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Transcript

AB 25

LET'S TALK BUSINESS

De Cicco Andrea - May 2024

INDEX

2. Context

1. Class

3. Key to success and inclusion

4. The role of technology

5. Aims

6. Lesson plan

7. Materials

8. Methodologies and Approaches

9. Assessment

10. Quotes

Class

1.

2nd Year

20 students, 13 males and 7 females

Mostly A1

CLASS

CLASS GROUP

CEFR level

TIMING

3 hours (1+2)

Context

Great part of students are into sports and technology.

EDUCATIONAL BACKGROUND

GENERAL BEHAVIOUR

Students are responsible but they get bored easily.

&

2.

SENs and SLDs :

1 student with ADHD.

Mostly B1

3.

Key to success and inclusion

PERSONALIZATION

STUDENTS' MOTIVATION

INDIVIDUALIZATION

LEARNER CENTERED

  • 3 Basic needs

  • Working on ZPD

  • ITC Gradual use

  • Using personal ideas
  • Creative inputs
  • Continuous feedback

  • Differentation in methods, time, process, materials

  • Compensatory ITC use

  • Peer 2 Peer tutoring

L. 104/1992

L. 107/2010

DIR. MIUR 27/12/2012

Motivation

Competence

Autonomy

Relatedness

source:

"Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being". Ryan, R. M., & Deci, 1985.

feeling effective and able

feeling in charge

feeling connected to others

ZPD THEORY

What I can't do

ZPD (what I can do with help)

What I can do

source: "Thinking and Speech", L. S. Vygotskij, 1987

L.107/2015

The role of technology

4.

1

3

Title here

Title here

MOTIVATION

INCLUSION

ASSESSMENT

Wider eposure to English

Personalized learning

Feedback

source:

Reinders, H., Dudeney, G., & Lamb, M. (2022). Using technology to motivate learners [PDF]. Oxford: Oxford University Press. www.oup.com/elt/expert

About Technology

PNSD, L. 107 /2015

# Action 6 BYOD

Global Aims- Lifelong skills

5.

European lifelong skills 2018 involved (5 out of 8)

04

CITIZENSHIP COMPETENCES

03

DIGITAL COMPETENCE

02

MULTILINGUAL COMPETENCES

01

05

CULTURAL AWARENESS AND EXPRESSION

LEARNING TO LEARN COMPETENCE

Key competences for lifelong skills 2018

CEFR 2020

MEDIATION

INTERACTION

PRODUCTION

RECEPTION

source: "Common European Framework of Reference for Languages: Learning, Teaching, Assessment", 2020

Global Aims- Descriptors

Specific aims & Pre-requisites

By the end of the lesson

What they already know

Lesson plan- DAY 1

6.

Individually & in pairs

1 hour - E.S.A.

Warm up 5 MIN.

Engage 5 MIN

Engage - Study 15 MIN

Wrap up5 MIN

Guess the subject of the day (the Hangman)

Word Cloud to elicit .....

Video - inductive grammar

Study - Activate 10 MIN + 10 MIN

Function gaming practice

Function gaming challenge

Feedback time

T: Presenter Facilitator Guide Guide Facilitator ResumerSS: Players Active Rule-builders Active Writers Self observers

5 MINUTES - WARM UP

  • The teacher prepares a word related to the topic of the day and students have to guess it.
  • This is a good example for training vocabulary.

The teacher asks the students to elicit vocabulary about ........... The ADHD student writes on IWB and creates a Cloud.

5 MINUTES - ENGAGE

1. Short, fun video on .......2. Introducing ...........3. Mind map

Engage - Study 15 MIN

MIND MAP for everyone

  • The teacher prepares a Wordwall wheel for practicing what students just learned.
  • The ADHD student spins the wheel for the class.

10 MIN Activity - Activate (Speaking)

Students are given 10 minutes to think about .........They have to write down 6 questions about the teacher's ............ At the beginning of the next lesson, as warm up, the teacher will answer to them.

10 MIN Activity - Activate (Writing)

5 MINUTES - Students' feedback

Lesson plan - DAY 2

6.

In group - Class as a Lab

2 hours - REAL LIFE TASK / T.E.A.L

Warm up15 MIN

Activation 15 MIN

Production 40 MIN

Processing 40 MIN

Wrap up 5 MIN

The teacher introduces the topic, engages students with a Video on .....

The students, in preformed groups, work on the topic. They work individually and in group.

The class will listen to the results of every group and discuss.

Feedback time

T: Tutor Presenter Tutor Facilitator ResumerSS: Speakers Active listeners Team Team Evaluators

The students practice on vocabulary and structures learned before

10 MINUTES - WARM UP

Q&A session between students and the teacher about last lesson topic.

15 MINUTES - ACTIVATION

1. Students watch a video on ......about ............2. Map of key words from the video on Wordart. The ADHD writes on IWB and creates a Cloud.

45 MINUTES - PRODUCTION

REAL TASK ACTIVITY IN GROUPS: Every group is ...............Students will prepare a ........ on ...............They can use Wordreference online and Quizlet flashcards.

45 MINUTES - PROCESSING

REAL TASK ACTIVITY IN GROUPS: Every group chooses a representative ...............Students listen carefully and can ask questions ........

5 MINUTES - Students' feedback

Class setting for group work

PNSD L.107/2015

# Action 7, INNOVATIVE LEARNING ENVIRONMENTS

Material & Activities

7.

Differentation for SEN

  1. Hangman 1. INCLUSIVE !
  2. Word Art 2. SEN WRITE ON IWB
3. Youtube Video / ISL 3. INCLUSIVE, JUST IMAGES ! 4. Wordwall wheel 4. INCLUSIVE 5. Canva 5. MIND MAP 6. Real / Group Task 6. GIVE SEN A SPECIFIC ROLE !

8.

Methodologies and Approaches

T.E.A.L

SOCIAL CONSTRUCTIVISM

LEARNER CENTERED

C.L.T

E.S.A

CONNECTIVISM

E.S.A

Technology Enhanced Advanced Learning

E.S.A

Engage, Study, Activate

Communicative Language Teaching

Learner as an active agent

Technology as part of the learning process

Anticipating problems

Some SS and SEN may not get it

Loss of concentration

Internet may not work

A disturbing or disengaged student

USE ICONIC INPUT (images, videos....)

FAST PACE, CHANGE OFTEN

OFFLINE PLAN B READY

Give the student a specific role

9.

Assessment

FORMATIVE ASSESSMENT

STUDENTS' FEEDBACK

TEACHER'S SELF ASSESSMENT

Continuous observation

On learning

on inclusion

Immediate feedback for SS and T

How they feel

On motivation

On effectiveness

Continuous observation - 1

Every time a new topic is studied, students can train on Wordwall with immediate feedback.

Evaluation Rubric - Group task - 2

Students' feedback

Teacher's self assessment

HOW CAN IT BE MORE EFFECTIVE NEXT TIME?

Was the activity successful ?

LEARNER CENTERED

Did the studentSenjoy it?

DID THEY LEARN ANYTHING FROM IT?

WHAT DID THEY GET FROM IT?

WAS I CLEAR ENOUGH?

Quotes

10.

"Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding."

Stephen Krashen

"If you want your students to learn English, don't teach language. Focus on content and language will follow."

Jeremy Harmer

THANK YOU !

De Cicco Andrea