FACULTAD de FILOSOFÍA Y LETRAS
TRABAJO DE FIN DE MÁSTER
Coeduca ion as he Way o Teaching o Diminish a Social
Scou ge: A New P oposal o EFL Teaching
MÁSTER EN PROFESOR DE EDUCACIÓN SECUNDARIA OBLIGATORIA Y
BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE
IDIOMAS
Vi ginia Es eban Ga cía
Tu o a: Ana Isabel Ala io T igue os
Valladolid, 2020
Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
Abs ac
The pu pose o his pape is o claim he impo ance o he coeduca ional model o each
uly egali a ian socie ies. Educa ion has always been a ool o libe a ion denied o women
and o which, in socie ies like ou s, hey ha e ecen ly gained access. The p esen
documen includes concep s ela ed o he sexism su e ed by women and explains he
his o y o women in educa ion, he eminism s uggle, and he di e en educa ional laws
ha ha e been enac ed in Spain. In addi ion, i p esen s  success ul coeduca ional
p og ams as well as a ial p og am exempli ied by a eaching uni ha a emp s o analyze
sexism h ough ICTs. This p ojec p o es he need o make coeduca ion isible and o
apply i in he class ooms in o de o a oid social p oblems such as he concep o gende ,
he sexism o he di e en ial educa ion, e c. ha a e a scou ge o coexis ence.
Keywo ds: coeduca ion, eminism, uly egali a ian socie ies, women, sexism, ICTs, ial
p og ame
Resumen
El obje i o de es e abajo es ei indica la impo ancia del modelo coeduca i o pa a
consegui sociedades ealmen e iguali a ias. La educación siemp e ha sido una
he amien a de libe ación que se ha negado a las muje es y a la que, en sociedades como
la nues a, han accedido ecien emen e. En el p esen e abajo se incluyen concep os
ela i os al sexismo que su en las muje es, se explica la his o ia de las muje es en la
educación, la lucha eminis a y las di e sas leyes educa i as que se han p omulgado en
España. Po o o lado, se mues an p og amas coeduca i os exi osos, así como un
p og ama pilo o ejempli icado a pa i de una unidad didác ica en la que se in en a
analiza el sexismo a a és de las TICs. Es e p oyec o mues a la necesidad de da a
conoce el modelo coeduca i o y de aplica lo en las aulas pa a e i a p oblemas sociales
como la idea del géne o, el sexismo o la educación di e encial, e c. que son una lac a pa a
la con i encia.
Palab as cla e: coeducación, eminismo, sociedades ealmen e iguali a ias, muje es,
sexismo, TICs, p og ama pilo o
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Table o con en s
CHAPTER 1: A CONTEXTUALIZATION ................................................................................. 5
INTRODUCTION: WHERE WE ARE AND HOW WE GOT HERE .................................... 5
JUSTIFICATION: WHERE TO GO ........................................................................................ 7
OBJECTIVES PURSUED BY THIS THESIS ......................................................................... 9
CHAPTER 2: THEORETICAL BASIS ...................................................................................... 10
FUNDAMENTAL TERMS .................................................................................................... 10
WHAT IS COEDUCATION? ................................................................................................. 17
Coeduca ion as a concep .................................................................................................... 17
Cha ac e is ics o he coeduca ional model ......................................................................... 19
Educa ional sys em e olu ion un il eaching he coeduca ional s age ................................ 20
The inclusion o gi ls in he educa ional sys em ............................................................. 21
Spanish educa ional laws since 1970 .............................................................................. 24
The h ee di e en models in he Spanish educa ional sys em ....................................... 27
The necessi y o coeduca ion and i s success ul applica ions ............................................. 29
PROBLEMS FACING COEDUCATION .............................................................................. 31
The hidden cu iculum ........................................................................................................ 32
Language ............................................................................................................................. 32
Gende Iden i y .................................................................................................................... 33
CHAPTER 3: A COEDUCATIONAL PROPOSAL ................................................................. 35
JUSTIFICATION AND CONTEXTUALIZATION .............................................................. 35
COMPETENCES AND AIMS ............................................................................................... 36
METHODOLOGY .................................................................................................................. 37
ASSESSMENT ....................................................................................................................... 38
TEACHING UNIT EXAMPLE .............................................................................................. 39
CONCLUSION ........................................................................................................................... 42
BIBLIOGRAPHY ....................................................................................................................... 45
ANNEXES .................................................................................................................................. 47
GENERAL CHART ................................................................................................................ 47
SESSION CHARTS ................................................................................................................ 48
ACTIVITY CHARTS ............................................................................................................. 54
CLASSROOM PLANS AND MATERIALS ......................................................................... 71
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CHAPTER 1: A CONTEXTUALIZATION
INTRODUCTION: WHERE WE ARE AND HOW WE GOT HERE
Nowadays, i is possible o say ha , hanks o eminism, he si ua ion o women has
imp o ed as hey ha e been in oduced o school, wo k, and public li e. I we con empla e
he cu en si ua ion and compa e i wi h ha o ou g andmo he s, he p og ess seems
abysmal and i is possible o con i m equali y since we a e all p o ec ed by he same laws
and ha e all he same igh s. Bu wha happens i we compa e ou sel es now o ou
opposed sex? Is he e eal equali y? Who occupies he posi ions o powe in he public
sphe e? And who con inue assuming ca egi ing asks? I he answe s o hese ques ions
ha e been men and women, espec i ely, hen, why do we con inue denying ha ou
socie y is sexis ?
Especially young people ind di icul ies in pe cei ing inequali y in hese o mally
egali a ian socie ies because oday he e a e ewe expe iences o inequali y o , a leas ,
hey a e mo e hidden. Social no ms a e ins illed in us om bi h hence, women some imes
accep he supe io i y o he opposi e sex wi hou ha dly app ecia ing i .
La ideología pa ia cal es á an i memen e in e io izada, sus modos de
socialización son an pe ec os que la ue e coacción es uc u al en la que se
desa olla la ida de las muje es p esen a, pa a buena pa e de ellas, la imagen
misma del compo amien o lib emen e deseado y elegido (De Miguel 213)
The eali y o he exis en inequali y is a e lec ion o pas heo ies and ideologies
ha s ill pe sis in socie y. Fo ins ance, he concep ion and mys i ica ion o he amily,
he sexual double s anda d, he complemen a y sex de e mina ion o biological
de e minism, he idea o gende , he di e en ial socializa ion, he sexualiza ion, o he
educa ion in he eminine enchan men and he masculine escue . Se e al yea s ago,
philosophe s such as Kan , Ma x, Rousseau o Locke we e some o he male igu es who
ep oduced hese ideas; oday, he media is in cha ge o doing i . Howe e , how did we
a i e a his pe iod o o mal, a he han eal, equali y? Wha ha e women done o e
he las 200 yea s o each his eali y in which we s and? The eminis mo emen a ose
ou o a need, he achie emen o women's igh s.

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Immedia ely a e he F ench Re olu ion, in he 18 h cen u y, when men and women
had ough alongside each o he o legal equali y and igh s, men le ou women h ough
he Decla a ion o he Righ s o Man and he Ci izen. Consequen ly, Olympe de Gouges
published a eminis ejoinde Decla a ion o he Righ s o Woman and o he
[Female] Ci izen, in which she ad oca ed he emancipa ion o women and he equali y
o igh s in ela ion o men. The eupon, Ma y Wolls onec a , English philosophe , w i e ,
and Ma y Shelley’s mo he , w o e A Vindica ion o he Righ s o Woman. Wi h he a i al
o Napoleon, women's s uggle was unca ed as hey we e denied e en he igh o
assemble. Olympe de Gouges ends up guillo ined and Ma y Wolls onec a exiled.
Howe e , hanks o hei wo ks, consciences we e s i ed up and hei ac ions ep esen ed
a be o e and a e in wes e n socie ies, gi ing ise o he i s wa e o eminism.
The second eminis wa e, da ed be ween he mid-19 h and he ea ly 20 h cen u ies,
eme ged in he Uni ed S a es when women joined he s uggle o black men's sla e y, bu
when men won hei s uggle, in he Wo ld An i-Sla e y Con en ion celeb a ed in
London in 1840 wi h he women’s suppo , women we e once again excluded om he
igh s achie ed by men. The e o e, women decided o s uggle independen ly, so hey
ough o hei igh s as Ame ican ci izens in 1848 in he Seneca Falls Con en ion. A
new wa , in pa icula he Ame ican Ci il Wa , once again sha e ed eminis hopes by
denying hem o o e a e he con lic ended, e en hough hey ough on he winning
side. His o y keeps epea ing i sel . Due o he de ea o he Ame ican women, he English
women, led by Emmeline Pankhu s , ook eminism o he ield o ac i ism and ough
o he emale o e. They we e known as su age es and hanks o hei ac i ism, hunge
s ikes, p o es s, e ol s, e c., a e he Fi s Wo ld Wa , in mos wes e n coun ies, he
igh o o e was ecognized o women. In Spain in 1931.
The hi d eminis wa e, 1960s, was accompanied by he ad e ising o eminini y
on ele ision, in cinema o magazines. The di e ence be ween his and he p e ious
wa es is ha in he new wa e women ough o wha a ec s hem pe sonally (al hough
i could be common o e e y women), o ins ance he di o ce, amily, sexuali y, ape,
ep oduc ion igh s. I is in his wa e when wo slopes o he mo emen we e bo n: he
adical eminism and he sexual e olu ion, o wha nowadays is known as he quee
heo y.
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I is said ha now we a e li ing he ou h eminis wa e. Today, he e is a social
conscience o wha eminism pu sues and, al hough he e exis disc edi s coming om
disin o ma ion, in Spain he inequali ies ha women ace a e being o icially eclaimed
on wo days: he 25 h o No embe , he In e na ional Day o he Elimina ion o Violence
Agains Women; and he 8 h o Ma ch, he In e na ional Woman’s Day. G adually, he
eminis conscience is beginning o in ade all a eas o ou socie y and he one whe e i
has ound he mos possibili ies is in he digi al sphe e. Pa adoxically, he no ms o sexual
di e ence a e buil up in he same wo ld o c ea ion: cinema, music, ideo clips,
ad e ising, e c., and a e sp ead in he media, which o e s di e en ia ed con en o gi ls
and o boys.
Pa a ellas el cul o a la imagen, al co illeo y al amo omán ico. Pa a ellos la iada
ú bol-mo o -po nog a ía. (De Miguel 37).
Coe cion is hidden unde he eedom o choice. The media, he concep o gende ,
he s e eo ypes, he language…all hose ac s in luence he de elopmen o eenage s by
pe pe ua ing he ideas o pas philosophe s (i.e. he di e en ial socializa ion, he
sexualiza ion, o he educa ion in he eminine enchan men and he masculine escue ,
among o he s). This is when coeduca ion comes in o play.
