TEACHING IN A MIXEDABILITY CLASS THROUGH TASK-BASED AND PROJECT-BASED LEARNING
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2021-09-29
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Jaén: Universidad de Jaén
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[ES] Este Trabajo de Fin de Máster se fundamenta en el Aprendizaje basado en tareas y el Aprendizaje basado en proyectos. El uso de estas metodologías en cualquier clase, especialmente en la de Inglés como lengua extranjera, permite trabajar al alumnado en una dinámica donde están en contacto con la lengua, distanciándose así de las clases de corte tradicional donde gramática y vocabulario se encuentran despojados de contexto. Además, dichas estrategias pueden ser empleadas teniendo en cuenta distintos perfiles de aprendizaje y niveles del alumnado con los que comúnmente el profesorado se encuentra en clase, proponiendo una solución a lo que dicha situación puede acarrear. Por estas razones, se propone una unidad didáctica planificada para un curso de 4o de ESO centrada en
distintos asuntos medioambientales. La aplicación en la unidad didáctica de las metodologías mencionadas dará lugar a una serie de tareas dinámicas que permitirán al alumnado trabajar tanto con compañeros del mismo nivel como con los que poseen otro diferente, con el objetivo de desarrollar un proyecto de clase.
[EN] This Master’s Degree dissertation is grounded in Task-based and Project-based learning. The use of such collaborative approaches in any classroom, more especially in the English as a foreign language one, enables students to learn by following hands-down dynamics that distance themselves from the traditional classes that focus on teaching grammar and vocabulary without a proper context. Moreover, these methodologies can be employed to cater for the different types of students that teachers usually find in class, dealing with the difficulties that learners with various learning profiles and levels may involve. With this purpose, a lesson plan aimed for a 4th year of Compulsory Secondary Education devoted to different environmental issues is proposed. The use of the above- mentioned methodologies in this lesson plan will result in a set of driving tasks intended to allow students to work not only with classmates of their same ability but also with others of different ones, with the intention of developing a common class project.
[EN] This Master’s Degree dissertation is grounded in Task-based and Project-based learning. The use of such collaborative approaches in any classroom, more especially in the English as a foreign language one, enables students to learn by following hands-down dynamics that distance themselves from the traditional classes that focus on teaching grammar and vocabulary without a proper context. Moreover, these methodologies can be employed to cater for the different types of students that teachers usually find in class, dealing with the difficulties that learners with various learning profiles and levels may involve. With this purpose, a lesson plan aimed for a 4th year of Compulsory Secondary Education devoted to different environmental issues is proposed. The use of the above- mentioned methodologies in this lesson plan will result in a set of driving tasks intended to allow students to work not only with classmates of their same ability but also with others of different ones, with the intention of developing a common class project.