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Lesson procedure – STORY/POEM

1. Bring a story/poem

2. Read it to your students

3. Work on vocabulary

4. Group work

5. Scenario

6. Time: 2 weeks

7. Engage all students

8. Facebook group/Edmodo group

9. Youtube/Vimeo

10. School film festival

Video zapis autorskog pozorišnog komada pod nazivom "Maštu ima svako" učenika III-3

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МАШТУ ИМА СВАКО   III 3 из Баранде

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Znam da ovog modula nema u lekcijama. Ipak želela sam da prikažem rad mojih đaka. Pre četiri godine (dakle sa prethodnom generacijom) smo na osnovu njihovih ideja (priča) snimili pet obrazovno-vaspitnih serija na temu "Moj odnos prema drugima"
Ovde prikazujem  seriju "Moj odnos prema nastavniku" i iskreno se nadam da će ih neko i pogledati :-)
U mom obrazovno-vaspitnom radu upotreba videa nije novina, odavno je koristim baš iz tog razloga što sam shvatila da deca na taj način najlakše, najbrže i najzabavnije UČE!
POZDRAV za SVE!

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Bike ride – video project

Warm up questions:

1. Do you like      spending time outdoors?

2. Do you enjoy      riding a bike/jogging/walking?

3. Where do you      usually go?

4. Who do you      usually go with?

5. Have you ever      experienced anything unusual during your bike ride …?

LINK 2: Bike ride video

https://www.youtube.com/watch?v=_VLqgJ-wmhg

Lesson procedure – bike ride

1. Lead-in – your      personal story.

2. Warm-up questions.

3. Video watching –      what happened next?

4. Group work –      students think about the plot.

5. Group      presentation – speaking/vocabulary extension.

6. Grammar review – narrative      tenses.

7. Story reading.

8. Video project:      students record their own videos.

9. Time: 1 week

10. Group presentations.

11. Students vote      for the best videos.

12. Group work –      writing a story: What happened next?

Cyberbullying – music clip

´ Choose a song with meaningful lyrics

´ Set up a video project

´ Divide students into groups

´ Students prepare a scenario of a video which is based on the music clip

´ Help students with the scenes

´ Organise a film festival in your school and watch the final products together
Avril Lavigne – Skater Boy

https://www.youtube.com/watch?v=OPdMJEIp-Ds&t=8s

https://www.youtube.com/watch?v=OPdMJEIp-Ds&t=6s

ETpedia blog post – VIDEO PROJECTS

Read Magdalena’s blog post on using video projects with her students here:

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By Magda Dygala
Using technology in the EFL classroom has become widespread in today's educational environment. Belonging to a fast-paced generation, students can become dependent on electronic devices, such as tablets, mobile phones or digital cameras. So why not make use of them in the classroom?

A good way to motivate your students to learn a foreign language is to involve them in video projects. These not only foster their critical thinking and enhance their language skills but also increase students' efficacy. After a 2-year-long evaluation of using video projects with my secondary school students, I've noticed that they have a great influence on students' grades, motivation and engagement in problem solving tasks. Here are my 10 ideas for how you can use video cameras with your students.
1. Addictions

You can start your class with a video on addictions (or any other topic you choose).
A good idea is to choose videos available online which depict problems of addictions.
Students watch the video and answer the following questions:
- Who is involved?
- What is the problem in the video?
- Do you know anybody who has experienced the problem?
- What might be the causes of addictions? etc.
After watching the video divide students into groups of 4-5 and ask them to prepare posters illustrating the problem and giving a solution. Next all the groups present their posters and students vote for the best one. You can record your students giving presentations of their posters and later on watch the video together and give feedback. As homework ask students to prepare a scenario of a short spot (3-4 minutes) presenting the topic discussed during your class. Give them 2 weeks to prepare. Help them with the plot and language (e.g. set up a Facebook or Edmodo group).

You can see my students' video here.

The video was awarded 3rd prize in the video contest 'Say NO to drugs' organised by the local authorities.

2. A Band Interview

If you want to personalise your classroom and teach your students 21st century skills such as critical thinking, collaboration and creativity assigning a 'music video project' is the solution. Divide your students into groups and ask them to prepare a scenario for the video entitled: 'Band interview'. A music project can have a direct connection to your students' interests outside school. Introduce some funny objects that your students can use in their video, like a bucket, a pot or a broom which can serve as musical instruments or whatever they think of. My students' ideas far surpassed my expectations.

You can see my students' video 'Band interview' here.

3. A Story

Bring a story/poem to your classroom and read it to your students. Help students with any new vocabulary from the poem. Next divide your students into groups of 4-5 and ask them to think about the scenario of the video which is based on the poem. They are given 2 weeks to record a video illustrating the meaning of the poem. Encourage them to use costumes and realia. Students can also include a brief comment at the end of the video telling others what they have learnt from the experience.

You can see the poem 'Left on the shelf' from Jamie Keddie's 'Videotelling' book here and my students' video based on the poem here.
The video - 'Left on the shelf' - was awarded 2nd prize in the international contest 'Make a film' organised by ETprofessional.

4. A Coursebook Adventure

Ask students at the end of a school year about the topics they liked the most from their coursebook. They can choose one topic or several.
Students work in small groups and think about a scenario of a short video based upon these topics - 'A coursebook adventure'. Before their videos are produced, students can watch other students' videos as an example (if you do not have any videos, you can use mine).
While working on the project, encourage your students to communicate and exchange their ideas on a class Facebook or Edmodo group. Monitor students' work and give them any help needed in preparations for the video projects.

You can see my students' video on a 'coursebook adventure' here.
The video was awarded 1st prize in the international 'Headway Scholarship' competition.

5. A Magic Box

If you want your students to respond with their senses, bring a magic box to your classroom.
Put different objects into a bag or a box. They can be connected with the previous lesson, for example holidays, food etc. You can also choose noise-making items like a keyring or aromatic things like peppermint. Students close their eyes and go through every single item in the magic box. Next they work in small groups and discuss the objects. Students develop a story with the items from the box. You can play some background music (e.g. jazz or blues) to make them enjoy the activity more. Then open the magic box and show the items one by one to your students. Give them 20-30 minutes to prepare their stories and then record their presentations. Involving students in such activities allow them to spark their imagination and activate their emotional states.

You can see my students telling a story here.

A picture of the items from my Magic Box

6. Film Soundtracks

Start your class playing different film soundtracks. You can choose three different genres of music/film. Ask your students to listen to them and imagine the type of films they are from. Students are to write what they have imagined and share it with their partner. Next you can watch the original scenes from the movies.

Students work in small groups, choose a soundtrack and think about a plot of the video. They prepare the dialogues between the characters to match the type of music they have chosen. You can use your mobile camera or a digital camera to record their role-playing and later on watch the videos together to give them feedback and simply make them enjoy seeing their final products.

7. Advertisements

Bring some objects to the classroom and ask your students to work in pairs or small groups. Students choose one object and prepare a TV commercial of it. Record your students videos which can serve later on as a resource for other students to use in the future.

You can see my students' video here.

8. Mystery Skype Game

You can immerse your students in another culture by connecting with a school from a different country on skype. Students ask YES/NO questions in order to guess where the other students come from. When they guess the name of the country, they can exchange their ideas, talk about their hobbies, interests, school life, cultural differences etc. You can use a digital camera or your mobile to record them talking with other students. During the next class you can watch the video with your students to provide feedback and work on possible language problems that occurred during speaking.

Mystery Skype Game with Ukrainian students.

9. Pair Improvisations

If you want your students to stop being a class of clock-watchers waiting imaptiently for the end of the class then make them act spontaneously and improvise. You can give each pair a task and ask them to react spontaneously and use their imaginations to act out a dialogue.
Such activities expand creativity as well as boost communication skills.
Here are some examples of tasks:
- two friends who haven't seen each other for 5 years meet at the concert
- a girl/boy meets her ex-boyfriend/ex-girlfriend in the pub etc.
You can record your students performing the dialogues and later on watch the videos together.

10. Parody

As a start to the lesson you can engage your students by playing for example 'Romeo and Juliet' movie with sound only. Students listen to it and imagine who is involved. Stop the video at some point and ask students to work in pairs to share their ideas. Next ask students to listen to the next part of the film but this time they are to predict what happens next. As a follow up set up a video project, for instance 'A parody of Romeo and Juliet' and give your students some time to prepare it. Engaging students in video production not only fosters their problem-solving skills but also gives them the opportunity to collaborate with their peers.

You can watch my students' video here.

The most important thing: PRAISE YOUR STUDENTS on their hard work!

Magda Dygala works at the Kazimierz Pulaski University of Technology and Humanities in Radom, Poland and is also a teacher of English at the ZSO 7 Secondary School. She has written several other ETpedia blogs: take a look at '10 ways to teach English through music' and '10 ways to teach and revise vocabulary'.

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Using technology in the EFL classroom has become widespread in today's educational environment. Belonging to a fast-paced generation, students can become dependent on electronic devices, such as tablets, mobile phones or digital cameras. So why not make use of them in the classroom?

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Creating a video – tools and apps

- Moovly

- Dvolver

- Kizoa.com

- iMovie

- Video

- Openshot.org

- Wevideo.com

- Get-puppet.coiosApp

- Windows Movie Maker

Free mobile apps for special effects

Creature FX

Action Movie FX

Quo Movie FX

Creating photo slideshow with music for free using freemake.com

´ 1. Download free slideshow maker
2. Add photos
3. Add music
4. Set final settings
5. Make a slideshow with music

´ Watch the final product together in class

´

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Download here free Freemake slideshow creator. Kindly note that it can be installed only on Windows-based PCs with Win Vista or higher versions. Save the installation file in any browser and launch it. To install the tool correctly, you should be connected to the Internet.

Choose a folder where you want to install the software and wait till the installation process completes. By default, the app will start automatically. In case you want to use it later, deselect the option to run the utility at the end of the installation.

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Make Photo Slideshow with Music + Free & Fast Maker & How-to

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Download here free Freemake slideshow creator. Kindly note that it can be installed only on Windows-based PCs with Win Vista or higher versions. Save the installation file in any browser and launch it. To install the tool correctly, you should be connected to the Internet.

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Vrste video projekta:

Reklama
Dokumentarni film
Video zapis
Prikaz realne situacije
Pripovedanje
Animacija
Priča/ Pesma
Film iz razreda
Opera
Parodija
Intervju

Video zapis INTERVJUA iz 2016. Mojih đaka i tadašnjeg domara čika Cvete

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O чика Цвети

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Faze stvralaštva:

Postavite temu
Ко / gde / kad / šta?
Pripremitescenario
odredite kostime / rekvizite
odredite glumce - talente
Uključiti sve učenike
Odrediti i vođu tima

Priča:

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Video projekti:

' Ljudi  bolje zapažaju vizuelno, jer pomoću slika pronalaze smisao. Den Paterson ističe da učenici generalno imaju kratku moć pažnje. Zato su video projekti odličan način za vrednu interakciju sa mlađim đacima.  Jer su onda više motivisani za rad.
Zašto treba koristiti video projekte?
- zbog motivacije
- zbog inspiracije
- zbog razvitka veštine 21 veka
- zbog razvijanja veštine za upotrebom tehnologije
- zbog kritičkog mišljenja
- zbog rešavanja problema
- zbog udruženog učenja
- zbog mogućnosti istraživanja i pronalaženja kreativne strane kod učenika
EKOLOŠKA Bajka - rad učenika III-3

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Da bi znao da izvedeš projekat uspešno do kraja-svaki segment mora biti PRECIZNO JASAN!

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skills from 4C
U svakom planiranju projekta treba uzeti u obzir 4 važne već pomenute veštine za 21 vek. Kreativnost, kolaborativnost, kritičko mišljenje, komunikacija.
Čas u prirodi ispunjava sve ovo-zar ne? Projekat je ispunjen kroz više dogovoreni jasnih i sjajno isplaniranih aktivnosti.

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Zadaci
What activities can students do during project-based learning?

1. Mini lessons

2. Workshops

3. Discussions

4. Written responses and reflections

5. Research

6. Creating a model

7. Labs

8. Experiments

9. Simulations

10. Creating/Adding to a final product

Final product  3.9.1

Presentation of learning 3.9.2

Module 3.9.3 izbor Projekta
Ovo je jedan od naših uspešnih  projekata

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Другарска песма :-)

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Pitanje- zašto radiš to što radiš i gde te to vodi?

"Writing the driving question is one of the hardest parts of an effective PBL." I agree. When I am constructing a DQ for a PBL project, I go through many drafts. It's only now, after implementing many projects and having coached countless teachers that I consider myself adept.
For the teacher: A DQ helps to initiate and focus the inquiry. Remember the project shouldn't be trying to solve the world's problems. Instead, it should be a focused action, and focused inquiry; the goal is to ensure the students are focused. The teacher needs to help focus the teaching and learning, and the driving question help with that.
It also captures and communicates the purpose of the project in a succinct question. When reading the driving question, the teacher and student should be clear on what the overall project is as well as its purpose. Also for the teacher, it helps to guide planning and reframe standards or big content and skills. I will say more about this later, but the driving question should not sound like a standard reimagined in the form of a question. Instead, use the driving question to reframe the standards in ways that are accessible to both you the teacher and the student.

For the student ultimately, the driving question is for the students. It creates interest and a feeling of challenge so that even the most reluctant student thinks, "Hmmm, I guess that sounds kind of cool."

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How to Get Projects Off to a Good Start

Uzbuđeni smo naravno kada god počinje sa realizacijom naš dobro osmišljen projekat!

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Ovo je plan kako kreirati projekat

1. Na početku je potrebno odrediti vremensku odrednicu za ispunjenje predviđenih aktivnosti projekta.
2. Svaki deo koncepta svog plana projekta treba osmisliti MUDRO.
Jasnih pravila fokusiranim na kvalitet učenja tokom projekta, uz poštovanje Blumove taksonomije.
3.deo čini upotreba adekvatne tehnologije kako bi produkt projekta bio zadovoljavajući. Treba rešiti nedoumicu: da li imamo koristi od multimedija ili ne? za napredak u obrazovanju. Da li treba koristiti samo kompjuterom ili i internetom?
4. Potrebno je voditi evidenciju, pratiti plan edukacije tokom realizacije projekta. Valja postaviti očekivane ishode projekta. budite specifični, originalni, svoji, kreativni!
Naravno procena evaluacija- rada je POTREBNA!
I funkcionalna tabela bi trebalo da sadrži sledeće podatke:
-POČETAK PROJEKTA
-TOK REALIZACIJE
-OSTVARENI DEO PROJEKTA
-DOBAR PRIMER
-REZULTAT- ZNAČAJ PROJEKTA.

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Module 3.3                                A PBL project must be integrated and multidisciplinary.

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Module 3.3                                A PBL project must be integrated and multidisciplinary.

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U mojoj zemlji se kaže "kamen po kamen-palača; zrno po zrno-pogača", dakle sistemom korak po korak svaki problem se rešava i na taj način  edukativni smisao oplemenjuje nastavni proces. Da, u svemu je dobro početi od malog da bi kasnije pokrenuo lavinu. Reči koje upućujemo đacima takođe moraju biti takve, kako bi im pomogli da sebe izgrade u dobre, vredne ljude.

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Vrlo važne veštine za budućnost deteta-škola nas ne uči praktičnim stvarima, a to je da razvojamo životne veštine komunikacija  i kako da se izborimo sa procentima u bankama,  jer neće svako dete ići na fakultet a život je život!

Here’s what I would love to see changed. What do you think?

1. Classes for important life skills — money management, interpersonal communication, miscellaneous psychology, habits, goals, etc.

2. Incorporation into existing classes — in math, talk about smart credit card usage to avoid freaking 18% interest rates, how to build credit, how to pick the right health insurance, why new cars are a horrible investment, etc.

3. Start teaching this sooner than college. Not everyone goes to college, but everyone needs to know this stuff.

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Upoznajte se sa 4 veštine važne za naš obrazovni sistem i  podučavanje đaka.
KOMUNIKACIJA
KOLABORACIJA
KRITIČKO MIŠLJENJE
KREATIVNOST

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Razlika između savremenog i tradicionalnog učenja 

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Razlika između savremenog i tradicionalnog učenja 

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1. Module

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Važno!
Interesantan ali ne i nepoznat način učenja (rada) sa đacima.
Padlet jeste zanimljiv alat za "vođenje dnevnika rada" ali ih ima još i vrlo rado ih koristim ( istih, sličnih panela).  Idemo dalje!

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Each research has a slightly different list of skills. However, all are agreed that four skills are necessary to teach.

Collaboration and teamwork

Creativity and imagination

Critical thinking & problem solving

Communication

We cannot prepare the students for college and workplace without helping to build these skills in them. Students will not be able to successfully succeed in the global economy without these skills. The approach to learning “project-based learning” is the most adequate method of teaching by which; we not just prepare students to solve problems in the real-world and face challenges, but we can also successfully build these skills.

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Šta je- PBL and STEAM Education:

When we integrate arts in STEM, it becomes STE(A)M. So STE(A)M is the integration of Science, Technology, Engineering, Arts and Mathematics. In my opinion STE(A)M is the most natural fit by which students can take more interest in learning. The best pedagogy to teach STEM or STE(A)M is project-based learning.

Here is why?

1.) Real-World, authentic problems, and contexts
STEM and PBL philosophies both focus on this specific facet of preparing students for life after school. In order for students to be ready to solve the complex challenges and problems that exist in our world, they have to have had the opportunity to practice doing so. This is true whether students pursue a career in a STEM field, the arts, or in the humanities. Requiring students to engage with rigorous problems that have not been contrived for the sake of arriving at one correct answer is key in building their capacity to think critically and problems solve out in the real world.
2.) Interdisciplinary approach
One of the hallmarks of STEM education is that students no longer study and practice science, math or engineering in isolation. Rather, teachers are now asked to engage students in thought-provoking work that requires them to utilize and make connections among their learning. In similar fashion, the goal of PBL in modeling real-world problems and challenges is to get students to begin to understand that issues in the real-world are rarely connected to one single subject. Students need to be proficient with academic content and skills across the curriculum, and both PBL and STEM focus allow students opportunities to develop this interdisciplinary view of their learning and of the word.
3.) Skills needed for success in the workplace
While the definition provided for PBL defines it more explicitly, one of the main goals of both a PBL and STEM approach to learning is that students leave schools prepared with the skills they need in the workplace; or, to quote Tsupros, Kohler and Hallinen, the skills needed to “compete in the new economy.” Being able to apply what you know to solve problems is important, and being able to collaborate, communicate, innovate and think critically are equally necessary to ensure long-term success. Both approaches hone in on helping students develop the 21st century and future-ready skills they need to live, work and interact successfully in today’s modern landscape.
.............
Based on the commonalities we can see here, it is in schools’ best interest not to treat these initiatives as separate entities, but to recognize that the changes in teaching and learning called for by each is the same. PBL provides a framework of instructional strategies and content practices which can be applied and used within STEM or any content area of choice. As teachers shift their classrooms and instructional practices toward a project-based approach, they will more naturally be able to utilize complex, interdisciplinary STEM projects as the focus of these experiences.

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Sarađujemo, izgrađujemo, povezujemo, istražujemo
Welcome to "Learning to Innovate" MOOC

Introduction to MOOC: The MOOC “Learning to Innovate” aims to implement project-based learning in classrooms and promoting STE(a)M education through project-based learning. This MOOC is free of cost and designed for primary, middle and high school teachers. However, it is not restricted if preschool, college and university teachers or parents want to participate. The MOOC also aims to achieve “Quality Education”, one of the 17 sustainable development goals by the United Nations.

The course includes four modules;

1. Introduction & importance of project-based learning (PBL) and STE(a)M

2. Introduction and importance of 21st-century skills

3. Designing a PBL project

4. Implementing a PBL project

5. Additional module for editing and making videos by Magdalena Dygala.

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Module 2-4
“life skills”
Negujte i u ŠKOLAMA životne veštine. Znanje ne treba da se bazira samo na suvoparnostima već i na rešavanju svakodnevnih nedoumica a vezanih za ekonomiju i snalaženje u novim neizvesnim kontaktima sa drugim licima.
Neki nastavnici su zbog neostvarenih ideja o školstvu napustili svoju profesiju, jer ŽIVOT je jedno a znanja koja se stiču u školama nemaju sa stvarnim situacijama mnogo.
The question does not only lie on whether this curriculum is outdated but on the practically and utility it presents in the 21st century. Is the material being taught put to use in the “real world”? If no, they why do we learn it? Are schools lazy that they refuse to change to what seems to have been “working” so far? When I finished school, the math I had learned seemed to be completely unrelated to the math I was intended to use in my daily living. Did I know how to write a good CV? Not really. However, I did know how to write a critical essay on Lord of the flies.

We cannot really blame it on the teachers. There are good teachers and there are bad teachers but unfortunately, they seem to all be stuck in a bad system. Hence, why many teachers leave the profession because the teaching methodology , assessment criteria, and overall curriculum does not fulfill the expectations they had of changing the world when they commenced teaching. Some teachers aim to teach life skills or incorporate it into a fun lesson and they are promptly reminded that it isn’t part of the curriculum. I was one of those teachers. My students were hungry and eager to learn life skills. They asked me to teach them. They said the curriculum was boring. This made sense. They want to learn about the world that they see and experience every day.

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Module  3.2.
How to get a project idea?

Ideje za projekat ima svuda.
Mi se bavimo zaštitom životne sredine kroz razne zgodne aktivnosti -radionicu reciklaonicu (reciklaža), sadimo cveće, uređujemo učionicu, školsko dvorište i  neposrednu sredinu ,humanitarne aktivnosti sprovodimo kroz pomoć drugarima, prikupljanjem neophodnih sredstava (školskog prbora, garderobe, obuće, igračaka, kao i plastičnih čepova za naš UPIK- udruženje paraplegičara i kvadriplegičara).
Svaki uočen problem kroz neki od malih školskih  projekata rešimo. Do sada smo imali desetak sjajnih projekata gde smo poboljšali i međuljudske odnose i emocije prema drugima,....želja nam je da se tako nastavi i u starijim razredima.

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Module 3.1.
“Children are the curriculum”

DECA čine najvažniji deo svih edukativnih programa obrazovanja!  Mi učitelji ih podučavamo ali i oni nas mnogo čemu mogu i jesu naučili!

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Projektovali!
Module  2.2.

4 C

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Nakon učenja važan je i odmor