Didactic teaching of English for 2nd-grade children

from Centro Educativo Nuestro Mundo

Orianny’s Crespo

Camila Díaz

Natalíe Jiménez 

Unicolombo International Students.

Table of Contents

1. Introduction

2. Problem Statement

4. Research Objectives

5. Justification

6. Theoretical Referent

7. Methodology

8. Conclusion

9. Annexes

10. References
Introduction

The purpose of this research was to identify the importance of interactivity in

English classes and how second-grade students from the Nuestro Mundo Educational

Center respond to it. This research was designed to recognize the change in the students'

response to the implementation of this new methodology and the methods used. To identify

this problem, the analysis was carried out through the observation of the class, through

which it was collected the information to carry out this investigation and identify the

problem. A total of four classes have been carried out interactively so far, in the children

the understanding of the topic increased from the first class, they showed an improvement

in their pronunciation and it was seen that they remembered a topic from the first-class

implemented interactively in the second, which is not common in them, showed a change in

their attitudes regarding participation and it was recognized that more children participated

and carried out the activities. It could be said that after implementing an interactive class

their self-confidence and knowledge increase and they are more interested in learning and

participating in front of the whole class.

Keywords:  participation, interactive, interactive classes, understanding, interest,

methodologies, techniques, children’s motivations, children’s learning process.

 Problem Statement

Need Analysis

The institution establishes the mission and vision of the Nuestro Mundo Educational

Center in the following statement:

Centro Educativo Nuestro Mundo presents the services of Preschool Education and

Primary Basic Education. It has qualified teachers and a lot of work experience. We are

serving the community by educating children with excellent academic quality and training

in values for good citizen coexistence following our humanist-constructivist model.

The school is mixed, managing A calendar in daytime classes. Second-grade

students were chosen as the target audience for this research. For learning, students use

guides on different topics. Many of the activities carried out in the guides require the use of

a virtual platform to support teaching; however, the institution does not have the necessary

resources for the subscription. The reason we chose this institution is that it is a strong

moral institution that strives to teach students ethically and healthily based on the values

with which it has been founded.

Problematizing

Second-grade students of the Nuestro Mundo Educational Center are children, as

mentioned above, who are between 6 and 7 years old, so it is still easy for them to get

distracted during classes. They are very restless and curious students, so it is difficult to
capture their attention easily since, even when teachers try to explain simple topics, their

attention is lost if the class is not of their total interest. That is why through videos, images,

etc, the classes are more interesting for the students. This distraction causes them to easily

forget the topics during the oral presentations in front of the class or during the

socialization of the class topics. The feeling of not remembering the given topics correctly

will make them do something other than the original activity even when they can do so.

A possible action plan to eliminate or reduce the impact of this problem within the

classroom could be classroom management instructions for teachers to personalize their

classes in a way that arouses the curiosity of students and the use of resources that

encourage participation in classes. But most likely, and this is the center and heart of this

research project, we will teach you what resources will be needed to make English classes

interesting and dynamic for second graders. 

In this way, the theory allows us to relate that students need to understand the words

they need to learn along with their structure so that their learning development is more

optimal and contextualized.

Articulating Belief

Didactic teaching focuses on the teacher's lessons for the students, seeking a better

way of learning through didactic resources to capture the student's attention and obtain

more significant learning. In this teaching process, certain aspects are necessary for it to be

effective, such as the good use of resources by teachers, positive attitudes by teachers and
students, and knowing how to explain the topics well for a better understanding of the

classes.

Research Problem

The Research Problem to be solved and developed with 2nd graders students

at Centro Educativo Nuestro Mundo is this mentioned below:

In the absence of a virtual platform, visual and listening activities are not available.

Without this, much of the true teaching is lost. Students will only understand at the moment

and then forget what they learned due to a lack of dynamism in the class.  

Research Question

The Research Question to be driven with 2nd graders students at Centro Educativo

Nuestro Mundo in this research process is stated as followed: 

RQ: Are visual and auditory activities important to keep dynamic classes for 2nd

graders students?
 Research Objectives

General objectives:

1. Search what are the methods that promote better teaching of English to second-

grade students.

