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Transcript

Contextualize your topic with a subtitle

English

Antonietta Scala April 2024

ON the phone

index

Context

Class

Key to success and Inclusion

The Role of Technology

Aims

Procedures

Materials

Metodologies and approaches

Assessment

10

Quotes

CONTEXT

  • SCHOOL it's a middle school located in Monteverde, south-west area of Rome. It's a residential area with a mixed social context.
  • CULTURAL BACKGROUND The majority of them are into sports, games and fashion. Most of them often travel with their parents. Only a few of them read books at home.

CLASS

  • 22 students: 10 boys and 12 girls
  • The class is very noisy, only a few elements are interested in the lesson
  • SEN and SPLD: 2 students with Dyslexia, 1 ADHD (without 104/1992)
  • Their digital competence is advanced. They use training and tests online on several platforms.

DIR.MIUR 27/12//2012

L. 104/1992

L. 170/2010

Different methods, times, content,materials, outputs Compensatory ICT use Peer to Peer Tutoring

Basic needsWorking in the ZPDFamiliar topicsITC gradual useBring their own material

PERSONALIZATION

INDIVIDUALIZATION

KEY TO SUCCESS AND INCLUSION

STUDENTS' MOTIVATION

LEARNER

Flexible times and needs Personalized learning

THE ROLE OF TECHNOLOGY

MOTIVATION

Wider exposure to English Authentic language Social learning

INCLUSION

ASSESSMENT

AutonomyFeedback

Action 6 BYOD

PNSD L.107/2015

Learning to learn competence

Citizenship competence

Cultural awareness and expression

Digital competence

Multilingual competence

European lifelong skills 2018 involved (5 out of 8)

GLOBAL AIMS-LIFELONG SKILLS

RECEPTION

CEFR 2020

PRODUCTION

INTERACTION

MEDIATION

new descriptors from CEFR COMPANION 2018

GLOBAL AIMS-DESCRIPTORS

spECIFIC AIMS & PRE-REQUISITES

By the end of the lesson

What they know/they have performed

  • Modal verbs
  • Present continuous
  • Future
  • Conditional

Students will be able to use the phone to have relatively simple but extended conversation with people they know personally. They will be able to use the phones for routine messages (e.g. arrangements for a meeting) and to obtain basic services (e.g. book a hotel room or make a medical appointment)

"if you want your students to learn english, don't teach language: focus on content and language will follow" jeremy harmer

1 hour E.S.A. (individually & in pairs)

LET''S GET TO WORK- DAY 1

Warm Up 5 min

Engage 5 min

Engage-Study 20 min

Study_activate10 + 10 + 5

Wrap up 5 min

Guess the subject of the Day (Wordle) T. Presenter SS. Players

Youtube video phone calls in movies Facilitator Active

Function-Gaminga Practice Function- Gaming Challenge Challenge the teacher Guide- Facilitator Active- Writers

Reflection on phone callsuse and structureGuideRule-builders

Time for feedback Resumer Self observers

2 hours REAL LIFE TASK/T.E.A.L. (in group, classroom as a lab)

LET''S GET TO WORK- DAY 2

Warm Up 15 min

Activation 15 min

Production 40 min

Processing40 min

Closure 10 min

Challenge the teacher part 2 T. Interlocutor SS. Speakers

The teacher introduces the topic, engages students with a video on phone calls Presenter Active istener

The class will listen to the result of every single group ansd discuss. Facilitator Team

The students, in performed groups, work on the topic. They work individually and/or in groupTutorTeam

T and SS sum up the results, taking the best of what came up. Resumer P2P evaluators

class setting for group work

PNSD- Action 7 Innovative learning environments

The teacher prepares a word (phone) connected with the theme of the day and students have to guess the word. this works as a warm up and as an alternative to brainstorming on the words they know and makes them practicing basic vocabulary

5 minutes activity warm up

The teacher asks the students to think about situations in which they use a phone call. the adhd writes on the computer/iwb to create the cloudthenthe students fill individually a board shared through classroom, reflecting on when they actually make a phone call

20 minutes activity from engage to study

Taking and passing on a message

Explaining your call

Introducing yourself

Answering and checking identity

The teacher and the class define the order and the main expressions used in general phone calls

20 minutes activity from engage to study recap scheme and map for sens

Spin it

The class is divided into two groups but they answer the questions individually. they have immediate feedback. the same kind of activity will be also used as homework, individually, as a refresh.

