My Ideal School – Before and After Project -‐ -‐ Members of the Group 4 (THE SLEEPY 6.25): Liwen Huang, Gemma Campmany, Irene Coral, Camilo Martin and Omid Abdar Telecollaboration Project between U. Autonoma B a r c e l o n a & U . O f I l l i n o i s U r b a n a C h a m p a i g n .
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PROJECT PLANNING
Content Introduction……………………….……………………………………………………3 Theoretical rational……………….……………………………………………………4 Project Description……………….………………………………….…………………5 Content………………………………………………………………..………………...6 Competences…………………………………………………………..………………..7 Project Planning……………………………………………………….……………….9 Storyboard of the project……………………………………………………………..11 Description of the activities…………………………………………….……………..12 Assessment………………………………………………………………..……………24 Annex………………………………………………………………………..…………28
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PROJECT PLANNING
My Ideal School -Before and After ProjectIntroduction This project is targeted at 6th grade Catalan and Belgian learners of English, expected to be at the low-intermediate proficiency level at the time of learning. Being an example of TEPBLL, this project intends to motivate and encourage the learners to vocalize their--and their peers’--ideas of what they consider to be the perfect learning environment. As such, the project prompts the learners to research between themselves what they believe school should be like and then articulate this in a final product. The final product, then, will be the result of plenty of interaction between the learners during which they attempt to describe what they consider to be the best learning environment. The aim is to give the students autonomy over what they want their learning settings to be like, which is intended to give them a willingness to communicate their ideas with each other (Belgium and Spain), considering this is a cross cultural project where students and teachers from both countries are going to be telecollaborating during the project duration. This will culminate in a final product in which the learners describe in as much detail as they can, the results of their group research into what the perfect learning environment is.
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PROJECT PLANNING
Theoretical rationale At the heart of contemporary approaches to foreign language learning, marked by Communicative Language Teaching, is the overarching notion that languages are best learnt when used for meaningful communication between the learners? Meaningful communication is believed to produce interaction (Long, 1996) between the learners through and by means of which they will negotiate meaning between each other which will ultimately result in the development of language skills. Creating interaction between the learners is the cornerstone of Task-based Language Teaching (TBLT), which places an emphasis on the creation of such interaction between the learners via engaging the learners in various tasks during the process of learning. While tasks are usually thought of as mainly limited in scope (i.e., there could be multiple tasks in one lesson), these tasks can also lay the foundation for a larger learning task, defined as a project, that the students would have to create. In other words, it has been proposed by project-based language learning (PBLL) that there can be tremendous amounts of learning when students are put in charge of creating or accomplishing a large project in the target language, through the completion of which they would have to complete numerous tasks which themselves would require plenty of interaction between the learners. Taking one step further, Technology-enhanced project-based Language Learning (TEPBLL) is an attempt to make use of the technological advancements readily available to the 21st century language learner in order to further facilitate interaction between the learners and thus to pave the way for increased learning.
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PROJECT PLANNING
Project Description Title of the project: My Ideal School -Before and After Project Members of the Group: Liwen Huang, Gemma Campmany, Irene Coral, Camilo Martin and Omid Abdar. Age and target level of group: 6th grade (catalans) 6th grade (Belgium). Lower intermediate English level.
According to ACTFL (Performance Descriptors for Language Learners) 2012, the level of the students would be determined by a set of features for the range explaining what the student is able to do, in what context and content areas, how much and what kind of language the learner is able to produce or understand, the expectations of accuracy and what strategies the language learner uses to communicate.
Attending
the
three
modes
communication
(interpersonal,
interpretive
and
presentational) and the different domains the language learner’s achieves (functions, context and content, text type, language control, vocabulary, communication strategies or cultural awareness) they will be rated as novice, intermediate or advanced.
Identified special needs of any students: Aid for potential hearing and visual problems, as well as any other circumstances that might create any special need.
In case we have one or more students with specific needs, we will adapt the activities of the project, the materials as well as the group dynamic if necessary. We believe that the best way to adapt the activities is by improving the learning with the skills that this/those student/s are best. Thus we would provide all sorts of opportunities and resources that students would need to work and learn as individual members as well as in whole groups.
