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Artefact type 3

Title: The cubical conversation starter

Description: This artefact is about an activity, called The cubical conversation starter. It is a game, where the students are divided into small groups, whereafter they roll one of the handed-out cubes.

Aim: The aim of this activity is to facilitate conversations and improve students' oral skills in a fun way.

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Artefact type 3

Title: Selfproduced teaching material

Description: This artefact contains teaching material on possessives and demonstratives. We made a poster/board in which we explained the topic.

Aim: The aim of this activity was to teach learners about the grammatical rules about possessives and demonstratives, supported by visual material, in an attempt to differentiate.

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Artefact type 4

Title: Documentation of professional reflections

Description: This artefact contains some of our accumulated thoughts about functional grammar, why we should teach and learn it, and different teaching approaches to grammar. The artefact concludes with a section about our own reflections on the topic.

Aim: The aim of this artefact was to gain knowledge about the importance of teaching functional grammar through theoretical points and our own reflections.

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Artefact type 2

Title: Lesson plan: Collaborative group work and second language learning

Description: This artefact is a lesson plan that focuses on collaborative group work and second language learning. We chose to do a course programme about fantasy, where the learners would be given many opportunities to work together in groups whereafter there would be an evaluation for the whole class.

Aim: The aim of this task was to enhance the students learning, by working in groups as group tasks contribute to language learning in a positive way among second language learners.

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Artefact type 2 (and 4)

Title: Lesson plan - Islandsbrygge School: Black America

Description: This artefact is the lesson plan of our collaboration between KP and the school of Islands Brygge, where we did a "school take over". We planned a course about Black America, where the students worked with different assignments whereafter they presented their work for the whole class.

Aim: The aim of this activity was to give the students some experience with analyzing lyrical texts and at the same time, to give them some perspective and some insight into the American society.

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Artefact type 3

Title: Analysis of teaching material

Description: In this artefact, we chose to analyze one of the interactive portals from Clio's teaching material. The one we chose was about reading strategies. We concluded that with plurilingual language didactics, you can involve many different languages in the schools’ foreign language lessons. It strengthens the students’ communicative skills, linguistic attention and recognition.

Aim: The aim of this artefact was for us to analyze a self-chosen teaching material and analyse what workes and what could be improven. We had to be more aware of which teaching materials that are actualy good to use and be more critical.

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Artefact type 1

Title: Interlanguage analysis of students writing

Description: This artefact contains an interlanguage analysis of a student's own written product. We followed the interlanguage model for analyzing learners' products in this context.

Aim: The aim of this artefact was to know how to analyze a student's work, but also be mindful of how many corrections you would point out/present the student with. If you correct every mistake it might discourage them from writing again, whereas you could motivate them to do better next time by giving them just enough correction for them to work with another time. That way it is more manageable for the students.

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Artefact type 1

Title: Analysis of learner's product/text

Description: This artefact contains an analysis of a student's own written product. We followed the grid model, provided by our teacher, for analyzing learners' products in this context.

Aim: The aim of this artefact was to know how to analyze a student's work, but again to be mindful of how many corrections you would point out/present the student with. In our reflection, we expressed our wish for the analysis process to be followed up with a lesson where the students could use our feedback and corrections to rewrite their text. This is, as mentioned in the previous column because if you correct every mistake it might discourage them from writing again, whereas you could motivate them to do better next time by giving them an opportunity for them to correct their mistakes which is more manageable for the students.

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It was a great assignment. We were creative in the process and we came up with a fun activity for students/learners.
The activity is also adaptable, so it could be used in many contexts.

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This was also a great activity because we had the opportunity to be creative. The task was very open, and therefore we could do exactly what we wanted to do, as long as it was linked to the given topic.

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It was interesting to work with this artefact, as functional grammar is very important basis for language learners. It also forced us to think of many ways to teach grammar in school, by differentiating.

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This experience was a great way to try out a lesson plan and adjust in real life if some things did not work out as planned. I thought it was easy to adjust because of my experience as a substitute teacher, but some of my group members had a harder time with it. We helped each other make the best of the day.
It was also nice to add in social studies in our lesson plan, because it makes it more relevant and interesting for the students to work with. A motivational factor.

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It was a great way to experiment with creating learning opportunities for learners. It was helpfull that there were a limited amount of framework/guidlines, as we got to be more creative.

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It was a great experience to dive in to the limits and options of the teaching material and a good way to make us more aware and critical in the process of chosen teaching materials for our students.

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It was very relevant to work with an analysis of a student's work, especially because it is something we haven't worked with so much up until now. We will need this in real practice.

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Again - very nice to have tried a different analysis approach for learners written products. I will definitely use these models in the future.

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Artefact type 2: A 45-minute presentation of Gibbons chapter 4

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My name is Lina and I am 22 years old. This portfolio present my accumulated work over the last two semesters and my thoughts about the work proces and how it went.