10 minutes activity - activate (speaking)

The teacher explains the students that, as homework, they will be asked an imaginary phone call. it will be a one sided phone call recorded on flipgrid after wrting the whole script (with answers). classmates will comment each video and guess who everyone is talking to.

5 minutes activity - activate (writing and speaking tasks)

The teacher always provides the students a form to share their thoughts. there is not always time for this, so it can also be done as a final chat.

5 minutes activity - wrap up

MATERIALS & ACTIVITIES DIFFERENTIATION FOR SEN 1. WORDLE INCLUSIVE 2. WORD CLOUD SEN WRITE ON THE IWB 3. YOUTUBE VIDEO INCLUSIVE (JUST FOR FUN) 4. QUIZIZZ MORE TIME 5.FORTUNE WHEEL PRESENTER CAN BE HELPED BY PEERS 6. BOOK MINDMAP 7. FLIPGRID INCLUSIVE (IMMERSIVE READING) 8. REAL TASK GROUP WORK GIVE SEN A SPECIFIC ROLE

CHANGES IN WHAT WE LEARN WITH HOW WE LEARN WHERE WE LEARN

TECHNOLOGY AS PART OF THE LEARNING PROCESS

LEARNER AS AN ACTIVE SOCIAL AGENT

SOCIAL CONSTRUCTIVISM

COMMUNICATIVELANGUAGETEACHING

TECHNOLOGYENHANCEDADVANCEDLEARNING

ENGAGESTUDYACTIVATE

CLT

ESA

METHODOLOGIES & APPROACHES

LEARNER CENTRED

CONNECTIVISM

TEAL

Give him/her a role (e.g. presenter in the quiz)

Single student disturbing or disengaging

Bring your own device/Work in pairs/ Have an offline B plan ready

ANTICIPATING PROBLEMS

Some students (not only SEN) still don't understand

Use comprehensible and contextualized input (images/video)

Loss of concentration

Fast rhythm, change activity often

Internet/come mobiles won't work

  • ON INCLUSION
  • ON MOTIVATION
  • ON EFFECTIVENESS
  • CONTINUOUS OBSERVATION
  • IMMEDIATE FEEDBACK (FOR BOTH TEACHER AND STUDENTS)
  • CONTINUOUS OBSERVATION
  • IMMEDIATE FEEDBACK (FOR BOTH TEACHER AND STUDENTS)

STUDENTS' FEEDBACK

TEACHER SELF ASSESSMENT

FORMATIVE ASSESSMENT

TEACHER SELF ASSESSMENT

GROUP WORK ASSESSMENT

English language levels (CEFR) English Basic User (A1, A2) A1 (Beginner) A2 (Elementary English) English Independent User (B1, B2) B1 (Intermediate English) B2 (Upper-Intermediate English) Proficient English User (C1, C2) C1 (Advanced English) C2 (Proficiency English)

CEFR 2020

Law 104/1992 guarantees respect for human dignity for people with disabilities, as well as their rights to independence and autonomy, thus facilitating their incorporation into communities, schools, jobs, and society. This law aims to remove obstacles (architectural or sensory) and introduces resources to assist people with disabilities in education and training. Technical and didactic equipment should be adjusted to the needs of students with physical or sensory impairments. In addition, schools may form partnerships with centers that specialize in pedagogical consulting, as well as the development or adaptation of specific didactic materials. Classes with students with disabilities normally have a maximum of 20 students, assuming that the inclusion process is implemented by class teachers, support teachers, and school personnel. Support teachers work alongside regular teachers and are involved in all activities, preparation, and evaluation

The Ministerial Directive of 27 December 2012 on ‘Measures for pupils with special educational needs and local organisations for school inclusion’ created a macro-category, an ‘umbrella’, to cover all kinds of difficulties – whether permanent or temporary – at school. These include disabilities, specific learning disorders, specific developmental disorders, socio-economic, cultural or linguistic disadvantages, as well as pupils that may need special care. This ensures more inclusive practices in classrooms through individualised and personalised education plans.

The Zone of Proximal Development is defined as the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers.

Paragraph 1 of Law 170/2010 defines the right of the student with a SLD diagnosis to: “To benefit from specific dispensatory and compensatory measures of didactic flexibility during the cycles of education and training and in university studies.The law identifies the following access arrangements for students with SpLD: Scheduled tests; oral and unwritten tests/exams; extra time for carrying out the tests/exams; evaluation of the contents, not of the form; exemption from copying and taking notes; exemption from the use of italicsThe law also recommends the use of these tools to support the learning needs of students with SpLD. Mind maps; recording of lessons; texts in digital and vocal synthesis; using of a calculator and many others