Some students might also need further assistance or encouragement with this project. Some students might not know how to approach the task (or how to plan for different things) so we must also plan ahead and know how we will help those students out if need be.
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PROJECT PLANNING The big ideas for this project To give students a chance to practice, using English, to describe things (places in the school, interactions between students, teachers, parents, etc.). Students will have to engage in interactions with each other and perform “interviews� with other and make sure they understand their viewpoints and summarize all that information to create a Poster or an Infographics.
Content Students will learn 1. To describe in the target language specific places and situations (oral). Introducing polite manners and specific vocabulary. 2. To search on the Internet collaborative tools and to know how to use these tools. 3. To create sentences for describing spaces, situations and relation between people (writing) 4. To design and produce a digital poster with the target language.
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PROJECT PLANNING
Competences Communicative, linguistic and audio-visual competence: ● Communication in “real” communicative contexts, Meet virtually with our partners. ● Practical usage of audio-visual tools such as Skype or YouTube. ● Accuracy and fluency development in class tasks. ● Use of specific structures: ○ Express wishes (I wish this was…) ○ Give advice (The school should be…. / Students should do….) ○ [...]
Cultural and artistic competence ●
Respect and acceptance for other cultures, dialoguing if any cultural issue
comes up. ●
Designing a suitable creative poster.
Information treatment and Technological competence ● Use of technological tools like Skype, Google Drive or Piktochart.
Competence on autonomy and personal initiative ●
Ability to create new rules for a school and better the ones that it already has.
●
Ability to be part of a group but still is able to work and think for them.
Knowledge and interaction with physical world ●
Observation of a real school and their other social environments where they
normally are and think of ways of improvement.
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PROJECT PLANNING Social and citizen competence ●
Creation of rules and actions that help out create a better world
●
Responsibility of their individual work inside a group.
●
Group decision-making on how to better their school and environment
Moving one step further, we are also convinced of finding other competences not specified in the Curriculum as in, for example, ask and answer questions (interviewing) in person to find out about others’ opinions on the topic of what school should be like. Questions formation and listening to the answers correspond to linguistic competence. How to approach the task of asking for opinions can be categorized as interpersonal competence. In doing so, students will have to strategize how they are going to form their questions (for example, how to compensate for lack of proficiency needed for asking a questions that they want to ask (circumlocution) etc.) which corresponds to strategic competence. Engaging in one-on-one conversation to ask for others’ opinions constitutes discourse competence. Finally, deciding what to ask during an interview (when asking their opinions about school) and what topics to avoid corresponds to sociocultural competence.
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PROJECT PLANNING
Project Planning Activity Task 1 Presentation of the project. Getting children’s interests and attention. Answer children’s questions
Materials ● Power point and oral presentation ● Hand out written instructions
Task 2 Presentation of the topics
Task 3 Skype introduction
Task 4 Elaborate sentences
Task 5 Create a video presentation
Output
SWBAT*
LSs
● Produce sentences to introduce themselves to the Belgium students
● Know about the project that they will work on during 3 months. ● Introduce themselves
● Visual ● Auditory
● Each group having a topic to work in.
● Discuss in group ● Agree in one topic
● Auditory
● Skype software ● Computer
● Familiarity with Skype call functions and Skype recording functions
● Computer (text processor) ● Worksheets
● Sentences to use while Skype meeting, about their work or topic. (I.e. Have you found.../ Do you think….) ● Develop observation skill
● One computer per group. ● QuickTime (Mac) ● Movie Maker (windows)
● Introductory video clips
● Get by with Skype
● Ask questions about work in order to maintain a conversation. ● Critical and analytical observation
● Create and edit a video
● Visual ● Tactile ● Auditory
● Visual ● Tactile ● Auditory
● Visual ● Kinaesthetic
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PROJECT PLANNING
Task 6 Create information of the topic
Task 7
● Paper worksheet ● Computer
● Specific information for each group to wok on.
● Google Drive app.
