The world has to know! Technology-Enhanced Project Based Language Learning
Sònia Arcusa Ferrer Raquel Ferrer Peùa Alba Ramon Pernau Aina Serra Vivet December 2015
Index
page 5 Introduction……………………………………………………………………………………………………………...4
Theoretical rationale………………………………………………………………………………………………....5 6 Main contents and Final Product………………………………………………………………………………..6 7 Competences……………………………………………………………………………………………………………..6 7 Assessment……………………………………………………………………………………………………………….8 9 11 Plan B……………………………………………………………………………………………………………………..10 13 Activities……………………………………………………………………………………………………………..….13
Bibliography……………………………………………………………………………………………………………41 37 39 Annex………………………………………………………………………………………………………………….....43
We are the first generation that can end poverty and the last generation that can take steps to avoid the worst impact of climate change. Future generations will judge us harshly if we fail to uphold our moral and historical responsibilities. Ban Ki-moon
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Introduction Climate change and global warming is a reality that has been taking place for a long time and currently is making big changes in the Earth’s structure. Students may feel that they have no relation to something that is happening very far from them but actually it is something that we all are suffering and that we have the power to stop if we make better and more responsible choices. Our main goal is to make them comprehend this phenomenon, understand the responsibility all the citizens have and make others aware in order to change certain attitudes. We want our students to feel part of the world as mature and engaged citizens, raise awareness about the climate change and make proposals to improve the actual situation. At the same time, we want to show students that they can actually be connected to another person very far from them, and to do that, they need to know how to use technology efficiently. The two aims of this project related with ICT and language are, therefore: to engage students in using technology to get to know another part of the world’s reality, and to be able to communicate in a real and contextualized task in which both classes have to use their L2 as the target language. The project will take place in two schools of 6th grade of Spain and Italy, both schools working English as a foreign language. The sessions will be carried out during the Natural Sciences subject, and will last for 13 sessions. The main competences that will be developed are: Autonomy and entrepreneurship competence; Social and civic competence; Digital competence; Communication in foreign language competence; Learning to learn; and Mathematical competence and basic competences in science and technology.
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Theoretical rationale We decided to include telecollaboration within our project to work two essential aspects at the same time: technology and a foreign language. We believe that in the current world it is essential to achieve technological literacy and to be competent in a widely spread language such as English. According to Dooly (2015), telecollaboration in the education field is the use of computer and digital tools or resources to create and foster learning through interaction and collaboration. Nowadays it is nearly a necessity to be proficient in technology because it is something indispensable in the labour market and to relate and socialize with other people. Our project promotes collaboration between two schools with non-native English speakers. The level of collaboration is based on complete interdependence among the online partners, also known as Cogwheels. That is, they need the contributions of both parts in order to achieve the objectives and reach to the final product. Moreover, this kind of collaboration can be supported by Socio-constructivist theory which understands learning as a process that takes place thanks to social interaction. Taking Vygotsky’s ideas into account students learn by interacting and sharing their knowledge with their partners. Furthermore, in this project, there are different kinds of activities which accommodate the different learning styles (Dunn & Dunn, 1978). We think that teachers should bear in mind the diversity existing in each class in terms of learning rhythms and styles. Based on this, we have tried to plan activities that allow auditory, tactile, visual and kinesthetic styles. Finally, the kind of assessment we have chosen is intended at promoting learners selfregulation of their own learning. Moreover, as Sanmartà (2010) states, children should participate in the process of assessment in order to be conscious of their progress. This means that the teacher is not the only one to assess.
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Main Contents and final product - Climate change: Definition Effects in the world Measures to be taken Specific English vocabulary - Blog and a leaflet Concerning the final product, it will be an online blog where all the work of the students will be posted. The reason why it is an online blog is that it is the easiest way to reach to all the parts of the world, so the message students want to transmit will be available everywhere. In this blog, all the work that students carry out and work with will be posted, including Kunik’s letters, pictures of everyday work, extracts of Skype meetings, the videos about global warming and the leaflet. This Blog will be linked to the institutional websites of the schools and asked to be posted in the institutional websites of cultural centers of the towns.
Competences -Autonomy and entrepreneurship competence: The students will develop their autonomy by working cooperatively among them, and they will have to make some smart choices as a group along the project. Moreover, they need to develop a series of values, like responsibility, perseverance, critical thinking, capacity to face problems, etc. It is also extremely important that students learn to turn their words into action. -Social and civic competence: Students need to understand their world and society, in order to coexist, cooperate and become responsible citizens to change the world for better. They also need to be consistent
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with their choices; as well as be an active citizen, to construct a democratic, solidarity and tolerant society. -Digital competence: Children will be using different digital tools along the process such as sharing-information tools (Google Drive). They also need to know how to look for information and how to transmit it. -Communication in foreign language competence: All the project will be carried out in a FL (Foreign Language) and some language objectives will be addressed, such as to be able to introduce oneself; to look for relevant information, select it and summarize it; to transmit a message to an audience about a topic they have done research on, etc.. All in all, we want the students to become more competent in their communication skills, especially the oral one. -Mathematical competence and basic competences in science and technology: Students will have a deep understanding of the changes caused by human activity and the responsibility of each individual as a citizen. -Learning to learn: Kids will organize their own learning in accordance with their individual or group work needs. They will have the responsibility of working in groups, so this means that they will have to learn to organize themselves as a group in order to finish the tasks in time.
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Assessment The type of assessment we believe in and are applying during the whole project is the formative one. This kind of assessment supports learning during the learning process, and does not focus simply on a certain mark extracted from an exercise or a test. Formative assessment is within the process of learning of every student, taking into account the acquired knowledge from the very beginning until the end. It also considers more subjective and emotional aspects (e.g. self-evaluation grids that ask the kids how are they feeling about their work) and social ones (such as, in rubrics, questioning their role inside the group and the participation of each member, how each one has helped the others, if they have learned together or if it has been better working in group than when they do it by themselves‌). All these questions make the students become more reflexive and critic with their work. Formative assessment is very useful to empower kids and not making them see their mistakes as something negative they have to hide under all circumstances, but letting them experience that thanks to making mistakes and being wrong they are learning something else and they can take profit of this new and unexpected situation. Through grids, rubrics, check lists, summaries and also taking into account all kind of shared assessment (co-assessment, peer assessment, teacher assessment, etc) pupils can detect their weaknesses and work on them in order to improve on their next performance or work. The assessment proposed for this TEPBLL project is intended at being a tool for learning and not just a diagnosis tool of learning at the end of the long process. For this reason, the students are asked to repeat several times some skills but with small modifications and always having got feedback from the previous time.
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What comes next is a compilation of the tools we use all along the project as well as a correspondence between our main communicative objectives and the assessment criteria:
Communicative content
Assessment criteria
Tool used
Read and understand a letter or e-mail
The child is able to answer correctly to comprehension questions
Teacher’s analysis of children’s answers (session 1 and 2).
Listen and watch a video
The child is able to answer Peer-assessment: Each to questions posed by their group of students poses peers about the video two questions (session 6).
Formulate questions
The child is able to create well-structured and meaningful questions
Self-evaluation: The child gets conscious of his/her autonomy by making questions. It is expected that they need less scaffolding every time (no specific session).
Answer questions
The child is able to create answers that are linked to key concepts of the topic.
Peer-evaluation: Each expert group evaluates the answers provided to their questions (session 8).
Give personal information
The child is able to provide some information about himself/herself orally.
Peer-evaluation: During a simulation of a dialogue, one student interviews the other and give him/her feedback (session 2).
Write a synthesis of information
The child is able to summarize in a written form the information available.
Peer-evaluation: The student with the corresponding role revises this issue (session 10)
Express orally key ideas
The child is able to produce an oral speech reading a script with the correct intonation and pronunciation.
Peer-assessment: Each group evaluates another group’s video (session 8)
Brainstorm
The child is able to contribute with ideas to a whole group discussion
Teacher assessment: Observation of participation (session 1, 4 and 9)
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Show agreement/ disagreement
The child is able to say if he/she likes or dislikes the role assigned
Self-assessment: Each child regulates it using the scaffolding provided (session 10)
Describe phenomena
The child is able to produce a coherent explanation of the leaflet.
Peer-assessment: The audience fills in a questionnaire to check comprehension (session 12)
Persuade the audience
The child gives solid reasons to the audience to take part in solving the problem
Peer-assessment: The audience fills in a questionnaire (session 12)
Farewell orally
The child is able to use farewell structures
Self-assessment: Each child evaluates his/her autonomy from the scaffolding to farewell (session 13)
Plan B As telecollaboration can lead to some technological problems, we believe that having a Plan B is an essential necessity. The main problems that we think are possible that come up are the following: problems with the internet connection (wouldn’t allow us to hold Skype meetings or search for information in the internet, for example); problems with different learning rhythms between one school and the other one; and problems of communication between the two teachers. For this reason, we believe that some criteria has to be established for all of these cases. For case A, concerning internet connection, the two possible solutions would be to reduce the amount of computers working at the same time, so we could pair students in one same computer; or if this doesn’t work, substitute the internet activity for another one (such as looking for information in textbooks, or changing of activity). In the case of Skype sessions, we would just do asynchronous work or reschedule the session. For case B, concerning different learning rhythms, the main solution would be that teachers should be in daily contact, and if they foresee some problems that may arise in
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their classroom, whether they could lengthen the project and provide more scaffolding in some activities, or make the “fast” class help the “slow” class. This may lead to a lot of changes, but we think it’s better to adapt the project to the students’ needs and rhythm than to finish it quickly and that they don’t follow it properly. For case C, concerning problems in teachers’ communication, we believe that they need to reach an agreement before starting the project to avoid severe problems. To do this, they could state some of the actions they would carry on if they foresee a problem in communication. They would have to sign this “contract” so that in the future, both of them follow it. If even doing so some problems arise, they would have to meet online (instead of writing emails) and discuss their problems face to face, always listening to the other’s opinions. Even though some more problems can come up, these are the main ones; and be believe that any problem can be solved if discussed politely and with patience, respect and hard work.
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Activities In this section, there is a summary of the activities that are going to be developed during the project. Next, you will find a brief explanation of each activity. Session
Time
1
1h
Objectives
Activities
-To understand the 1. The students of both countries letter. receive a video from Kunik, an Eskimo boy. In this video, he -To introduce the presents the letter and asks them project. to read the letter and to get in touch with the other school (see - To raise curiosity Annex 1). among students. 2. The students read the letter (projected) with pictures that - To identify the tells them about the Climate missing Change effects in the North Pole. information. 3. A discussion starts in which the students have to answer some questions to check comprehension. 4. They put in common the answers.
Output -Answers to questions posed by the teacher.
Material - Letter - Pictures - Teacher’s discussion guidelines -Computer -Projector
SWBATs -Read a letter.
Learning style Visual Auditory
-Understand the letter by answering to comprehension questions.
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2
3
1:30 h -To read an email from the telecollaborative. school.
2h
1. The students receive an email from the telecollaborative school. 2. In pairs, students interview each other by asking questions -To interview a about themselves. partner for her/his 3. The teacher records students, personal edits the video and upload it in information. the blog. 4. They learn how to use Skype -To know how by watching a tutorial video. Skype works.
