Challenge and selection 

 In the educational institution for which I work , which has to do with teaching a second language , in   this case English , we usually face a challenge , and it is like keeping our elementary and high school   students not only motivated , but making constant use of the language they are studying . 

 It depends on this in many ways , that their productions are much more autonomous , and directed   towards the real use of the language in a contextualized way . 

 The pillars of second language teaching with a communicative approach are based on the   competent acquisition of 4 basic skills : 

 Listening , Speaking , Reading Comprehension , Writing 

 The department I am in charge of is composed of 20 teachers with a degree in foreign languages .   The results of the first term of the year indicate that there is a percentage of about 10 % of   students , who are facing difficulties in one or more of these skills . 

 As a consequence , the teachers are asked to generate a report in the form of a pie chart in which   they can see the result in terms of percentages . In order to quantify the most evident weaknesses ,   the teachers hand in the pie charts individually to the head of the department . 

 After considering the data reflected in each of the reports , the principal decides to call a meeting   with the entire work team in order to socialize the results of each one , with the intention that they   themselves can analyze the information verbally and that similar patterns can be found among the   different grades . 

 The tool that is decided to apply of design thinkink , is visualization , for which , it is exposed in the   meeting the basic concepts of the tools of design thinking , and a chronogram of meetings is   established initially in an individual way , for which each teacher must have meditated and applied   the four instances What is , what if , what wows and what Works , in their process with each one of   his groups , and have at least 3 innovative proposals , which they would never have done in the   past , no matter how crazy these were . 

 Application 

 What is : 

 At the end of the cycle of meetings with each teacher and having collected all their assessments ,   the team meets again , and is made aware of the risks identified and possible solution scenarios .   One indicator that stands out is the results in formal evaluations , which differ from those obtained   in less formal ways in classroom activities , the former being low and the latter reporting much   better results . 

 What if : 

 Teachers , listening to the participation of others , propose : 

 1- change the way in which formal assessments are made . 

 2- generate strategies that allow for a better understanding of students ' learning styles . 

 3- To inquire about the teaching styles of the teachers . 

 4- To allow self - evaluation as an evaluation strategy . 

 5- To allow peer evaluation strategies in cooperative work . 

 What wows : 

 An important increase in autonomous production of students from grade 6 to grade 10 has been   detected . 

 A survey is carried out with students in which the perception of class dynamics and its effects on   them are investigated . 

 The results of this survey show the following : 

 70 % of the students surveyed are comfortable with the changes included in the way of evaluating ,   since not only the final result is measured , but also the process . 

 95 % of students in grades 6 and 7 identify themselves with the results in learning styles , and have   noticed the change in many of the activities and in their approach to the content and purposes   being taught . 

 40 % of students agree to be assessed by their peers , but have restrictions on the fairness of their   peers when doing so . 

 60 % of teachers find it difficult to identify their own teaching style . 

 Insight & Approach 

 What Works : 

 Although the moments of the design process , are still applied , because we are in the moment   identifying what , works , and what does not , a very generous positive impact was observed in   making the students participate in the evaluation processes , or at least they consider that teachers   do not only care about us as numbers that pass or lose a formal or official test . 

 Teachers need to be accompanied in their assessment designs , and 3 awareness - raising workshops   are proposed , in which the change of roles from teachers to students is emphasized . 

 The fact that we focused on possible solutions as a team definitely brought us much closer to   substantive solutions , not only in terms of form , but also in terms of applying the knowledge   acquired and demonstrating its positive effects . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Challenge and selection 

 In the educational institution for which I work , which has to do with teaching a second language , in   this case English , we usually face a challenge , and it is like keeping our elementary and high school   students not only motivated , but making constant use of the language they are studying . 

 It depends on this in many ways , that their productions are much more autonomous , and directed   towards the real use of the language in a contextualized way . 

 The pillars of second language teaching with a communicative approach are based on the   competent acquisition of 4 basic skills : 

 Listening , Speaking , Reading Comprehension , Writing 

 The department I am in charge of is composed of 20 teachers with a degree in foreign languages .   The results of the first term of the year indicate that there is a percentage of about 10 % of   students , who are facing difficulties in one or more of these skills . 

 As a consequence , the teachers are asked to generate a report in the form of a pie chart in which   they can see the result in terms of percentages . In order to quantify the most evident weaknesses ,   the teachers hand in the pie charts individually to the head of the department . 

 After considering the data reflected in each of the reports , the principal decides to call a meeting   with the entire work team in order to socialize the results of each one , with the intention that they   themselves can analyze the information verbally and that similar patterns can be found among the   different grades . 

 The tool that is decided to apply of design thinkink , is visualization , for which , it is exposed in the   meeting the basic concepts of the tools of design thinking , and a chronogram of meetings is   established initially in an individual way , for which each teacher must have meditated and applied   the four instances What is , what if , what wows and what Works , in their process with each one of   his groups , and have at least 3 innovative proposals , which they would never have done in the   past , no matter how crazy these were . 

 Application 

 What is : 

 At the end of the cycle of meetings with each teacher and having collected all their assessments ,   the team meets again , and is made aware of the risks identified and possible solution scenarios .   One indicator that stands out is the results in formal evaluations , which differ from those obtained   in less formal ways in classroom activities , the former being low and the latter reporting much   better results . 

 What if : 

 Teachers , listening to the participation of others , propose : 

 1- change the way in which formal assessments are made . 

 2- generate strategies that allow for a better understanding of students ' learning styles . 

 3- To inquire about the teaching styles of the teachers . 

 4- To allow self - evaluation as an evaluation strategy . 

 5- To allow peer evaluation strategies in cooperative work . 

 What wows : 

 An important increase in autonomous production of students from grade 6 to grade 10 has been   detected . 

 A survey is carried out with students in which the perception of class dynamics and its effects on   them are investigated . 

 The results of this survey show the following : 

 70 % of the students surveyed are comfortable with the changes included in the way of evaluating ,   since not only the final result is measured , but also the process . 

 95 % of students in grades 6 and 7 identify themselves with the results in learning styles , and have   noticed the change in many of the activities and in their approach to the content and purposes   being taught . 

 40 % of students agree to be assessed by their peers , but have restrictions on the fairness of their   peers when doing so . 

 60 % of teachers find it difficult to identify their own teaching style . 

 Insight & Approach 

 What Works : 

 Although the moments of the design process , are still applied , because we are in the moment   identifying what , works , and what does not , a very generous positive impact was observed in   making the students participate in the evaluation processes , or at least they consider that teachers   do not only care about us as numbers that pass or lose a formal or official test . 

 Teachers need to be accompanied in their assessment designs , and 3 awareness - raising workshops   are proposed , in which the change of roles from teachers to students is emphasized . 

 The fact that we focused on possible solutions as a team definitely brought us much closer to   substantive solutions , not only in terms of form , but also in terms of applying the knowledge   acquired and demonstrating its positive effects .
### Output: 