Enseñar & Aprender Inglés en Escenarios Educativos Mediados por las Tecnologías Digitales: Final Outcome by Veronica Mailhos

Part 1: Choose any activity you have already planned and carried out in your classes during the pandemic. Post it as you have originally assigned it to your class. Look for your name, and add it in your column.

veronicamailhos — 2021-10-04 01:33:38 UTC

Please, state the aim of the activity, target students’ age and level, and the content you were dealing with. Explain briefly the context, scenario and modality when your students worked on that and the results you observed.

Part 2: Redesign the same activity applying the concepts we have seen at this training course.

veronicamailhos — 2021-10-04 01:35:11 UTC

Reflect on the following question:

How can pedagogy be redesigned and technology be applied to enhance your students' learning while doing that activity?

Guidelines for Pedagogical REdesign

veronicamailhos — 2021-10-06 12:56:59 UTC

Guidelines for Pedagogical REdesign - PDF format available for download

veronicamailhos — 2021-10-06 12:58:15 UTC

Hello! It's wrong! My name is KARINA and my surname, CAMBARIERI

2021-10-07 00:49:33 UTC

Part 1

vane_reyes307 — 2021-10-11 13:30:25 UTC

This activity was the final task in a short unit about famous people and their achievements. It was targeted at second-year students and its main aim was for students to introduce significant figures who had been the first people to achieve something ever. Before this final task, students had worked with two brief texts, a short radio interview and video about several historically important people, their basic personal information and achievements. This work took place last August, when the group was still divided into two separate bubbles attending lessons every other week. Students worked individually; firsts, they were expected to research about famous people and their achievements at home; then, at school, students worked on the writing task itself. Finally, they handed in the final outcome in Google Classroom.

Part 2

vane_reyes307 — 2021-10-11 14:00:10 UTC

This task can be easily modified to fit some of the concepts we have discussed in this course. Instead of writing isolated sentences, the final outcomes can be published in a collaborative timeline (padlet.com) in which each student have to investigate and share the same information from the original task but in a more interactive way. An online timeline gives students the chance to add audiovisual resources to their productions, as well as interact and comment their peers’ work. What is more, students are not only expected to share their work, but also to go over other productions in order to create original entries to the collaborative timeline.

I think the modifications introduced to this task can be carried out in different modalities (hybrid, face-to-face or remote teaching; synchronous or asynchronous learning) and they even boost interaction, collaboration and creativity.

Part 1

alanhernandez1 — 2021-10-11 14:37:36 UTC

In this case, the aim of the activity was to write an opinion essay after reading a short text in which the author states an opinion about something givinf his/her arguments, reasons and statistics. The level was 6th juniors: young teenagers from secondary school (16, 17 year old students). We were practicing our writing skills and they had already written short texts, reviews, etc. so the next step was an opinion essay. This activity was carried out online and they had a whole class (an hour and a half) to write an essay starting from the short text at the beginning. Results were good but not too much. I noticed that maybe some more help was needed, or perhaps more context for the activity was required. We had already analyzed an essay from our student's book so I thought that maybe it could be a good idea to add it in the same activity, as well as some interactive videos.

natiturismo — 2021-10-11 17:34:02 UTC

Part 2

alanhernandez1 — 2021-10-11 19:36:44 UTC

So in this case a model of an opinion essay was included so as to guide the students during the process as well as an explanatory video. Moreover, links of contrast were added so they could have a clearer idea of how to organise ideas. As regards the pedagogical design, it is suitable for the learners, it helps them develop their own opinion and autonomy towards certain topics and also work collaboratively as in the first activity.
As regards content, it has been expanded and it includes more language vocabulary, it develops the four macro skills and helps learners to learn how to learn. It develops communicative competence since they will debate on their opinions using their own arguments and the topics contemplate our current reality. Motivation is present in the sense that the activity allows them to be creative and also it gives them the freedom to choose any topic they consider relevant.
The use of technology is also present since students must go through an online document which they will have to edit and use a guide to see pictures, click on links and write their own assignments.

leandrohtroncoso — 2021-10-12 13:43:19 UTC

During the pandemic I had to continue with the student's book, which was being carried out in the English planning at school.
One of the activities students did, were to practice retelling a story from two points of view.
Age: 15
Level 3rd seniors.
Content: Grammar narrative tenses
Teacher: Leandro Troncoso

The modality work was synchronous and asynchronous.
They had online classes. And also had activities to do weekly.
The scenario was 100% virtual. They worked with Google Classroom.

The productions were good but the participation was not.
Only 7 of 23 do that activity.

Part Two

leandrohtroncoso — 2021-10-12 15:11:48 UTC

From the current training; I would use a padlet to carry out this activity.
The assignment would be slightly modified, assigning one column for every four students in order to complete the story collaboratively.
The work methodology would substantially change the results and the participation.
The use of a collaborative tool would improve a lot the performance of the task.

eugemardir — 2021-10-12 22:22:02 UTC

Aim: Telling and asking the time (oral and written form)

Target students: 7th grade students

Age: 11-12 years old

Level: Elementary school

This activity was designed to work for two weeks, since the modality used in my school was to deliver booklets with activities for students to solve every 15 days. We did not hold virtual lessons.

The results of this activity were positive, since all students submitted their work in written form.

Redisigned Activity

eugemardir — 2021-10-12 22:36:34 UTC

• In order to add technology meaningfully and to make the activity in which they originally had to draw the hands of each clock more communicative and collaborative, I would use “Blendspace” (sample: https://www.blendspace.com/lessons/_x1ZhKUwdgWhgQ/telling-time) for the students to solve in writing the time of the published clocks and allow them to self-correct (replying with comments) if they have found any mistake in the answers of their companions.
• For the final activity were they originally had to write what the children in the images were doing, I would ask my students to record themselves saying 3 sentences about the activities they do and specifying the time in which they do them.

yanisan4 — 2021-10-12 22:59:19 UTC

PEDAGOGICAL REDISIGN

TEACHER: SANCHEZ YANINA ANDREA

STUDENTS’ AGE: 10-11 YEARS OLD

GRADE: 5^TH FORM

PUBLIC SCHOOL: “TALLER DE HORA MÁS”

TIME: 90 MINUTES PER WEEK

CONTENT: SCHOOL OBJECTS-NUMBERS 1-20

MODALITY: EMERGENCY REMOTE TEACHING

I THINK THAT THE ACTIVITIES DESIGNED WERE APPROPIATE FOR THAT SPECIAL CONTEXT THAT WAS THE PANDEMIC SITUATION. AT THAT MOMENT STUDENTS DIDN´T HAVE INTERNET ACCESS, WE ONLY DELIVERED ACTIVITIES AT THE SCHOOL BLOG, AND LATER ON WE STARTED GIVING LESSONS VIA ZOOM. THE ACTIVITIES HAVE CLEAR AIMS AND GOALS, TO INTRODUCE AND REVISE SCHOOL OBJECTS, TO REVISE NUMBERS. TO MY MIND, LOOKING AT THE ACTIVITIES, THEY MAY NOT IGNITE STUDENTS´CURIOSITY AS THEY DIDN’T HAVE TO LOOK FOR INFORMATION OR DESIGN SOMETHING, THE ACTIVITIES WERE VOCABULARY ACTIVITIES, THE TASKS WERE NOT CHALLENGING AND THE TECHNOLOGY WAS NOT PRESENT AS THESE ACTIVITIES WERE NOT MEANT FOR THE WHOLE YEAR, I MEAN WE DIDN´T THINK ABOUT TECHNOLOGY BECAUSE THE ACTIVITIES WERE MEANT JUST FOR APRIL( WE DIDN´T THINK THAT THE COVID-19 WAS SO DANGEROUS AND WE THOUGHT THAT WE WOULD BE AT SCHOOL IN THE NEAR FUTURE. WE DIDN´T HAVE THE KNOWLEDGE OR THE NECESSARY TOOLS TO WORK WITH TECHNOLOGY. NEEDLESS TO SAY, SOME PARENTS WERE RELUCTANT TO HELP TO THEIR CHILDREN BECAUSE OF LACK OF KNOWLEDGE, THEY DIDN´T KNOW HOW TO MANAGE THE SITUATION, HOW TO HELP THEIR CHILDREN.

IN ACTIVITY N° 1 (A AND B), SS HAVE TO LOOK AT A POSTER AND THEN TO CIRCLE THE CORRECT OPTION, INSTEAD OF LOOKING AT THE POSTER, I SHOULD HAVE SHARED A CANVA VIDEO OR POST A LINK IN YOUTUBE PRESENTING THE VOCABULARY.

IN ACTIVITY N° 2 STUDENTS HAVE TO COUNT THE SCHOOL OBJECTS, I SHOULD HAVE MADE GOOGLE SLIDES WITH DIFFERENT OBJECTS OR AN INTERACTIVE ACTIVITY WITH THE GAME: I SPY WITH MY LITTLE EYE.

IN ACTIVITY N° 3 AND 4 ° SS HAVE TO DRAW AND RECOGNIZE THE VOCABULARY , I SHOULD HAVE MADE AN ACTIVITY IN WHICH SS HAVE TO SHOW THEIR SCHOOLBAG, WITH A VIDEO MADE WITH THE CELLPHONE (A SPEAKING ACTIVITY).

THEN SS HAVE TO DO TWO MORE ACTIVITIES RELATED TO THE NUMBERS ( 1-20), I SHOULD HAVE CREATED A GAME WITH WORDWALL.NET FOR THEM TO PRACTICE OR IN EDUCAPLAY, IT MAY BE MORE ENTERTAINING.

IT SEEMS TO ME THAT THE ACTIVITIES THAT I HAVE PROPOSED NOW SPARK LEARNERS’ CURIOSITY, THEY HELP LEARNERS DEVELOP THEIR DIGITAL LITERACY, THEY INCLUDE MORE COMMUNICATIVE ACTIVITIES, THEY ARE MORE UP-TO –DATE ONES, STUDENTS LEARN HAVING FUN.

Part 1

2021-10-12 23:40:02 UTC

This activity targeted fourth-year students being their level pre-intermediate.

We were revising past simple and past continuous tenses and the aim of this activity was to encourage students to apply the concepts learned and to check understanding of the topic applying it in different contexts.

Students worked on this activity at schools during a face-to-face lesson.

The activity was the following:

Students watched a video about the movie The Pursuit of Happiness and completed some sentences about what the main character did or was doing.

As there is no internet connection at schools,I sent the video to my students via Bluetooth so they worked using their phones. They were given the possibility of working individually or in pairs.

They found the activity entertaining and enjoyed it a lot. I believe they feel motivated as they all completed the task successfully.

At the end of the lesson we checked the activity on the board.

I found it difficult and it took some time for me to send the files to the learners so I think that it would have been better for students to carry the task at home where they have internet connection.

Part 2

2021-10-12 23:40:24 UTC

The video can be included in a presentation using Google Slides, Blendspace or maybe Padlet.. Students watch the video and complete the activity there.

There could be another video with other scenes from the same or another movie. Students watch the video and write sentences describing the scene. They can work collaboratively and read their partners' comments in order not to repeat the sentences.

In that way students will be more active as they will have the chance to create,not only consume content.

Part 1

aldiialvial13 — 2021-10-13 00:15:30 UTC

Since the middle of August, I have been working with a group of children from 11 to 13 years old. As they are beginners, we started working with the verb to be and subject pronouns. They work with a booklet prepared exclusively for 7th grade. When the topics were more or less clear, they were asked to write a short paragraph about themselves but also about a friend. The aim of this activity was to put into practice the content seen before.

Part 2

aldiialvial13 — 2021-10-13 00:22:05 UTC

Considering the pedagogical design and with an eye to implementing a technological aproach, I have decided to create a Padlet for the different groups (I have got three bubbles). They sent me their pieces of writings and I posted them on padlet.
Despite the fact that this app is fantastic as you can upload multimedia material, it would have been interesting to use Book Creator as well.

mploayza86 — 2021-10-13 13:23:33 UTC

Part 1: The following work was developed both from virtuality and in the classroom, the material was provided at all times both in paper and digital format. They were accompanied at all times by the teacher if good results were observed and especially the teacher-student interaction.

mploayza86 — 2021-10-13 13:25:27 UTC

Part 2: In this redesigned work, I inserted the technology and use of netbooks part, they love working with this material and we would do in my opinion a class out of the routine.

