LEARNING LANDSCAPES IN EFLT: THE WHYS AND WHEREFORES
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2023-01-11
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(ES) En este trabajo de fin de grado he pretendido explicar la historia, los fundamentos, la puesta en
práctica y los beneficios de aplicar la innovadora herramienta educativa Learning Landscapes en
el aula. Esta herramienta didáctica resulta ideal para todo tipo de alumnos, pues se combina en
ella la teoría de las inteligencias múltiples (Gardner, 1979) y la aplicación de la taxonomía de
Bloom (Bloom, 1956), además de otros recursos educativos. Se ha puesto especial interés en
analizar su implementación en el aula del inglés como lengua extranjera para jóvenes
estudiantes. Asimismo, se ofrece al final un ejemplo de breve unidad didáctica multidisciplinar
siguiendo el protocolo Learning Landscapes, donde la motivación del alumnado se convierte en
protagonista.
(EN) In this end-of-degree thesis I have endeavored to explain the history, the foundations and the actual practice and benefits of applying the innovative Learning Landscapes educational tool in the classroom. This educational tool is ideal for all types of students, since it combines the theory of multiple intelligences (Gardner, 1979) and the application of Bloom’s taxonomy (Bloom, 1956), in addition to other educational resources. Special interest has been placed in analyzing its implementation in the classroom of English as a foreign language for young students. I have also included at the end of the thesis an example of a brief multidisciplinary didactic unit following the Learning Landscapes protocol, where the motivation of the students becomes the protagonist.
(EN) In this end-of-degree thesis I have endeavored to explain the history, the foundations and the actual practice and benefits of applying the innovative Learning Landscapes educational tool in the classroom. This educational tool is ideal for all types of students, since it combines the theory of multiple intelligences (Gardner, 1979) and the application of Bloom’s taxonomy (Bloom, 1956), in addition to other educational resources. Special interest has been placed in analyzing its implementation in the classroom of English as a foreign language for young students. I have also included at the end of the thesis an example of a brief multidisciplinary didactic unit following the Learning Landscapes protocol, where the motivation of the students becomes the protagonist.