SWOT Analysis for 5th Grade Learning
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ScribdTranslationsSWOT Analysis for 5th Grade Learning
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ScribdTranslationsJob Title
SWOT analysis diagnostic form
Nombre del autor (a)
Martha Cruz Tino
Name of the University
IEXPRO
Subject
Seminar on Creativity and Teaching Skills
Name of the Advisory Teacher
Araceli Pedroza Serrano
Date
Tuxtla Chico, Chiapas on September 10, 2023
SWOT ANALYSIS DIAGNOSTIC SHEET
The following diagnosis identifies the Strengths in a generalized manner,
Oportunidades, Debilidades y Amenazas que se diagnosticaron en el salón de 5°
grade group "A" of the Urban Primary School of the State Ángel Pola Moreno with
C.C.T.07EPR0I56Q, located in the town of Siltepec, Chiapas; consists of 11
women and 9 men; of whom 4 were noticed at the syllabic level, making use
from the dictation of words and sentences to trigger the classification of the group and its
learning level. Likewise, a learning style test that allowed
know your way of learning and start for the implementation of strategies and
achieve greater learning, emphasizing that most are within the level
kinesthetic, allowing them to learn visually.
Below is a breakdown of SWOT, starting from
diagnosis completed; identifying the main problem in reading and writing, the
The majority of students exhibit deficits in clumsy words and in their style of
learning is located in the visual; taking into account the contextualization of
A school that promotes creativity must show different
ways of experiencing the world, that is, different ways of thinking, feeling and
express.
Strengths: they find it easier to understand reading through the completion of
drawings, starting for the writing of a certain topic that needs to be addressed
during the activity depicted and to be able to understand its main message,
in the same way, individually or in groups, they manage to express their own
ideas.
In the same way, they allow for certain activities that are part of the
didactic planning, since they are a disciplined student body, reflected through
of their behavior and responsibility for tasks performed allowing to address issues
of utmost importance resulting in good individual performance.
They show an affinity for teaching performance, that is, for the strategies that are
they have raised up to the present and companions.
They have basic knowledge to start the fifth grade content.
degree, designing activities as an index for addressing new projects
that will be addressed according to the context in which they develop.
Opportunities: most students find it easy to use materials.
didactic, are participatory in the topics addressed with the use of the
technology 'projections'
There is communication with the parents, allowing monitoring and
constant support for the student, as it is one of the factors between the object and
subject for a quality education. As mentioned in (Bravo, 2009) "in the
daily life, by encouraging their children's creativity, they discover that it
expresses itself in various areas, such as dance, music, or relationships
interpersonal.
Weaknesses: In some parents, a lack of interest is observed in
activities to be carried out to promote the integration of NEM, in the context
educational.
They find it difficult to work in heterogeneous groups when carrying out various activities.
Threats: in general terms and distributing to the students through the
diagnosis completed, four students are identified who have a syllabic level in
his/her reading and writing process.
In mathematical thinking, they have basic knowledge, but they are ...
it facilitates the development of issues, using activities as an example
daily.
SOLUTION STRATEGIES
Strengths: use of various books from the library that allow implementation
supplemented readings, stolen reading, sequential reading, among others and give
start a brainstorming session, encouraging individual and group participation.
Review of activities as feedback through drawings, such as
reminder and with your own words give your own personal opinion about it
learned.
Create the school regulation taking into account your contributions.
"prior knowledge" What is it in a school regulation and how is it structured?
continuing with the discipline presented.
Opportunities: implement themes that foster empathy and encourage
daily the importance of communication in the three factors 'teacher,
student and parent.
Organizing preliminary talks for a new outcome in their learning.
students and teaching of the teacher.
Weaknesses: Include diverse materials that capture the student's attention and
can be felt through the performance of their activities." Teacher creativity
consists of the logical understanding of tasks and activities, and procedures for
his solution." (Valero, 2016)
Provide support guides to students for personal and social needs that help.
to the teacher's instruction.
Promoting that 'they evaluate the language skills of boys and girls
little ones, making them tell stories, invented by themselves." (Bravo, 2009)
Threats: Carry out recreational activities at the beginning or end of classes, where
incorporate the students in a general way and have them as monitors to support the others
that it has become difficult to progress in their reading and writing. 'The creative realizations to
through the graphic they are manifested in stages, starting from the scribbling as
a motor action with the intention of creating a representation of reality,
moving from basic shapes, which the child will later use to organize them in the
graphic composition that represents the reality experienced, in coincidence with
the imaginative capacity.” (BravoF.D., 2009)
Implement activities for more applicable mathematical thinking.
recreational.
Molding playful strategies inside and outside the classroom.
REFERENCES
Bravo, F.D. (2009). Chapter III. Creativity and the stages of human development.
development of creativity in school. San José C.R.
Bravo, F.D. (2009). Chapter I: The concept of creativity. The development of the
creativity in school. San José C.R.
Bravo,F.D. (2009). Capitulo II: El proceso creativo. El desarrollo de la creatividad
in the school. San José C.R.
Valero, M. J. (2016). Creativity and Education for the 21st Century from a
sociological perspective.