Carolina

carolina_axs80 — 2021-10-13 20:56:05 UTC

PART 1
During 2020 I worked with my students with weekly activities and online classes. In the activity above students revised vocabulary related to food and the structure LIKE/ DON’T LIKE.

This activity was prepared for 3º year secondary students and during online classes some of them were excited to learn new vocabulary and how to express likes and dislikes.

The great majority of students received all the weekly assignments and the different links to join each class but only a small group of them were able to cope with all the requirements.

Those students who carried out the activity did it successfully and only a few needed extra teacher’s assistance and guidance.

LIKE AND DISLIKES ( FOOD AND DRINKS)

carolina_axs80 — 2021-10-13 22:25:50 UTC

PART 2

carolina_axs80 — 2021-10-13 22:26:43 UTC

This written assignment can be redesigned by using PADLET. Every student will have their names in a column and they can share in his/her space their likes and dislikes as regards food. They can also add images of the food they like and the food they don’t like or they can share photographs of their daily dishes during lunch or dinner time.

Every classmate can participate by giving their peers emoticons about their choices of food. I think everybody will feel very glad to share their views.
then , we can vote "the best menu of the padlet" and make a mural with the most voted ones.
It is so attractive for my students to post about their personal likes and dislikes because they can use emojis to communicate their opinions. They can develop their originality in a PADLET, using photographs to share their favourite meals.

They interact with their classmates by expressing their feelings and it is a fantastic activity to get to know all their peers more.

The final step in this activity will be an election. Students will answer a poll in Google Drive and we will find the winner meal.

PEDAGOGICAL REDISIGN PART 1

lucialulalagos — 2021-10-14 01:32:48 UTC

TEACHER: Lucía Lagos.
STUDENTS’ AGE: 10-11 years old.
GRADE: 5th form.
PRIMARY SCHOOL: Tomás Espora n° 179 “Taller de una hora más”.
TIME: 40min. per week.
CONTENT: Body and hair styles.
MODALITY: Virtual lessons (via Zoom).

In this activity we had to read each sentence that described a type of person according to their hair style and they had to find that character in the pictures above, and then write the correct name next to each sentence.
For this class I did a zoom meeting with my entire 5th grade group. So we were completing the activity together (I read the sentences and they told me which character it corresponded to).

PEDAGOGICAL REDISIGN PART 2:
Thinking about the redisign of the activity, I would have used a tool such as Blendspace or Wordwall (in the latter tool you can create games, such as simulating a television contest to carry out the activity in a more playful and interactive way). I would also have made them read the sentences, something that I did not do in the original class since from the moment we connect until we get down to work, the 40 minutes of virtual class pass very quickly.

matildenicola77 — 2021-10-14 04:02:13 UTC

"In the middle of every difficulty lies opportunity" (Albert Einstein)

Part 1

gonzalorenanoemi30 — 2021-10-14 14:27:53 UTC

This was an activity thought for 4th year students (They were between 16-17 years old)
At that time of year we were working throught Mi escuela virtual platform and via zoom.
The aim of the activity was to read a text in the present simple tense and complete the exercises given. By doing this kind of activities they were developing their reading comprehension.
The results were good, only a few students didn´t hand in their homework because they didn´t have internet connection

2021-10-14 15:34:33 UTC

PART ONE: Activity taken from: Cuadernillo de saberes 7^mo grado

Aim of the activity: To revise vocabulary related to animals.

Target students: 7th grade students.

Age: 11/ 12 years old.

Level: elementary.

Content: vocabulary related to animals.

Context: The activity was carried out online with the students from two sections. Students have the “cuadernillo de saberes de 7mo grado”, from el Ministerio de Educación, to be guided while having zoom class. Students were engaged during the class but due to lack of devices and difficulties with internet connection, there were many absences.

Scenario: synchronous learning.

Modality: virtual via zoom classes.

2021-10-14 15:35:00 UTC

PART TWO: Redesign the same activity

Applying the concepts we have seen at this training course I can conclude that according to the pedagogical design, the activity might be more challenging. From my point of view, the activity was designed as asynchronous learning, but as we were in the middle of the pandemic, I´ve chosen to deliver the class as synchronous learning to offer students guidance.

This activity deals with interdisciplinary knowledge, not only language because helps learners how to learn. During synchronoulsy learning we help our students to be more independant with their own learning process. The whole process was quite challenging, but I hope we could give students the necessary tools to commit with their learning process and to became more prepare to the secondary school.

The activity itself was fun and engaging because before doing the activity, there were showned images and short videos with the vocabulary. After that, students created their own quirky animal.

According to the technology, I assumed that was meaningfull and enhanced teaching and learning because students and teacher learnt from each other. There were so many things to explore that we enriched ourselves with our knowledge about tecnology (mainly apps).

Part 2

gonzalorenanoemi30 — 2021-10-14 16:17:09 UTC

Redesigned activity
This activity already includes language vocabulary, grammar and communicative functions, but it can be redesigned by adding a listening exercise instead of just reading. Students can follow the text meanwhile they are listening to it.
And as a final task, I would like students to participate in a padlet´s board writing about how they can organise their homework, and working collaboratively with their peers.

lavero8551 — 2021-10-14 19:11:07 UTC

PART 1

During the pandemic, I carried out this activity. The aim was for Ss to identify the different parts of the house and the objects which appear in each in order to make up sentences with this information. The target Ss’ age was 14-15 years old and the level was Pre A1 Starters (CEFR). The content we were dealing with was there is/are in the context of “My House”. We were working in “bubbles” modality, with 15 Ss in each bubble at school. The results I observed was satisfactory in the sense that Ss needed to start working with their mates within the classroom. They seemed eager to work on groups again and share information. I know that working on a single piece of paper was not that appealing, but I used the resources I had at hand at that time.

lavero8551 — 2021-10-14 19:52:25 UTC

PART 2

I would modify this activity using the resource Padlet. I would reformulate the instructions: “Draw on your notebook your own house, with the corresponding divisions (kitchen, bathroom, etc.). Take a picture of it and upload it to Padlet. Then, on that wall, describe your house writing “there is/are”. For example: in the kitchen there are four chairs and one sofa”.

In this way, by using their creativity and drawing their own houses, pedagogy can be redesigned to enhance my Ss learning while doing this activity. It would help learners develop autonomy and self-regulated learning in the sense that Ss know their houses and they would feel eager to investigate how to write in the L2 “cocina, dormitorio, etc”, “en mi cocina hay 4 sillas y un sillón”. As regards content, this activity includes language vocabulary, grammar and communicative functions.

Besides, technology is our ally and it can be applied in our activities to foster Ss’ motivation. Padlet is a wonderful and attractive tool and Ss wouldn´t find it difficult to use and that is a plus point. So, using Padlet, I would use technology meaningfully in order to enhance teaching and learning (remember that we as Ts also learn while designing and redesigning our activities).

PART 2 - EDITED

2021-10-14 21:03:20 UTC

Hello, again! After our synchronous class I had a clearer idea of how to adapt my lesson. So in this case I post my adaptation again but with some other changes according to the requested task. I tried to erase PART 2 that I uploaded some days ago but I couldn't. I hope you can see this new part 2 (FINAL VERSION) AND CONSIDER IT AS THE ORIGINAL FINAL VERSION. (please discard part 2 that is published before this message).

Well. Let’s start again. From the beginning of the adaptation:

A model of an opinion essay was included so as to guide the students during the process as well as an explanatory video. Moreover, links of contrast were added so they could have a clearer idea of how to organize ideas. As regards the pedagogical design, it is suitable for the learners, it helps them develop their own opinion and autonomy towards certain topics and also work collaboratively as in the first activity.
As regards content, it has been expanded and it includes more language vocabulary, it develops the four macro skills and helps learners to learn how to learn. It develops communicative competence since they will debate on their opinions using their own arguments and the topics contemplate our current reality. Motivation is present in the sense that the activity allows them to be creative and also it gives them the freedom to choose any topic they consider relevant.
The use of technology is also present since students must go through an online document which they will have to edit and use a guide to see pictures, click on links and write their own assignments and FINALLY, they will post their assignments on a collaboratively mural (PADLET) in which they all will share their productions and each student will give feedback to his/her classmate by saying if arguments were clear enough in each essay and also if they agree or disagree with the chosen topic. I also posted a picture of the PADLET in the PDF file so you can see it.

NOTE: This task was supposed to be done just by using one activity but in this case I decided to redesign the whole topic (writing an opinion essay) in order to give more tools and options to the task, apart from including online tools and technology.

Part 1

mlauraj86 — 2021-10-15 00:16:28 UTC

This activity was aimed to revise the simple present tense in the affirmative and negative form (all pronouns). We had already taught the adverbs of frequency and the prepositions used with different time phrases. We asked students to write routine sentences without repeating the verbs. The sentences must be about themselves and about someone else. This activity was carried out in 3rd year at a public school and students were 14-15 years old. The unit was called "Your day" and it revised more routine verbs, the adverbs of frequency, revision of the time and the prepositions used with time phrases. We designed the activity, we uploaded the activity in the school platform, then a week later we met our students via Meet and there we explained them the activity. One of the teachers shared her screen and the other teacher was supposed to explain the activity and do an example. Then, students had to provide another example collaboratevily. They could use their microphones or write their ideas on the chat. Students had 2 weeks to hand in their work. During the virtual meeting students got the explanation together with the teachers' support in case they had a doubt. The results weren't so good. Students made many mistakes because the used the same verbs or they used state verbs.

farinanadia — 2021-10-15 00:26:40 UTC

Part 1: This activity was for my 2nd level students (beginners) they were 7 or 8 years old. This activity was carried out during the lock down period in 2020. It was really difficult because they are to Young to work alone, anyway families did the best they could and it worth. It was designed to practice verb to be questions and short answers, toys vocabulary too. It was November, so the main idea was to revise the structure.

Part 2

farinanadia — 2021-10-15 00:32:24 UTC

If I have to redesign the activity, I would use multimodal tools, it can be multiple choice worksheets, for example live-worksheet, or virtual games like word-wall, suggesting "true or false" activities or "read the question and choose the correct option" with scores and a final speaking task in a zoom meeting. I can see that now I have many useful tools that I can use in a final technological assignment.

Part 2

mlauraj86 — 2021-10-15 01:17:30 UTC

To redesign this activity, I would use wheelofname.com. I'd create a wheel with the students' help during a virtual meeting. I'd ask them to provide proper names, routine verbs (images), auxiliaries, adverbs of frequency, etc. to create the wheel. While students provide the words, the teacher could reinforce the topic. For example, if students say "always" the teacher could revise where the adverbs go within the sentence. Once the wheel is ready, the teacher would name students and those students would make a sentence with the words they got in the wheel. The idea is that students could work together in groups and they could get points if the sentence is gramatically correct. Another possibility is to give students the chance to create their own wheel with the words they like or with verbs related to the pandemic (e.g. wash my hands). The idea is that the activity relates to their real life or with the routine carried out during the pandemic. Once students have provide the sentences orally, they could write the sentences on a padlet. They would have a column with their names and they could write the sentneces and add an image support for those sentneces.

In this game, I had to say a color and a geometric shape and students had to look for an object with those characteristics in 20 seconds. Those who look for more objects were the winers. This was an activity designed for 4th grade students, 9 and 10 years of age. Last year, we were working via Meet. The aim of the activity was to revise colors, objects and geometric shapes and with this activity my students were developing listening comprehension. The results were great because all of them felt motivated to play the game.

celestesapag — 2021-10-15 01:24:11 UTC

marianelapmk — 2021-10-15 01:29:38 UTC

I´ve made some changes after the synchronous class explanation. This is the correction of PART TWO:

Applying the concepts we have seen at this training course I can conclude that according to the pedagogical design, the activity might be more challenging. From my point of view, the activity was designed as asynchronous learning, but as we were in the middle of the pandemic, I´ve chosen to deliver the class as synchronous learning to offer students guidance. To redesign the activity I may choose a hibrid learning, so I can combined face to face learning qith students attending classes and the remote ones who can catch up asynchronously.

I´d include gramar and some communicative activity to complement the exercise, to help students to builkd the four macro skills. This activity deals with interdisciplinary knowledge, not only language because helps learners how to learn.

The activity itself was fun and engaging but I will add some flashcards and short videos with the vocabulary. After that, students will créate their own quirky animal to give the learnes the chance to be creative and open their minds.

According to the technology, I assumed that was meaningfull and enhanced teaching and learning because students and teacher learnt from each other. I would investigate to find an app or technological tool to integrate the four skills and also to give students the chance to be creative and develop their creative thinking.

