Coeducation as the Way of Teaching to Diminish a Social Scourge: A New Proposal for EFL Teaching

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 Vi ginia Es eban Ga cía Uni e sidad de Valladolid 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 Vi ginia Es eban Ga cía Uni e sidad de Valladolid 5 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 6 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 7 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, Vi ginia Es eban Ga cía Uni e sidad de Valladolid 8 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 . Vi ginia Es eban Ga cía Uni e sidad de Valladolid 9 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 . Vi ginia Es eban Ga cía Uni e sidad de Valladolid 16 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 17  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). Vi ginia Es eban Ga cía Uni e sidad de Valladolid 18 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 19 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) Vi ginia Es eban Ga cía Uni e sidad de Valladolid 20 - 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 Vi ginia Es eban Ga cía Uni e sidad de Valladolid 21 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 22 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 Vi ginia Es eban Ga cía Uni e sidad de Valladolid 23 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 24 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 25 - 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 Vi ginia Es eban Ga cía Uni e sidad de Valladolid 32 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 Vi ginia Es eban Ga cía Uni e sidad de Valladolid 33 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 34 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) Vi ginia Es eban Ga cía Uni e sidad de Valladolid 35 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 36 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 37 - 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 Vi ginia Es eban Ga cía Uni e sidad de Valladolid 38 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 . Vi ginia Es eban Ga cía Uni e sidad de Valladolid 39 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 Vi ginia Es eban Ga cía Uni e sidad de Valladolid 40 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 41 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 48 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 49 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 50 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 51 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 52 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 53 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. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 54 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’”. Vi ginia Es eban Ga cía Uni e sidad de Valladolid 55 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