2. Implement didactic learning methods that allow them to replenish the resources they

do not have, such as visual and auditory resources.

Specific objective:

Maintain dynamism in English classes for second graders students.

Justification:
 Theoretical Framework

Literature review: Articles

According to Semana in its article How to make classes more interactive? Due to

the change of times between students and teachers, teachers are increasingly left behind in

terms of teaching their subjects in the classroom. It becomes increasingly difficult for them

to fully capture the student's attention. The purpose of adapting to this time is to change the

learning method and teach it in a way that generates interest in your students. This article

presents several tips for teachers to make their classes more interactive, these are:

encourage students to read from their devices to generate debate, generate opinions in their

students through an online tool and propose students share information through their social

networks. and make presentations more interactive, like sharing information with them on

their devices.

References:

Article 2:

Title: The Interactive Teaching of English: The Queue of America's Writers

Authors: Vigil García, Pedro Alejandro, Acosta Padrón, Rodolfo, Andarcio

Betancourt, Ernesto Emilio.

Conclusions: The teaching of English today assumes as an objective the

development of communicative, interactive, and intercultural competence. The Interactive

Didactics of Languages, together with the real use of English, proclaims interactive
teaching based on tasks, which are essential components for said objective. These offer

opportunities for students to interact meaningfully with others in cultural situations. The

objective of this article is to demonstrate how interactive didactics focus on the

development of communicative, interactive, and intercultural competence and how

interactive tasks can be built, such as "The writers of America", aimed at achieving this

objective, taking into account the use actual English. The following theoretical methods

were used: dialectical, historical, logical, systemic and modeling, analysis, and synthesis; as

empirical methods: documentary analysis, class observation, and interview. The Writers of

America queue is a technique for interactive learning based on real English, it was used for

two years with first-year English students with satisfactory results.

References:

Article 3:

Title: Design of interactive classes in virtual environments

Author: Rubí Roman

Conclusion: This article presented the proposals of the teacher Iliad Quintero to

maintain interest in a virtual class, making it interactive and dynamic. You always have to

have the class prepared and have your topics known, knowing what you are going to talk

about is essential in a class, preparing the class, and being clear about how you are going to

motivate learning with the help of technological tools. He advises having short activities for

various moments of the class, trigger activity (10%), instruction activity (20%), individual
activity (20%), collaborative activity (30%), and integrating activity (20%). Also taking

into account the time in which a student maintains their attention, the average time they

have while paying attention varies with the age of the student, and branching tendencies are

applied (where it is about keeping the class fun with activities and games without losing the

purpose of the class), cooperative learning and flipped learning (it tries to focus on student

learning while taking advantage of class time with meaningful activities) of these are

developed and their differences are presented. And finally, plan an interactive class well in

which you take into account before the session where the materials used, the resources and

presentations that generate interest are planned, during the session that they would be with

the games and worry about how they are feeling the students and the after session which is

where the learning is verified and how it was presented to them.

References:

Article 4: 

Title: Teaching children English in a dynamic, fun, and effective way.

Author: Jane Bit

Conclusion: This article is the transcript of an interview between and with Caroline

Nixon and Michael Tomlinson, who are the authors of the “Primary Grammar Box” and

“Primary Vocabulary Box” in the Cambridge Copy Collection. The text describes how the

two interviewees teach the English language in a dynamic, fun, and effective way. Nixon

and Tomlinson argue that it is appropriate to relate classroom noise to students' enthusiasm

and excitement for new activities. In addition, to encourage the participation of more timid

students we can help them find their strengths or let them work cooperatively with safe and

non-disruptive partners. We must not fall into overcorrection because this can limit the
creativity of children. A better option is to use different forms of correction and self-

correction, correction in pairs or groups.

References: Bit, J. (2016, 1 January). Teaching children English in a dynamic

summary. Academia.Edu.

Article 5:

Title: Dynamic teaching: A new and effective method. 

Author: Sylvain Denat

Conclusion: This article talks about how dynamic teaching can be set up quite

simply. He mentions that for the principles of dynamic teaching, students must be involved

in what they are learning. They must actively participate in different ways. Collaborative

activities are an effective way to increase student participation and interaction.

Additionally, the article also mentions that a lesson plan should include a set of clear

objectives that define what you want your students to learn.

References: Denat, S. (2018, 2 February). Dynamic teaching: A new and effective

method. Program 3.4.5. https://www.program345.com/en/dynamic-teaching-new-effective-

method/  

Article 6:

Title: Top Tips for Creating a Dynamic Lesson Plan for Teaching English

Conclusion: This article discusses why dynamic learning is important. No matter

where you are in your teaching career, dynamic learning methods can be applied to

effectively connect students with English learning goals and improve student retention. The
article says that the beauty of dynamic teaching methods is that they can be adapted to fit

each student's unique requirements, so this is important to reinforce English teaching.

References: Top Tips for Creating a Dynamic Lesson Plan for Teaching English.

(2021, 1 June). teachingpersonnel.com. https://www.teachingpersonnel.com/tp-posts/2021-

6/top-tips-creating-dynamic-lesson-plan-for-teaching-english 

Article 7:

Title: How to Teach English to Children: 3 Powerful Strategies for Impressive

Results.

Author: Susan Verner

Conclusion: This article talks about three powerful strategies for teaching children

English. The first is to make it fun since it is a factor that matters to children and that

applies both on the playground and in the classroom. The second is to make teaching more

active. Engaging the whole body in language learning is a useful teaching method. The

more language learners move around, the better and faster they will understand what you

are teaching, and the more easily they will be able to retain the information. The third is not

to put pressure on the students, one of the most important things to remember when

teaching children is not to put pressure on them. Your natural acquisition process will

follow three easy steps. They will recognize words and grammar when you use them. They

will be able to respond when you ask them questions about the words and grammar you

use. And then they will be able to use those language structures for themselves. With these

three strategies, it is safer for students to learn English.

 References: S. (2021, 10 February) How to Teach English to Children: 3 Powerful

Strategies for Impressive Results. FluentU English Educator Blog.

https://www.fluentu.com/blog/educator-english/how-to-teach-english-to-children/ 

Article 8: 

Title: Didactic

Author: 

Conclusion: Students who attend classes in which the traditional predominates,

with traditional teaching in which those who are quiet and listen to the teacher obediently,

accepting the teacher as the major role that is considered as the expert or the most

knowledgeable, these children only learn to repeat things that the teacher and to memorize

concepts, however children who cannot pay attention, get bored in class and are restless,

are branded as clumsy and are only separated by not following the teacher's orders taking

them as a relief if they move away. This article exposes how teachers are the source of

knowledge for children, therefore it is very important to listen to what they have to say,

didactic teaching depends on the teacher and how he exposes things, in this order of ideas,

the teacher is the most listened to in a class while the students must learn to listen while the

teacher learns how they listen and learn better.

References: Didactic - New Learning Online. (s. f.). Newlearningonline.

https://newlearningonline.com/learning-by-design/glossary/didactic 

Article 9:
 Title: Students’ Learning Experiences from Didactic Teaching Sessions Including

Patient Case Examples as Either Text or Video: A Qualitative Study

Author: Kamilla Pedersen, Charlotte Paltved & Charlotte Ringsted

Conclusion: This article shows the effectiveness of didactic teaching in which the

use of videos and similar content was given as a means of learning and with another group

of people the use of simple texts. Here you can see the difference in perceptions and how

these two formats affect student learning. It was found as a result that the students who

worked only with text were enthusiastic about narratives and texts presented by teachers

but on the subject of practice, they had nothing to say. On the other hand, the students who

were taught through videos and similar materials seemed excited to learn new things and

related topics that came up in the classes and generally developed more understanding of

the topic.

References: Pedersen, K. (2017, 6 octubre). Students’ Learning Experiences from

Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A

Qualitative Study. SpringerLink. https://link.springer.com/article/10.1007/s40596-017-

0814-1?error=cookies_not_supported&code=061f2ca8-b543-48ea-90e9-d08f1adcf278 

Article 10:

Title: Importance of the use of didactic material in Initial Education

Conclusion: This article talks about how the role of the teacher is very important

when a student curriculum is carried out. The use of teaching material for children is

extremely important in the first years of life, this type of teaching should be reinforced from
the beginning in which children learn and absorb knowledge, in this way children are

taught to investigate, discover, be curious, and observe so that they can learn by

themselves. The implementation of the appropriate material in children helps them develop

qualities such as imagination, and creation and helps them exercise manipulation and

construction while supporting learning and enriching vocabulary. These materials must be

used frequently because it helps children gradually develop their qualities and evolve

consistently within the child's mind. Through the use of this methodology, children learn to

demand themselves and can have gradual learning and manage themselves and their way of

understanding things, even in other methodologies and texts. Here you can see the

difference in perceptions and how these two formats affect student learning. It was found as

a result that the students who worked only with text were enthusiastic about narratives and

texts presented by teachers but on the subject of practice, they had nothing to say. On the

other hand, the students who were taught through videos and similar materials seemed

excited to learn new things and related topics that came up in the classes and generally

developed more understanding of the topic.

References: Importancia del uso de material didáctico en la Educación Inicial –

Ministerio de Educación. (s. f.). educacion.gob.ec. https://educacion.gob.ec/tips-de-uso/ 

Justification:

These articles provide a foundation for understanding how to promote didactic

instruction for second graders. Supporting us in creative and active activities, using
literary and audiovisual resources, and planning classes are necessary things for the

development of a dynamic class.

It also covers how important it is to display didactic teaching from the beginning of

a kid’s life and how many benefits come with the application of said teaching.

children learn how to be curious, investigate, observe and manifest a better attitude

when facing classes and new concepts. 

Theoretical bases:

● How can teachers update/modernize their methodology in the classroom?

● What is the importance of tasks inside of the teaching methodology?

● What elements are necessary to capture the attention of students during

classes?

● How do turn the teaching of English into a didactic and lasting process?

Key concepts:

Participation, interactive, interactive classes, understanding, interest, methodologies,

techniques, children’s motivations, and children’s learning process.

Data collection:

The data collection activity for teachers, parents and students was carried out in the

form of observation and talk.

 The solution that was proposed by the teacher in charge of teaching English to the

second-grade group was to stick more closely to the guidebook and carry out the

activities found there. She also highlighted the importance of working with images,

since learning is facilitated when visual stimuli are implemented.

The parents, for their part, proposed that the children carry out dynamic activities

such as games, riddles, songs, and tongue twisters. Things that encourage students

to pay attention to each topic to win in the activities that will be done after the

lesson. They also suggested making homework easier to understand for students to

do on their own.

Finally, the students proposed similar things. They want more playtime as well as

more homework, things they enjoy. They would like to learn with songs and videos,

and they are excited by the proposal of telling stories in English and Spanish, and

making crafts to later present in English.

Citing authors

As Jane Bit (2016) states “Competition can get students to work harder. We should

emphasize before playing some game that everyone will be the winner, by the fact that all

students will learn and practice English, through their participation in the game. To

motivate students, we must propose activities that take into account the great student's

energy and their limited attention span.”

 As Sylvain Denat (2018) states: “Collaborative activities are an effective way to

increase pupils’ participation and interaction. In the course of group activities, pupils feel

more supported in their learning and have the impression of doing more things than if they

were working individually.”

As Susan Verner (2021) states: “young children are not able to learn unless they are

also able to move. In addition, involving the whole body in language learning is a useful

teaching method. The more language learners move, the better and faster they understand

what you are teaching and the more easily they can retain the information.”

“Task-based interactive teaching provides students with opportunities to interact

with information, practice language, and use it naturally and spontaneously. In addition, it

creates in students a state of integrity, meaning, and meaning in a real context. The task

makes possible the union between reflection and action, theory and practice, precision and

fluency, grammatical knowledge of the language, and its use. There are information gaps,

sustained discourse, focused on the code and the message, as well as the information gap.”

