1

Sustainable Development Goals and Global Citizenship Competence in Hospital Rooms

Gabriela Pinto Del Río

Maria Nathalia Martinez Molina

Internship Tutor: Ruth Amira Calderón Salcedo

Mg. In Education

Universidad Distrital Francisco José de Caldas

Science and Education Faculty

Teacher Education Program Majoring in English

Bogotá

2021
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TABLE OF CONTENTS

ACKNOWLEDGEMENT 4

ABSTRACT 5

CHAPTER I 5
INTRODUCTION 5
JUSTIFICATION 7

CHAPTER II 9
THEORETICAL FRAMEWORK 9

CHAPTER III 11
Instructional design 11
The vision of learning: Social Constructivism 12
The vision of Language: Interactional 12
Teacher’s role 13
Action Plan for The Methodological Organization of the Pedagogical Intervention Setting 14
Simon Bolivar Hospital 15
Colsubsidio child's clinic 16
Participants 17
Objectives 18
General Objective 18
Specific Objective 18
Methodology 18
Approach 20
Activities 20
Chronogram 21

CHAPTER IV 23
Analysis and findings description of the intervention 23
Frieda: This book was designed to simplify the lessons of the SDG. It helps children
remember lessons about protecting life on land, the importance of water, and the
environment. 24
Sustainable development goals: My personal presentation 24
Zero Hunger: Food Tutoring 25
Good health and well-being: Hobbies and good habits 27
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Reduced inequalities: Family and relatives 30

Quality education / Gender equality: Professions Tutoring 32
Climate Change: Weather, Animals and Ecosystems 34
Partnerships for the goals: Tutoring 36

CHAPTER V 38
Pedagogical Implications 38

Conclusions 39

REFERENCES 40

ATTACHMENTS 43
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ACKNOWLEDGEMENT

We would like to express our deep and sincere gratitude to the teachers from the Simon

Bolivar Hospital and Colsubsidio Child's clinic, for giving us the opportunity to perform our

intervention in that context. Their dynamism, vision, sincerity and motivation have deeply

inspired us. It was a great privilege and honor to teach and learn under their guidance. We are

extremely grateful for what they have offered us. We would also like to thank them for their

friendship, empathy, and accompaniment in each step during the process.

We are extremely grateful with our internship tutor for all the support received in this

paper production, correction and results. We are extremely grateful to our parents and

grandparents for their love, caring and sacrifices for educating us for the future.

We would like to say thanks to the students from Hospital Rooms for leaving us to take

part in their lives. In particular, to DEIMER JOSE OZUNA BARRETO, a student from the

Simon Bolivar Hospital, who passed away last year. However, he taught us a big lesson:

Sometimes life is just about living the moment, just laughing, playing, taking a break for a

minute. Sometimes it is better to take advantage of the little things, because then death just

arrived and there is no option to go back in time or regrets.

Finally, our thanks go to all the people who have supported us to complete this

internship work directly or indirectly.

ABSTRACT

This document presents the work based on the Hospital Rooms teaching and learning

process. Hospital Rooms is a program which provides educational support to children who
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regarding their health condition, cannot assist in a regular school. In this way, the students can

move forward with the educational aspect while facing their health condition. Hospital Rooms is

also an environment where the students can find emotional and psychological support for their

lives. The internship took place in two different institutions: Simon Bolivar Hospital and

Colsubsidio Child's Clinic. This internship was developed through the Sustainable Development

Goals, and applied over the Global Citizenship Competence, with the purpose of the students can

internalize their role in our society. The participants for this internship were called

patient-students belonging to the different scenarios from both hospital and clinic. As mentioned

above, the main objective over this work is to develop global citizenship competence through the

implementation of the sustainable development goals proposed in the pedagogical intervention.

KEY WORDS: Hospital Rooms, global citizenship competence, sustainable

development goals, inclusive education, hospital pedagogy.

CHAPTER I

INTRODUCTION

Nowadays, education is a key topic that has relevance to human development worldwide.

Then, in each society, it must be guaranteed.

Therefore, in Colombia, education is a fundamental right, according to the Colombian

Constitution of 1991. It states the education as a priority for people, particularly for children.

Then, no matter the assets or issues that their environments can have, the education must be

guaranteed for them. For this reason, children who experience affairs in terms of health require
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specific attention regarding their conditions. The UNESCO states that children with disabilities

have been one of the most excluded groups in education policies. From one billion people with

global disabilities worldwide, 150 million are children according to the World Health

Organization.

There is limited information on who these children are and what their individual needs

are. Because of this, countries often do not know how to include children with disabilities in

their national education systems. Persisting stigmas, unconducive school design, and a lack of

teacher training and appropriate learning materials on inclusive education make their access to

school and learning even more difficult. At this point, it is crucial to think about strategies and

plans to guarantee education for all populations in our country, Colombia, as mentioned above.

Then, in terms of inclusion in Colombian education, the government designed a program

called Hospital Rooms, where children have access to education regardless their living

conditions. However, this policy presents different obstacles for the educational staff to manage

the situation.

