Acquisition of orthographic competence through a

proposal of classroom and social networks learning activities for high schoolOjeda – Rodríguez – López - Serna

Before the problem, the subjects:

• A group of second semester (later, third) of Preparatoria Xochicalco

• Mexicali, Baja California

• The group: 20 women and 11 men

• All from 15 to 16 years.

Before the problem, the subjects:

• High average socioeconomic status

• Access to technology– 100% of students have

a computer with internet access at home,

– 93.5% have a mobile phone

– 48.3% of students have a smartphone.

– All the students have an active account on “Facebook”.

Diagnosis of the problem• There was

applied a test that measured the number of spelling errors of students for every 93 words (dictation exercise).

• The diagnostic test was applied to 31 students , resulting:

2-10 errors

10-20 errors

20-30 errors

30-40 errors

02468

1012141618

Students

Diagnosis of the problem• There were no students

without errors• The overall group has

an intermediate level of orthographic competence.

• 51.61%: 20 - 30 spelling errors,

• 22.57%: 30 - 40 spelling errors,

• 25.80%: 2 – 10 spelling errors,

• Average: Group had 15.09 misspelled per 93 words– An essay of three

pages: they would get about 180 misspellings

2-10 errors

10-20 errors

20-30 errors

30-40 errors

02468

1012141618

Students

24 students 7 students 77.41% 22.58%

Diagnosis of the problem3%

7%

6%

13%

3%

1%8%

43%

7%

0%5%

0%3%

0%

Kinds of mistakes by percentage in the groupUse of bUse of gUse of llOthersUse of vUso of cUse of capital let-tersUse of rAccentuationUse of sUse of jUse of hUse of zUse of xUse of kUse of qUse of yUse of mp

Orthographic Accentuation

• “Te amo, bebe”: (I love you, _____)• Bebé: Baby

• Bebe: Drink it!

• According to the National Institute of Educational Evaluation (INEE, 2008), near of 98% of Secundaria´s third grade Mexican students, commit at least, one accentuation error.

• What is the reason why many Mexican students and Mexican people, in general, do not write correctly?

Orthographic accentuation

• Orthographic or spelling competence: the mastery of the rules governing the writing of a language" (Morales, n/d).

• Error: demonstration of lack of mastering of any of these idiomatic rules.

Orthographic accentuation

Research QuestionIs that possible to develop the orthographic competence in our students without stopping the

curricular content?How can we plan activities for these

purposes without class time?

Objectives of educational intervention

• General: Develop activities and learning strategies to promote the acquisition orthographic competence of the students, minimizing the number of errors per every hundred words.

• Specifics:– Promote learning of spelling rules

through a program to support their studies:• weekly session of one hour

– Design, through the ITC, and the recreational learning objects, which students can practice with:• Facebook group activities

Solution: Educational intervention

• Orthography Workshop (Taller de Ortografía): extracurricular activities every 15 days: Friday, 9:00 a.m.

• Sessions specifically related to the accentuation content.

• Autonomous and self-directed activity

• Team activities. • A brief self- test to assess

their own performance, in each session

• 7 sessions in total.

• A non-classroom learning activity once a week at home: Facebook group "Taller de Ortografía Xochicalco 301".

• Take advantage of all Web 2.0 properties

• Spelling and accentuation materials o Videos,o links to interactive

exerciseso Photo exercises and

contests

Solution: Educational intervention

Facebook activities

In this photo one of the students related her photograph with the word "sobrinos" (nieces and

nephews) and its classification by syllable.

Facebook activities

In this photo one of the students found a spelling error (lack of accent) in an advertisement located in

the city.

Facebook activities

Facebook exercises

Results (Ortography Workshop)

• Each session assessment proves the following:

• Students were competent to apply the knowledge they achieved in that class (Describe what they learned, explain concepts and ideas, divide syllables and classified it according their stressed syllable).

Sessi

on 1

Sessi

on 2

Sessi

on 3

Sessi

on 4

Sessi

on 5

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

56.25%52.94%65.71%

73.68%83.33%

Achievment in exercises

Porcentage of students that are competent in the session excerise

Results (Facebook activities)• The group participate

actively with contributions and feeding back their classmates.

• They were motivated to do what they usually do on their social networks.

• There was the necessary respect to have an optimum learning atmosphere, although there was necessary to censure some photos because their content was not compatible with the situation.

Results• Finally, after seven sessions: A new

test that assessed the accentuation of fifteen words of high difficulty.

Compe-tent 15-15

Regular 11-14 hits

Basic 5-10 hits

Non basic 1-4 hits

048

1216

Final spelling test

Students

16%84%

Diagnosis of the problem

2-10 errors

10-20 errors

20-30 errors

30-40 errors

02468

1012141618

Students

24 students 7 students 77.41% 22.58%

Conclussions1. The activities proposed in

this intervention worked to achieve the objectives.

2. Is it possible to develop the orthographic competence in our students without stopping the curricular content?

A: Yes, it is. Using the means we have at our disposal

Conclusions3. While school is willing

to pay attention, not only to the level of their education, but in the real development of the skills necessary for life, you can deal with Learning problems in a simple way without compromising curricular structure and referred to that level.

ConclusionsNext steps: • Continue implementing the

orthography workshop in Preparatoria Xochicalco, with other grades of high school.

• Share this workshop in the local community, so that more high school students have the opportunity to improve their orthographic competence.

Conclusions• The proposal can be

applied in different educational environments anywhere in the world.– Applicable not only in

Spanish Language and Literature learning

– There is no exclusive method

THANK YOU FOR YOUR ATTENTION!

rodolfo.ojeda@uabc.edu.mxrodo_220@hotmail.com

https://www.facebook.com/rodojeda220