This activity can be redesigned by including an authentic audio, that is, a native speaker. Then, students can choose emojis in a paddlet´s board where they have to express how they felt while they were doing this listening activity. In that way, all their emotions will be shown to the rest of the students to check who felt the same feelings towards the activity.

celestesapag — 2021-10-15 01:36:28 UTC

Part 1

karinalaurenz2021 — 2021-10-15 13:22:54 UTC

Homework: to create a photo collage to narrate a short story and then, explain it orally in an online class.

Aim of the activity: to promote creativity and narrate a story through images and short sentences or phrases.

Students’ age: 22 years old

Level: Intermediate

Content: previous knowledge on how to narrate a story both written and spoken.
Not specif topic, grammar or vocabulary area. Integrated skills

Context: online class with 2 students which aim to learn English to use it in their working field of graphic design.

Results: the results were great! They were really creative and they only used some phrases to describe each part of the story because they also used descriptive images. Later, in class, they had to narrate it orally and they could do it really well.

My students' projects

karinalaurenz2021 — 2021-10-15 13:26:12 UTC

My students' projects

karinalaurenz2021 — 2021-10-15 13:26:40 UTC

Redesign of the activity

karinalaurenz2021 — 2021-10-15 13:34:27 UTC

I would make students work in pais BUT they will have to use another tool such as Genially or Padlet. The aim this time is that they work COLLABORATIVELY.
(I don't think FotoJet allows this).
To use a platform, they can narrate the story by recording themselves in Zoom, for example.

Part 1

skiel165 — 2021-10-15 13:34:43 UTC

This activity was targeted for students of First year in secondary school. They are 13 years old and we were working with the verbs "Have/has got". The aim of the activity was for them to differentiate when to use one or another. We were also working with the negative forms of this verbs, so they could express when they have or haven't something.
They worked on this activity during the pandemic lockdown, and this was asyncronous activity sent to them to work at home.
Then we made a review and group correction of this activity in the zoom class.

Part 2

skiel165 — 2021-10-15 13:54:09 UTC

One of the tools I really liked was Playposit. I would use it with the video because is an awesome tool to include the fill in the gap activity after every scene but with some options to choose. So they could see their progress after every step. Of course before giving them the activity I would take some time to teach them how to use this tool and how to work with it.
And to make the review of this activity, I thought about the tool "Blendspace" and Zoom. In zoom we could make a Synchronous class and devide the class into little groups (Now that I have learned that :). Using Blendspace I will post in every secuence a photo of an scene of the video. Then I will ask every group to write a phrase using "Have/has" in the comments, describing something that is happening in the scene. For example: "Mr. Bean has a red car".

PEDAGOGICAL DESIGN AND REDESIGN

rociosanabria00 — 2021-10-15 14:27:45 UTC

^Teacher:^{Rocio Sanabria}^{Students' level:}^Elementary^Goals:^{-To enhance reading comprehension skills -To develop students' communication abilities -To learn new vocabulary and grammar structures}^Content:^{An extract from Book "English File" -Past Simple Tense: regular and irregular verbs.}^Modality:^{Online Lesson -Zoom}^Motivation:^{-To give students the opportunity to use and be exposed to the second language. -To improve not only language skills but listening skills. -To be able to speak with their peers and work collaboratively. -To do activities by themselves.
PART I
In order to introduce the Reading, I showed them a picture as a brainstorming activity so as to activate their background knowledge. I asked them questions while proving some examples. Then, I made a virtual tour of the text so as to show them a table of contents and the glossary. Another technique I used was an outline to scaffold comprehension. After finishing those presentations students read the text (individual activity) and then, they completed all the activities. For example, they had to complete with the correct verb, reformulate and answer questions, highlight verbs from the text. By the end, we corrected the activities altogether.

PART II
With all the new information , tools and resources I've acquired during this process, I'll redesign this class by making the activities differently. For instance, students can make oral discussions by writing sticky notes in Jamboard, and then we can correct them altogether. Also, they can practice vocabulary and structures by ordering some phrases using one of the resources. Or make short videos talking about what they like most as regards the text. We can use interactive presentations with Mentimeter.}

Part 1

teacherjohanna62 — 2021-10-15 16:57:42 UTC

Aim: have a little fun while doing the interactive activity and develop listening, reading and writing skills.
Students' age: 14/15
Level: Beginner
Content: Names of animals, parts of the body and physical descriptions
Context: I assigned this activity in 2020 during lockdown at the beginning of May. Students liked the activity, but many of them couldn't do the interactive activity due to lack of internet access so they got a bit upset. I explained to them that If they couldn't do it, it was OK and that they could do the following activities.

Part 2

teacherjohanna62 — 2021-10-15 17:06:40 UTC

I think I should add a final activity in which students can develop the writing and collaborative skills and also their imagination. I would use Paddlet and the assignment would be to create their own imaginary animal and share a drawing or collage on Paddlet and write a short description of it. Through such activity, I think, students would use technology purposefully and, perhaps, they would feel more motivated to do it.

YANINA SANCHEZ

veronicamailhos — 2021-10-15 18:22:45 UTC

PEDAGOGICAL REDISIGN

TEACHER: SANCHEZ YANINA ANDREA

STUDENTS’ AGE: 10-11 YEARS OLD

GRADE: 5^TH FORM

PUBLIC SCHOOL: “TALLER DE HORA MÁS”

TIME: 90 MINUTES PER WEEK

CONTENT: SCHOOL OBJECTS-NUMBERS 1-20

MODALITY: EMERGENCY REMOTE TEACHING

I THINK THAT THE ACTIVITIVITIES DESIGNED WERE APPROPIATE FOR THAT SPECIAL CONTEXT THAT WAS THE PANDEMIC SITUATION, AT THAT MOMENT STUDENTS DIDN´T HAVE INTERNET ACCESS, WE ONLY DELIVERED ACTIVITIES AT THE SCHOOL BLOG, AND LATER ON WE STARTED GIVING LESSONS VIA ZOOM. THE ACTIVITITIES HAVE CLEAR AIMS AND GOALS, TO INTRODUCE AND REVISE SCHOOL OBJECTS, TO REVISE NUMBERS. TO MY MIND, LOOKING AT THE ACTIVITIES, THEY MAY NOT IGNITE STUDENTS´CURIOSITY AS THEY DIDN’T HAVE TO LOOK FOR INFORMATION OR DESIGN SOMETHING, THE ACTIVITIES WERE VOCABULARY ACTIVITIES, THE TASKS WERE NOT CHALLENGING AND THE TECHNOLOGY WAS NOT PRESENT AS THESE ACTIVITITIES WERE NOT MEANT FOR THE WHOLE YEAR, I MEAN WE DIDN´T THINK ABOUT TECHNOLOGY BECAUSE THE ACTIVITIES WERE MEANT FOR APRIL. WE DIDN´T HAVE THE KNOWLEDGE OR THE NECESSARY TOOLS TO WORK WITH TECHNOLOGY. NEEDLESS TO SAY, SOME PARENTS WERE RELUCTANT TO HELP TO THEIR CHILDREN BECAUSE OF LACK OF KNOWLEDGE, THEY DIDN´T KNOW HOW TO MANAGE THE SITUATION, HOW TO HELP THEIR CHILDREN.

IN ACTIVITY N° 2 STUDENTS HAVE TO COUNT THE SCHOOL OBJECTS, I SHOULD HAVE MADE GOOGLE SLIDES WITH DIFFERENT OBJECTS OR AN INTERACTIVE ACTIVITY WITH THE GAME: I SPY WITH MY LITTLE EYE.

THEN SS HAVE TO DO TWO MORE ACTIVITIES RELATED TO THE NUMBERS ( 1-20), I SHOULD HAVE CREATED A GAME WITH WORDWALL.NET FOR THEM TO PRACTICE OR IN EDUCAPLAY, IT MAY BE MORE ENTERTAINING.

PART 1

cpallone77 — 2021-10-15 18:58:25 UTC

Aim: to write a letter giving personal information.

Students’ age and level: 1st year of secondary school (13-14 years old), elementary level.

Content: personal information, vocabulary related to food, sports, music, colours

Modality: during the pandemic we sent the activities to our students through the school blog. They carried out the tasks and then sent them us via email. We also offered some Zoom lessons but only 5 - 6 students connected to them and sent them videos to practise pronunciation.

Results: I think that at that moment the activity was according to the students´situation as most of them didn´t have access to the Internet. So we had to think of activities that could be done without conectivity.

The results were good but there wasn´t interaction between them.

PART 2

cpallone77 — 2021-10-15 18:59:15 UTC

According to what we have been studying in this course, I would use Padlet as a technological resource. Maybe they could write a short presentation about themselves and add some pictures to it. In that way, they would interact and make comments (ask questions, react to others’ preferences, agree or disagree, etc). Another option could be to upload a short video of themselves making a short presentation.

2021-10-15 19:08:32 UTC

Heartbeats in Quarantine

andreasalamanca775 — 2021-10-15 21:07:54 UTC

Let´s make a coment!(Te invito a dejar un breve comentario de esta época, eligiendo alguna de estas sugerencias) Puede ser en Castellano o en Inglés.
-FEELINGS(Sentimientos)
-HOPES( Esperanzas o deseos)
-THINKINGS(Pensamientos)
-DREAMS( Sueños)
-NEW EXPERIENCES(Nuevas experiencias)
-MEMORIES(Recuerdos)
-SUCCESSES(Logros)
-CHALLENGES(Desafíos)
AIMS: empower my Ss to write and talk about things that were happening. To be connected to their mates.
Ss' AGE and LEVEL: 7th grade at Primary School (11, 12 and 13 years old)
CONTENT: Introduced Let´s (function) and combined it with a digital skill (Padlet). Build up Community culture.
CONTEXT: The worst months of the Pandemic, most of the students missed relatives and friends.
SCENARIO: Hybrid or fully remote plans
MODALITY: only ON LINE(Remote) lessons

Heartbeats in Quarantine: PART 2

andreasalamanca775 — 2021-10-15 21:53:11 UTC

Let´s listen these Pandemic chronicles!
They´re children from The USA and they are sharing their lives in Quarantine.
Do you share the same .......
-Feelings ?
-Hopes ?
-Thinkings ?
-Dreams ?
-New experiences ?
-Successes ?
-Challenges ?
-Memories?
Let´s make a short video, a podcast or write a comment to post on this padlet!!
I´LL BE WAITING YOUR ANSWERS !!
BYE !

Part 1

marianelaurrutia79 — 2021-10-16 01:13:18 UTC

Aim: To revise and practise vocabulary and structures used at the workshop.
Ss' age: 14 / 15 years old
Ss' level: A1 + (3rd year at secondary school)
Content: Vocabulary about tools and the use of the Simple Present (3rd person singular)
Context: These Ss go to a technical state run school. When they finish school, they graduate as electronic technicians. That's why in English, Ss work with topics connected to their field of study. The present activity was part of a practical assignment I sent to Ss during the second wave of the pandemic this year. The teaching and learning modalities were synchronous (via Zoom meetings) and also Ss worked in an asynchronous way by completing different activities at home.
Before giving the activity, I had introduced and practised with Ss the topic about tools and the Simple Present in class. However, some of them were not able to attend the online lessons due to lack of internet connection or absence of motivation. This was observed in the results since some Ss completed the task successfully and others didn't do it.

Part 2

marianelaurrutia79 — 2021-10-16 01:30:09 UTC

Considering all the issues discussed in this training course, I would redesign my activity by implementing certain changes.
First of all, I would include a follow-up task. Once Ss write the sentences, I would ask them to work in pairs using a video platform or whatsapp to communicate. Ss would have to role-play a situation at the workshop, pretending one of them is John (the person in charge of the tool storeroom) and the other would be a student asking for different tools. In this way, Ss would have to use the sentences they wrote before to ask and give information about John's tools. This will give Ss a purpose and it will also become more meaningful and similar to a real life task. Ss will also benefit from working collaboratively, helping and learning from one another. This will enhance motivation, as well.
Finally, I would ask Ss to share their dialogues with the rest of the class by uploading a video or an audio file on a Padlet wall. In this way, they will be able to see their partners' productions too.

matildenicola77 — 2021-10-16 04:14:44 UTC

Part 1: This task contains five activities that are designed for students to learn to introducing themselves using personal data.

karinacambarieri — 2021-10-16 06:30:11 UTC

Contents
-Welcome greeting: HELLO
-Parting greeting: GOODBYE
-Name/Surname
- I am ...(how and when we use I am...)
-The colours.
-The numbers.

The task is planned based on the axis of the first steps of communication. For this reason, they must first learn to greet, recognize the name and surname and know the uses of the first person with the present tense: I AM, also the numbers to tell the age and the colors.
They liked this activity very much, more than all the crosswords. The use of I AM to respond to various things such as: name, origin, emotional state and above all AGE caught their attention.

In my school the English workshop is taught only for 7th grade students. Homework is intended for students who are just learning a new language. Most of them have never attended English classes before. For that reason, there are parts that are written in Spanish.
In the first stage I prefer to alternate between Spanish and English. Then, I gradually implement the English language until they get used to expressing themselves in English.
This activity was developed last year, I uploaded it on classroom so they can edit it. Also uploaded videos with explanations. But before uploading it to classroom we had virtual classes through MEET to explain the contents.
I like to plan playful and colorful activities so that my students can complete them with enthusiasm. In this way the students have fun and learn.

Part 2

karinacambarieri — 2021-10-16 08:05:39 UTC

Last year I only knew about the classroom platform, therefore most of my students learned through it and some did not dare to use it. They refused to do so because they were unaware of its use and others because they did not have devices and internet in their homes.
Today I know several platforms, I hope to be able to apply them with my students but it depends if they all have devices and internet.
Regarding the changes that I would make in the activity of part 1, I would add activities related to art, in the case of colors and problem operations with numbers. Now that I know more technological tools, I can plan other types of activities.
I think the best way is by creating playful activities. Most of the boys love to play on the computer. They are very expert in all kinds of technological games, so you should go that way so that they learn and complete the tasks with enthusiasm.

Part 1

2021-10-16 14:04:10 UTC

Aim of the activity: identify present continuous in context
Target students´ age: 2nd year of high school (13-14 years old)
Level: elementary
Content: present continuous and vocabulary of police genre.

part 2

2021-10-16 14:12:59 UTC

According to what I have been studying and reading in this course, I would use blenspace or padlet as a technological device. Learners could write a different end for the short story and add some opinions and images about it. These tools allow students to interact with their classmates and teachers. Another option could be audios trying to use the gammar structure and vocabulary.

2021-10-16 17:17:22 UTC

Part 1
Teacher: Daniela Obreque
Student's age: 16 / 17 years old
Level: Elementary
Aim:
- To present new vocabulary items connected with accidents at the school workshop or work
- To revise modal verbs of possibility
- To foster students' ability to give warnings of emerging risks
Lexical Content: slip – start a fire – get an electric shock – fall (off ) – extinguish an electric fire - trip over sthg - get blinded - get poisoned - get burnt - break a leg - cut (your) hand
Grammar Content: modal verbs may, might, could to express present or future possible accidents
Context: This activity was carried out during remote emergency teaching. We had synchronous lessons via Google Meet once a week. Our lesson lasts 80 minutes. Students carried out the activities without any difficulty and took part actively while correcting them online. The activity was uploaded later on Google Classroom in PDF format for students who were not able to take part in the online lesson.

Part 2:
Taking into consideration autonomous learning and students' active participation in their learning process, the exercise on vocabulary could be reformulated by using Google forms so in that way students' critical thinking is fostered. Students are familiar with the vocabulary in their mother tongue since they know which the safety rules are when working at the School Workshop.
Regarding the other two exercises, the use of Google Slides for Ss to share their answers seems more appropriate to enhance their participation and collaborative work.
A statement which I read in this course and resonates in my head is technology is our ally. The pandemic helped me overcome prejudices concerning the use of technology in my lessons. Last year I was reluctant to virtual teaching at first because I lacked the technological devices to do my job and the knowledge of how to deal with the different tools to readapt and redesign the activities. Nobody taught us how to use them. We had to learn it all on our own. At present I have completely changed my mind and become aware of the importance of developing students' digital literacies. Technology is here to stay and it's our duty to provide them with all the necessary tools to have access to the labour market in the near future.

ferreyragladis05 — 2021-10-16 22:25:23 UTC

Part 1

The context:It was for virtual classes, the activities were sent through explanatory videos or photocopies, because not everyone had connectivity. The students also sent their activities solved through photos, videos or photocopies. Activities were sent weekly. The feedback was sent by the WhatsApp group or zoom.

Topic: I INTRODUCE MYSELF.PERSONAL INFORMATION PROFILE

Objective:Promote communicative situations to strengthen the use of the foreign language English. Get started in the techniques necessary for making short presentations oral to be carried out in front of peers and teachers individually.

Activity taken from: Cuadernillo 7mo grade.
Target students: 7th grade

Age: 12 y 13 Level: 4
Contents: Life personal and Social. Give information personal.
Work with contents of the ESI. Right to an identity: name and surname.
Propose a challenge "MY FHOTO IN THE PHOTO FRAME."

The results that work:They were very satisfactory because the students in general carried out the proposed activities by sending audios or videos of their personal presentation. In addition, in the challenge, the participation of the students' families in the design and elaboration was observed.

Part 2

I would redesign the activities by using technological tools such as Padlet, to make a collaborative mural in which each student writes their personal presentation and can insert a personal photo. So everyone could see the personal profiles of their colleagues, and know the likes of each one, birthdays, names, they could also interact with each other by leaving comments or suggestions.

I consider that pedagogy could be redesigned using technology because, this tool would allow them to work more autonomously, since each would have to share their personal profile. You can also use Jamboard Blendspace or a game like Scratch to innovate the classes and make the students learn the contents of the foreign English language in a fun way.

Final Outcome by Marina Landa

2021-10-17 02:32:42 UTC

The use of technology in redesigning this activity enhances students' learning by just not only allowing them to learn English but also getting the grip on new tools which they might need in the future.

What is more, going through these fun and interactive ways of revising topics provides students a more fertile environment for meaningful learning.

All in all, it provides students with the possibilities of learning a new tool, learning at their own pace and of being able to remember these items of knowledge for they have been meaningful to them.

solmartinez438 — 2021-10-17 03:37:23 UTC

Part 1: “Verb to be”
Age of children: 12-13 years old - 7th grade of primary school.
In the virtual mode, 2 activities were sent per week for the pupils to do. Once a week we had a "Meet" with the students to explain the topic. And in addition to this, in the PDF that was sent they could also find an explanation of the topic that was seen.
During the pandemic, and in virtual mode, it was very difficult for students to send in their activities and not many responses were obtained.

solmartinez438 — 2021-10-17 03:40:22 UTC

Parte 2:

In this case, I would give a presentation by Jam:
https://jamboard.google.com/d/1ZDUiaTjUU2roPHGEm08mX917c02sP2FuqcRLOeztUt0/edit?usp=sharing
and I would guide the first class on the subject in a more didactic and fun way by means of a game so that it is easier for the students to understand the subject we are going to deal with.
https://wordwall.net/es/resource/9516189/verb-to-be

2021-10-17 11:59:20 UTC

rovaleriacarabajalot2 — 2021-10-17 12:06:22 UTC

marianaebellina — 2021-10-17 17:12:12 UTC

Vanesa Dominguez _Part 1

vdvanesadominguez — 2021-10-17 17:20:44 UTC

Part 2

vdvanesadominguez — 2021-10-17 18:38:04 UTC

nadiarobledoingles — 2021-10-17 19:44:57 UTC

Part 1
The activity I have chosen is one for learnes in the 5th year at a scondary state school. This activity was included in a written assignment where students were presented with the gramatical structure “Be going to”. In this last task, students are asked to make plans for their lives after Covid-19. This was a mixed –ability class, as you may see in the answers shown in the picture, there is one learner who doesn’t conjugate the verb To be so he comes up with sentences like: “I be going to go to the cinema.” Another student writes the first person singular in lower case “i am going to go outside.”There are also some answers with –ing verbs after going to: “I am going to skating.”and there are also some students who answer correctly.

Technology is just used to deliver content but it doesn’t demand students to collaborate or create content. Learners in this class not only have different language levels but also varied skills for technological tools and access to internet. Those students who couldn’t edit answers in Google Classroom, scanned their handwritten homework instead.

The aim of the activity was for them to use “Be going to” in sentences on their own. Although it could have been designed to cater for well-being, social and emotional development, the purpose was to use a grammatical structure correctly. Clearly this task is not embedded within a meaningful context and language is used mechanically.

nadiarobledoingles — 2021-10-17 19:54:48 UTC

Part 2
The original activity will have two parts now. First, the use of Padlet. Second, the description of feelings and plans after lockdown. Students have to write sentences, read what their classmates have written and comment or like their answers.

I have redesigned the activity in two parts. In this activity I used the tool Padlet. Technology here will be used not just to develop content, but as a meaningful tool to enhance learning. Students will learn to use the app, in the synchronic lesson and they will also get a link with the tutorial to help them with the use of Padlet. Taking into account that some students don’t have internet connection, the task can be delivered in PDF format as well.

As regards motivation, It is engaging for students to speak about their feelings. Although they may feel shy, in this activity they have to use emojys, which is their form of communication, together with specific vocabulary(adjectives to describe mood).

The redesigned activity offers a learning experience authentic for these unsettled times. Learners are asked about their future plans after lockdown. The use of the gramatical structure is necesary in this context but the aim is different. Students still have to write the sentences, but they can also develop their creativity in a collage, using images to express themselves. So language here is used in a meaningful context and it helps to develop communicative competence because students are telling others what they are going to do after quarantine. They have to interact with each other, so it can be said that this task caters for emotional and social well- being and it is an affective activity. To finish this activity, instead of just checking gramar mistakes, I will make wordcloud with all the adjectives and sentences students have came up with to show them their final outcome.

https://padlet.com/nadiarobledoingles/ofrz5wcbyzlwwyqs

Part 1

2021-10-17 21:29:30 UTC

This activity was designed for students in secondary school,in first year. They are between 12 and 13 years old, they are beginners. It was designed to practice the use of the verb TO BE (with a little help on the right as regards the use of the verb).The activity was uploaded in Classroom, when students were coming to school in three different groups and all the work was done virtually. Feedback was done through emails or classroom.

Part 2

2021-10-17 21:40:31 UTC

After having worked with all the tools you have shown to us, I would redesign this activity including Mentimeter, First I would have a synchronous lesson, I would share the sentences in the previous exercise (part 1)one by one, in Mentimeter for them to answer online,so as to make the work more collaborative and appealing,since we would be using technology to practice what they have learnt. This would give me the opportunity to check mistakes and confusion as regards the use of AM-IS-ARE. And they would finish the lesson hopefully with not so many doubts as they did in the first activity.

leticarieber — 2021-10-17 21:56:37 UTC

The activity I have planned and carried out during pandemic was printed in booklets in which students had to solve it during a period of time,and then returned them to be checked .They had to read the instructions carefully,then make the bookmark and stick it.
The results were positive;they could resolve the task without difficulties and make creative bookmarks.

leticarieber — 2021-10-17 22:08:39 UTC

The activity is redesigned applying the concepts I have seen at this training course.
Instead of reading instructions printed on a paper,I would use Playposit to make the activity could be engaging,fun and estimulates curiosity. Playposit allows us to select the video http://www.youtube.com/watch?v=swkZgQl9c34 and enrich it with questions,images or a multiple choice establishing during its duration a series of pauses for students to solve,inquire or reflect on it.It would be more interactive.

After making the bookmark ,I will use Padlet;the students will take a photo and upload it to share with the peers.They will have to comment about what they thought of their partners bookmarks,the proposal,feelings...

The students could develop different macro skills in an interesting and motivation way.
Using these digital tools they will be able to participate,it gives learners the chance to create,not only to consume ,content.
The activity is suitable to students' age and language level and helps learners develop autonomy and self-regulated learning.

PART 2

marianaebellina — 2021-10-17 22:50:09 UTC

During 2020 one of the schools where I worked, didn't adopt any virtual classroom so the activities where organized in folders in a DRIVE and the links were shared through Facebook. The activity I shared is a revision activity I prepared for the beginning of 2021 in which I expected students to revise all the activities they didn't do the previous year.
Even though we didn't have a virtual classroom, I think I
manage to create plenty of activities full on links. In fact, I thought of them
as the so called WEBQUESTS: they went on solving the activities with links to
sites, tutorials, or my own folder to find the information to complete the
tasks.
I used LIVEWORKSHEETS, WORDWALL, EDPUZZLE, FLIPGRID, PADLET,
JAMBOARD, GOOGLE SLIDES, QUIZLET, QUIZZES.
If I had to redesign this activity, I would start by the
rubrics and I would turn the final activity into a cooperative activity Using
Jamboard:
Retell Gru's morning routine with photos or screen captures
from the video, using JAMBOARD
1. Teacher inserts a picture representing each of the moments
in the video.

2. Students insert stickers describing the scene: they shouls use present simple, time expressions, connectors and previous knowledge.

3. Students work in groups of four.

4. The activity may be done during a synchronous class as a final activity.

5. Students present their work to the rest of the class to practice speaking skills.

Part 1

vanecitabontempo28 — 2021-10-17 22:52:15 UTC

Aim: 1) To give students the opportunity to use the foreign language to write a short biography about a person who is important to them.

2) To provide a suitable context for students to use the models and vocabulary on biographies we worked on previously.

Course: 4th year - Secondary school

Students’ age: Adults (20 to 40 years old)

Level: Pre-intermediate/Intermediate

Content: Past simple - Regular and irregular verbs - Vocabulary on life events - Dates

Context: The activity was carried out in 2020 so students worked on it at home. We didn’t have virtual lessons because most of the students didn’t have internet connection but we did communicate via WhatsApp, Gmail and Facebook. This was the last activity in the year. It says "English section" at the beginning because it was part of an interdisciplinary task. I worked with the Language and Literature teacher. The instructions were in Spanish so that students could clearly and easily understand what they had to do, especially taking into account that they had to work on their own at home.

Scenario: Asynchronous online teaching/learning

Modality: Emergency remote teaching - offline/asynchronous mode

Results: Students’ productions were great. They found a lot of information about the people they chose and they selected the most relevant pieces to write in the biographies. It was a meaningful and emotional activity for them because they had to talk about people who were important to them. Unfortunately, not all my students did the activity.

PART 1

paulaivanaalvarez — 2021-10-18 00:40:23 UTC

Level: Teens Intermediate
Age: 13/14
Content: Future/ Giving advice
Context: online classes via Meet
This was an activity I carried out during an online class. They completed it, answered the questions and shared it. They enjoyed listening to their classmates productions and ideas. Also they gave advice to their peers.

vivianacaceres — 2021-10-18 00:40:46 UTC

PART 1 : The aim of the activity was to identify vocabulary related to jobs and professions in this era. I selected a very interesting newspaper article in spanish and It was designed for a group of adolescents at a technical school. We worked through classroom modality.
PART 2:
Taking into account all the new information , tools and resoures we've been dealing with during this course , I'll re design this lesson using padlet. Students will work collaboratively and read their partner's comments and share their opinions and likes about their future jobs or professions.
That will be an active and motivating way of learning apart of having the chance to choose a decision for their future careers.

I think my name is not here in group 3

padagon1982 — 2021-10-18 00:42:31 UTC

Laffué Yamina- Part 1

yamina_laffue — 2021-10-18 00:49:47 UTC

This activity was delivered during May at a state school for students in their 5th year. Its aim was for students to identify and practise some vocabulary items related to Jobs and professions and to practise some listening skills. By the end of May, students were in their homes working remoted. So this task was designed for them to work alone following the instructions written there. I had contact with my students through WhatsApp or mail. Students worked individually: first, they had to listen to the song and complete the lyrics; second, they were expected to fill the chart by writing the job according to gender; and finally, they had to read the description and write a job.

PART 1

silvanasucko11 — 2021-10-18 00:55:47 UTC

This activity was planned for 1st year students (13/14 years old) (elementary level) at secondary school. After working with personal information vocabulary and the correct use of simple present tense (verb to be), this activity was planned to integrate all the information dealt throughout the unit into a reading comprehension activity and then a writing activity to make them produce something personal about themselves. the aim was to expose students to information in context, not isolated phrases to use the verb to be, rather to be able to talk about others and themselves.
At this school, we, teachers need to upload the task on a platform (go school) and students have certain days to complete it as they were at home. they previously had classes via zoom and this kind of text was analised as a group online. As many students couldn`t get online, the ideas was to propose a task that was clear to do for those who couldn`t get online. I have also need to mention that in those courses, there students who need adaptation on their tasks, with trayectoria o inclusion.
the result was quite positive as students didn`t have many doubts in connection to solving the tasks, they were familiar with the format, and the person mentioned in the text was familiar to them too. (background knowledge as i had previously asked them about a singer they liked).
In connection to the results, the way to submit the task was a traditional one, paper or photo of the paper uploaded on the platform. Some students were able to provide complete answers and long texts about them, but others did it in a shorter way. my main challenge was ( or that was my feeling whenever I adapted a task) how to reach those students with adaptation so in the reading part, they had to find the answer and underine it on the same text whereas in the writing part, they just provided their names, age, favourite sport, etc without using a text. I felt the task was accomplished as they could understand the information in the text and in general they were able to talk about themselves, but I have to admit that it was a highly traditional activity.

PART 2: Redesigning

silvanasucko11 — 2021-10-18 01:33:59 UTC

I would totally redesign this task, and I believe there are many ways to do it.
- PEDAGOGICAL DESIGN: I believe that it has clear aims, it is suitable for the age and level and it follows the guidelines estabished in the curriculum. However, I would make students investigate about a singer they individually like listening to so as to apply to their personal needs, probably choosing the 3 more voted for working with in the task. Although language is not used in isolation, I would need to add previous activities to set this task in real conext, talking about national or international singers, carrying out a survey to select the most famous ones in the course, that would reduce the scope of analysis to guarantee a more successful task. I reckon the reading activity could be done in pairs or groups so that students have chances to interact with partners, process the information and give their own personal opinion. I also think it is an activity that may cater for all modalities.
- CONTENT: probably, adding a glossary for those vocabulary items that may be new for them. the writing part could be done in a speaking task so that they could communicate their own profile with others resembing real life communication. interdisciplinary knowledge plays an important role in this task so as to be able to talk about any famous person, a friend, or themselves, it may be applicable to talk about anybody meaningful for them, not only language but common knowledge of the world around them.
- MOTIVATION & TECHNOLOGY: I believe both go hand in hand, as I would definetly make use of a technologycal tool to make students feel more motivated to work, and also giving them the chance to use technology on the benefit of learning, developing digital literacies in connection to searching for information, photos about the person they like, admire or the one they are fan of. I would also make students post a blog, or create a paddlet to provide information about themselves or the person they choose, or probably giving a presentation for the rest of the class, suggesting them certain tools, or giving them the chance to make use of the tool they feel more comfortable with.
Another idea that comes to my mind is progressively add more information throughout the year, adding more details while they learn more structures or vocabulary. This would make them be aware of the whole learning process.

Part 2

vanecitabontempo28 — 2021-10-18 01:55:58 UTC

This is how I redesigned the activity > https://padlet.com/vanecitabontempo28/2wkknpowh7bailjl
(I highlighted the new parts in the instructions. I also included an example. It is one of the biographies my students wrote but I didn't have a picture so I uploaded one from the Web).
This redesigned activity is carried out on Padlet. Most of my students don’t have enough connectivity to participate in a virtual lesson but they can upload content on this platform. The format of the board is that of columns. In the first column, you can see the instructions so it is easy for students to find them. The activity is now divided into different steps in order to help students organize their work, self-regulate the writing process and work autonomously.

With this activity, students develop their writing and reading skills. In order to help them see writing as a process, they need to prepare a draft first and analyse it with the checklist in Step 3. This is related to metacognition because students have the opportunity to monitor and evaluate their learning process, which helps them become autonomous as well. In addition, in this new version of the activity, students are asked to read their classmates' biographies and comment on them. This is meant to give them input in the foreign language but also to foster communication, interaction and connection. Students write about someone they love and respect and that also helps them develop citizenship because they choose role models and they share what they have learned with others. The activity also caters for social and emotional development because feelings are involved and, since the productions are shared with the class, students get to know each other, which creates a sense of community.

Since the original activity was prepared during 2020 when schools were closed and students worked offline at home, this redesigned activity is meant to be carried out asynchronously as well. However, instead of asking students to send a Word document or a picture of their handwritten biography, they are required to write the biography in the columns that have their names. This is a way in which we can use technology meaningfully to create content. Thanks to the format of the board, they can divide the biography into sections, for example different years (1950, 1955, 1980) or periods (childhood, adolescence, adulthood) as in a timeline. They can also upload pictures. If students don't know how to work on Padlet, they can watch the short tutorial (after step 4) on how to post on the board.

REDESIGNED ACTIVITY (plan)

silvanasucko11 — 2021-10-18 02:18:59 UTC

Part 2

yamina_laffue — 2021-10-18 04:22:36 UTC

This task can be modified in order to make it more attractive for Student’s by applying new concepts. As regards the scenario, I will consider the same one a remote lesson. So taking into account that most of the Students have access to Internet I will design the activities by applying some other tecnological tools. First of all, to work with the lyric I will use the website called "lyrics gaps". Students will have to watch and listen to the video and complete the lyric in an interactive way. At the end of the song, some questions are going the be asked and Students will answer in a Jamboard as a collaborative board. I will add an Activity in this same Jamboard where Students have to find and post a PICTURE of the different Jobs presented in the song. To close this set of activities, Students are expected to carry out a short investigation in their neighbourhoods and find out people's Jobs and their genders. To show findings, Students are going to complete a google slides.

I believe that these activities are different from the other ones because I have applied new technological tools, collaborative and interactive tasks. Considering that they are going to work alone at home, I will keep instructions clear and simple and setting certain norms to complete the Jamboard and comments on the google slide.

Part 1

crlngimenez — 2021-10-18 12:17:09 UTC

Aim of the activity: To identify and describe classroom objects.
Age of students: 9-10 years old.
Level: Nivel 1 - 4th Grade.
Contents: School objects, Toys, Pets and Household objects.
Primary extended -day school nº135 C.Cordero. Remote - Asynchronous classes catching up students via Whatsapp messages or short videos. Some students live in rural zone and they don´t have internet to move on line. Many families have more than one student at school and only one device at home to connect. The results were always positive. My videos weren´t very polished, but they were useful for my students who were at home.

mluzdavico — 2021-10-18 12:24:13 UTC

Aims:

· Revise vocabulary seen the previous class about celebrations and important dates.

· Encourage students to talk about their New Year celebration using the vocabulary worked in class and using the present simple.

Content: special dates customs, present simple (affirmative).

Student’s age and level: 14-15 years old, 3^rd Year at secondary school, Level A1

Context, scenario and modality: State secondary school, online synchronous class on Google Meet, it lasts one hour.

The lessons starts recovering the vocabulary seen the class before. The topic of celebrations has already been introduced and students have worked with texts about celebrations in different parts of the world. First, they have to complete the sentences on the second slide collaboratively. As they mention the answers, they will be shown on the screen.

Next, a listening comprehension activity is proposed in which the vocabulary is used and some new interesting facts are introduced. This encourages students to learn about other cultures, their customs and traditions.

First, the pictures are described (slide 3). Then the listening task is done(slides 3 and 4). Students write down the answers, then they are shared.

Finally, students think about the answers to the questions written on slide 5 and share their answers in the chat space. As they write the teacher reads their answers aloud.

mluzdavico — 2021-10-18 12:31:43 UTC

I've decided to add an activity to allow students reinforce the content worked in class and also develop autonomy and self-regulated learning. Besides this is an opportunity to share experiences with their partners and learn more about them and their lives. Finally, it gives them the chance to create their own collage and use the foreign language to communicate their customs.

Follow-up activity: They share photos and comments on a padlet about a celebration they choose and want to show. This could be Christmas, a birthday, New Year, etc.

Part 2

crlngimenez — 2021-10-18 13:00:24 UTC

I would redesign this activity using the following tools:
I would use Kahoot, to create a Quiz. In that way the students would play and have fun.
Another option could be Playposit. Students would see a video and do the activities. I would use it for listening comprehension activities. Padlet is the most suitable digital tool to carry out this activity.
I would assign one column for each student in order to write sententes about their school objects. They would insert a picture of them. Others classmates would write comments and collaborate on their partners´padlet.
The use of digital tools in our lessons reinforces the importance of training students with critical thinking and emotional intelligence, prepared to work in teams and who accept diversity.

