Page 6 - @ccess 3 Teacher´s Book

The didactic proposal envisioned by @ccess offers many opportunities for students to
participate fully in decisions involving and encouraging verbal and written exchanges
such as:
• How much time they will allocate to the proposed activities on the practice
schedule, depending on the challenge they represent for your students. For
example, for some, writing is a more time-consuming activity, while for others,
reading will take more time.
• What kinds of activities and how many are necessary to develop the steps for
crafting a language product. For instance, some students may require a greater
number of activities than those proposed to understand something they listen
to or read.
• What the subject, addressee and purpose of the language product will be.
Inasmuch as students get involved in these decisions, they will become
co-responsible for their learning process and its results. For example, if your
students cannot agree on the subject matter, they can have a different proposal
from each team, provided that each team commits to and becomes co-responsible
for the partial and final results.
• How to manage work within teams. This decision entails using each team member’s
strengths as well as recognizing what kind of personal support is needed. Learning
to work as a team demands the personal responsibility of giving what each
participant knows and knows how to do best, so the result is a joint achievement.

Moreover, while crafting a language product is a collective challenge, the proposal
provides students with the opportunity to alternate between individual and collective
working modes in different moments, thereby encouraging self-awareness and the
exchange of opinions, reasons and ideas.

This having been said, we have endeavored to model communicative actions and to
illuminate indispensable linguistic knowledge. In this way, your students can become
satisfactory participants in social language practices and their key outcomes.

We are convinced that your work and vocation enable our youngsters to learn,
thus while creating @ccess, we gave our best so as to provide you with tools that may
contribute, in as many ways as possible, to your carrying out the noble task of teaching.

The authors

Teacher’s Book 5