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THE PLANNING OF DIDACTIC LANGUAGE PROPOSALS

The planning of didactic proposals for curriculum preparation

is framed in a context of teaching and learning defined by:

• The creation of a demanding work ambient with regard

to learning in a framework in which the student feels
safe, recognised and capable of facing the challenge.
• The respectful relationship between teacher and
student and between all education community agents.

The key competence indicators as described below can be

useful so that these didactic proposals encourage and permit
the consolidation of the student’s communicative skills,
methodological and personal. They have been divided into
two blocks: the first refers to aspects related to the approach
(competence content and planning) and the characteristics
(learning style, resources, materials….) the second includes
procedural aspects for the implementation of the proposals)
work ambient, groups, interaction, roles.

Approaches and characteristics
Begin by activating previous knowledge The proposal explicitly contemplates
in order to create new knowledge.
Starting from a specific fact
connections are established with other
areas of knowledge and the global
environment.
The proposal is interesting and creative The activities are interwoven and lead to a
and leads to a final product.
The use of the language is framed in a
real context which includes reception
and production.
Cognitive processes are activated,
progressively complex.
The proposal takes into account
attention diversity and inclusion
The student is enabled to share what
he thinks and learns.
Support and opportunities are given to
use the language adequately
A variety of resources and didactic
materials are included in different
formats and media
Varied tools are included for the
process of evaluation and auto-
evaluation of the final product.
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activation activities on the knowledge the
students have on the theme.
The students have the opportunity to
establish connections from inter-
disciplinary activities which connect diverse
disciplines
product in its own right. The content is
motivating.
The activities help the students to develop
the linguistic skills and therefore there is
balance with respect to the five skills:
speaking, interactivity, writing listening and
reading.
The proposed activities oblige the students
to activate cognitive processes which go
from the level of comprehension right up to
the level of evaluation and creation.
Tasks are included according to multiple
intelligences and the different styles and
rhythm of learning so that the student
shows what he has learned in different
ways.
In the planning of the tasks situations of
exchange are included so that the student
can put into words what he is thinking and
what he is learning.
The activities include help so that the
students can use the language adequately.
This support is explicit and included in the
very activity
Both in the presentation of the activities as
in its completion, diverse sources, tools and
formats are used which offer opportunities
to search, interpret evaluate and present
the information taking into account a wide
range of purposes
The evaluation criteria are shared with the
students so that they become active
agents. The proposal incorporates
individual evaluation tasks amongst kind
and auto-evaluation which favours the
regulation of the process of learning.

Procedure
The objectives and finality of the work
proposal are shared starting from clear
synthetic instructions
The personal value of each student is
recognised
Intervention takes place with open
questions, which encourage interest,
reflection and critical thought
Exchanges are encouraged for the
construction of individual and collective
knowledge
Responsible participation is encouraged
thus boosting the autonomy of the student
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Time is taken at the beginning and during
the proposal to share learning objectives
and also to explain what is expected of the
student
The climate and work ambient favours the
individual acknowledgement of each
member of the group-class. This “climate”
has been created intentionally.
The teacher as expert within the group,
intervenes with purposeful questions (the
majority open ones) which act as a starting
point to make the student reflect and start
up all the cognitive abilities in his reach,
always allowing time for the student to
think and respond.
The ambient, created intentionally favours
work in collaboration.
The active participation of the students is
one of the pillars of the proposal. The
students take decisions with respect to the
resolution of the tasks and their process of
learning