JUSTIFICATION: WHERE TO GO
Coeduca ion is he only answe o ackle social inequali ies om childhood. I sha es
ideology wi h adical eminism since i also seeks o elimina e he idea o gende , o build
a socie y in which people ecognize hei sexes and o ge hei own pe sonali ies
acco ding o he alues hey choose, ega dless o wha socie y conside s app op ia e o
inapp op ia e o each sex. Bu coeduca ion is no men ioned as such in any o icial
educa ional documen . In he Real Dec e o (174) he e is e e ence o he e ec i e
equali y be ween men and women, he p e en ion o gende iolence, he p omo ion o
equal oppo uni ies, e c. E en hough hese s a emen s a e in he o icial documen s, he
eali y is qui e di e en since he e is s ill no ep esen a ion o women in he ex books,
women philosophe s a e no s udied, he e is no p omo ion o science o gi ls, he
playg ound con inues o be dis ibu ed in such a way ha spo s, mainly played by boys,
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abso b mos o he space, eache s s ill do no ecognize he impo ance o inclusi e
language…
In addi ion, he access o echnologies is inc easingly a an ea lie age. Child en a e
bomba ded wi h images om he momen hey a e bo n and hese images a e dis ibu ed
daily by he media and he social ne wo ks. Mo eo e , he In e ne has become a
p i ileged space o pa icipa ion hanks o i s cha ac e is ics: he low cos , he ease o
access om anywhe e in he wo ld o he scope and immediacy o in o ma ion. On he
con a y, he In e ne , whe e as in e e y hing leads he image indus y, is a pla o m wi h
ew es ic ions, so access o po nog aphy and p os i u ion is s aigh o wa d o young
men. In essence, he p ojec ion o images in he media, ad e ising, social ne wo ks o
ideo games is widesp ead: he body cul , he s anda ds o beau y, and he s e eo ype o
oman ic lo e o gi ls; he easy access o bodies o boys. The e o e, i is necessa y ha
s uden s begin o analyze he con en o which hey a e submi ed daily. They ha e o
know he o he pa o he his o y ha is missing in he class ooms, which is he his o y
o women, and o lea n abou he gende s e eo ypes ha socie y ins ills in us in o de o
ge id o hem. And al hough he In e ne is exposed o s e eo ypes and o he dange s o
he de elopmen o young people, he c i ical analysis o he con en published in i s
a ious exp essions is a use ul p inciple o p omo ing coeduca ion in he class oom.
In sho , his wo k p esen s a new c i ical look a he educa ion o he younges , by
e ising he his o y o educa ion and women and explaining wha he coeduca ional
model en ails. Addi ionally, i is also commi ed o he use o ICT, conside ing he
oppo uni y o accep ing he ad an ages ha hey o e o us and making he s uden s
analyze he con en hey wa ch in o de o wo k in he class oom on hose con en s
oge he wi h he coeduca ional alues. A he end o his wo k, in he annexes, he e is a
model o a eaching uni ha e lec s a pa o his coeduca ional p og am aimed o
s uden s o 4 h yea o Seconda y Educa ion in he bilingual modali y. This ial eaching
uni would be de eloped in 6 sessions, being he las one a inal p ojec ha consis s o
he ep esen a ion o a ele ision news. Du ing he emaining 5 sessions s uden s will
analyze con en o hei in e es in social ne wo ks, se ies and ideo games wi h he aim
o ca ying ou a c i ical analysis o he sexism aced by socie y and hem as pa o i .
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OBJECTIVES PURSUED BY THIS THESIS
Consequen ly, based on he a o emen ioned, he objec i es o his wo k a e he
ollowing:
- To diminish sexism, a social scou ge in ou socie y, applying he eminis heo y
and he coeduca ional model in o de o p omo e equali y be ween bo h sexes.
- To e iew he ajec o y o women in educa ion in compa ison wi h men in o de
o examine wha he cu en needs a e.
- To apply coeduca ion as he only al e na i e o gua an ee eal equali y be ween
men and women h ough he analysis o mass cul u e.
- To in oduce s uden s o exis ing gende s e eo ypes and encou age hei c i ical
abili y o analyze he con en o which hey a e exposed on a daily basis in o de
o achie e a mo e equal and p ospe ous socie y.
- To engage high school s uden s in a social change by showing hem ha ou
en i onmen is sexis and non-neu al and he school and media a e places whe e
his en i onmen ep oduces i sel .
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I is he use o language in a way ha esponds app op ia ely o he p og ess o
equali y in socie y and ha allows all people, in all hei di e si y, o be named in a ai
manne .
“El lenguaje inclusi e aspi a a plasma la ealidad - ealidad que se compone de
homb es y muje es- y ayuda a oma conciencia de que no nomb a a la mi ad de
la sociedad pe pe ua disc iminaciones” (Ma in 25)
 Mains eaming ( ans e sali y):
Mains eaming e e s o he need o public au ho i ies o be in eg ally in ol ed in
o de o inco po a e he gende dimension in all hei ac ions. “Gende mains eaming is
he ( e)o ganiza ion, imp o emen , de elopmen , and e alua ion o policy p ocesses, so
ha he gende equali y pe spec i e is inco po a ed in all policies, a all le els and in all
s ages by he ac o s no mally in ol ed in policy-making.” (Gende Mains eaming 12)
This is he mos e ec i e s a egy o building an egali a ian socie y be ween women
and men. Mo eo e , i is no exclusi e o equali y bodies, bu his compe ence mus be
ex ended o all a eas o public poli ical li e, o all social s a a, o all g oups… in sho , o
all socie y.
 Redis ibu i e Jus ice:
I e e s o he c i e ia ha o ganize he dis ibu ion o esou ces, p oduc i e asse s,
and a ailable weal h. The edis ibu i e jus ice o ma e ial esou ces is conside ed a basic
elemen o women's empowe men and he educ ion o he gaps o inequali y be ween
women and men.
 Sex:
I e e s o he biological di e ences be ween men and women. Human beings a e
bo n wi h a eminine o a masculine sex. Thus, sex de e mines physical cha ac e is ics,
while socializa ion and he idea o gende condi ion beha io s, alues, and di e en
expec a ions depending on whe he we a e women o men.

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 Sexism:
I is a se o belie s, social p ac ices, beha io s, and a i udes ha place women in an
in e io posi ion o men.
 Sexual o ien a ion:
I exp esses he inclina ion o emo ional-sexual a ac ion o beha io . I can be a bias
owa ds people o he opposi e sex (he e osexual o ien a ion), owa ds people o bo h
sexes (bisexual o ien a ion) o owa ds people o he same sex (homosexual o ien a ion).
WHAT IS COEDUCATION?
Coeduca ion as a concep
The e a e lo s o misunde s andings conce ning he coeduca ion concep . Some imes
he concep is con used and i s idea is associa ed wi h he mixed educa ion, bu
coeduca ion is a s ep beyond mixed educa ion. Coeduca ion p omo es he equali y based
on espec o di e si y, he app ecia ion and isibili y o he cha ac e is ics o men and
women and i encou ages eedom o choice. I implies ge ing o know ou sel es and ou
s uden s, unlea ning and lea ning o iden i y ou own biases, ques ioning and e lec ing
on he social models we ha e a ound us and he alues we ansmi in o de o p omo e
equali y.
In o de o cla i y he concep and di e en ia e i om he mixed educa ion idea,
he e, he e a e e lec ed di e en de ini ions o wha is unde s ood by coeduca ion:
El Ins i u o de la Muje de e mines ha coeduca ion is no a s a ic concep , bu a dynamic
and lexible one ha imp o es o e ime.
Po coeducación se en iende la p opues a pedagógica ac ual pa a da espues a a
la ei indicación de la igualdad ealizada po la eo ía eminis a, que p opone
una e o mulación del modelo de ansmisión del conocimien o y de las ideas
desde una pe spec i a de géne o en los espacios de socialización des inados a la
o mación y el ap endizaje (Guía de Coeducación 17).
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Acco ding o El Dicciona io de la Lengua Española (de la Real Acedemia Española) he
ac o coeduca ing means o each in he same class oom and wi h he same educa ional
sys em o s uden s o bo h sexes (DLE). Once again, his p i a e ins i u ion, domina ed
mainly by men, demons a es a lack o awa eness o wha is ela ed o eminism and
equali y. Fo ha eason, La Fede ación de Muje es P og esis as cla i y ha his
de ini ion only e e s o he mixed educa ion model, lea ing aside sexism and gende
inequali y:
Es e modelo no ga an iza el cues ionamien o de la desigualdad de géne o, los
es e eo ipos sexis as que ansmi e, ni isibiliza los apo es de las muje es a la
sociedad y a los di e en es campos del sabe . El es udio del cu ículum ocul o y
del cu ículum explíci o se ocupa de localiza es os sesgos sexis as y desde la
coeducación gene a una oma de conciencia y una ans o mación de la o ma
en que se en iende el p oceso de enseñanza-ap endizaje. (Coeducación)
A e his cla i ica ion, La Fede ación de Muje es P og esis as claims ha “ he concep
o coeduca ion is a s ep beyond he mixed educa ion” because, apa om educa ing gi ls
and boys equally, equali y is p omo ing om espec ing di e si y, iden i ying ou own
biases, ques ioning he cu en social models we ha e and we ansmi o o he s. Apa
om ha , i is impo an o unde s and he di e ences be ween mixed educa ion and
coeduca ion, ha is why i is necessa y o con as a a ie y o de ini ions om o he
di e en au ho s o sou ces.
Vic o O enga y Monse a Mo eno a i m ha , om coeduca ion, he exis ence o wo
sexes is emphasized and, om assuming ha eali y, he di e ences o each one a e
accep ed and espec ed o o m s uden s in he same alues.
La coeducación es un p oceso in encionado de in e ención a a és del cual se
po encia el desa ollo de niños y niñas pa iendo de la ealidad de dos sexos
di e en es hacia un desa ollo pe sonal y una cons ucción social comunes y no
en en ados (Vic o O enga
3
quo ed in Dicciona io 5).
Coeduca no es yux apone en una misma clase a indi iduos de ambos sexos, ni
ampoco es uni ica , eliminando las di e encias median e la p esen ación de un
modelo único. No es uni o miza las men es de niñas y niños, sino que, po el
con a io, es enseña a espe a lo di e en e y a dis u a de la iqueza que o ece
la a iedad (Mon se a Mo eno
4
quo ed in Dicciona io 5)
3
Femina io de Alican e. Elemen os pa a la educación no sexis a. Víc o O enga, Edi o es, 1987.
4
Mo eno, Mon se a . Cómo enseña a se niñas: el sexismo en la escuela, Ica ia, Ba celona, 1993.
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Fu he mo e, coeduca ion goes oge he wi h he idea o he aboli ion o gende and all
he s e eo ypes liked o bo h gende s, he eby elimina ing exis ing inequali ies.
Se en iende po coeducación el p oceso educa i o que a o ece el desa ollo
in eg al de las pe sonas con independencia del sexo al que pe enezcan y, en
consecuencia, en endemos po escuela coeduca i a aquella en la que se co igen
y se eliminan odo ipo de desigualdades o mecanismos disc imina o ios po
azón de sexo y en la que los alumnos y alumnas puedan desa olla lib emen e
su pe sonalidad en un clima de igualdad eal y sin ningún ipo de condicionan es
o limi aciones impues as en unción de su sexo (Fe nando Lucini
5
quo ed in
Dicciona io 5).
La coeducación plan ea como obje i o la desapa ición de los mecanismos
disc imina o ios, no sólo en la es uc u a o mal de la escuela, sino ambién en
la ideología y en la p ác ica educa i a. El é mino coeducación ya no puede
simplemen e designa un ipo de educación en el que las niñas hayan sido
incluidas en el modelo masculino, al como se p opuso inicialmen e. No puede
habe coeducación si no hay a la ez usión de las pau as cul u ales que
an e io men e se conside a on especí icas de cada uno de los géne os (Ma ina
Subi a s
6
quo ed in Dicciona io 5).
Coeduca ion implies and demands si ua ions o eal equali y: o academic,
p o essional and, in gene al, social oppo uni ies, in such a way ha nobody, because o
hei sex, is a a disad an age o has o o e come special di icul ies in o de o each he
same objec i es. Thus, coeduca ion s a s om he accep ance o he own sex and he
social assump ion o he own iden i y, in such a way ha each pe son can build his o he
social iden i y om a posi i e and heal hy sel -concep . I is also a ma e o p omo ing
communica ion be ween people o bo h sexes, based on mu ual espec , accu a e
knowledge, accep ance o coexis ence, c ea i e dialogue and o e coming sexis biases as
hegemonic and sel -exclusi e ca ego ies.
Cha ac e is ics o he coeduca ional model
- I ocuses on he in eg al de elopmen o indi iduals so ha hey can achie e hei
maximum po en ial, lea ing aside gende s e eo ypes.
5
Lucini, Fe nando. Temas ans e sales y Educación en alo es, Anaya, Mad id, 1998.
6
Ma ina Subi a s (1988)
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- I alues all he cha ac e is ics ha a e assumed o gi ls and boys assuming ha
sex is no a limi a ion.
- I uses a language in which e e yone, boys and gi ls, can be ep esen ed.
- I highligh s he ole o women in his o y, wha hey did, hei unc ion, hei ole
in socie y, e c.
- I s esses he impo ance o he ision o women and men in he de elopmen o
socie y. I he pe spec i e o one pa is missing, he pe spec i e o hal o humani y
is missing.
- Coeduca ion goes beyond schools since i in luences amilies, he media, and he
ans o ma i e app oach o media ha ep oduce and ansmi sexism. I also
p o ides key ideas o educa ing and li ing oge he mo e equally as a amily
- Coeduca ion ques ions wha we ha e lea ned, makes us look a inequali y, analyze
whe e i comes om and how we pa icipa e in i . I guides us in de ec ing sexism,
and also in i es ac ion and ans o ma ion.
- I encou ages gi ls and boys o ake an in e es in adi ionally male-domina ed o
emale-domina ed p o essions. I is impo an ha hei choice does no depend on
hei sex, bu on he alen o e o .
- I emphasizes he impo ance o mu ual knowledge o peace ul coexis ence as ools
o p e en iolence in gene al and gende iolence in pa icula .
Coeduca ion is a global ask in eaching because i in ol es a p ocess h ough which
we ques ion wha we each, how we each, and why we each. I is no a ques ion o
c ea ing new a eas, bu o ha ing coeduca ion p esen in all o hem. I is abou educa ing
o c i icism, coexis ence, commi men , c ea i i y and jus ice. Fo ha eason, e e yone
who pa icipa es in child en's li es has he esponsibili y and he commi men o educa e
hem in equali y in o de o achie e people who ully pa icipa e in ci izenship, igh s,
and eedoms.
Educa ional sys em e olu ion un il eaching he coeduca ional s age
Nowadays, he e a e s ill ewe gi ls han boys ou o school in he wo ld. This ac
is due o he exis ing inequali y be ween sexes. No mally, gi ls a e subdued o childish
ma iages, o ced p egnancy, child labo , housewo k, gende s e eo ypes, e c., and all
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hese ac s a ec gi ls mo e han boys because hey a e no as much alued as hei
coun e pa . Fo hose easons, gi ls’ schooling is lowe han boys’ schooling.
A lo la go de los úl imos 30 años, po ejemplo, el índice b u o de ma iculaciones
en la escuela p ima ia en los países con bajos ing esos ha ascendido del 50% a
más de un 90%. No obs an e, las dispa idades debidas al géne o pe sis en, no
sólo en la educación p ima ia y secunda ia, sino ambién en la educación
e cia ia, donde, en los países de bajos ing esos, apenas en e un 5% y un 10%
de los alumnos son muje es (Es ado mundial 71)
Figu e 2: Cha o non-schooling child en di ided in sexes. Sou ce: epda a.es
In Spain, a he p esen ime, gi ls and boys seem o ha e he same oppo uni ies o
en e public school, bu in he ecen pas his has no been he case.
The inclusion o gi ls in he educa ional sys em
In he 19 h cen u y, wi h he in oduc ion o he Libe alism and he o ganiza ion o
public ins uc ion, p e e en ial a en ion was gi en o male educa ion, bu om he middle
o ha same cen u y, he public ins uc ion o women began o be o ganized. The e was
when he Moyano law appea ed (Sep embe 9, 1857) en ailing he inco po a ion o gi ls
in o he educa ional sys em.

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Es a ue la p ime a ley en nues o país que es ablecía la obliga o iedad de
escola iza a las niñas, así como la exis encia de una escuela de niños y o a de
niñas en cada localidad. El obje i o de la educación de las niñas, no obs an e, e a
que uesen sumisas y buenas mad es y esposas, no que ap endiesen mucho.
(Ala io and Angui a 34)
This law ep esen s a u ning poin in he inclusion o women in educa ion since,
hanks o i , gi l schools we e c ea ed in illages o mo e han 500 and he need o ain
eache s was p omo ed. Fu he mo e, he law was based on he adi ional labo di ision
be ween he wo sexes, making he subjec s di e en depending on he sex: p epa ing
men o he public sphe e and wo k and, by con as , women o he domes ic sphe e and
amily. In conclusion, he educa ion o women was once again elega ed o housewo k
and eaching o he women, lagging a behind he educa ion o hei coun e pa .
Pese a sus limi aciones no cabe duda de que la Ley Moyano bene ició a la
educación de la muje : se aumen ó el núme o de escuelas de niñas, se c eó en
1858 la Escuela No mal Cen al de Maes as y se ue on c eando Escuelas
No males emeninas en las p o incias. (Scanlon 195).
The imp o emen s in women's educa ion du ing he la e 19 h cen u y and he
beginning o he 20 h cen u y we e mainly due o he e o s o le -wing bou geoisie
men, he K ausism, and, las ly, La Ins i ución Lib e de Enseñanza. The K ausism was a
philosophy ha “consis ed o he de ense o he educa ion o he popula ion by he
secula iza ion and sp ead o cul u e”. Mo eo e , i p omo ed “ he inclusion o women as
pa o he socie y on a same le el as men. Al hough Spanish K ausism mean o include
women in he aspec s o li e only pa ially, gi ing hem mo e in ellec ual eedom bu a
he same ime placing hem unde men guidelines” (Es eban 6).
A couple o e y impo an Spanish emale igu es we e Emilia Pa do Bazán and
Concepción A enal, who s uggled h oughou hei w i ings o equal educa ion and
women's igh s. Concepción A enal, a woman o he 19 h cen u y and a e e ence o Pa do
Bazán, assis ed o Uni e si y, hanks o he willing o he a he , as a lis ene and d essed
as a man. She was one o he pionee s o eminism in Spain who conside ed he women
as ma ginalized human beings who mus be helped by educa ing he in he digni y o hei
own condi ion. Pa don Bazán ounded in 1892 “La Biblio eca de la Muje ”, which was
“managed and unded only by he sel in ended o dissemina e p og essi e ideas on
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women's igh s among he emale audience” (Es eban 12). In 1916, women we e allowed
o occupied e e y cha ge in he Public Educa ion and Pa do Bazán became he i s emale
p o esso in Spain a he Uni e sidad Cen al in Mad id, bu i was a b ie pe iod due o
he lack o a endance a he lessons (Es eban 27).
Then, in 1918, mixed schools a e se up in he coun y and, as consequence, gi ls'
schooling inc eased and he eby b oadening hei occupa ional ho izons. Howe e , wi h
he ad en o he ci il wa and F anco's egime, all hese ad ances we e e e sed,
elega ing women o hei amilies and homes. (Ala io and Angui a 35) Women we e le
in a si ua ion o absolu e inequali y and submission o men. F anco's ideology was in
cha ge o subjec ing hese women by con olling and indoc ina ing hem h ough wo
ins i u ions: he ca holic chu ch and La Sección Femenina (The Female Sec ion). La
Sección Femenina, headed by Pila P imo de Ri e a, was in cha ge o ansmi ing and
implemen ing he new ideal o a woman whose ole was o be a mo he and educa o o
child en. This ins i u ion also ained emale eache s and was in cha ge o designing
subjec s, which di e ed in e ms o sex. This ideology s a ed ha women we e accesso ies
o men and as such hey would ne e be in ellec ual, bu simply in e p e e s o wha men
did o said. Indeed, i wasn' un il 1970 ha he mixed school e u ned wi h he “Ley
Gene al de Educación”.
In sho , du ing hose wo cen u ies, women we e g adually inco po a ed in o he
educa ional sys em, bo h in elemen a y school and in highe educa ion ins i u ions. This
p ocess was no easy since in Spain he conse a i e model con inued domina ing and did
no see he need o p o ide women wi h a su icien deg ee o educa ion, no an ex a-
household and paid wo k. F om he 20 h cen u y onwa ds, he en ance o gi ls and women
o school was de ini i e, in a seg ega ed as well as in a sha ed manne . Mo eo e , he
aining o women in new p o essions, he i s incu sions in o high schools and
uni e si ies, and he ecogni ion o hei inco po a ion in o ce ain a eas o wo k we e
only he beginning o wha would become an uns oppable mo emen o libe a ion.
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Spanish educa ional laws since 1970
Spain has unde gone many changes in educa ion, as e idenced by he se en
educa ional laws ha ha e been app o ed since 1970. All hese laws
7
ha e con ibu ed o
he imp o emen o educa ion in ou coun y, bu hey ha e also se ed as scapegoa s in
poli ical s uggles. These s uggles pe sis o his day and hose who a e dedica ed o
educa ion o who seek equal igh s in educa ion a e almos ne e aken in o conside a ion.
- LGE (Ley Gene al de Educación) in 1970 (p omulga ed by F anco-UCD)
I was he i s p edecesso law o democ acy ha con empla ed mixed educa ion
in Spain. I was app o ed in he las yea s o he F anco egime and emained in
o ce un il 1980. I es ablished compulso y educa ion up o he age o ou een:
eigh yea s o Gene al Basic Educa ion and hen BUP o FP. Added o his, i
egula ed and s uc u ed, o he i s ime in his cen u y, he en i e educa ional
Spanish sys em.
- LOECE (Ley O gánica del Es a u o de Cen os Escola es) in 1980 (p omulga ed
by UCD)
I was elabo a ed by he go e nmen o Adol o Suá ez. I ied o be he i s
no ma i e a emp o adjus he p inciples o he educa ional ins i u ions and he
igh s and du ies o s uden s in ela ion o he ecen ly app o ed Cons i u ion.
Howe e , his law was abolished a ew yea s la e because o disag eemen s wi h
o he pa ies.
- La LODE (Ley O gánica del De echo a la Educación.) in 1985 (p omulga ed by
PSOE)
I s aim was o gua an ee he igh o educa ion o e e ybody, ocusing on he
a ainmen o basic, compulso y, and ee educa ion, wi hou any kind o
disc imina ion. I also egula ed he pa icipa ion o all sec o s in ol ed in he
educa ional p ocess ( he S a e, school, pa en s and s uden s) in he gene al
planning o educa ion. In addi ion, his law app o ed he exis ence o a double
ne wo k o school pos s, public and p i a e, in oducing he en i y o “colegios
conce ados” which a e p i a ely owned cen e s suppo ed by public unds.
7
Desc ibed in Muñoz-Repiso 40-47.
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- LOGSE (Ley de O denación Gene al del Sis ema Educa i o) in 1990 (enac ed by
PSOE)
I pu an end o he LGE by egula ing he s uc u e and o ganiza ion o he
educa ional sys em a non-uni e si y le els. I es ablished a compulso y educa ion
om 6 o 16 yea s old and s ipula ed educa ional s ages: P e-school Educa ion,
P ima y Educa ion, Seconda y Educa ion, Bachille a o, P o essional Fo ma ion
o middle and supe io deg ees, and Uni e si y Educa ion. I also egula ed he
A is ic and Language Teachings and add esses he compensa ion o inequali ies
in educa ion. Mo eo e , a en ion is ocused on eache aining, educa ional
esou ces, he managemen unc ion, educa ional inno a ion and esea ch,
educa ional and p o essional guidance, and inspec ion and e alua ion o he
sys em, gi ing a g ea educa ional weigh o he au onomous egions.
- LOPEG (Ley O gánica de Pa icipación, E aluación y Gobie no de los Cen os
Docen es.) in 1995 (enac ed by PSOE).
This law is in acco dance wi h he p e ious one, LOGSE. I was aimed o he
e alua ion o he adequacy be ween he sys em and he social demand,
conside ing aspec s such as he e alua ion o he cen e s, he public educa ional
unc ion, he di ec i e wo k, and o he inspec ion, as well as o he o ma ion o
he eaching s a . Hence, he opposi ions we e bo n.
- LOE (Ley O gánica de Educación) in 2006 (enac ed by PSOE).
I eplaced LOCE (2002) ha was ul ima ely no applied.
This law included he olun a y a endance o he subjec o eligion, whose o e
was obliga o y o schools and added a new compulso y and assessable subjec
“Educa ion o Ci izenship and Human Righ s” ha u ned ou o be a
con o e sial subjec .
- LOMCE (Ley O gánica pa a la Mejo a de la Calidad Educa i a) in 2013 (enac ed
by PP)
This law has been e y con o e sial and caused, a he beginning o i s
implemen a ion, s uden p o es s and s ikes. Among i s main objec i es a e: he
assignmen o he 50% o cu iculum design o co-o icial language communi ies,
he eco e y o ex e nal e alua ion o e alida ion es s o ESO and Bachille a o
wi h academic consequences, he e u n o ull academic alidi y o he cou se o
Religion, he allowance o cede public space o build and manage “Cen os
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coeduca ion equi es. I is in he educa ion o p ojec s ha we ind an a enue h ough
which i is possible o in oduce such changes.
The hidden cu iculum
The cu iculum is a undamen al pa o educa ion, bo h in he o mal and non- o mal
sphe es, since i is a egula o y body o he ansmission o knowledge wi hin a socie y.
Howe e , he cu iculum may some imes con ibu e o main aining gende inequali ies
wi hin educa ional p ocesses. The ole o educa o s is o be able o ques ion wha is augh
and o become awa e o how i is ansmi ed h ough ou beha io , a i udes, he language
we use o he way we o ganize ou sel es. In o de o do so, we will ollow wo lines o
analysis in his ega d, one e e ing o he explici cu iculum and he o he o he hidden
cu iculum, which ocuses on p ac ice in he class oom.
The o mal cu iculum is based on he analysis o he knowledge ansmi ed by he
school and i is de eloped in he di e en o icial documen s h ough a o mal planning.
I s mani es a ions can be ound in ex books and eaching ma e ials, wi h which we mus
ask ou sel es how masculine, eminine o egali a ian a e he poin s o iew om which
his knowledge is cons uc ed and ansmi ed. O he wise, he hidden cu iculum is based
on class oom in e ac ions. Thus, i examines he alue sys em ha is ansmi ed, he
ea men gi en o people, bu also he alua ion o adi ional gende oles. I is
ansmi ed unconsciously and in olun a ily h ough a i udes, expec a ions, and
p ac ices.
In he ield o coeduca ion, he hidden cu iculum acqui es all i s impo ance and ac s
as a possible double disc imina ion o concealmen . Speaking in masculine (al hough i
is called neu al), e e ing o he g ea hinke s o he His o y a oiding emale igu es o ,
using di e en language o gi ls o boys a e ac o s ha h ea en equal educa ion.
Language
Al hough i has been demons a ed ha he con en o ex books and mos o he
educa ional ma e ial pe pe ua es he inequali y be ween men and women by omi ing he

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achie emen s o hal o he popula ion, he women, language is a s onge ins umen ha
pe pe ua es his inequali y. Acco ding o Ala io and Angui a, “el idioma p oduce una
ocul ación de la muje y gene a un concep o de lo emenino como colec i o homogéneo
apa ado de la ida ac i a” (37) and his occu s hanks o he use o he gene ic masculine
o he language, whose choice o he gene ic gende o he language was decided when
women had li le access o educa ion and we e no pa icipan s in public li e.
Language is a social cons uc ion ha is lea ned om bi h and ha enables people
o communica e wi h each o he . Thus, language and socie y do in luence each o he and
he inequali y is bo n om hese wo elemen s. Gende s e eo ypes a e also a p oduc o
he language and, he e o e, o socie y. I hese s e eo ypes and he gene ic masculine,
ha makes women in isible, con inue o be pe pe ua ed h ough language, socie y will
no e ol e and di e en ial socializa ion, sexism, and pa ia chy will ne e be elimina ed.
Ma ía Ma in s a es ha all languages a e ideologically cha ged by he socie ies ha
c ea e and speak hem, so in o de o change he language i is necessa y o change he
way we e e o people (22).
En el lenguaje, dis ingui en e lo emenino y lo masculino no p oduce
disc iminación sexis a. (…) El sexismo se p oduce cuando la disc iminación se
hace je á quica y excluyen e, y se alo a a una de las pa es sob e la o a,
si uándola en posición supe io y uni e sal y, a la o a, como anecdó ica e
in isible (Ma in 23-24)
The e o e, inclusi e o non-sexis language gua an ees an equal educa ion, in which
bo h boys and gi ls can eel included and ep esen ed.
Gende Iden i y
As i has been explained in he “Fundamen al e ms” sec ion sex and gende do no
sha e he same meaning. Thus, gende iden i y does no mean he same han sexual
iden i y. Sexual iden i y is abou he iden i ica ion o onesel wi h he pe sonal biological
cha ac e is ics. On he con a y, gende iden i y e e s o he sel -iden i ica ion wi h one
gende o ano he , ha is o say he iden i ica ion wi h he beha io s, a i udes, and
p e e ences ha socie y assigns o each sex, masculine o eminine.
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The assump ion o he exis ence o gende iden i y clea ly a ec s he eminis heo y
and he applica ion o he coeduca ional model, since i con inues pe pe ua ing he
es ablished gende oles and s e eo ypes. Feminism and coeduca ion go in andem, like
language and socie y. So, as Alicia Miya es says, i i is decla ed ha gende belie s de ine
sex, sex and he en i e eminis s uggle will be supp essed. (Miya es)
Gende pe pe ua es he ansmission o biased alues and no ms, so i a child does
no i in o he s anda ds ha socie y has se o him o he , he child will eel ou o place.
The e o e, acco ding o Ana de Miguel, public educa ion has o p omo e pe sonal
knowledge and emo ional in e p e a ion wi hou di e en ia ing beha io s in ela ion o
sex.
La educación en el osa y el azul, además de se injus a, es una causa de
su imien o adicional pa a muchas niñas y niños que en segado el desa ollo de
sus capacidades (De Miguel 83)
All in all, coeduca ion shows us ha we mus be on he in e -gende cu iculum in
which di e ences be ween bo h sexes a e espec ed and mu ual lea ning is alued. The
language we use and he alues we ansmi a e e lec ed in he hidden cu iculum, ha
is why i is impo an o elimina e he idea o gende and e e y hing ha goes wi h i and
p omo e he use o inclusi e language. The guidelines o beha io and emo ions a e
equally impo an o he de elopmen o boys and gi ls oge he in he educa ional ield.
El que educa ayuda al indi iduo a inco po a se a una cul u a, pe o de mane a
c í ica y comp ome ida. Es deci , el que educa ayuda a disce ni qué es lo bueno
y lo malo de la cul u a. Ins a a acep a lo mo almen e bueno y a comba i lo que
esul a inadmisible desde el pun o de is a mo al. No podemos segui pensando
que educamos en igualdad po que los con enidos o males de las asigna u as son
los mismos. La di e encia en e lo que se denomina cu ículum o icial y el
cu ículum ocul o iene que es a cla a pa a la sociedad. (…) Si la escuela no
abo da la educación c í ica y en alo es de o ma explíci a, es a emos ole ando
que es a educación quede en manos de la ele isión, los blogge s y you ube s y
los medios de comunicación de masas en los que ya hay canales especí icos pa a
niñas y pa a niños. (De Miguel 82)
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CHAPTER 3: A COEDUCATIONAL
PROPOSAL
In his chap e , i is explained he de elopmen o a eaching uni , called “The News
o Visibili y”, as example o a whole coeduca ional p og am, which consis s in six
di e en eaching uni s, designed o a bilingual cou se o 4 h ESO deg ee.
1s TERM
2nd TERM
3 d TERM
Uni s
*Two eaching
uni s pe e m
• A C i ical Look a
Cul u e
• The News o
Visibili y
• Li e a y Women
• A Pu ple Glance
• C ea ing a “Me
Too” Campaign
• Ou Final
Compila ion
JUSTIFICATION AND CONTEXTUALIZATION
“The News o Visibili y”, he eaching uni he e p oposed, has been designed
a ending o he con en s legisla ed in he 4 h May O den EDU/362/2015, which
es ablishes he cu iculum and egula es he implemen a ion, e alua ion and de elopmen
o compulso y seconda y educa ion in he Communi y o Cas illa y León. Mo eo e , he
Real Dec e o 1105/2014, Decembe 26 h, has been also aken in o conside a ion when
designing he eaching uni , especially he a icle 11, which egula es he objec i es o he
seconda y compulso y educa ion. In addi ion, he Recomendación del Consejo (Council
Recommenda ion), May 22nd, 2018, conce ning key compe ences o li elong lea ning
(Dia io O icial de la Unión Eu opea), has been ollowed, and he key compe ences
selec ed o he Teaching Uni a e exposed in he “gene al cha ” in he Annex.
This eaching uni may exempli y how he applica ion o a coeduca ional p og am o
his kind would unc ion du ing an academic yea in a bilingual modali y o ou h yea
o seconda y educa ion. I could be also ca ied ou in o he English cou ses, ou side high
schools, whe e he le el A2-B1 acco ding o he Common Eu opean F amewo k o
Re e ence o Languages (CEFR). So, his p oposal is in ended o be implemen ed in any
educa ional cen e wi h bilingual modali y. When i is said “in any educa ional cen e ” i
is because coeduca ional p og ams a e needed in e e y educa ional cen e . On he o he
hand, he bilingual modali y is essen ial due o i gi es a spa e ime o begin new p ojec s.
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The idyllical class oom would be composed by wen y s uden s o bo h sexes, since
gi ing a coeduca ional app oach o only women is illogical. The educa ion o bo h sexes
mus be changed in o de o achie e an equal u u e o hem, so he in isibili ies o he
sys em ha e o be isible o e e yone.
Gi ing a coeduca ional pe spec i e o a didac ic uni does no ha e o be a p oblem
o eache s. “The News o Visibili y” is an adap a ion o a g oup class design (in which
I pa icipa e) whe e he e is no e idence o coeduca ion. Fo ha eason, mos o he
ac i i ies ha e been changed in o de o c ea e awa eness in s uden s. Coeduca ion is
necessa y in daily lessons, bu o p o ide s uden s wi h a space o one hou pe week in
which hey can wo k on alues, s e eo ypes, common wo k, e c., could u n in o he
beginning o a signi ican change.
COMPETENCES AND AIMS
The compe encies ( aken om Recomendación del Consejo o May 22nd 2018) ha
a e wo ked on h oughou he example didac ic uni a e he ollowing:
- Li e acy compe ence: linked o ecep i e and p oduc i e skills, eading and
w i ing espec i ely. This compe ence is comple ely link o language, and
language is p esen in e e y pa o a lesson. S uden s mus be able o iden i y,
unde s and, exp ess, o in e p e opinions and eelings, so ocabula y and
g amma a e essen ial o p omo e e ec i e communica ion.
- Mul ilingual compe ence: he basis o his compe ence is he use o di e en
languages in communica ion and i is con empla ed in all he skills (w i ing,
speaking, lis ening, and eading). I is a eali y ha e e y English o any o he
language s uden uses he mo he ongue language in o de o explain some hing
ha is no able o indica e in he a ge language.
- Digi al compe ence: echnology is on he agenda since almos e e y s uden is in
con ac wi h wha happens on he In e ne . Fo ha eason, i is impo an o
ansmi a esponsible and c i ical use o online in e ac ions. The use o
echnologies in class could p omo e communica ion and c ea i i y in he
class oom, bu i is also necessa y o possess a c i ical sense since he in o ma ion
ha is published can ha e a g ea impac and some imes his can be e y nega i e.
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- Pe sonal, social and lea ning compe ence: his compe ence is indispensable o
pa icipa ing in he social ield. S uden s mus be able o iden i y hei own
capaci ies, e lec c i ically, ocus and make decisions, seek suppo , channel
s ess, collabo a e as a eam and nego ia e, inspi e con idence and empa hy. This
compe ence is undamen al in daily li e because i helps o espec di e si y, o
o e come obs acles success ully and o sol e p oblems om all li e expe iences.
- Ci izenship compe ence: his compe ence allows s uden s o pa icipa e in a
ul illing social li e, so in e ac ion wi h o he s plays a undamen al ole. Teache s
ha e o guide s uden s in pa icipa ing cons uc i ely in socie y by suppo ing
social di e si y and sex equali y, p omo ing peace and espec o p i acy, and
being in e es ed in social jus ice and equi y o e e yone.
- En ep eneu ship compe ence: e e s o he abili y o aking ini ia i es when li e
p esen new oppo uni ies. C ea i i y, imagina ion, p oblem-sol ing, c i ical
hinking, leade ship, u u e ision… a e cha ac e is ics o an en e p ising pe son.
- Cul u al Awa eness and Exp ession compe ence: hanks o globaliza ion, s uden s
a e in con ac wi h lo s o cul u es. Thus, i is impo an o know o he cul u es
and hei languages in o de o exp ess emo ions.
So, aking in o accoun he compe ences ha his didac ic uni example ga he s, i s aims
a e:
- To e eal s uden s he cu en inequali y exis ing be ween sexes in e e y aspec
o li e: school, home, plays, cul u e, e c.
- To make s uden s hemsel es iden i y whe e sex di e en ia ion occu s and guide
hem o a c i ical hinking.
- To p omo e di e si y by showing di e en cha ac e is ics bu common alues in
o de o b eak down sexis s e eo ypes.
- To empowe s uden s o denounce public injus ices occu ed in social media.
METHODOLOGY
The me hodology used o he design o he ac i i ies o his uni has been he P ojec -
Based Lea ning and in eg a ing some imes he Task-Based Lea ning. Bo h me hodologies
conside language as a communica ion ool om which s uden s a e he p o agonis s o

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he eaching/lea ning p ocess. Fo ha eason, ac i i ies and ma e ials ha e o be eal and
applicable in daily li e. G oup wo k is essen ial o s uden s o lea n alues and
communica e, as consequence, mos o he asks p oposed in his didac ic uni a e
de eloped in g oups so ha he s uden s can communica e wi h each o he . S uden s will
always be sea ed in hei wo k g oups, ensu ing isibili y o he boa d and o he membe s
o he class. Mo eo e , meaning ul lea ning is essen ial in he ask-based app oach as i
conside s au onomous s uden lea ning and disco e y lea ning as a undamen al pa o a
language lea ning p ocess.
Addi ionally, and ocusing on di e si y, he whole con en o his didac ic uni could
be adap ed, i needed, by modi ying he ma e ials o he ools (ICT) equi ed o de elop
all he ac i i ies and he inal p esen a ion. Fu he mo e, emphasis is placed upon g oup
wo k so ha s uden s can maximize all hei quali ies wi h he aim o complemen ing
hemsel es, eeding back, and helping wi h one ano he .
ASSESSMENT
The e a e wo common ypes o assessmen used in high schools, he summa i e
assessmen and he o ma i e one. Con inuous e alua ion o summa i e assessmen
become i esome and edious o bo h s uden s and eache s. This me hod o usual
assessmen , besides being un ai , does no a o he co ec lea ning o he s uden s since
i does no ake in o accoun e o no p og ess, bu he knowledge acqui ed a a ce ain
momen . In o ma i e assessmen , he aim is o e alua e he whole p ocess o lea ning,
ha is o say, i allows eache o e alua e he lea ning p og ess o s uden s ins ead o
e alua ing how much someone has lea n . Summa i e assessmen s a e always be e o
his kind o p ojec s and ac i i ies in which he mos impo an goals a e communica ion
and he c ea ion o a c i ical hinking, o ha eason i is he chosen assessmen o his
p ojec .
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TEACHING UNIT EXAMPLE
This didac ic uni , which se es as an example o his coeduca ional yea p oposal,
de o ed o a class o 4 h yea o seconda y educa ion, is called “The News o Visibili y”.
Since he uni would be pe o med in he bilingual ex a hou and i would las six
sessions, he du a ion o he whole p oposal, he e o e, would endu e six weeks.
The P ojec is i led “The News o Visibili y” because s uden s would wo k du ing
hose six weeks, among o he hings, on he inal ep esen a ion o a news b oadcas .
Mo eo e , hese pieces o news a e called “o isibili y” because he inal objec i e o
his p ojec is o p o ide isibili y o sex inequali y, s e eo ypes, and, in gene al, o hose
a eas in which women “supposedly” do no s and ou in he same way as men. Fo ha
eason, ou common in e ne opics among adolescen s, such as ideo games, social
media, makeup/ ashion, and se ies, a e chosen. S uden s would wo k in ou g oups o
i e people ha a e me iculously chosen depending on hei sex and in e es s.
OBJECTIVES
CONTENTS
1s SESSION
To show he di e en ia ion
o con en depending on sex
in ne wo ks, ideo games,
e c. and he powe o In e ne
o con inue inequali y.
In oduc ion o he inal
p ojec and opics.
Psychological abuse in social
ne wo ks
2nd SESSION
To make s uden s disco e
hings ha seem un ai o
ha a e un ai on he basis o
sex.
Showing con en ela ed o he
media and inequali y.
3 d SESSION
To add ocabula y o he
s uden 's knowledge o
acili a e communica ion
Online ocabula y and Teen
Slang
4 h SESSION
To show he eal abuse ha
women a e su e ing.
The p oblem o ake news and
iolence agains
women/women assaul
5 h SESSION
To e lec he a ge
in o ma ion wi h he help o
wha hey ha e been lea ning
W i ing he sc ip and physical
damage on ne wo ks
6 h SESSION
To display he con en be o e
an audience o c ea e
awa eness and empa hy.
Final p esen a ions and
conclusions
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The i s session is de o ed o he p esen a ion o he p ojec , wi h a b ie
b ains o ming as in oduc ion, which has he objec i e o in oducing he opic and
inc easing s uden s’ pa icipa ion. The g oups a e di ided and he opics a e assigned o
wo k on du ing he six weeks. Las ly, in he inal ac i i y, i is sc eened a psychological
abuse TikTok om a amous gi l ha is dancing while lis ening an audio om he
boy iend. This TikTok became amous because o gi l’s eac ion, bu i is impo an o
highligh he boy's a i ude by showing s uden s ha jealousy is only an elemen o con ol
and coe cion.
