ACTIVE METHODOLOGIES Flashcards
CLIL
Content and Language Integrated Learning coined by David Marsh in 1994:
It is a dual-focused approach in which STs learn a non-linguistic subject (History, Geography, Music) through a 2nd Lang., using an interdisciplinary teaching approach (RD art 10).
It happens in my centre that we teach Sciences and Art and Crafts in English following the ling. Project (PEPLI) regulated by law 4/2018 which requires schools should teach Eng. In at least one non-ling subject.
Cummins, not only they use BICS (Basic Interpersonal Communicative Skills) coloquial lang. but also CALP (Cognitive Academic Language Proficiency) lang that is used in content areas (History, Sciences, Math, Music). CALP is essential for academic success and for critical thinking.
BENEFITS:
• Lang is acquired naturally.
• Builds intercultural knowledge and understanding. (CAE)
• Provides opportunities to study content through dif. Perspectives.
• Increases learners’ motivation and confidence.
• Fluency is more important than accuracy and errors are a natural part of language learning.
4CS FRAMEWORK: CLIL lesson should combine:
A successful CLIL lesson requires teacher’s previous training and the combination of certain elements the 4cs framework defined by Coyle:
- Content: allowing progress in knowledge, skills, and understanding. (D108/14)
- Communication: using lang to learn subject while learning to use the lang itself.
- Cognition: developing cognitive skills.
- Culture: allowing exposure to varied perspectives.
How do we STRUCTURE SESSION activities?
Bloom’s Taxonomy guides us to graduate activities from easier towards most difficult. In order words, from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).
Sustainable Development Goals (SDGs).
They are 17 goals set by UNESCO in order to tackle them by the year 2030 which are crucial to introduce to STs as they learn how to take an active role in our society. LOMLOE PUT THE FOCUS ON THEM in its art 2 about aims of education.
- NO POVERTY
- 0 HUNGER
3 GOOD HEALTH & WELL-BEING
4 QUALITY EDUCATION
5 GENDER EQUALITY
10 REDUCED INEQUALITIES
12 RESPONSIBLE CONSUMPTION AND PRODUCTION
13 CLIMATE ACTION
14 LIFE BELOW WATER
15 LIFE ON LAND
16 PEACE, JUSTICE
CLIL ACTIVITIES (SDGs global)
The 1st actv of the session will deal with LOTS in order to recall their previous knowledge.
+ LOTS, (Remember & Understand):
1. As STs enter the room have the following question displayed : Name problems of the world / types of families/ Women in STEM fields / How can we make an environmental effort at school? discuss about them.
Then T shows children the Global Goals poster pointing out which goals relate to the problems they have identified.
+ LOTS, (Apply):
1. In teams, they choose one of the goals and create a word cloud identifying the main ideas. PC room in order to work these word clouds through wordclouds.com. in a grabbing and colourful way. Use 1 PC per 3 STs. use online dictionaries to figure out definitions and translations. (KC DC & L2L)
Later, we compare all the word clouds and analyze which words have been more repeated.
Now, we are going to demand greater cognitive effort and work on HOTS.
+ HOTS, (Analyze & Evaluate):
1. we use the Global thinking Routines: Circles of Action chart: Encourage the children to think from the perspectives of others. From the goal that they are working in, they are going to answer the question ‘What can I do to contribute…..? Teacher provides them a 3-column graphic organizer:
1. In my inner circle? (Friends and family)
2. In my community? (My school, neighbourhood)
3. In the world?
Then, Some STs share their answers to the whole class.
+ HOTS (Create): STs design a global goals paper chain. Each student cuts strips coloured papers and write their aim for their chosen goal. E.g. My aim for Goal 14 (life below water) is to refuse to drink with a plastic straw. Then, All the chains are sticked together to create a whole class Global Goals paper chain.
EXIT TICKET/ Fast finishers: To end the lesson, each student is asked to create a tweet to @TheGlobalGoals reflecting what SDGs mean to them.
PBL
One of the best methods to carry out lang as communication is project-based learning (PBL).
Thomas Markham (2011) explained that “PBL integrates knowing and doing”. PBL “is a dynamic classroom approach in which students actively explore real-world problems and acquire a deeper knowledge.”
The objective of these PBL is to promote the Sustainable Development Goal (SDG) number X which is one of the 17 goals set by UNESCO since they learn how to take an active role in our society. Accordingly, LOMLOE put the focus on these SDGs in its art 2 about aims of education.
