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Designing a lesson plan using multimodal digital composing to foster oral participation to a student with asd

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dc.contributor.advisorGarcía Montes, Paula Andreaspa
dc.contributor.authorBuelvas Gutiérrez, Jully Zaitel
dc.contributor.authorLizarralde Ángel, María Paula
dc.date.accessioned2021-09-15T16:37:32Z
dc.date.available2021-09-15T16:37:32Z
dc.date.issued2021-09-14
dc.description.abstractInclusion is one of the most challenging aspects in education, especially when teaching English as a second language to autistic students. This research aims to identify the elements, stages, steps, differentiations and adaptations that a multimodal digital composing lesson should have to foster oral participation in a student with ASD in a regular school in Montería. Data was collected through a questionnaire, an interview and document analysis. Findings of this study describes a lesson plan built on theories and perspectives concerning designing of Multimodal Digital Texts and guided by the students’ needs analysis. Finally, this study suggests teaching English through the content and the text from the general to the specific.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.resumenLa inclusión es uno de los aspectos más desafiantes en la educación, especialmente al enseñar inglés como segunda lengua a estudiantes con autismo. Esta investigación se propone identificar los elementos, etapas, pasos, diferenciaciones y adaptaciones que un plan de clase de composición digital multimodal debería incluir para promover la participación oral en estudiantes con autismo a través de la creación de textos digitales multimodales en una escuela regular en Montería. Los datos fueron recolectados a través de un cuestionario, entrevista y análisis de documentos. Los resultados de este estudio muestran y describen un modelo de planeación (o plan de clase) basado en teorías y perspectivas sobre la creación de textos digitales multimodales y orientado por el análisis de necesidades de los estudiantes. Finalmente, este estudio sugiere enseñar inglés a través del contenido y texto de lo general a lo específico.spa
dc.description.tableofcontents1. Introduction………………………………………………………………………………. 1spa
dc.description.tableofcontents2. Theoretical Framework…………………………………………………………………. 3spa
dc.description.tableofcontents2.1 Conceptual framework………………………………………………………………….3spa
dc.description.tableofcontents2.1.1 Autistic student ……………………………………………………………………… 5spa
dc.description.tableofcontents2.1.2 Multimodality.............................................................................................................. 8spa
dc.description.tableofcontents2.1.2.1 Multimodal literacy ……………………………………………………………….. 9spa
dc.description.tableofcontents2.1.2.2 Multimodal Digital Composing (MDC) …..…………………………………….. 10spa
dc.description.tableofcontents2.1.2.3 Short film production assessment ………………………………………………... 11spa
dc.description.tableofcontents2.1.2.4 Digital Storytelling Process (DSP) ……………………………………………….. 13spa
dc.description.tableofcontents2.1.2.5 Teaching and learning cycle ……………………………………………………… 15spa
dc.description.tableofcontents2.1.3 Oral Participation ................................................................................................... …18spa
dc.description.tableofcontents2.1.4 Lesson planning........................................................................................................... 19spa
dc.description.tableofcontents2.1.4.1 Planning for diversity …………………………………………………………… 19spa
dc.description.tableofcontents2.1.4.2 Universal Design ……………………………………………………………….. 20spa
dc.description.tableofcontents2.2 Literature review.......................................................................................................... 21spa
dc.description.tableofcontents3. Methodology................................................................................................................... 24spa
dc.description.tableofcontents3.1 Type of study.................................................................................................................24spa
dc.description.tableofcontents3.2 Context and participants............................................................................................... 26spa
dc.description.tableofcontents3.3. Data collection techniques........................................................................................... 26spa
dc.description.tableofcontents3.4 Data analysis................................................................................................................. 28spa
dc.description.tableofcontents4. Findings........................................................................................................................... 29spa
dc.description.tableofcontents4. 1 Lesson adaptation using MDC to promote interaction to an ASD student ................ 29spa
dc.description.tableofcontents4.1.1 Learner profile ……………………………………………………………………. 29spa
dc.description.tableofcontents4.1.2 Lesson goal ……………………………………………………………………….. 34spa
dc.description.tableofcontents4.1.3 Methodology …………………………………………………………………….... 36spa
dc.description.tableofcontents4.1.4 Differentiations and adaptations ………………………………………………….. 48spa
dc.description.tableofcontents4.1.5 Activities and materials ………………………………………………………….. 52spa
dc.description.tableofcontents4.1.6 Assessment ………………………………………………………………………. 56spa
dc.description.tableofcontents5. Discussion..................................................................................................................... 59spa
dc.description.tableofcontents6. Conclusion..................................................................................................................... 67spa
dc.description.tableofcontentsREFERENCES................................................................................................................... 68spa
dc.description.tableofcontentsAppendix 1......................................................................................................................... 71spa
dc.description.tableofcontentsAppendix 2......................................................................................................................... 74spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4475
dc.language.isospaspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2021spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsAutismspa
dc.subject.keywordsMultimodal digital composingspa
dc.subject.keywordsOral particapationspa
dc.subject.proposalAutismospa
dc.subject.proposalComposición digital multimodalspa
dc.subject.proposalParticipación oralspa
dc.titleDesigning a lesson plan using multimodal digital composing to foster oral participation to a student with asdspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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