PNRR1 - AB25

candidatoFURLANIS HEIDY

classe di concorso ab25 - ddg 2575/23

task n.308 SPORTS IN AUSTRALIA

the importance of communication

AND OF ACTIVE LISTENING

2. The importance of communication

index

10. Specific Aims

10. to 17. Procedures

3. Index

4. Context / Class

18. to 20. Assessment /Grids

5. Inclusion

21. Materials/Tools Methodologies/Approaches

6. Anticipating Issues

7. Keys to success

21. Quotes

8.The Role of Techology

22. References

9. General Aims

CONTEXT

class

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

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

inclusion

ANTICIPATING POSSIBLE ISSUES

NET FAILURE

SOME SS FIND IT HARD TO UNDERSTAND

Use of personal Devices / Offline Plan B ready

Use Videos or Images(change Media)

loss of concentration

SINGLE STUDENT DISENGAGEMENT

Vary Rhythm and Activities / Modulate Voice

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

KEYS TO SUCCESS

MOTIVATION

INDIVIDUALISATION

PERSONALIZATION

LEARNER CENTRED

THE ROLE OF TECHNOLOGY

l.107/2015

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

MOTIVATION - INCLUSION - ASSESSMENT

general aims

CEFR

INDICAZIONI NAZIONALI PER LA SCUOLA MEDIA 254/2012

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

INVOLVED 4 OUT OF 8

LE

SPECIFIC AIMS

SPECIFIC AIMS

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)

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

TIMING

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

PROCEDURES

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

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

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

tccmgdl

DAY 1

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

DAY 1 (45 minutes)

READING COMPREHENSION - peer to peer

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

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

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

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

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')

ASSESSMENT

FORMATIVE ASSESSMENT

STUDENTS SELF ASSESSMENT

CONTINUOUS OBSERVATION Monitoring students during the activities

to objectively reflect onPERSONAL PROGRESS, strenghts and weaknesses and IMPROVE

SUMMATIVE ASSESSMENT

TEACHER'S SELF ASSESSMENT

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

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

FORMATIVE ASSESSMENT GRID

STUDENTS SELF- ASSESSMENT GRID

spld student

✍️

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

MATERIALS / Tools

DIFFERENTIATION FOR SPLDS

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

METHODOLOGIES / APPROACHES

CLT

TEAL

cooperative learning

references

• 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

Thanks!

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