Lesson Plan (NB. unità didattica, NON UDA) Lingua inglese (slide da eliminare)
Lesson plan lingua inglese (slide da eliminare)
Inclusion
Relevant ones
Multingual
Digital
Learning to learn
Civic competence
Cultural awareness
Class and context
Methods and materials
8 key competences
Class setting
Methodology
How to integrate them
ICT
Formative
Assessment
Summative
Lesson plan lingua inglese (slide da eliminare)
Inclusion
Relevant ones
Multingual
Digital
Learning to learn
Civic competence
Cultural awareness
Class and context
Methods and materials
8 key competences
Class setting
Methodology
How to integrate them
ICT
Formative
Assessment
Summative
TITOLO Lesson plan Lingua Inglese
Concorso docenti 2024
START
Index
3. The role of technology
2. Key to success and inclusion
1. Context and Class
6. Materials
5. Procedures
4. Aims
7. Methodologies and approaches
8. Assessment and Evaluation
9. Quotes
1. Context and class
CONTEXT
- N° year of secondary school "Liceo Classico"
- The school is based in the centre of a small town
- Period: first or second term
CONTEXT
- 20 students: 8 boys and 12 girls
- DSA o BES (in inglese SEN e SpLD), eventuale presenza di piani di studio personalizzati con il riferimento normativo (DIR. MIUR 27/12/2021)
- Mixed ability class (from .... to ... CEFR Level)
- ore dedicate all’argomento, contesto tranquillo o difficile, problematiche, punti di forza della classe, cosa sono abituati a fare con le tecnologie e quali sono abituati a utilizzare)
2. Key to success and inclusion
Key to success and inclusion
STUDENTS' MOTIVATION
INDIVIADUALIZATION
3 Basic needs
- Differentiation in methods/times/ content/process/materials/outputs
- Compensatory ITC use
- Peer to peer tutoring
Working in the ZPD
Deep processing
L. 104/1992
Learner centered
- Familiar topics
- ITC gradual use
- Bring their own materials
L. 170/2010
PERSONALIZATION
DIR. MIUR. 27/12/2012
- Using personal ideas/opinions
- Creative outputs
- Continuous feedback
3. The role of technology
MOTIVATION
INCLUSION
ASSESSMENT
Wider exposure to language
Authentic language
Social learning
Flexible learning
Personalized learning
Authonomy
Feedback
4. EU lifelong skills - 8 Key Competences
1. Literacy competence
2. Multilingual competence
3. Mathematical competence and competence in science, technology and engineering
Competences will not be developed by teaching about them—learners need to experience them. They need to be brought alive
4. Digital competence
5. Personal, social and learning to learn competence
6. Civic competence
7. Entrepreneurship competence
8. Cultural awareness and expression competence
European Reference Framework for Key Competences for Lifelong Learning (European Commission, 2018a)
Global aims - Descriptors
NEW DESCRIPTORS FROM CEFR COMPANION 2018
Reception
Production
Interaction
Mediation
Reception involves receiving and processing input to build up the meaning and the communicative intention behind it
Production includes both speaking and writing activities and in academic and professional fields it holds a social function
Interaction, which involves two or more parties co-constructing discourse, is also fundamental in learning
In mediation, the user/learner acts as a social agent who creates bridges and helps to construct or
convey meaning, in the MT or a FL
Global aims - Descriptors
NEW DESCRIPTORS FROM CEFR COMPANION 2018
Reception
Production
Interaction
Mediation
Reception involves receiving and processing input to build up the meaning and the communicative intention behind it
Production includes both speaking and writing activities and in academic and professional fields it holds a social function
Interaction, which involves two or more parties co-constructing discourse, is also fundamental in learning
In mediation, the user/learner acts as a social agent who creates bridges and helps to construct or
convey meaning, in the MT or a FL
Specific aims and pre-requisites
- Lorem ipsum dolor
- Consecter adipiscing
What they know
- Lorem ipsum dolor
- Consecter adipiscing
What they'll do
- KNOWLEDGE
- SKILLS
- COMPETENCES
By the end of the lesson
CERF 2020
5. Procedures
Lesson title
Day 1 - 1h E.S.A
Individually and in pairs
Engage
Study>Activate
Warm up
Engage>Study
Wrap up
5 min
5 min
10 min + 10 min + 5 min
5 min
20 min
Ullamcorper suscipit lobortis nisl ut aliquip
Duis autem vel eum irem dolor in hendrerit
Ullamcorper suscipit lobortis nisl ut aliquip
Ullamcorper suscipit lobortis nisl ut aliquip
Duis autem vel eum irem dolor in hendrerit
Duis autem vel eum irem dolor in hendrerit
Duis autem vel eum irem dolor in hendrerit
T: presenter facilitator guide guide facilitator resumer SS: players active rule-builders active writers self-observer
5 min warm up
The teacher prepares a word connected to the theme of the day and the students have to guess. This work as:
- warm up
- motivation
- brain storming activity and basic vocabulary practice
5 min activity - engage
LISTENING
Video
Lorem ipsum dolor sit amet, consecter adipiscing elit, sed diam nonummy nibh euismod tincidunt.
