SPECIAL CORNERS	• Daily routine • Classroom expressions and rules • Role corner (names and different roles) • Four corners with signs reading “Strongly Agree,” • “Agree,” “Disagree,” and “Strongly Disagree.” (you read statement and they go to the corners) • Reading corner • Festivals • Recycling
REALIA As language is an integral part of our social and everyday relations, it is better if the activities and exercises of the language classroom is not limited to the text books only, rather taken from our regular experiences. So, beside regular texts ,realia can facilitate learning in tremendous ways because it connects the classroom activities to real life experiences.	Chris Soames (2010) suggests “using real items found in everyday life as an aid to teaching English. Using realia helps to make English lessons memorable by creating a link between the objects and the word or phrase they represent. ”The main advantage of using real objects in the classroom is to make the learning experience more memorable for the learner. Additionally, students are more likely to remember the vocabulary presented in realia as they recall the real contexts where they learned it, and your kinaesthetic learners will benefit from the tangible examples you provided for them. Sebahat Yilmaz, English teacher(2011) has listed some materials of realia that can be used in the classroom • Beginners: tv, cinema, train timetables, restaurant menus, postcars, bills, adverts, recipes • Intermediate: teeneage magazines, surveys , articles from tabloid newspapers, instructions, flyers • Advanced: newspapers, magazines articles, academic material, almost anything they have strategies
Films and movies in the classroom Motivation is one of the most important factors in determining successful second-language acquisition. Films and TV shows are an integral part of students’ lives so it makes perfect sense to bring them into the language classroom.	- Film provides authentic and varied language - Film give a visual context - Film can bring variety and flexibility to the language classroom by extending the range of teaching techniques and resources, helping students to develop all four communicative skills. There are many websites and blogs which provide detailed and well-structured lesson plans based on film and television clips, short films and viral videos, which save the busy teacher a lot of time. • Viral ELT: This excellent blog by Ian James is dedicated to exploiting viral videos in language teaching. • Film English: more than 120 detailed lesson plans based on short films by Kieran Donaghy • ESL Notes: created by Raymond Weschler, which provides more than 200 detailed film guides. Each individual guide is a detailed synopsis of a popular classic or contemporary film with an extensive glossary of vocabulary and expressions students come across in the film.
NEUROSCIENCE	All human abilities, including learning, are a result of our brain activity. Hence, a better understanding of how our brains operate can result in a better understanding of learning. According to neuroscience, the role of emotions in learning is crucial. We know that negative emotions such as fear or stress can have a detrimental effect on the learning process. In addition to this, effective learning is found to be a particularly social process. Research has found that we learn better through social cues. Cooperative groups are described to increase memory retention along with pleasure, motivation, perseverance through challenges, and resilience to setbacks. Together, they emphasize the importance of a positive, supportive, and stress-free learning environment.
UNIVERSAL DESIGN FOR LEARNING (DUA) which is an approach to teaching and learning that gives all students equal opportunity to succeed. The goal of UDL is to use a variety of teaching methods to remove any barriers to learning. It’s about building in flexibility that can be adjusted for every person’s strengths and needs.	Albert Einstein stated “everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole live believing he is stupid”. UDL is based on three main principles: ‒engagement. It refers to looking for ways to motivate learners and sustain their interest. ‒representation refers to offering information in more than one format. For example, the instructor could provide a worksheet along with audio or a video showing how to solve one of the activities. ‒action and expression which give learners more than one way to interact with the material and to show what they know. For example, choose between taking a pencil-and-paper test, giving an oral report, a video or a comic strip or group proyect *CAST org- non profit org for 25 years, promoters of DUA
THEORY OF MINDSETS OF CAROL DWECK, we need to find out about our students’ mindsets.	‒ On the one hand, a fixed mindsets refers to the belief that intelligence is fixed. In this sense, challenges are avoided and effort is seen as fruitless. ‒ On the other hand, a growth mindset means that intelligence can be developed. Challenges are embraced as it is believed that they can improve at a task. Effort therefore is seen as worthwhile- a path to mastery.
ICT	So, teachers must learn how to encourage a growth mindset in their students in order to make them less fearful and more resilient to use the FL and make mistakes when using English and ICT are a quite powerful tool to make that happen. So, what are some of the benefits for our students by including it in our project? ⁻ Convenience, students can write and research about the topics online and communicate with their group mates and teachers through email or E-twinning platform for shared discussions and knowledge. ⁻ Improved student performance: enjoy learning, resulting in better performance and improves knowledge retention ⁻ Encourages individual learning but also encourages collaboration ⁻ Students can learn useful life skills through technology: solving complex problems, critical thinking, developing different forms of communication and leadership skills, and improving motivation and productivity.