- STs practice the FL in real situations, 2. work together, and 3. learn to dialogue, to make decisions and to distribute tasks.
These types of projects give students increased independence and the ability to study material at their own pace. PBL is a great strategy for all types of learners,
The steps to follow in a PBL: Preparation, Planning, Research, Production, Presentation, Publish and Evaluation.
PREPARATION: Teachers offer a topic.
STs watch a stimulus video from Happy learning about…
Following the video, We do VTR: Think-Puzzle- Explore
1. they are invited to write down what they know about the topic, 2. what still puzzles them or have questions and 3. which aspects they should further explore. This activity is considered as a LOTS in order to recall their previous Knowledge (Bloom’s taxonomy)
The T collected the Qs, ideas and interests in a Padlet described as an online notice board.
PLANNING: The T divides the students into Coop. groups including mix-abilities STs to do a four-week group project with a group leader who makes sure everyone works and coordinator who distributes group tasks and manager who controls the deadline.
RESEARCH: The Objective is to: GOAL + AIM
In one of these research days, we will invite a relative of a student…
In addition, we have tablets two per group to carry out further investigations. They search relevant information from the padlet/ Sts are provided with a link to the website ‘national Geographic kids’ about…..
Also, they will read the book…
To assist in summarising this research/ story, a 3-2-1 Graphic Organiser is provided requiring the following info:
- Record 3 things you’ve learned about (protecting the environment)
- Record 2 interesting facts you discovered.
- Record 1 new word for your vocabulary.
In this way, they work on HOTS since demand greater cognitive effort.
My Role: act as a coach and facilitator guiding them in their learning process and going around the class to assist STs if they have any Qs.
PRODUCTION: We are in the last week of the project; they produce the Final Product which consists of
PRESENTATION & EVALUATION: They show the FT to the rest of the class and the work is evaluated by all of them trough peer-assessment & self-assessment sheets.
Teacher also uses a rubric with indicators of achievement to measure the degree of acquisition of the Evaluation Criteria. Here, record STs’ progress and their learning outcomes.
Teacher must assess their own work reflecting on pros and cons of implementing PBL and incorporating changes in their teaching strategies. (Teacher self-Assessment)
PUBLISH: We will publish each Project on our Classroom blog in order to register their language learning progress as European Language e-portfolio, recommended by The Council of Europe./ in order that other classes and families can appreciate our work.
CLIL SDGS Activities
- PREPARATION
• LOTS: UNDERSTAND
Happy learning video and Think-Puzzle-Explore
UK: You win 1500 euros for healthy habits. What can we spend this money on? The children said they would like to go to England to improve their English and learn more about the culture. OBJ. prepare a trip to go to Engl. (Sell your Eng. class)
Goal 4. Quality Education: When we watch videos in YouTube views during English classes, the same advertisement comes out again and again. ‘You can learn English in 3 months’. T. arises the question: How would you sell your Engl. Classes?
- PLANNING.
- RESEARCH:
3.1. GOAL + INVITATION
G. 12 Responsible consumption and production: Spread the idea ‘It is not always necessary to consume to have new things’. Video: clothing overproduction
G. 13: Climate action in order to protect nature: ‘reuse, recycle and reduce’ and we discuss about the benefits of recycling.
We invite a relative of a ST who works as a dumpster and he explains his work and the importance of recycling.
G. 15: Life on land: The plants. Vegetation in Dif. places.
• Listening actv: Families cooperation. Invite a dad who works as a farmer and he will explain us the process of plant growth. He brings some real plants and show us some photos of him working in the field.
G.15. Animal welfare. We teach STs the importance of pet adoption. (Our Pets, Our Friends)
Invite a family that has adopted a pet. He explains to us what the adoption process is like and the emotional and hygienic care for the pet.
G. 3 Good Health and Well-being: investigate about body and how we can take care of it, , talk about the importance of emotions, ways of being healthy.
Invite a elite athlete. He explains to us his training and what healthy food he eats and the benefit of it.
G.4. Eng. Classes: TED talk. importance of English. how to teach and learn. Invite a sales manager to learn about digital marketing and body movement in oral presentation.
G. 5 Gender inequality Women in STEM fields.( Sciences, Technology, Engineering, Maths): Marie Curie, Ellen Ochoa (1º Hispanic to go to the space), Katherine Johnson.
Invite a mum who works as a scientific and explain her duties and how important is the science for the world.
