Unit 1 CLIL for Young Learners PDF

AICLE PARA EDUCACIÓN INFANTIL UNIT 1 CLIL FOR YOUNG LEARNERS 1. What Content and language integrated learning Is a teaching method which provides additional teaching in foreign languages without increasing the average instruction time or taking away lessons from other curriculum...

AICLE PARA EDUCACIÓN INFANTIL UNIT 1 CLIL FOR YOUNG LEARNERS 1. What Content and language integrated learning Is a teaching method which provides additional teaching in foreign languages without increasing the average instruction time or taking away lessons from other curriculum subjects. Eurydice report: 2017 2. When Starting age for L2 learning* Eurydice report: 2017 * Compulsory foreign language teaching begins in Spain in Primary, but most pupils start in ECE (over 90% in ten autonomous communities) El Mundo 07/08/2017 Circle time Greetings - Each child has their own moment Classroom rules - Look at them in the eye and says Class register their names when they interact How are you? - Children become aware of their Date/ days of the week mates Weather - From parallel to group play Review - Great arrangement for other activities. 3. Why “The limits of my language mean the limits of my world.” Wittgenstein: 1922 Previous research evidence Critical period for language development (Krashen: 1975) Phonetics [phonological sieve [Trubetzkoy: 1973; Polivanov: 1974; Ellis: 1994)] The St Lambert Study (Lambert & Tucker: 1972) The Peel study (Barik & Swain: 1976) Interdependence hypothesis (Cummins: 1979): if you know several languages, its easier to learn another one. YL learn L2 when they focus on the content (Marsh:2000) Main areas of concern - Competent use of L2 - Adequate level of achievement for L1 - Adequate level of achievement for the rest of the curriculum - Appreciation of national and international culture (intercultural competence) - Segregation + elitism: kind of discrimination when you have two different groups: one bilingual and the other not. Updated research for the Spanish context - Beneficial for productive skills in L2 (in the short term), no detrimental effect for L1 Merino & Lasagabaster: 2015 - Motivation towards L2 is sustained in the long term San Isidro: 2017 - Outperformance in English, non detrimental for L1 and content subject scores Madrid & Barrios: 2018 - CLIL boosts L2, benefits L1 and is non detrimental for other subjects. Lorenzo: 2019 Controversy Conceptualisation: It’s definition has been plagued with ambiguity (see the “umbrella term” [Marsh:2012] Implementation: Wide spectrum of models that makes it too dependent on operating factors (availability of qualified teachers, amount of time available, possibilities for on-the- ground practice and internationalisation at home, among others). Accusations of favouring elitism and difficulting inclusion. Research: The Pendulum Effect: from craze to conundrum (many times based on skateholders’ opinions rather than empirical analyses). Pérez Cañado: 2016 Samples for these research studies are subjects of Primary and Secondary education. Longitudinal, mixed-method Pre-primary based research is highly needed. Assets Efficiency: Two shots at a time (language and content) + motivation Authenticity: Higher level of "real" communication in teaching situations (in L2!) Low affective filter: Self-confidence and anxiety reduction (feel relaxed, it has to be down, self-consciousness, shy, nervous, we have to reduce that). Motivation: Key factor, which is otherwise reduced over sustained periods Increased exposure to the L2: Input hypothesis (Krashen: 2009) Natural learning: Similar responses to those given in L1 Accuracy and improvement of the L2 competence Methodological advances: Project Based Learning Cognitive advances: Multitasking, short term memory development among others Intercultural competence: Employability Social advantages: Blurring the gender gap (social equality) Milla: 2019 4. Who Classic Developmental Psychology studies on VYL Piaget: 1936 Vygotsky: 1986 Montessori: 1949 Preoperational stage From sentence to word Sensitive period: 0-6 Egocentrism Grammar proceeds logic years Critical (you can doit Intrinsic word-meaning Absorbent minds at that moment or you connection Children learn by can’t do it afterwards) (we should