BLOOM´S TAXONOMY Bloom’s Taxonomy will be used in order to promote higher forms of thinking in education. This framework elaborated by Bloom and his collaborators consisted of six stages which are arranged in hierarchical levels, moving from the from the least complex to the most complex. Each level in the unit has a clear objective.	1. Remembering: This is about students recalling key language, grammatical structures etc. related to the topic. In this syllabus this will be done through cloudwords, mind maps. 2. Understanding: Constructing meaning from oral, written and graphic messages ( flipped classroom) and also being able to show understanding of the knowledge by using it in the context of different tasks . In this syllabus the understanding level will be practised through reading a written text related to the topic. 3. Applying , is concerned with how students can take their knowledge and understanding, applying it to different tasks. In this syllabus, they will apply the knowledge in a task to practice what they have learnt in the previous sessions. 4. Analyzing, is about students 5. Evaluating: Making judgments based on criteria and standards through checking and critiquing. 6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or
Lateral thinking	It is a term developed in 1973 by Edward de Bono (Lateral thinking, a brain training pioneer, author of six thinking hats and creative thinking expert.) with the publication of his book “ Lateral thinking, creativity step by step” It involves looking at the situation or problem from a unique or unexpected point of view
Interdisciplinary	An approach to curriculum integration that generates an understanding of themes and ideas that cut across disciplines and of the connections between different disciplines and their relationship to the real world. It normally emphasizes process and meaning rather than product and content by combining contents, theories, methodologies and perspectives from two or more disciplines. Engaging students and helping them to develop knowledge, insights, problem solving skills, self-confidence, self-efficacy, and a passion for learning are common goals that educators bring to the classroom and interdisciplinary instruction and exploration promotes realization of these objectives. Interdisciplinary teaching fosters advances in cognitive ability. One of the foremost scholars of interdisciplinary teaching techniques is James Beane, who advocates for curriculum integration, which is curriculum that is collaboratively designed around important issues. According to the National Council for teachers
6 hats of thinking Edward de Bono’s Six Thinking Hats technique is an extremely useful way to debate an issue, solve a problem or to arrive at an important decision. The technique encourages a group to approach the issue at hand from all possible angles.	Main objective ➯ to help groups to think together effectively. 1. The White Hat: calls for information known or needed. "The facts, just the facts. 2. " The Yellow Hat: symbolizes brightness and optimism. You can explore the positives and probe for value and benefit 3. The Black Hat: signifies caution and critical thinking - do not overuse! Why something may not work 4. The Green Hat: focuses on creativity, possibilities, alternatives and new ideas. It is an opportunity to express new concepts and new perceptions - lateral thinking could be used here 5. The Blue Hat: is used to manage the thinking process. It ensures that the 'Six Thinking Hats' guidelines are observed. 6. The Red Hat: signifies feelings, hunches and intuition - the place where emotions are placed without explanation
CLIL ( content language integrated learning) CLIL stands for Content and Language Integrated Learning and refers to teaching subjects such as science, history and geography to students through a foreign language It is a methodology that takes place in an educational context in which a bilingual focus is implemented. The foreign language is used to teach non-linguistic contents from non-linguistic subjects to students. The term CLIL was coined by David Marsh, Finland (1994) 2 purposes: • Learning of non-linguistic contents • Simultaneous learning of a foreign language.	Main aspects: • Communication: language should be simplified, and students need to be provided with tools that help them to achieve contents. At the beginning of the unit= key words + structures Teachers will be allowed to use the L1 if it is going to have benefits such as reducing anxiety or increasing motivation. • Scaffolding techniques: this approach refers to a variety of instructional techniques used to move students progressively towards stronger understanding, and ultimately greater independence in the learning process. (organize activities from simpler to complex ones) • Cultures: CLIL is a bridge that stablish a path between students and different countries. • Planning: conscientiously organized • Double dimension curricular contents / linguistic contents • Resources + materials : flexible and adapted to different circumstances and learning styles.
4cs of Coyle Book : Coyle, D. CLIL – a pedagogical approach (2008) In developing the rationale for introducing CLIL into the curriculum it may be helpful to consider the benefits to teachers and learners in relation to four specific dimensions: These 4 parameters are:	‒ Content : provides learning contexts which are relevant to the needs and interests of learners , supports the integration of language into the broader curriculum , CLIL can be explicitly linked to literacy, forming conceptual and linguistic bridges across the curriculum. This should involve L1 and L2. ‒ cognition : promotes learner progression in both Lang.skills and knowledge construction, helps to redefine the curriculum, improving the interconnections between cognition and communication (language developm-thinking skills) ‒ Communication : involves using language and construct new knowledge and skills , offers opport. to learn through language and to make meaningful meanings, offers genuine opport. to interact face to face and through the use of new technologies ‒ Culture : bring diverse language and cultural experiences ,appropriate vehicle for exploring the links between lang. and cultural identity, examining behaviours, attitudes and values , enriches understanding cultures
Project based learning This approach is focused on the use of authentic language through meaningful tasks such as ordering in a restaurant or going to the grocery which are activities related to the pupil’s daily life. This method is student-centered and one of the main aims is to accomplish students to use language creatively and spontaneously. Students are allowed to make mistakes as it is considered a part of the process when acquiring the L2. Even though it seems quite effective, it also presents some weaknesses such as the lack of acquisition of new grammar or vocabulary or difficulty to be applied by introvert learners.	••step to follow• • 1.Start with an open ended question and make it relevant for them 2.Design a plan for the project (Timeline, Resources , How students are involved, Integrate as many subjects as possible ,Prepare rubrics) 3.Monitor the progress of the project (Teach students how to work collaboratively) 4.Assess the outcome (Provide diagnostic feedback, Self-assessment) 5.Evaluate the experience (Allow individual reflection, group reflection and discussion)
Creativity 》Alane Starko in her book “Creativity in the Classroom” • “ If the classroom is not a place where it is safe to make mistakes, ask questions and wonder, then it doesn’t matter if on Friday afternoon you ask those students to be creative it is not going to happen” • “We need to structure our classrooms in a way that support creativity in the student´s minds”	• Open-ended projects ‒ They are given the chance to explore and present knowledge in a way that´s meaningful to them ‒ Small guidelines to follow • Genius hour / 20 time ‒ Offer time for letting students to explore something they are passionate about. ‒ This allow them to attempt things they might not try outside of school because of time limits ‒ They start making connections between their passions and their learning • Creative team building ‒ Collaborative environment ‒ Student´s work together to support everyone´s learning ‒ they’ll always come up with creative ways to solve problems if you give them time
MOTIVATION	First of all, the intrinsic motivation refers to behaviour that is driven by internal rewards. It can be also defined as the doing of anactivity for its inherent satisfaction. Jeremy Harmer (2001) considers that in Primary- aged students it is related to factors that take place inside the classroom. Second of all, the extrinsic motivation needs to be necessarily complemented with intrinsic motivation. The extrinsic motivation is concerned with factors outside the individual. The motivating factors are external rewards such as money or grades. The rewards provide satisfaction and pleasure that the task itself may not provide.
Motivation	Book : Secrets about motivation --José Antonio Marina (2011) Motivation = desire + value of the objective + facilitators of the tasks 1. If the goal is interesting 2. If it presented in an attractive way 3. If the student is able to achieve the tasks
Kamishibai	It is a story telling performance with picture cards and. The performer, teacher in this case, tells a story and shows pictures from a big board made of wood, showing the different images. It had its earliest origins in Japanese Buddhist temples where monks used them to tell their stories in the monasteries.
