PNRR1 - AB25

candidatoFURLANIS HEIDY

classe di concorso ab25 - ddg 2575/23

task n.308 SPORTS IN AUSTRALIA

AND OF ACTIVE LISTENING

the importance of communication

5. Inclusion

22. References

21. Quotes

18. to 20. Assessment /Grids

7. Keys to success

4. Context / Class

9. General Aims

21. Materials/Tools Methodologies/Approaches

8.The Role of Techology

6. Anticipating Issues

10. to 17. Procedures

3. Index

10. Specific Aims

2. The importance of communication

index

CONTEXT

class

3rd Year, Lower Secondary SchoolComposition: 20 SS 2 SS with SpLDs: 1 Dyslexia, 1 Socio-cultural disadvantage (170/2010) 1 SEN S: Autism IEP (104/1992) CEFR mixed Level: mostly A2, some A1

General Behaviour:- mostly quiet and well behaved, but easily distracted- tendency to form fixed groups Digital Competence: used to online learning platforms and ed-tech softwares

class

inclusion

1 SPLD Dyslexic S (L. 170/2010) : is provided with an abridged version of the text for the activity in class (font: Verdana). 1 SPLD (DM 27/12/2012 socio-cultural disadvantage and functional impairment): due to S complex personal situation, that deeply affects his/her school life, it is important to be patient and give him/her more time or shorter assignments. 1 SEN Autistic Student (L. 104/1992 and IEP) due to the complexity of the case, a special needs teacher will use simplified images enhanced worksheets

ANTICIPATING POSSIBLE ISSUES

loss of concentration

Vary Rhythm and Activities / Modulate Voice

SINGLE STUDENT DISENGAGEMENT

Give her/him a RoleShow her/him you recognise her/his value

NET FAILURE

Use of personal Devices / Offline Plan B ready

SOME SS FIND IT HARD TO UNDERSTAND

Use Videos or Images(change Media)

LEARNER CENTRED

PERSONALIZATION

INDIVIDUALISATION

MOTIVATION

KEYS TO SUCCESS

l.107/2015

MOTIVATION - INCLUSION - ASSESSMENT

• Inclusivity and Accessibility
• Access to Information
• Personalised Learning (Paced)
• Exposure to Authentic Language
• Social Learning
• Immediate Feedback

THE ROLE OF TECHNOLOGY

CEFR

LE

INDICAZIONI NAZIONALI PER LA SCUOLA MEDIA 254/2012

INVOLVED 4 OUT OF 8

general aims

EUROPEAN KEY COMPETENCES FOR LIFELONG LEARNINGadopted by the Council of the European Union in 2006 (revised in 2018)

2 lessons of 1 hour each : TIME OF THE YEAR: MID SECOND TERM

TIMING

THEY ALREADY KNOW:- main facts about Australia - how to carry out a reading comprehension - how to use Classroom to get and share information - .

PRE- REQUISITES

BY THE END OF THE LESSONS:SS WILL BE ABLE TO Identify and describe three popular Australian sports: Australian Rules Football, Cricket, and Rugby. Understand basic rules and characteristics of each sport. Participate actively in inclusive group activities, demonstrating collaboration and creativity. SS WILL BE ABLE TO (Authentic Tasc)

SPECIFIC AIMS

SPECIFIC AIMS

Day 2 (1 hour)- recap : watch videos + check homework [15 min] - Poster creation [10/15 min]

PROCEDURES

Day 1 (1 hour)- warm-up - Kahoot / guided [5 min] - reading comprehension in pairs (peer to peer activity) [45 min]

tccmgdl

(QUICK) CHECK: What do you remember about Australia?

WARM-UP [5 minutes] CAN YOU GUESS THE SPORTS?

DAY 1

inclusion:SpLD S receives an abridged version of the text + file in classroom(use of Immersive Reader)

TEACHERS BRIEFLY INTRODUCES THE TASK: SS GET A HANDOUT WITH A SIMPLE READING ON THE THREE MAIN SPORTS IN AUSTRALIA: 1) AUSTRALIAN FOOTBALL 2) RUGBY 3) CRICKET

READING COMPREHENSION - peer to peer

DAY 1 (45 minutes)

TEACHER PROVIDES A LIST OF USEFUL WORDS ON THE IWB

HOMEWORK : watch the videos and complete the exercise with the missing infos - exercise in classroom

2) DIVIDE the class in three groups PROVIDE each group with a large sheet of paper / markers /photocopied pictures / glue etc. ASK each group to create a visual description of the sport assigned (images and words) - it has to contain the infos learnt during the first two acitivities (reading in class + video listening) and a drawing of the game in action. (40')

DAY 2 (1 hour lesson) 1) WATCH the 3 videos in class - CHECK HOMEWORK (15')

a written test scheduled at the end of the didactic unit will also include questions on the topic

SUMMATIVE ASSESSMENT

to objectively reflect onPERSONAL PROGRESS, strenghts and weaknesses and IMPROVE

Continuous and extremely importantit has to be focused on INCLUSION / MOTIVATION / EFFECTIVENESS

TEACHER'S SELF ASSESSMENT

STUDENTS SELF ASSESSMENT

CONTINUOUS OBSERVATION Monitoring students during the activities

FORMATIVE ASSESSMENT

ASSESSMENT

FORMATIVE ASSESSMENT GRID

spld student

✍️

he/she will be given the same chart also in italian

STUDENTS SELF- ASSESSMENT GRID

cooperative learning

CLT

TEAL

METHODOLOGIES / APPROACHES

DIFFERENTIATION FOR SPLDS

MATERIALS / Tools

1. WORDWALL Interactive/ Inclusive 2. CLASSROOM Easy Sharing / Visual 3. PADLET Easy Sharing / Visual 4. Teacher's Handouts Abridged Version of text / Simplified 5. Stationery (cardboard+feltpens) Inclusive 6. Text-to-Voice (Reader) Assistive Technology /Easy Reading 7. Kahoot Fun 8. IWB

Thanks!

• Watzlavick, Bavelas, and Jackson, Pragmatics of Human Communication, WW Norton, 2011
• Krashen S., Principle and Practise in Second Language Acquisition, University of Southern California, internet edition, 2009

• Harmer J., The Practice of English Language Teaching, Pearson, London, 2015
• Weller D., Lesson Planning for Language Teachers, Stone Arrow Publishing, 2019

references

PERSONALIZATION

• CREATIVE OUTPUT
• CONTINUOUS FEEDBACK
• SS STRENGHTS AND NEEDS

INDIVIDUALIZATION

• DIFFERENTIATION OF METHODS/TIMES/CONTENT/PROCESS/MATERIALS

• COMPENSATORY ITC USE
• PEER TO PEER TUTORING

STUDENTS MOTIVATION

• 3 BASIC NEEDS (AUTONOMY/COMPETENCE/CONNECTION)
• WORKING IN THE ZPD (VYGOTSKY)
• ENGAGEMENT BRINGS DEEP PROCESSING
• FAMILIAR TOPICS (D.WELLER)
• ITC GRADUAL USE