-Video -Worksheet about themselves
-Email -Worksheet -Camera -Video -Blog -Skype
- To complete the 1. Complete a worksheet with information of the the written and visual letter. information given to us by Kunik (The two countries will have a - To prepare the different version). meeting 2. First online meeting: Exchange (organization and information with the online information to peers to complete the worksheet. share).
-Worksheet: -Worksheet Information -Computer organizer -Digital board -Letter -Oral speech -Skype -Scaffolding sentences
-Ask and answer Visual personal Kinesthetic questions. -Introduce themselves orally.
-Identify gaps of Auditory information. Visual -Ask questions to fill in the gaps. -Answer questions of their online peers.
-To interact face-toface with the online peers.
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4
5
1h
2h
-To brainstorm 1. The whole class does a -Research about the data they brainstorming with all the data questions want to know. they have in order to think about possible questions to work on. -To write the 2. They watch two video research questions. tutorials on how to use Google Drive (very simple tutorials with -To choose the most subtitles in Spanish) and they relevant questions. solve doubts. Then, they write all the questions on Google Drive (created by the teacher and that has been shared with the other class).
-Blackboard -Computer -Google Drive -Scaffolding sentences
-Use Drive.
Google Visual Auditory
-To look for the 1. At the beginning of the -Answers answers to relevant session, the students vote the (worksheet) questions. three questions they like the most. 2. Every two groups they are in charge of answering one question that has been elaborated by the other class and vice versa. They will find the information in webpages offered by the teacher.
-Blackboard -Google Drive -Template for answers -Recommended websites
-Elaborate Visual proper answers. Auditory
-Create critical questions concerning our environment.
-Search Internet adequately.
on
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6
7
8
2h
1h
45 min.
-To prepare a video The students prepare a video -Video explaining the with the answers they have answers. found in the websites. 1. Each group prepares the script -To prepare following a template. questions to check 2. They select the images that comprehension of favour the comprehension. the video. 3. They record their voices. 4. They make up the video. 5.They prepare questions for their classmates.
-Answers questions -Computer -Animoto program
- To share the 1. Watch the videos of all the -Answers information they groups (posted in the blog), have found. while answering the questions they proposed. - To answer to questions posed by the peers.
-Video -Self-evaluation grid -Computer -Questions
-To watch the videos that telecollaborative peers have sent to us.
to -Transfer information orally.
Tactile Kinesthetic
-Write a script. -Use a video editing program (Animoto).
1. After receiving the videos, -Videos -Roles: teacher, they watch them in class. Every student and group has a role to assess their -Rubrics to video editor. peers. assess peers -Peer assessment
-Learn about Visual other videos. Tactile -Reflect critically on their own work.
-Assess peers provide feedback.
their Visual and Auditory
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9
2h
- To decide telecollaboratively the sections of our leaflet.
1. The teacher explains that they need to decide which aspects do they want to investigate about the Climate Change. 2. The two schools hold a Skype -To learn the main meeting in which they have to do features of a leaflet. two things: - Each school suggests which sections do they want to include in their leaflet. - They vote the best sections proposed by the two schools 3. The teacher gives students some leaflets as models to see the parts they have. 4. A PowerPoint presentation in Google Drive is opened with as much slides as sections they decided to include in the leaflet. 5. Small groups are created (4-5 members) of Spanish and Italian students. 6. Each group is assigned a section of the leaflet, and they work asynchronously to fill in their slide in the Powerpoint (as
-Sections for -Skype our leaflet PowerPoint -1 paper in Google each class. Drive. -Template -Leaflet Leaflets models. models.
-Expose ideas.
their Visual Auditory per Tactile -Critically vote the best ideas. as -Learn the main features of a leaflet.
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homework) 10
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1.30 h -To revise the draft 1. Revise the information they -Draft of the -Laptops of each slide. have written in the slide as leaflet -PPT homework. - To create the first 2. Each member of a small group version of the is assigned a role: designer, leaflet photographer, corrector or expert. They need to go on with the process according to their roles: the designer needs to decide how to present the information; the photographer looks for visual support; the corrector checks the spelling and grammar; and the expert makes a final revision of the content.
-Revise the work Auditory done at home. Visual
1h
-Reach to an Tactile agreement with Visual other people -Work cooperatively to produce a leaflet
-To create the final 1. To decide on the format of the -Leaflet version of the leaflet (with role-groups) leaflet 2. To write the final version of synchronously. the leaflet according to their role 3. To peer-assess our rolegroups
-Computers/ laptops -Peer assessment grid
-Adopt an expert role to create the leaflet.
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12
13
1.30 h -To think questions to provoke the audience’s critical thinking.
1h
1. The teacher explains what an -Oral speech - Template appealing question is 2. Students meet in cooperative groups and among them, they have to decide on one question. -To prepare oral 3. In cooperative groups, they speech. prepare the speech based on a template. -To explain the 4. Each cooperative group is leaflet to younger assigned a class in which they students in school will go to explain their leaflet.
-Formulate appealing questions.
- To farewell the 1. The students of the two Selfstudents of the countries say goodbye in a Skype assessment other school. meeting. 2. The students receive an email - To conclude the by Kunik thanking them for project. helping him. 3. The students self-assess -To read the email. themselves to know what they have learnt. -To reflect on the knowledge acquired.
-Say farewell sentences.
-Skype -Email -Self-evaluation
Auditory Kinesthetic
-Use the target language to convince.
Visual Auditory Kinesthetic
-Be critical in self-assessment.
-To be critical with oneself.
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Short summary of how to implement each session:
1st session: This session lasts for 60 minutes and it takes place in the classroom. The main aims of this session are to introduce the project, to raise curiosity among students, to understand the letter and to identify the missing information. Activity
Timing
We have received 10 min. a video and a letter!
Materials
Interaction
Objectives
-Video -Letter -Computer -Projector
S-T
We talk about the 25 min. letter
- Teacher’s discussion guidelines and scaffolding
S-T, S-S
- To understand the letter.
We need extra 25 min. information!
-Letter -Images
S-T, S-S
- To identify the missing information.
Communicative Content
-To introduce the project. - To raise curiosity among students. -Read a letter. -Listen and watch a video. -Answer questions.
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An introductory video (see Annex 1) is shown in the projector and then, the discussion starts when they read the letter (see Annex 1) (in the digital board) that the Eskimo has sent them. First of all, the students are in groups of 3-4 trying to solve these questions with some scaffolding (see Annex 1). They can make hypotheses about where the North Pole is, if they know about the Climate Change, what they think they have to do next…and afterwards the whole class discusses about it and pupils give their opinions.
2nd session: This session lasts for 90 minutes and it takes place in the classroom. The main aim of this session is to prepare a short presentation about themselves and to know how Skype works in order to prepare the meeting.
Activity We have received an email!
This is me!
Timing 30 min.
30 min.
Materials -Email
- Camera - Worksheet
Interaction S-T
S-S
Objectives
Communicative Content
-To read an email from the telecollaborative school. -To interview a partner for her/his personal information.
- Read an email. - Personal information.
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How Skype works
30 min.
-Computer -Skype
S-T
-To know how Skype works.
In this session, the teacher receives an email (see Annex 2) which comes from another school. In the email, the school explains the reason why they are sending the message and this helps teachers to explain telecollaboration. Students work in pairs to complete a worksheet (see Annex 2) in which they have to relate common questions and answers to use when you have to introduce yourself. Afterwards, each member of the pair records the other one. The person recording is the one asking the questions. This way, they are interviewing each other using the sentences they have previously worked on. Then, they upload the personal videos to the blog. After doing that, the teacher explains how Skype works in order to be ready for the meeting. There is a brief explanation on how to use it in (tutorial in Annex 2).
3rd session: This session lasts for 120 minutes and it takes place in the classroom. The aim of this session is to complete the information of the letter, to prepare the meeting and to have the first contact with telecollaboration partners.
Activity Complete the worksheet
Timing 30 min.
Materials -Worksheet -Eskimo letter
Interaction S-T
Objectives
Communicative Content
-To complete the -Specific information of the vocabulary of the
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-Scaffolding sentences First meeting
online 60 min.
-Completed worksheet -Computer -Digital Board -Skype
letter. S-S
topic Global Warming.
-To prepare the -Turn affirmative meeting sentences into (organization and questions. information to share). -To interact face-toface with the online peers.
When beginning this session, the students have already been discussing about the letter received by the Eskimo in the previous sessions. Now, they are asked to structure the information they have got in a worksheet (see Annex 3) so that they can transmit it to their online peers during the meeting. To do so, they have to transfer the information they have in a grid, in a synthesized way. After doing that, they will notice that there are some blank spaces, which they can only fill with the help of their peers. Once the grid is filled in, the students prepare their speech with the help of the teacher, who provides some scaffolding sentences (see Annex 3) . The students are divided in groups and each group chooses a spokesperson, who is in charge of talking during the meeting. Each group is assigned a certain number of blank spaces to be filled in. Among the groups, they have to formulate and write questions to ask for information to their online peers. In the meeting, the teachers start by presenting the classes each other and then they start the conversation. There are two rounds. In the first round, the Catalan class can ask all the information it needs and the other class answers. In the second round, the other class asks and the Catalan class answers. Finally, when both classes have all the information they need, the teachers announce the following steps.
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4th session: This session lasts for 60 minutes and takes place in the computers classroom. The main aim of this session is to create good questions to work in depth the climate change. Activity
Timing
Materials
Interaction
Objectives
All we know...
20 min.
-Board -Computer -Google Drive -Scaffolding sentences
S-T, S-S
-To brainstorm about the data they want to know.
What do we really want to know?
40 min.
-Board -Projector -Computer -Google Drive -Scaffolding sentences
S-S
-To write the research questions.
Communicative Content
-Create questions
-To choose the most relevant questions.
At the beginning of the session, the whole class tries to order and analyze the ideas and content they have about Climate Change by making a list by pairs of what they already know from the letter. They put it in common in the board, by making a whole class list of what they already know. Once they have collected all the information they know, they watch two brief tutorials on How to use Google Drive (see Annex 4), and they have some minutes to play with it by pairs. When they get familiarized with it, they all have to access the
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shared document created by the teacher and post at least one question per pair of students. They can use some scaffolding provided by the teacher (see Annex 4). Some examples of possible questions created by the students (see Annex 4).
5th session: This session lasts for 90 minutes and takes place in the computers classroom. The main aim of this session is to make proper answers that reflect about what students have learnt about the topic so far.
Activity Vote the best questions
Searching for its right answer! Sharing the information
Timing 30 min.
60 min.
30 min.
Materials -Google Drive with questions -Computer
Interaction
Objectives
Communicative Content
Individual
-Template for answers -Websites
S-S
-Template for answers -Websites
S-S
-To look for the answers to relevant -Give reasons for their choices. questions. -Write a synthesis of information.
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At the beginning of this session, the students of both countries vote online the questions they want to work on through a poll created using Straw Poll. Each school has to choose three questions. After doing that, students of each school group themselves in six groups. Every two groups they are assigned a research question. The students have 60 minutes to look for information to answer to this question -following a template (see Annex 5) and write it down in a shared document (previously created by the teachers). There is one document per group. Then they meet with the other group that works on the same question to complete and elaborate a new and deeper and complete question. During 30 minutes, each group shows the information found to the other and they complete the template together. The websites they can use to look for the answers are provided by the teacher- some examples of nice and suitable websites are in Annex 5.
6th session: This session lasts 120 minutes and it takes place in the computers classroom. The main aim of this session is prepare a video with the answers students have been working on.
Activity
Timing
Materials
Interaction
Get familiar with 30 min. Animoto
- Animoto
T-S
Our answers!
-Answers of the questions
S-S
90 min.
Objectives
Communicative Content
-To prepare a video explaining the answers. -To
-Orally express prepare what they have
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questions to check learnt. comprehension of the video. In this session, students prepare a short video with the answers. To do so, they use a digital tool called Animoto. To start, students open the program and follow the instructions of the teacher, who makes a brief explanation on how to use it (tutorial in Annex 6). Then, they can experiment a little bit with it. Before editing the video and recording their voices, students prepare the script by following a template (see Annex 6). Then, each group gets a microphone and records their voices. After this has been done and checked by the teacher, the students select powerful images to illustrate their content. With all the resources available, they edit the video. Each group also should think of two questions that will be posed to their peers while they watch the video. Finally, they send the video to their telecollaborative partners in order to provide them some information about their previous questions.
7th session: This session lasts for 60 minutes and it takes place in the classroom. The main aim of this session is to share the information students have.
Activity Sharing information
Timing 25 min.
Materials -Video -Computer
Interaction T-S, S-S
Objectives
Communicative Content
-To learn about -Formulate other videos. questions.
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Answering
35 min.
-Answers -Self-evaluation grid
S-S
-To reflect critically -Watch and listen on their work. videos. -Answer questions.
In this session, during the first 25 minutes, all the groups from the class will present their videos (previously posted on the blog). Afterwards, their peers will pose some questions related with the data shown in the video. They have also to fill a self-evaluation grid (see Annex 7).
8th session: This session lasts for 60 minutes and it takes place in the classroom. The main aim of this session is to watch the videos that telecollaborative peers have sent.
Activity
Timing
-We assess their 45 min. answers!
Materials -Videos -Rubrics to assess
Interaction S-S
Objectives -To watch the videos that telecollaborative peers have sent to us.
Communicative Content -Watch and listen videos. -Write in the assessment grid.
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In this session students watch the videos from the other school about the answers they have found. While they are watching the videos, they have a role: teacher, student or video editor and they assess their productions and try to provide some feedback. Each role will be in charge of focusing on a specific part of the video and will assess it following a rubric (see Annex 8). The roles will rotate after each video. -
Role of student: To assess if they understand the answer of their peers and think of something they have learnt.
-
Role of teacher: To assess if the explanation is clear and propose something they would improve as teachers.
-
Role of video editor: To assess how the visual support is presented and its clarity.
9th session: This session lasts for 120 minutes and it takes place in the classroom. The main aims of this session are to do a brainstorming of the ideas they want to investigate about the climate change and to decide on which ones will be investigated by telecollaboration; and to start working asynchronously on the leaflet.
Activity
Timing
First ideas for our leaflet
10 min.
Share ideas with our friends!
50 min.
Materials
-Skype -1 paper per each
Interaction
Objectives
S-T, S-S
-To think about what do they want to know about climate change.
S-S
- To expose their proposals.
Communicative Content -Brainstorming about the important information to include in the leaflet.
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class Let me introduce 15 min. you: the leaflet Making groups
10 min.
Asynchronous work
35 min.
-Leaflet as models
-Google Drive
- To vote for the best ideas.
-Give arguments.
T-S
-To identify the leaflet format.
-Listen to other proposals.
S-S
-To make pairs.
S-S
-To assign a slide to each section they decided to work on.
-Ask questions and answer them.
At the beginning of this session, the teacher gives 10 minutes to the students to think about what would they like to tell about Climate Change to tell everyone, because they will need that information to include it in their leaflet. Afterwards, the Skype meeting starts. Students propose their ideas to the rest of the peers (Spanish and Italian) during the first 25 minutes. The two teachers take notes of the students’ ideas, and at the end of the 25 minutes, they read them aloud and students need to choose a maximum of 7 ideas to include in the leaflet. They do the voting and the teachers take notes of the winning questions. In the second part of the session, the teacher introduces the leaflet genre to the students by providing them with some models (see Annex 9). Afterwards, students are grouped into pairs in each class, and they decide which of the ideas they voted last session do they want to investigate. Each pair will work with another pair of the other country working on the same topic as them. So, in the end, 4 people will be working on the same topic (2 from one country and 2 from the other one). However, as there will be more students than topics to work on, each topic will be investigated by 2 groups of 4 people.
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Each of the topics will be worked in a single slide in the PowerPoint presentation in Google Drive. Each group will have to work on their topic asynchronously. They can start at the end of this session and continue at home.
10th session: This session lasts for 60 minutes and it takes place in the classroom. The main aim of this session is to gather all the information they have looked for and start the design of the leaflet.
Activity
Timing
Materials
Interaction
Objectives
Communicative Content
Gather homework
our 15 min.
Let’s assign roles!
-Information they have brought
15 min.
Everyone at their 30 min. work!
S-S
S-S
-Laptops -PPT
individual
- To put all the homework together Show agreement or - To assign roles to disagreement (to each member of the decide the roles). groups. - To start working on their assigned role.
31
After working asynchronously at home by looking for information about their topic, each group (made up of 2 Spanish students and 2 Italian students) have to come to class and gather the information they got at home. They have a few minutes to share what they have found, and afterwards, they need to decide which role they will have for this task. Each group of 4 members will have 4 roles, but Spanish students will only be able to choose between 2 roles (designer and corrector) and Italian students between the other two (photographer and expert). The reason for this is because of the need to work cooperatively between different roles in session 11. The designer has to give format to the leaflet; the photographer has to look for visual support; the corrector has to revise grammar and spelling; and the expert has to revise the content. After choosing the roles, they start working on their assigned tasks by using Power point (see Annex 10) depending on their role. If they do not finish it at class, they have to finish it at home before the next session.
11th session: This session lasts for 60 minutes and it takes place in the classroom. The main aim of this session is to agree on the format of the leaflet and to create the final leaflet that contains all the information gathered along the project.
Activity We decide format of leaflet
Timing the 20 min. the
Materials
Interaction S-S
Objectives - To decide a common format for the leaflet.
Communicative Content -Reach to agreements
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We write leaflet
the 30 min.
-Computers
We assess each 10 min.
-Peer-assessment
other
grid
S-S S-S
- To write the leaflet.
-Write the leaflet
- To peer assess their role group.
In the previous session students worked on the leaflet production through roles. Now it is time to write the final leaflet, and as each group has done it in a different way, we need to decide on a common format for the final, unique leaflet. To do this, all the students with the same roles will come together (designers with designers, correctors with correctors, etc.) It will be easy to organize as all the designers will be in the same class, as well as with the rest of the roles. When they meet, they need to complete a worksheet deciding on the format for the leaflet according to their roles (see Annex 11). For example, the photographers can decide on the size of the pictures, their situation in the leaflet, etc. When they have agreed on this, they need to start creating the leaflet. They will have access to the common slides of the leaflet and each role will carry out their task, but this time, for all the slides, so for the entire leaflet. The correctors will have to correct all the slides of all the groups, etc. By doing this, the work is being constantly reviewed in order to improve it. Finally, each group will do a peer assessment of all the people with the same role as themselves (so they will self-assess their own group) (see Annex 11).
33
12th session: This session lasts for 90 minutes and it takes place in the classroom and at the rest of classrooms of the school. The main aim of this session is to spread the message they have worked on to raise awareness between the rest of the school students and the world.
Activity
Timing
Materials
Interaction
Objectives
Create appealing 30 min. questions
-Worksheet
S-T, S-S
- To formulate appealing questions.
Prepare speech
the 30 min.
-Worksheet
S-S
- To prepare an oral speech.
Spread message!
the 30 min.
-Leaflet
S-S
- To use the target language to transmit a message.
Communicative Content
-Formulate questions. -Description of phenomena. -Persuade the audience.
- To persuade the audience and make them conscious about a topic.
34
To start this session, the teacher encourages the students to think about appealing questions they could use to “sell” their leaflet. These questions should captivate the attention of the reader. After this, she/he tells the students that she/he has printed the final leaflet following the students’ previous work. She/he shows it to the students and explains them that now it is their turn to spread the message. To do so, she/he has made enough copies for all the children in the school. But what is a leaflet without a good explanation of it? So their objective for this session is to explain the content of the leaflet to their school peers. To do so they meet in small groups and prepare an appealing question to open the speech (For example: Can you imagine living under the water?). Then, they have to prepare the speech and distribute it among all the group members following a template (see Annex 12). Finally, they go and explain it to different classes. The audience is asked to fill in a questionnaire about the explanation to evaluate their older or younger peers (see Annex 12). Moreover, the leaflet will be posted in the blog so that it reaches wider borders.
13th session: This session lasts for 60 minutes and it takes place in the classroom. The aim of this session is to say goodbye to telecollaborative peers, to reflect knowledge acquired and to be critical with the self-evaluation.
Activity Goodbye friends!
Kunik is happy!
Timing 25 min.
10 min.
Materials
Interaction
-Skype -Scaffolding sentences
S-S
T-S
Objectives
Communicative Content
-To say farewell sentences. -To read the email.
-Using oral speech to farewell.
35
What have learnt?
I 25 min.
-Rubric
Individual
-To be critical with oneself. -To reflect on the knowledge acquired.
In the last session there are several activities that need to be done to conclude with the project. The first one is to farewell the other classroom, this means, say goodbye to all the telecollaborative peers they have been working with. They have some sentences (see Annex 13) which can be useful to do so, but they will also be able to suggest some way to farewell them, like preparing them a gift, or sending them a farewell video, etc. Afterwards, the teacher reads an email (see Annex 13) from Kunik, in which he thanks the students for all their effort to spread the situation and make other people of their community more aware of the nightmare he is living. The last task but not the least: the self-evaluation (see Annex 13). Here students have to be conscious of their own process of learning, see what they have understood, what they still don’t know, etc. so they can improve.
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38
Annex Annex 1: 1- Script of the video Version 1 Hello boys and girls! I am Kunik, and I have a problem! Please, read the letter I have sent you. You will know what my problem is and how you can help me. Oh! And don’t forget to talk to Foxes class from Pizza school, they have some important information that you don’t have. Thank you for your help! Version 2 Hello boys and girls! I am Kunik, and I have a problem! Please, read the letter I have sent you. You will know what my problem is and how you can help me. Oh! And don’t forget to talk to Pambtom{quet class from Sant Jordi school, they have some important information that you don’t have. Thank you for your help!
