Course 1.

Active Methodologies

This workbook belongs to:

Professional Development
May-June, 2024
Our Professional Development Goal
By the end of the full program, the English teachers who
participate will be able to apply the SCALE Methodology, to
enrich the learning experiences they design for their students
-integrated with the official program and resources- with
didactic strategies that involve a more active role with more
English production (oral and/or written) for every student that
consequently promotes more meaningful and deeper learning.
Our Professional Development
Experience
The SCALE Methodology is a professional development
experience that’s comprised of two different 24-hour courses:
● Active Methodologies ● Thinking Routines
○ Project-Based Learning ○ Building a Culture of Thinking
by Making it Visible
○ Universal Design for Learning
○ Kinds of Thinking that Promote
○ Gamification Understanding and Their
○ Flipped Classroom Thinking Routines
○ STEAM Approach ○ Thinking Routines to Start a
○ SAMR Framework Class or Topic
○ Thinking Routines to Process
Information
○ Thinking Routines to Close a
Class or Topic
○ Formative Evaluation from
“Documentation” Processing

This training will be taught entirely in English, with a

theoretical-practical approach, and based on the following
principles of adult learning: Previous knowledge, Peer learning,
Collaborative learning, Situated or contextual learning,
Significance, and Learn to learn.

For each course to be accredited a participant must have a

minimum of 80% of attendance and participation (19 hours).
*All charts and images are either used with permission from ULCom, or AI
generated.
Active
Methodologies
Teacher Training Course

Our Professional Development Goal

By the end of this 24-hour course, the English teachers who
participate will be able to identify the principles that underpin
the main active methodologies, as well as some of the
strategies that can be integrated into the design of English
language learning experiences to promote an active role in
each student according to the SCALE Methodology developed
by Ultimate Learning Community.
Active Methodologies
1. Project-Based Learning
Project-Based Learning
Our Professional Development Goal: By the end of this topic,
the English teachers who participate will be able to enrich the
design of a learning experience with the principles of
Project-Based Learning and some of its strategies to promote
an active role in each student.

Before we start
To know where we stand, answer the following questions in your
workbook and share them in the chat (you won’t receive a
grade based on what you answer, just that you answer):

1. Is working with projects and PBL the same?

2. What are the characteristics of PBL?

3. What does it take to implement PBL?

Project-Based Learning Principles
FINAL SHARING AND
STUDENT VOICE AND
BROADCASTING
CHOICE
Event to socialize with
Constant integration of
others what was
students' ideas, interests and
accomplished
questions
PROJECT SKELETON
What to learn and how it
could be applied in a real
PRODUCTS and relevant context
Gradually co-building the SUSTAINED INQUIRY
proposed solution FROM A QUESTION
together, making revisions
Learning construction
to improve it
process, triggered and
guided by a powerful
question or problem to be
solved
REFLECTION AND DIALOGUE
Constant and intentional
opportunities to discuss and reflect
on the learning process

Notes:
PBL Strategies and Activities
Here’s a chart so you can register some strategies and
activities that promote each principle.

PBL Principle Strategies and Activities

Project
Skeleton

Student Voice
and Choice

Sustained
Inquiry from
a Question

Reflection
and Dialogue

Products

Final Sharing
PBL Positive Effects
Reflect and register at least three positive effects of
integrating each PBL principle into the learning experiences
you design.
PBL
Positive Effect 1 Positive Effect 2 Positive Effect 3
Principle

Project
Skeleton

Student
Voice and
Choice

Sustained
Inquiry from
a Question

Reflection
and
Dialogue

Products

Final
Sharing
Enriching a Learning Experience
with PBL
Review an already prepared learning experience and enrich it
with the principles and strategies of PBL to promote an active
role in each student.

Include at least three specific activities and indicate what PBL

principle they promote, and what’s the pedagogical intention of
the adjustment.

Grade: Learning Goal:

General description of the original learning experience:

Enrichment Activity PBL Principle Pedagogical Intention

1.

2.

3.
I Used to Think… But Now I Think…
Reflect how has your thinking changed regarding how PBL
principles and strategies can enrich learning experiences.

Register your thinking by completing the sentence stems:

I used to think…

But now I think…

*It may be a connection found, some growth or expansion, or it might be a

clarification.
Notes:
Active Methodologies
2. Universal Design for Learning
Universal Design for Learning
Our Professional Development Goal: By the end of this topic,
the English teachers who participate will be able to enrich the
design of a learning experience with the principles of Universal
Design for Learning and some of its strategies to promote an
active role in each student.