be sentence themselves /sensitive period focused, orders and (respect the things that Hypothesis instructions, importance you’re interested in) of sentences) Very young learners… Have much physical energy Have a wide range of emotional needs Are emotionally excitable Are developing conceptually Are still developing L1 and starting literacy Learn and forget quickly  Get bored easily Are artistically gifted (affection low, they’re not so shy) Adapted from Brewster, Ellis & Girard: 2007 5. How Learning English vs. Learning inEnglish Soft vs hard CLIL Early vs late immersion Partial? Early immersion (Cummings: 1979; Genesee; 1987) United in diversity One of the objectives of the European Union’s language policy is for every EU citizen to master two other languages in additon to their mother tongue. Many actions have been taken from the 1950s on to promote plurilingualism as the bases for competitiveness together with multilingualisms for the preservation of cultural diversity. European policies Council of Europe (European Council: 2002) sets the Barcelona targets To master at least two foreign languages by means of teaching them from a very early age Many official documents support the need to apply this policy, i.e.: European Commission: 2004 Work Programme 2010 for Education and Training Systems European Commission: 2017 School development and excellent teaching for a great start in life Council of Europe: 2018a Key competences for lifelong learning + 2018b Recommendation on key competences for lifelong learning Council of Europe: 2019 Recommendation on a comprehensive approach to the teaching and learning of languages European Commission: 2020. Education begins with language Spanish national legistation LOMLOE, or Act 3/2020, includes the multilingual competence (Council of Europe: 2018), which is to master additional languages to learn and communicate. It recommends the use of real situations with foreigners. In Castilla-La Mancha Decree 67/2007 29/05 The third area of ECE, concerning languages, will address an introduction to both second language and ICT Royal Decree 95/2022 01 / 02 It keeps the call for educational authorities to ensure an introduction to a first foreign language Educational authorities will be able to use CLIL-based methodologies It sets the multilingual competence as a key competence, with the aim to foster respect and appreciation of other cultures. The three areas are renamed as harmonic growth, discovery and exploration of the surroundings, and communication and representation of reality. The aim is to use language to build the own identity, represent reality and relate to others by means of interaction in a multilingual and intercultural context. Royal Decree 80/2022 12 / 07 It details the new elements of the curriculum and the learning situations. CLM Regional Legislation D 80/2022 Regional authorities may establish the use of methodologies of content and language integrated learning, without modifying this decree, in which case, the learning of the different languages will be balanced. Cultural diversity in the classroom will be appreciated and actively worked through activities and games. In Castilla-La Mancha Royal Decree 80/2022 12/07 By the end of the stage, pupils should: DC1. Recognize other languages apart from L1 or other spoken in their family, and take part into simple communicative interaction, in a guided way, in day-to-day contexts of the personal, social, and educational contexts. DC2. Be aware of the diversity of the different linguistic profiles and interact in a guided way in a new language. DC3. Be interested in the surrounding linguistic and cultural diversity, respecting differences and easing coexistence.  + Unit 2. Task & Project-based learning in FLT Dr Isabel López Cirugeda Universidad de Castilla-La Mancha  KWL chart What do I What do I WANT What did I KNOW? to know? LEARN? Meaningful learning Practice Different amount of Cooperative learning Tips implication Competence-based Ogle: 1986  CEFR: An action-oriented approach The CEFR views learners of a language as ‘social agents’ who have tasks (not exclusively language-related) to accomplish. Tasks: Real life actions performed by one or more individuals strategically using their own specific competences to achieve a given result by using cognitive, emotional and volitional resources. Adapted from the CEFR: 2001 + Lesson planning Project Task Activity Exercise Artificial task + Lesson planning Project Task Activity Exercise Artificial task Morrison: 2021  Tasks as indirect instruction Tasks L2 instruction TBA TBLT Indirect Task-based Task-based Direct approach language (through (language class) (general) teaching (L2) context) = CLIL Ortega: 2015 Ellis: 2018  Task based vs task supported In most cases, tasks are Tasks become the unit of just chunks of work in analysis for program design. lesson planning. Learning is then task-supported. Long & Crookes: 2015 A task-based approach TBA starts with an analysis to happens when tasks are identify the target tasks for a central and lead the particular group of learners. Then, teaching-learning tasks are used as the contents of process. a task syllabus. Ellis: 2003 Long: 2015  The origins Despite some previous Hypothesis: A second experiences in the 1960s and language does not require 1970s, the Task-based systematization of inputs or maximization of planned Approach is generally practice, but the considered to have its origins conditions in which learners engage in in the 1980s with Prabhu’s communication (1987). Bangalore-Madras Project.  An approach for the XXIst Century Action-oriented < Oral skills Competence- Cooperative approach / based approach < Communication work pupil centred Common 4 Cs / rejection of Natural language TASKS / Language Language triptych traditional use PROJECTS triptych Language triptych approaches TBA & communicative approach In the communicative Tasks are the bases of a learner- approach language is learnt centred pedagogy which aims to through meaningful language motivate lifelong learning. use in the classroom. As it’s always oriented towards In contrast to traditional communication, it is related to the language practice activities, in communicative approach*, and task-based learning existing they both could be covered under linguistic resources must be the label communication-oriented used to complete the task; only language teaching. later attention is paid to Littlewood: 2004 language form. *They both are the approaches set Klapper: 2003 by the CEFR  Nature of tasks Everyday situations Creative real-life, target, rehearsal Language Set of goals Outcome Skill-based focused Comm Other unicati compe CLIL Problem Routine solving transactions on tences  Some examples 01 02 03 Games Role plays Asking for Duck, duck, goose! A day in the market permission Borrowing a pencil 04 05 06 Crafts Research Message A self-portrait Science and labs! Happy birthday!  Types of tasks ‘Real-life’ tasks ‘Pedagogic’ tasks are chosen on the basis of have their basis in the social and learners’ needs outside the interactive nature and immediacy of classroom. the classroom situation where learners make use of L2 rather than L1. Any examples of each of them? They are only indirectly related to real-life tasks and aim to develop communicative competence. Nunan: 2004 A task should… Involve into real communication Be relevant Be challenging but feasible Have identifiable outcomes  Task support Preparatory phase Small group Task setting Creating expectations and providing instructions More likely to necessary Uncomplicated, succeed than background relevant and individual work, as knowledge during a sufficient task learners can share pre-listening/viewing instructions about the processing load phase reduce the task procedures and and obtain assistance processing load goals and feedback. CEFR: 2001  The task cycle Language Pre-task Task focus KWL Pair or Analysis of small the Teach group language useful work is produced words convenient to build Further confidence language Watch similar practice to examples help accuracy Willis: 1996  Syllabus Design + Plan a project for each one of your teaching situations. http://etwinning.es/es/actividades-para-proyectos/ Support for comprehension Tasks require global or selective comprehension, or understanding of important points of detail, by means of understanding or inferencing skills. The response may be verbal or non-verbal (no overt response or a simple action such as ticking a picture). CEFR:2001 Advantages of working in projects Learner’s MI Creativity autonomy Effective Motivating preparation experience for life 2  Factors for project success Motivating activities Success relies To understand on… the problem Proper structure To apply and verify solutions Ramírez-Uclés et al., 2018  Some claims against TBLT Learners’ Language can be Not a practice you Sparse empirical taught apart from would want for initiative support downplays acquired your pilot/surgeon preparation Failure of Constructive Learning is Language learning traditional assumed and not resents from time language is methods is only rarely met in tested constraints apparent the task process Should be an Heavy price for Many reluctant alternative, not teacher TBA is elitist teachers “downgrade” THE new paradigm Swan: 2005 Bruton: 2005 Other methodologies Thinking- Problem- Based Based Montessori Learning Learning Cooperative Service- Flipped- learning learning classroom Group Design Gamification Dynamics & thinking Techniques Thinking-Based Learning TBL focuses on thinking skills by means of training decision making (Swartz et al., 2010) It is put into practice by means of routines of visible thinking (Ritchhart et al., 2011) I wonder I see I think I wonder They are used to skillfully make decisions, thinking, solving problems, or selecting info (Maldonado, 2011)  Cooperative Learning Small groups seek to accomplish a common Types of learning goal under the guidance of a teacher Work with competences, communication, soft Individ Coope skills, etc. ualistic rative PIES principles: Positive interdependence, Individual accountability, Equal participation Competiti and Simultaneous interaction (Kagan & ve Kagan, 2009) Ex.: Circle the Sage Rigacci, 2020  Gamification Gamification is not game use (which is a Interfaz de usuario gráfica, Diagrama Descripción generada automáticamente crucial part of Early Childhood Education lesson planning), but the use of game- design elements in non-game contexts in order to achieve an objective in the real world (Dichev & Dicheva, 2017). Some elements for engagement are badges and awards, levels, points, leaders boards and/or rankings, storytelling, and immediate feedback. This is Applied Behaviourism. It is important to use the attractive elements but avoid elements leading to unhealthy Games (guided play) = Activities competition. Gamification = Methodology  # Service-Learning Service Learning is an educational approach where a student learns theories in the classroom and at the same time volunteers with an agency (usually a non-profit or social service group) and engages in reflection activities to deepen their understanding of what is being taught (Waterman, 2014). Multicultural service-learning as a teaching method can support the goals of social justice (Lin & Bates, 2015). 8 Primary pupils welcome and help in 3-year-old pupils’ adaptation period.  Problem-Based Learning It was created for medical instruction: Problem-based learning is a type of Inquiry-Based Learning Learning from problems is a condition of → relies on Constructivism human experience. […] Problem-based learning is the learning that results from the process Helps children of working toward the understanding or brainstorm what they KWL resolution of a problem. […] Unlike what it know and hypothesize charts occurs in real-life situations, however, [the on what they don’t problem is usually given after being provided] with facts and principles. Healthy Combine it Trains critical habits, with project- Barrows & Tamblyn, 1980 sustainable based thinking lifestyle learning  Montessori “The goal for Early Childhood Education should Not alligned with be to activate the child’s Pioneer of… some future theories own natural desire to learn.” Interfaz de usuario gráfica, Aplicación, PowerPoint Descripción generada automáticamente Importance of Early Cooperative work Childhood Education Children should work on Child as the centre of the their own, according to their learning process. interest and learn to make Inquiry-based learning decisions on their own Learning by doing Multiple intelligences & VAK learning styles Teaching basic life skills She believed in just one From the concrete to the human way of processing abstract data  Flipped Classroom + Flipped classroom transfers lexible