A)Answer the questions. B) Draw the Brawl Star you like or the one you used in the game

giselavzqz — 2021-10-18 14:02:39 UTC

Last year we worked with past simple. These were the questions students had to work on at home right after we made a revision of past simple(affirmative, negative and question forms) using an interactive Power Point Game on a Zoom meeting. On the following class, I asked each child the questions and they read their answers and showed their drawings to the class.

Karen Antonela Pelliza.

antonelapelliza05 — 2021-10-18 14:48:15 UTC

Part 1: This activity was carried out at an Institute last year. As regards the level of my students, they were getting prepared to sit for PET and they were between 14 and 16 years old. I designed these activities for one my lessons because we were working with famous people from different areas. In relation to structures, we were making a revision of the use and contrast of simple past and present perfect. I assigned the activities as homework through Google Classroom and we disscussed the last activity all together during our online lesson through Zoom. In relation to the results that I could observe, my students really enjoyed working with the activities because some of them were fans of Freddy Mercury and they really liked working with songs.

Part 1

palaba321 — 2021-10-18 16:52:04 UTC

Aim: to help students develop their listening skills in the context of a narrative genre and revise the Simple Past tense.

Student’s age: between 17 and 18 years old

Level: elementary

Modality: online

The activity was designed for students in a business orientation course. It was part of a lesson about biographies of famous businesspeople, which was delivered online. They received the material in a PDF format. Before doing this activity, they had read a biography and analysed the use of the Simple Past forms in that context. I'd also presented some written explanations with images and a chart, and I'd given students some practice. In general, they didn't have problems completing the activity, but I guess that it wasn't very engaging.

Part 2

palaba321 — 2021-10-18 17:00:04 UTC

How can pedagogy be redesigned and technology be applied to enhance your students' learning while doing that activity?

Previously, I had focused mainly on listening comprehension and the activity required lower order thinking skills. Taking into account what I’ve learned in this course, I’ve redesigned it in order to engage students and enhance their learning. The ICT tool I've chosen – Playpost.it - has allowed me to make it more interactive and present the material in small chunks, which may result less daunting, especially for students who have difficulties. In addition, I’ve included questions involving personalisation, interaction with peers, reflection and metacognition. Also, some answers require writing as well as speaking, and some reading comprehension is also needed as learners have to understand instructions properly to complete the task.

mariaelisamaressa1831 — 2021-10-18 18:05:06 UTC

PART 1

mariaelisamaressa1831 — 2021-10-18 18:25:51 UTC

Aim of the activity: To revise possessive adjectives

Target students: 1^st year students at secondary level

Age: 12/13 years old.

Level: beginners

Content: personal information

Scenario: synchronous learning.

Modality: face to face-learning.

I carried out this activity with first year at secondary school. The aim was for Students to identify the use of the possessive adjectives and produce questions and answers using them, referring to different characters of their interests. The target Students’ age was 12-13 years old and the level was Beginners

The content we were dealing with was personal information.

We were working with all the students in the classroom, face to face modality, with 25-28 students. The result I observed with this activity was satisfactory. Students could revise the use of the possessive adjectives with no difficulties and then complete the questions and answers of the other two characters. Finally, they had to find two characters of their interest and ask the same questions. They did this for homework and then each student read their production on the following lesson.

The activity was suitable for the students’ level and was appealing for students, since they were interested in the characters presented, but there was no interaction among them, it was an activity to do individually. I think it was quite guided at the beginning and then gradually students had to choose their own character and produce the whole question and answer on their own, thus developing their autonomy.

PART 2

mariaelisamaressa1831 — 2021-10-18 18:42:49 UTC

I would modify activity 2 using the resource Padlet. I would ask students to choose a character, find a photo in internet and upload it to Padlet. Then, on that wall, they will write the questions, but any other classmate will answer them. So, all students will see all the characters chosen by their classmates, and each student will have to choose one of the classmate’s characters to answer the questions. In this way they will work collaboratively, participating and interacting among themselves.

I think using this tool will engage students more, it will give them the chance to be creative, choosing what they really like and it will stimulate their curiosity: finding out what the other students chose and wrote about. Padlet is a wonderful and attractive tool and Students won´t find it difficult to use. (I didn’t and it was the first time I used it)

Technology here is used meaningfully, enhancing the teaching and learning process, and it helps learners develop digital literacies: they learn how to communicate and work collaboratively.

Cerezo Jennifer

2021-10-18 19:46:06 UTC

this activity is the original. The aim of the activity was to make a review to the simple past tense. The level is for secondary school 3rd year( specialization in chemistry), the students had to do the activity take into account the contents that we saw in the virtual classes. The results was good.

Part 1

lourmoreno77 — 2021-10-18 20:03:51 UTC

Aims of the activity:
To learn about Marie currier’s life
To recognize new vocabulary.
To identify simple past regular and irregular verbs

Target students: 3rd-year students - secondary school.

Content: Grammar: Simple past tense.

Modality: synchronous and asynchronous
Students had online classes every week and then they had to do the activity I gave them. We worked with Google workspace and the English classes were only virtual.
Most of the Ss didn't understand the difference between regular and irregular verbs and just 3 of them did the vocabulary. Only 9 of 25 students handed in the activity.

PART B

2021-10-18 20:16:59 UTC

In this redesigned version of my activity, I included other resources such as videos, pictures to make more dinamic the activity and added this new tech tool(CANVA). I took into account the pieces of advices of this course to improve my activities.

PART 2

lourmoreno77 — 2021-10-18 20:23:37 UTC

I would use the Google app “drive” to encourage students to work collaboratively and introduce them a new technological tool. Moreover, before completing the chart, I would review regular and irregular verbs by using games to refresh students’ knowledge about the topic and motivate them.

1st part

antomiranda569 — 2021-10-18 22:27:00 UTC

This document was created for second year students from secondary school. In that moment, they were fourteen years old.
The main idea was to identify and work with vocabulary related to family. At the beginning of the pandemic, when all the schools worked since virtuallity, I though that I had to prepare concrete and simple activities so that they could complete them easily without help of their families. In some cases, parents do not know English and they can not help students in their tasks.
In general, the results were good, they did all their activities correctly.

Part 2:

antonelapelliza05 — 2021-10-18 23:06:25 UTC

Thinking about how to redesign the activities that my students carried out last year and taking into account all the new tools that we have been provided with in this wonderful course I think that I would like to create a Jamboard activity and ask my students to answer the first questions and post them there. I would do the same with the 3 interesting aspects that they had to add as regards Freddy Mercury so everyone could share his/her findings with the rest. These activities would be part of the pre-listening activities. Then, in the while-listening stage, I think it could be very interesting to use bulbs with Playposit so while the students listen to the song , they would have to choose different options according to what they listen to in order to complete it, or put the different parts of the lyrics in order. In this sense, they would be able to carry out the tasks that they were supposed to complete in a more engaging and enjoyable way. Last but not least, in the last part of the activity, instead of asking them to answer the questions, I would like to leave that activity for an online lesson and make use of the breakout rooms in Zoom and divide them in groups, so they could disscuss the questions and answer them using Jamboard again. In this sense, every group would have the possibility to look at the different answers. Even though it may not be easy to implement all these tools, I would do all my best to make it work. I wish I had known about these techonological tools before, but I´m glad to have the opportunity to learn about them now. :)

2nd Part

antomiranda569 — 2021-10-18 23:21:11 UTC

This document was created for second year students from secondary school.
The main aims are to promote the use of technology through different resources and develop the four skills in a serie of written activities during the virtually.
After reading a lot of materials and completing this teacher training course, I can observe and realize that students need to work with the four skills so that they can develop and improve their performances in an integrative and meaningful way, although they are working virtuallity. For this reason, I proposed me to plan activities which include vocabulary, reading, listening, speaking and writing. As we work in a platform, we open chats and forum so that students can express their doubts and interchange opinions about the task. Also, I proposed them a virtual class to work pronunciation related to family. In this way, they can work synchronously and asynchronously.

PART 2

paulaivanaalvarez — 2021-10-19 12:09:02 UTC

For the first part of the activity I would consider using Jamboard for the students to work collaboratively. They would share their ideas about what Andy should pack.
As regards the second part, I would use a map from Padlet so that they would share where they will travel, the places they will visit and the things they will pack. Of course the students will have the chance to read their peers´productions.

Part 1

andrealujan438 — 2021-10-19 13:02:24 UTC

During the pandemic, I had carried out this activity. The aim was for students revise the different prepositions of place in order to complete the following exercises. The activity was for 1st year students, they were between 12-13 years old. We were working in virtual modality, via whatsapp. The results were good . They sent me their activities and we checked all together.

Part 2

andrealujan438 — 2021-10-19 13:27:04 UTC

I would redesign this activity using Padlet. I would add that students draw or take pictures of different situations in which they show the prepositions of place with different objects at their homes. Then, they upload them to Padlet and write their own sentences. This is an easy and collaborative tool that will motivate students to use and incorporate to future activities in different school subjects. Technology is our ally and it can be applied in order to enrich our knowledge and integrate the different skills.

Part 1

walter75 — 2021-10-20 17:30:20 UTC

The aim of the activity was to write short sentences associating animals, continents, and food.
Students age:12/13
Level: Low
Contents: short grammar sentences. Vocabulary about animals, continents, and food.
Modality: asynchronous

Virtual (use of a virtual platform for downloading it).
Results: As regards the results, It was noticeable that students could solve the activity. However, there were specific difficulties because they do not understand certain words. Taking into account my opinion, I made the activity so that they do not have any difficulty. I write an example on the right side of the pictures.

Part 2

walter75 — 2021-10-20 17:56:14 UTC

According to this training course, I would redesign my activity by adding specific changes. I will divide the activity in three parts.
Firstly, students will have to look up the meanings of the words and work it collaboratively with their classmates by using jamboard. Therefore, all these new words will help students to solve the activity. Secondly, they will have to connect, associate and complete the specific vocabulary, with the sentences so as to complete it successfully.
Thirdly, I will create a padlet so that they can participate and write a short sentence describing their favorite animal. They can post a video, a photo about their pets, and a brief sentence related to them.
Finally, on meter.com they will write the new words which they have learned. This information will be vital for teachers so as to identify the acquirement of new vocabulary.

2021-10-20 20:39:14 UTC

Part 1

vaninapaez68 — 2021-10-22 00:42:59 UTC

Aim: To review prior knowledge , help students to develop conscious awareness about environment and review simple present tense.
Student's age: 15/16 years old
Level: Elementary
Modality: Online
This activity was designed for students of the fourth year . we worked this activity online, they received the material via whatsapp, school platform and copies in pdf. Then we programmed a virtual class via Meet to explain activities and answer any doubt they can have The actuvuty was very simple, maybe boring , students did not participated so much. I guess they did not find this interesting and interactive. Few students attended to the virtual class and half of them sent the homework finished.

Part 2

vaninapaez68 — 2021-10-22 02:18:16 UTC

Rethinking about my practice and the use of technology, i modified my activities by working with genially and a quizz. Previously I worked mainly with vocabulary in isolated activities, now I put all the actovities in a game, by makig students review vocabulary, grammar and make them aware of their actions regarding pollution and environment. I redesigned everything taking into account what i have learnt in this course and students motivation and interestings.

celestesapag — 2021-10-22 14:53:16 UTC

manfredimariquena — 2021-10-22 18:53:34 UTC

AIM: uses of the verb "to be"
STUDENTS´AGE AND LEVEL: 11-12. Low
CONTENT: Verb "to be" affirmative form.
CONTEXT,SCENARIO,MODALITY: Virtual. Emergency remote teaching.
This is an activity from the lessons that the schools brings students once a mounth. I invite my students to print it and share it by whatsapp. I also make video calls to explain them how to complete the activity.

Redesigned

manfredimariquena — 2021-10-22 18:59:20 UTC

I would redesign the final task. The one where students are inivted to talk about their famous singer or band. To do it II would sugest them to create a TikTok video talking or showing their favourite artist. Then I woul share it in a padlet.

LANDA, Marina - Activity 1

2021-10-22 21:02:25 UTC

LANDA, Marina - Redesigned Activity

2021-10-22 21:03:10 UTC

padagon1982 — 2021-10-23 13:34:59 UTC

Aim of the activity: identify feelings and emotions using the verb To Be.
Age: Children about 8-9.
Content: vocabulary about feelings and verb BE.
This lesson was just an introduction of the vocabulary as well as the verb to be.
During the pandemic, I tried to show the Ss examples and about how I feel and then they had to write in the chat of Zoom how they feel and in their copy books as weel. Well, I realized that wasn't so engaging and I started to look for more information about how to improve my virtual lessons. Next class, I changed everything.
Part 2: Well, I changed everything . In order to encourage them to turn their cameras on,I started with some brain activites(movements with fingers) and most of them turned their cameras on.
Although I used a Powertpoint presentation, This time I gave them the remote control to draw an emoji and the rest of the class had to guess how they felt. Giving them the control to draw and write how they felt was great because all of them were involved in the activty. I'm attaching the activty changed.

