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Transcript

Maria Cristina xxxAB25

Making comparison

Start

English for fun

INDEX

1 - Context

2 - Class

3- Key to success and inclusion

4 - the role of technology

5 - aims

6 - Procedures

7 - Materials

8- Methodologies and Approaches

9 - Assessment

10- Quotes

Cultural background: (students generally master vernacular varieties of Italian (at least passively)). Students genenally come from middle class families, and partecipate in school activities (PON!!). The majority of them are into sports, fashion and technology. Just a few use to read books at home.

Area: Partinico/Capci, a middle town near Palermo. Social context is mixed.

1. Context

School: It is 2.0 Middle School with a Manager who is focused on providing technological instruments to the students, on continuous teacher training and on new opportunities

Timing:

Time of the year: 2 hours (1+1) ????

CEFR Level: mostly A1 (to reach A2 at the end), mixed abilities of the students

Composition: 20 students, 13 females and 7 males.

2. Class

Class: 1st/2nd/3rd year

Digital competence: used to training and tests online on several platforms, both in class (on the IWB) and at home.

SEN and SLD: 1 ADHD student with customized teaching program (Dir. Miur 27/12/12), 1 SLD student (L. 170/2010 and Guidlines 5669 12/08/2011). Disabled student (L. 104/1992)

Heterogenity/Homogeneity: tendency to form groups and to support each other.

Class

General behaviour/motivation: SS are responsible (3rd class) but perky; get bored easily.

Wow Effect

(MC 8 6//2013)

Dir. miur 27/12/12

L. 170/2010

L. 104/1992

Net

Individualization

Personalization

Student's motivation

Learnercentred

3. 3. Keys to Success and Inclusion

Flexible time and autonomy learning

Feedback

Feedback

Autonomy

Personalized learning

Flexible (time and need) and situated (place) learning

Authentic language

Social learning

Wider exposure to English

4. The role of technology

Motivation

Inclusion

Authentic language

Assessment

d)

1) Digital Connectability2) Environment and tools3) Skills and contents4) Staff training and supporting measures

Using Technology

NPDE L. 107/2015

European Commission, Directorate-General for Education, Youth, Sport and Culture, Key competences for lifelong learning, Publications Office, 2019, https://data.europa.eu/doi/10.2766/569540

5. Global aims: European key competences for Lifelong skills 2018

5. Global aims: levels of competence

What they know/they have performed:

By the end of the lesson:

5. Specific Aims & Pre-requisites

SS will be able to........

  • (per 1 media e 2) Understand and use familiar and everyday expressions and very basic phrases and at the satisfaction of needs of a concrete type
  • introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has
  • interact in a somple way provided the other person talks slowly and clearly and is prepared to help
  • Technical institute: DM 65, 28/07/2010 & Guidlines issued D.I. 4/07/2012, AB25: MD 254 of 16/november/2012

  • secondo quadrimestre di prima:
  • da mettere.....
  • djhdwhjgdjsd
  • ahahhahaha

    T: Presenter Guide facilitator REsumerSS: Players Role Writers self observers builders

    wrap up

    Reflection on....fjdhdhhdhdd (use and structure)

    activate

    study

    Let's go to work - day 1 (2 hours - E.S.A.)

    warm up + engage

    indovidually/in pairs

    Youtube video "topic" / in moviesguess the subject of the day

    gaming / peer to peer

    Time for feedback

    Warm up + engage

    The teacher chooses a youtube video connected to the theme of the day and students have to guess it.

    + info

    Study

    use of the book Vocabulary and grammar

    + info

    Activate and oral production

    Pair workChoose a schoolmate, choose a (city), write a dialogue and simulate it.

    In group

    T and SS sump up the results, taking the best of what came up.

    T: interlocutor presenter tutor facilitator resumerSS: speakers active listeners team team p2p evaluators

    Processing

    Introduction of video......

    Production

    Closure

    activation

    Let's go to work - day 2 (1 hour)

    warm up

    Classroom as a LAB

    Challenge the teacher..../gioco

    The students, in performed groups, work on the topic. They work both individually and in group (dialogo guidato, presentazione..)

    the class will listen to the result of every single group and discuss.

    Day 2 - warm up

    per esempio quiz nationalities word wall guess the nationality mettere un video di una persona straniera che si presenta

    40%

    Wow Effect

    Incredible Interactivity

    7. Materials and activities - differentiation for SENs

    • Youtube videos
    • Book
    • Quizziz
    • Real task / Group work
    • Fortune wheel
    • show them in advance
    • MINDMAP
    • more time provided
    • give SEN a specific role
    • possibility to be helped by peers

      CONNECTIVISM

      SOCIALCONSTRUCTIVISM

      communicativelanguageteaching

      technologyenhancedadvancedlearning

      eNGAGE StudyActivate

      learner centred

      8 methodologies & approaches

      Anticipating problems

      Some SS (not only SEN) still do not understand --> USE comprehensible and contextualized input

      Internet/some devices do not work --> work in pairs / have an offline B plan

      Loss of concentration --> Fast rythm, change activity often

      Single student disturbing or disengaging --> give him/her an alternative role

      9. Formative and Summative Assessment

      on inclusion - on motivation- on effectiveness

      Formative assessment (Continuous observation)

      IMMEDIATE FEEDBACK for both T and SS

      on HOW THEY FEEL

      Students' feedback (on learning)

      Teachers self assessment

      Did the students enjoy it?

      What did they get from it?

      Was the activity successful?

      Do the students learn anything from it?

      What could be changed to be more effective next time?

      Teacher self-assessment

      Wow Effect

      https://wordwall.zendesk.com/hc/en-gb/articles/360015689138-How-to-view-the-activity-results

      SUMMATIVE ASSESSMENT

      Evaluative rubrics: - writing - group task - oral

      EVALUATION RUBRIC - Writing

      Lorem ipsum dolor sit amet, sum adipiscing

      Lorem ipsum dolor sit amet, sum adipiscing

      Lorem ipsum dolor sit amet, sum adipiscing

      Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of lexis

      LANGUAGE

      +++

      Content is often irrelevant

      Irrelevances and misinterpretation of task may be present

      Minor irrelevances and/or omissions may be present

      All content is relevant to the task

      CONTENT

      ++

      Text is impossible to understand due to incoherence of organisation

      Text is connected using basic, high frequency linking words

      Text is connected and coherent, using basic linking words and a limited number of cohesive devices

      Text is generally well-organized and coherent, using a variety of linking words and cohesive devices

      ORGANIZATION

      Points

      Beginning1

      Progressing2

      Competent3

      Advanced4

      Evaluation criteria

      Teacher: Name Surname
      Student: Name Surname

      Rarely listens to, shares with, and supports the efforts of others.

      Often listens to, shares with, and supports the efforts of others.

      Usually listens to, shares with, and supports the efforts of others.

      Always listens to, shares with and supports the effort of others

      ABILITY TO COMMUNICATE

      EVALUATION RUBRIC - Group Task

      Does not focus on the task and what needs to be done.

      Sometimes focused on the task and what needs to be done

      Focuses on the task and what needs to be done most of the time

      Almost always focused on the task and what needs to be done

      FOCUS

      +++

      Does not work well with others. Usually argues with teammates

      Requires structure, directions, and leadership. Argues sometimes.

      Works well with others. Rarely argues

      Works extremely well with others. Never argues

      COOPERATION WITH OTHERS

      ++

      Is disruptive.

      Rarely displays positive attitude.

      Generally displays positive attitude

      Always displays positive attitude

      ATTITUDE

      Points

      Beginning1

      Progressing2

      Competent3

      Advanced4

      Evaluation criteria

      Teacher: Name Surname
      Student: Name Surname

      Frequent grammatical errors even in simple structures.

      Frequent grammatical errors.

      Makes some mistakes in grammar structures.

      Has accuracy and variety of grammatical structures.

      GRAMMAR

      EVALUATION RUBRIC - oral

      Weak language control with inappropriate vocabulary.

      Weak language control with basic vocabulary.

      Has good language control and good range of vocabulary.

      Has excellent and rich vocabulary.

      VOCABULARY

      +++

      Has slow and hesitant speech.

      Has hesitant speech, partial incomplete sentences.

      Has few hesitations. Has two or more inaudible words.

      Has fluency and no hesitation

      FLUENCY

      ++

      Has a lacking pronunciation. No effort made to reproduce native accent.

      Pronunciation is OK. Has no native accent.

      Has good pronunciation and accent.

      Has excellent pronunciation and good accent.

      PRONUNCIATION

      Points

      Beginning1

      Progressing2

      Competent3

      Advanced4

      Evaluation criteria

      Teacher: Name Surname
      Student: Name Surname

      Students' feedback

      Students can give their feedback/leave their comments in a Google Form created by the Teacher

      + info

      I hope that in this year to come, you make mistakes. Because if you are making mistakes, then you are making new things, trying new things, learning, living, pushing yourself, changing yourself, changing your world. You’re doing things you’ve never done before, and more importantly, you’re doing something. Neil Gaiman.

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      Interactivity and animation can be your best allies when it comes to creating tables, infographics, or graphics that help provide context to the information and simplify the data for translation to your audience. We are visual beings and find it easier to 'read' images than to read written text.

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      Do you have an idea?

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      Write a great headline

      Interactivity and animation can be your best allies when it comes to creating tables, infographics, or graphics that help provide context to the information and simplify the data for translation to your audience. We are visual beings and find it easier to 'read' images than to read written text.

      Visual content is a universal, cross-cutting language, like music. We are able to understand images from millions of years ago, even from other cultures.

      Write a great headline

      Interactivity and animation can be your best allies when it comes to creating tables, infographics, or graphics that help provide context to the information and simplify the data for translation to your audience. We are visual beings and find it easier to 'read' images than to read written text.

      Lorem ipsum dolor

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      Write a great headline

      Interactivity and animation can be your best allies when it comes to creating tables, infographics, or graphics that help provide context to the information and simplify the data for translation to your audience. We are visual beings and find it easier to 'read' images than to read written text.

      Do you have an idea?

      With Genially templates, you can include visual resources to leave your audience amazed. You can also highlight a phrase or specific piece of information that will be etched into the memory of your audience, and even embed external content that surprises: videos, photos, audios... Whatever you want!

      Write an awesome headline

      With Genially templates, you can include visual resources to leave your audience amazed. You can also highlight specific phrases or data that will be ingrained in the memory of your audience, and even embed external content that surprises: videos, photos, audios... whatever you want!

      Write a great headline

      Interactivity and animation can be your best allies when it comes to creating tables, infographics, or graphics that help provide context to the information and simplify the data for translation to your audience. We are visual beings and find it easier to 'read' images than to read written text.

      Write an awesome headline

      We better grasp visual content. Visual content is associated with cognitive and psychological mechanisms. Things enter through the eyes, the first image is what counts. We associate visual content with emotions.

      Visual content is a universal, cross-cutting language, like music. We are able to understand images from millions of years ago, even from other cultures.

      Lorem ipsum dolor

      Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua.Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod.