Concorso per titoli ed esami personale docente della scuola secondaria di I e II grado su posto comune e di sostegno ai sensi dell'art. 3 comma 7 del D.M 205/2023
EXPRESSIONS WITH TO HAVE & TO BE
Arianna Federici - 22 June 2024
start
OVERVIEW
CONTEXT & CLASS
METHODOLOGIES & APPROACHES
PROCEDURES
KEY TO SUCCESS AND INCLUSION.
MATERIALS & ACTIVITIES
THE ROLE OF TECHNOLOGY
ASSESSMENT
AIMS
BIBLIOGRAPHY
NEXT
QUOTES
conteXT & CLASS
GENERAL BEHAVIOUR / MOTIVATION
SCHOOL
SS are lively but quite cooperative and inclusive. Mostly intersted excepting from a small group lacking motivation.
It is a lower Secondary School, with a Manager who is focused on continuous teacher training and on new opportunities and projects. Teachers are very active
HETEROGENEITY / HOMOGENEITY
AREA
SS often tend to form fixed groups, but they have their own balance
A small town in the province of Viterbo, near Rome
SENs
2 dyslexic ss & 2 new ss from Marocco with a low proficiency in English
CULTURAL BACKGROUND
DIGITAL COMPETENCE
Medium level students' socio-economic status and good school-family relationship
Used to training and texts online on several online platforms, either in class (on the IWB or on their mobiles) and at home. They can easy reach the platforms from Google Classroom
KEY TO SUCCESS
INDEX
KEYS TO SUCCESS and INCLUSION
- 3 BASIC NEEDS
- WORKING IN THE ZPD
- DEEP PROCESSING
- FAMILIAR TOPICS
- ITC GRADUAL USE
STUDENTMOTIVATION
AMUSEMENT
METHODS/ TIMES / CONTENT PROCESSES/MATERIAL AND OUTPUTS
LEARNER CENTRED
L 170/2010
PERSONALIZATION
INDIVIDUALIZATION
L 104/1992
DM 27/12/2012 C.M.8.06.03.2013
- USING PERSONAL IDEAS / OPINION
- CREATIVE OUTPUTS
laws
ICTs
INDEX
LEGAL REFERENCES FOR INCLUSION: SEN STUDENTS
LAW 104/1992: law that governs assistance, protection and integration of pupils with disabilities. School adopts customized teaching approaches through the INDIVIDUALIZED EDUCATION PLAN (I.E.P.) and provide a SUPPORT TEACHER to help the students with disabilities in their educational path (Decree 66/2017, Decree 96/2020)
LAW 170/2010: has set up specific pathways to support the right to education of people with SpLD (specific learning disorders). The schools adopt the PERSONILIZED EDUCATION PLAN (PEP). Students are supported by compensatory tools and dispensatory measures. (Guidelines for students with specific educational needs, M.D. 5669/2011)
LAWS
INDEX
LEGAL REFERENCES FOR INCLUSION: SEN STUDENTS
Ministerial Directive 27/12/2012: measures for students with special needs and local organization for school inclusion. Principle of inclusion as a right for students with SEN (disabilities, SLD or socioeconomic and cultural disadvantages).
laws
THE ROLE OF TECHNOLOGY
MOTIVATION
ASSESSMENT
INCLUSION
WIDER EXPOSURE TO ENGLISH
FLEXIBLE LEARNING
AUTHENTHIC LANGUAGE
PERSONALIZEDLEARNING
AUTONOMY
FEEDBACK
SOCIAL LEARNING
METHODS & APPROACHES
INDEX
THIS MODEL IS A FRAMEWORK USED IN EDUCATION TO ENCOURAGE EDUCATORS TO MOVE BEYOND SIMPLY USING TECHNOLOGY AS A SUBSTITUTE FOR TRADITIONAL METHODS AND STRIVE TOWARDS REDEFINING AND TRANSFORMING THE LEARNING EXPERIENCE THROUGH TECHNOLOGY INTEGRATION
ACTION 6 BYOD
PNSD L107/2015
METHODS
INDEX
SAMR
samr model
Technology is used as a direct substitute for a traditional tool with no functional change For example using a word processor instead of handwriting asseignments
SUBSTITUTION
Technology allows for significant task redesign. It permits new tasks previously inconceivable without it. An example could be collaborative editing of a document in real-time using cloud-based tools
MODIFICATION
Technology is used to enhance the task or privide additional functionality. For example including multimedia elements in a presentation
AUGMENTATION
Technology enables the creation of new task that were previously inconceivable. That involves a change in the learning progress. SS can collaborate on a project with peers from arounf the world through videoconferencing and online platforms
REDEFINITION
index
NATIONAL PLAN FOR DIGITAL SCHOOL
It is the main programming tool for the digital transformation process of Italian schools. It consists of a total of 35 actions, divided into three areas of intervention:
- Connectivity: actions to ensure access to the Internet by all educational institutions, students, and school staff; environments and tools: actions aimed at providing educational institutions with innovative learning environments based on the use of digital technologies;
- Skills and Content: actions aimed at promoting and enhancing students' digital skills and fostering the development of quality content for digital teaching;
- Training and Support: actions aimed at supporting educational and digital innovation through support paths for educational institutions and training for school staff.
SAMR
INDEX
METHODOLOGIES & APPROACHES
Title here
SOCIALCONSTRUCTIVISM
Learner as an Active Social Agent
Engage Study Activate
ESA
Technology aspart of the learning progress
ACTIVE LEARNING
Technology Enhanced Advanced Learning
TEAL
CONNECTIVISM
Changes inwhat we learn with how we learn where we learn
Learner Centred
CLT
Communicative Language Teaching
INDEX
AIMS
AIMS
SPECIFIC AIMS & PRE-REQUISITES
BY THE END OF THE LESSON
WHAT THEY KNOW / THEY HAVE PERFORMED:
SS will be able to use effectively expressions with TO HAVE and TO BE to express EMOTIONS, ACTIONS and STATES in their English communication
- The forms and uses of the verb TO BE
- The forms and uses of the verb TO HAVE
CEFR 2020
INDEX
MATERIALS & ACTIVITIES
GLOBAL AIMS
GLOBAL AIMS
The European Reference Framework for Key Competences for Lifelong Learning sets the context for the development of key competences for lifelong learning..
The Recommendation for Key Competences for Lifelong Learning was first adopted by the European Parliament and the Council in 2006. Following a consultation and review of this framework in 2017, a revised framework was proposed and adopted in 2018
Competences are defined here as a combination
of knowledge, skills and attitudes appropriate
to the context. Key competences are those which
all individuals need for personal fulfilment and
development, active citizenship, social inclusion
and employment.
NEXT
KEY COMPETENCES FOR LOFELONFG LEARNING
the ability to identify, understand, express, create and interpret concepts, feelings, facts and opinions .It implies the ability to communicate and connect effectively with others in an appropriate and creative way
It involves understanding, and having respect for, how ideas and meaning are creatively expressed and communicated in different cultures and through a range of arts and other cultural forms. It involves being engaged in understanding, developing and expressing one’s own ideas and sense of place or role in society in a variety of ways and contexts
LITERACYCOMPETENCE
CULTURAL AWARNESS AND EXPRESSIONCOMPETENCE
Digital competence involves the confident, critical and responsive use of, and engagement with, digital technologies for learning, at work, and for participation in society
DIGITALCOMPETENCE
the ability to use different languages appropriately and effectively for communication
MULTILINGUAL COMPETENCE
NEXT
KEY COMPETENCES FOR LOFELONFG LEARNING
The ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations. Mathematical competence involves, to different degrees, the ability and willingness to use mathematical modes of thought (logical and spatial thinking) and presentations (formulas, models, constructs, graphs and charts)
ENTREPRENEURSHIPCOMPETENCE
MATHEMATICALCOMPETENCE AND COMPETENCE IN SCIENCE, TECHNOLOGY AND ENGYNNERING
The capacity to act upon opportunities and ideas, and to transform them into values for others. It is founded upon creativity, critical thinking, and problem solving, taking initiative and perseverance and the ability to work collaboratively
The ability to act as responsible citizens and to fully participate in civic and social life, based on understanding of social, economic and political concepts and structures, as well as global concepts and sustainability.
CIVICCOMPETENCE
The ability to reflect upon oneself, effectively manage time and information, work with others in a constructive way, remain resilient and manage one’s own learning and career.
LEARNING TO LEARNCOMPETENCE
NEXT
AIMS
DESCRIPTORS FROM CEFR 2020
RECEPTION
INTERACTION
MEDIATION
PRODUCTION
INDEX
CEFR DESCRIPTORS
AIMS
DESCRIPTORS FROM CEFR 2020
RECEPTION
INTERACTION
The ability to engage in verbal and non-verbal communication, adapt language use to different contexts and interlocutors, negotiate meaning, and show awareness of cultural differences in communication
Understanding a wide range of spoken language and a variety of texts identifying main ideas and specific details, opinions, following complex arguments and understanding the organization and structure of text
PRODUCTION
MEDIATION
Delivering presentations, narrating events, describing experiences, and expressing thoughts and feelings in a coherent and organized manner.
Producing a variety of text types, organizing ideas logically, using appropriate language and style, and demonstrating a good command of grammar and vocabulary.
The ability to transfer information between different languages or modes, summarize and paraphrase texts, interpret and explain cultural references, and mediate communication between speakers of different languages.
INDEX
SPECIFIC AIMS
MATERIALS & ACTIVITIES
DIFFERENTIATION FOR SENs
MATERIALS & ACTIVITIES
YOUTUBE VIDEOS & VISUAL AIDS
INCLUSIVE
MINDMAPS & ONLINE ACTIVITIES
ONLINE PLATFORMS
PRINTABLE WORKSHEETS
EXTRA TIME
SAME-AGE & RECIPROCAL PEER TUTORING
PEER LEARNING ACTIVITIES
PROBLEMS
INDEX
Anticipating problems
Use comprehensible and contextualised input (images, videos)
Some ss (not only SENs) still don't understand
Fast rythm , change activity
Loss of concentration
Bring my own device / work in pairs/ have an offline B plan (provide worksheets and other materials)
Intenet or mobiles don't work
Give him/her a role (e.g. presenter in the quiz)
Single student disturbing or disengaging
Team work and cultural mediator support will lead to a confortable learning environment
Migrant ss have some problems
LESSON
PROCEDURES
Individually & in pairs
LET'S GET TO WORK 1 HOUR - ESA
ACTIVATE
25 MIN
ENGAGE
WARM up
STUDY
- Give ss a worksheet to complete and invite them to do the online activities to reinforce learning.
- Divide the class into pairs and ask ss to create dialogues or short skits using the expressions studied
5 MIN
15 MIN
5 MIN
Provide clear explainations and examples ensuring that all ss, including SEN ss, understand the concept using flashcards or other interactive activities
Start the lesson with a quick review of the verbs "have" and "be"
Engage SS with images represented expressions with TO BE &TO hAVE
T: Guide
T: Presenter
T: Monitor
WRAP UP
SS: Players
SS: Observers
T: Prompter & Editor
SS: Active
10 MIN
Review the key points of the lesson and summarize the use of the expressions learned encouraging students to continue practising them in their everyday conversatios
SS: Active Players
aSSESSMENT
LESSON
Interactive Mindmaps
VIDEOS &FLASHCARDS
Videos & Flashcards
LESSON
Worksheet & Online Games
LESSON
ASSESSMENT
TEACHER SELF ASSESSMENT
STUDENT FEEDBACK on learning
FORMATIVE ASSESSMENT
STUDENT SELF ASSESSMENT
INDEX
FORM ASS
FORMATIVE ASSESSMENT GRID
ASSESSMENT
COOP ASS
STUDENTS' COOPERATION GRID
ASSESSMENT
SS SELF ASS
STUDENT SELF ASSESSMENT GRID
T S ASSESSMENT
TEACHER SELF ASSESSMENT
Did the students enjoy?
Was the activity successful?
Did they learn anything from it?
How could it be changed to be more effective next time?
What did they get from it?
INDEX
QUOTES
BIBLIOGRAPHY & SITOGRAPHY
- CEFR COMPANION VOLUME (2020)
- NATIONAL GUIDELINES FOR LOWER SECONDARY EDUCATION DM 254/2012
- J.HARMER, THE PRACTICE OF ENGLISH LANGUAGE TEACHING, LONGMAN, 2007
- D. WELLER, LESSON PLANNING FOR LANGUAGE TEACHERS, STONE ARROW, 2019
- https://www.mentimeter.com
- https://www.eslprintables.com
QUOTES
"What we learn with pleasure we never forget" Alfred Mercier
"The teacher's primary responsability is response-ability" Peter Wilberg
Thank you for your kind attention Arianna Federici
BIB & SIT
COVER
Here you can place a highlighted title
With Genially's templates, you can include visual resources to leave your audience amazed. You can also highlight a particular sentence or specific piece of information that will be etched in your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!
Here you can place a highlighted title
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or data that will be engraved in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want!
Everytime a new subject is studied students train on Wordle or other platforms and get immediately feedback. The teacher follows on the screen and can help them while they are working. The results are visible and can be correccted on the IWB
IMMEDIATE FEEDBACK for both T and SS
Here you can place a highlighted title
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or data that will be engraved in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want!
It provides useful feedback to both teachers and students about
- what they can and can’t do
- what they need to do next
ASSESSMENT
Here you can place a highlighted title
With Genially templates, you can include visual resources to leave your audience amazed. You can also highlight a specific phrase or data that will be etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want!
Here you can put a highlighted title
With Genially templates, you can include visual resources to amaze your audience. You can also highlight a specific phrase or data that will be etched into your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!
NO INT. LESSON PLAN AB25 (LINGUA INGLESE SCUOLA SECONDARIA II GRADO) 2
Arianna Federici
Created on June 22, 2024
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Transcript
Concorso per titoli ed esami personale docente della scuola secondaria di I e II grado su posto comune e di sostegno ai sensi dell'art. 3 comma 7 del D.M 205/2023
EXPRESSIONS WITH TO HAVE & TO BE
Arianna Federici - 22 June 2024
start
OVERVIEW
CONTEXT & CLASS
METHODOLOGIES & APPROACHES
PROCEDURES
KEY TO SUCCESS AND INCLUSION.
MATERIALS & ACTIVITIES
THE ROLE OF TECHNOLOGY
ASSESSMENT
AIMS
BIBLIOGRAPHY
NEXT
QUOTES
conteXT & CLASS
GENERAL BEHAVIOUR / MOTIVATION
SCHOOL
SS are lively but quite cooperative and inclusive. Mostly intersted excepting from a small group lacking motivation.
It is a lower Secondary School, with a Manager who is focused on continuous teacher training and on new opportunities and projects. Teachers are very active
HETEROGENEITY / HOMOGENEITY
AREA
SS often tend to form fixed groups, but they have their own balance
A small town in the province of Viterbo, near Rome
SENs
2 dyslexic ss & 2 new ss from Marocco with a low proficiency in English
CULTURAL BACKGROUND
DIGITAL COMPETENCE
Medium level students' socio-economic status and good school-family relationship
Used to training and texts online on several online platforms, either in class (on the IWB or on their mobiles) and at home. They can easy reach the platforms from Google Classroom
KEY TO SUCCESS
INDEX
KEYS TO SUCCESS and INCLUSION
STUDENTMOTIVATION
AMUSEMENT
- DIFFERENTATION IN
METHODS/ TIMES / CONTENT PROCESSES/MATERIAL AND OUTPUTSLEARNER CENTRED
L 170/2010
PERSONALIZATION
INDIVIDUALIZATION
L 104/1992
DM 27/12/2012 C.M.8.06.03.2013
laws
ICTs
INDEX
LEGAL REFERENCES FOR INCLUSION: SEN STUDENTS
LAW 104/1992: law that governs assistance, protection and integration of pupils with disabilities. School adopts customized teaching approaches through the INDIVIDUALIZED EDUCATION PLAN (I.E.P.) and provide a SUPPORT TEACHER to help the students with disabilities in their educational path (Decree 66/2017, Decree 96/2020)
LAW 170/2010: has set up specific pathways to support the right to education of people with SpLD (specific learning disorders). The schools adopt the PERSONILIZED EDUCATION PLAN (PEP). Students are supported by compensatory tools and dispensatory measures. (Guidelines for students with specific educational needs, M.D. 5669/2011)
LAWS
INDEX
LEGAL REFERENCES FOR INCLUSION: SEN STUDENTS
Ministerial Directive 27/12/2012: measures for students with special needs and local organization for school inclusion. Principle of inclusion as a right for students with SEN (disabilities, SLD or socioeconomic and cultural disadvantages).
laws
THE ROLE OF TECHNOLOGY
MOTIVATION
ASSESSMENT
INCLUSION
WIDER EXPOSURE TO ENGLISH
FLEXIBLE LEARNING
AUTHENTHIC LANGUAGE
PERSONALIZEDLEARNING
AUTONOMY
FEEDBACK
SOCIAL LEARNING
METHODS & APPROACHES
INDEX
THIS MODEL IS A FRAMEWORK USED IN EDUCATION TO ENCOURAGE EDUCATORS TO MOVE BEYOND SIMPLY USING TECHNOLOGY AS A SUBSTITUTE FOR TRADITIONAL METHODS AND STRIVE TOWARDS REDEFINING AND TRANSFORMING THE LEARNING EXPERIENCE THROUGH TECHNOLOGY INTEGRATION
ACTION 6 BYOD
PNSD L107/2015
METHODS
INDEX
SAMR
samr model
Technology is used as a direct substitute for a traditional tool with no functional change For example using a word processor instead of handwriting asseignments
SUBSTITUTION
Technology allows for significant task redesign. It permits new tasks previously inconceivable without it. An example could be collaborative editing of a document in real-time using cloud-based tools
MODIFICATION
Technology is used to enhance the task or privide additional functionality. For example including multimedia elements in a presentation
AUGMENTATION
Technology enables the creation of new task that were previously inconceivable. That involves a change in the learning progress. SS can collaborate on a project with peers from arounf the world through videoconferencing and online platforms
REDEFINITION
index
NATIONAL PLAN FOR DIGITAL SCHOOL
It is the main programming tool for the digital transformation process of Italian schools. It consists of a total of 35 actions, divided into three areas of intervention:
SAMR
INDEX
METHODOLOGIES & APPROACHES
Title here
SOCIALCONSTRUCTIVISM
Learner as an Active Social Agent
Engage Study Activate
ESA
Technology aspart of the learning progress
ACTIVE LEARNING
Technology Enhanced Advanced Learning
TEAL
CONNECTIVISM
Changes inwhat we learn with how we learn where we learn
Learner Centred
CLT
Communicative Language Teaching
INDEX
AIMS
AIMS
SPECIFIC AIMS & PRE-REQUISITES
BY THE END OF THE LESSON
WHAT THEY KNOW / THEY HAVE PERFORMED:
SS will be able to use effectively expressions with TO HAVE and TO BE to express EMOTIONS, ACTIONS and STATES in their English communication
CEFR 2020
INDEX
MATERIALS & ACTIVITIES
GLOBAL AIMS
GLOBAL AIMS
The European Reference Framework for Key Competences for Lifelong Learning sets the context for the development of key competences for lifelong learning..
The Recommendation for Key Competences for Lifelong Learning was first adopted by the European Parliament and the Council in 2006. Following a consultation and review of this framework in 2017, a revised framework was proposed and adopted in 2018
Competences are defined here as a combination of knowledge, skills and attitudes appropriate to the context. Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment.
NEXT
KEY COMPETENCES FOR LOFELONFG LEARNING
the ability to identify, understand, express, create and interpret concepts, feelings, facts and opinions .It implies the ability to communicate and connect effectively with others in an appropriate and creative way
It involves understanding, and having respect for, how ideas and meaning are creatively expressed and communicated in different cultures and through a range of arts and other cultural forms. It involves being engaged in understanding, developing and expressing one’s own ideas and sense of place or role in society in a variety of ways and contexts
LITERACYCOMPETENCE
CULTURAL AWARNESS AND EXPRESSIONCOMPETENCE
Digital competence involves the confident, critical and responsive use of, and engagement with, digital technologies for learning, at work, and for participation in society
DIGITALCOMPETENCE
the ability to use different languages appropriately and effectively for communication
MULTILINGUAL COMPETENCE
NEXT
KEY COMPETENCES FOR LOFELONFG LEARNING
The ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations. Mathematical competence involves, to different degrees, the ability and willingness to use mathematical modes of thought (logical and spatial thinking) and presentations (formulas, models, constructs, graphs and charts)
ENTREPRENEURSHIPCOMPETENCE
MATHEMATICALCOMPETENCE AND COMPETENCE IN SCIENCE, TECHNOLOGY AND ENGYNNERING
The capacity to act upon opportunities and ideas, and to transform them into values for others. It is founded upon creativity, critical thinking, and problem solving, taking initiative and perseverance and the ability to work collaboratively
The ability to act as responsible citizens and to fully participate in civic and social life, based on understanding of social, economic and political concepts and structures, as well as global concepts and sustainability.
CIVICCOMPETENCE
The ability to reflect upon oneself, effectively manage time and information, work with others in a constructive way, remain resilient and manage one’s own learning and career.
LEARNING TO LEARNCOMPETENCE
NEXT
AIMS
DESCRIPTORS FROM CEFR 2020
RECEPTION
INTERACTION
MEDIATION
PRODUCTION
INDEX
CEFR DESCRIPTORS
AIMS
DESCRIPTORS FROM CEFR 2020
RECEPTION
INTERACTION
The ability to engage in verbal and non-verbal communication, adapt language use to different contexts and interlocutors, negotiate meaning, and show awareness of cultural differences in communication
Understanding a wide range of spoken language and a variety of texts identifying main ideas and specific details, opinions, following complex arguments and understanding the organization and structure of text
PRODUCTION
MEDIATION
Delivering presentations, narrating events, describing experiences, and expressing thoughts and feelings in a coherent and organized manner. Producing a variety of text types, organizing ideas logically, using appropriate language and style, and demonstrating a good command of grammar and vocabulary.
The ability to transfer information between different languages or modes, summarize and paraphrase texts, interpret and explain cultural references, and mediate communication between speakers of different languages.
INDEX
SPECIFIC AIMS
MATERIALS & ACTIVITIES
DIFFERENTIATION FOR SENs
MATERIALS & ACTIVITIES
YOUTUBE VIDEOS & VISUAL AIDS
INCLUSIVE
MINDMAPS & ONLINE ACTIVITIES
ONLINE PLATFORMS
PRINTABLE WORKSHEETS
EXTRA TIME
SAME-AGE & RECIPROCAL PEER TUTORING
PEER LEARNING ACTIVITIES
PROBLEMS
INDEX
Anticipating problems
Use comprehensible and contextualised input (images, videos)
Some ss (not only SENs) still don't understand
Fast rythm , change activity
Loss of concentration
Bring my own device / work in pairs/ have an offline B plan (provide worksheets and other materials)
Intenet or mobiles don't work
Give him/her a role (e.g. presenter in the quiz)
Single student disturbing or disengaging
Team work and cultural mediator support will lead to a confortable learning environment
Migrant ss have some problems
LESSON
PROCEDURES
Individually & in pairs
LET'S GET TO WORK 1 HOUR - ESA
ACTIVATE
25 MIN
ENGAGE
WARM up
STUDY
5 MIN
15 MIN
5 MIN
Provide clear explainations and examples ensuring that all ss, including SEN ss, understand the concept using flashcards or other interactive activities
Start the lesson with a quick review of the verbs "have" and "be"
Engage SS with images represented expressions with TO BE &TO hAVE
T: Guide
T: Presenter
T: Monitor
WRAP UP
SS: Players
SS: Observers
T: Prompter & Editor
SS: Active
10 MIN
Review the key points of the lesson and summarize the use of the expressions learned encouraging students to continue practising them in their everyday conversatios
SS: Active Players
aSSESSMENT
LESSON
Interactive Mindmaps
VIDEOS &FLASHCARDS
Videos & Flashcards
LESSON
Worksheet & Online Games
LESSON
ASSESSMENT
TEACHER SELF ASSESSMENT
STUDENT FEEDBACK on learning
FORMATIVE ASSESSMENT
STUDENT SELF ASSESSMENT
INDEX
FORM ASS
FORMATIVE ASSESSMENT GRID
ASSESSMENT
COOP ASS
STUDENTS' COOPERATION GRID
ASSESSMENT
SS SELF ASS
STUDENT SELF ASSESSMENT GRID
T S ASSESSMENT
TEACHER SELF ASSESSMENT
Did the students enjoy?
Was the activity successful?
Did they learn anything from it?
How could it be changed to be more effective next time?
What did they get from it?
INDEX
QUOTES
BIBLIOGRAPHY & SITOGRAPHY
QUOTES
"What we learn with pleasure we never forget" Alfred Mercier
"The teacher's primary responsability is response-ability" Peter Wilberg
Thank you for your kind attention Arianna Federici
BIB & SIT
COVER
Here you can place a highlighted title
With Genially's templates, you can include visual resources to leave your audience amazed. You can also highlight a particular sentence or specific piece of information that will be etched in your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!
Here you can place a highlighted title
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or data that will be engraved in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want!
Everytime a new subject is studied students train on Wordle or other platforms and get immediately feedback. The teacher follows on the screen and can help them while they are working. The results are visible and can be correccted on the IWB
IMMEDIATE FEEDBACK for both T and SS
Here you can place a highlighted title
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or data that will be engraved in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want!
It provides useful feedback to both teachers and students about
ASSESSMENT
Here you can place a highlighted title
With Genially templates, you can include visual resources to leave your audience amazed. You can also highlight a specific phrase or data that will be etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want!
Here you can put a highlighted title
With Genially templates, you can include visual resources to amaze your audience. You can also highlight a specific phrase or data that will be etched into your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!