Presentazione Lavagna Animata

Maria Cristina xxxAB25

Making comparison

Start

English for fun

INDEX

1 - Context

2 - Class

3- Key to success and inclusion

4 - the role of technology

5 - aims

6 - Procedures

7 - Materials

8 - Methodologies and Approaches

9 - Assessment

10- Quotes

Cultural background: (students generally master vernacular varieties of Italian (at least passively)). Students genenally come from middle class families, and partecipate in school activities (PON!!). The majority of them are into sports, fashion and technology. Just a few use to read books at home.

Area: Partinico/Capci, a middle town near Palermo. Social context is mixed.

1. Context

School: It is 2.0 Middle School with a Manager who is focused on providing technological instruments to the students, on continuous teacher training and on new opportunities

Timing:

Time of the year: 2 hours (1+1) ????

CEFR Level: mostly A1 (to reach A2 at the end), mixed abilities of the students

Composition: 20 students, 13 females and 7 males.

2. Class

Class: 1st/2nd/3rd year

Digital competence: used to training and tests online on several platforms, both in class (on the IWB) and at home.

SEN and SLD: 1 ADHD student with customized teaching program (Dir. Miur 27/12/12), 1 SLD student (L. 170/2010 and Guidlines 5669 12/08/2011). Disabled student (L. 104/1992)

Heterogenity/Homogeneity: tendency to form groups and to support each other.

2. Class

General behaviour/motivation: SS are responsible (3rd class) but perky; get bored easily.

Wow Effect

(MC 8 6//2013)

Dir. miur 27/12/12

L. 170/2010

L. 104/1992

Net

Individualization

Personalization

Student's motivation

Learnercentred

3. 3. Keys to Success and Inclusion

Feedback

Autonomy

Flexible (time and need) and situated (place) learning

Authentic language

Social learning

Wider exposure to English

4. The role of technology

Motivation

Inclusion

Assessment

1) Digital Connectability2) Environment and tools3) Skills and contents4) Staff training and supporting measures

Using Technology (SAMR model R. Puentedura)

NPDE L. 107/2015

European Commission, Directorate-General for Education, Youth, Sport and Culture, Key competences for lifelong learning, Publications Office, 2019, https://data.europa.eu/doi/10.2766/569540

5. Global aims: European key competences for Lifelong skills 2018

5. Global aims: levels of competence

What they know/they have performed:

By the end of the lesson:

5. Specific Aims & Pre-requisites

SS will be able to........

(per 1 media e 2) Understand and use familiar and everyday expressions and very basic phrases and at the satisfaction of needs of a concrete type
introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has
interact in a simple way provided the other person talks slowly and clearly and is prepared to help
Technical institute: DM 65, 28/07/2010 & Guidlines issued D.I. 4/07/2012, AB25: NG 254 of 16/november/2012

secondo quadrimestre di prima:
da mettere.....
djhdwhjgdjsd
ahahhahaha

Word cloud to elicit (cf. Wordart online, topic)Vocabulary

engage - 5 min

T: Presenter FACILITATOR Guide guide->facilitator resumer SS: Players ACTors Rule-builders active->Writers P2P evaluators

wrap up - 5 min

video /book lesson

study > activate 10+10+10 min

ENGAGE > study - 15 min

6. Let's go to work - day 1 (1 hour - E.S.A.)

warm up - 05 min

indovidually/in pairs/in groups

Guess the subject of the dayWord of the day (Hangman)

1) book activities 2) gaming (practice)3) gaming (challenge quiz show)

T and SS sum up and take the best of what came up

Real-life tasks

In group

Time for feedback

T: interlocutor presenter tutor facilitator resumerSS: speakers active listeners team team SELF-OBSERVERS

Processing40 min

T introduces the sub-topic , engages SS with a video

Production 40 min

Closure 10 min

activation15 min

6. Let's go to work - day 2 (2 hours)

warm up15 min

Classroom as a LAB

Challenge the teacher....(PII)/gioco

SS work both individually and in group (dialogo guidato, presentazione..)

One member shows the results to the rest of the class. Schoolmates can ask questions and make guesses.

Warm up 5 min

The teacher prepares a word (....) connected to the theme of the day and students have to guess what the word is.

+ info

Engage 5 min

Quick brainstorming to elicit vocabulary SS already know on the subject. The SEN student writes the words on the IWB while the teacher enlists them on the laptop and then shows the cloud on the IWB. METTERE A SINISTRA IMMAGINE WORDART GENERATO ONLINE

+ info

From Engage to Study 15 min

use of the book Vocabulary and grammarcf. inductive grammar (abitudini video suo)

+ info

Study > activate (10: book activity)

1) book activities 2) gaming 3) challenge (da mettere tre piolini)

Study > activate (10 min activity)

SS reply individually, practicing what they have just learnt.

Study + activate (10 min activity)

quiz show: the teacher splits the class into two groups, who challenge each other by giving the correct answer and gaining points.

Wrap up (5 min activity)

After a brief summary of the lesson, the T hands out Exit Tickets, by which SS give their opinions and share their thoughts, both with the T and with the classmates on an interactive slide or on paper.

+ info

Day 2 - warm up

The T re-introduces the topic of previous lesson by using a game that immediactely catches students' attention (Kahoot).

40%

Wow Effect

Incredible Interactivity

Activation (15 min activity)

Video presentation to the SS.

Production 40 min

dialoghi o brevi esposizioniThe students, in preformed groups, work on the topic.

+ info

Processing - 40 min

dialoghi o brevi esposizioniEvery group chooses a representative to show the work results.The other groups listen carefully and ask questions.

+ info

Action 7: innovatine learning environments

Class setting for group work

PNSD, L. 107/2015

Here you can include relevant information to highlight

Here you can include a relevant piece of information to highlight

Here you can include relevant information to highlight

7. Materials and activities - differentiation for SENs

Hangman
Word Art
Book
Fortune Wheel
Quiz show
Kahoot
YouTube video
Real task/Group activities

Inclusive
SEN SS write on the IBW
Mindmap
More time
Inclusive (can be helped by peers)
Inclusive
Shown in advance at home
Give SEN SS a specific role

CONNECTIVISM

SOCIALCONSTRUCTIVISM

communicativelanguageteaching

technologyenhancedadvancedlearning

eNGAGE StudyActivate

learner centred

8. Approaches & Methodologies Methodologies

Anticipating problems

Some SS (not only SEN) still do not understand --> USE comprehensible and contextualized input

Internet/some devices do not work --> work in pairs / have an offline B plan

Loss of concentration --> Fast rythm, change activity often

Single student disturbing or disengaging --> give him/her an alternative role

9. Formative and Summative Assessment

on inclusion, on motivation, on effectiveness

Formative assessment (Continuous observation)

IMMEDIATE FEEDBACK for both T and SS

on HOW THEY FEEL

Students' feedback (on learning)

Teacher's self- assessment

Did the students enjoy it?

What did they get from it?

Was the activity successful?

Do the students learn anything from it?

What could be changed to be more effective next time?

Teacher self-assessment

Wow Effect

Continuous observationssessment

Contextualize your topic

Everytime a new subject is studied, SS train in group and individually and get immediate feedback. What they do in class on Wordwall is also assigned at home together with basic exercises on the book, amd they receive again a direct feedback.

https://wordwall.zendesk.com/hc/en-gb/articles/360015689138-How-to-view-the-activity-results

SUMMATIVE ASSESSMENT

Evaluative rubrics: - writing - group task - oral ACCORDING TO THE PTOF/TYPS

EVALUATION RUBRIC - Writing

Lorem ipsum dolor sit amet, sum adipiscing

Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of lexis

LANGUAGE

+++

Content is often irrelevant

Irrelevances and misinterpretation of task may be present

Minor irrelevances and/or omissions may be present

All content is relevant to the task

CONTENT

Text is impossible to understand due to incoherence of organisation

Text is connected using basic, high frequency linking words

Text is connected and coherent, using basic linking words and a limited number of cohesive devices

Text is generally well-organized and coherent, using a variety of linking words and cohesive devices

ORGANIZATION

Points

Beginning1

Progressing2

Competent3

Advanced4

Evaluation criteria

Teacher: Name Surname

Student: Name Surname

Rarely listens to, shares with, and supports the efforts of others.

Often listens to, shares with, and supports the efforts of others.

Usually listens to, shares with, and supports the efforts of others.

Always listens to, shares with and supports the effort of others

ABILITY TO COMMUNICATE

EVALUATION RUBRIC - Group Task

Does not focus on the task and what needs to be done.

Sometimes focused on the task and what needs to be done

Focuses on the task and what needs to be done most of the time

Almost always focused on the task and what needs to be done

FOCUS

+++

Does not work well with others. Usually argues with teammates

Requires structure, directions, and leadership. Argues sometimes.

Works well with others. Rarely argues

Works extremely well with others. Never argues

COOPERATION WITH OTHERS

Is disruptive.

Rarely displays positive attitude.

Generally displays positive attitude

Always displays positive attitude

ATTITUDE

Points

Beginning1

Progressing2

Competent3

Advanced4

Evaluation criteria

Teacher: Name Surname

Student: Name Surname

Frequent grammatical errors even in simple structures.

Frequent grammatical errors.

Makes some mistakes in grammar structures.

Has accuracy and variety of grammatical structures.

GRAMMAR

EVALUATION RUBRIC - oral

Weak language control with inappropriate vocabulary.

Weak language control with basic vocabulary.

Has good language control and good range of vocabulary.

Has excellent and rich vocabulary.

VOCABULARY

+++

Has slow and hesitant speech.

Has hesitant speech, partial incomplete sentences.

Has few hesitations. Has two or more inaudible words.

Has fluency and no hesitation

FLUENCY

Has a lacking pronunciation. No effort made to reproduce native accent.

Pronunciation is OK. Has no native accent.

Has good pronunciation and accent.

Has excellent pronunciation and good accent.

PRONUNCIATION

Points

Beginning1

Progressing2

Competent3

Advanced4

Evaluation criteria

Teacher: Name Surname

Student: Name Surname

Students' feedback

Students can give their feedback/leave their comments in a Google Form created by the Teacher

+ info

I hope that in this year to come, you make mistakes. Because if you are making mistakes, then you are making new things, trying new things, learning, living, pushing yourself, changing yourself, changing your world. You’re doing things you’ve never done before, and more importantly, you’re doing something. Neil Gaiman.

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Digital competence:

SENs and SPLDs:

General behaviour/motivation:

possibile link da aggiungere....

Some details:

Heterogeneity/Homogeneity

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Transcript

Maria Cristina xxxAB25

Making comparison

INDEX

1. Context

2. Class

2. Class

(MC 8 6//2013)

Dir. miur 27/12/12

L. 170/2010

L. 104/1992

3. 3. Keys to Success and Inclusion

4. The role of technology

Using Technology (SAMR model R. Puentedura)

5. Global aims: European key competences for Lifelong skills 2018

5. Global aims: levels of competence

What they know/they have performed:

By the end of the lesson:

5. Specific Aims & Pre-requisites

T: Presenter FACILITATOR Guide guide->facilitator resumer SS: Players ACTors Rule-builders active->Writers P2P evaluators

6. Let's go to work - day 1 (1 hour - E.S.A.)

T: interlocutor presenter tutor facilitator resumerSS: speakers active listeners team team SELF-OBSERVERS

6. Let's go to work - day 2 (2 hours)

Warm up 5 min

Engage 5 min

From Engage to Study 15 min

Study > activate (10: book activity)

Study > activate (10 min activity)

Study + activate (10 min activity)

Wrap up (5 min activity)

Day 2 - warm up

Activation (15 min activity)

Production 40 min

Processing - 40 min

Class setting for group work

7. Materials and activities - differentiation for SENs

CONNECTIVISM

SOCIALCONSTRUCTIVISM

communicativelanguageteaching

technologyenhancedadvancedlearning

eNGAGE StudyActivate

8. Approaches & Methodologies Methodologies

Anticipating problems

9. Formative and Summative Assessment

Did the students enjoy it?

What did they get from it?

Was the activity successful?

Do the students learn anything from it?

What could be changed to be more effective next time?

Teacher self-assessment

Continuous observationssessment

Contextualize your topic

SUMMATIVE ASSESSMENT

Evaluative rubrics: - writing - group task - oral ACCORDING TO THE PTOF/TYPS

EVALUATION RUBRIC - Writing

Teacher: Name Surname

Student: Name Surname

EVALUATION RUBRIC - Group Task

Teacher: Name Surname

Student: Name Surname

EVALUATION RUBRIC - oral

Teacher: Name Surname

Student: Name Surname

Students' feedback

THANKS for your attention!

Write a great headline

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Do you have an idea?

With this function...

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