Examinando por Autor "Herrera Naranjo, Sol Jashmed"

Mostrando 1 - 6 de 6
  • Miniatura
    PublicaciónAcceso abierto
    Critical content tasks to de-center sexist discourses
    (Universidad de Córdoba, 2024-01-30) Galeano Villadiego, Mayra Alejandra; Acosta Espitia, Ana Camila; Sagre Barboza, Ana María; Herrera Naranjo, Sol Jashmed
    This research aims to explore the effectiveness of critical content tasks in fostering awareness and challenging sexist discourses among students in a public institution in Berástegui. The central question guiding this study is, "How can critical content tasks help students decenter sexist discourses?" The investigation focuses on promoting awareness of diverse sexist behaviors towards both men and women. Employing critical content tasks involves presenting students with authentic materials addressing specific topics, thereby encouraging them to question, reflect upon, and criticize instances of sexism. By incorporating valuable content that contributes to students' development as informed citizens, this study seeks to facilitate a deeper understanding and reflection on issues related to sexism within the educational context.
  • Miniatura
    PublicaciónAcceso abierto
    Implementing cbi lessons to develop 9 th grade students’ reading comprehension skills
    (Universidad de Córdoba, 2023-12-14) Alba Acosta, José Manuel de; Lorduy Arellano, Danilza; Valle Zapata, Liliana Beatriz; Jerez Rodríguez, Sonia María; Herrera Naranjo, Sol Jashmed
    Eng: This Action Case Study implemented a Content-Based Instruction (CBI) approach to enhance the reading comprehension skills of ninth-grade students in a Colombian public school. The focus was on health-themed lessons, assessing their impact on literal, inferential, and critical reading skills with lengthy informative texts. Qualitative methods, including a diagnostic test, researcher observations, and the researcher journal, were employed over few weeks. Results showed improved comprehension and expanded health vocabulary through discussions and posters. However, challenges persisted in fully summarizing main ideas, emphasizing the need for enhanced strategic processing. The study highlights the effectiveness of CBI in bolstering reading skills, shedding light on areas for further improvement in strategic processing to enhance working memory and information retention. Spa: Este estudio de caso de acción implementó un enfoque de instrucción basada en contenidos (CBI) para mejorar las habilidades de comprensión lectora de estudiantes de noveno grado en una escuela pública colombiana. La atención se centró en lecciones con temas de salud, evaluando su impacto en las habilidades de lectura literal, inferencial y crítica con textos informativos extensos. Durante algunas semanas se emplearon métodos cualitativos, incluida una prueba de diagnóstico, observaciones del investigador y el diario del investigador. Los resultados mostraron una mejor comprensión y un vocabulario de salud ampliado a través de debates y carteles. Sin embargo, persistieron los desafíos para resumir completamente las ideas principales, enfatizando la necesidad de un mejor procesamiento estratégico. El estudio destaca la eficacia de la CBI para reforzar las habilidades de lectura, arrojando luz sobre áreas que necesitan mejoras adicionales en el procesamiento estratégico para mejorar la memoria de trabajo y la retención de información.
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    PublicaciónEmbargo
    Implementing Clil In Social Science class activities in English to foster the development of higher order thinking skills in 4th graders
    (Universidad de Córdoba, 2024-09-03) Díaz Meza, María Auxiliadora; Boccia, Cristina ; Herrera Naranjo, Sol Jashmed; Calle-Díaz, Luzkarime
    Content Language Integrated Learning (CLIL) has been widely used as a teaching approach to teach language through content. Despite its diverse implementations to teach content knowledge and language simultaneously worldwide, little is known about the application of CLIL to foster higher-order thinking skills (HOTS). According to Anderson and Krathwohl (2001) in their revision of Bloom's taxonomy in 1956 this relationship remains unexplored, particularly in Social Sciences activities conducted in English in primary grades. This study aimed to explore the implementation of CLIL in Social Sciences activities in English in a Bilingual School to help 4th graders foster HOTS. Data was collected by applying a CLIL lesson plan mediated by Task-Based Learning (TBL) that consists of a macro-task, a set of micro-tasks, and a final task. This final activity consisted of creating an environmental magazine by the participants. The written discourse produced by each student was analyzed individually, drawing upon Taylor's approach to discourse analysis (2012) . Findings showed that the participants successfully developed HOTS during this study. The results revealed specific instances of student's cognitive skills development through their written work. The results obtained supported the effectiveness of the methodological decision made, such as drawing on Bloom's Taxonomy to establish learning objectives and measure the student's learning, and integrating CLIL with TBL. The strengths and weaknesses identified in students' cognitive skill development underscore the need to carefully consider task design and instructional strategies in future CLIL implementations. The findings of this research have the potential to inform other educators about the benefits and challenges of implementing CLIL to foster students' HOTS in Social Sciences activities in English.
  • Miniatura
    PublicaciónAcceso abierto
    Internship at Institución Educativa Escuela Normal Superior de Montería
    (2022-03-03) Flórez Medrano, Nur Isabel; Herrera Naranjo, Sol Jashmed
    This report describes the internship carried out at Institución Educativa Normal Superior de Montería. The purpose of this report is to highlight my experience during the internship in a public school and discuss how it enhanced my personal and professional development, as well as the knowledge about the internship after completing it. Therefore, this internship aims to provide students with knowledge and skills related to vocabulary acquisition. The goal was achieved through the implementation of the communicative language teaching approach to combine technology resources in the virtual classroom with a focus on understanding reading concerning the events of Covid-19 to facilitate synchronous asynchronous and face-to-face teaching methods. The results, conclusions, evidence, and recommendations are presented at the end of this report.
  • Miniatura
    PublicaciónAcceso abierto
    Internship at the Educational Institution “Inem Lorenzo María Lleras sede Ceibal”
    (2022-07-30) González López, Wendy Yohana; Herrera Naranjo, Sol Jashmed
    This report describes the internship process carried out at the educational institution INEM LORENZO MARIA LLERAS at the CEIBAL headquarters. The internship taught face-to-face classes to students from preschool to fifth grade. The main objective of this internship was to teach students inclusively the English language through effective accompaniment with a communicative method throughout the process. The lessons were designed, planned, and developed based on the Communicative Language Teaching method, and the use of a meaningful language context. With the purpose that students understand and speak a target language. In this paper, we discuss the teaching practices, methodologies, results, conclusions, recommendations, and limitations of this important process in which we had a learning that helped in a personal and professional way.
  • Miniatura
    PublicaciónAcceso abierto
    Understanding seventh grade students’ fear of speaking in EFL classroom
    (Universidad de Córdoba, 2023-12-12) Ramos Hernández, Daniela Andrea; Saez Martínez, Marielen; Herrera Naranjo, Sol Jashmed; Hernández Álvarez, Danilza; González Lara, Delia Rosa
    This study explores in depth the factors that produce fear of speaking in English in 7th grade students, preventing them from participating orally in the classroom. It is a qualitative study in which five students and a teacher participated, who contributed significantly to the development of the research. Data collection was carried out through observations, semi-structured interviews with the English teacher, and through a focus group formed by the students, thus providing the necessary basis for the research. The results obtained reveal different factors identified in the classroom, among which stand out the emotional repercussions generated by the teasing of classmates, the inadequate interaction among students, as well as the fear of making mistakes or pronouncing words incorrectly. This analysis contributes to shed light on the underlying complexities that affect oral participation in the specific context of the English classroom.