Before we start
To know where we stand, answer the following questions in your
workbook and share them in the chat (you won’t receive a
grade based on what you answer, just that you answer):

1. In what contexts/levels can UDL be implemented?

2. What are the main characteristics of UDL?

3. What does it take to implement the UDL?

Universal Design for Learning

Notes:
UDL Positive Effects
Reflect and register at least three positive effects of
integrating each UDL principle into the learning experiences
you design.
UDL Principle Positive Effect 1 Positive Effect 2 Positive Effect 3

Multiple Means
of Engagement
● Recruiting
interest
● Sustaining
effort and
persistence
● Self regulation

Multiple Means
of
Representation
● Perception
● Language and
symbols
● Comprehension

Multiple Means
of Action and
Expression
● Physical action
● Expression and
communication
● Executive
functions
UDL Strategies and Activities
Here’s a chart so you can register some strategies and
activities that promote each principle.

UDL Principle Strategies and Activities

Multiple Means
of Engagement
● Recruiting
interest
● Sustaining effort
and persistence
● Self regulation

Multiple Means
of
Representation
● Perception
● Language and
symbols
● Comprehension

Multiple Means
of Action and
Expression
● Physical action
● Expression and
communication
● Executive
functions
UDL Possible Risks
Reflect and register at least three possible risks of integrating
each UDL principle into the learning experiences you design.

UDL Principle Possible Risk 1 Possible Risk 2 Possible Risk 3

Multiple Means
of Engagement
● Recruiting
interest
● Sustaining
effort and
persistence
● Self regulation

Multiple Means
of
Representation
● Perception
● Language and
symbols
● Comprehension

Multiple Means
of Action and
Expression
● Physical action
● Expression and
communication
● Executive
functions
UDL Ways to Prevent/Solve the Risks
Let’s brainstorm together: How can we prevent or solve the
possible risks and problems to implement UDL in learning
experiences?
UDL Principle Ways to Prevent or Solve the Possible Risks

Multiple Means
of Engagement
● Recruiting
interest
● Sustaining
effort and
persistence
● Self regulation

Multiple Means
of
Representation
● Perception
● Language and
symbols
● Comprehension

Multiple Means
of Action and
Expression
● Physical action
● Expression and
communication
● Executive
functions
Enriching a Learning Experience
with UDL
Review an already prepared learning experience and enrich it
with the principles and strategies of UDL to promote an active
role in each student.

Include at least three specific activities and indicate what UDL

principle they promote, and what’s the pedagogical intention of
the adjustment.

Grade: Learning Goal:

General description of the original learning experience:

Enrichment Activity UDL Principle Pedagogical Intention

1.

2.

3.
I Used to Think… But Now I Think…
Reflect how has your thinking changed regarding how UDL
principles and strategies can enrich learning experiences.

Register your thinking by completing the sentence stems:

I used to think…

But now I think…

*It may be a connection found, some growth or expansion, or it might be a

clarification.
Notes:
Active Methodologies
3. Gamification
Gamification
Our Professional Development Goal: By the end of this topic,
the English teachers who participate will be able to enrich the
design of a learning experience with the principles of
Gamification and some of its strategies to promote an active
role in each student.

Before we start
To know where we stand, answer the following questions in your
workbook and share them in the chat (you won’t receive a
grade based on what you answer, just that you answer):

1. What is Gamification?

2. What are the main characteristics of Gamification?

3. What does it take to gamify a learning experience?

Gamification

Notes:
Gamification Positive Effects
Reflect and register at least three positive effects of
integrating each Gamification principle into the learning
experiences you design.

Gamification
Positive Effect 1 Positive Effect 2 Positive Effect 3
Principle

Epic Meaning &

Calling

Development &
Accomplishment

Empowerment
of Creativity and
Feedback

Ownership &
Possession

Social Influence
& Relatedness

Scarcity &
Impatience

Unpredictability
& Curiosity

Loss &
Avoidance
Gamification Strategies and Activities
Here’s a chart so you can register some strategies and
activities that promote each principle.

Gamification
Strategies and Activities
Principle

Epic Meaning &

Calling

Development &
Accomplishment

Empowerment of
Creativity and
Feedback

Ownership &
Possession

Social Influence
& Relatedness

Scarcity &
Impatience

Unpredictability
& Curiosity

Loss &
Avoidance
Gamification Possible Risks
Reflect and register at least three possible risks of integrating
each Gamification principle into the learning experiences you
design.
Gamification
Possible Risk 1 Possible Risk 2 Possible Risk 3
Principle

Epic Meaning &

Calling

Development &
Accomplishment

Empowerment
of Creativity and
Feedback

Ownership &
Possession

Social Influence
& Relatedness

Scarcity &
Impatience

Unpredictability
& Curiosity

Loss &
Avoidance
Gamification Ways to Prevent/Solve the
Risks
Let’s brainstorm together: How can we prevent or solve the
possible risks and problems to gamify the learning experiences
for our students?
Gamification
Ways to Prevent or Solve the Possible Risks
Principle

Epic Meaning &

Calling

Development &
Accomplishment

Empowerment
of Creativity and
Feedback

Ownership &
Possession

Social Influence
& Relatedness

Scarcity &
Impatience

Unpredictability
& Curiosity

Loss &
Avoidance
Enriching a Learning Experience
with Gamification
Review an already prepared learning experience and enrich it
with the principles and strategies of Gamification to promote
an active role in each student.

Include at least three specific activities and indicate what

Gamification principle they promote, and what’s the
pedagogical intention of the adjustment.

Grade: Learning Goal:

General description of the original learning experience:

Enrichment Activity Gamification Principle Pedagogical Intention

1.

2.

3.
I Used to Think… But Now I Think…
Reflect how has your thinking changed regarding how the
Gamification principles and strategies can enrich learning
experiences.

Register your thinking by completing the sentence stems:

I used to think…

But now I think…

*It may be a connection found, some growth or expansion, or it might be a

clarification.
Notes:
Active Methodologies
4. Flipped Classroom
Flipped Classroom
Our Professional Development Goal: By the end of this topic,
the English teachers who participate will be able to enrich the
design of a learning experience with the principles of Flipped
Classroom and some of its strategies to promote an active role
in each student.

Before we start
To know where we stand, answer the following questions in your
workbook and share them in the chat (you won’t receive a
grade based on what you answer, just that you answer):

1. What is the Flipped Classroom?

2. What implications does Flipping the Classroom have for the

teacher?

3. What implications does Flipping the Classroom have for the

student?
Flipped Classroom

Notes:
Flipped Classroom Positive Effects
Reflect and register at least three positive effects of Flipping
the Classroom for the learning experiences you design, and
how they relate to/support another of the active
methodologies we have already revised.

Connection to Connection to Connection to

Positive Effect another active another active another active
methodology 1 methodology 2 methodology 3
Flipping the Classroom
Here’s a chart so you can register some ideas of the process to
a flipped classroom.

Step of the
Flipping the Classroom
Process

1. Identify
Where to Flip
your Class

2. In-Class
Application
Activities with
Feedback

3. Clarify
Connections
Between In- and
Out-of-Class
Learning

4. Adapt your
Materials

5. Extend the
Learning Beyond
the Class
Flipped Classroom Possible Risks
Reflect and register at least three possible risks of Flipping the
Classroom for the learning experiences you design, and how
they relate to/hinder another of the active methodologies we
have already revised.

Connection to Connection to Connection to

Possible Risk another active another active another active
methodology 1 methodology 2 methodology 3
Flipped Classroom Ways to Prevent /
Solve the Risks
Let’s brainstorm together: How can we prevent or solve the
possible risks and problems to “flip the classroom” in the
learning experiences for our students?

Possible Risk Ways to Prevent or Solve the Possible Risks

Enriching a Learning Experience
with Flipped Classroom
Review an already prepared learning experience and enrich it
by flipping the classroom to promote an active role in each
student.

Include at least one specific previous resource, and one

specific in-class activity, and indicate which of the previously
revised active methodologies could be integrated and how.

Grade: Learning Goal:

General description of the original learning experience:

Previous Resource In-Class Activity Related Active Methodology

1.

2.

3.
I Used to Think… But Now I Think…
Reflect how has your thinking changed regarding how a
Flipped Classroom can enrich learning experiences.

Register your thinking by completing the sentence stems:

I used to think…

But now I think…

*It may be a connection found, some growth or expansion, or it might be a

clarification.
Notes:
Active Methodologies
5. STEAM Approach
STEAM Approach
Our Professional Development Goal: By the end of this topic,
the English teachers who participate will be able to enrich the
design of a learning experience with the principles of the
STEAM Approach and some of its strategies to promote an
active role in each student.

Before we start
To know where we stand, answer the following questions in your
workbook and share them in the chat (you won’t receive a
grade based on what you answer, just that you answer):

1. What is the STEAM Approach?

2. In what contexts or levels can the STEAM Approach be

implemented?

3. What implications does implementing the STEAM Approach

have?
STEAM Approach

Notes:
STEAM Approach Positive Effects
Reflect and register at least three positive effects of
implementing a STEAM approach in the learning experiences
you design, and how they relate to/support another of the
active methodologies we have already revised.

Connection to Connection to Connection to

Positive Effect another active another active another active
methodology 1 methodology 2 methodology 3
STEAM Approach
Here’s a chart so you can register some strategies and
activities for each axis.

Step of the
Flipping the Classroom
Process

Science

Technology

Engineering

Arts

Mathematics
STEAM Approach Possible Risks
Reflect and register at least three possible risks of
implementing a STEAM approach in the learning experiences
you design, and how they relate to/hinder another of the active
methodologies we have already revised.

Connection to Connection to Connection to

Possible Risk another active another active another active
methodology 1 methodology 2 methodology 3
STEAM Approach Ways to Prevent /
Solve the Risks
Let’s brainstorm together: How can we prevent or solve the
possible risks and problems to implementing a STEAM
approach in the learning experiences for our students?

Possible Risk Ways to Prevent or Solve the Possible Risks

Enriching a Learning Experience
with STEAM Approach
Review an already prepared learning experience and enrich it
by implementing a STEAM approach to promote an active role
in each student.

Include at least one specific idea for three of the axis, and
indicate which of the previously revised active methodologies
could be integrated and how.

Grade: Learning Goal:

General description of the original learning experience:

STEAM Axis Activity Related Active Methodology

1.

2.

3.
I Used to Think… But Now I Think…
Reflect how has your thinking changed regarding how
implementing a STEAM approach can enrich learning
experiences.

Register your thinking by completing the sentence stems:

I used to think…

But now I think…

*It may be a connection found, some growth or expansion, or it might be a

clarification.
Notes:
Active Methodologies
6. SAMR Framework
SAMR Framework
Our Professional Development Goal: By the end of this topic,
the English teachers who participate will be able to enrich the
design of a learning experience with the principles of the SAMR
Framework and the implementation of educative technologies
to promote an active role in each student.

Before we start
To know where we stand, answer the following questions in your
workbook and share them in the chat (you won’t receive a
grade based on what you answer, just that you answer):

1. What is the SAMR Framework?

2. In what contexts or levels can educational technologies be

integrated?

3. What are the implications of implementing the SAMR

Framework?
SAMR Framework

Notes:
SAMR Framework Positive Effects
Reflect and register at least three positive effects of
implementing the principles of the SAMR Framework and
educative technologies in the learning experiences you design,
and how they relate to/support another of the active
methodologies we have already revised.
Connection to Connection to Connection to
Positive Effect another active another active another active
methodology 1 methodology 2 methodology 3
SAMR Framework
Here’s a chart so you can register some EdTech for each level
of the SAMR Framework.

Step of the
Flipping the Classroom
Process

Substitution

Augmentation

Modification

Redefinition
SAMR Framework Possible Risks
Reflect and register at least three risks of implementing the
principles of the SAMR Framework and educative technologies
in the learning experiences you design, and how they relate
to/hinder another of the active methodologies we have already
revised.
Connection to Connection to Connection to
Possible Risk another active another active another active
methodology 1 methodology 2 methodology 3
SAMR Framework Ways to Prevent /
Solve the Risks
Let’s brainstorm together: How can we prevent or resolve the
possible risks and problems to implementing the principles of
the SAMR Framework and educative technologies in the
learning experiences for our students?
Possible Risk Ways to Prevent or Solve the Possible Risks
Enriching a Learning Experience
with SAMR Framework
Review an already prepared learning experience and enrich it
by implementing the principles of the SAMR Framework and
EdTEch tools to promote an active role in each student.

Include at least one EdTech Tool, and indicate to which level of

the SAMR Framework corresponds, and which of the previously
revised active methodologies could be integrated and how.

Grade: Learning Goal:

General description of the original learning experience:

EdTech SAMR Framework Level Related Active Methodology

1.

2.

3.
I Used to Think… But Now I Think…
Reflect how has your thinking changed regarding how
implementing the principles of the SAMR Framework and
educative technologies can enrich learning experiences.

Register your thinking by completing the sentence stems:

I used to think…

But now I think…

*It may be a connection found, some growth or expansion, or it might be a

clarification.
Notes: