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Task 4.1 Create a Rubric - Rubric Computer Parts in English

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Here is the link to the activity I designed, I hope you like it.

https://express.adobe.com/es-ES/sp/design/video/urn:aaid:sc:EU:03d2470e-4598-451f-af12-668959125198/play

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¡Ya casi has terminado! Acaba de configurar tu cuenta para mantener el acceso a las funciones de Adobe Express.

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Idea 1: Speaking 3 - Providing speaking frames such as a debate framework or one for developing a line of reasoning.

Topic: What makes a graphics card (and in general any computer part) better than another? It is its price? Its performance? Its power consumption? Its brand? Anything else?

Activity 1: In groups of 4 students, they have 30 minutes to discuss and arrive to conclusions regarding the topic. Then they have to discuss with another group and arrive to conclusions during 10 minutes. Next 10 minutes they change groups and discuss the same topic with another group. Finally they all together write down the conclusions and the teacher discuss them with the students.

Idea 2: Language 8 - Give students the opportunity to articulate their thinking before answering. 30 seconds silent before any answers. Alternatively, ask everyone to write an answer, and then some students share their answer with the class. Or, brainstorm in pairs first for 1-3 minutes before bringing a point to full class discussion.

Topic: Name and describe the main computer parts in English and the process of assembling a computer from scratch.

Activity 2: After a series of tasks introducing the basic computer English terms the students must be capable of naming and describing them in L2. Also at this time of the project they must be able of describing a computer’s mounting process. So they are given 30 seconds silent before any answers. Then they can speak as they feel like to (in the order they want, I mean)

Idea 3: Writing 14 - Providing examples of good and poor writing (e.g. an essay, article or a lab report) and having students decide why one is better than the other (i.e. students develop assessment criteria).

Topic: Same approach different outcomes. Why you don’t have to trust amateurs if you want to become a professional.

Activity 3: The teacher will give the students two links to internet articles giving information and instructions on how to solve a computer problem. One of them will be an example of poor writing, mistakes and misleading opinions and the other one will be an example of good writing, methodic problem solving and know-how. The students will be asked to read the content and follow the instructions given and see which one gives more clear instructions and helps to solve the problem (thus written by a professional) and which one is from an “amateur” who tries to help without much success.

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Task 2.2.Victor Cid Lesson plan UPDATED 2022

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a computer science VET teacher working in Amposta.
It's been 15 years since I began to teach and now I am looking for new experiences to enrich my life, like teaching using the CLIL method.
I like listening to and playing music, playing computer video games and I must admit that I am a little bit of a computer geek.

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1 - Remembering
Find out the different parts that make up a computer and Label them in a diagram. List the connectors used to join the different pieces. Name at least three different parts makers and Choose one model of each brand for each part.

2 - Understanding
Compare the performance of three different graphics cards using the performance analysis web site www.passmark.com
Explain the reason for this difference.
Compare the electric power needs of each one of the graphics cards.

3 - Applying
Make use of what we've been learning at class to assemble a personal computer from scratch. Choose wisely the different parts so that they match together.
Experiment with different configurations and see what happens.
Utilize online tests to measure the performance of the computer you've assembled.

3. (CLIL-GOAL) : To choose among different computer parts in a way that they are compatible, thus meaning that they can work together,
BY making use of, choosing, and experimenting with USING inherent vocabulary, comparatives, superlatives and language of agreement.

4 - Analyzing
Examine  the different computers that your mates have assembled and compare the results of the performance test you've all passed on them.
Analize and find which components are better and find out why sometimes the more expensive parts are not the more powerful.

4. (CLIL-GOAL) : To differentiate between different brands and major computer parts makers and its different price/performance relationship,
BY examining, comparing,  analyzing and making conclusions USING inherent vocabulary, comparatives, superlatives and language of agreement.

5 - Evaluating
Imagine you work as a computer technician and you have to assess three different costumers: one needs the computer for general purposes. Another needs the computer to do some scientific calculations and research. The last one is a compulsive gamer who wants to play all the day to AAA rated games.
Determine the criteria you will use to decide which parts are better for each customer need.
Estimate an approximation to how much will it cost a the computer you recommend them by doing a spreadsheet with all the costs reflected in it.

6 - Creating
Choose and combine different computer parts so as to construct a modded pc, by this meaning that you add to the gaming setup you've selected in the last step elements like led lights, liquid cooling, an special effects module, and maybe a special case and other things in order to make it look in a way that people who like modding will like it. Feel free to create whichever setup you want as you have no budget restrictions.
Discuss with your mates if this kind of modification adds something else than a "beautiful" look to an already perfectly working machine.

6. (CLIL-GOAL) : To choose wisely computers parts to create the best price/performance possible computer,
BY combining, constructing,  creating and discussing USING inherent vocabulary, comparatives, superlatives and language of agreement.

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1 - Encourage my students to express themselves regardless of what their level of English is.

2 - Wait until they are ready and feel comfortable about expressing themselves in English.

3 - Give my pupils the information as a comprehensible input so they can rise their motivation and self-esteem and reduce anxiety.

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1-Promote my students critical thinking by raising them tasks that make them go further.

2-Give the same importance to tasks requiring HOTS skills as to tasks requiring LOTS skills.

3- Try to promote their creativity by raising tasks that need creative solutions to be completed.

BLOOM’S TAXONOMY IN MY SUPORT CLASSES

Accounting

CREATING: Built with the rest of your class a phytonutrient’s book

EVALUATING: Explain at the rest of your class the most important about this phytonutrient (principal food’s resources and medicinal properties)

ANALYSING:  Examine the rest of information of your clasmatess

APPLYING: Organise a visual document and illustrate the most important characteristics of the phytonutrient.

UNDERSTANDING: Explain to your group the most important information about this phytonutrient (principal food’s resources and medicinal properties)

REMEMBERING: In groups of 3 select a Phytonutrient interesting for you

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1-When asking for activities to my students, to not give at first the solution but try to lead them towards it.

2-Encourage the students to interact with each other in order to improve their learning process.

3-Give them step-by-step instructions whenever they need to do something.