Description

This research aimed to develop communication skills through the implementation of didactic sequences in the subject of the Spanish Language, with the tenthgrade students of the school ‘La Sagrada Familia’ in Valledupar, Colombia, from the mixed paradigm with an approach to socio-critical and pedagogical action research method. It was developed in four phases: identification, design, implementation, and evaluation of results. The field diary, the workshops, and the assessment rubrics were used as information collection strategies. The results obtained allow us to show how the planning of the didactic sequence, from each of its pedagogical moments, made possible the articulation of activities that generated in the students, the motivation and interest to learn and get involved effectively in each one of the commitments oriented. It can be concluded that the didactic sequence contributed to the potentiation of the students’ communication skills, with strategically designed activities, making them protagonists of the teaching and learning process.