20 min activity - from engage to study
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut wisi enim ad minim veniam, quis nostrud exerci
+ info
Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut.
20 min activity - from engage to study + SEN activity inclusion
LESSON 1
PREREQUISITES
CHECK
10 min activity - activate
5 min activity - activate
5 min activity - wrap up
The theacher will give the student the time to share their thoughts with a form or with a final chat.
Day 2 - 2h Real life task
In groups - classroom as a Lab
Engage
Study>Activate
Warm up
Engage>Study
Wrap up
5 min
5 min
10 min + 10 min + 5 min
5 min
20 min
Ullamcorper suscipit lobortis nisl ut aliquip
Duis autem vel eum irem dolor in hendrerit
Ullamcorper suscipit lobortis nisl ut aliquip
Ullamcorper suscipit lobortis nisl ut aliquip
Duis autem vel eum irem dolor in hendrerit
Duis autem vel eum irem dolor in hendrerit
Duis autem vel eum irem dolor in hendrerit
T: presenter facilitator guide guide facilitator resumer SS: players active rule-builders active writers self-observer
6. Materials
Differentiation for SEN
Class materials
- Youtube videos
- IWB (LIM)
- Wordwall
- Lirycs training
- Google classroom
- Moodle
- Genially
7. Methodologies and approaches
Social Constructivism: Connettivism:
Learner as an active social agent Technology as part of the learning project Changes in what we learn with how we learn and where we learn
ESA: Engage Study Activate TEAL: Technology Enhanced Advanced Learning CLT: Communicative Language Teaching
Learner Centered
7. Methodologies and approaches
Social Constructivism: Connettivism:
Learner as an active social agent Technology as part of the learning project Changes in what we learn with how we learn and where we learn
ESA: Engage Study Activate TEAL: Technology Enhanced Advanced Learning CLT: Communicative Language Teaching
Learner Centered
Anticipating problems
Some students (not only SEN) do not understand
Use comprehensible and contextualized input (images, video)
Fast rythm, change activity often
Loss of concentration
BYOND/work in pairs/have an offline plan B ready
Internet/some mobiles won't work
Single student disturbing or disengaging
Give him/her a role (e.g. presenter in a quiz)
8. Assessment
STUDENTS' FEEDBACK
FORMATIVE ASSESSMENT
TEACHER'S SELF ASSESSMENT
Continuous observationImmediate feedback for both Tand SS
On inclusionOn motivation On Effectiveness
On learning On how they feel
FORMATIVE ASSESSMENT - RUBRICS
Lorem ipsum
Lorem ipsum
Lorem ipsum
Lorem ipsum
Lorem ipsum
Lorem ipsum
"Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam"
AUTHOR'S NAME
Got an idea?
Let the communication flow!
With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.
- Generate experiences with your content.
- It’s got the Wow effect. Very Wow.
- Make sure your audience remembers the message.
Vygotsky's Zone of Proximal Development
“The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978, p. 86).
Got an idea?
Let the communication flow!
With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.
- Generate experiences with your content.
- It’s got the Wow effect. Very Wow.
- Make sure your audience remembers the message.
Got an idea?
Let the communication flow!
With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.
- Generate experiences with your content.
- It’s got the Wow effect. Very Wow.
- Make sure your audience remembers the message.
FORMATIVE ASSESSMENT
Immediate Feedback
cONTINUOUS OBSERVATION
EVALUATION RUBRIC
Group Task
eVALUATION RUBRIC
Writing
STUDENTS' FEEDBACK
ABOUT THIS WEEK
Students can give their feedback/ leave their comments in a Google form created by the teacher
Self-Determination Theory
Got an idea?