● Guidance on what information to put in this document
Create a Google Drive document with the information they have collected
Task 8 Present the group observation by Skype / Hangout with the students of Belgium
Task 9
● Skype / Hangout ● Google Drive document
● Create a document with Google Drive ● Share this document with their friends in Belgium
● Visual ● Auditory
● Communicate their findings orally to a foreign person
● Auditory ● Visual
● Feedback document
● Be critic with the work of their mates
● Visual
● Piktochart tool
● Poster
● Get by with the main features of Piktochart
● Kinaesthetic ● Tactile
● Poster
● Oral presentation
Create the poster
Task 11 Poster display
● Visual ● Tactile
● Rubric
Peer feedback of the information.
Task 10
● Create, summarize and choose the right information
● Present their own findings to the audience
● Visual ● Auditory ● Kinaesthetic ● Tactile
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PROJECT PLANNING
Storyboard of the project Week 1
January
Week 2
Introduce Project Discuss driving question. Create groups and assign responsibilities. January Elaborate sentences.
January →
Presentation of the topics and Skype introduction. January Continue with the task of video presentation.
Week 3
Create a video presentation. January
Gathering information II.
Week 4
Create information of the topic. February Create a Google document with the information they have collected.
Continue with the Google Doc.
February
February
Present the group observation by Skype with the students of Belgium.
Continue with the presentations.
February
February
Peer feedback of the information
Peer feedback of the information
February
February
Create the poster
Create the poster
March
March
Poster display
Poster display
Week 5
Week 6
Week 7
Week 8
January
February
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PROJECT PLANNING
Description of the activities 1st session: Project and topic presentation1 Activity
Timing
1
20 min
Equipment and materials
Interaction
Computer & Screen, hand outs (instructions)
T-Sts / sts-sts
Objective
Present the main ideas of the project to the students, including topic and objectives
Description: This activity aims to explain and present to the students the overview of the project. Instructors are going to explain to the pupils their tasks, the tools and rationales for the tasks. In this first activity, students will be able to know which are the main objectives of the project. It is an oral activity where pupils will have the opportunity to ask questions for having a clear idea of the work they will do. This project is going to be happening in Belgium and Spain at the same time, therefore teacher on both countries will explain to their students the necessity to use to start “thinking� in English, as the first language in both countries is also different. Students should understand that this is a cross-cultural project and there are lots of things they can all share.
Create work groups Activity
Timing
2
30 min
1 2
Equipment and materials Computer screen, small pieces of paper, pen. Working contracts describing responsibilities, Grouping information in Google doc or spreadsheet.
Interaction
Objective
T-sts / Individual / st-st
Create heterogeneous cooperative groups and discuss about the responsibilities of each student in the group
Annex 1 Annex 2
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PROJECT PLANNING
Description: The second activity is to create the cooperative groups. During the project there is a lot of cooperative work, for this reason, the groups will be created by the teacher. Grouping information would be accessible to all students in document doc or spread sheet. The teachers are advised to create groups of variety in terms of learners’ type. When the cooperative groups have been created, each group will have to assign a name and distribute the different responsibilities for each student in the group. They will assign these roles: coordinator, secretary, and supervisor of the order, observer and peer coach for participation. Students will write the responsibilities and the name of the group in a Google Form document. The last part of the session should be included in the working contract2.
2nd session
Get to know each other - Two truths one lie Activity
Timing
3
40 min
Equipment Students guidelines
Interaction T-sts / sts-sts
Objective Practice the target language (English) with their classmates.
Description: In the first three minutes of this session, the teacher will remind the students what they did during the first session. It is a good way to create a routine and recollect the main information of the last day. In the main activity students will initiate interaction among their classmates to practice for the meeting with the students in Belgium. This interaction will be practiced through a game called “Two truths one lie”. Each student gives three statements about themselves to the cooperative group, two of these statements have to be true and the other one has to be a “lie”. The rest of the students will have to identify, by asking questions, which statement it is false and which ones are true. When a student suspects for another to have told a lie, he can’t ask directly “Is that true/false?”, but has to think about different questions that can be answered with “Yes, 2
Annex 2
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PROJECT PLANNING it’s true” or “No, it’s false”. For example: Student 1: -
I have a brother and a sister
-
I went to China yesterday
-
My bird is called “Marujito”
Student 2 (suspects 2nd sentence is a lie): Were you at home yesterday? Student 1: No, it’s false. Student 2: Were you in another country? Student 1: You lied in your 2nd sentence!!!
Preparation for the presentation video Activity
Timing
Equipment
Interaction
Objective
4
10 min
Paper and material for writing. Computer and screen
T-sts / sts-sts
Create sentences that allow students to introduce themselves to people they don’t know (in this case, Belgium students). Create appropriate and polite sentences. Learn the specific vocabulary used for the occasion
Description: The game played in the previous activity is just an icebreaker game, but it is not useful to introduce oneself to another school. The teacher will have to make this clear to the students, and retaking the true sentences created before, he/she is going to ask students about important information that they think Belgians have to know about them. In groups, the students will have to think of different ways to introduce themselves, creating different useful sentences for the meeting. First of all, the students will do a brainstorming in their groups and after that they will put in common with the whole class. Finally, the teacher will show on the screen more examples of ways to introduce yourself to someone you do not know. With this activity, the pupils will know how to create this type of presentation and will also learn new vocabulary of the topic. If there is enough time, students can write a
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PROJECT PLANNING short presentation as a draft, because it will be useful for them in the next session3. In this activity we can assess the way they write.
3rd session Create an introductory video Activity
Timing
Equipment
Interaction
5
50 min
One computer for each group. One video camera for each group
T-sts / sts-sts
Objective Create a short introductory video of each cooperative group to share with the Belgian students
Description: First of all, we will do the routine, which is recollecting the main information of the last session. Secondly, students will watch the introductory videos that Belgian students have done for them. The next step is to create the same type of video, between three and five minutes, to present all the members of each group. Each group is provided a video camera. Students have to show how they are and they have to speak in the target language. Before recording the video, they will write a short introduction. Students4 will be able to use some of the text they wrote the day before. Once they have record the video, they will send it to their mates of Belgium. The teacher will go around the class making suggestions and will help the students that need it.
3 4
See annex 4 See annex 4
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PROJECT PLANNING 4th session This session has a length of three to four hours (depending on the groups pace). Thus, it is divided into 4 activities in different days, 45 minutes each one.
Create information with the group. Activity
Timing
Equipment
Interaction
Objective
6 and 6.1
45 min each
Computer, screen, speakers, writing material, guiding questions
T-sts / sts-avat / sts-sts
Make students be experts of their topic (spaces and moments to be observed) by creating information about it
Description: Firstly, the teacher has to remind the students what they did in the last session. Thus, as usual, we start with the routine. In second place, each topic has to be assigned to two groups, one from Barcelona and the other one from Belgium. The next step is to explain the students what they have to do in this session. Thus, these explanations will be set up with Machinima, where an avatar, called the “observer�, created for this special occasion, will give specific instructions to the students. The teacher will project the avatar on the screen and provide the different groups with worksheets. Also, depending on the schools the places and situation may vary a little bit, however, in general we should be able to find that the avatar and the working sheets talk about the behaviour and situations in: the classroom, play ground, dinning room, corridors, interaction with other students and teachers (open to different options). To make sure the students get right all the information (listening and comprehension) and have enough time to clarify questions and also the formation of the groups, this activity will be done in two different days, 45 minutes each day.
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PROJECT PLANNING Gathering information Activity
Timing
Equipment
Interaction
Objective
7 and 7.1
45 min each
Computer, screen, speakers, writing material, information of the topic and guiding paper5
T-sts / stsavat / sts-sts
Gather information and write down what they are asked to observe
Description: In this second part of the 4th session, students know what they need to do and observe in the assigned places. However, managing a group of 25 to 30 students is not an easy task. For this second part of the session the whole class will be divided into small groups (the ones previously made). Also, as the students will need to move around the school, the class tutor will count on teacher aid. In these two activities, (7 and 7.1) half of the groups will work on the observations tasks around the school or in the classroom, while the others can carry on working on other different parts of the projects. Consequently, we can assure that the observation tasks are not happening in chaos, trying to control all students around the school. By organising the activities this way, we can have an accurate idea of what the groups are doing and keep a close eye on them, at the same time that we can more or less assure half an hour on the observation activity. In case this time is not enough, we can always extend the activity for another 45 min. (an extra day), and make sure that all students participate and get all the observation work done.
5
See annex 7 17
PROJECT PLANNING 5th session Structure information using Google Docs
Activity
8
Timing
45 min
Equipment
Interaction
Computer. Google drive folder installed
Objective
Sts-sts / T-sts Structure the information that they have collected
Description: Now that students know how to use Google Docs, they have to fill the document with all the information they have collected during the lasts activities. Students have to be responsible of their own role and by cooperation work with the document.
Share information they have collected
Activity 9
Timing 30 min
Equipment Computer. Google Docs document
Interaction Sts-sts / T-sts
Objective Finish the Google docs document and share it with the Belgium students
Description: Students have to finish the work they started in the 9th activity. Once they have finished, they will have to share this document with the Belgian students.
Learn different strategies for have a discussion
Activity
Timing
Equipment
Interaction
Objective
Sts-sts / T-sts
Learn how to discuss politely.
Computer. Guidelines. 10
15 min
Description: Students will have to discuss with the Belgian students their topics during the meeting. With this activity students will learn different techniques to interrupt politely and also to discuss. The students will practise with their cooperative groups these
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PROJECT PLANNING techniques. This activity is focused on learning some expressions in English that will be useful for their meetings and also, for other situations during the project and their daily life’s6.
6th session Learn how to use Skype Activity
Timing
11
30 min
Equipment Computer. Screen. Skype installed
Interaction T-sts
Objective Learn how to use Skype
Description: The teacher has to give the main instructions to know the basics of how to use it. One way to show to the students clearly what they need to know to call someone using Skype is giving an example of calling. The teacher will call the Belgian tutor to show how to do it. At the same time, the Belgian tutor can take this opportunity to teach their students to use Skype. Pre-task: Give students 10 minutes to create Skype accounts if they do not have one already. Then give students 2-3 minutes to add two group members and two members from different group to their contact. Ask them to test call two people and experience a successful video call.
Then, with this introduction, the teachers will leave the student’s time to Skype their group from Belgium.
Skype meetings
Activity
Timing
Equipment
Interaction
12
25 min
Computer, screen, speakers, microphone, Google Drive or other types of tools, Skype
Sts-sts
6
Objective Develop social abilities Speak in the target language Present coherent information
See annex 5
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PROJECT PLANNING
Description: During this activity students are responsible for presenting their observations, to all the groups in the two countries in the target language. Each group will present the information they have collected using an appropriate tool, such as Google Drive, Powtoon, Prezi, etc. Teacher could use a tool to record the screen, as Camtasia, so that students can watch other student’s information as many times as they need.
Carry on with Skype meetings Activity 12.1
Timing 45 min
Equipment
Interaction
Objective
Computer, screen, speakers, microphone, Google Drive or other types of tools, Skype
Sts-sts
Develop social abilities. Speak in the target language. Present coherent information
Description: As there are many groups to present, it will need another class to finish with Skype meetings. So, this activity is about to conclude all the presentations.
7th session Feedback by groups Activity 13
Timing 1h 30 min
Equipment
Interaction
Objective
Computer, Rubric, produced document of the Belgian group
Sts-sts / T-sts
Learn how to think critically by providing a feedback to the Belgian students
Description: In first place as all the sessions they will remind what they did during the last session. Then, each group should look at the document of their peer group, meaning that the group from Barcelona that has been working on the topic of playground observation will join the Belgian group that did the same topic. When they have read carefully the information, they have to provide a very clarifying
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PROJECT PLANNING feedback to their peer group. Students can choose the way they present their feedback to the other group. The teacher can give some examples, such as, recording their voice or record a video, create a Google Drive or other types of presentation. Moreover, students will have some guiding questions to know what they have to focus on7.
8th session Learn how to use Piktochart Activity
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Timing
20 min
Equipment
Computer and screen
Interaction
Sts-sts / Tsts
Objective
Learn how to use Piktochart tool
Description: First of the entire routine takes place. Secondly, the teacher explains the main features of the Piktochart tool. Students need to know how to use it to create their own poster with the information of their topic. With some guidelines the teacher will introduce this tool to their students and will use a computer and a screen to show an example of how to create a poster.
Individual activity using Piktochart
Activity 15
Timing 25 min
Equipment Computers
Interaction T-sts / Individual
Objective Create a Piktochart poster individually
Description: For the first time, students will work individually. It is important to work in a collaborative way, but during the project it has to be a balance. Students are supposed to create an individual poster of their topic using the information that they have collect with their group. This activity will help the teacher to know which are the students that have understood the topic and have worked on it, and the ones that do not. Also, they should use the 7
See annex 6
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PROJECT PLANNING feedback that Belgians students have sent to them. In this activity, language is not the leading feature, but we have to think of those children who are not very engaged on language learning. We have to have some activities that help them feel part of the project even though they don’t like it. So, with this activity, we try to make the project more attractive to those who are not eager to work with English. However, we can turn the language of the digital resource to English, so that they have to guess the meaning of the tools and options inside.
Collaborative poster using Piktochart
Activity 16
Timing 45 min
Equipment
Interaction
Objective
Sts-st.
Create a Piktochart poster with the collaborative groups. Correct use of the target language
Computers
Description: During this activity, students will put in common their own posters with their group. Students are supposed to create a Piktochart poster, but now in groups. It has to be easier for them because they have worked with the information, firstly individually and then in groups. They will create the final output during this activity.
9th session Poster presentation and final meeting
Activity 17
Timing 90 min
Equipment
Interaction
Computer, screen, Skype
Sts-sts
Objective Present the poster and explain the bad habits and good habits they have analyzed
Description: Each group will present their Piktochart poster to the students from the other country. In this occasion, the teacher from Belgium and vice versa will assess
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PROJECT PLANNING students from Spain. For this final meeting both classes will meet on Skype in a videoconference. This session is about sharing the final output that students have created and also talking about how students have felt during this project, and finally to say goodbye.
Other possible option, and (plan b) final output, could be a video recording of the final presentations to the headmaster of the school and other classes while the students from the other school cant attend this presentation virtually which can be very exciting for the whole entire school.
10th session Presentation of the final output
Activity
Timing
18
90 min
Equipment Piktochart poster
Interaction Sts-sts
Objective Present the poster and explain the bad habits and good habits they have analysed to the community
Description: The last session of the project is dedicated to present the poster to the school community. Students will do a presentation to the younger students and also to the headmaster and teachers of the school. The posters can be hanging on a place where parents can also see these productions.
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PROJECT PLANNING
Assessment Cognitive (knowledge) Verbal Knowledge Organization - how information and concepts are mentally arranged Skill-Based (psychomotor) Ability to perform a task without Conscious monitoring and with other tasks Affective (attitudes) Attitude - attitude about learning, self-efficacy, perception about ability to perform, and goal setting Motivation - motivational disposition
1st session.
ACTIVITY 1 Introduction of the project
ACTIVITY 2 Presentation of the topics to work by groups, assign the groups with a topic and the responsibilities for each member
Objective Motivate students for the project, introduce the main topic (social behaviour) and share with the students the main objectives of the project.
Assessment Continuous assessment. Rubric collecting students’ opinions. Voice recording
Objective Get students to take ownership of learning and let them know what individually they will be responsible for (assignments)
Assessment Attitude: a table with all student’s names and a little space to write down what they comment, think, etc. Will not be a numerical mark but will part of the attitudinal assessment
Objective Break the ice with the Skype tool and also with their virtual friends
Assessment Attitude: the participation of the students during the game. Video and voice recording adding information to a rubric. Based on the recordings students will do selfassessment and peer assessment
2nd session
Activity 3 Game. Getting to know each other finding out the true and the false sentences
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PROJECT PLANNING Activity 4 Elaborate sentences that we use when we first meet someone and write them down
Objective Introduce individually and in group to other people we do not know. Create appropriate and polite sentences. Learn the specific vocabulary used for the occasion
Assessment Attitude: a rubric that can gather information about student’s reaction and motivation Cognitive: student’s productions will be collected for correction Video recording device Based on the recordings students will do selfassessment and peerassessment
Objective Create short introductory videos that they can share with the students in Belgium in the target language
Assessment Cognitive: oral use of the target language skill based: teachers will write down on a rubric how students create the video (use of tics) Video & voice recording device Based on the recordings students will do selfassessment and peerassessment
Objective Gather information and write down what they are asked to observe
Assessment Written productions. Vocabulary, cohesion of the writings
Objective Learn how to use Google Docs tool
Assessment Rubric: check Gmail accounts. Google drive documents created.
3rd session Activity 5 Create a 3-5 minutes video per each group so that it can sent to the different groups in Belgium
4th session
Activity 7 Written productions
5th session Activity 8 Google drive (docs)
Cognitive: content of the presentation, i.e. the logic
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PROJECT PLANNING of their explanations Procedure: the presentation: forms, respecting everyone’s turn to speak, presenting information and not just reading it...
6th session Activity 11 Skype
Objective Learn how to use Skype
Assessment Check for Skype accounts
Activity 12 - 12.1 Skype meetings
Objective Develop social abilities. Speak in the target language Present coherent information
Assessment Rubric: presentations Voice & video recording devices Based on the recordings students will do selfassessment and peer assessment
Objective Learn how to think critically by providing a feedback to the Belgian students
Assessment Written productions (feedbacks from the students) Presentations Voice recording device Based on the recordings students will do selfassessment and peer assessment
7th session Activity 13 Feedback
8th session Activity 14 Objective Presenting Piktochart as Learn how to use a way to create posters. Piktochart tool
Assessment Cognitive: use of the target language. Use correctly the tool. Procedural: Every member of the group has to participate in all the task and work. 26
PROJECT PLANNING Peer evaluation rubric 9th / 10th sessions Activity 16 - 17 Poster presentation and final meeting.
Objective Students will be able to present their findings, which are the problems they found and the solutions they are presenting to solve them. Present the poster and explain good habits and habits to improve
Assessment Cognitive: The use of Piktochart in order to represent their problems and solutions (the final poster). Procedure: the presentation. Helping your teammates while presenting and having prepared the text.
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PROJECT PLANNING
ANNEX Annex 1
28
PROJECT PLANNING Annex 2
29
PROJECT PLANNING Annex 3
PROJECT CONTRACT NAME OF THE GROUP:
All the members of the group agree with: ●
Follow the instructions.
●
Work as a cooperative group.
●
Participate in all the activities.
●
Behave correctly with all of our mates.
●
Enjoy the project.
SIGNATURES:
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PROJECT PLANNING Annex 4
INTRODUCTION 1. Greeting.
2. Present the name of your group.
3. Introduce your school.
4. Present the members of the group. a. Individual. b. As a group.
5. Explain one anecdote.
6. Farewell.
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PROJECT PLANNING Annex 5
PRACTICE IN GROUPS Try to use these phrases: ●
"I'm sorry to interrupt, but...."
●
“Excuse me (name), may I add to that...?"
●
"Pardon me..."
●
"I don't mean to intrude..."
●
“While that is an important point, it's also important to add..."
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“I’m agree with…”/ “I disagree with…”
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“I think you are absolutely right…”
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“Could you repeat that please?”
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“What I mean is…”
●
“In other words…”
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PROJECT PLANNING Annex 6
GUIDING QUESTIONS Name of the group: Name of the group giving feedback: Topic: Information:
●
The information is well presented?
●
The key points of the topic are present in the document?
●
Can you find a weak point of this piece of information?
●
Can you find a strong point of this piece of information?
●
What points are different from your writing?
●
What aspect would you improve?
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PROJECT PLANNING Annex 7 SESSION 4 WORKING SHEET:
Classr
m observation
Group Name: Members: Date: BEHAVIOUR
QUESTION
YES
NO
WHAT DO YOU OBSERVE?
Do your classmates enter the class in a respectful way? Do your classmates say “good morning”, “good afternoon” when necessary? Do your classmates remain silent when somebody is talking? Do your classmates raise their hands when they need to say something? Do your classmates work tidily?
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PROJECT PLANNING Do your classmates pay attention to the teacher’s explanations? Do the teacher attends all students?
AVATAR EXAMPLES:
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