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AMCO Methodology

“AMCO is based on the emotional, intellectual and social development of each student. This goal is embodied in an integrated system that emphasizes the acquisition of communicative competence in English through comprehensive academic areas, which directly pertain to the student’s development.”

PEDAGOGICAL BASIS OF AMCO

AMCO is based in the “Theory of the emotional coefficient”. This theory introduce emotions, improve their self-control and the achievement of personal aims and work with 5 dimensions

Generative voice

How children learn to interact with the environment thanks to different codes of communication. The generative voice theory says that the brain has two parts, one part of which is for the L1, and the other is for the L2. One of the main statements of the generative voice theory is that, thanks to the two brains, children don't need the translation process from one language to another because they just go directly to the brain they need.

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AMCO is based on only one objective: to educate happy children, so they feel loved and able to learn.

Multiple Intelligences

They learn based on the multiple intelligences theory, as students learn differently depending on their abilities. So teachers must use different strategies to achieve the learning. Furthermore, the intelligence is dynamic, it can be developed; and it is plural, what means that we have all of them, but we are more intelligent in some of them than in another.

 

The emotional coefficient includes ways of being intelligent which are not measured with the intelectual coefficient. People with high levels of this emotional coefficient are able to understand someone’s feelings and they have a lot of facilities to establish relationships. The emotions and the thought collaborate in learning. The five dimensions of this coefficient are: to know yourself, the autocontrol, the self-motivation, the empathy and the abilities to establish relationships.  

Mind-Maps

Working with mind-maps, children reproduce the way we think, thus the learning process is easier for the students. It helps to organize the information in order to be remembered a concept by visualizing and linking it with others.

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The creativity is reduced as years pass by. At the beginning, children learn easily drawing and through pictures, even before they acquire their mother tongue. But,when they arrive to Primary school, their way of communication is reduced to writing, so the creativity is blocked. Mind maps can avoid this problem. The capacity to retain information is with association, each idea has lots of connections in our brain, that is why with this maps we can help children, due to it is easier for them to acquire the language because it represents better how we do it naturally.

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We can use mind maps to:

  • take notes.

  • remind the information.

  • be creative.

  • solve problems.

  • plan and make presentations.

Daily Routine

It is used because it makes children feel confident because they know what they have to do. It promotes the switching process.

Cooperative Learning

Structural use of small groups so that students work together to maximize their own and each other’s learning.

THEORETICAL ASSUMPTIONS ON WHICH THE METHOD IS BASED

  • Hearing discrimination.

  • Writing.

  • Phonetics.

  • Pronunciation and listening.

  • Not common to correct children.

  • Spelling as an important factor.

OBJECTIVES
TEACHING TECHNIQUES AND MATERIALS

  • ASK QUESTIONS.

  • INVOLVE STUDENTS.

  • USE OF MATERIALS.

  • ICT.

  • COMMUNICATIVE APPROACH.

  • POSITIVE FEEDBACK.

  • ROLES AS FUNDS OF.

  • MOTIVATION.

  • FLASHCARDS.

  • SONGS.

  • DIGITAL BLACKBOARD.

  • COSTUMES.

  • BOOK.

  • PRONUNCIATION AUDIOS.

  • VIDEOS.

  • WRITINGS.

  • READINGS.

  • MIND MAPS.

  • PORTFOLIO.

  • DEPRESSOR STICKS

LEARNER AND TEACHER ROLES

  • Children as a protagonist takes up communicative
    approaches, that is, children talk and interact all the time.

  • Students sometimes acquire the teacher role.

  • Some roles of the children are: make the classmates be in silence or remind them to talk in English (Only English).

  • The teacher normally acquires a teaching role but in certain occasions he acquires a passive role in which he is a listener.

HOW IS AN AMCO CLASS DEVELOPED?

- ROLES
- SONGS
- RIDDLES
- MOVEMENT​

​- GROUPS
- PLAYING
- ROUTINES

MORE INFORMATION ABOUT AMCO

If you want to know more specific information about this methodology, you can download this pdf which is a book called "Camino a la experiencia".

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