Didactic Intervention Proposal for Strengthening Text Production in Fifth-Grade Elementary School Students
This article describes a pedagogical experience aimed at strengthening teaching practices in the instruction of writing among fifth-grade students in basic primary education. Through an initial diagnostic phase that included the analysis of texts produced by students and the administration of a ques...
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| 主要な著者: | , |
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| フォーマット: | Online |
| 言語: | スペイン語 |
| 出版事項: |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2026
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| 主題: | |
| オンライン･アクセス: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3560 |
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| 要約: | This article describes a pedagogical experience aimed at strengthening teaching practices in the instruction of writing among fifth-grade students in basic primary education. Through an initial diagnostic phase that included the analysis of texts produced by students and the administration of a questionnaire to teachers, difficulties were identified with regard to coherence, cohesion, spelling, the use of connectors, and the understanding of text structure. Based on these findings, the researchers decided to focus the intervention on the teachers, recognizing their fundamental role in guiding and mediating written composition processes. Consequently, four virtual workshops were implemented, centered on writing as a creative process, models of text production, playful strategies to encourage writing, and formative assessment through rubrics. The results reflect the perception of a potential improvement in students’ written production, manifested by the teachers and supported by examples of the strategies applied. This experience highlights the importance of contextualized teacher training, the integration of reflective and process-oriented approaches, and the articulation of creativity, critical thinking, and personal expression in writing instruction. |
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