(Vigil, Acosta and Andracio, 2020)

“The use of concrete material from the first years offers students the possibility of

manipulating, investigating, discovering, and observing, while practicing the rules of

coexistence and the development of values such as cooperation, solidarity, respect,

tolerance, protection of the environment, among others. The teacher must consider that

within the stages for the teaching-learning process of all areas, the concrete stage is

essential to achieve good levels of abstraction at higher levels.” (Ministry of Education,

2020)

As Van Haren (2021) states:  “Being didactic means to spell things out explicitly

but perhaps a little too laboriously, or to present a view of what’s true or right or moral but

in a way that might at times seem dogmatic. So, the teacher tells and the learner listens.

Didactic teaching turns on what the teacher says rather than what the learner does.

“Students taught with text-based patient cases emphasized excitement and drama

towards the personal clinical narratives presented by the teachers during the course, but

never referred to the patient cases. Authority and boundary setting were regarded as

important in managing patients. Students taught with video-based patient cases, in contrast,

often referred to the patient cases when highlighting new insights, including the importance

of patient perspectives when communicating with patients.” (Pedersen, Paltved, Ringsted,

2018)
Annexes:
 References

● Semana. (2020, 30 Agosto). ¿Cómo hacer las clases más interactivas? Semana.com.

https://www.semana.com/tecnologia/tips/articulo/como-hacer-clases-mas-

interactivas/373334-3/ 

● Vigil García, Pedro Alejandro, Acosta Padrón, Rodolfo, & Andarcio Betancourt,

Ernesto Emilio. (2020). The Interactive Teaching of English: The Queue of

America's Writers. Mendive. Journal of Education, 18(3), 661-676. Epub September

2, 2020. Retrieved on March 15, 2022, from http://scielo.sld.cu/scielo.php?

script=sci_arttext&pid=S1815-76962020000300661&lng=es&tlng=es. 

● Román, R. (2022, 23 febrero). Diseño de clases interactivas en ambientes virtuales.

observatorio.tec.mx.

● https://www.academia.edu/19941871/

Teaching_children_English_in_a_dynamic_summary

● Bit, J. (2016, 1 January). Teaching children English in a dynamic summary.

Academia.Edu.

https://www.academia.edu/19941871/Teaching_children_English_in_a_dynamic_su

mmary

● Denat, S. (2018, 2 February). Dynamic teaching: A new and effective method.

Program 3.4.5. https://www.program345.com/en/dynamic-teaching-new-effective-

method/

● Didactic - New Learning Online. (s. f.). Newlearningonline.

https://newlearningonline.com/learning-by-design/glossary/didactic
● Importancia del uso de material didáctico en la Educación Inicial – Ministerio de

Educación. (s. f.). educacion.gob.ec. https://educacion.gob.ec/tips-de-uso/

● Pedersen, K. (2017, 6 octubre). Students’ Learning Experiences from Didactic

Teaching Sessions Including Patient Case Examples as Either Text or Video: A

Qualitative Study. SpringerLink. https://link.springer.com/article/10.1007/s40596-

017-0814-1?error=cookies_not_supported&code=061f2ca8-b543-48ea-90e9-

d08f1adcf278

● Román, R. (2022, 23 febrero). Diseño de clases interactivas en ambientes virtuales.

observatorio.tec.mx.

● S. (2021, 10 February) How to Teach English to Children: 3 Powerful Strategies for

Impressive Results. FluentU English Educator Blog.

https://www.fluentu.com/blog/educator-english/how-to-teach-english-to-children/

● Semana. (2020, 30 Agosto). ¿Cómo hacer las clases más interactivas? Semana.com.

https://www.semana.com/tecnologia/tips/articulo/como-hacer-clases-mas-

interactivas/373334-3/

● Top Tips for Creating a Dynamic Lesson Plan for Teaching English. (2021, 1 June).

teachingpersonnel.com. https://www.teachingpersonnel.com/tp-posts/2021-6/top-

tips-creating-dynamic-lesson-plan-for-teaching-english

● Vigil García, Pedro Alejandro, Acosta Padrón, Rodolfo, & Andarcio Betancourt,

Ernesto Emilio. (2020). The Interactive Teaching of English: The Queue of

America's Writers. Mendive. Journal of Education, 18(3), 661-676. Epub September

2, 2020. Retrieved on March 15, 2022, from http://scielo.sld.cu/scielo.php?

script=sci_arttext&pid=S1815-76962020000300661&lng=es&tlng=es.