some learning processes environment outside the classroom and uses earning cultures classes to facilitate and foster ntentional other learning processes by content FC’s four pillars: means of practice. Arfstom, Hamden, rofessional educator McKnight, & McKnight, 2013 Bergmann & Sams, 2012  Group Dynamics & Techniques n Make mixed-abilities groups // Cooperative techniques to balance Occasional ability grouping their participation Timing Routines / transitions Interaction + competence development Brain breaks / attention grabbers  References Arfstom, K., Hamden, N., McKnight, K. & McKnight, P. (2013). A review of flipped learning. https://bit.ly/3O1zOTa Barrows, H. S. & Tamblyn, R. N.. 1980. Problem-based learning: An approach to medical education. New York, NY: Springer Bergmann, J. & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Washington, DC: ISTE, ASCD and Alexandria, VA: ASCD Bilsborough, K. TBL and PBL. Two learner-centred approaches. British Council. Teaching English. https://bit.ly/3bNSck4 Bruton, A. 2005. Process Writing and Communicative-Task-Based Instruction: Many Common Features, but More Common Limitations? TESL-EJ 9.3: 1-31 Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, teaching assessment. Language Policy Unit, Strasbourg https://rm.coe.int/16802fc1bf Dichev, C. & Dicheva, D. 2017. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. I International Journal of Educational Technology in Higher Education 14.9 https://bit.ly/3DUa2vA Ellis, R. 2018. Taking the critics to the task: The case for task-based teaching. New Perspectives on the Development of Communicative and Related Competence in Foreign Language Education, 28: 103-117 Ellis, R. 2003. Task-based language learning and teaching. Oxford: Oxford University Press Fernández, A. M. 2011. See think wonder routine with 4 years old - the city - 2011 - Edu1st [Video]. Youtube. https://bit.ly/3UKOxnJ Kagan, S. & Kagan, M. 2009. Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing Klapper, J. 2003. Taking communication to task? A critical review of recent trends in language teaching. Language Learning Journal Lin, M. & Bates, A. B. 2015. The impact of Service-Learning on Earñy Childhood Preservice Teachers. New Waves Educational Research & Development 36 18.1, 36-51 Littlewood, W. 2004. The task-based approach: some questions and suggestions. ELT Journal Volume 58(4): 319-326 Long, M. 2014. Second Language Acquisition and Task-Based Language Teaching. Chichester: Wiley Blackwell Long, M. H. & Crookes, G. 1992. Three approaches to task‐based syllabus design. TESOL quarterly 26.1: 27-56 Maldonado, A. [RichmondWorld]. 2021. Thinking Based Learning - Richmond Solution Podcast `[Video]. https://bit.ly/3Ob4hyx Morrison, R. 2021. 5 Minute Lesson Plan. https://www.5minutelessonplan.co.uk/ Nunan, D. 2004. Task-based language teaching. Cambridge: Cambridge University Press Ogle, D. 1986. K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher 39, 564-570 Ortega, L. 2015. Researching CLIL and TBLT interfaces. System 54:103-109 Prabhu. N. S. 1987. Second Language Pedagogy. Oxford: Oxford University Press Ramírez-Uclés, R., Castro-Rodríguez, E., Piñeiro, J. L. & Ruiz-Hidalgo, J. F. 2018. What makes a task a problem in early childhood education? European Early Childhood Education Research Journal 26:4, 574-588, DOI: 10.1080/1350293X.2018.1487165 Rigazzi, A. 2020. What is Cooperative Learning? Five Strategies for Your Classroom. Europaas Teacher Academy. https://bit.ly/3UtgtwR Ritchhart, R, Church, M., & Morrison, K. 2011. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey Bass Sánchez Vergara, M. I. & Martín, R. (illustrator). Maria Montessori. London: Frances Lincoln Children’s Books Swan, M. 2005. Legislation by hypothesis: The case of task-based instruction. Applied Linguistics 26.3: 376-401 Swartz, R. J., Costa, A. L., Beyer, B. K., Reagan, R. & Kallick, B. 2010. Thinking-Based Leaning: Promoting Quality Student Achievement in the 21st Century. New York, NY: Teachers College Press Waterman, A. S. (ed.) 2014. Service-Learning. Applications from the Research. New York, NY: Taylor & Francis Willis, J. 1996. A Framework for Task-based Learning. London: Longman Long, M. H. & Crookes, G. 1992. Three approaches to task‐based syllabus design. TESOL quarterly 26.1: 27-56 Maldonado, A. [RichmondWorld]. 2021. Thinking Based Learning - Richmond Solution Podcast `[Video]. https://bit.ly/3Ob4hyx Morrison, R. 2021. 5 Minute Lesson Plan. https://www.5minutelessonplan.co.uk/ Nunan, D. 2004. Task-based language teaching. Cambridge: Cambridge University Press Ogle, D. 1986. K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher 39, 564-570 Ortega, L. 2015. Researching CLIL and TBLT interfaces. System 54:103-109 Prabhu. N. S. 1987. Second Language Pedagogy. Oxford: Oxford University Press Ramírez-Uclés, R., Castro-Rodríguez, E., Piñeiro, J. L. & Ruiz-Hidalgo, J. F. 2018. What makes a task a problem in early childhood education? European Early Childhood Education Research Journal 26:4, 574-588, DOI: 10.1080/1350293X.2018.1487165 Rigazzi, A. 2020. What is Cooperative Learning? Five Strategies for Your Classroom. Europaas Teacher Academy. https://bit.ly/3UtgtwR Ritchhart, R, Church, M., & Morrison, K. 2011. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey Bass Sánchez Vergara, M. I. & Martín, R. (illustrator). Maria Montessori. London: Frances Lincoln Children’s Books Swan, M. 2005. Legislation by hypothesis: The case of task-based instruction. Applied Linguistics 26.3: 376-401 Swartz, R. J., Costa, A. L., Beyer, B. K., Reagan, R. & Kallick, B. 2010. Thinking-Based Leaning: Promoting Quality Student Achievement in the 21st Century. New York, NY: Teachers College Press ICTfor Bilingual Early Childhood Education  ICTfor ECEin CLM: Aims & Pedagogical Principles D 67/2007 D 80/2022 Based on Royal Decree 1630/2006 Based on Royal Decree 95/2022 g. To get initiated into logical mathematical It seeks to incorporate ICT thought, literacy, and ICT  ICTfor ECEin CLM: Competences D 67/2007 D 80/2022 Treatment of information and digital competence Digital competence Computers and audiovisual means are It implies the initiation of digital literacy: access attractive to children. to information, communication and content They become able to have access to making through digital media, responsible use of them (turning on/off), use the digital tools. mouse/icons, print, search for info, open and close windows, follow links, This will most surely increase motivation, handle easy programmes, as those understanding and progress in learning. related with simple drawing for expression.  ICTfor ECE(D80/ 2022): Competences – Evaluation descriptors At the end of the stage, the pupil should… DC1. Be initiated in digital literacy and use digital tool in a guided, respectful way. DC2. Perform simple tasks (drawings, words, text,…) by means of different digital tools in a guided way to express feelings, ideas, experiences, or emotions. DC3. Take part into activities and/or school projects in a guided way using digital tools or apps and thus develop basic soft skills for teamwork. DC4. Be initiated into safe habits for the use of digital tools. DC5. Be initiated into simple, sustainable digital solutions, also in the field of robotics.  ICTfor ECEin CLM: Areas D 67/2007 D 80/2022 Languages: Communication & representation Competences are cross sectional and worked in the three areas: - Initial approach to the use of computers, cameras, and other image and sound devices a) Growing in harmony - Initiation to media productions, such b) Discovery and exploration of the as films, cartoons, or videogames with environment critical judgement of content and aesthetics c) Communication and representation of - Progressive awareness of the need to reality be cautious in the use of media and ICT  ICTin the areas of D80/ 2022 Specific competences & Evaluation criteria Growing in harmony Discovery and exploration of the environment Communication and representation of reality SC1. Progress in […] the SC1. Interest to interact in everyday situations… acquisition of 1.4 Interaction with different media and digital strategies tools SC2. Progressive development of […] scientific SC2. Interpretation and understanding… 1.3. The child method and computational manipulates different 2.1 Interpret messages in digital formats thinking skills […] by means of objects, utensils, and the manipulation of objects. tools in situations of SC3. Producing messages… game and everyday 3.7 Creative expression using different