G.10 Reduced inequalities. Teach students about inequality. Define and explain the importance of diversity and tolerance.
(Welcome to our School)
Foreigners: Invite a foreign family and explain their traditions, games and popular songs, curious aspects of their culture.
LGTBIQ: family with different sexual orientations. Explain about how to avoid bullying at school and their own experiences.
Bullying: We collaborate with AVALCAE organization (Asociacion Valenciana Contra Acoso Escolar) which will come to our School to talk about diversity and inclusion.
G.1&2: No poverty/ Zero Hunger. teach about hunger and poverty in their community and its negative effects on child development and health. Talk about what others can do to help.
Cruz Roja organization which will come to our School to talk about how we can fight poverty.
3.2. HOTS: ANALYSE: Sts are provided with a link to the website ‘national Geographic kids’ about…..
G15. Can I beg your Dog? by Cummings. This picture book relies on a dog waiting for someone to adopt him.
G.5. Fantastically Great Women Who Changed the World by Pankhurst.
G. 10 Racism: All Are Welcome by Alexandra Penfold: Set in a school, by showing the students’ families, the variety of foods they bring for lunch, what they wear, and how they get to school. (all ages)
Bullying: We are wonders by Palacio.
LGTBQI: a piece of news on December, 3, 20. about Elsa an 8-year-old transsexual girl sent a deep message to the politicians: “continue, despite the threats, making laws that recognize that people are diverse”
G.1 Poverty: Maddi’s Fridge by Brandt: this storybook addresses issues of poverty with honesty and helping others.
SOLAR SYSTEM: Each group could investigate a planet in the solar system.
Cª: AUSTRALIA: gastronomy, emblematic places using google maps, exploring virtual web museums, researching about exotic animals and doing a Venn diagram to compare differences and similarities between Kangaroos and Koalas, Australian sports including AFL Women’s (Australian Football League) in order to promote Coeducation (Art.10 RD)
UK: organize a travel route using Google Maps. Google Earth, airlines pages, railways websites; city landmarks and map out a Schedule, zoos to visit, restaurants and typical food in England, figure out about the weather and what is the appropriate clothing to wear.
To assist in summarising this research/ story, a 3-2-1 Graphic Organiser is provided requiring the following info:
- Record 3 things you’ve learned about (protecting the environment)
- Record 2 interesting facts you discovered.
- Record 1 new word for your vocabulary.
PRODUCTION (FINAL TASK)
- HOTS: CREATE
- DECALOGUES/ Mural
- RECYCLE: a digital product: a decalogue about how we can recycle in our school using CANVA a platform to make digital posters in an intuitive way and allows to work in groups.
- ANIMAL WELFARE: make a decalogue on pet care./ design a new habitat for an endangered species./ Mural about their favourite pets and their care.
- POVERTY/ BULLYING: Wordclouds / Exit ticket: Create tweet to @stopbullying reflecting what it means to them.
- LIFE IN OTHER PLANETS.
- LGTBQI: digital poster in groups through Canva to transfer the info researched into digital product.
- DECALOGUES/ Mural
3.2. PLANTS : Create a school garden: ‘We are farmer’. We plant plants practicing vocabulary in real situations. (‘Give me the seeds, I need a flower pot…) Presentation about plants’ parts. (leaf, roof, daisy…)
3.3. E-TWINNING: recycling project (France, Italy): RD 10: consumer ed.
Febrary: Carnivals. Make a costume parade with recycling materials and foster creativity (Gardner IM)
2 session: 1º make costumes, Families helps for the contribution of mat. (RD 16) 2º make a video to show to the other schools.
3.4. GENDER INEQUALITY: Violence Against Women (25 nov): slogans/ design advert for 'Stop the Violence' Campaign. Women in images related to Maths, Science, airplane pilots, inventors, sports, art, writers. organize the class into 4 groups. Each group will select 3 women about the book. They will make a small infographic and drawings of each of them. Finally, we will bind the 12 women together to create an annual calendar and give it away to families.
- RACISM: select a different culture this info to create a chapter in a book with book creator. (21st May: World day for Cº Diversity. Song:’So many colours, so many shapes’.
- AUSTRALIA: make a Lapbook about Cª aspects: Some aspects that they can include : gastronomy, location, habits, weather and important places
- UK: Travel budget: infographic with Canva. and (publish: convincing another class to come with us)
- HEALTHY HABITS: Create a podcast to help their school in healthy habits through Audacity tool and upload to IVoox. Work with Val/Sp to spread the sms in 3 langs. Create QR codes.
