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Activity design with digital apps: area, description and assessment

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Activity design with digital apps: area, description and assessment

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Brainstorming, either with the goal to remember fand reaply concepts from previous sessions, or to explore interests, already known ideas (right, partially right, or wrong), curiosities and doubts - to advance in the current session.

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Vygotsky's ideas, combined with Jerome Bruner's scaffolding approach: the teacher becomes a guidance resource to expand the limits where students on their own could not reach.

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Learning by doing and developing critical thinking

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Learning by doing and developing critical thinking

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By experimenting, learning from their own and their peers practice, from their mistakes and successes - relating that practice and skills in development, with an acquisition of technical knowledge, both theoretical and practical, shows a better performance in their learning curve.

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Consideration of different cognitive levels in a same exercise or practical task

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Consideration of different cognitive levels in a same exercise or practical task

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As students have different rates of learning, as well as they find themselves developing or having developed different levels of cognitive skills, we should adapt each task to ensure a base cognitive level is being worked - as well as higher levels are being challenged. All towards helping students become more competent in a future society.

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Bloom's taxonomy and its cognitive levels

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Bloom's taxonomy and its cognitive levels

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Bloom's taxonomy as cogwheels in an interworking system

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Bloom's taxonomy as cogwheels in an interworking system

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Using comprehensible input as tools for a language acquisition design

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Using comprehensible input as tools for a language acquisition design

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Using pictures, knowledge of the world, and objects and material from the topic in development, as teaching aids - to introduce new language.

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Understand that language acquisition is made up of different stages

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Understand that language acquisition is made up of different stages

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Speaking does not belong to the first stages of language acquisition - it is the result of listening, picking up, understanding and linking comprehensible input.

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The Language Acquisition Device in our brain and its inputs

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The Language Acquisition Device in our brain and its inputs

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In order to let all the comprehensible input reach the permeable areas of our brain, to retain, comprehend and develop it - we must ensure that there is not a filter that impedes such input to reach its destination.

We have to offer an environment that allows the learner to be motivated, have self-confidence, and have low levels of anxiety.

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Find and list the emissions that come out from an internal combustion engine, being pollutant and non-pollutant.

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Categorise the previous found emissions, into pollutant and non-pollutant emissions, discussing which ones would be the only result of an ideal combustion, and which ones are products from a real combustion.

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Illustrate the already found and listed emissions, relating them to the byproducts that we can see and suffer, both as drivers and pedestrians.

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Examine the different anti-pollution systems built on petrol and Diesel engines.

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Experiment and test the effect of the different anti-pollution systems built on petrol and Diesel engines, through an Exhaust Emissions Analyser and a Diagnostics software.

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Design in groups of three members, a diagram that covers the emissions generated by an internal combustion engine, and the anti-pollution systems that reduce each pollutant. Each system must show its variants, main components and how they reduce such emissions, in practical terms.

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Didactic sequence: Fuel combustion and its pollutants

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Didactic sequence: Fuel combustion and its pollutants

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Chosen scaffolding ideas, and examples of their applicability (Task 3.1)

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Chosen scaffolding ideas, and examples of their applicability (Task 3.1)

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Activity design with ICT apps (Task 3.2)

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Activity design with ICT apps (Task 3.2)

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