In he second session, s uden s ha e o b ing o class hei esea ches abou he opic
assigned, as said be o e, esea ches ha ing o do wi h he empowe men o women,
disco e ies o sexis ideo games and se ies o women doing “men’s hings”, and e e y
ype o chicle in social media. Then, hey ha e o sha e wha hey b ough wi h hei ma es
and summa y he in o ma ion picked. In his session, mos o he ime is dedica ed o he
ini ial s uc u e o he news so ha la e i is easie o wo k wi h since hey s a om a
solid idea.
Du ing he hi d session, i is necessa y o wo k on online ocabula y in o de o
p omo e communica ion be ween s uden s abou he opics hey no mally deal wi h on
he In e ne . I is impo an o highligh Teen slang o ecognize ha assmen si ua ions in
ne wo ks o disc imina o y ea men owa ds o he s.
The ou h session consis s o h ee ac i i ies. The i s one, a wa m-up, se es as a
e iew o he p e ious session. The second is a e lec ion ac i i y o disco e my hs o
ake news on he In e ne . Las ly, hi d and he mos impo an ac i i y o he session
consis s in a jigsaw eading on iolence agains women. I is a jigsaw, designed by me,
in which hey ha e o sol e he mu de o a gi l and i is based on he amous ape and
mu de o he Spanish Diana Que . The inal objec i e o he ac i i y is o e lec on he
iolence ha exis s agains women o he me e ac o ha ing ha sex, and ha his is
always exe cised by a man.
Session i e is de o ed o w i ing he sc ip o he inal p esen a ion and composing
he p esen a ion. Bu a he beginning o he lesson, as an in oduc ion, he p ojec ‘Sel
Ha m’ is going o be displayed so as o show s uden s he dange ha he ne wo ks
gene a e in he physical appea ance and he impo ance gi en o his opic, especially by
he gi ls, since boys do no spend hei ime wa ching makeup o skinca e ou ines.
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In he las session, p esen a ions ake place. Each g oup would ha e 10 minu es, wo
pe pe son, o p esen hei i e news ega ding he opic assigned. A he end o he
session, all p esen a ions will be commen ed and also a b ie balance o how he uni has
gone along will be made oge he wi h a e lec ion o he p oblem o ne wo ks, ideo
games, e c., and he di e en ia ion o con en in ela ion o each sex.
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SESSION CHARTS
SESSION 1
Ac i i ies
Assessmen C i e ia
1) B ains o ming
2) Explana ion o
“The News o
Visibili y”
3) Homewo k
4) TikTok
example
The s uden should be able o:
▪ Iden i y essen ial in o ma ion and ele an de ails o o al
in o mal ex s a icula ed a medium speed.
▪ Ca ego ize he pooling ideas in o de o ind mo e
in o ma ion abou he assigned opic.
▪ Include in his/he speech socio-cul u al knowledge
acqui ed in he pe sonal and academic ields.
▪ De ine simple and mo e complex elemen s ela ed o
ideos on social ne wo ks a selec a i le o wha is
wa ched.
▪ S a e a pe sonal opinion abou ideo games, social
media, se ies, and ashion.
Timing
50’ session:
1) 10’
2) 20’
3) 5’
4) 15’
Lea ning S anda ds
The s uden :
▪ Unde s ands he de ails o he ins uc ions o he inal
p ojec clea ly explained by he eache .
▪ Pa icipa es o in o mal con e sa ions abou opics such
as: ideo games, social media, se ies, and ashion.
▪ Answe s simple ques ions abou his/he in e es s and
opinions on he la es con en published in social
ne wo ks o ecen se ies.
▪ Demons a es he /his conce n wi h ac s such as:
exclusion o women in some domains, gende ed con en
o gi ls and boys, e c.
▪ Analyses explana ions, jus i ica ions and opinions on
class ac i i ies and news’ ideos.
Con en s
S uden :
▪ Recalls p e ious in o ma ion abou a opic.
▪ Exp esses in e es , sa is ac ion, us and hei opposi es.
▪ Exp esses a clea and cohe en message gi ing he pe sonal opinion abou he
isualized con en .
▪ Na a es pas e en s and habi s, desc ibes s a es and p esen si ua ions.

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SESSION 2
Ac i i ies
Assessmen C i e ia
1) Deba ing news
2) Summa izing
news
The s uden should be able o:
▪ Unde s and, selec and apply he mos sui able s a egies
o p oduce sho w i en ex s, e.g. by eph asing
s uc u es om o he ex s wi h simila cha ac e is ics o
by w i ing p e ious d a s.
▪ P oduce sho ex s in a ace o ace con e sa ion in an
in o mal egis e , in which in o ma ion, ideas, and
opinions ela i e o ideo games, social media, se ies,
and ashion a e exchanged.
▪ In e ac in a simple bu e ec i e way in clea ly
s uc u ed exchanges, using cu en o mulas o
indica ions o ake o gi e he loo .
Timing
50’ session:
1) 15’
2) 35’
Lea ning S anda ds
The s uden :
▪ Pa icipa es app op ia ely in ace o ace in o mal
con e sa ions on he ma e o he chosen news
(acco ding o he opic assigned) in o de o exchange
in o ma ion, exp ess a b ie ly opinion, and choose one
piece o news.
▪ Iden i ies he s uc u e o he chosen piece o news and
i s main ideas wi h he objec i e o composing a
summa y.
▪ Builds a consis en s uc u e om di e en in o ma i e
i ems in o de o compose a piece o news o he inal
p esen a ion.
Con en s
S uden :
▪ Desc ibes physical and abs ac quali ies o people, objec s, places and ac i i ies.
▪ Na a es speci ic and habi ual pas e en s, desc ip ion o p esen s a es and
si ua ions, and exp ession o u u e e en s.
▪ P oduces he message clea ly, cohe en ly, s uc u ing i app op ia ely.
▪ Exp esses he will, in en ion, decision, in e es , app o al, app ecia ion,
sympa hy, ag eemen , su p ise, and hei opposi es and o mula es sugges ions.
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SESSION 3
Ac i i ies
Assessmen C i e ia
1) B ains o ming
abou
ocabula y
2) Online
ocabula y
3) C ea ing a
Hash ag
The s uden should be able o:
▪ Demons a e his/he knowledge abou he online-used
ocabula y
▪ Sugges and ecall some e ms used in social media o
on he In e ne in gene al in o de o implemen i in hei
u u e p esen a ions.
▪ In eg a e in o he own knowledge commonly-used
ocabula y used on he In e ne .
▪ Demons a e he use o he use o he p e ious and he
new knowledge by c ea ing hash ag ela ed o he piece
o news o he inal p esen a ion.
Timing
50’ session:
1) 10’
2) 30’
3) 10’
Lea ning S anda ds
The s uden :
▪ Pa icipa es o in o mal con e sa ions abou online
ocabula y appo ing ideas.
▪ Deduc ocabula y om he p e ious knowledge.
▪ P oposes a combina ion and u ilize he ocabula y lea n
in he ac i i ies in o de o compose a sui able hash ag
o he inal p ojec .
▪ Compa es he English e ms wi h he Spanish usage in
media.
▪ Rela es he lea n ocabula y wi h he opic o he u u e
p esen a ion
▪ In e s ocabula y om Spanish language use.
Con en s
The s uden :
▪ Deduc ocabula y om p e ious knowledge and use i o ecall i .
▪ P oduces a hash ag om wha is lea n du ing he session.
▪ Takes in o accoun sociocul u al aspec s, habi s and alues.
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SESSION 4
Ac i i ies
Assessmen C i e ia
1) Taboo
2) Re ealing ake
news
3) Jigsaw
The s uden should be able o:
▪ Iden i y essen ial in o ma ion, he main poin s and he
mos ele an de ails in b ie o al ex s wi h a medium
leng h.
▪ Use socio-cul u al and socio-linguis ic aspec s ela ed o
daily-li e (beha io such as body language, oice one,
isual con ac , kines he ic abili ies and ges u al
abili ies).
▪ Find and apply he mos sui able s a egies o
comp ehend w i en ex s, hei main in o ma ion,
ce ain ideas o he mos ele an de ails.
Timing
50’ session:
1) 10’
2) 20’
3) 20’
Lea ning S anda ds
The s uden :
▪ In e p e s di e en poin s o iew, explana ions and
jus i ica ions upon a ious opics o gene al in e es ,
o mula ing hypo hesis o desc ibing abs ac concep s
(dealing wi h online ocabula y) be o e an audience
du ing a guessing game.
▪ Pa icipa es success ully in in o mal ace- o- ace
con e sa ions; exp essing his/he poin s o iew,
exchanging use ul in o ma ion, o mula ing hypo hesis
and gi ing sugges ions abou a w i en ex .
▪ Dis inguish he ake and eal in o ma ion hanks o he
p e ious knowledge acqui ed.
▪ Summa ize wi h he /his own wo ds he in o ma ion ead
in a piece o pape o es o he g oup in o de o each
a inal conclusion
Con en s
The s uden :
▪ Desc ibes physical and abs ac quali ies o people, objec s, places and ac i i ies.
▪ Exp esses a clea and cohe en message gi ing he pe sonal opinion abou he
isualized con en .
▪ Na a es speci ic and habi ual pas e en s, desc ip ion o p esen s a es and
si ua ions, and exp ession o u u e e en s.
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SESSION 5
Ac i i ies
Assessmen C i e ia
1) ‘Sel ie Ha m’
2) Making a sc ip
3) P esen a ion
design
The s uden should be able o:
▪ W i e on pape o ma a sho ex , cohe en and wi h a
clea s uc u e, on opics “news” in a o mal egis e ,
making app op ia e use o cohesion esou ces, spelling
con en ions and he mos common punc ua ion.
▪ Unde s and, selec and apply he mos sui able s a egies
o p oduce sho w i en ex s, e.g. by eph asing
s uc u es om o he ex s wi h simila cha ac e is ics
and communica i e pu poses, o by w i ing p e ious
d a s.
▪ P oduce sho o al ex s main aining he hy hm o he
speech, in a ace o ace con e sa ion, in a o mal
egis e .
▪ P oduce sho ex s in a ace o ace con e sa ion in an
in o mal egis e , in which in o ma ion, ideas, and
opinions ela i e o ideo games, social media, se ies,
and ashion a e exchanged.
Timing
50’ session:
1) 10’
2) 25’
3) 15’
Lea ning S anda ds
The s uden :
▪ S a es a subs an ial pe sonal opinion abou he damage
caused by edi ing applica ions in adolescen s’ men al
heal h
▪ W i es a b ie sc ip in a o mal egis e summa izing
in o ma ion abou a conc e e opic p e iously selec ed
(news) in a cohe en , clea and s uc u ed way.
▪ C ea es a e y b ie isual p esen a ion in elec onic
o ma (Powe Poin , P ezi, e c.) o suppo he /his
pe o mance in a o mal egis e .
Con en s
The s uden :
▪ Desc ibes physical and abs ac quali ies o people, objec s, places and ac i i ies.
▪ Exp esses a clea and cohe en message gi ing he pe sonal opinion abou he
isualized con en .
▪ Na a es speci ic and habi ual pas e en s, desc ip ion o p esen s a es and
si ua ions, and exp ession o u u e e en s.
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SESSION 6
Ac i i ies
Assessmen C i e ia
1) “The News o
Visibili y”
pe o mance
2) Commen ing
on o he s’ news
The s uden should be able o:
▪ Unde s and he gene al sense and he key in o ma ion
explained by o he s uden s in well-o ganized
p esen a ions.
▪ Analyze o al ex s abou socio-cul u al aspec s ela i e
o ideo games, social media, se ies, and ashion.
▪ P oduce b ie o al ex s in which o de , a clea
p onuncia ion, and hy hm p e ail.
▪ Include in his/he speech socio-cul u al knowledge
acqui ed in he pe sonal and academic ields.
Timing
50’ session:
1) 40’
2) 10’
Lea ning S anda ds
The s uden :
▪ Conduc s a cohe en and clea ly o ganized p esen a ion
abou a speci ic piece o news, p e iously selec ed and
ehea sed, in on o an audience.
▪ Combine he explana ion wi h he help o audio isual
con en in o de o a oid misunde s andings o miss
in o ma ion.
▪ Pa icipa es in a casual cha ega ding he opics
deli e ed du ing he p esen a ions ( ideo games, social
media, se ies, and ashion) and explains he pe sonal
poin o iew abou wha ha e been p esen ed.
Con en s
The s uden :
▪ P esen s clea ly, cohe en ly and wi h an app op ia e s uc u e a piece o news in
on o an audience.
▪ Dis inguishes om an o al ex he gene al idea and signi ican elemen s o he
p esen a ion.
▪ Jus i y he pe sonal opinion abou o he pee s’ p esen a ions gi ing eedback
and p oposing o he al e na i es.

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ACTIVITY CHARTS
Ac i i y: 1 Session: 1
Ti le:
B ains o ming
Type:
Wa m up
Timing:
10’
Class oom managemen :
S uden s will be si ing in g oups o 5.
*As illus a ed in he images below (in
he ‘Class oom Plans’ sec ion)
Resou ces:
Blackboa d o digi al boa d
Assessable Lea ning S anda ds:
The s uden :
▪ Pa icipa es o in o mal con e sa ions abou opics such as: ideo games, social
media, se ies, and ashion.
▪ Answe s simple ques ions abou his/he in e es s and opinions on he la es
con en published in social ne wo ks o ecen se ies.
Inpu :
“Good mo ning e e yone! How is you day going? Wha ha e you done du ing you
weekend? Ha e you played any ideo game? Which one? (…) O maybe, did you
wa ch a se ies on Ne lix? O did you disco e a new in e es ing accoun on
Ins ag am? (…) Talking abou hese opics, name b ie ly you a o i e YouTube s
and In luence s and wha is he con en hey publish on hei p o iles. (Teache w i es
wha he s uden s say on he boa d). Tell me as well he se ies you wa ch o he ideo
games you play. (…)
A e you awa e o all he con en wa ch on TV o social media? Do you hink some
con en is sexualized? Do women appea in ideo games in he same way as men?
How a e hey d essed? Is he e as many gi ls as boys who commen on ideo games
on YouTube? Wha abou Ins ag am? Do you hink gi ls and boys a e in e es ed in
he same con en ? A e he e as many makeup u o ials o gi ls as o boys? Why?
(…)
He e you ha e he di e ences, i ’s a ma e o gende ! O a he gende s e eo ypes!
Then, wha we ha e o do is o in es iga e why some ac i i ies a e de o ed o men o
women and why women ha e no he same oppo uni ies in he assumed ‘men’s
ields’”.
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Ac i i y: 2 Session: 1
Ti le: Explana ion o
“The News o
Visibili y”
Type:
In oduc ion
Timing:
20’
Class oom managemen :
S uden s will be si ing in g oups o 5.
*As illus a ed in he images below (in
he ‘Class oom Plans’ sec ion)
Resou ces:
Blackboa d o digi al boa d
Assessable Lea ning S anda ds:
The s uden :
▪ Unde s ands he de ails o he ins uc ions o he inal p ojec clea ly explained
by he eache .
▪ Pa icipa es o in o mal con e sa ions abou opics such as: ideo games, social
media, se ies, and ashion.
Inpu :
“So, as las week we end up ou cul u al p ojec , oday i ’s ime o s a a new one
and I hope you ind i as in e es ing as he la es . Who can imagine wha his p ojec
is abou ? (…) This p ojec is i led “The News o Visibili y”. Wha does his i le
sugges o you? Wha do you hink he wo d isibili y e e s o? (…) G ea ! I is clea
ha he e exis di e ences ha ing o do wi h gende in he con en you wa ch. Why
do you hink he e a e ha dly any ideos o boys showing hei skin ou ine? And
why he as majo i y o game s seems o be men? These issues a e wha we ha e o
hink when choosing ou piece o news.
As always, we a e going o wo k in g oups o 5 people. Each g oup is going o ha e
an assigned opic be ween hese ou : ideo games, social media, se ies,
makeup/ ashion. Fo ha eason, we a e going o d aw he g oups and he opic.
Wha we ha e o do hen is o b eak he ba ie s and gende s e eo ypes ha a e
p esen on he In e ne by looking o con en and p oducing a piece o news ou o
i . We a e going o be wo king a ound i in he ollowing 6 sessions, oday included,
so you all will become such a g ea news’ epo e s! Remembe ha o he inal
ac i i y each g oup will pe o m he 5 news you ha e wo ked on. Each g oup is going
o ha e 10 minu es maximum o p esen i . Is e e y hing clea ?” (…)
Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
56
Ac i i y: 3 Session: 1
Ti le:
Homewo k
Type:
Rein o cemen
Timing:
5’
Class oom managemen :
S uden s will be si ing in g oups o 5.
*As illus a ed in he images below (in
he ‘Class oom Plans’ sec ion)
Resou ces:
Blackboa d o digi al boa d
Assessable Lea ning S anda ds:
The s uden :
▪ Unde s ands he de ails o he ins uc ions o he inal p ojec clea ly explained
by he eache .
Inpu :
“Be o e mo ing o he inal ac i i y, I wan you o look up a home some news o
in o ma ion in ela ion o he opic you ha e been assigned. Remembe ha is no
possible o choose you a o i e YouTube o In luence and b ing ha in o o class.
You mus sea ch in o ma ion o gi e isibili y o any p o ile o in o ma ion ha is
con ibu ing in a ield ha is no supposed o appea . Con e sely, you can ake
in o ma ion which, due o easons o gende , is no well seen o has li le in luence
in ou socie y. You can pick up in o ma ion o denounce he c i e ia o a ideo game
o a se ies o on he con a y, o p aise i s con en .
You ha e one week o look o in o ma ion o c ea e a piece o news. Come on!
He e I ha e ound some sugges ions ela ed o he subjec you ha e been assigned:
‘women game s’, ‘The Gambi o he Queen’, ‘why women a e subjec ed o
beau y’…
So, o nex day, each pe son has o b ing o class a opic o sha e wi h he g oup
wo k.”
Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
57
Ac i i y: 4 Session: 1
Ti le:
TikTok example
Type:
Cool-down
Timing:
15’
Class oom managemen :
S uden s will be si ing in g oups o 5.
*As illus a ed in he images below (in
he ‘Class oom Plans’ sec ion)
Resou ces:
Digi al boa d
Pape and pen
h ps://www. ik ok.com/@ enleyea les/
ideo/6748132152635968774?lang=es
Assessable Lea ning S anda ds:
The s uden :
▪ Demons a es he /his conce n wi h ac s such as: exclusion o women in some
domains, gende ed con en o gi ls and boys, e c.
▪ Analyses explana ions, jus i ica ions and opinions on class ac i i ies and news’
ideos.
Linguis ic Inpu :
“We ha e 15 minu es le and be o e inishing oday, I wan o show you a TikTok
om ‘ enleyea les’, I do no know i you know he (…) (In he Tik ok, a gi l appea s
dancing while lis ening an audio message om he boy iend shou ing and insul ing
he because o wea ing leggings o school).
(A e s uden s wa ch i ) Wha do you hink abou he beha io o his guy? Do you
hink ha a pe son who lo es you yells like ha because o wha you wea ? (…)
Wha is you opinion abou he gi l’s eac ion? By doing his, is she denouncing in
public he beha io o he boy? (…) Do hink ha jealousy is a p oo o lo e?
On accoun o his ideo, y o w i e down a headline o i imagining ha i is he
piece o news you ha e chosen o he inal p esen a ion. We a e going o sha e he
headlines wi h ou classma es in h ee minu es. (…) G ea job guys!
The mos impo an hing o his ac i i y is ha you ealized his beha io is
psychological abuse! Psychological abuse also implies con ol, jealousy, ha assmen ,
indi e ence, mis ep esen a ions… These kinds o beha io s do no demons a e any
lo e, don' be mis aken.
I ’s ime! You ock i oday, guys! See you nex week and emembe o b ing you
news!”
Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
64
Ac i i y: 11 Session: 4
Ti le:
Re ealing ake news
Type:
Rein o cemen
Timing:
20’
Class oom managemen :
S uden s will be si ing in g oups o 5.
*As illus a ed in he images below (in
he ‘Class oom Plans’ sec ion)
Resou ces:
Whi eboa d o digi al boa d
In e ne
h ps://www. ed.com/ alks/damon_b o
wn_how_ o_choose_you _news# -
79286
Assessable Lea ning S anda ds:
The s uden :
▪ Pa icipa es success ully in in o mal ace- o- ace con e sa ions; exp essing
his/he poin s o iew, exchanging use ul in o ma ion, o mula ing hypo hesis
and gi ing sugges ions abou a w i en ex .
▪ Dis inguish he ake and eal in o ma ion hanks o he p e ious knowledge
acqui ed.
Linguis ic Inpu :
Le ’s go back o he news issue! Do you hink ha e e y hing published on he
In e ne is eal? One o he mos impo an hings o keep in mind when analyzing
news o con en s is hei e aci y. How do we know i a piece o news is eal o no ?
We a e going o wa ch a couple o headlines and you ha e o decide which is he ake
headline and which is he eal one. (The eache shows in he sc een headlines o
di e en news). Well, ha e you made you mind? Wha abou he i s one, you hink
i ’s eal? And why? (…) And he second one? Is i ue o alse? Why do you hink
so? (…) Le ’s alk abou he las one. Is ha wha you hink? Explain you sel . (…)
Wha elemen s do you iden i y in a ake piece o news? (…)
Okay, le ’s wa ch a ideo and see wha you hink.
(h ps://www. ed.com/ alks/damon_b own_how_ o_choose_you _news# -79286)
Wha do you hink abou he idea o inding in he social media he e idences o
social e en s? Do you ag ee wi h ha ? Do you hink social media shows he wo
aces o a p oblem? And wha abou eali y, do you hink In luence s and YouTube s
pos e e y hing in hei li es? E en hei bad habi s o eelings? (…)

Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
65
Ac i i y: 12 Session: 4
Ti le:
Jigsaw
Type:
Rein o cemen
Timing:
20’
Class oom managemen :
S uden s will be si ing in g oups o 5.
*As illus a ed in he images below (in
he ‘Class oom Plans’ sec ion)
Resou ces:
Jigsaw (made by me)
Pape pen
Assessable Lea ning S anda ds:
The s uden :
▪ Summa ize wi h he /his own wo ds he in o ma ion ead in a piece o pape o
es o he g oup in o de o each a inal conclusion.
Linguis ic Inpu :
“G ea , guys! We a i e o he las ac i i y o oday. I ’s kinda special eading. This
ype o ac i i y is called jigsaw eading and he idea is ha each membe o he g oup
eads a piece o ex and hen ells he es o he membe s wha he o she has ead.
In his case, you ha e o sol e a mu de ! Each g oup is going o ha e i e es imonies,
one ca d wi h key wo ds, and a las ca d wi h he ic im’s in o ma ion. Each pe son
has o ead one es imony and hen explain i o he /his g oup. When e e y hing is
clea and explained you ha e o come o an ag eemen and gi e me who you hink
he mu de is. You ha e ime o sol e i , so ead ca e ully and gi e all he de ails o
you pee s. Remembe ha you mus alk in English! (The eache gi es he ca ds o
s uden s and hey s a he ac i i y)
Okay! We inish! Do you hink his eading belongs o a ake o a eal piece o news?
(…) Well, i is a eal one belonging o he mu de o Diana Que , a Spanish young
gi l. Do you know he case? Do you know how many women a e killed by men in
only one yea ? This ac shows he inequali y we, as women, a e li ing, since ou
bodies and li es became objec o ex o ion and o u e. Violence agains women is
a social scou ge ha eeds on s e eo ypes, he ideal o oman ic lo e, jealousy…
Wha is you opinion? (…) So, almos all he g oups sol e he c ime! We end he e!
B ing o he nex class he in o needed o you p esen a ion!”
Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
66
Ac i i y: 13 Session: 5
Ti le:
‘Sel ie Ha m’
Type:
In oduc ion
Timing:
10’
Class oom managemen :
S uden s will be si ing in g oups o 5.
*As illus a ed in he images below (in
he ‘Class oom Plans’ sec ion)
Resou ces:
Digi al boa d o sc een
Access o In e ne
Pic u es om ‘Sel ie Ha m’
expe imen
Assessable Lea ning S anda ds:
The s uden :
▪ S a es a subs an ial pe sonal opinion abou he damage caused by edi ing
applica ions in adolescen s’ men al heal h
Linguis ic Inpu :
“Hello e e yone! How is e e y hing going? Ha e you disco e ed any hing
in e es ing ecen ly? Las nigh I ounded an amazing expe imen ha has o do wi h
edi ing apps. Ha e you e e ied o ake a sel ie and hen edi you own ace in o de
o look mo e beau i ul? (…) This is he esul o he expe imen ( he eache shows
he pho os).
This expe imen is called ‘Sel ie Ha m’, made by he pho og aphe Rakin,
‘ akina chi e’ on Ins ag am. You can sea ch mo e abou i . So, wha do you hink
abou his? Do you hink ha hese applica ions pu he same il e on e e yone’s
ace? Is he e only one s anda d o beau y? Why a e we so obsessed wi h sel -image?
The indus y o image is e e ywhe e, in ad e s, social ne wo ks, media, ilms,
music… and women, abo e all, a e he ones who a e mos subjec o he image. The
es ablished beau y canon has mo e s eng h since all indus ies a e dedica ed o
p oducing beau y o mulas. Do you see dange in using hese apps? Could hey cause
insecu i y in he pe son who uses i ? Do hey a emp o ha m ou men al heal h?
Wha do you hink he epe cussions could be? (…)
Excellen guys! I like knowing you opinion and I ound in e es ing o show you he
expe imen .”
Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
67
Ac i i y: 14 Session: 5
Ti le:
Making a sc ip
Type:
Rein o cemen
Timing:
25’
Class oom managemen :
S uden s will be si ing in g oups o 5.
*As illus a ed in he images below (in
he ‘Class oom Plans’ sec ion)
Resou ces:
Pape and pen
Online dic iona ies
Assessable Lea ning S anda ds:
The s uden :
▪ W i es a b ie sc ip in a o mal egis e summa izing in o ma ion abou a
conc e e opic p e iously selec ed (news) in a cohe en , clea and s uc u ed way.
Linguis ic Inpu :
“Le ’s con inue wi h ou s u ! We a e going o con inue wi h he news. I is ime o
p epa e you sc ip o he p esen a ion nex week.
I guess no one will ha e s a ed he dialogue a home, bu i someone has s a ed i
would be a g ea news! O he wise, i you ha e no s a ed ye , now i is he momen .
You ha e 20 minu es app oxima ely o w i e you monologue. Remembe ha i is a
sho ex ha you would ha e o p esen be o e you colleagues as pa o he inal
p ojec . Al hough you ex is going o be sho , i mus ha e a clea s uc u e in o de
o be comp ehensible o e e ybody. You ha e o explain you piece o news in a
maximum o 2 minu es.
Do you ha e any doub ? Is e e y hing clea ? So you can s a w i ing he sc ip , I
will be supe ising and i you need any hing, please ask. You ha e you compu e s
a ailable i needed.
(S uden s s a he ac i i y and he eache moni o s hem and help hem i needed)”
Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
68
Ac i i y: 15 Session: 5
Ti le:
P esen a ion design
Type:
Rein o cemen
Timing:
15’
Class oom managemen :
S uden s will be si ing in g oups o 5.
*As illus a ed in he images below (in
he ‘Class oom Plans’ sec ion)
Resou ces:
Compu e s
Assessable Lea ning S anda ds:
The s uden :
▪ C ea es a e y b ie isual p esen a ion in elec onic o ma (Powe Poin , P ezi,
e c.) o suppo he /his pe o mance in a o mal egis e .
Linguis ic Inpu :
“Nice job!! Now you ha e 15 minu es le . I you ha e inished you sc ip , please
design you slide o he p esen a ion. Remembe ha you ha e o add he hash ag
we made some sessions ago. I you ha e no inish ye you sc ip , you will ha e o
make you slide a home o in i e minu es when he class ends, bu I ecommend you
o ake ad an age o hese minu es o make he p esen a ion oge he .
T y no o make he design di e en om you colleagues, since you a e a g oup and
he subjec ma e is he same.
I you ha e doub s, please, as always, eel ee o ask in English!
(…)
G ea job guys!! The p ojec s ake shape! Now only he p esen a ions a e le .
Remembe o p ac ice you sc ip ! See you nex day in he p esen a ions!”
Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
69
Ac i i y: 16 Session: 6
Ti le: “The News o
Visibili y” Pe o mance
Type:
Rein o cemen
Timing:
40’
Class oom managemen :
S uden s will be si ing in g oups o 5.
*As illus a ed in he images below (in
he ‘Class oom Plans’ sec ion)
Resou ces:
Pape and pen
Compu e
Sc een
Assessable Lea ning S anda ds:
The s uden :
▪ Conduc s a cohe en and clea ly o ganized p esen a ion abou a speci ic piece o
news, p e iously selec ed and ehea sed, in on o an audience.
▪ Combine he explana ion wi h he help o audio isual con en in o de o a oid
misunde s andings o miss in o ma ion.
Linguis ic Inpu :
“Good mo ning e e yone! How a e you doing oday? A e you ne ous due o you
p esen a ions? You will be p esen ing he news you ha e c ea ed du ing he pas
sessions, so play a bi wi h he in ona ion and y o alk clea and aloud so he es o
he class can hea and unde s and you.
Al igh ! Fi s g oup please! You ha e 10 minu es pe g oup and all o you mus
in e ene in he p esen a ion. Remembe o no e wha you ind in e es ing so o
discuss i a he end o he p esen a ions.
(All he g oups pe o m he p esen a ions)
Wow! You all made a g ea job! Well done! (E e ybody applauds)
Does anyone ha e any ques ions abou he p esen a ion? (…)”

Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
70
Ac i i y: 17 Session: 6
Ti le: Commen ing on
o he s’ news
Type:
Rein o cemen
Timing:
10’
Class oom managemen :
S uden s will be si ing in g oups o 5.
*As illus a ed in he images below (in
he ‘Class oom Plans’ sec ion)
Resou ces:
Pape and pen
Assessable Lea ning S anda ds:
The s uden :
▪ Pa icipa es in a casual cha ega ding he opics deli e ed du ing he
p esen a ions ( ideo games, social media, se ies, and ashion) and explains he
pe sonal poin o iew abou wha ha e been p esen ed.
Linguis ic Inpu :
“Did you like you classma es’ news? Ha e you aken no es? Now we ha e a ew
minu es o commen on hem. Le ’s see i you ha e lea n any hing om wha you
pee s p esen ed. G oup 1 please, ha e you wa ched all he se ies p esen ed by
g oup3? Which is you a o i e? (…) Wha abou he g oup 2? Wha did you like he
mos social media? Do you ag ee wi h hem? (…) G oup 3, do you guys ag ee wi h
g oup 2? Why/why no ? (…) And inally g oup 4, wha was he piece o news ha
you like he mos ? Do you hink you ha e lea n o disco e some hing new om
you pee s’ p esen a ions? Would you epea his kind o p ojec ? Why/why no ? (…)
Wha is he mos impo an ac you ha e disco e ed? (…) Yes! The sexualiza ion o
women is sp ead e e ywhe e. Gi ls bo n o please and boys bo n o enjoy, o ha is
wha ou socie y wan us o belie e. We do no li e in eal egali a ian socie y because
oppo uni ies a e no he same o bo h sexes. Women a e subjec ed o he wo ld o
ca e and beau y and men do no hing o s op objec i ying women and helping hem
ge he same oppo uni ies, bu i is in you hands o change his si ua ion, analyzing
he con en you enjoy. Al igh ! I seems ha you liked he ac i i y a lo ! You all ha e
done a e y good job!”
Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
71
CLASSROOM PLANS AND MATERIALS
Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
72
Design made by mysel om www. loo planne .com
Vi ginia Es eban Ga cía
Uni e sidad de Valladolid
73
JIGSAW