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INDEX

THE ECONOMICS OF TOURISM

CANDIDATE: ILENIA SANTUCCIU
CONCORSO AB24 - SEPT 2024
THEORIES, METHODOLOGIES, TEACHING STRATEGIES, TOOLS AND MATERIALS

ASSESSMENT AND EVALUATION

INCLUSION STRATEGIES

AIMS: SPECIFIC AND GENERAL

LESSON STAGES; TIMING

PREREQUISITES

CONTEXT, CLASS, STUDENTS' NEEDS

  • Inclusive teaching and attentive monitoring
  • Quickly detecting problems and difficulties
  • Need for tailored lessons and materials
  • Ongoing parent feedback
  • Strong cooperation with families and colleagues

Let's be inclusive: -"Diversity is richness not a threat" -

Compensatory tools;dispensatory measures
-Dir. 27/12/12 (Inclusion of SEN) -Min. Circular no.8/2012 -Law. 170/2010 -Law. 104/1992 - ICF
SEN STUDENTS --> SLDs:1 dysorthographic student1 dyslexic student

Students get easily distracted, but they prove to be very creative when properly engaged. They prefer interactive lessons (TIC, quizzes, etc.,). They like working in groups and become very competitive when facing challenges and quizzes.

The school is a technical and commercial institute: tourism sector. Brief overview of the class:

CONTEXT:UPPER SECONDARY SCHOOL 3rd class PERIOD: 1st term
24 STUDENTS: (16 FEMALES, 8 MALES)
CEFR: B1 LEVEL

introducing my class

  • If the majority of the students have met the prerequisites we are ready to deepen the topic, otherwise it would be advisable to quickly revise them in class before getting started with the new topic
  • Homework: watch the playlist on YouTube called: Travel and Tourism Industry Basics
  • Answer the quiz questions on the topic on Quizizz
PREREQUISITES CHECK
  • Basic understanding of economic principles
  • Familiarity with tourism terminology.
  • Ability to follow instructions and engage in group activities.
  • Being able to use Kahoot, Genially/Canva/PPT, Quizizz and ICTs in general to research further information
  • Almost all the students have reached a B1 level of the CEFR in English

prerequisites

SPECIFIC AIMS By the end of the lesson students will be able to:

  • explain key economic concepts related to tourism
  • analyze the economic benefits and challenges of tourism (e.g. over-tourism and sustainability)
  • identify the roles of various stakeholders in the tourism industry
  • apply their understanding through case studies and group discussions
  • explain basic principles of tourism promotion
Students will have improved: critical thinking, tourism awareness, expressing opinions and ideas, digital skills, the importance of working in group, the interdepence between social and cultural phenomena, creativity, listening, writing and speaking skills

GENERAL AIMS

  • NATIONAL GUIDELINES FOR TECHNICAL INSTITUTES (DPR. 88/10)
  • COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR)
  • KEY COMPETENCES FOR LIFELONG LEARNING (multilingual, digital, civic, entrepreneurship competence, cultural awareness)
  • PECUP (historical development of economic and social forms, interdependence between economic, social, and cultural phenomena in a local/global dimension, marketing tools, etc.)

ESTABLISHED GOALS AND OBJECTIVES

Language acquistion theories

1. Task-Based Language Teaching (TBLT) (meaningful tasks that encourage the use of language in context)2. Communicative Language Teaching (CLT) (emphasizes interaction and communication. The pair work and group presentations promote language use through dialogue and collaboration)3. Differentiated Instruction (accommodation)4. Scaffoldingo The teacher provides support through initial activities and guidance during group work, encouraging independent learning.

Language Acquisition Theories:1. Constructivist Theory(build understanding through interactions)2. Social Interaction Theory(for lang. develop.)3. Input Hypothesis (Krashen) (authentic materials)

1. Interactive Engagement: o In the first lesson, students engage with multimedia (YouTube video) and quizzes, promoting active participation and interest in the topic. 2. Collaborative Learning: o In the second lesson, students work in groups to develop their projects, fostering teamwork and peer interaction. 3. Game-Based Learning: o The dice game in the first lesson adds an element of fun while reinforcing vocabulary and terminology. 4. Peer Assessment: o Students present their scores and mistakes to the class, encouraging self-reflection and accountability. 5. Authentic Task Assignment: o The second lesson involves a real-world task (marketing strategies), making learning relevant and applicable.

Teaching strategies:

ESA METHOD (J. HARMER): 1)ENGAGE PHASE - WARMING UP 2) STUDY PHASE - LEARNING NEW THINGS3) ACTIVATE PHASE - USING ENGLISH PRACTICALLY

THEORIES, METHODOLOGIES, TEACHING STRATEGIES, TOOLS AND MATERIALS

  • Elenco puntato
  • Elenco puntato

PREREQUISITES

-Speaking skills

1st lesson - 60 min.

LESSON PLAN STAGES AND TIMING

Skills developed: exercise creative thinking, work on presentation and public speaking skills, team building

  1. During the 2nd lesson students will start to work on the assigned authentic task
  2. The teacher will project and upload to Google Classroom a small PPT. containing all the directions
  3. Students are divided into groups of 4/5 each and they will start working together under the supervision of the teacher.
  4. Students -based on the Shark Tank model- are asked to develop and discuss the best marketing strategies to boost tourism in their town/city, then they will present the project to a panel of "sharks" that will judge their ideas, of course, the panel consists of their classmates. Students are free to use different tools and resources to present their projects (videos, digital presentation or role-play activities)
  5. The last and following lesson is dedicated to the presentation of the Shark-Tank projects with a special focus on feedback and assessment

LESSON PLAN STAGES: LESSON no. 2; 3

  • Captions and subtitles are provided for each video
  • Videos can be slowed down when needed
  • Avoiding overloading by dividing the lesson or the tasks in small chunks
  • Students according to their needs can opt for an alternative way to present their projects
  • Students are provided with glossaries, images, sound charts and visual supports
  • Teacher gives additional time to complete the tasks
  • Teacher adapts test formats using for example: “circle the answer” or “fill in the blank” questions
  • Teacher provides handouts so students will have less information to copy from the board
  • Teacher allows the use of audio recording in class instead of handwriting
  • Teacher helps to create a collaborative and safe environment for them

INCLUSIONSTRATEGIES

formative assessment grid

PMI Self-reflection --> self-assessment --> plus, minus, interesting2 STARS ONE WISH --> peer- assessment --> Two stars = two suggestions to improve the activity, the project, or the performanceOne star = to highlight one positive aspect or strength of the work

For students:

Students can also write down on a piece of paper their impressions and suggestions on the lessons while in class, the teacher will make sure to collect and read them

Students can give their feedback and suggestions on the teacher's performance by filling out a Google form anonymously

Self-assessment and students feedback