MODULE IV EVALUATION

MENTION IN SPECIFIC LANGUAGE DISORDERS

1. In relation to the theme of motivation and its importance in the teaching process-
learning, analyze each of the strategies proposed to activate attention
the students in front of a class, highlighting their importance for achieving better
learning in students; also indicating the possibilities and difficulties that
the teacher would face to apply each of these strategies.

Strategies Importance for achieving Difficulty for the teacher when

learning in students apply these strategies

Conceptual maps It serves to illustrate the It takes time to apply it.

cognitive or structured Requires the teacher to
meanings of the students get to know the methodology of
mediators that are perceived and teaching of concepts.
they process experiences. The evaluation with the use of
They identify the knowledge concept maps I don't know
allows students to work recommend if the teacher does not
and correct the mistakes I include the construction of these.
conceptual of the student. during class activities,
It facilitates the connection of the since its preparation involves a
information with others cognitive task that requires
relevant concepts. training.
Facilitates logical organization
and structured of the
learning content
since they are useful for
separate the information
significant information
trivial.
It manages to promote the

corporation between the

student and increase the
meaning of information.
It allows for planning the
instruction and at the same time help to
 the students to learn
fosters creativity and the
autonomy.
Do not isolate the concepts, the
students' ideas and the
structure of discipline.
Encourages negotiation at
share and discuss
meanings.
Plays a useful role
social in the development of
learning.
It is a graphical tool,
when you want to remember a
concept or a topic with only
look at the conceptual map.
Allows to relate the parts
with everything (thinking about

system)

Projects 1- Arises from the projects and needs of It takes time to do it.
the children Not all students are capable of
work independently.
2- the content of the project is based on the
It can encourage dishonesty
prior knowledge offering them a
academic, if it is not monitored the
occasion to establish new networks of
meanings. student's performance during the
It resembles real-life situations; process.
for that reason, they are a tool for When it is group, it can be borrowed.
understand and interact with the environment that
so that there is no equal load of
surrounds him/her.
work for everyone.
4- a project is conceived and planned,
carried out and evaluated interactively
between teacher and students.
5-Adopt autonomous attitudes,
responsible and committed to their own
learning process, thus achieving,
levels of creativity and understanding more
profound.
6- allows the child to use language
written in its various functions.
 7- the students become managers
of solutions within an environment of
work.
What allows to master the knowledge of
the subject and the application of concepts.
It allows the conduction of a variety of
production of a variety of products and
solutions.
9- offers the opportunity to students to
use their skills and demonstrate their
creativity.
It is essential to stimulate learning.
cooperative and teamwork.
Debate Observe the student's skills to Need for total attention from
argue about the topic to be discussed. of the teacher and of organization
observers.
observe attention capacity of the The group can easily leave.
companions control
Also, the discussion can be
It is useful for working on the attitude of
used to observe the shape of
respect and tolerance.
solve more complex problems
with contents of some
specific subjects or for
develop and assess skills
as critical reasoning
listening ability, flexibility
vocabulario,respeto,paciencia,esperar
your turn to speak, fluency of the
ideas, cooperation, etc.

Diary of The count of experiences is observed. Level of completeness of the

classes of the student and how they relate to him presented information.
learning of concepts and processes. All the time from the teacher
for your evaluation.
They can observe their progress
academic attitude and skills.

Permite a los alumnos sintetizar sus

thoughts and actions, comparing them later
for a while.

Raise the student's awareness about their way of

to learn.
 It can be carried out in different
situations
(individual, group, debate, cases, projects, etc.)

Interview Contributes to skill development of One cannot improvise in front of it.

communication among students. Develop interviewee.
superior cognitive abilities compare, The interviewer cannot give their
analizar, sacar conclusiones. opinion.
Cannot engage in discussions or
Encourages teamwork and creativity. justifications.
It cannot be interpreted.
given information.

Meetings It is a meeting organized and led Failure

by theif the participants do not express
of group professor. In which a group of students your opinion should be organized and
make a topic or subject, for which directed.
later they should issue an opinion to the
regarding.

Focus group meeting, in the discussion

semi-structured in a homogeneous group
about a given topic, led by a
moderator.

Study and discuss various matters, subject to

a diary.
 2. From the techniques to develop thinking of
Edward De Bono, diseñe un Plan de Trabajo, que incluya dos de estas técnicas, para ser aplicadas
with a group of Basic Education students, based on a theme or learning unit
according to the needs of the selected group of students.

Your work plan must have the following basic characteristics:

WORK PLAN

Development of Thought

Subsector: computing

Curso: 1° básico N° de alumnos: 30

Tiempo total requerido: 20- 30 minutos N° de sesiones: 8

Techniques to be used:

Other points of view

Objective: to reason or support or not the decisions of others.

Description: due to the disorder that occurs in the room during computer class, it is proposed
eliminate the use of ICTs by the teacher.

Evaluation method: the child's ability to understand the viewpoints of others will be assessed and
to participate in decision-making. Therefore, the teacher informs them that he has decided to eliminate
this time, since it does not consider it beneficial, but before making this decision, it has decided to take in
he shares his opinion for which he draws a huge eye on the board where all will be written
Reasons or solutions that children consider for why this hour should not be canceled or how to maintain it.
The order at the time of ticks. These ideas that the children mention, the teacher will write them down around.
from the eye where the teacher's opinion will also be, allowing the children to be able to
also see the teacher's point of view. Based on this, the differences and similarities will be listed.
from the teacher's point of view. Based on this, the differences and similarities from the point of
view, and you are invited to reflect on the different positions presented there to make a decision.
 2) Consequences and sequels

Objective: to consider the consequence of an action and decision.

Resources: number on cardboard

Description: to introduce them to the formulation of hypotheses, to reflect and become aware of a topic.
contingent.

Evaluation method: participation and peer support to carry the project forward are assessed.

For this, the teacher explains the meaning of consequence and sequel to familiarize them with the topic.
Then form a group of 3 students and designate them with numbers 1, 2, or 3. Number 1 must propose a
problem based on a topic given by the teacher, in this case it will be lack of respect towards their peers, the
No. 2 will express an immediate consequence of the stated problem and No. 3 will express a sequel to this lack.
They are then asked to answer the following questions: Are the consequences important?
long term? Is it useful to take the consequences into account? Who is responsible for foreseeing the
Consequences? How can we avoid the consequences? Then they are invited to reflect on
the consequences by formulating hypotheses - it is important to know if the consequences are reversible or
one must analyze the consequences, not only because they affect the individual, but also the
Moreover, it is important to measure and think about the consequences of our own actions.

2. Describe, in your own words, the four Theories that attempt to explain the problems of
learning.
Subject-centered theory: in these areas, 5 theories are postulated where the problem of
learning lies within the individual, the first theory is neurophysiology, which indicates that
everything would basically lie in our brain and central nervous system due to a
dysfunction or injury that brings difficulties in learning, whether due to injury or by a
perceptual cognitive motor deficiency. When there are no cognitive pathologies found
cerebral, the second theory is proposed which is genetic where the cause would be inheritance and
the influence of the environment on the individual, the third cause is gaps in development, which
indicates that the alterations are due to a delay in cognitive skills due to a
developmental delay in the learning process, which could also be influenced by the
Professor. The fourth theory is of perceptual deficits, which refers to deficiencies.
motor skills indicating that the child will improve their learning when these are overcome
difficulties present in the child, as the effectiveness of
learning would depend on the child's ability to process information from
cognitive perceptual system. And the latest theory is based on the processing of the
information, indicating that the learning problem should be due to deficiencies in the
psychological processing functions, which attempt to explain how the organism organizes and
integrate the information selectively, to use in different manifestations, in this
the difficulties are considered as functional irregularities in the
information processing.
b) Environmentalist theory: these consider the environment surrounding the child, such as the family,
school, and the microsystems such as the cultural and social in the development of learning since they
due to an inadequacy of the school system, such as inadequate methodologies,
insufficiencies of school programs, teacher personality, or ecological variables
determined by the physical structure of the classroom.
Socio-cultural theories posit the school failure of the child and their problems of
learning is not psychological, but rather associated with social and cultural variables
economic.
c) Task-centered theories: it is based on academic conceptions that indicate that children
they have a lack of experience and training in the academic tasks they must carry out.
And not a deficit in the child's skills.
d) Interactionist theory: it arises from the interaction that occurs between the subject and the environment.
considering that personal variables are determined by traits
structural and psychological processes, and the environmental determinants, in all the information
surrounding that the child perceives to create internal representations of reality and
determine their adaptation and response to different tasks, which refers to learning
It would be between the child and the educational program. Therefore, it would be the interaction between abilities and

weak areas of learning and situational factors - including teaching style and
teaching methods of the teachers that would determine the emergence of problems in
learning.
 4. Indicate, in your own words, the information that is requested.
I tried to be as clear and specific as possible, that is, I incorporated the most relevant information.

DISORDER CONCEPT CAUSES MAIN INDICATORS

O
(Indicate 3) (Indicate 3)

Dyslexia In any alteration Associative causes: 1) Perceptual problems: the

or difficulty of reading, position of the objects in the
what affects children Dyslexia is a consequence of space, does not recognize right-
with intellectual level the difficulty or inability to left, up- down, etc. This
normal, which consists associate the visual stimulus (graphy) the problem is reflected in the
in a difficulty for with its corresponding sound acquisition of letters, numbers,
distinguish memorize (phoneme) and with its equivalent essential for their learning,
letters or groups of semantic. together with visual perception, already
you are lacking in that if this one is not found either
b) emotional causes
order and bad secured, problems arise
structuring of the according to some psychologists, the like confusion of colors, shapes
phrase, what is inadaptation families, school and and sizes.
manifests, in reading, a student's social life can be the
writing and spelling. 2) alteration of psychomotricity
due to their school difficulties.

In dyslexic children with

c) auditory causes
difficulties in laterality, they
you can appreciate immaturity
dyslexia is a disorder of the
listen "the ear plays a role psychomotor, partial clumsiness,

fundamental in dyslexia "a bad manual or generalized, tone

auditory discrimination (of phonemes) muscular, scant or excessive, lack

could be the cause of the of rhythm, with synchronized breathing

dyslexic alterations (lenguaje), dificultades en equilibrio

static and dynamic knowledge
deficiency of the body scheme,
together with the landmarks
of the objects.

3) Poor lateralization

When presenting alteration in the

the evolution of its laterality, tends to
 associate with alterations
perceptual, visuo-spatial and of the
language, constituting in the
initial point of the dyslexic.

Dysgraphia Alteration of the In bad writing, there is not only one He has poor writing skills.
writing that affects factor, but rather it intervenes a both in graphic quality and
the form or the meaning, set of them such as: distals or in sharpness and in capacity of
being of a functional type, remote: problems during childbirth, symbolization.
it occurs in children neurological disorders in the
with normal capacity early years of life. Typical problems in writing:

intellectual, adequate
Next: a set of factors that 1- hold the pencil in shape
environmental stimulation
it is uncomfortable, it squeezes too much in
or without alterations can they generate a table
dysgraphic. ineffective way, gets tired quickly
neurological
in writing.
sensory, motor or
The causes have been grouped into
intense affective states in the
five sections, types of causes 2- cannot write on paper without
majority of the cases are lines, does not leave space between the
maturational pedagogical causes
debts or deficiencies words, it does not leave margins.
mixed causes pseudodysgraphia
maturing or
methodological in the 3- write the letters backwards.
monitoring and rhythm of
learning

DISORTOGR Dysorthography is the Visuospatial reasoning 1- Write b instead of d and

AFIA difficulty in writing vice versa.
correctly the This is closely located 2- Transpose the order of the
language, according to linked to the following functions letters, spell d-r-a-m-e in
norms and rules superior visuals place of g-i-v-e-m-e
conventional and of 3- Does not listen to the sequence of
Visual perception: (shape
agreement to a the sounds in a word and
constancy, figure, fund and
prior teaching. write isolated parts of the
motor coordination) memory
Alfonso Brito same, instead of distance
visual and visuo-motor orientation
write disance.
spatial positioning of things in the
space spatial reasoning.
 Linguistic-perceptual skills

Perception of phrases perception of

words perception of phonemes
perception of noises and sounds
melodic-rhythmic perception
memory of noises and sounds
phoneme memory, words
phrases, etc. Knowledge of certain
basic vocabulary

Trastorno: Disortografia

Objective: Apply the correct use of letters within a word.

Duration: 20 to 30 minutes.

Contents Development activity Resources Evaluation

Apply the Work on the phoneme - Laminas The way you will evaluate the
correct grapheme R – RR compliance with the objects of the
association Diaries activity.
phoneme 1- To work on the
Chalkboard
grapheme in the phoneme-grapheme R and RR It will be through observation.

writing of we will start with directly, where the value will be assessed the
Down jacket
a word. show the grapheme and participation and integration of the child
reproduce its sound. when reproducing and recognizing the

phoneme- grapheme R and RR within

2- then they are invited to
the children reproduce the the words.
sound of the phonemes,
and to name words
that contain R-RR.

3- then they are invited to

the children reproduce
said graphemes within
of a word
 marked.

4- You are invited to

identify the position of the
grapheme inside the
word, and to reproduce
its sound.

5 - subsequently, it
invites you to close in
I circle the words that
contain R-RR.

6 - to close the
activity is given to them the
thank you and a round of applause for

participate in the activity

inviting them to participate
on another occasion and
thus continue reinforcing
these new letters.

5. Design a re-educational activity for each of the following disorders; you can use
as a reference the planning matrix that is suggested.

dyslexia

b) Dysgraphia

c) Dysorthography
 NAME OF ACTIVITY: carrying out daily life activities
daily.

TRASTORNO: Dislexia de tipo dispraxico

OBJETIVO: Mejorar dificultades cotidiana, para afianzar la seguridad en si mismos.

DURATION: 20 to 30 minutes.

CONTENTS DEVELOPMENT RESOURCES EVALUATION

ACTIVITY

Carry out the tasks of life For this purpose Point out the Mention the way in which
daily. How to dress, we will carry out various materials and the will evaluate compliance with
button up the clothes representations of life physical space that the objectives of the activity.
tying your shoes, or daily in games of will be used to carry
eating with cutlery, etc. corner....the house. the activity is completed.

1 - they will be requested to the

wardrobe representatives of
adults and accessories for
make it more attractive
actividad, zapatos,
vests, apron
pants

Wallets, etc.

The room will be available

to set the mood with
everyday items
like cutlery, glasses,
plates, broom, shovel etc. From
way of setting the mood
simulating a house.

3 - they are invited to

to characterize oneself to comply
a role of choice that is of
your interest.

4 - you are invited to

interact by imitating the
daily chores that the
parents or themselves,
they carry out at home
like: sweep place the
table, clean etc. In a
time determined.

5 - they will take off the costumes

and they will organize all the material

in a box that has been

ready for that.

They will comment on the activity,

emphasizing recognition
the things that he/she cares about the most

made difficult or pleased to

to carry out. How to dress,
move things etc.

7 – they are given a round of applause for

the activity and they are invited

for another future activity,
to improve what today
they find it hard.
 NOMBRE DE LA ACTIVIDAD: Ejercicios de coordinación viso Manual

DISORDER: Digraphia

OBJECTIVE: through the use of exercises achieve better eye-hand coordination, which facilitates
writer act.

DURACION: 20 a 30 minutos

CONTENTS DEVELOPMENT ACTIVITYRESOURCES EVALUATION

Do exercises 1 - se agruparan en el Spacious place. The way in which it will be evaluated

motors with duck in comfortable clothes 2 - ball no compliance with the objectives
implement, for to make movements too small for the activity.
strengthen the corporate visual activities. 3 - comfortable clothes It will be through observation.
manual. 2 - a ball is shown to them 4 - indication of directly, where it will be valued
and exposes the activity to ocular exercises participation and integration
to carry out, explaining it to him/her manual. from the child when doing the exercises
intentionality of engines and their persistence, to
exercise. overcome the movements that
3 - they are grouped and given presented with more
throws a ball with both difficulty.
hands to a colleague
then receive them with both
hands throw and receive the
ball with one hand.
4 - perform the exercises
previous ones, but now
about a bank trap the
ball in the air and catch it.
5 - exercise while being in
different positions
standing, in
squats, sitting etc.
6 - they are given grace for
participate in the activity
inviting them to participate in
another chance and so
continue reinforcing the control
manual binocular.