Design thinking	Design Thinking is a mindset and approach to learning, collaboration, and problem solving. In practice, the design process is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions. Design Thinking can be flexibly implemented; serving equally well as a framework for a course design or a roadmap for an activity or group project.Famous author (Tim Brown) It is a great tool for teaching 21st century skills as participants must solve problems by: Finding and sorting through information, collaborating with others, authentic experience and feedback. Examples: cluedos or clue games 5 steps 1) Empathise or understand the problem 2) Define the problem 3) Ideate – by challenging assumptions and creating ideas for innovative solutions 4) Prototype – to start creating solutions 5) Test – solutions
Multiples intelligences Over the past few decades, research in the field of learning has led to the discovery of the Theory of Multiple Intelligences. In short, this theory states that each person has different ways of learning and different intelligences they use in their daily lives. Howard Gardner of Harvard University originally identified seven distinct intelligences. According to Gardner, this theory, which emerged from cognitive research, "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways." This diversity, according to Gardner, should impact the way people are educated. He stated that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning." His research from 1991 identified seven intelligences; in the intervening time, he has come to believe 8:	• Verbal / linguistic(having a good verbal memory, being interested in words and how language works, teacher-centered explanations,essays/written report) • Visual / spatial(being imaginative with a good visual memory, mind maps (mindomo), using photos / paintings to encourage discurse, highlighting texts in differeent colours) • Body / kinaesthetic(being receptive to touching objects to enhance your memory, movement games, role plays) • Interpersonal(team competition, peer teaching, being good in group work, listening to others, small group work) • Logical / mathematical(being able to investigate and have a scientific approach to learning, error recognition, grammar rules study) • Intrapersonal(being aware of your own personal goals and motivations, recognising strengths, weaknessses) • Naturalist(being aware of natural surroundings) • Musical(being sensitive to sounds and rhythms, learning rhymes to remember grammar rules) • Existential (understanding the link between nature-humans)
Cooperative learning Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Johnson and Johnson (1999) affirm that cooperative learning means working together to achieve shared objectives, with which it is intended to obtain beneficial results by everyone concerned.	PURPOSES •Develop and use critical thinking skills and teamwork •Promote positive relations among different ethnic groups; •Implement peer coaching; •Establish environments where academic accomplishments are valued •Cooperatively manage schools. HOW DOES IT WORK? •Group Investigations : emphasize HOT skills such as analysis and evaluation. Sts work to produce a group project. • STAD (Student Teams-Achievement Divisions) Students with different academic abilities are assigned to 4- or 5-member teams to study what has been initially taught by the teacher and to help each reach their highest level of achievement. Students are then tested individually. Teams earn certificates/recognition based on progression • Jigsaw : (ELLIOT ARONSON): method of organizing classroom activity that makes students dependent on each other to succeed. It breaks classes into groups and breaks assignments into pieces that the sts assemble to complete the (jigsaw)
Cooperative Learning Structures Instructional strategies are techniques teachers use to help students become independent, strategic learners. These strategies become learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals.	• Think – pair- share (KAGAN) • Stand up – hand up – pair up (KAGAN): Students stand up, put their hand up and quickly find a partner with whom to share or discuss. • Quiz- quiz – trade (KAGAN): allows students to review information with other students by asking and answering questions. Students are encouraged to help other students understand content they miss. • Rally robin (KAGAN): pairs, STS alternate generating brief oral list responses about topics • Talking chips (KAGAN): Sts participate in a group discussion, surrendering a token each time they speak to ensure reasonable participation within groups by regulating how often each group member is allowed to speak. • Talking circles:The purpose of talking circles is not to reach a decision or consensus (no right/wrong answer), what they say will be heard and accepted without criticism. Appreciation diff. opinions.
cooperative learning	cooperative learning must be considered as a successful teaching strategy that involves students working together on activities or learning tasks in a group small enough for everyone to participate on a shared task that has been assigned.In order to implement cooperative learning, I will take into account Kagan Structures, such as Think-Pair-Share and Talking Chips. Besides, Kagan (2009) states four roles in cooperative learning and group activities: supervisor, speaker, material manager and coordinator.
STEM education	STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications. STEAM- includes ARTS
The radio/ podcasts There are many benefits to running a School Radio, particularly when it is built using industry standard technology that offers professional tools in a way that is simple and accessible by presenters of all ages.	WHAT ARE THE SKILLS PROMOTED? 1. Communication skills : Writing scripts and programs for broadcasting develops communication skills and provide authentic and rewarding application for creative writing. Program writing also develops students’ ability to commit thoughts to paper. 2. Reading skills: While investigating 3. Knowledge: Students acquire knowledge while doing the research 4. Writing : Writing skills are developed while writing the script 5. Oral expression : Pronunciation, voice modulation 6. Creativity : Critical thinking and innovation through group work and cooperative learning OTHER BENEFITS : Confidence building , Awareness of current news as they research their own material , Keeping people informed ( for example school events)
Smart notebooks based in learning theories such as multiple intelligences, project-based learning and the development of critical and creative thinking.	Advantages: • It is a student´s learning tool suitable for any area. • It is a organized and creative way to pick and process information. • It allows students to make previous knowledge connections with their reality, learning to think while acquiring a deeper comprehension of the world through a meaningful learning. Moreover, this innovative and powerful tool act as a portfolio of the topics learned. Smart notebook activities consist of an input on the right side of the notebook and an output on the left side. *Rubrics are a good idea for assessment because It is connected to learning standards It takes account : Organization, clarity, presentation , Learning evidences ,Diagrams, investigations, creativity
Augmented reality According to the Horizon 2017 report, one of the trends that exists in the classroom as an element of learning for the students of this current century, is augmented reality technology.	This type of experience offers students to explore the world in a different way from through objects, videos, audios, videos etc. it fosters not only their capacity of research and inquiry but also allow them to contrast information from another perspective. Merín and Martínez comment that what is achieved by RA is the transformation of abstract thinking into something tangible, an image that can help much more that what the teacher explains or reads. Therefore, Augmented Reality (AR) technology enriches the teaching-learning process and enhances key skills for the academic and personal training of students. It does not take much to bring augmented reality to our classroom. apps: Anatomy 4D: Human body Amazing Space Journey: Space ZooKazam: animals
Skinner (1938)	one of the most influential authors in behaviour theories, stated that “behaviour is shaped by positive and negative reinforcement”. Thus, he suggested changing behaviour by the use of reinforcements which are given after the desired response. According to him, there are three main techniques to improve behaviour: Firstly, positive reinforcement is based on giving rewards after a desired behaviour. This is related to the second technique, the extinction technique based on the disappearance of a previously learned behaviour when this behaviour is not reinforced. Thirdly, the token economy system is a method of strengthening a behaviour, or increasing its frequency, because the tokens are a way of “paying” children for completing tasks and the children can then use these tokens to buy desired activities or items (Miltenberger, 2008).