tools or 2.5.Programming sequences apps. tasks, showing an of actions to solve […] digital improving eye-hand tasks. coordination in fine SC5. Value cultural diversity psychomotor activities 5.5. Expression of opinions in analogic or digital media  ICTin the areas of D80/ 2022 Basic knowledge Discovery and exploration Communication and representation of reality of the environment I. Digital literacy B. Experimentation in the environment. Curiosity, − Apps and digital tools with different purposes: creation, communication, learning, and scientific thought and enjoyment creativity − Healthy, responsible use of digital technologies − Critical reading and interpretation of images − Initiation to robotics and information gathered though digital media − Educational function of the devices and technological elements in their environment  ICTfor ECEin CLM: Universal Design for Learning It considers digital resources to be better than Decree 80/2022 relies on the principles of the analogical in at least four aspects: Universal Design for Learning (UDL, 2011). Versatility Formats are easily combined It is a framework aimed to provide flexibility and reduce learning barriers. Settings can be adapted and Transference transfer into other software It relies on assistive technology, initially used to assist “disabled” students, and now addresses Format can be modified Edit options to everyone to achieve inclusion. and/or customized UDL promotes accesible hardware and software Net They can be interconnected (Alba Pastor et al., 2014). disposition (as with the use of links) Rose & Meyer, 2002 Light table Origins Tavolo luminoso Reggio Emilia approach (1940s). Children are valued in their uniqueness and surrounded by enabling playing environments. Thornton & Brunton, 2014 Aims To improve sight, attention, relax, foster creativity, sensory integration, learning of music, literacy, maths, science (every area), suits learning by discovery. Martínez Sastre, 2017 Suggested activities Observation and manipulation of textures (rice, sand, salt,…), flat marbles, plasticine,… to make experiments, storytelling, initiation to writing, etc. DYI! Light tables are pricey but can be homemade and customized (translucent mats, pops, or chips, table scatter, letters and numbers, magna tiles). Levin, 2022  Manipulation over screens Use apps to support your performance https://pickerwheel.com/tools/random-image-generator/ Telling stories, counting etc. BUT do not forget interaction https://www.google.com/search?q=bee+bot+youtube&source=lmns&tbm= vid&bih=595&biw=1280&client=firefox-b- d&hl=es&sa=X&ved=2ahUKEwib7b3- lPr7AhXShM4BHbHcALkQ_AUoAXoECAEQAQ#fpstate=ive&vld=cid:99b b5ae2,vid:52ZuenJlFyE Storytelling sample 12/22/2023 12  How many Christmas trees are there? 1? 2? 3? 12/22/2023 13  Where is the gingerbreadbaby? 12/22/2023 14  Where is the gingerbreadbaby? 12/22/2023 15 Tap something red Merry christmas  References Alba Pastor, C., Sánchez Serrano, J. M. & Zubillaga del Río, A. 2014. Diseño Universal para el aprendizaje (DUA) Pautas para su introducción en el currículo. https://bit.ly/3AOin3L CAST. 2011. Universal Design for Learning Guidelines version 2.0. Wakefield, MA Decreto 67/2007, de 29 de mayo, por el que se establece y ordena el currículo de segundo ciclo en la Comunidad Autónoma de Castilla-La Mancha Decreto 80/2022, de 12 de julio, por el que se establece la ordenación y el currículo de la Educación Infantil en la Comunidad Autónoma de Castilla-La Mancha [2022/6658] Levin, V. [PreK Pages]. 2022. DIY Light Table - How to Make Your Own Light Table + Light Table Activities for Preschool [Video file]. YouTube. https://bit.ly/3dVfuVx Martínez Sastre, S. 2017. Mesa o caja de luz como recurso educativo en las aulas de Educación Infantil. Publicaciones Didácticas 80: 773-776 Real Decreto 1630/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas del segundo ciclo de Educación infantil Real Decreto 95/2022, de 1 de febrero, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Infantil Rose, D. H. & Meyer, A.. 2002. Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for supervisión and curriculum development Thornton, L. & Brunton, P. 2014 (2007). Bringing the Reggio Approach to Your Early Years Practice. Abingdon & New York, NY: Routledge