REDES DE INGLÉS DE LOS SISTEMAS INTEGRADOS DE LA ESCUELA INCLUSIVA DE TIEMPO PLENO”, por la autorización de la prestación del mobiliario de la Universidad tales como:- Equipo de sonido- 7 mesas- 7 manteles- 45 sillas

Dicho mobiliario será utilizado para desarrollar el acto de clausura de dicho taller el próximo sábado 17 de mayo.

Apelando nuevamente a su consideración, no omitimos hacer énfasis en la importancia de su apoyo para el éxito de este evento, por lo que le anticipamos nuestros más sinceros agradecimientos.

Atentamente

_________________________ _____________________ _________________José Armando Alfaro. María Clelia López Jesús Roberto Escobar Coordinador de Grupo

ANNEX 10

71

TEST FOR EVALUATING THE MEMBERS OF THE PROJECT GROUP

UNIVERSIDAD CATOLICA DE EL SALVADORCENTRO REGIONAL DE ILOBASCO

CUESTIONARIO

A continuación se presentan preguntas relacionadas al desarrollo y beneficios que a su criterio le ha

proporcionado la asistencia al taller: “Utilización de Recursos Audiovisuales y Ayudas Didácticas

para el Aprendizaje del Idioma Inglés”, por lo que se le agradece su objetividad en cada una de las

respuestas.

Los aspectos teóricos desarrollados por los capacitadores durante el taller le resultaron:

a. Muy importantes y necesarios para la tarea docente

b. Importantes y necesarios para la tarea en el aula

c. Poco relacionado con su trabajo

d. Ajenos en su trabajo en el aula

¿Cómo consideras el desempeño de los Docentes que imparten el taller?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_________________________________

¿De qué manera han beneficiado las temáticas impartidas en el taller su desempeño como docente y

la calidad educativa de su Centro Escolar?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_________________________________

72

¿Considera que el uso de recursos audiovisuales conduce a los estudiantes a un aprendizaje más di-

námico y se promueve la práctica oral?

Si ____ No ____

¿Por qué?:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_________________________________

¿Considera que el uso de recursos audiovisuales permite obtener mejores resultados durante el desa-

rrollo de las clases?

Si ____ No ____

Explique:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_________________________________

¿De qué manera la utilización de los recursos audiovisuales como por ejemplo: hojas de trabajo,

carteles de bolsillo, pizarras mágicas, etc. optimizan la comprensión de estructuras gramaticales del

Idioma inglés en sus estudiantes?

Si ____ No ____

Explique:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_________________________________

¿Considera que con la presentación de carteles, dibujos coloridos, caricaturas, fotografías y pala-

bras, se mejora la asimilación del nuevo vocabulario en la asignatura de Inglés?

Si ____ No ____

Explique:

________________________________________________________________________________

________________________________________________________________________________

73

________________________________________________________________________________

_________________________________

¿De qué manera los medios visuales como: fotografías, carteles, flashcards, caricaturas, utilizados

en la asignatura de Inglés favorecen el uso práctico de lo aprendido?

Si ____ No ____

Explique:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_________________________________

¿Considera que el uso de materiales visuales como: carteles, dibujos coloridos, caricaturas, posters,

fotografías, etc. mejoran el contacto visual y ayudan a la consecución eficaz del objetivo de la cla -

se?

Si ____ No ____

Explique:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_________________________________

74

ANNEX 11

PICTURES OF THE EXECUTION OF THE PROJECT

75

76

77

bbbbbbbbbbbbbb bbbbbbbbbbbbbbb

78

79

80

81

82

83

84

ANNEX 12

ATTENDANCE SHEET FOR TEACHERS

85

GLOSSARY

Auto Learning:

It is learning through individual pursuit of personal information and also practical work or

experiments. A person who learns by itself, it is called auto learning person.

Didactic Teaching Aids:

They are a set of elements that facilitate the realization of the teaching-learning process.

These help students attain mastery of a particular content. And therefore, access to

information, skills acquisition, skills and strategies, as well as the formation of attitudes and

values.

Contrast:

• comparison of one thing with another counter.

• Resistance to each other.

Slideshow:

Audiovisual technique of simultaneous slide shows on one or more screens.

Phonograph:

A device that records and plays back sound vibrations.

Infographic

Application of computer design and animation images.

Instruct:

A term originating from the Latin "Instructio" which refers to the action to instruct (teach,

indoctrinate, communicate knowledge, disclose the state of something).

Methodical:

• Adj. Made with orderly method.

86

• Sequence of a method, strategy etc.

Synesthesia

It is the absorption or interference joint several types of sensations of different senses in the

same perceptual act.

Tangible

• adj. That can be touched.

• It is perceived clearly and accurately.

87