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Final Task - Teaching Unit - Sandra Gouveia (Final Version)

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Final Task - Teaching Unit - Sandra Gouveia (Final Version)

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Anabela Figueiredo (worksheet of final task TU)

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Anabela Figueiredo (worksheet of final task TU)

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Here's the worksheet to my teaching unit

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Worksheet about the text How FOMO Impacts Teens and Young Adults

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Let's volunteer for a day, by Ana Azevedo

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Let's volunteer for a day, by Ana Azevedo

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Some improvements to my original work. Thank you for the sharing of good practices! cheers!

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Obrigada pela oportunidade! Gostei muito de ter participado nesta formação!

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Template_teaching Unit Final Task Marta Villares

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Final Task - Teaching Unit - Sandra Gouveia

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Final Task - Teaching Unit - Sandra Gouveia

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My final task! See you soon!

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eTwinning Project "Cooking and development of intercultural awareness", by Sandra Gouveia

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eTwinning Project "Cooking and development of intercultural awareness", by Sandra Gouveia

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I have never participated in an eTwinning project but I would definitely like to create one with my students. I feel that the project that I have suggested would be beneficial to my students because of the development of their intercultural and transcultural awareness, as well as of their digital, linguistic and technical competences. The possible constraints would be some limitations as far as the use of technologies are concerned in our school, as well as some linguistic barriers when facing native speakers because for my students, french is their second foreign language. We would try to overcome these constraints sharing our difficulties with our eTwinning partners, as well as with our institutional structure.

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Suggestions to adapt the TU "Seeing is no longer believing. Deep fake videos", by Sandra Gouveia

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Suggestions to adapt the TU "Seeing is no longer believing. Deep fake videos", by Sandra Gouveia

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I would suggest the following activities that could make part of the above TU:
- Speaking activity - students could interview their peers (students from other classes, for example) on the topic. This way they would develop their communicative competence and share other points of view;
- Online research - students could do their own online research and present other examples of fake videos. They would improve their digital competences on doing online research and selecting information;
- Follow-up activity - besides producing a collaborative digital poster and/or infographic with tips to spot fake videos, students could also complete this task by exploring and presenting information about other internet dangers/risks.

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Thank you for the oportunity :)

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Final task_template teaching unit_Ana Freire

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ETwinning project "Sustainable Tourism", by Marta Villares

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ETwinning project "Sustainable Tourism", by Marta Villares

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I have heard about E-twinning projects, but since I am working with post-secondary students, I have not dealt with them directly. Nevertheless, there are many projects that allow the profile of my students to work with schools and students from all over the world and be able to collaborate and develop projects around different themes. And the project I thought about and prepared for this task is an example of what I could develop next school year.

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DiCELang_ Etwinning project Marta Villares

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Here's my final task :)

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MODULE 5 - TEACHING UNIT - Teresa Nunes-NEW

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My final task ...
See you!

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An example of a resource - The consequences of fake news, by Marta Villares Oliveira

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An example of a resource - The consequences of fake news, by Marta Villares Oliveira

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Here´s my final task! I really enjoyed taking part in this course. Cheers!

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MODULE 4 - TASK 2 - WORKSHEET - Teresa Nunes

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My suggestion to the Teaching Unit “Beauty online” is Alessia Cara’s song “Scar to your beautiful”, (2015) a very powerful song on the dichotomy between “inner and outer beauty”. The song focuses on body positivity, the importance of self-confidence and above all self-love: “You should know you're beautiful just the way you are”. The song is all the more relevant as it also addresses issues of crazy diets/starvation or eating disorders that affect many young girls.

The song has a simple yet powerful message: accept who you are, nobody is perfect, imperfections are ok, so we shouldn’t care about what the others think. It also promotes self-empowerment, self-reassurance, self-worth and above all the idea that beauty comes from within.

Bearing this in mind, I suggest a quick reflection on Confucius’ quote “Everyone has beauty, but not everyone sees it”, followed by a gap filling exercise to practise listening skills and a close look at the lyrics.

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eTwinning Project "Rethinking Europe", by Teresa Nunes

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eTwinning Project "Rethinking Europe", by Teresa Nunes

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RETHINKING EUROPE: What do young people aspire for the future of Europe? - I realise it's a bold project, but we should trust in young people's power to make a difference, show them we value their say, and above all, their ability to shape their future :)

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DiCELang_ Etwinning project - Teresa Nunes

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ADAPTED TU_Let’s take action! How to get involved in digital activism 1

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eTwinning project "Active citizenship in local communities", by Lucinda Bento

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eTwinning project "Active citizenship in local communities", by Lucinda Bento

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Module 3 - Task 1 - Adapt Teaching Unit - Teresa Nunes

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New activities/resources for TU "Teen dating and technology", by Lucinda Bento

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New activities/resources for TU "Teen dating and technology", by Lucinda Bento

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In the TU Teen Dating and Technology, step 3, instead of a virtual speed dating online, in breakout rooms, students could: create anonymous virtual profiles on a Padlet (as if in a dating platform); decide whether or not that profile would match the real person behind it; have class members interact with those profiles, based on their interests; and, eventually, get a response from the profile owner. In the end, the class could draw some conclusions about the reasons why the profiles got many/few/no reactions. Also, fake and real profiles would be revealed.
In step 4 of the same TU, alternatively, students could go on, working in groups, discussing the type of advice every teen should get if engaged in online dating. Later, they would watch Online dating and Teens - Expert tips and advice - YouTube and confirm/validate their ideas based on an expert's advice.

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Online dating and Teens - Expert tips and advice

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Media activism on desinformation, by Lucinda Bento

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Media activism on desinformation, by Lucinda Bento

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Suggestion for the TU "My Digital Hero", by Lúcia Paulino

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Suggestion for the TU "My Digital Hero", by Lúcia Paulino

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I would have the students make a presentation on a young activist of their choice (Project Based Learning)

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Here's my final task! Thank you for all the learning.

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An example of a resource - Información Falsa en Internet- Vídeos, by Ana Freire

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An example of a resource - Información Falsa en Internet- Vídeos, by Ana Freire

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As a Spanish teacher I suggest showing in class this video to foster awareness on this subject and help students to recognise fake news.

https://www.youtube.com/watch?v=RoBaPsoHNAM

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module 4  Add activity or resources to the Teaching Unit

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An example of a resource - Some interesting questions to explore on deep fake videos, by Lúcia Paulino

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An example of a resource - Some interesting questions to explore on deep fake videos, by Lúcia Paulino

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Some interesting questions to explore....

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This is not Morgan Freeman  -  A Deepfake Singularity

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Worksheet - Fake News (Linguahouse), by Teresa Nunes

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Worksheet - Fake News (Linguahouse), by Teresa Nunes

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The issue of fake news is indeed one of the topics discussed with Form 10 students as part of module 3 “Media and Global Communication”. Perhaps nor surprisingly students seem to be well aware of this reality as it continues to be widely discussed in the media. Consequently, they are developing a critical eye towards misleading information presented as news (“fact or fiction?”). The ideas presented in the teaching unit are very interesting! Here’s another interesting resource on the topic from Linguahouse.

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DiCE.Lang is a project within the ERASMUS+ Strategic Partnerships for Higher Education, a programme designed to develop and share innovative practices and to promote cooperation, peer learning, and exchanges of experiences.

The project DiCE.Lang is coordinated by the LMU Munich, Chair of TEFL (Prof. Christiane Lütge), and will be realized with partners from the University of Limerick, University of Latvia, University of Aveiro, and Siena Italian Studies. Together, these five institutions form the project consortium.

The aim of the three-year-project is to strengthen the profile of Digital Citizenship Education (DCE) vis-à-vis foreign language education. Thus, it seeks to empower younger citizens to participate actively and responsibly in a digital society and to foster their skills of using digital technologies effectively and critically.

In order to facilitate the implementation of DCE in curricula across Europe, subject-specific solutions are required which, at the moment, are still lacking. Therefore, this project will work towards a thorough adaptation of DCE principles and objectives into foreign language education.

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DiCE.Lang is a project within the ERASMUS+ Strategic Partnerships for Higher Education, a programme designed to develop and share innovative practices and to promote cooperation, peer learning, and exchanges of experiences.

The project DiCE.Lang is coordinated by the LMU Munich, Chair of TEFL (Prof. Christiane Lütge), and will be realized with partners from the University of Limerick, University of Latvia, University of Aveiro, and Siena Italian Studies. Together, these five institutions form the project consortium.

The aim of the three-year-project is to strengthen the profile of Digital Citizenship Education (DCE) vis-à-vis foreign language education. Thus, it seeks to empower younger citizens to participate actively and responsibly in a digital society and to foster their skills of using digital technologies effectively and critically.

In order to facilitate the implementation of DCE in curricula across Europe, subject-specific solutions are required which, at the moment, are still lacking. Therefore, this project will work towards a thorough adaptation of DCE principles and objectives into foreign language education.

Photo by John Schnobrich on Unsplash

The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant no. 2019-1-DE01-KA203-005712. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.

24.02.2022

All members of the project "Digital Citizenship Education and Foreign Language Learning" will reconvene in Limerick, Ireland, in March more

29.11.2021

Erasmus+-funded project DiCE.Lang goes public for the first time. A one-day teacher training event with keynotes and a workshop await! more

25.11.2021

New videos available more

All Messages

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DiCE.Lang - Digital Citizenship Education and Foreign Language Learning

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DiCE.Lang is a project within the ERASMUS+ Strategic Partnerships for Higher Education, a programme designed to develop and share innovative practices and to promote cooperation, peer learning, and exchanges of experiences. The project DiCE.Lang is coordinated by the LMU Munich, Chair of TEFL (Prof.