Use this space to add awesome interactivity. Include text, images, videos, tables, PDFs... even interactive questions! Premium tip: Get information on how your audience interacts with your creation:
- Visit the Analytics settings;
- Activate user tracking;
- Let the communication flow!
TEACHER'S SELF ASSESSMENT
DID THEY LEARN ANYTHING FROM IT?
DID THE STUDENTS ENJOY IT?
WAS THE ACTIVITY SUCCESSFUL?
WHAT DID THEY GET FROM IT?
HOW COULD IT BE CHANGED TO BE MORE EFFECTIVE NEXT TIME?
WERE THEY MOTIVETED?
Got an idea?
Let the communication flow!
With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.
- Generate experiences with your content.
- It’s got the Wow effect. Very Wow.
- Make sure your audience remembers the message.
Got an idea?
Let the communication flow!
With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.
- Generate experiences with your content.
- It’s got the Wow effect. Very Wow.
- Make sure your audience remembers the message.
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Lesson Plan (NB. unità didattica, NON UDA) Lingua inglese (slide da eliminare)
Lesson plan lingua inglese (slide da eliminare)
Inclusion
Relevant ones
Multingual
Digital
Learning to learn
Civic competence
Cultural awareness
Class and context
Methods and materials
8 key competences
Class setting
Methodology
How to integrate them
ICT
Formative
Assessment
Summative
Lesson plan lingua inglese (slide da eliminare)
Inclusion
Relevant ones
Multingual
Digital
Learning to learn
Civic competence
Cultural awareness
Class and context
Methods and materials
8 key competences
Class setting
Methodology
How to integrate them
ICT
Formative
Assessment
Summative
TITOLO Lesson plan Lingua Inglese
Concorso docenti 2024
START
Index
3. The role of technology
2. Key to success and inclusion
1. Context and Class
6. Materials
5. Procedures
4. Aims
7. Methodologies and approaches
8. Assessment and Evaluation
9. Quotes
1. Context and class
CONTEXT
CONTEXT
2. Key to success and inclusion
Key to success and inclusion
STUDENTS' MOTIVATION
INDIVIADUALIZATION
3 Basic needs
Working in the ZPD
Deep processing
L. 104/1992
Learner centered
L. 170/2010
PERSONALIZATION
DIR. MIUR. 27/12/2012
3. The role of technology
MOTIVATION
INCLUSION
ASSESSMENT
Wider exposure to language
Authentic language
Social learning
Flexible learning
Personalized learning
Authonomy
Feedback
4. EU lifelong skills - 8 Key Competences
1. Literacy competence
2. Multilingual competence
3. Mathematical competence and competence in science, technology and engineering
Competences will not be developed by teaching about them—learners need to experience them. They need to be brought alive
4. Digital competence
5. Personal, social and learning to learn competence
6. Civic competence
7. Entrepreneurship competence
8. Cultural awareness and expression competence
European Reference Framework for Key Competences for Lifelong Learning (European Commission, 2018a)
Global aims - Descriptors
NEW DESCRIPTORS FROM CEFR COMPANION 2018
Reception
Production
Interaction
Mediation
Reception involves receiving and processing input to build up the meaning and the communicative intention behind it
Production includes both speaking and writing activities and in academic and professional fields it holds a social function
Interaction, which involves two or more parties co-constructing discourse, is also fundamental in learning
In mediation, the user/learner acts as a social agent who creates bridges and helps to construct or convey meaning, in the MT or a FL
Global aims - Descriptors
NEW DESCRIPTORS FROM CEFR COMPANION 2018
Reception
Production
Interaction
Mediation
Reception involves receiving and processing input to build up the meaning and the communicative intention behind it
Production includes both speaking and writing activities and in academic and professional fields it holds a social function
Interaction, which involves two or more parties co-constructing discourse, is also fundamental in learning
In mediation, the user/learner acts as a social agent who creates bridges and helps to construct or convey meaning, in the MT or a FL
Specific aims and pre-requisites
What they know
What they'll do
By the end of the lesson
CERF 2020
5. Procedures
Lesson title
Day 1 - 1h E.S.A
Individually and in pairs
Engage
Study>Activate
Warm up
Engage>Study
Wrap up
5 min
5 min
10 min + 10 min + 5 min
5 min
20 min
Ullamcorper suscipit lobortis nisl ut aliquip
Duis autem vel eum irem dolor in hendrerit
Ullamcorper suscipit lobortis nisl ut aliquip
Ullamcorper suscipit lobortis nisl ut aliquip
Duis autem vel eum irem dolor in hendrerit
Duis autem vel eum irem dolor in hendrerit
Duis autem vel eum irem dolor in hendrerit
T: presenter facilitator guide guide facilitator resumer SS: players active rule-builders active writers self-observer
5 min warm up
The teacher prepares a word connected to the theme of the day and the students have to guess. This work as:
5 min activity - engage
LISTENING
Video
Lorem ipsum dolor sit amet, consecter adipiscing elit, sed diam nonummy nibh euismod tincidunt.
20 min activity - from engage to study
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut wisi enim ad minim veniam, quis nostrud exerci
+ info
Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut.
20 min activity - from engage to study + SEN activity inclusion
LESSON 1
PREREQUISITES
CHECK
10 min activity - activate
5 min activity - activate
5 min activity - wrap up
The theacher will give the student the time to share their thoughts with a form or with a final chat.
Day 2 - 2h Real life task
In groups - classroom as a Lab
Engage
Study>Activate
Warm up
Engage>Study
Wrap up
5 min
5 min
10 min + 10 min + 5 min
5 min
20 min
Ullamcorper suscipit lobortis nisl ut aliquip
Duis autem vel eum irem dolor in hendrerit
Ullamcorper suscipit lobortis nisl ut aliquip
Ullamcorper suscipit lobortis nisl ut aliquip
Duis autem vel eum irem dolor in hendrerit
Duis autem vel eum irem dolor in hendrerit
Duis autem vel eum irem dolor in hendrerit
T: presenter facilitator guide guide facilitator resumer SS: players active rule-builders active writers self-observer
6. Materials
Differentiation for SEN
Class materials
7. Methodologies and approaches
Social Constructivism: Connettivism:
Learner as an active social agent Technology as part of the learning project Changes in what we learn with how we learn and where we learn
ESA: Engage Study Activate TEAL: Technology Enhanced Advanced Learning CLT: Communicative Language Teaching
Learner Centered
7. Methodologies and approaches
Social Constructivism: Connettivism:
Learner as an active social agent Technology as part of the learning project Changes in what we learn with how we learn and where we learn
ESA: Engage Study Activate TEAL: Technology Enhanced Advanced Learning CLT: Communicative Language Teaching
Learner Centered
Anticipating problems
Some students (not only SEN) do not understand
Use comprehensible and contextualized input (images, video)
Fast rythm, change activity often
Loss of concentration
BYOND/work in pairs/have an offline plan B ready
Internet/some mobiles won't work
Single student disturbing or disengaging
Give him/her a role (e.g. presenter in a quiz)
8. Assessment
STUDENTS' FEEDBACK
FORMATIVE ASSESSMENT
TEACHER'S SELF ASSESSMENT
Continuous observationImmediate feedback for both Tand SS
On inclusionOn motivation On Effectiveness
On learning On how they feel
FORMATIVE ASSESSMENT - RUBRICS
Lorem ipsum
Lorem ipsum
Lorem ipsum
Lorem ipsum
Lorem ipsum
Lorem ipsum
"Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam"
AUTHOR'S NAME
Got an idea?
Let the communication flow!
With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.
Vygotsky's Zone of Proximal Development
“The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978, p. 86).
Got an idea?
Let the communication flow!
With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.
Got an idea?
Let the communication flow!
With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.
FORMATIVE ASSESSMENT
Immediate Feedback
cONTINUOUS OBSERVATION
EVALUATION RUBRIC
Group Task
eVALUATION RUBRIC
Writing
STUDENTS' FEEDBACK
ABOUT THIS WEEK
Students can give their feedback/ leave their comments in a Google form created by the teacher
Self-Determination Theory
Got an idea?
Use this space to add awesome interactivity. Include text, images, videos, tables, PDFs... even interactive questions! Premium tip: Get information on how your audience interacts with your creation:
TEACHER'S SELF ASSESSMENT
DID THEY LEARN ANYTHING FROM IT?
DID THE STUDENTS ENJOY IT?
WAS THE ACTIVITY SUCCESSFUL?
WHAT DID THEY GET FROM IT?
HOW COULD IT BE CHANGED TO BE MORE EFFECTIVE NEXT TIME?
WERE THEY MOTIVETED?
Got an idea?
Let the communication flow!
With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.
Got an idea?
Let the communication flow!
With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.