Pygmalion effect	(Rosenthal and Lenore Jacobson, 1968) that refers to situations where teacher expectancies of student performance become self-fulfilling prophecies; students perform better or worse than other students based on the way their teacher expects them to perform.
Sue Cowley (2013)	proposes to engage students with the seven C´s to show what behaviour is acceptable and create harmony within in the classroom. 1 Communication: Use appropriate language. Reciprocity is so important! 2 Confidence: create an aura of confidence. If you don´t feel confident in a class, fake it. Students feel it and take advantage. 3 Carrots and consequences (medal and mission, something good achieve is a medal, something to improve a mission) 4 Consistency: treat everyone the same 5 Control : keep calm, control space and layout 6 Choice : difficult behaviour is a choice. “Language of choice” . Be clear about the options disruptive students have. 7 Creativity: differentiation adds character to the lesson. Engage different learning styles (kinesthesis, visual, auditory…). Take risk and try new styles.
ducator Michael Linsin, who provides an array of tips to achieve smart classroom management	He considered 4 main points. ‒ Firstly, we must have an actual plan. We must establish classroom rules and consequences. It is said that when students help create their classroom´s rules and culture they are more engaged and invested in learning. Therefore, I will design a list of rules and consequences in a collaborative way with my group of students. ‒ Secondly, according to Linsin, we need to teach our plan and make our students to really understand how they should behave and what will happen if they don´t, we need to teach our plan as we would do with any other piece of content. ‒ Thirdly, he advises teachers to be an unfeeling robot when it comes to classroom management. ‒ Fourthly, he suggests getting students excited about the year. On his own words, “to create an experience those students will remember for a lifetime”.
Communicative approach	the communicative approach will be the basis of all the activities and it focuses on providing students with enough communicative activities to develop CC, that is to say, improve our students oral and written skills and use them together with language accurately and appropriately. It emphases on communicative proficiency rather than on mastery of structures and vocabulary. According to Savignon (2002), the focus of this approach has been the elaboration and implementation of methodologies that promote the development of functional language ability through learners’ participation in communicative events.
Service learning	service learning which is a methodology based on the needs, problems and challenges that can be found in the near and far context. Through Service Learning, students learn while helping their community. It is important to mention The Extremadura Service-Learning Group, created in 2011 that brings together teachers who apply and disseminate experiences with this methodology. Throughout this practical case I will make reference to this methodology in an array of situations.
Student-centered	As our society becomes increasingly more dependent on technology, it is even more important that students graduate high school prepared with the knowledge and the 21st-century skills they need to enter the work life and/or further their education. Therefore, teachers are realizing the importance of starting this preparation early on and are also recognizing that the education models that have traditionally been used, such as the teacher-led, one-size-fits-all model, are not helping students become digitally literate or equipping them with the skills they need for their futures.
Student-centered learning is a philosophy or an approach to education that is designed to meet the needs of each student individually. It may include some components of blended learning or personalized learning models, such as a flipped classroom, station rotation, or competency-based learning, and you are likely to see students using technology. No matter what model is used, student-centered learning will look like students and teachers working together to choose a path for learning that works best for each individual learner.	A student-centered learning model has four main characteristics: • voice, • choice, • competency-based progression, and • continuous monitoring of student needs
Student-centered	So to pull it all together, student-centered learning is an approach that aligns all aspects of a school community (curriculum, staffing, finances, technology, facilities, schedules, community partnerships, etc.) in a way that truly focuses on the desired outcomes for each individual student, while accounting for the differences of each student.

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