- SELL YOUR CLASS: They create and design an online company, using a website builder, WIX. Others use Canva to make infographics with promises, Others can make advertisements using chroma with original backgrounds via Chroma Key app. (UDL: different ways of expression.)
SERVICE LEARNING
Is a methodology that Aims to help the STs use the academic knowledge outside of the classroom setting, while they interact and help the community.
It is considered to be essential in developing citizenship for the 21st century (Art 2 LOMLOE (take actions) LCA. Let them see the result of what they learn.
G. 15 Animal Care. visit an animal protection association (APADAC) in Alicante to sensitize them about the abandonment of animals. They previously Collect pet food and toys for those animals, and deliver the items to the association.
• Design of a product: Construction of birdhouses at school.
G. 1 No poverty: Collect books to donate to low-income schools./ Collect items to make care packages for the homeless. We collaborate with CARITAS
G3. Healthy Habits.
In collaboration with the P.E. teacher, the whole school will carry out a solidarity race to help the poorest. Each child should look for a sponsor to bring non-perishable food and we will take them to CARITAS association. My Sts will create attractive posters in English to encourage the runners. Consequently, we promote L.C.
DECALOGUES/ podcasts
- present them in other classes in order to make aware about
- Turn those infographics to QR formats and place on the corridors and the park near school.
We work together with the Valencian and Spanish teacher to spread these sms in the 3 lang to promote the importance of them in the Valencian Community as Law 4/2018.
Opportunity to raise awareness of the issue.
G. 10 Reduced inequalities CHRISTMAS The students prepare a Christmas festival in class to share with the elderly from two residences. In this case, Hermanitas de los Ancianos Desamparados in Elche and VistaSol in Alicante. They will prepare English Christmas carols, carnival parade and a bingo with numbers in English.
Learning consists of promoting respect, tolerance and commitment, as well as improving their oral expression.
E-TWINNING ACTIVITIES
Our educational centre works with the E- twinning project: an educative platform to carry out projects to collaborate with other European educational centres using English language as lingua franca. 3 Requirements:
• The tasks must be collaborative
• STs need to use (ICT) tools.
• It must foster a European identity. (to develop interest in other countries and cultures.)
Once we have found our partner, we will have access to Twinspace, a restricted area in which teachers and STs participate in the tasks.
We received an invitation to participate in an international E-twinning project:
E-twinning is part of Erasmus and everything is an EU initiative.
There are not only projects for children but also courses for teachers.
They can be short or full course. You go into eTwinning live and create a new project or join one that is already done.
Through the Wakelet platform, students make their avatar/bitmoji and they present. They enter the platform as students. Parental consent form for parents to sign that they agree to the exchange of information. The teachers are also introduced.
This year (2022), SEPIE has decided that E-twinning and Erasmus are
embedded in the same platform. Job shadowing consists of going to the school with which I have done the e-twinning to visit it and see the result of the joint project, it can only be 3 days.
What happens if I want to go with children? I request an Erasmus KA2 student mobility to visit a school in Turkey, for example the school that is my collaborating partner in e.twinning and we are going to do some workshops in which we have worked. Maximum 10 students, not the entire class.
COOKING CULTURES PROJECT: 3º-6º
The objective of this work is to have a greater knowledge of the culture and gastronomy of the COUNTRIES involved. In this case, a school in Poland, another school in Italy, France and us.
1st month. We review the vocabulary of food, verbs and materials for cooking and practice instructional texts.
2nd : Sts asked their relatives to gather the most traditional recipes. We make the recipes in English
3rd: Sts film their recipes at home with the collaboration of the families.
4º incorporate the subtitles in English with the ‘Headliner’ tool. Adding captions becomes a necessary tool for all students to have access to content (UDL), thus meeting the educational needs of low-learners or those students who have hearing difficulties (D.104 / 18)
5th. We finally use the ‘Glogster’ website to create an interactive online mural for expressing to other schools our Spanish recipes by combining pictures & videos.
BEING A GOOD EUROPEAN CITIZEN:
1st: make a self-introduction so that they get to know each other. To make the presentation, we choose the Voki application that consists of customizable speaking avatars and then they will upload it to Padlet (online notice board). 2. They will watch the Vokis of the other schools and STs are grouped according to their preferences to do the final task in collaboration. 3. At Christmas, they will send Christmas cards to their pen-pals.
2nd month: They start working with their assigned mixed group among Spanish / Italian / French., Each group work in their European Country brochure through Canva (allow collaborating work) They investigate about their chosen European country. The data is posted in the padlet previosly by Ts and it contains links, videos, images and document files. The European countries leaflets are presented in class.
EUROPEAN LANGUAGES DAY: (1º-3º)
Objective: to celebrate the diversity of langs and cultures.
1. We watched several explanatory videos of the European Languages Day. 2. On May 21st is the World day for Cª Diversity. We can sing: ‘So many colours, so many shapes’ (respecting diversity and avoiding racism RD10) .They do CSI.
3.next session, make diff European flags and place on a political map. Also, we look for the diff ways to say hello and say goodbye in the different European languages. We debate that the lingua franca in Europe is English, thus to give a functionality to our subject.
2nd month: Send a Voki to their foreign pen-pal (who they are, their age, where they live and their hobbies)
3rd month: We receive the Vokis from Lithuania.
- We create the final project with the help of the music teacher. Perform a song which represented our country. In addition, we incorporate the subtitles in English with the ‘Headliner’ tool. (D.104 /2018- UDL) reduce barriers learning.Display it on TwinSpace. The songs of the other countries are presented in class.
PROYECTO: 50 THINGS TO SAVE THE PLANET (ganó en 2010)
UNIR CON LOS SUSTANAIBLE DEVELOPMENTAL GOALS (SDG)
Un proyecto de naturales sobre medio ambiente.
Cosas que podemos decir:
- Trash challenge: consists of cleaning a place and take before and after pictures.
- Recycling: Taking out the trash without being told is another way to show
initiative because being proactive at school is also important. (KC ECD 65/2015) - Veg out! Try to eat one night each week only vegetables. Check out vegetarians
recipes to get inspired. - Use reusable water of bottles, in this way we will decrease the amount of
plastic in the oceans. - Buyreusable snack bags.You won’t have to buy plastic bags for months, if not
years. - Reuse old toysin inventive ways.
- Use washable containers.Plastic containerswork great inlunch boxes.
- Turn off the lights.Simply making the rounds and flipping the switch has a huge
impact on energy usage. - Turn off the water when brushing your teeth. Be careful with the water, there are
kids in other countries that they dont have free access to it. - Leave the car at home.When posible, go to the school by bike or use public
transportation. - Recycling project. (CLIL)
COOPERATIVE LEARNING
Jhonson, 1994: as working together to accomplish a common goal.
Pupils have to dialogue to solve problems that may arise and, at the same time, we work on the transversal content Education For Peace including in one of the aims of Education in art. 2 of LOMLOE. Not only supports the com.aim but pushes STs to use lang. socially.
must create equal groups means forming groups that include STs of all levels and abilities. Thus, pupils who have a lower English level can learn from those who have a higher one, and high-achievers take the opportunity to prove their knowledge through supportive peer tutoring.
Moreover, we should change the groups occasionally, so that all STs get to know each other.
STs are working in Coop. L only if there is: PIES (Kagan, 1994):
o Positive interdependence: STs depend on each other in order to complete the task.
o Individual accountability: Each member of the team takes responsibility for their part of work.
o Equal participation: Each ST participates with equal time.
o Simultaneous interaction: Every ST in the class is active at the same time: either in solving the problem or coaching.
COOP. STRUCTURES
We set a time and project the countdown with Stopwatch.
NUMBERED HEAD TOGETHER
1. Each member is given a number. 2. writes/ think individually (self-reflection). 3.All 4 put their heads together to ensure all members can answer. 4. T calls a nº and St with that nº answer.
(technique to realise if the whole group has understood the task)
THINK PAIR SHARE (ORAL)
1. give time to think Individually. 2. pair to discuss. 3. each pair share with the class.
MIX-PAIR-SHARE (ADHD)
1. Stand up and mix around. 2 T calls Pair and Pair up person closer to them (give high five) 4. Raises Q and time to think. 5. Share with their partner.
ROUND ROBIN (ORAL) 1. possess Q. 2. Think time 3. all 4 takes turns verbally giving A. RALLY ROBING (3. Partner 1 shares 1 thing, partner 2 shares 1 thing.) RALLY COACH (Take turnes, 1 solves while other coaches) 3. Partner 1 solves problem, 2 listens and coaches. 4. St B solves next problem. St A listens and coaches)
ROUND TABLE / RALLY TABLE (PAIRS)
1. Announces topic. 2. one paper and one pen in diff. colour to each one. 2. St makes contribution and passes paper to her left. 3. contributions in turns.