Then, the purpose trough this paper is to present the evidence and the process performed in

Hospital Rooms.

This work took place in two different environments. On one hand, Simón Bolivar

Hospital which is located in Usaquén locality. There, Hospital Rooms include: pediatric unit,

intensive care unit, inpatient acute care, and a specialized burn unit. This means that the

teaching process was provided to the boarding children there. On the other hand, Colsubsidio

Clinic, which is located in Chapinero locality. Hospital Rooms include: pediatric unit and a

specialized oncology unit, where the teaching process was implemented too.
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Closing this introduction, we consider that hospital rooms apart from having adequate

social human warmth, they call for professionals in the field of teaching to apply strategies, and

appropriate materials to enhance the learning process of these children in hospital.

JUSTIFICATION

This document is based on the performance developed in Hospital Rooms. The principal

objective is to contribute to the learning process, and also to the emotional, personal and social

aspects from children. In this way, it is imperative to implement a methodology that promotes

and cooperates in the perception of children with specific conditions regarding society. That is

the reason why, the global citizenship competence is essential in the teaching and learning

process. The global citizenship competence includes the respect related to human rights, the

understanding about the existing differences in a diverse cultural community, the sense of

belonging to a specific community, and the sense of responsibility towards social cohesion and

sustainable development. (Pàges, 2009).

The performance done in Hospital Rooms contains different features that associate the

teacher´s experience and academic training with the students’ needs, and at the same time

determine the success in the final result. The accurate accompaniment is absolutely necessary

from teachers, hence the students can internalize the knowledge and empower their role in our

society. The academic background to develop an appropriate internship work at the Hospital

Rooms is based on special needs support provided by the university. The students from all the

bachelor's degrees receive training related to different populations in the educational context.

The most important is not only the knowledge, but also the way the teachers can go further in the
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conventional teaching process. This is because, Hospital Rooms is a particular context where

different features take place and it is crucial to take those into account during the process.
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CHAPTER II

THEORETICAL FRAMEWORK

The relevance of the hospital pedagogy takes place from the Second World War. One of

the consequences of war was the psychological implications that children could experience. Not

only because of their health conditions but also for the estrangement from their family and

scholarly environment. Then, the Hospital Rooms are the key to achieve the resilience that

children require to confront their situations. In other words, Hospital rooms fortify their

emotional stability and contribute to their swift recovery. (Lizasoáin y Polaino, 2003). At this

point, the teacher must implement activities and strategies to engage the student in the learning

process. The most important in Hospital Rooms is to take into account the needs that the student

has in terms of emotional, learning, and social aspects.

The Children's Rights were included tacitly in the Universal Declaration of Human

Rights in 1948. However, the legal instruments had to broaden over the time in order to

guarantee The Children's Rights protection. The above, taking into that those rights were stricken

by the humanitarian crises. Similarly, UNICEF, also known as the United Nations International

Children's Emergency Fund, got influence worldwide by taking effect as the specialized

organization in this population defense since 1946. Subsequently, the member states that took

part in the United Nations approved the Declaration of the Child's Rights in 1959. It was then the

starting point for The Charter of the Rights of Children in Hospital proposed by The European

Parliament.

The Charter of the Rights of Children in Hospital gathers twenty-three rights that must be

taken into account to provide accurate educational treatment to children in hospital. The
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Colombian Constitution of 1991 bears in mind education and equality as fundamental rights.

Based on those principles, the general education law (Law 115 of 1994), regulates the access to

education for people with special conditions and people in a susceptibility state. At the same

time, this law states that mechanisms must be created to guarantee this population's protection.

Then, the laws 1384 and 1388 of 2010 were issued in order to the National Education

Ministry to implement appropriate educational support to Hospital Rooms. Those scenarios were

legalized through the decree 1470 of 2013 during the Juan Manuel Santos government. At a

district level, agreement 453 of 2010 bears in mind all the content related to the specific

educational support for children and teenagers in hospital. Therefore, to achieve an equal and fair

nation that can guarantee the fundamental rights for all population, no matter the social, cultural,

and, in this case, health conditions that they can present and experience, is the greatest

expectation in Colombia. Although this is not a swift process, Colombia has implemented some

policies to complete that objective.

It is essential to recognize the educational needs that must be attended through accurate

strategies or specific resources or the application of special support services and curriculum

adaptations that successfully benefit the educational context (MEN, 2006).

Another aspect to consider in Hospital Rooms' teaching performance is related to the

factors that can appear during the students' process: reactions according to being in the hospital,

experiencing a different health condition, and leaving the regular school environment. All those

features modify the students' life and their development regarding their physical, cognitive, and

emotional components (Grau, 2004, p. 22).

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Thereby, the Documental Analysis related to the Hospital Pedagogy (2008), consider

three different groups that are focused on the principal approaches for the intervention in

Hospital Rooms. First of all, the educational approach is based on promoting and improving all

the strategies that can contribute to overcoming and confronting the condition that the student

has (González Simancas & Polaino Lorente, 1990).

On the other hand, the instructive approach is focused on prioritizing the curriculum. The

above, bearing in mind a previous knowledge regarding the students’ skills, competences and

weakness González et al. (1990). The last one is the psycho-pedagogical approach which

involves the emotions, feelings and attitudes that make the hospital stay less difficult for the

students (Grau, 2001). This is not only for the change of the environment, but also because of the

new lifestyle that they must confront.

As mentioned above, there is a wide way to go related to Hospital Rooms in Colombia.

Although it is a program that is already implemented in our country, it still requires

reconsiderations in each teaching intervention. That is because the learning and teaching process

depends on each student, the health condition that presents and then all the changes that the

student has because of that.

CHAPTER III

Instructional design

This chapter presents the methodology, approach, chronogram, and procedures to fulfill

the general, specific, and pedagogical objectives; applied in Hospital rooms. In this innovative

pedagogical intervention, the patient-students’ interests play a crucial role in developing the
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lessons created by us. As teachers, in an intentional process of creating connections between the

necessity of their involvement in their formation; encouraging and stimulating the active

participation of the students in managing their scholar path.

The vision of learning: Social Constructivism

Learning is perceived based on the experience that the students can interpret focused on

their knowledge background. Every change in the cognitive organization is a personal

construction from the learning experiences, where the students not only apply their capacities but

also to wide them (Bruner, 1986; Carey, 1986; Coll, 1985; Delval, 1983 Driver, 1986;

Glasersfeld, 1990). In the social constructivism theory, people are understood as active

individuals. In this way, the experience can be interpreted. Thereby, the appropriation of specific

contents is the result of the relation among the individuals’ cognitive organization and the new

experiences. In this way, the knowledge is a real construction and the starting point for future

insights. Then, the individual has a relevant role in the way that is a mediator in terms of

selection, evaluation and interpretation of the information, providing a contrasting experience to

themselves.

As mentioned above, in Hospital Rooms the principle core are the students, and the way

in which they can interact with their environment, taking advantage of their background

experiences to internalize the knowledge, construct their own insights and improve their learning

process.
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The vision of Language: Interactional

Language is understood as the main way to understand the world and the beginning of an

active society. Besides is an act of communication that includes the interactions between people.

According to Vygotsky (2012), language and its meaning is built around social interaction and

how the previous experiences influence the ideas expressed. He believed that children develop

language through interaction with adults; then, they learn to connect their thoughts in the

language they eventually learn. Therefore, language is an interactive process of constructing

meaning that involves producing, receiving, and processing information. Burns and Joyce (1997)

and Luoma (2004, p. 2) Its form and meaning are dependent on the context in which it occurs,

including the participants themselves, the physical environment, and communication purposes.

According to this Uneke (2005), children learn the language out of a desire to

communicate with the world around them. Language emerges from and is dependent upon social

interaction. On the other hand, Reilly, Bates and Marchman state on Narrative Discourse in

Children with Early Focal, that the interactionist approach claims that if our language ability

develops out of a desire to communicate, language depends on whom we want to communicate

with. Furthermore, second language acquisition classes often teach commonly used vocabulary

and phrases first and focus on building conversations rather than simple rote memorization.

Teacher’s role

A hospital teacher must be prepared to face simultaneous and unpredictable situations;

adapt the dynamics of a regular classroom into a flexible space that can respond to the
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hospitalized children's necessities. Furthermore, offering the possibility of coming back to the

classes after their required absences for medical conditions.

Based on Gallardo, M. and Tayara, G. (2009), hospital teachers must have specific

features to promote and facilitate the students' learning process:

1. Hospital teachers must work with different grade levels and be aware that all children are

different. For that reason, they learn, feel, and behave in specific manners.

2. Teachers must be sensitive to empathize and internalize the experiences and feelings that

the students are going to present during their learning process.

3. Teachers must be creative in material creation to improve the students' learning, and the

curriculum will be adapted depending on the students' needs.

The teacher must plan activities that approach the curriculum and the interests, affective,

and health conditions of the students. The activity objectives obey the time the child has been

hospitalized. When a child is no longer hospitalized for more than five days, the previous

knowledge is oriented to do activities and homework from the school of origin. However,

hospitalizations for more than five days or many hospital admissions, activities built the

knowledge-oriented to continue the learning process.

Then, keeping a positive attitude enables the active participation of the child's subjects,

whether affective support and respect are the basis for implementing new didactics. (Gallardo &

Tayara,2009).
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Action Plan for The Methodological Organization of the Pedagogical Intervention Setting

Hospital rooms include particular environments depending on the conditions that the

students have. In this scenario, the learning and teaching process is more difficult depending on

the students' situation, the emotional state, the medical procedures that are rendered by the

medical staff. For that reason, the support is based on activities where the didactic is crucial.

This contributes not only to the learning process but also to the emotional aspect. In this

environment, the work provided is focused on interactive activities, worksheets, and reading.

This is based on the students' conditions. The above, because some students present movement

restrictions or their burns are fragile and their health condition.

. The strategies, activities, and didactics are imperative to engage the children in the

learning process and promote their strengths to improve their educational and emotional process.

The learning process for children who cannot assist in a regular school due to their health

conditions, must be developed in specific rooms. These rooms contain various tools: literature

books, textbooks, a printer, computers, tablets, and all the materials that can be used in the

learning process development. The pedagogical intervention was carried out in two hospitals

located in Bogota, Colombia.

Simon Bolivar Hospital

This hospital is located at Street 165 # 07-06 in Usaquen locality. Nowadays, it is a

reference for institutions of first and second level in attention in The North Network from The

Capital District. This Hospital is one of the most complete hospitals in Bogota. It is recognized

for a specialized burn unit that its permanent work with people, victims of different burn types.
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At the same time, this hospital has a Mental Health Unit. In addition, the newborn unit, the

intensive care unit and the emergency room. This Hospital was opened in july the 24th of 1984.

Hospital rooms include intensive care unit, pediatric unit, burn unit, and inpatient acute

care.

- Intensive Care Unit: continuous treatment for patients who are seriously ill, very badly

injured, or who have just had an operation (Cambridge Dictionary,2020)

- Pediatrics: Pediatric hospitalists care for children with a wide variety of illnesses and

medical needs who require hospital care (Healthy Children.org, 2015)

- Burn Unit: It cares for patients with burns of a moderate size or severity and have access

to specialized high-dependency burn care. Surgery (Oxford), 2018

- Inpatient Acute Care: Acute Care Hospital A hospital that provides inpatient medical

care and other related services for surgery.

- Hospital´s Staff: Pediatric hospitalists often assist other pediatricians, family

practitioners, general surgeons, and subspecialty physicians in caring for children.

Colsubsidio child's clinic

The Colombian familiar compensation fund Colsubsidio is a non-profit corporation that

belongs to the family subsidy system and protection social security Colombian system. In 1981,

they inaugurated the Colsubsidio child's clinic to provide hospitalization services, extend

coverage, and reach the population from different cities' localities.

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Colsubsidio child's clinic is located in Calle 67 con Carrera 10 in Chapinero. It focuses on

specialized and integral pediatrics attention, with more than 40 years of experience, and

possesses all care services to handle the vulnerable population. Some of the programs this clinic

manages are the pediatric intensive care unit, pediatric Onco-hematology, pediatric surgery,

pediatric hospitalization, pediatric specialties, pediatric emergency, outpatient consultation of

specialized medicine, and diagnostic support service.

Nowadays, Colsubsidio child's clinic has become part of one of the thirty-two hospital

rooms that operate together with the Education and Health department and workshops on art

therapy, clown, young people in contact to give a voice of encouragement to children diagnosed

with cancer.

The spaces assigned for the hospital rooms are:

1. The library on the last floor of the building, where children have access to books,

computers, tablets, desks, and a board to receive a class.

2. The hospitalization rooms have a bed, a tiny desk, a chair or sofa, and a TV.

3. The chemotherapy room provides a warm, familiar, and humanized environment under

specialized professionals' supervision and vigilance. It has large spaces, natural light, and

modern furniture for the patient's relaxation during their procedure.

Participants

STUDENT NAME
GRADE CONDITION

SHAIRA BARRETO REYES 5 (Promoted to 6) Sickle cell disease.

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KARHEN ALEXANDRA 10 (Promoted to 11) Muscular dystrophy.

GUTIERREZ MUÑOZ

BRUSLEEN ANTONIO 5 (Promoted to 6) Chronic diabetes.

OLARTE OSORIO

LUISA FERNANDA CLAVIJO 3 (Promoted to 4) Renal insufficiency.

SUAREZ

PAULA ROCHA MALAVER 1 (Promoted to 2) Epilepsy.

MARIA JOSE GUZMAN 2 (Promoted to 3) Renal disease.

JIMENEZ

DEIMER JOSE OZUNA 11 Sickle cell disease.

BARRETO

LAURA DAZA 7 (Promoted to 8) Condition based on a car

accident.

CRISTIAN CHIPATECUA 7 (Promoted to 8) Depression.

Objectives

General Objective

To develop global citizenship competence through the implementation of the sustainable

development goals proposed in the pedagogical intervention.

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Specific Objective

To register the students' experiences related to the interventions to demonstrate their

emotional, social, and educational processes.

Methodology

Global citizen competence seeks to interact effectively in the public sphere, manifesting,

reflecting, and actively participating in a community's respective activities. A person with global

citizenship competence respects human rights, understands the existing differences in a diverse

cultural community, has a sense of belonging to their community, and manifests a sense of

responsibility towards social cohesion and sustainable development. (Pàges, 2009). Levstik &

Tyson(2008) states that societies are becoming more complex and plural every day, in fear of

race, class, nationality, gender, sexual orientation, religion. Referring to these as global

communities connected by modern telecommunications and being economical, socially, and

politically interdependent. Communities require adaptability, empathy towards social and

cultural diversity from all citizens. (Moon, 2010).

