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Task 3.1. Supermarket of scaffolding ideas

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Task 3.1. Supermarket of scaffolding ideas

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1. Interactive Scaffolding (Round Robin using Quizlet):

Activity: Students use Quizlet to create and share flashcards about key digital marketing concepts. They then quiz each other in pairs.

Why: Quizlet promotes self-paced learning while facilitating interaction for better retention.

https://quizlet.com/ph/702303091/technology-for-teaching-and-learning-lesson-1-instructional-scaffolding-flash-cards/

2. Visual Scaffolding (Padlet for Collaborative Analysis):

Activity: Students collaborate on Padlet, posting charts and diagrams related to website performance. They discuss each other's work and give feedback.

Why: Padlet allows students to visually organize and share their analysis, making abstract concepts easier to grasp.

https://padlet.com/

3. Rephrasing with Technical Vocabulary (Lots HOTS on Quizlet):

Activity: After introducing technical e-commerce terms, students practice using them in context with higher-order thinking questions on Lots HOTS (Quizlet). They rephrase these terms in simpler ways.

Why: Enhances deeper understanding by connecting simple and complex vocabulary.

https://quizlet.com/800496048/extra-mcq-flash-cards/

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Task 3.2. Design an activity by using apps

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Task 3.2. Design an activity by using apps

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Digital Marketing Game on BLOOKET

Objective: To engage students in learning digital marketing concepts through a fun, interactive game.

The idea is that after playing a game/test (Blooket) created by me, the students will make groups and create others on the same topic. Then we all play and compete while discussing the concepts.

I think it is a very good way because they have to “create”, which is the most important step in Bloom's taxonomy, but they also have to evaluate themselves and do other useful actions.

Activity Instructions:

1. Create a set of questions on Blooket related to digital marketing terms. (Learning teaching and creating)

2. Students will join the game using a link, competing to answer questions quickly and accurately.

3. Review the answers together as a class to reinforce learning.

Link to Blooket and Activity:

https://www.blooket.com/

https://dashboard.blooket.com/set/65df4149d5abcc9a9b28ae65

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Activity - Rubric template - Boost for Clil

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Vygotsky’s social constructivism in my Marketing/Education Financial classes

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Vygotsky’s social constructivism in my Marketing/Education Financial classes

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-Action 1: "I will organize group discussions where students classify different marketing strategies or financial concepts."

-Action 2: "Students will work in pairs to compare and contrast investment options or branding techniques."

-Action 3: "I will have students collaborate to solve real-world problems, such as developing a financial plan or a marketing campaign."

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Instructions according to Bloom’s taxonomy and critical thinking

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Instructions according to Bloom’s taxonomy and critical thinking

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-Action 1 (Remembering): "Students will list and define key marketing terms (branding, target audience) or basic financial concepts (interest, budgeting)."

-Action 2 (Understanding): "Students will compare different types of advertising and explain how they affect consumer behavior."

-Action 3 (Applying): "Students will apply marketing principles by creating a social media post to promote a product or use budgeting techniques to plan a personal finance project."

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The language approach according to Stephen Krashen

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The language approach according to Stephen Krashen

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-Action 1: "I will provide plenty of comprehensible input by showing marketing campaigns in simple language."

-Action 2: "Students will have opportunities to summarize financial news or marketing trends, using language at their level."

-Action 3: "I will organize activities where students use English to present their marketing projects to the class."

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Bloom's Taxonomy for a Marketing/ Education Financial Class

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Bloom's Taxonomy for a Marketing/ Education Financial Class

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Remembering: "Students will recall and list 5 key marketing strategies used by major brands."

Understanding: "Students will demonstrate their understanding by comparing the effectiveness of two different marketing approaches or explaining why budgeting is important for personal finance."

Applying: "Students will construct a simple marketing plan for a new product, or develop a personal budget using their knowledge of financial principles."

Analyzing: "Students will analyze two marketing campaigns, breaking them into parts to examine which elements are more effective and why."

Evaluating: "Students will assess the strengths and weaknesses of a company's marketing strategy and justify their opinions based on specific criteria."

Creating: "Students will design and propose a complete marketing campaign for a new product, or compile a financial plan to achieve a specific financial goal."

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6. Final Project: Create a CLIL lesson plan

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6. Final Project: Create a CLIL lesson plan

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Final Project Create a CLIL Lesson Plan RafaelRivero