EVIDENCIA 2 | Mediateca de EducaMadrid

Buenos días. A continuación, presento la evidencia número 2, que se corresponde al área 2 del portafolio, 00:00:00

en la cual se va a centrar nuestra atención en la creación y la adaptación de contenido digital. 00:00:11

Todos los materiales que voy a enseñar van a estar contextualizados para la materia de primera lengua extranjera, 00:00:19

which would be English, and the levels are first, third and fourth of the ESO. 00:00:28

In the first place, I am going to show a sheet called Project 2 and 40, 00:00:36

corresponding to the first of the ESO. 00:00:46

This first resource is of its own creation and is a structured work sheet 00:00:50

Titulada Project 2040, My Future City. 00:01:07

Si hablamos a nivel curricular, podemos decir que sirve como andamiaje directo para la producción escrita 00:01:13

y también la producción oral de una unidad didáctica que está dedicada a la práctica de cómo expresar el futuro en lengua inglesa. 00:01:21

For example, the students are going to be working with the going to, with, won't or will be. 00:01:35

The speech is structured so that the students practice this structure to create a speech that they can use in terms of oral presentation. 00:01:50

It also includes an example, a draft that they can use when expressing themselves, and it also has a tip that students can use. 00:02:02

As we can see, the design is accessible and applies universal design for learning, 00:02:18

since the typography that has been chosen is a clean typography as it is Arial. 00:02:28

And also the model so that the students follow a little when it comes to making their own speeches. 00:02:35

Also, at the bottom of the page, we can see that it complies with the regulations, with my authorship, and also the open license of Creative Commons. 00:02:48

Then we go to the resource, magnified in this case, to review the conditionals. 00:03:03

Este recurso lo tienen como el anterior los alumnos en el aula virtual subida 00:03:16

y este recurso de creación propia es un tablero interactivo gamificado 00:03:26

en el cual los alumnos pueden poner en práctica o pueden repasar las oraciones condicionales 00:03:38

y pretende usar la gamificación para que este contenido tan denso 00:03:46

will be a little more striking and attractive for them. 00:03:51

Following the Dúa, the visual design helps to reduce the affective effect 00:03:59

and also creates an environment in which students are no longer afraid of error 00:04:07

and thus the learning is promoted between the two. 00:04:15

Y también he incluido en la esquina inferior a la derecha mi autoría y la licencia de Creative Commons. 00:04:20

Y como he comentado anteriormente, este recurso se utilizó en el aula y también los alumnos lo tienen disponible en el aula virtual por si ellos lo quieren tener y quieren repasar estas oraciones que aparecen aquí y hacerlas en su tiempo libre. 00:04:28

And finally, in terms of our own creation, we found a multimedia presentation called Healthy Habits, 00:04:50

in which the students will work with this vocabulary. 00:05:08

It is a presentation to which they have access through this link, 00:05:18

and this material has been enriched by integrating a video of its own creation 00:05:31

que está elaborada por la aplicación Notebook, 00:05:38

ofreciendo así múltiples formas de representación visual y auditiva. 00:05:41

Y también, bueno... 00:05:47

Eat lots of fast food. Eat too quickly. 00:05:50

También, esta sería la presentación, 00:05:56

y también se ha incluido en la última página, 00:05:59

debajo, aquí debajo, los créditos de autoría, 00:06:02

and it is also justified that the images are extracted from Canva and it is also published under the Creative Commons license and the video that I have previously shown is of my own creation and I have created it with the Notebook application. 00:06:08

Por último, presento el recurso modificado a partir de una obra de terceros, el cual proviene de un artículo original en inglés de la Wikipedia y trata sobre Smart Cities, Ciudades Inteligentes. 00:06:28

For this, I have made a didactic adaptation and also a linguistic level to adapt it to the third reading comprehension of that, 00:06:46

since I have an autistic student and also a child with visual disability. 00:06:58

For this, to guarantee accessibility and duality, I have expanded the intermediary, 00:07:06

I have also highlighted the concepts that appear in the text and I have also incorporated a glossary in the lower part as a measure of support. 00:07:23

Also, at the bottom of the page, we can find the legality, citing the original precedence of the text to which the students will be working, and also this work published under the license that corresponds to it. 00:07:36

EVIDENCIA 2 - Contenido educativo

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