In the hospital room context, education is a liberating praxis of the diverse individual and

collective capacities, which gives it a crucial social function to reach the maximum development

of their potentialities (Gallardo & Tayara,2009). We recognize education's relevance, which

encourages learning processes that embrace cognitive, social, affective dimensions inside the

hospitals undertaking modifications related to the environment. The work carried out in the

hospital demands all the child subjects to apply substantial resources to develop creativity and

talent in the hospitalized student contributing to their integrality and decreasing isolated

conditions. It is imperative to comprehend students' internal and external concerns. We must

consider the psychological balance and the adaptive process of the children in the adverse health
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condition. Thus, self-development is achieved through effective communication to reinforce their

autonomy to preserve the will to learn.

According to Alejandra Boni (2006), approaching human development education should

address themes as global problems, multiculturalism, understanding of the environment, and

questioning values and the sociocultural model. In this way, the teacher must guide the learning

and teaching through familiar content to patient-students. Hence, they acquire different cultural

perspectives about the sustainable development goals and the nations, communities, and

individuals' efforts without excluding the sense of belonging to their own culture.

Bering in mind the above, the competence of global citizenship manages a transversal

focus since each individual independently of their background can develop and strengthen

themselves. Then, to be able to be in the place of the other, and understand their point of view

with empathy. Moreover, it can empower the patient-student to become a subject of change in

close communities based on the experience that results from the challenging situation the

patient-student is getting through.

Approach

Global citizenship competence is approached through the curricular model that integrates

four main components in CLIL: communication, content, culture, and cognition. (Mehisto,

Marsh, & Frigols, 2008) Patient-students acquire cross-disciplinary skills by using a different

language, in this case, English. CLIL supports critical thinking and collaboration skills, two key

elements in the development of global citizenship competence. This method promotes students to

focus on some of the seventeen sustainable development goals while they rise proficiency in

another language. CLIL curriculum balances language learning, highlighting key concepts and
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proper terminology, strengthening vocabulary, grammar, and idiomatic expressions (Mehisto,

Marsh, & Frigols, 2008).

Activities

In hospital rooms, the activities represent a positive element that helps children trust

themselves to point their efforts. Through specific activities planned, the child would be able to

express feelings, emotions and empower their skills to face the process of hospitalization. The

teacher will consider the students' ages and interests to establish a relationship between learning

and the child's state of mind. The hospital room is different when compared with a regular

classroom; some activities might not be developed depending on the factors mentioned above.

Activities enhance patient-students' global citizen competence through situations close to

their background, where they will keep enthusiastic about their process and reach English

communication goals. Each lesson has settled essential grammar, vocabulary, and pronunciation

that give patient-student tools to communicate their insights about the sustainable development

goal approached. Regardless, patient-students can vary their level and understanding of English

grammar due to the school curriculum according to the grade and the experiences with the

English language. Because of these variations, grammar contents can be modified following the

student's needs. Moreover, the activities will provide new insights into the preselected

'Sustainable development goal' and culture of the target language community through three

stages (Kumaravadivelu, 2012)

1. At the first stage, learners will understand how a particular language structure works.

2. The learners will practice new linguistic items through mechanical meaningful or

communicative drills.
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3. At the production, stage learners will be allowed to modify the language with the

vocabulary presented to vary their production and complete the activity.

Chronogram

Week Proposal Indicators

1 Observation and The teacher adapts their practice to the student's needs
adaptation to the and the environment in which they find themselves.
workspace.
Tutoring

2 Sustainable development Patient-student is recognized as a subject belonging to a

goals: My presentation. society with rights and duties.
Tutoring
Patient-students show personal tastes and find a way to
share them with the close social circle, realizing that
their decisions and opinions are relevant.

3 Zero Hunger: Food Patient-student expresses their interest in good nutrition

Tutoring and because it is beneficial for his well-being.

Patient-student recognizes that not all people have the

same facility to consume certain foods, whether due to
economic, social, environmental, or health factors.

4 Good health and Patient-student understands that having good habits

well-being: Hobbies and contributes to their physical and mental well-being
good habits throughout the medical treatment; in the same way, they
Tutoring infer that having hobbies helps to disconnect from the
day-to-day routine, making hospital stays, or the
effects, more bearable than the procedures entail.

5 Good health and Patient-student identifies the parts of his body and
well-being: Body Parts accepts them as they are.
Tutoring
Patient-students recognize that we are all different and
valuable, values and do not discriminate what they see
in another.

6 Quality Patient-student expresses their professional inclinations,

education/Gender trusting in their abilities, and recognizes that quality
equality: Professions education is essential for their development as a
Tutoring professional and does not discriminate between
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genders.

7 Reduced inequalities: Patient-student evaluates their family's daily actions

Family and relatives that they use to reduce iniquities, and exposes the
Tutoring importance of teamwork to generate changes for other
families who live in a similar situation.

8 Life on land: Animals Patient-student identifies species of animals that inhabit

Tutoring our planet and reflect on the actions that are carried out
for their care.

9 Life on land: Animals Patient-student understands the importance of

and terrestrial ecosystems for the balance and sustainability of life.
ecosystems
Tutoring

10 Climate change: Weather Patient-student shows interest in the actions carried out
Tutoring to reduce global warming.

11 Climate change: Daily Patient-student recognizes the effects of climate change

actions on our planet, and infers on the daily activities they do
Tutoring and how to use them to help reduce climate change.