TALKING CHIPS (SEN) 1. Each member some cards (chips) as interventions we want they do (2-3). 2. Each time they participate, deposit a chip in the centre. 3. St runs out of cards, no longer participate. (ensure everyone participate actively and equally (the most talkative and most timid)
CIRCLE THE SAGE (GIFTED)
1. Qs, St who can answer, stands up. They become the sage. (Gifted acts as sage) 2. Other gather around diff. ‘sage’ and listen to explanation. 3. Return to their teams and compare notes.
SMALL ORAL PRESENTATION (Peer-Ass)
1. Team 1 present to team 2, team 3 to 4, team 5 to 6. 2. Exhibitions are over, teams rotate. (6 is exposed to 1, 2 to 3, 4 to 5.
3. During presentations, listening teams have a peer-assessment target to evaluate.
(Ensure that the entire group-class can make the presentation within a session. T go from group to group attending and assessing groups).
3 MINUTE REVIEW (MIDDLE EXPLANATORY)
1. T stops. 2. Give 3’ to review as a group the concepts, ask Q.
TPR
One method which focuses on the movement is Total Physical Response (TPR) designed by JAMES ASHER.
The idea is that language is learnt more effectively when pupils match words to actions. It works well for the earliest learners who cannot write or speak English yet but can indicate comprehension through movement.
LEARNING STATIONS
DEF: Carry out diff. acts at the = time in order to practise the 4 LS in an integrated way (basis of the lang. RD)
It’s a measure to attend diversity:
- allows freedom of movement for the restless learners. their attention period is short (not too long acts. 10’)
This gives us opportunities to work in smaller groups allowing the teacher to differentiate tasks according to the needs of the group.
We are in class with 25 pupils; therefore, we will work with 4 stations(4LS). in teams of 6-7 Sts. In order not to discourage them, each station will be worked with a time limit and everyone will rotate through all of them. We project the countdown bomb of the web onlinestopwatch.com on the digital whiteboard
1st Grade: 4 STATIONS.
STATION 1: WORDWALL (READING CARDS) SCHOOL SUPPLIES
WORDWALL: interactive tool contains a wide range of reading games: match pictures-words, crosswords, quiz game, word search, memory, hangman.
pencil, pen, bag, rubber…
STATION 2: SPEAKING (FEELINGS)
We practice the structure: Hello how are you? I’m + Feeling
ROLLS the dice and searches the emoji in the template. 1 Sts ask, other answer.
STATION 3: MY FACE (LISTENING)
They practice listening with the language assisstant.
Students have strip pictures of the parts of the face and an empty face.
The language assistant dictated instructions: He’s got blue eyes and they complete the faces. As a visual support, the language assisstant has a complete face sheet to point out the parts if any child needs it.
STATION 4: NUMBERS
We practice the numbers from 1 to 10 through the counting minicards .
Here they all play together. One picks up a card and the rest asks: What number is it? This student counts the objects and answers: ‘It’s….’ and puts a clothespin on the correct number.
TOYS
STATION 1: FAMILY (READING)
FCs with family members and three answers. A student picks up a FC and the group asks: Who is it? The student answers: This is my…. And mark the answer with a clothespin.
STATION 3: TOYS (READING)
They have on the one hand Reading card with the structure ‘I’ve got a (bike) and a (doll) and FCs with corresponding images. Students join the pictures with the sentences.
STATION 4: ANIMALS
Students play what’s up with the language assisstant. She puts a post-it on their forehead and they must wonder until they guess their animal.
2nd Grade: 5 STATIONS. vocabulary, gramar, skills
STATION 1: COLOURS
We classify different objects according to their color using the structure: What Colour is it? All questions.
There is a template with three columns of different colors.
The student answers It’s red. And they place in the column.
STATION 2: ROLL AND SPEAK
A student rolls the dice and asks: What is number 2? The other student answers: ‘I can and respond to the drawing in box 2: I can dance
My language assistant is in this group to encourage full speaking among them and practice the structures.
STATION 3: SPELLING
We practice how the words of the unit are spelled correctly: jump, climb, ride a bike.
In pairs, in turns. 1 says a word and other forms it with magnetic letters.
As support they have the book to observe how they are written.
STATION 5: LISTENING/ SPEAKING
We practice the understanding of questions and oral expression through communicative paddles: One of them in the affirmative. Yes, I can and the other negative: No, I can’t
They all play together, each time one takes a card, reads it: Can you clap? and everyone must answer and show the correct paddle.
We prepare cards with various levels of difficulty.
3rd Grade: CLOTHES
STATION 2: LISTENING AND SPEAKING
On the table are pictures of clothes and undressed children. One student tells the other what to put on their character. He’s wearing a Pink dress.
HOUSE
STATION: SPEAKING/ LISTENING
They play as a team, each team has a large template of a house with Velcro where they place family dolls. Each team has to guess where the other team’s family members are. They are wondering in turns: Is (mum) in the kitchen? No, she isnt’t
STATION: SPEAKING
The language assistant shows some slides and asks questions about the house and they answer. How many tables can you see? Where is…?
GAMES
Game-based learning involves designing learning activities imitating the principles and characteristics of games. For example, trivial pursuit, Who wants to be millionaire?
GAMIFICATION
Karl M. Kapp, 2012: Gamification is the integration of game elements in learning activities to achieve educational purposes.
A Well-designed gamification includes a narrative and game-based elements like score-boards, badges, progress levels and reward points etc., to demonstrate and award the progression of learning.
1.NARRATIVE ABOUT MARVEL. To overcome levels until they turn into superheroes.
As they earn points for good behaviour or performing task, they will be able to level up allowing them to use superpowers cards such as Enjoying 5’ Free time or Choosing a song.
- SPEAKING: They are European ambassadors and Each child has a record card. Every time they speak English, they will stick an European flag on their card. When they collect all the flags, they will have a chance to grab a random rewards card.
Gamification provides an opportunity to help students for self-assessment. In order to track their progress in learning, we create a score-board in class through the visualization of a car racing theme.
Gamification is an active methodology in which Sts fell protagonists of their learning progress and support the achievement of CC in a ludic-creative environment.
3. ESCAPE ROOM: In order to test students’ knowledge or review contents at the end of unit/term, we present the tasks as codes that must be cracked in order to escape from the class in a limited time.
The entire game takes place in a 50-minute session and will consist of 5 challenges to finish it.
The magic is in the NARRATIVE. A Family of vampires want to transform us into vampires. The antidote to save us is at the end of the challenges.
Some type of gamified acts could be ‘a puzzle to find a clue to open a locked safe’, decipher a morse code sms, read invisible ink text with ultraviolet flashlight, using QR codes that takes them to a video, webpage and solve the riddle, analyse an object with augmented reality, mazes, mirror text.
ICT
With the development of ICT, teaching with internet resources is becoming a trend in FL teaching environment.
This technological revolution means we must innovate in the classroom. (LOMLOE 111)
Aims of LOMOLOE (Art2) Develop DC to develop a judicious use.
RD Art 10.
Topic 24.
ICT offer a rich context for Sts to make connections with the outside world. Sts become aware of global issues and take interest in them.
ADVANTAGES
• offer a huge range of tools for LFL. Children develop language and ICT skills in an integrated and enjoyable way.
- Highly motivating, breaks away the daily routine, awake curiosity.
•DIVERSITY: each pupil can learn at their own pace as D 104 /18: can repeat the acts, got immediate feedback, check and assess their own progress.
•Beneficial to children who have speech, audio or motor limitations.
•Foster collaboration with others and teach social skills.
•Let us carry out more ambitious methodologies (PBL)
DISADVANTAGES
- can cause loss of time or dispersion.
- There is a lot of unreliable inf on the Internet. Hence, require careful preparation and planning on the part of the teachers.
- It is rare to find a school that has enough PCs for every ST.
- Vision problems can arise whenever STs spend too much time using them.
FLIPPED CLASSROOM
Type of blended learning in which students preview content home and then extend learning or practice at school. Invented by Aaron Sam and Jonathan Bergman in 2007.
PRINCIPAL GOALS of flipping are as follows:
- Maximize time to practice the contents.
- Teacher Role: During class time, The teacher continually observes their students, providing them with feedback relevant in the moment, and assessing their work.
- To enable STS to learn at their own pace xk access the info as many times as they need and gives the Teacher more time to teach each student individually. (D104/18)
STEPS: Teacher creates a video with EdPuzzle./ sends some slides explaining the content of the next session through the GENIALLY platform.