39
2- Eskimo letter (complete version) Kivalina, 15 May 2015 Dear class, My name is Kunik, and I live in Kivalina, Alaska, near the North Pole. I am 11 years old and live with my parents and my little sister, Yakone. I am writing to you to ask for your help. My village and other villages in the North Pole are in danger. We need the help of all the planet to save our villages. I am sure you know that the North Pole is made of ice, instead of land. This ice is very important for all the planet, because it affects all the animals, and also the people in the Earth. But as the planet is every time getting warmer, the ice is melting. This problem is called Climate Change or Global Warming. As the ice melts, the sea level rises, and there are floods in the villages. My village is in danger, as it will probably be the first one in the world to disappear. Climate Change also affects our animals and plants, like polar bears, that they spend a lot of time floating on ice platforms to look for food. Also, a lot of trees fall down because the ice beneath them melts. Please, I need your help to show all the world how dangerous Climate Change is. You have to investigate what Climate Change is, and what can people do to stop this problem that will affect all the Earth in the future! Thank you very much, Kunik.
3- Eskimo letter (version 1) Kivalina, ………………… Dear class, My name is Kunik, and I live in Kivalina, Alaska, near the North Pole. I am 11 years old and live with my parents and my little sister, Yakone. I am writing to you ……………………….... My village and other villages in the North Pole are in danger. We need the help of all the planet to save our villages. I am sure you know that the North Pole is made of ice, instead of land. This ice is very important for all the planet, …………………………………………………. But as the planet is every time getting warmer, the ice is melting. This problem is called Climate Change or Global Warming. As the ice melts, the sea level rises, and there are floods in the villages. My village is in danger, as it will probably be the first one in the world ……………………. Climate Change also affects our animals and plants, like polar bears, that they spend a lot of time floating on ice platforms to look for food. Also, a lot of …………. fall down because the ice beneath them melts. Please, I need your help to show all the world how dangerous Climate Change is. You have to investigate ………………………..., and what can people do to stop this problem that will affect all the Earth in the future! Thank you very much, Kunik.
4- Eskimo letter (version 2) …………………………………………, 15 May 2015 Dear class, My name is Kunik, and I live in ………………………………………………. I am 11 years old and live with my parents and my little sister, Yakone. I am writing to you to ask for your help. My village and other villages in the North Pole are in danger. We need the help of all the planet ……………………………. I am sure you know that the North Pole is made of ice, instead of land. This ice is very important for all the planet, because it affects all the animals, and also the people in the Earth. But as the planet is every time getting warmer, the ice is melting. This problem is called ……………………………………. As the ice melts, the sea level rises, and there are floods in the villages. My village is in danger, as it will probably be the first one in the world to disappear. Climate Change also affects our animals and plants, like …………………., that they spend a lot of time floating on ice platforms to look for food. Also, a lot of trees fall down because the ice beneath them melts. Please, I need your help to show …………………………. how dangerous Climate Change is. You have to investigate what Climate Change is, and ……………………………………………………………………………….. Thank you very much, Kunik.
5- Eskimo images (version 1)
Polar Bear floating in the ice
Ice is melting really fast
6- Eskimo images (version 2)
Kivalina village, surrounded by water
There are floods in villages
7- Teacher’s discussion guidelines and scaffolding to answer the questions
After reading the letter: - Why are there parts in the letter missing? There are parts in the letter missing because… - How can we know this missing information? We can know this missing information by… - What do the images tell us? The images tell us that… - Why has Kunik sent this letter? He has sent us this letter because… - What do we know about Climate Change? - What should we do now? Now we should... -
Annex 2: 1- Tutorial to use Skype http://www.gcflearnfree.org/skype 2- Email example
3- Worksheet
1.- Match the questions with the correct answers. QUESTIONS Which languages do you speak?
ANSWERS I would describe myself as.........
What is your name?
One thing that I hate.........
Tell your hobby
My favourite food is.........
What is your favourite animal?
I speak.........
Tell one thing you really like
I live in.........with.........
What is your favourite food?
One thing that I really like.........
Tell one thing that you hate
One of my hobbies is.........
Describe yourself with two words
My favourite animal is.........
Where are you from?
My name is.........
Annex 3: 1- Worksheet to structure information (Version 1) - In Italics, the information we elicit from the students
WRITTEN INFORMATION Origin of the letter
Kivalina
Date Name of the town where he lives
He lives in Kivalina, Alaska, near the North Pole.
Purpose of writing to us Reason why he asks for our help
To save their villages
Importance of ice for the planet Name of the problem
Climate Change or Global Warming
Kunik’s village will be the first one to... Animals affected Plants affected People to whom we have to show it
Polar bears. They spend a lot of time floating on ice platforms to look for food
Objects of investigation
1. 2. What can people do to stop this problem that will affect all the Earth in the future
VISUAL INFORMATION Description of the image Polar Bear floating in the ice
Ice is melting really fast
Image
(Version 2) - In Italics, the information we elicit from the students
WRITTEN INFORMATION Origin of the letter Date
15 May 2015
Name of the town where he lives Purpose of writing to us
To ask for our help
Reason why he asks for our help Importance of ice for the planet
Because it affects all the animals, and also the people in the Earth
Name of the problem Kunik’s village will be the first one to... Animals affected
To disappear
Plants affected
A lot of trees fall down because the ice beneath them melts
People to whom we have to show it Objects of investigation
1. What climate change is 2.
VISUAL INFORMATION Description of the image Kivalina village, surrounded by water
There are floods in villages
Image
2- Scaffolding sentences To provide information…. -
In the letter, the Eskimo tells us that/ asks us to… We know that… The information we have is… In the image we have… - There is... - There are... - We can see...
To ask for information‌ -
Do you know what information matches with this image? Do you know what image matches with this information? Can you please tell us‌?
