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WORK-SHARING ACTIVITIES AND INDIVIDUAL WORK

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WORK-SHARING ACTIVITIES AND INDIVIDUAL WORK

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We have designed and created this digital  final project as a work-sharing one. However we have assigned different parts for individual work as we explain below:

LAURA GARZÓN DEL RÍO has made the  Presentation about Zambia, Hand-out “Discovering the world” and the rubric and provided technological support.

ALMUDENA GUTIÉRREZ MATESANZ  has  made the Presentation about Australia,  Final Feedback Assessment ( student question paper) and Kahoot. it game.

MARIA TERESA SÁNCHEZ MATO has made the Presentation about China, the rubric and Kahoot. it game.
We have worked as a team in projecting the  draft  ( topic, content, aims, activities  and final assessment about the course ).

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Rubric to asses the oral presentation_Countries

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Relevant aspects of the course used in this project:

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Relevant aspects of the course used in this project:

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Kahoot

Padlet

Activities to develop thinking skills (understanding, applying, analysing, evaluating, creating…)

Some activities to promote speaking and reflective learning, etc...

Peer feedback: the importance of feedback in the learning process.

Peer learning.

Language Assistant roles.

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2nd session:

The teacher will facilitate the students the reliable websites we want them to use to find the information and they will work on this while the teacher and the LA  monitoring. Just after they have filled the chart  they will start to prepare a draft of the presentation in their notebooks (if they need more time they can finish the presentation at home). The students will be given a deadline to upload the presentation of the project to the padlet.

3rd-4th-5th sessions:

Students will present their research projects.The rest of the class will complete the peer-feedback chart .(See attachment 5).

6th session:

Assessment session.( Let´s play Kahoot...!) The teacher has designed a Kahoot to assess the knowledge of the students. (See attachment 6).

To finish, our aim is to receive feedback from the students, who have to complete a Google Form made by the teacher. (See attachment 7).

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Before starting the project:

The teacher will meet the language assistant to plan this activity and, in coordination with the LA, both prepare the introductory session. The teacher will provide some models of the powerpoint presentations (see attachment 1,2,3) in order to introduce our learners the selected countries. The teacher and the language assistant together will prepare the rest of the countries.

1st session:

Organize the class in pairs, giving clear instructions. Once we have the pairs, the LA (language assistant) will explain the warm-up activity. This activity consists of guessing the country thanks to the clues included in the Powerpoint presentations. The first to guess the country will find out about that country.

Once the pairs have guessed  the country, they will move to the teacher and receive the hand-out (attachment 4) in order to research and prepare an attractive presentation.

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Aims:

Developing students´ skills to look for information  and select essential ideas related to the topic.

Developing students´ skills to speak in public.

Promoting peer learning.

Being able of creating a project integrating the use of English as a second language and the contents of Geography and History at this level.

Content:

Economic and human Geography.

Writing a summary.

Aspects of language such as linkers, paragraphing and topic vocabulary.

Timing:
Number of sessions:

1st: A session with the Language Assistant.

2nd: At the computers room.

3rd & 4th & 5th sessions: show presentations and peer feedback.

6th session: Assessment  & getting feedback from students.

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There are many reasons to work with projects but the most important to us is that we understand this as a motivating methodology to involve our learners in the learning process,so it allows teachers to fix the contents more effectively and promotes one of the basic competences :”learning to learn”. It is a multidisciplinary project to be implemented by the English and History teachers in the 3rd year ESO.

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Laura Garzón del Río laura.garzon@educa.madrid.org
padlet.com/LauraGarzon/LauraGarzon

Almudena Gutiérrez Matesanz agutierrezmatesanz@educa.madrid.org
http://almudenaclases.blogspot.com.es
Maria Teresa Sánchez Mato msanchezmato@educa.madrid.org

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One of the most important things in this project is to learn how to research on the Internet on reliable sources. Some of the ones that you can look at:

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Romania
China
Equator
Colombia
South Africa
Zambia
Germany
France
Ireland
Russia
India
Australia
United States of America
Mali