Same activity changed

padagon1982 — 2021-10-23 13:35:55 UTC

Part 2

andrealujan438 — 2021-10-23 14:35:50 UTC

I would redesign this activity adding a link in which students can see the different uses of the prepositions of place and a collaborative Padlet in order to introduce them to a new technological tool,too. They would participate and share their productions with their peers.

Part 1

maydac78a — 2021-10-23 14:54:50 UTC

Aim: The aim of this activity was to practise the reading comprehension skill and to introduce phrasal verbs.

Students’ age: 17

Level: 6^th year of a state secondary school (Pre-intermediate)

Content: Reading comprehension. Present perfect. Vocabulary about relationships (phrasal verbs).

Context: This activity was assigned to a group of students from 6^th year in a state school with different language levels and with inequalities connected to technological devices and internet access. The lessons were asynchronous and the homework was posted in Classroom where I explained the instructions, cleared out doubts and gave them feedback.

Results: As regards the outcome, the students with a higher level could solve the tasks quite well. However, many of them showed comprehension problems, they had difficulties with the global understanding as we had not discussed the topic, brainstormed ideas or introduced vocabulary. In the double entry chart, most of them included personal opinions instead of facts from the text as it was demanded.

Part 2

maydac78a — 2021-10-23 15:09:39 UTC

I have redesigned this activity by making some pedagogical improvements and adding technology. This final activity is designed for a face-to-face lesson, hybrid or synchronous learning.

Firstly, I included a before reading activity. Its aim is to help students become familiar with the topic before hand by brainstorming previosly known vocabulary and introducing new words. It also aims at practising the speaking and listening skills, which were missing in the original activity.

In addition to this, I changed the aim of one task: the double-entry chart which originally intended to check comprehension was replaced by an activity in Jamboard. Students are expected to complete the chart collaboratively by expressing their opinions about the advantages and disadvantages of social media. This way the activity becomes more engaging, and technology is used significantly. At the same time, the activity helps them develop the critical thinking skill.

A writing task was added so that the four macro skills are dealt with. Learners are asked to write a short text about themselves on their own use of technology and post it on Padlet, where they have to express their opinion on a classmate’s post. They are also asked to include an image that best represents them as social media users. These improvements aim at working on the writing skill while using a digital platform and thus, enhance learning. They help them develop their creativity, communication skills and reflect upon their actions.

Finally, tutorials were incorporated to give them basic instructions on the use of Jamboard and Padlet. This helps students learn how to learn and develops autonomy and self-regulated learning.

celicvd — 2021-10-23 15:47:57 UTC

PART 1
Students´age: 15-16
Year: 3rd Secondary school
Content: Past simple
Modality: virtual via zoom
This activity was designed to practice Past simple. Students had to invent a story taking into account the actions on the images. The aim of the activity was enhance writing skills and creativity.

PART 2

celicvd — 2021-10-23 16:02:36 UTC

I would redesign the activity by asking students to create their own avatar and the story using the application VOKI. I consider it woud be engaging, fun and also gives students the opportunity to be creative. The activity would not only promote the use of past simple and verbs, but also provides teens the chance to create a digital presentation. Finally, this new activity would promote writing, reading and speaking.

Part 1

marinaalvareznataine — 2021-10-24 00:38:41 UTC

Aim of the activity: To practice reading comprehension and vocabulary related to lifestyle and adverbs.
Student's age and level: 15, 16 and 17 years old. Level beginner to intermediate.
Content: Vocabulary related to lifestyle; Frequency adverbs.
Context: In the oriented cicle we were working with emotions, lifestyle and how to have a healthier life so I decided to work with this text and create different activities based on this one subject. We were in the middle of the virtual lessons so the activity was uploaded to the platform in a pdf form.
Result: The students did the activity but a few of them complained about the difficulty and wanted a different text.

Part 2

marinaalvareznataine — 2021-10-24 02:12:08 UTC

To redesign the activity first I would create a padlet to work with the students. I would introduce the subject with a video about healthy lifestyles to give more context to the subject. The second post would be the complete text so the students can read it. I would put more focus on the healthy lifestyle using social media posts that the students have to give their opinion on and create a Jamboard to collaborate in groups of 3 or 4 to express those ideas.
On the other hand I would also adapt the activities about adverbs of frequency and ask the students to make short videos of different healthy habits or activities they do regularly saying the sentences and doing the action.
I hope this activity motivates the students to have a healthier lifestyle and practice their English.

PEDAGOGICAL REDISIGN PART 1

missmonyale75 — 2021-10-24 12:36:40 UTC

Aim:- to recognize different safety signs.
- to pick out between obligation, prohibition, and warning signs
The level was 4th year (15/16), technical school.
We didn't have virtual lessons. We gave lessons twice a month where students could ask their doubts. Also, they could ask their doubts using WhatsApp.
Last year, we worked in agrupamientos, English worked with subjects related to the specialty. One of those subjects was Workshop Electronics, in this subject students use different tools and practice in the workshop. So, we decided that in English we could revise the different safety signs, and work ways of expressing obligation, prohibition, and probability.
Some students did it. But, most of them copied from their partners. This year, at the beginning of the year, we worked again on the same topic, and they didn't remember anything.

PEDAGOGICAL REDESIGN - PART 2
Now, that I had taken this workshop, I realized that most of the assignments we assigned last year, weren't a good way to help our students with their learnings.
I worked and still work with a Padlet, where students could and can practice with games and activities (Liveworksheets), and found/find tutorials. However, this didn't work. First, instead of the tutorial where I explained the grammar topic, I will give a lesson presenting it. In the lesson, we'll work with grammar and vocabulary. Second, I'll work with Genially (ask questions about differences between obligation, prohibition, and probability). Third, instead of giving the reading activity, I'll do a similar activity using Playposit where students will work with bulbs. Fourth, I will prepare an activity in Blendspace, with pictures showing workshops, where students will have to find the different safety signs and answer questions; do true or false activities. Laslty, I'll ask to work with portfolios.

Part 1

aeraragon — 2021-10-24 12:37:10 UTC

The aims of the activity were: to introduce "there be", to identify parts of the house, to recognize new vocabulary.
The students were in 3rd year.
The activity was developed for asynchronouns work during ASPO 2020.
The activities have some help in Spanish, as a requirement from the school principal, so children could work alone at home.
We used to upload activities on the school blog for students to download them. We also shared the pdfs on whatsapp groups for students with no internet connection.
Some students completed and handed in the assignments (approx 50%) either by email or whatsapp. The results of this group were very good.

Part 2

aeraragon — 2021-10-24 13:06:27 UTC

I would add another aim and another activity:
Aim: to develop creativity
Activity: students will be asked to draw their ideal bedroom using jamboard, powerpoint, etc. and upload it on a collaborative padlet with a short description of it.
By adding this task they would achieve the pedagogical goals easily. They will be able to see their partners' production, help each other and share both language and ICT knowledge.

Part 1

tatianaantenao1986 — 2021-10-24 14:04:41 UTC

This activity was carried out for fourth grade students from school N ° 200, where it is the first year that they have English. They were given a copy with the numbers from 1 to 20, we worked on the pronunciation with a video, which favors the examples of good pronunciation in English, then they had to do a crossword exercising what they had learned.
It was a good class, but considering the new tools learned from this training, I think I could improve this class.

🤓

2021-10-24 14:29:13 UTC

The activities that i find interesting to work with the primary and secondary levels are the jamboard, padlet and mementer because students learn collaboratively, exchanging their thoughts and being able to learn from their classmates. For example , with a trigger question we can work in more depth on each topic. I have to try the excercises to have more trainning and I think about the connectivity of my students to carry it out.

Part 2

tatianaantenao1986 — 2021-10-24 15:22:26 UTC

PART 2

tatianaantenao1986 — 2021-10-24 15:23:26 UTC

PART 2

tatianaantenao1986 — 2021-10-24 15:24:36 UTC

Part 1

2021-10-24 19:07:08 UTC

2021-10-24 19:08:33 UTC

2021-10-24 19:09:52 UTC

2021-10-24 19:11:05 UTC

Digital Tool

2021-10-24 19:30:22 UTC

Taking into account the activities of this second part, I would like to implement the use of Padlet in order to catch students' attention. If all the students have internet connection, I would create a different box for each activity. Also, in the first activity, I would do a questionnaire using Google Form.

Part 2

2021-10-24 20:06:50 UTC

To begin with, the first change I would do is to prepare a presentation using google slides for example, and add all the charts or images there and appear myself in a video explaining the examples of each slide. Another change would be to deliver the class by zoom or meet in order to share a presentation too but this time to complete excercises online using zoom tools to write with different colours for example. A fortune teller to choose the students to participate would be a good option too.
Another posibility would be to do a presentation using genially to create interactive slides as a game with clear, short instructions to do asynchronously.

Part 1

avantimorochia027 — 2021-10-24 20:28:52 UTC

The aim of the activity was to present vocab connected to winning, competitions and contests so as to finish reading an experience of a student participating in an audition and doing a multiple choice activity with a final listening ( gap filling).
The age of the group was 15 year old and their level: 7th Juniors.
Content: specific vocabulary and finally doing a reading comprehension activity.
Optimise B2: Unit 5 You win some, you lose some.
The context was completely remote classes , sychromous and asynchronous ones.

Part 2

avantimorochia027 — 2021-10-24 20:40:49 UTC

As a really refreshing to the simple and plain activity done, I have included some different steps.

I started the class by opening a Padlet board showing different quotes about winning ( said by people they know) and they had to work collaboratively writing what they understood by reading them and giving examples. After some time, we shared their ideas.
After that, I shared with them a link from Youtube about Lady Gaga's speech in the Oscars awards 2019 and also sent them a word doc to download and complete as homework. (a listening activity where they listen to Lady Gaga's acceptance speech and complete the text with some words)
To finish up, we worked in lockstep by doing the listening suggested by the book and finishing the class by doing the actual listening of the song SHALLOW, which won the Oscar award. It was done by sharing the screen of a Vimeo video. and a Word doc sent to them too.

We all enjoyed the class a lot and I have to let you know that when we met personally in the classroom on September, 14th, we sang it together with a karaoke base song.

avantimorochia027 — 2021-10-24 20:44:04 UTC

liliana Viyerio G2

lilianaviyerio — 2021-10-25 01:54:02 UTC

Inglés 3º año CET

Los adjetivos

Los adjetivos son palabras que describen y califican cosas, personas, animales, lugares, entre otras. .Observa los siguientes ejemplos, los adjetivos están subrayados:

Cosas: The car is blue (el auto es azul)

Personas: My brothers are tall (mis hermanos son altos)

Animales: That dog is cute (ese perro es lindo)

En las oraciones anteriores las palabras “blue” (azul), “tall” (alto) y “cute” (lindo) son adjetivos porque están calificando una cosa (un auto), personas (hermanos) y animales (el perro) respectivamente.

Hay dos formas básicas de utilizar los adjetivos:

1. Adjetivo después del verbo TO BE

El adjetivo o adjetivos deben escribirse después del verbo TO BE, así:

o She is happy (ella es feliz)

o They are happy and intelligent (son felices e inteligentes)

I am happy, intelligent and polite (soy feliz, inteligente y educado)

2. Adjetivo antes de sustantivo

o Me gustan los autos rojos (I like red cars)

o Mi hermano es una persona feliz (my brother is a happy person)

Actividades

1 )Une los adjetivos en A con sus sinónimos en B.

| A | B | 1 quiet 2 easy 3 cheap 4 funny 5 glad 6 very big 7 handsome 8 awful 9 wonderful 10 intelligent | inexpensive amusing simple good-looking clever happy marvelous huge silent terrible

a) Describe the clothes you are wearing right now.

Example: I`m wearing a funny cotton pair of socks

b) Describe your dream vacation.

c) What is your favorite food? Say something about it.

3) Pon las palabras en el orden correcto.

a) (going/new / are / we / a /to buy/ house.) ________________________.

b) (she / sweater/ likes / the / green.) ________________________.

c) (like / do / the / flowers / red / you?) ____________________.

d) (Japanese / eating/ the / family / in /is/ restaurant / a) ______________________.

e) (unforgettable / we / vacation / having/are / an) _____________________.

I made this activity for a virtual class by zoom in pandemic, First there s a short explication and then there are a few activities. We made it in class pupils interact to complete all of them on line

daily routines

2021-10-25 14:20:11 UTC

First year
cet N29
Natalia Casagrande
my students have a low level of English so I started working with their previous ideas and then we made a poster with all the daily routines to have in the classroom,
they found the activity very interesting because they related it with their real life.
It was a possitive activity because I knew my students a little more.

DAILY ROUTINE

2021-10-25 14:27:36 UTC

AIM:RECOGNISE THEIR ROUTINES
activity: students made a poster in groups after working orally with their previous ideas.We listenign some daily routines of different students of other cities.
It was a very positive activity because I could know them a little more, students found the activity very interesting and significative.

marianelapmk — 2021-10-25 18:15:55 UTC

PART TWO REFORMULATED:

I would modify this activity using Padlet. I´d reformulate the instructions as: “Imagine, draw and describe your own weird animal”. I´d ask students to take a picture to upload it to Padlet. Then I´d ask them to write their name and to describe it in the same app. (If necessary there will be a class to explain how to use Padlet)

I´ve chosen this app mainly because it´s a a collaborative mural, in which all students can see their own productions.

According to the technology, I assumed that is meaningfull and enhanced teaching and learning because students and teacher learnt from each other. It will develop students motivation and imagination.

By doing this, learners will develop autonomy, they will be engaged and help them retain information. It will also encourage collaboration and it will help to self regulate their own learning process.

CARLA DAIANA VASQUEZ

2021-10-25 19:23:27 UTC

INGLES 6 GRADO

THE WEATHER.
SE LES PRESENTAN LOS DIFERENTES TIPOS DE CLIMA (sunny, cloudy, snowy,etc) y a pregunta,... whats the weather like?

se explica, como se responde...
today it`s .......

la ejercitación es sobre sopa de letras y encontrar los diferentes tipos de clima.

luego se relacionan los conceptos anteriores tales como días de la semana y estaciones del año.

2) complete whit the weather
IN SPRING THE WEATHER IS .........
IN SUMMER THE WEATHER IS .....
IN AUTUMN THE WEATHER IS .....
IN WINTER THE WEATHER IS .....

3) circle the words.
hotcoldstormyrainysunnywindycloudysnowy

4) whats the weather like? weather report

ON MONDAY IT IS SUNNY AND HOT.
ON TUESDAY IT IS .......
ON WEDNESDAY.....
ON THURSDAY.....
ON FRIDAY.......
(se les escribe un cuadro con los climas de la semana )

estas actividades, fueron realizadas en un word, y enviadas a la plataforma de la escuela, en donde los alumnos las descargaban, las completaban y las enviaban para su corrección, luego se realizaba un zoom de revisión.

INGLES 6 GRADO

2021-10-25 19:40:31 UTC

Part 1-Alejandra Marks

2021-10-26 00:41:47 UTC

During the pandemic, we worked interdisciplinary with my colleagues. On one occasion we worked on children rights telling them fairy tales . I chose “The three little pigs” . You can watch the video in the following link https://www.youtube.com/watch?v=BICkuidzd3w

One of the aims was to identify the right to housing, in addition to recognizing the relevant vocabulary. The video was sent via whatsapp and shared on you tube.

Part 2
I would adapt this activity by doing a play with puppets in which students could interact with the characters and discuss about the right to housing and finally they could work in collaboration proposing a solution or an ending for the story
Alejandra Marks

Part 1 -Ruth Alejandra Marks

2021-10-26 00:47:18 UTC

During the pandemic, we worked interdisciplinary with my colleagues. On one occasion we worked on children rights telling them fairy tales . I chose “The three little pigs” . My students were from 7 to 9 years old, begginner level.
You can watch the video in the following link https://www.youtube.com/watch?v=BICkuidzd3w

One of the aims was to identify the right to housing, in addition to recognizing the relevant vocabulary. The video was sent via whatsapp and shared on you tube.
PART 2
I would adapt this activity by doing a play with puppets in which students could interact with the characters and discuss about the right to housing and finally they could work in collaboration proposing a solution or an ending for the story

Part 1

2021-10-26 00:49:07 UTC

I choose this activity prepared for Trayectorias to 5° year at high school.
The aim was to review prior knowledge on past tense. Stdents did activity online and I explained this by audios and if they have connectivity by zoom. Here they have to read the grammar theory and then try to apply the theory on the exercises. I sent written and oral explanation through audios in spanish.
Age: Students between 17 and 18 years old
Level: Elementary
Modality: online
Most of the students handed in the activities, in a zoom class we tried to do it together, however many of them did not have connectivity buy the tried to do it taking into account the explanations.
However, this activity was traditional and so grammatical.

Florencia Gonzalez

florgonzalez344 — 2021-10-26 02:13:07 UTC

florgonzalez344 — 2021-10-26 02:15:06 UTC

Miryam Daniela Neculqueo

2021-10-26 06:23:00 UTC

Part 1
Aim *To consolidate the topic "Colours" through different activities.

*To motivate students to play with colours and identify them in nature.
Target students: 5th grade students
Level: Begginners
Content: Colours (consolidation)
This activity was carried out during the pandemic. It was sent via Whatsapp to some students and some copies were made for others since they were in the rural zone with their parents.
I sent the video too for those you couln´t watch it in Youtube.
It was in a context when the pandemic was starting and we were in the first weeks not knowing exactly what would happen in the future. We didn´t have online lessons via Zoom and the communication was mainly through Whatsapp.
Results: They were positive in some way because more than 70 % of the students did the activity but they sent it at very different times. Some students took too much time to do it.

Part 2-Redesigned Activity

2021-10-26 07:25:14 UTC

To add some changes and taking into account technology I made some changes that could be more meaningful and interesting for my students.
1- Jamboard activity for the students to do after watching the video about the chameleon (instead of just writing the colours they see). They will colour the different chameleons that appear there using the tools jamboard has for that.
2-Mixing colours: students could use the following app and get a lot of combinations and new colours they ever imagined!
https://trycolors.com/

2021-10-26 07:25:59 UTC

PART 1) Presentation of colours, its practise and final task. 4th grade students at a public primary school. Age: 9 Level: starters Content: colours. Context: Remote teaching/On line classes due to the pandemic situation. Scenario: 4 since we started with normal lessons and then changed to virtual lessons. Results observed: All students participated, some hand the activities in in time while some others needed more time and all of them worked at their pace.

marciarestu — 2021-10-26 15:28:00 UTC

Part2) I think that for the first activity I would have used Padlet for students to work collavoratively in a collage. I also would have used genial.ly and include videos, links to online activities like https://learnenglishkids.britishcouncil.org/es/node/17854 and online games for example from https://www.eslgamesplus.com/colors/ that has trivias, crosswords, memory games,etc. What is more, I believe that by making these changes to this set of activities, I can be carried it out in different modalities (hybrid, face-to-face or remote teaching; synchronous or asynchronous learning). Moreover, in the case of students working alone at home, I will provide clear simple instructions clear and a tutorial video if necessary.

marciarestu — 2021-10-26 16:03:08 UTC

Ingles 4to grade

nsjacobacci — 2021-10-27 23:02:44 UTC

Part 1:

Aim; consolidate the topic “The Alphabet”

- Through in different activities.

- To motivate students to learn the alphabet

Target students; 4to grade

Level: beginners

Content; Alphabet (consolidation)

This activity was carried out during the pandemic. It was sent via whatsaap .

I sent the video with the song the alphabet to those who could not see in you tube.So they could practice and sing at home. It was in a context of pandemic, and our connection was only by whatsaap Results; they were positive

https://www.youtube.com/watch?v=8Eb_nF803wg

Part 2

To add some changes and taking into account of technology. I used the jamboard platform. I considered it is more interesting and meaning for them

1. Jamboard activity; I invited each one to write their name and be able to spell it using the alphabet.

2. Draw - I invite them to use their imagination and draw something using the letters of the alphabet, and the tools that provides by Jambord. It was significant for them to be able to use this platform. Ad they had fun

Part 1

marciarestu — 2021-10-28 12:06:04 UTC

The aim of activity 6 (Colour the reinbow) is to practise colors after its presentation by completing the missing letters and then, color by number. It was an activity for 4th grade students at a public primary school.
Age: 9 , Level: starters, Content: colours.
Context: Remote teaching/On line classes due to the pandemic situation.
Scenario: 4 since we started with normal lessons and then changed to virtual lessons.
Results observed: All students participated, some hand the activities in in time while some others needed more time and all of them worked at their pace. They love coloring.

Part 2

marciarestu — 2021-10-28 12:20:11 UTC

I designed a Padlet for students to work collavoratively. In that Padlet I included the video presentation of colors, a song, an online game, the tutorial for a collaborative activity and the spaces for sts`interventions.(Padlet:https://padlet.com/marciarestu/Bookmarks).

I redesigned activity 6 by making it more technological and meaningful for students.
I provided them a link to a coloring web page (Activity: https://www.coloring-online.com/ ) for students to choose a picture they like, color it , save it and post it in the padlet including the list of colors used. Each student has to provide their production (collavoratibe work).
Notice that in the padlet I included a tutorial with the instructions and steps to follow so as complete the coloring activity.
(Tutorial: https://view.genial.ly/617a196666e3fe0dbc263101/guide-lets-learn)
What is more, I believe that by making these changes to this activity, it can be carried it out in different modalities (hybrid, face-to-face or remote teaching; synchronous or asynchronous learning).
Moreover, learners gain autonomy in their learning process and raise motivation by enganging in the process of selection and production of the pics while having fun in trying different combinations.
Students working alone at home can surf the padlet, access the different sections and easily uploade their productions since the tutorial provides clear simple instructions and also visual support. In this way, it helps students develop digital literacies and gives them the chance to create, produce and share content and not only to consume it.

natiturismo — 2021-10-28 22:25:50 UTC

This activity can be redesigned by making the Ss change the song using JAMBOARD, where they can work collatively, and synchronically.

Then they can choose a colour and in pairs make a collage with the chosen colour using CANVA, GENIALLY.

After that, they would have to choose one of these questions and find out:

1. How colours are formed

2. Which are primary and secondary colours

3. How can we get colours from nature

Finally, they would have to post their activities making an e-portfolio using PADLET.

Part 1:

2021-10-29 14:42:36 UTC

Aim: To help students to develop communication.
Content: Greetings
Students' age: 16/18 years old (youth school)
Level: Elementary
Modality: On line
This activity was planed for students of the third year of a youth school. They worked this activity on line.
I sent the material and the copies in pdf by the school platform. I explained the material given un a class bu the Meeting app.
The activity was easy so students quickly understood the content.
Part 2:
Redesigning the activity I proposed my students to do a tik tok video using the content worked. It was funny for them. They had to choose one of the greetings and do the video.

Part 2

2021-10-29 23:12:04 UTC

I completely redesigh my activity by using playposit. I made it more interactive and dynamic to review trayectorias !
https://jamboard.google.com/d/1yaG9HbXmUn_m2NF4U1jruj9GUEliKSWJ2NA_q2U4mDE/viewer

Numbers

2021-11-09 12:15:51 UTC

Grade : 4th primary school ESCUELA 236 Topic: FRUITS
Activity 1:we practiced orally the FRUITS.
Students listen the fruits and we made flashcards to put in the classroom.
Activity 2 : we made s soup letter with the different fruits
Finally Activity: students preapred a FRUIT SALAD . IN GROUPS OF 4 O 5 STUDENTS THEY HAD TO BRING 2 FRUITS AND WE IN THE CLASS PREPARED THE FRUIT SALAD.
It was a great activity beacuse they enjoy the class and it was very significative .
Not only to my students but also to me.
Finally they made recipes of fruit salads to bring at home to their families

How can pedagogy be redesigned and technology be applied to enhance your students' learning while doing this activity?

karinalaurenz2021 — 2021-11-24 14:40:19 UTC

As regards Pedagogical Redesign, and taking into account it's a virtual context, I would make them work collaboratively by sharing ideas on a Google Doc and only then they can post they shared project on a Genially or Padlet. As regards technology, I would devote some time of the class to teach them how to work collaboratively on a Google Doc and how to create a virtual presentation (to develop digital literacies)