12 Partnerships for the goals Teachers engage patient-students in leadership but

Tutoring showing them teamwork is funnier and more efficient
to reach the goals.

CHAPTER IV

Analysis and findings description of the intervention

The innovative intervention followed the hospital pedagogy's principal objective:to

guarantee the education right for children who can not assist in a regular classroom because of

their health condition. We provided them with specialty care at the educative, emotional, and
 24

affective levels that allowed satisfying their needs to increase their capacities in the disease

process and return to normal life.

We started our internship in September 2019, almost at the end of the third term of the

scholar year, which implied we could not follow the proposed dynamics. More than 200 children

were impacted in 384 hours of on-site work. Although the focus on this pedagogical intervention

were the children who belong to the Pediatric Unit, we must take into account that Hospital

Rooms also include Intensive Care Unit, Burn Unit, Inpatient Acute Care and Oncology Unit.

Then, all children who are in hospital have the opportunity to access the program. The program

offered educational spaces varying from regular classrooms, where patient-students and relatives

were disposed to learn and share their experiences with us. Most of the patient-students enrolled

in the program hospital rooms belonged to the Onco-hematology and burn unit in the hospital.

We adapted the materials, considering the variation of ages and grades, which allowed us to

approach the preselected sustainable goal in a simple and comprehensible way and an English

lesson. Beyond Global competence’s activities, we developed an approved English curriculum,

based on the suggested curriculum guidelines for the English area found on the Colombia

Aprende website, tutoring, participated in interdisciplinary projects, and seminars.

The sustainable development goals (SDG) were presented through materials found on the United

Nations website.

1. Agenda 2030, Sustainable development goals - Easy Read: This simple English

document has an understandable definition of each objective. The target populations are

children, non-English speakers, or anyone unfamiliar with the topic.

2. 170 Daily Actions To Transform Our World: This document presents the SDG

suggesting daily actions to make them a reality.

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3. GoGoals Question Cards: This is a trivia game that includes questions and answers

concerning the objectives, problematics, and possible actions to contribute to their

realization.

4. Frieda: This book was designed to simplify the lessons of the SDG. It helps children

remember lessons about protecting life on land, the importance of water, and the

environment.

Sustainable development goals: My personal presentation

We carried out an active-observation activity 'My personal presentation', which let us

know the patient students' personalities and context. The worksheet includes questions like 'What

is your name?, How old are you?, What is your favorite color? What is your favorite food? What

do you want to be when you grow up?'. This activity was focused on seeing the patient-student’s

self-concept and introducing the concept of Sustainable Development Goals. The teacher guided

the activity by means of interaction with the patient-student. We realized patient-student's

reactions can be positive and collaborative but in other cases, we observed shyness and

non-participative reactions; children act distant when an unknown person is close to them. While

a child is diagnosed with an adverse health condition, the self-concept they have is affected, this

concept is created from a mixture of images of who we are, of what we want to be and what we

express to others ”(Fernández et al, 2008: 4)

About sustainable ‘In school Frieda learns about the countries of the world. She learns
development about the United Nations, and how countries work together to create
goals: peace. The UN works with the governments to make the world an
Introduction even better place, for all people, no matter their gender, religion or
race’
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Activity: My
presentation

In this case, the patient -student responded with a collaborative reaction and was excited

during the activity development, moreover, personality influenced how they introduce

themselves to a new person, Tudor (2001) says that learners are complex humans who bring with

them their own individual personality. The patient-student’s vision of the future is not influenced

by the disease, they keep having professional goals. When the SDG was presented the

patient-student got a bit confused about what they mean and why they are related to them.

Zero Hunger: Food Tutoring

About sustainable Stop people going hungry, make sure everyone can get the
development goals: Zero good, healthy food they need and use ways of growing food
Hunger: Food that will work into the future.
Tutoring
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Activity: Board game

The goal ' Zero Hunger ' was abroad through an activity that made the students aware

about the things that they have regardless of their condition. The participants were the

patients-students from the pediatric unit enrolled in the Hospital Rooms. There were students

from 13- 15years old. They were from seventh and tenth grades. In this case, this goal was

developed by the use of a board game where the students can recognize basic vocabulary related

to food. The importance and benefit of eating that not all the children have. The students also had

the possibility to understand the difference between healthy and unhealthy food. At the same

time, they notice that some people around the world do not have the same possibilities that they

do.
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Good health and well-being: Hobbies and good habits

Hobbies benefit children's development; having a hobby will help them express their

opinions, feelings on their interests and build self-esteem. Within the benefits hobbies bring, we

can find independence, build strong work habits, and set goals. In the hospital context, hobbies

help keep the mind busy during treatment. This activity aimed to reinforce the importance of

hobbies and their relation to wellness. The worksheet includes a set of hobbies in which patient

students spent time, also a parallel to classify the hobbies they like from the ones they do not

like. The objective was Good health- and good habits.

As a warm-up activity, the teacher and patient-student played a word game with the

essential vocabulary to develop the class, using the pictures on the worksheet; after the

patient-student acquired confidence, he expressed the hobbies he liked and disliked. Although

the patient-student was hospitalized, he participated actively and felt cheerful when he imagined

the scenarios. We chatted about his favorite hobbies and the feelings he experiences when doing

an activity he enjoyed; the student showed nostalgia remembering some of the outside activities

he used to practice. Patients' feelings should be considered and handled with empathy; because

of this, the teacher supported and tried to help him to accept the emotion as it came. Completing

the lesson, the student identified the daily actions that contribute to the achievement of the SDG.

The patient-student's actions were: 'Eat a healthy diet and drink a lot of water; Make time for

yourself and your friends; Get enough sleep' (170 daily actions to ...., pp. 8)

About sustainable Goal 3: Make sure people are in good health and know how to make decisions to
development goals: stay healthy, all through their lives.
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Good health and

well-being

Activity: Free-time
activities
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Good health and well-being: Body Parts

About sustainable Make sure people are in good health and know how to make decisions to
development stay healthy all through their lives.
goals:
Good health and
well-being

Activity: Body
parts

The goal ' Good health and well-being ' was abroad through the use of flashcards with

the purpose they recognize their body. The participants were the patients-students from the

pediatric unit enrolled in the Hospital Rooms. There were students from 9- 13 years old. They

were from third, fourth and fifth grades. In this case, this goal was developed by the use of

flashcards. First, the students recognized the vocabulary related to the body parts. Then, they
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started to recognize themselves by touching their body and listening to a song as a guide.

Regardless of their age, the students understood their health condition because they had lived all

the process regarding that (medical procedures, hospitalization, etc). Then, they also understood

their body and the ways to take care of it. They express their emotions about the process and the

life that they were confronting.

Reduced inequalities: Family and relatives

About sustainable Make the difference between rich people and poor people smaller. Support
development goals: marginalized groups such as people with disabilities to have the same opportunities.
Reduced inequalities.

Activity: My family

In this activity, the patient-students presented their more loved and valued relatives. The
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house worksheet symbolized a blank space where the patient students drew their family group

while telling their names, history, and context. Upon hearing the narration, most of the parents

intervened and complemented their child's stories. As teachers belonged to the hospital rooms

program, this activity enabled a space where patients' students, and families could talk about

their reality. Due to these interactions among patient-students, teachers, and carers, we realized

the established relationship with carers, especially with these patients in long hospitalizations.

Carers expressed their concerns and worries because of the child's disease; they agreed that the

family dynamics center is around the kid's situation. Since this happens, the carer becomes

emotional support, and a delegate of the patient-student tasks can no longer perform. Therefore,

the necessities of the family group cannot be attended to as a priority.

Including parents in selected activities allowed the students to gain confidence in

developing activities that mainly worked skills such as speaking and listening. They were also

more interested in the topic addressed, expressed through questions and analysis of the contents

presented. Due to the emotional moment, the activity was given to listen and dignify the

caregivers' efforts for the well-being of the student patient, so that it was not possible to address

the SDG, nor the actions that can lead to its fulfillment.

Quality education / Gender equality: Professions Tutoring

About sustainable Make sure everybody has equal opportunities and access to inclusive
development goals: education all through their lives.
Quality education/
Gender equality:
Professions Tutoring
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Activity: Professions.

The goals ' Quality education / Gender equality: Professions Tutoring ' were abroad

through an activity that integrates importance of education over the recognition of professions.
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The participants were the patients-students from the pediatric unit, Inpatient Acute Care and

Burn Unit enrolled in the Hospital Rooms. There were four students from 8 - 16 years old. They

were from different grades. It is important to bear in mind that in Hospital Rooms the student

have different social, cultural and scholar context. In this way, the english level that the

patients-students present most of the time does not match with their grade. In this activity, the

teacher engaged the student through the use of flash cards by the recognition of the professions

and thinking about famous people who developed that role in our society. Then, by asking

students: What do you want to be in the future? What is your favorite profession? Why do you

like it? Why is this important in a society?. At the end of that activity a roleplay game is

performed with the purpose of students can imagine their dream profession and their role in the

society.

Climate Change: Weather, Animals and Ecosystems

The goals 'Life on Land' and 'Climate Change' were abroad through an activity that

integrates three chronogram topics. The participant was a patient-student enrolled in the Hospital

Rooms program. Patient-student was 15 years old in ninth grade. Following the manifested

interests, the teacher selected the book 'Fantastic Mr. Fox.' by Roal Dahl. The teacher introduced

climate change and life on land implications and impacts on the weather, animals, and terrestrial

ecosystem in the first class. Once the patient-student comprehended the meaning of the

objectives and their implication, the second class, the patient-student, identified in the book the

possible problematics linked with the SDG and classified them into three specific moments. As a

result, the patient-student expressed their thoughts critically based on the content introduced and

achieved an analysis of Fantastic Mr. Fox.

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About sustainable Life on land: Protect and look after the land on earth, including
development special places like forests and desserts. We need people to respect the
goals: land and everything it gives us so that we have what we need in the
Life on land
future.

About sustainable Climate change: Take action to stop climate change and its impacts
development from getting worse.
goals:
Climate change

Activity: Fantastic
Mr. fox
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Partnerships for the goals: Tutoring

About sustainable Partnerships for the goals: Stand strong together and find better ways of
development goals: working together to make sure all of these goals for sustainable
Partnerships for development into the future can happen.
the goals

Activity: Verb to be
and adjectives
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ds’

The goals ' Partnerships for the goals ' were abroad through an activity with flashcards.

The participants were the patients-students from the pediatric unit, enrolled in the Hospital

Rooms. There were four students from 10 - 15 years old. They were from fourth grade to sixth

grade. In this activity, the teacher engaged the student through the use of flash cards. The flash

cards contained some adjectives that correspond to some specific characters. For this activity, the

teacher chose super heroes because it is a way to engage the students. At the same time, they

could internalize and comprehend some elements in an interactive way. That activity was

developed, first by recognizing the superheroes and the characteristics that determine a hero.
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Second, the use of ‘verb to be’ and recognition of adjectives. Third, the importance of teamwork

and leadership to achieve an objective. Fourth, the qualities that they recognize in themselves

and how those can be useful in our society.

CHAPTER V

Pedagogical Implications

The hospital classrooms program must give continuity to the training process, with a

flexible methodology that understands the student's situations—considering that the health

condition is closely linked to their state of mind, which intervenes in the development of

activities. Students experience scattered attention, boredom, as well as feelings of frustration or

disinterest. For this reason, the activities should foster spaces for growth and development of

thought that allow better levels of understanding of the disease and the ways to cope with it.

On the other hand, efforts must reinforce the relationship established with caregivers,

bearing in mind, they accompany and support students in all their processes during the disease.

This relationship is as close as with the student itself, most student patients, specifically those

who are experiencing long-term illnesses such as cancer. Once the student is enrolled, constant

communication is maintained between the caregiver and the teacher. Apart from dealing with

academic issues, the parent manages to express his emotions and concerns regarding the disease.

Considering those mentioned above, including parents in selected activities allows students to

gain confidence in themselves to develop activities.

It should be noted that children discuss environmental and sustainable issues in spaces

that allow them to reflect on the daily actions to make the world a better place for humankind.

However, the pedagogical intervention is limited as some patient-students had difficulties

understanding the SDGs abstract concept.

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As a recommendation, patient-students are more engaged in activities closer to their reality, so

the teacher should present tangible examples and implement projects to show the relevance of

recognizing the sustainable objectives at the early childhood stage. Furthermore, the teacher's

role corresponds directly to the child's integral development and aims to anticipate the challenge

of involving the participant's voices in a hospital context.

Conclusions

This pedagogical intervention symbolized a great challenge for our teaching experience

and contributed to our teachers' role. On the one hand, empathy and affectivity recognition were

crucial components during this process. The patients-students in Hospital Rooms confront a

different lifestyle. They are stricken by not only their health conditions but also by the changes

that they are experiencing. Hospital rooms fortify their emotional stability and contribute to

their swift recovery. (Lizasoáin y Polaino, 1988). Hospital Rooms is not only a program where

the students’ can progress with their educational life. Hospital Rooms is a scenario where the

students can see another perspective of life. There is a huge staff working for that purpose. The

most important is that the students can understand that they are relevant individuals for the

society; they learn to love themselves and support each other and above all; that they take

advantage of the teaching and learning process to reward their emotional, social and

psychological aspects.

As mentioned above, Hospital Rooms is a program that appeared as an original proposal.

All the classes, topics, group management, and strategies we used to apply; are rethought for that

environment. Thereby, a hospital teacher must be prepared to face simultaneous and

unpredictable situations. Those situations are not only related to the educational aspect; this is

also related to human experiences. A hospital teacher must confront a student complication or a
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student death. All of those experiences transform the teachers' thinking and perspective regarding

education, teaching, and life.

REFERENCES

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educativa en ambientes clínicos. Madrid. España: Ediciones NARCEA S.A.

Grau, R & Claudia. Ortiz, G & C. (2001) La pedagogía hospitalaria en el marco de una
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KUMARAVADIVELU, B. (2012). Individual Identity, Cultural Globalization, and

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ATTACHMENTS

● MATERIAL
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WHO LIVES IN YOUR HOUSE?

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Name: ________________________________________ Date: ______________

1. Color and complete the sentences according to the pictures then number the
charts / Coloreé y complete las oraciones de acuerdo a las imágenes luego
enumere los cuadros. 
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1. They ___________ singers. 

2. She ___________ a doctor. 

3. He __________ a policeman. 

4. She _________ an astronaut.

5. He _________ a magician.
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6. They _________ sailors. 

7. It ___________ a singer. 

8. They _________ chefs. 

9. He __________ a firefighter.

10.  She __________ a teacher.

11. He ___________ a farmer. 

2. Draw: What I want to be when I grow up? 

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● PHOTOS
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