Using differenciated tasks in textual construction: an upgrading proposal for primary school teachers (Original)

Abstract

This paper shows the result of a research focused on the professional upgrading of the Spanish language teacher of second-cycle at primary school. The diagnosis applied at the beginning of the study allowed determining some theoretical and methodological deficiencies on how to approach the textual construction by using differentiated tasks and according to students’ sensory preferences. Therefore, we proposed a didactic training based on a teaching model. The actions to put into practice involved workshops, demonstrative lessons and practical activities to elaborate teaching tasks that allowed teachers to reach the tools they needed, what favored the optimum learning and the active participation of all the students of the class. Theoretical and empiric methods were applied, such as: induction-deduction, analysis- synthesis, modeling, systemic approach, observation and case studies. This work shows the authors’ interest in the search of options to achieve the effective training of teachers so that they get to enrich their professional performance