Browsing by Author "Suescun Giraldo , Claudia Marcela"

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    Empathy-based teaching English and strategies their impact on motivation and meaningful learning.
    (Universidad Católica Luis Amigó, 2022) Bedoya Giraldo , Juan David; Castañeda Correa, Luis Fernando; Suescun Giraldo , Claudia Marcela
    This graduation paper is action research whose research objective is "Determine how empathy-based Teaching strategies transform students' motivation and meaningful language learning process that focuses on concepts such as empathy, teaching strategies, the role of the teacher, motivation, and meaningful learning. In this research study, different data collection instruments were used (interview/query, observation) through an interactive technique such as the focus group; For the analysis and interpretation of the data, the characterization, cutting, coding, and categorization were taken into account in order to find the most significant findings, among them “Empathy as a learning strategy to develop the human dimensions in the English classroom. Empathy as a teaching strategy to strengthen diversity in the English classroom. The development of empathy in the English classroom and its impact on motivation and meaningful learning. Empathy as social construction among teachers and students”. Additionally, this article constantly reflects on the teaching role based on empathy and the constant adaptation to changes for more humanistic teaching for students both for their needs, academic development, and social interactions.
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    Shorts stories an a engagement agent for teenagers in a public school in Medellin
    (Universidad Católica Luis Amigó, 2024) Marín Castrillón , Shirley Camila; Ramírez Toro, Jurgen Felipe; Suescun Giraldo , Claudia Marcela
    Este estudio investiga el uso de cuentos como herramienta para motivar a adolescentes en una escuela pública de Medellín, Colombia. Los resultados demuestran que los cuentos incrementan la motivación y la participación en clase, fomentando la empatía y el pensamiento crítico al permitir que los estudiantes se identifiquen con personajes y temas relevantes. La investigación destaca la importancia de seleccionar historias que se alineen con los intereses de los estudiantes para promover su motivación intrínseca y hábitos de lectura sostenidos. El enfoque de investigación-acción facilitó ajustes en tiempo real, creando un entorno de aprendizaje más inclusivo y adaptado a las necesidades de los estudiantes.