Annex 4: 1- Google Drive video tutorials
https://www.youtube.com/watch?v=02DV21OtV3c https://www.youtube.com/watch?v=-qTcDsbvbjk 2- Scaffolding worksheet to create questions Try to create some questions! What Who Why When Where How How many
is / are do / does can
the Climate Change the responsible we the society the causes/ consequences the effects the actions the planet this phenomenon the organizations
have to stop Climate Change? of the Climate Change? take measures? doing to solve it? taking place? affecting the Earth?
Question example: What is the Climate Change? 3- Some examples of “Wh- questions� written by the students Who is the responsible of the Climate Change? What are the consequences of the Climate Change? How is the Climate Change affecting the Earth? Where is this phenomenon taking place? Why do we have to stop Climate Change?
Annex 5: 1- Template to answer the questions What question are we answering to? Which is our source? (Website) Helpful information
In our own words...
2- Examples of suitable web pages the teacher can give to the students: https://www.nrdc.org/globalwarming/polaraction.pdf http://www.eschooltoday.com/climate-change/Introduction-to-climate-change-for-children.html http://www3.epa.gov/climatechange/kids/index.html http://climatekids.nasa.gov/ http://www.kidzworld.com/article/17859-the-kids-guide-to-global-warming
Annex 6: 1- Tutorial to use Animoto https://help.animoto.com/hc/en-us/articles/205538197-How-do-I-get-started-
2- Template for preparing the video
Use the following template which could help you select the most relevant information for the video: The question
Our answer
KEY WORDS:
Images we would like to use
Annex 7: 1- Self-evaluation grid
1. How are you feeling until now? Awesome!!!
Good!
So so
Really bad!
I’m are working a little bit
I’m not working at all...
Not really interesting
Uninteresting
Easy
Very easy
2. How hard do you think you are working?
I’m working very hard!
I’m working hard
3. What is your opinion about the project? Very interesting
Interesting
4. What do you think about the level of the contents? It is very difficult!
Difficult
5. Do you like doing telecollaboration?
Yes, a lot!
Yes, it is okay.
No, I do not like it .
No, I hate it!
Annex 8: 1- Grid Role of student Can I answer the question now?
Yes
No
Yes
No
1 thing I have learnt
Role of teacher Was their explanation clear? 1 thing I would improve Role of video editor Yes Is the volume not to low nor too high? Is it visually attractive? Are the images helpful?
No
2- Rotation of roles Role of student
Role of teacher
Role of video editor
Video 1
Groups 1 & 2
Groups 3 & 4
Groups 5 & 6
Video 2
Groups 5 & 6
Groups 1 & 2
Groups 3 & 4
Video 3
Groups 3 & 4
Groups 5 & 6
Groups 1 & 2
Annex 9: 1-Leaflet models and templates
Annex 10: 1-Tutorial to use Power Point http://www.electricteacher.com/tutorial3.htm
Annex 11: 1- Worksheet (example of what we elicit from the designer role) OUR ROLE: Designers OUR AIM: To decide on the format of the leaflet OUR DECISIONS: - In the first page there will be a big title and a picture - The sub-headings are in bold and font size 35 - The background will be blue - The pages will be numbered
2- Peer-assessment grid My name: I am assessing the ___________________________________ role We carried out our role correctly
Yes
No
One outstanding thing One thing to be improved
Annex 12: 1- Worksheet Group: Appealing question tips: - Can you imagine… - Would you like to… - Do you think it is possible that some day... Our question: NAME OF THE STUDENT
SPEECH Good morning/afternoon… We are__________________________________________________and we have come to explain you some things about Climate Change.
Some weeks ago, we received a letter from Kunik, an Eskimo boy who needed our help. (Appealing question) Explanation of section 1:
Explanation of section 2:
Explanation of section 3:
Thank you for your attention. Goodbye!
2- Questionnaire posed to the audience (it would be adapted to the age of the audience)
Students presenting: Yes They say why they are here I understand what Climate Change is I understand the causes and consequences I understand what can I do to solve the problem They farewell From now on, I will do my best to solve the problem!
More or less
No
Annex 13: 1- List of farewells that can be used To say “thank you” Thank you for everything Thanks, we had a great time! It has been a pleasure to work with you We have had lot of fun Thank you because we have learned a lot with you Thanks so much Many thanks Cheers! To say “take care” All the best Take care!
Wish you the best Be well Lots of love To say “goodbye” See you soon See you around Bye! Bye bye! Goodbye Later! Have a nice day Have a good one
2- Email from Kunik
Dear friends, I am so happy! Thank you so much for all your support! During these last weeks all the love received has been amazing and here, in Kivalina, we are sure that this is thanks to your work! You did an incredible job! And we cannot be more grateful. Since last week lots of scientists have come to our village to see what they can do, so I believe things can improve! I hope there is still time to change this situation if people are more aware of the repercussions climate change has on all of us and are more responsible. I wish life could be the way it used to be before and none of the animals that live here suffered and we all lived in peace. Thanks for everything, guys! Yours sincerely,
Kunik.
3-The rubric for the self-assessment Name: ________________________________________
Date: ________________
3
2
1
Participation
I have volunteered a lot in class
I have hardly ever raised my hand
I have never said anything
Language
I have tried to speak in English all the time
Sometimes I have spoken in English
I have not spoken in English
Comprehension
I have understood lots of words in English (20 or more)
I have understood some words in English (10-20)
I have not understood more than 10 words
Work group
I have helped all my colleagues. The work has been amazing!
The collaborative work has been pretty well
We have had lots of problems within the group
I have been taking care of all the material
I have respected most of the material
I have not respected the material I had
I have learned a lot!
I have learned some things
I have not learned anything new
Material Project Comments: