The project Erasmus+ KA1 Rethinking pedagogy for an inclusive 21st century school aims to give the school a fresh start and create a welcoming environment where students can actively experiment, plan, and be in charge of their learning. The knowledge society requires that everyone becomes a lifelong learner to keep up with a constantly changing labour market and society. It’s a school’s mission to provide its students with the skills and competences with which to earn a living work and integrate into society. In details the specific objectives are: - changing the learning environment - spreading new teaching methods - making inclusion the distinguishing feature of the school - tackling early school leaving and sustaining motivation - training teachers to work in collaboration with the local community and significant stakeholders - fostering entrepreneurship through education - internationalizing the school The participants to the project are the head teacher and 15 teachers. Activities include onsite and online courses and the implementation of new approaches to teaching. The expected impact on participants is a broad understanding of innovative student – centred methodologies. The school will have a wider range of teachers capable of creating modules not only in their respective subject but also in collaboration with the team of colleagues that work on a class according to an interdisciplinary perspective. It is envisaged a positive effect on learners as well in terms of better acquisition of 21st century skills, entrepreneurial mindset and enhanced motivation. This will contribute to reduce the rate of early school leaving so that they will have better chances to succeed in the labour market as well as in higher education. https://brunazzimariella36.wixsite.com/rethinkingpedagogy
The preparatory activities to the onsite training included the attendance of online courses organized by eTwinning, School Education Gateway – Teacher Academy, European Schoolnet Academy and EVO. These learning events usually last one week (eTwinning) or 4/5 weeks (the other platforms) and are structured in modules. Each module includes resources about topics related to the main theme of the course, activities and tasks. At the end of the last module the participants have to submit a lesson plan, that is a learning scenario which has to include some of the hints provided and to be in line with the student-centred teaching approaches suggested. Below you can find some of these learning designs. They may stand as examples of activities that can be planned to start implementing innovative methodologies in your classrooms.
Lesson Plan Template 1 SUMMARY INFORMATION YOUR NAME: DAMIANO FRANZOSI TOPIC OF YOUR LESSON: ITALIAN RESISTANCE MOVEMENT TIME FRAME: 180 MINUTES SIZE OF YOUR CLASS: 16 OTHER RELEVANT REMARKS: none SHORT DESCRIPTION OF THE LESSON AND HOW IT FITS INTO YOUR ONGOING CURRICULUM: THE LESSON IS DIVIDED INTO TWO PARTS: A FIRST PART WHERE THE NATIONAL LIBERATION MOVEMENT IS SUMMARIZED AND A SECOND PART WHERE HISTORICAL DOCUMENTS ARE ANALYSED . SOME OF THE HISTORICAL RESOURCES WILL BE FAKE, STUDENTS MUST TRY TO FIND THE REAL ONES AMONG THE FAKE ONES. LEARNING OBJECTIVES:
Know the Italian resistance movement Recognize the different realities of movement Analyze and interpret historical sources
2 ACTIVITIES In the following section you are asked to describe the different activities which make up your lesson plan. Please read the following three points before continuing with the template. 1. For each activity in your lesson plan, please choose from the following learning outcomes (based on Bloom’s Taxonomy1):
Remember: recall facts and basic concepts Understand: explain ideas or concepts Apply: use information in new situations Analyze: draw connections among ideas Evaluate: justify a stand or decision Create: produce new or original work
A good lesson plan will have a variety of learning outcomes across the activities. 2. For each activity in your lesson plan, please choose from the following activity types (based on Laurillard’s Conversational Framework): Read/ watch/ listen: read a text, watch a video or listen to a speech/song Collaborate: collaboration activities in a group Discuss: discussion in whole class setting, peers or in groups Investigate: search for information, compare concepts, analyse a text Practice: bring into action what you have learned, present, construct Produce: create an artefact, draft a script, shoot a video etc.
1 You
can find more information here https://en.wikipedia.org/wiki/Bloom%27s_taxonomy
3. For each activity in your lesson plan identify the type of formative assessment technique used (e.g.: certain question and feedback techniques, peer assessment, self- assessment, formative quizzes, etc.) as well as how you plan to use the information about student learning.
ACTIVITY 1: Learning outcomes: Remember Type of activity: Watch, listen Time: 60 min Role of students: Watching, listening, asking question, giving opinions. Role of the teacher: Present the topic, answer questions. Description of the activity: The teacher shows maps and images to tell the story of the liberation war in Italy. He will also show footages taken during the war. Formative assessment technique(s) used in this activity: Online based quiz with Socrative How will you use the information gathered about student learning during the activity or to shape following activities? Check the starting level of the students. Understand which are the clearest concepts and which are the ones on which we need to dwell more.
ACTIVITY 2: Learning outcomes: understand, apply, analyse Type of activity: collaborate, discuss, investigate Time: 60 Role of students: read and analyse historical sources Role of the teacher: help students if they encounter difficulties Description of the activity: The teacher will give historical sources to the students. Some of them will be genuine sources while others will not. The students, divided into groups, will have to discuss with each other to understand which one are authentic and which are not. Formative assessment technique(s) used in this activity: two rubrics, one for the teacher and one for each student, in order to assess investigation techniques and debating among members of the team. How will you use the information gathered about student learning during the activity or to shape following activities? The last activity is a debate so the information gathered will be used to start and shape the debate.
The trial (D. Franzosi) Context Topic: History, Law Total learning time: 4 hours Designed learning time: 4 hours Size of class: 18 Description: The activity takes the form of a role-playing game set in a courtroom. The students, divided into three groups, given a made-up legal case with made-up evidences, will play the prosecution, the defense, and the jury. Prosecution and defense, after analyzing the evidence, defend their opinions and the jury will eventually have to issue a verdict. Mode of delivery: Blended
Aims
Know the basics of the civil and criminal process according to Italian law. Learn to understand the nature of sources/evidences and establish their reliability. Develop critical thinking. Know how to support an opinion. Learn how to work in team toward a shared goal.
Outcomes Recall (Knowledge): Know the basic rules of the civil and criminal trial Defend (Evaluation): Defend an opinion during a discussion Reflect (Evaluation): Thinking how organize teamwork Give arguments for and against (Evaluation): Find ways to arrive at a shared decision Choose (Application): Choose which elements should be taken into consideration to arrive at an objective choice as possible Demonstrate (Application): Prove, following the logic, to have made the correct choice
Teaching-Learning activities Trial #101 Read Watch Listen 30 minutes
18 students
Tutor is not available
Online
The students, in the days preceding the actual activity, watch a video lesson of the teacher who talks about the basics of the civil and criminal process according to Italian law.
Checking Practice
30 minutes
18 students
Tutor is not available
Online
Each student takes an online quiz to see if he has understood the topic of the video lesson. Getting ready for the trial Investigate 1 hour
6 students
Tutor is available
F2F
The students, divided into three groups, begin the actual work. The prosecution and defense groups analyze the evidence trying to understand which evidence is admissible and which is not. The third group, which will make the jury during the trial, will review the rules of the trial, and determine how the next activity will take place The trial Discuss
1 hour
18 students
Tutor is available
F2F
Prosecution and defense confront each other using the evidence analyzed in the previous phase. The jury team tries to draw its own conclusions by trying to reach a final verdict After the trial #1 Discuss
30 minutes
18 students
Tutor is available
F2F
18 students
Tutor is available
F2F
Students and teachers talk about the activity After the trial #2 Produce
30 minutes
Each student makes a self-evaluation about his/her own work and about the work of the team.
Representations of the learning experience
Learning through
Minutes
%
Acquisition (Read, Watch, Listen) 30
13
Investigation
60
25
Discussion
90
38
Practice
30
13
Collaboration
0
0
Production
30
13
Minutes
%
Whole class
180
75
Group
60
25
Individual
0
0
Minutes
%
Face to face
180
75
Online
60
25
Minutes
%
Teacher present
180
75
Teacher not present
60
25
Embracing language diversity in your classroom course
Title of the scenario: We are all citizens of the world
Name of author Brunazzi Mariella
Relevant Trend/s Write the trend(s) or trends the Scenario is intended to respond to. e.g. http://www.allourideas.org/trendiez/results
Project-Based Learning, collaborative learning, student-centered learning.
Learning Objectives, Skills and competencies What are the main objectives? What skills will the learner develop and demonstrate within the scenario? (e.g. 21st Century Skills).
Students will develop 21st century skills such as collaboration, working in teams, problem solving, , communication, mediation and critical thinking skills, and boost their creativity and divergent thinking, but most of all they will learn to accept diversity and be empathetic. Moreover they will gain skill in investigating and making comparisons.
Learner’s Role What sort of activities will the learner be involved in? Learners will be involved in team working, CLIL activities, investigations, making decisions, discussions, a webquest, learning in a museum, non-formal learning, making products.
Tools and Resources What resources, particularly technologies, will be required?
The following tools will be used: Zeemap to make a map of the origins of each student Coggle which allows to make collaborative mind maps Padlet for brainstorming or sharing ideas or presentations Google docs or word online to work collaboratively on a product Madmagz to collaborate on an ebook or an emagazine Storybird or Storyjumper for storytelling Venngage for posters Sway for digital presentations Readwritethink for timelines Learningapps to make games Moviemaker or iMovie to make videos Kahoot for formative assessment Rubistar to make rubrics to assess.
Learning space Where will the learning take place e.g. school classroom, local library, museum, outdoors, in an online space? The learning will take place in the school classroom, in the ICT Lab, in the 3.0 classroom, at the local museum, outdoors (archeological sites), and online (a webquest).
Future Classroom Scenario Narrative Describe in max 10 sentences the main ideas of the scenario. The learners (The class is made up of students aged 14/15 from different regions in Italy or from different countries) will be involved in activities to discuss about their and their families’ origins and share traditions and the basics of their languages (in case of foreign students) and dialects (in case of Italian students). This will help them understand they all belong to different regions in the world, with different traditions and languages but, as human beings, they are all alike. They will also reflect on the richness of the learning environment they are in and how much it has to offer. The class will also join European partners from an eTwinning project about the promotion of the cultural heritage of the area they live in. This will allow them to appreciate it but to make comparisons as well as they will be asked to investigate similar aspects in their foreign mates’ countries. A CLIL module about pre-history with a connected visit to a museum will also be implemented and the use of English will allow all students to be on the same level as they will all be learning a foreign language.
Learning Activities Add the link to the Learning Activities created with Learning Designer (http://learningdesigner.org) https://v.gd/ckhtza
This Future Classroom Scenario has been developed as part of the Embracing language diversity in your classroom course of the Teacher Academy.
SCIENTIX LESSON PLAN Title How to be a sustainable cook
Author(s) Brunazzi Mariella (Teacher of English) Maria Angela Cerri (Food Science Teacher)
Licenses Please indicate below which license you attribute your work with by picking one of the options below. Note that the Scientix repository publishes under Attribution CC BY. We do NOT recommend the last option – in case you pick that one, your work will not be translatable. If you include images in the lesson plan, please make sure to add the source and licenses under the picture itself.
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even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects. Attribution-NoDerivs CC BY-ND. This license allows for redistribution, commercial and noncommercial, as long as it is passed along unchanged and in whole, with credit to you. Attribution-NonCommercial CC BY-NC. This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be noncommercial, they don’t have to license their derivative works on the same terms. Attribution-NonCommercial-ShareAlike CC BY-NC-SA. This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms. Attribution-NonCommercial-NoDerivs CC BY-NC-ND. This license is the most restrictive of the six main licenses, only allowing others to download your works and share them with others as long as they credit you, but they can’t change them in any way or use them commercially.
Subject List all the subjects that this lesson plan is intended for. If this is an interdisciplinary lesson, list multiple subjects.
Food Science - English Aim of the lesson Describe in 1-2 sentences what you would like to achieve with your students by the end of the lesson.
This is a Food Science and English interdisciplinary (CLIL) lesson plan. The focus of the activity is to raise awareness on food footprint to make students understand how choosing a sustainable meal with a low environmental impact and with a correct nutritional value can contribute to meet the needs of the present generations without compromising the well-being of future generations and can help not only save the planet but also life on it. Age of students 17 - 18 4th form of the Culinary Art course in a vocational school
Time Preparation time: 3 hours Teaching time: 12 hours
Teaching material Online: List here all the links of online tools and support documents that you will use during the lesson.
https://www.barillacfn.com/m/publications/doublepyramid2016-more-sustainable-future-depends-onus.pdf https://www.footprintcalculator.org carbon footprint water footprint ecological footprint Offline: List here all the offline tools, such as: paper, glue, etc.
kitchen tools and utensils foods pens flipcharts 21st century skills st
Add here how the lesson plan corresponds to 21 century skills. To find out more: http://www.p21.org/our-work/p21-framework .
21 century skills: Communication - students will share information about food footprints and discuss it Collaboration - students will work in groups to analyse present issues related to food footprints. Moreover the class may be involved in a global project about SDGs (Be the change. Take the challenge.) and may collaborate in international groups as well. Critical Thinking and Problem Solving - students will think about how to best calculate the footprints of a meal and will find solutions to determine them. Creativity and Innovation - students will create healthy sustainable lunch menus starting from traditional local recipes which will be innovated to make them correspond to current needs. st
·
· · · · · ·
21st century interdisciplinary themes woven into key subjects (in this case Food Science and English) The module is interdisciplinary because it is a CLIL one. Sustainable Development Goals UN’s Agenda 2030 and specifically Goal 2 Zero Hunger – Goal 3 Goodhealth and Well-being – Goal 12 Responsible production and consumption - Goal 13 Climate Action – Goal 14 Life below water – Goal 15 Life on land Global Awareness – students will learn how individual behaviours impact on the environment, health and well-being, and conservation of resources globally Economic Literacy - students will learn the economic consequences of non-sustainable consumer behaviour Language Literacy - students will improve their language skills in L2 because English will be the medium through which the subject content will be taught Civic Literacy – students will become aware that everyone is responsible for changing habits that are not sustainable and that the efforts of every single individual counts in reaching the set goals Health Literacy – students will gain awareness on how to maintain a healthy diet for a better balanced and sustainable lifestyle Environmental Literacy - students will understand that it is everyone’s duty to protect and preserve the Earth’s natural resources to save our planet from destruction. They will learn that we must respect what we have because “We don’t have plan B because there is no planet B”.
Lesson Plan Describe here in detail all the activities during the lesson and the time they require. Remember, that your lesson plan needs to correspond to real-world problems in STEM education.
Reference: https://www.barillacfn.com/m/publications/doublepyramid2016-more-sustainable-future-depends-onus.pdf
Name
Procedure
Time
The students are asked to calculate their environmental impact
1h
of activity
The food chain and the environment p. 39, 40
using https://www.footprintcalculator.org Brainstorming: a collaborative mind map https://coggle.it/ : What comes to your mind when you think about a food chain? Then the students divided into 5 groups of four SS will have to select a food and analyze its chain and how it impacts on the environment searching the Net. New vocabulary is noted down on a file to create a glossary related to the module. They will have to make a histogram graph to highlight the results. e.g.:
The double pyramid
The groups watch a video:
1h
https://www.youtube.com/watch?v=yIRroHMbrqU
The indicators After that a game of the double pyramid is given. used in the double pyramid They have to solve it correctly putting the food at the correct and the level of the two pyramids. environmental impact of the http://www.educazionedigitale.it/noiilciboilpianeta/gli-strumenti/#ancorafood chain openmind p. 62, 63 The double pyramid is then shown and the p. 42-45 students discuss their results and possible mistakes. p. 56, 57 Then the three food footprint graphs (water, carbon and ecological footprint) are handed out and they are asked to analyze the data collected about the chosen foods and to find the category they belong to. In so doing they will infer their impact on the environment. What are sustainable diets? p. 78,79, 81-83
A text about the different types of diet is suggested. The students will read it and paraphrase it. They will learn new vocabulary and also use the language actively.
3h
Each group has then to choose one which must be different from the other groups and to fill in a grid to highlight its pros and cons from a nutritional and an environmental point of view. The groups will have then to make a presentation about each diet. The presentations will be peer-assessed. Formative assessment
The economic pyramid / Ten tips for spending little and eating well
After analysing a text about the ten tips for spending little and eating well, they will have to carry out a practical task. Some menus are handed out and the groups are asked to improve them making them cheap but healthy. They will also have to show that they are able to suggest how to reduce, recycle or reuse.
1h
A jigsaw about What institution can do, what they can do is given. The groups have to rebuild the text. The results are compared and they have to think about what is still to be done. A list of solutions is made and posted on the website of the project (if the class has been involved).
1h
p. 98, 99 p. 104, 105 What institution can do, what you can do
p. 126, 127
Analysing a meal: lunch
During practical activities in the kitchen lab, the students usually prepare a traditional local lunch. For this activity, after making the lunch each group will have to calculate the caloric intake of a course. The results are shared.
3h
Healthy sustainable lunch menus
Each group will have to plan a sustainable lunch menu starting from traditional local recipes which will be innovated to make them correspond to current needs that is the menu will have to be healthy and sustainable.
2h
Summative assessment As a final test each group will have to analyze the results.
Assessment Describe here the assessment method of the lesson, if any. For example, if you plan on assessing your students with a quiz, include here questions and answer options with color-coding the correct answers.
Formative assessment Debate https://anh-academy.org/sustainable-diets-game-diet-dimensions
Self-assessment Name:
Class:
1h
date:
Self-Assessment Read and tick where appropriate I can recognize spoken and written words and expressions related to the content of the module I can report information from this module both orally and in writing I can speak about different aspects of this module providing my own opinion or views I can speak about some of the relevant themes in the module I can plan a healthy sustainable meal I can work in groups including all group members equally, listening to others and finishing tasks on time
YES
NOT YET
NOT SURE
Peer-assessment: 10 / 9
8/7
6/5
4/3
OVERALL APPEARANCE
- theme consistent - generally inviting -high degree of creativity
- theme consistent - generally good - creative
- theme inconsistent - generally adequate - somewhat creative
- no theme evident - poorly done - shows little creativity
CONTENT
- all components are completed as assigned - excellent variety of topics - an illustration included with each component - well written
- most components completed as assigned - good variety of topics - most components are illustrated. - well written - fewer than minimum of five components.
- did not include one of the assigned components - adequate variety of topics - most components are illustrated - writing sufficiently adequate
- some components completed as assigned - some illustrations - writing not adequate
ILLUSTRATIONS
- all graphics are connected to theme - excellent colour and composition.
- most graphics connected to theme - good colour and composition
- artwork not always connected to theme - lacks originality - some colour and graphics elements used
- seldom connected to theme - few or no graphic elements
PRESENTATION
- use of writing process evident - correct spelling - correct grammar -correct sentence, paragraph and essay structure
- use of writing process evident - minor spelling errors - minor grammatical errors - minor errors in construction of sentences, paragraphs and essays
- careless use of writing process - minor spelling errors - minor grammatical errors - written work lacks organization
- first draft is only draft - major spelling errors - major grammatical errors - lacks organization, disjoint, and lacks unity
Group work assessment Criteria 4
Points
3
2
1
Level of engagement in class
student actively contributes to the lessons by offering ideas and asking questions frequently
student actively contributes to class by sometimes offering ideas and asking questions
student seldom contributes to class by offering ideas and asking questions
student never contributes to class by offering ideas and asking questions
Listening, questioning, discussing
student listens, discusses and asks questions and guides the group in problem-solving activities
student listens, discusses and asks questions
student doesn’t always listen with respect and monopolises discussions
student doesn’t listen with respect, argues with mates and doesn’t respect their ideas
Behaviour
student never has disruptive behaviour during discussions and group activities
student rarely has disruptive behaviour during discussions and group activities
student sometimes has disruptive behaviour during discussions and group activities
student always has disruptive behaviour during discussions and group activities
Preparation
student always does homework, studies and has the required material
student usually does homework, studies and has the required material
student rarely does homework, studies and has the required material
student never does homework, studies and has the required material
Problemsolving
student actively looks for and finds or suggests solutions to problems
student usually improves solutions suggested by others
student is willing to try solutions suggested by others
student neither tries to solve problems nor to help others solve them
Group / partner teamwork
student works to complete all group goals, has a positive attitude towards the tasks and work of others and does all duties related to the assigned role
student usually helps complete all group goals, has a positive attitude towards the tasks and work of others and does nearly all duties related to the assigned role
student occasionally helps complete all group goals, sometimes has a negative attitude towards the tasks and work of others and does some of the duties related to the assigned role
student doesn’t work well with others, shows no interest in completing group goals, has a negative attitude towards the tasks and work of others and doesn’t do the duties related to the assigned role Total
Summative assessment Each group will have to plan a sustainable lunch menu starting from traditional local recipes which will be innovated to make them correspond to current needs that is the menu will have to be healthy and sustainable. As a final test each group will have to analyze the results.
Student feedback Add here the method with which your students will be able to give you feedback and discuss the lesson.
CLIL MODULE NOT AT ALL
NOT MUCH
SUFFICIENTLY
ENOUGH
A LOT
1. Do you like the module?
2. Can you understand the texts in English?
3. Is the topic explained clearly?
4. Do the images help you understand?
5. Do you like the activities?
6. Do you have time to ask questions?
7. Do you have enough time to answer questions?
8. Are you given examples to help you use the English language?
9. Are you afraid of making mistakes when you speak English?
10. Are you corrected when you speak English?
11. When you speak English are you given enough time to self-correct your mistakes?
12. Do you like working in groups?
13. Do you like being assessed by your classmates?
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Open e-twinning Project-Based Learning and the Community for School in Europe
Title of the scenario: FROM GRAFIC SIGN TO THE SOUND INTONATION THROUGH A MODERN CHIRONOMIC (HANDS GESTURE)
Name of author
ELENA CALZARI
Learning Objectives, Skills and competencies What are the main objectives? What skills will the learner develop and demonstrate within the scenario? (e.g. 21st Century Skills).
KNOWLEDGE: putting together graphical signs and gestures (chironomic) COMPREHENSION: catching teacher’s input and using it correctly 1. graphic signs, rhythm, intonation 2. vocal reproducing through chironomic COMPETENCE OBJECTIVES: ability to reproduce notes, musical breaks, agogical signs. Age of the students:15/16 I’m working in a vocational school, in the health and social care course. The future professional figure for this sector should be able to help and support people, in order to reduce isolation and social alienation risks. Music is a universal language, produces big emotional reactions and activates mental and physical energies. Music allows an intimate contact with themselves and other people. Music is good to free emotion and creativity. The future health and social care expert should be able to create an empathetic relationship with his/her patient. Music is everything, particularly singing! Singing is really fantastic to reach the stated goals. Singing gives you a beneficent and harmonizing effect. Singing gives you energy and improves your musical ear. Every student should try singing once in life! It is also good to improve concentration.
Learner’s Role What sort of activities will the learner be involved in?
For my project, I have thought of choosing a simple approach, less academic than if I were in a specific music school such as Conservatory or a music high school. I have thought of using an ancient method born in Egypt in the IV millennium BC, revised by Guido d’Arezzo in the XI century and later by Zoltan Kodály ( 1882-1967), a Hungarian musician. You can see the link here below.
https://www.youtube.com/watch?v=y7Q3wFmYmnU
Kodály, as you can see, uses specific gestures but I have thought of changing and simplifying them. In my opinion it is easier to use a numerical progression with one hand fingers: the fist represents the note DO, the index finger with the middle one is RE, inch, the index and middle fingers are MI and so on. Doing it this way it is more usable with SEN students. My idea is a learning method with a game approach extensible to infant pupils. They will “learn by doing”, because they will have to always train the whole set of eye, ear and use of voice to realize what they see and listen to.
Tools and Resources What resources, particularly technologies, will be required? Nothing is so necessary for this activity. PEDAGOGICAL INNOVATION I don’t know if I’m really planning something innovative regarding pedagogy but with SEN students it works! I hope to find someone else who wants to try it. CURRICULAR INTEGRATION I think it could be a good way to include every student in order to respect the Italian law. COMMUNICATION AND INFORMATION EXCHANGE I hope to meet other teachers who want to use this method and suggest me something useful to improve it. COLLABORATION AMONG SCHOOLS I’m waiting for new colleagues! USE OF TECHNOLOGY For this activity you don’t need anything special, except the YouTube video at the beginning (just to compare the Kodály system and mine) RESULTS, IMPACT AND DOCUMENTATION I think I have described quite enough what I would like to do. I will be waiting for your reply.
Learning space Where will the learning take place e.g. school classroom, local library, museum, outdoors, in an online space? It’s not so important! A simple classroom is enough! And a tuning fork!
Open e-Twinning: Project-Based Learning and the Community for Schools in Europe
Title of the scenario: PROTEINS
Name of author Michele Frusci
Learning Objectives, Skills and competencies What are the main objectives? What skills will the learner develop and demonstrate within the scenario? (e.g. 21st Century Skills). The skills to develop are: -
the knowledge of the role of proteins in the metabolism of living organisms and the molecular structure and function
-
the ability to recognize the main nutritional content
Learner’s Role What sort of activities will the learner be involved in? The project is specific for SEN students, involving a little group to help them. I would like to compare the different knowledge they have, trying to enrich them with new concepts such as amino acids composition, peptide bonds and protein structures. I will try to transmit my enthusiasm and passion for my job.
Tools and Resources What resources, particularly technologies, will be required?
I will use different tools: -
digital concept maps
-
digital presentations to highlight the main notions
Learning space Where will the learning take place e.g. school classroom, local library, museum, outdoors, in an online space?
The learning will take place in a school classroom and ICT lab, and in the local library.
Open eTwinning: Project-Based Learning and the Community for Schools in Europe
Title of the scenario: ¡VAMOS A CONOCER SPAIN!
ESPAÑA! – LET’S GO TO KNOW
Name of author Alessandra Mazzeo
Learning Objectives, Skills and competencies What are the main objectives? What skills will the learner develop and demonstrate within the scenario? (e.g. 21st Century Skills). This learning activity presents the geography of Spain, the Spanish economy, the country's politics and languages. The main objectives are: 1. Bringing the students to know Spain, the Spanish economy and the country's politics. 2. Knowing the organization of the territory of Spain. 3. Motivating the students about Spanish culture, with dynamic, playful and different activities. The competence that learners will develop is knowing the most important aspects of the Hispanic civilizations, improving their competence in the language of specialization, enriching
their knowledge with new concepts. Other skills will also be developed, as cooperative learning, communicating in a foreign language and learning to learn.
Learner’s Role What sort of activities will the learner be involved in? This activity addresses to pupils that are from 14 to 18 years old and study Spanish as foreign language in vocational school. The principal goal is providing an initial overview of the Spanish context and culture. The main activities in first step are: 1. Brainstorming 2. Presentations and worksheets Then, students will involved in cooperative learning because as final work they have to create an online presentation about one Spanish city following some steps. These works will be shared with a Spanish school that offers Italian as foreign language through eTwinning platform. In conclusion, Spanish students have to give a reply and assess Italian presentations.
Tools and Resources What resources, particularly technologies, will be required?
The tools that will be required are: Interactive Multimedia Board, Padlet, books, Internet.
Learning space Where will the learning take place e.g. school classroom, local library, museum, outdoors, in an online space?
The learning activity takes place in a school classroom, with Interactive Multimedia Board, and in an online space using platform and technological tools.
DESCRIPCIÓN DEL PROYECTO
NAME (TÍTULO): ¡Vamos a conocer España! ABSTRACT (ASUNTO): Esta actividad didáctica tiene el objetivo de tratar el tema cultural relativo a la geografía de España (geografía política y física, economía española, constitución de 1978, familia real, sistema gubernamental, bandera, himno e idiomas). GOALS (OBJETIVOS): 1. Acercar a los alumnos al conocimiento de España, de la economía española y de la política del país. 2. Conocer la organización del territorio de España. 3. Motivar a los estudiantes a esforzarse en el estudio de la cultura española, a través de actividades dinámicas, lúdicas y diferentes. WORK PROCESS (PLANIFICACIÓN DE TRABAJO): 1. Lluvia de ideas. 2. Presentaciones en PPT y fichas de trabajos. 3. Actividades en aprendizaje cooperativo. 4. Reflexión y aclaración de las dudas sobre la actividad. EXPECTED RESULT (PRODUCTOS FINALES): Esta sesión tiene el objetivo de sensibilizar a los alumnos hacia la cultura española y ofrecer contenidos culturales.
Learning Design for: Fighting for faith (D. Franzosi) Context Topic: The Crusades Total learning time: 290 Number of students: 12 Description: Learning about the crusading movement through its main events, characters and phenomena.
Aims Gain knowledge of the historical frame surrounding the Crusades; learning how to carry out a historical research.
Outcomes Summarise (Synthesis): summarise information from various sources Compare (and contrast) (Analysis): - primary sources - secondary sources - historians' opinions Identify causes of (Comprehension): - crusades
Teaching-Learning activities A short video about the Crusades Read Watch Listen
50 minutes
1 students
Tutor is not available
Watch the video and write down what in your opinion the most important information is. Take a look at the sources Investigate
120 minutes 4 students
Tutor is available
With the help of the teacher try to find historical sources about the topic on the web. Round table Discuss
minutes
12 students
Tutor is available
The students will gather and discuss together what they have found in the historical sources. The teacher will act as a moderator. The paper Produce
120 minutes 1 students
Tutor is not available
The pupils will write a paper about the outcome of their researches. They can use on-line resources and tools.
Learning Design for: Copy of Romeo and Juliet (L. Tripodi) Topic: Discovering theatre Total learning time: 20 hours Designed learning time: 20 hours Size of class: 18 students Description: A class of 18 students is involved in this CLIL module about discovering theatre, a topic they are dealing with during their Italian lessons. The lesson plan has been designed by the Italian and English teacher. The aim is to develop the learners’ ability to re-elaborate a theatre script, creating an original play, set in our days, both in Italian and in English, and to try to play it. To understand the main elements of theatre, the students are guided to understand the structure, the plot and the main issues of a famous Shakespearean tragedy, “Romeo and Juliet”, in order to create their own theatrical text first in their native language, than in the foreign language . The activities involve watching a movie, a discussion, team work, critical thinking about the topic. The final product is based on a collaborative activity which tests the students’ ability to re-write an original play with the reinterpretation of the themes of the Shakespearean tragedy in a modern tragedy. Finally, the students have to act their part to the class. Mode of delivery: Classroom-based
Aims -
Knowing the structure of a theatrical text, analysing literary and video sources Understanding the plot and the main themes of a tragedy Contextualising and analysing theatrical extracts to understand the main elements of theatre Elaborating on knowledge of theatrical words Re-elaborating a tragedy Using foreign language both in writing and in acting Reflect on this topic collaboratively Improving ICT and writing skills
Outcomes Knowledge: Being able to define and explain the main features of a theatrical text Application: Being able to use video and literary sources; being able to use ICT tools Synthesis: Being able to re-elaborate the acquired knowledge writing a personal play about this topic Affective learning outcomes: Being able to respect others, and understanding how difference is wealth Uncategorised: Being able to work on a project with peers in groups
Teaching-Learning activities
Warm- up activity Read Watch Listen
2 hours
18 students
The students watch the movie "Romeo and Juliet" by Zeffirelli
Tutor is available
F2F
Brainstorming activity and guided reading Discuss
2 hours
18 students
Tutor is available
F2F
The teacher guides the brainstorming activity about the plot of the film, focusing on the main passages. The teacher and the students read significant passages of the theatrical text. The teacher guides the students in comparing the film and the theatrical text, highlighting similarities and differences.
Teacher-led lesson Read Watch Listen
3 hours
18 students
Tutor is available
F2F
The teacher explains the structure of a theatrical text, using examples taken from other theatrical performances.
Team work Produce
6 hours
18 students
Tutor is available
F2F
The students are divided into groups. They have to write a personal re-elaboration of the tragedy, setting it in the present. Each group chooses a different part of the tragedy. With the help of the English teacher, the text written by the students is translated into English. Each student has to study his/her part to act it in the next lesson
Presentation and assessment Practice
2 hours
18 students
Tutor is available
F2F
Tutor is available
F2F
Each group performs their own revisited act in English. The other students film the acts in order to create a final video. Each group evaluates the work done by their peers.
Guided trip Investigate
5 hours
18 students
Discovering the places of "Romeo and Juliet" in Verona.
Learning Design for: La hora del flamenco (A. Mazzeo) Context Topic: Spanish Total learning time: 2 hours Designed learning time: 2 hours Size of class: 19 Description: Knowing flamenco art Mode of delivery:
Aims Enlarge lexis and communicative functions. Learn about Flamenco Art. The transference of ideas from the Islam: Are the origins really what we think they are?
Outcomes Knowledge: Historical, cultural, and social contexts. Application: The student will demonstrate an understanding of music as an essential aspect of history and human experience.
Teaching-Learning activities
Preparation Discuss
10 minutes
19 students
Tutor is available
F2F
Brainstorming and selection of the most appropriate concepts among those that emerged about the principal idea: What is Flamenco?
Read Watch Listen
20 minutes
19 students
Tutor is available
F2F
Domestic activity of watching a video related to Flamenco and its origins. Students will identify the origins of Flamenco music by reading an article and creating a poster about its origins.
Investigate
15 minutes
19 students
Tutor is available
F2F
Students will also discuss their views on the accuracy of the article and explain their opinions to the rest of the class.
Action Collaborate
25 minutes
19 students
Tutor is available
F2F
Each group will read the article and determine whether or not they think they it is in accordance with what they already know. They are to create a poster about the origins of Flamenco after reading the article and explain what it consists of. The teacher will show an example poster to give the students an idea of what to do. Teacher should wander around the room to help students.
Discuss
20 minutes
19 students
Tutor is available
F2F
Once the groups have finished, they will present their poster and explain the origins of Flamenco to the rest of the class.
Assessment Produce
30 minutes
19 students
Tutor is available
Writing an essay about the main idea of Flamenco, its origin and personal opinion
F2F
Learning Design for: Graffiti: the story they tell
(M. Brunazzi)
Context Topic: Prehistory Total learning time: 12 hours and 5 minutes Designed learning time: 12 hours and 5 minutes Size of class: 22 students Description: A class of 22 students in the first form of the Hospitality and Culinary Art course is involved in this CLIL module about Pre-History, a topic they are dealing with during their history lessons. The lesson plan has been designed by the history teacher together with the English teacher. The aim is to make the learners discover forms of prehistoric craftsmanship (vases, jewelry, tools..) and art (graffiti) and think critically about what they teach us. Since the module is part of an eTwinning project and meetings with partners are frequently planned, communication in L2 is supported in a real context, and the acquisition of content really goes hand-in-hand with the acquisition of language. Findings will be presented to the partners and our pupils will also have to answer possible questions. The activities have been planned to develop 21st century skills among which team work, negotiation, problem-solving, critical thinking (as mentioned above) skills as well as the ability of finishing tasks on time, sense of responsibility and creativity. Creativity is at the core of the module as one of the final tasks requires a collaborative activity which requires writing stories about the graffiti using their most powerful tool: their imagination! Mode of delivery:
Aims Discovering the value of our cultural heritage Analysing sources and applying historical research methodology Knowing the most significant stages in Prehistory Observing, describing and analysing art and craft products from prehistorical times Contextualising images and objects Proposing hypotheses about the possible use of prehistoric objects or meaning of prehistoric graffiti Writing stories collaboratively Improving ICT skills
Outcomes Knowledge: Being able to define and explain main aspects of prehistory Being able to describe and explain craftsmanship and Art in prehistoric times Prehistorical propitiatory rites Life in Prehistorical times Application: Being able to apply historical research methodology Application: Being able to use sources Being able to use ICT tools Synthesis: Being able to write graffiti stories Affective learning outcomes: Being able to respect others Being able to negotiate Uncategorised: Being able to L2 Being able to deal with content in L2 Being able to use L2 to work with peers in the groups or in the project Uncategorised: Being able to hypothesize
Teaching-Learning activities
Warm-up session Read Watch Listen
10 minutes
22 students
Tutor is available
F2F
The CLIL module “Graffiti: the story they tell� includes the learning in the museum approach. The brainstorming activity is meant to raise awareness of the importance of visiting museums because they are a repository of our cultural heritage. That is the first step, a preparatory activity, to the actual visit of the local museum to observe prehistoric objects found in the area and of a pre-historic site in Val Camonica to study pre-historic forms of art: the graffiti. The activity starts with a virtual tour of the pre-historic section of a museum and the students are told the class is going to expand their knowledge about prehistory, a topic they are dealing with during their history lessons. https://naturalhistory2.si.edu/vt3/NMNH-WC/z_NMNH-WC-001.html Discuss
20 minutes
22 students
Tutor is available
F2F
After the tour a brainstorming activity begins: Why should you visit a museum? Using coggle the students are invited to think about good reasons why it may be interesting and useful visiting museums Some questions may be asked to scaffold the discussion: What is a museum? Who do you think a museum is for? What can you find inside a museum? What can you do in a museum? Glossary: using the words from the brainstorming activity a list of useful words divided into categories can be created to make a glossary. The glossary will then be enriched with new categories and words during the module. Read Watch Listen
30 minutes
22 students
Tutor is available
F2F
A video is then shown about museum vocabulary: https://www.youtube.com/watch?v=yyYwhF6CsWk and exercises to fix the new vocabulary are given: matching, pictures to be labelled, puzzles. <at the end of the lesson the students are invited to bring to school objects from home (possibly something unusual).
Notes The module is part of the eTwinning project "Our awesome cities"
Why Museum Learning? Read Watch Listen
20 minutes
22 students
Tutor is available
F2F
The students are divided into groups and are asked to read the description of the local museum: http://www.pianuradascoprire.it/en/culture/the-town-museum-in-crema-190 http://www.museiarcheologici.net/index.php/en/musei-de-2/67-museo-civico-di-crema-e-del-cremasco-de https://www.italythisway.com/places/crema.php
Produce
20 minutes
22 students
Tutor is available
F2F
After reading each group is asked to present a section. Then the groups are invited to decide which section it would be better to focus on according to the topic the class is dealing with. Read Watch Listen
20 minutes
22 students
Tutor is available
F2F
The students are asked to reflect on the objects they have brought from home. In pairs, they have to ask and answer wh-questions to find out as much as possible about four objects of their choice. What is it? Where and when was it made? The pairs will download a map of the world (e.g. www.mapsofworld.com/world-map-image.html), and put the objects on the map according to their countries of origin. Where and when was it found (was it in its place of origin)? Why is it important? What can we learn from it? Each pair then shares their questions/answers with their mates.
Visiting the local museum Investigate
40 minutes
22 students
Tutor is available
F2F
The class will visit the Prehistory section of the local museum. The guided tour will be in English. Produce
30 minutes
22 students
Tutor is available
F2F
During the visit the students are asked to look at the objects, draw one they like and describe it answering the following questions: What is it? What was it used for? What is it made with? Is it similar to an object we use nowadays? New words are looked up in an online dictionary. The pictures and descriptions are shared in a padlet. Discuss
20 minutes
22 students
Tutor is available
F2F
22 students
Tutor is available
F2F
22 students
Tutor is available
F2F
The students assess their mates' work using a grid.
Prehistory - listening and reading activity Read Watch Listen
5 minutes
A video about prehistory will be shown: https://www.youtube.com/watch?v=Mm-IxK1GrYE Collaborate
15 minutes
The class will collaborate to create a mindmap about prehistory using http://popplet.com/ and the glossary will be enriched with the new vocabulary.
Read Watch Listen
5 minutes
22 students
Tutor is available
F2F
A second video will be shown: whc.unesco.org/en/list/94/video Rock Drawings in Valcamonica and will have to answer T/F questions in pairs. Read Watch Listen
25 minutes
22 students
Tutor is available
F2F
A text about Val Camonica is handed out and working in groups the students are asked to analyse it and do a set of exercises: matching the headings to the corresponding paragraphs, a timeline using http://www.readwritethink.org/files/resources/interactives/timeline_2/ answering questions.
Visiting the National Archaeological Museum and the Archaeological Park in Val Camonica Investigate
2 hours
22 students
Tutor is available
F2F
The class will visit the National Archeological Museum and the Archaeological Park in Val Camonica guided by an expert. the students will have to ask questions to find as much new information as possible.
Produce
1 hour
22 students
Tutor is available
F2F
The pupils will reproduce objects in the archaeological laboratory. Their products will be brought to school.
Making presentations Collaborate
1 hour
22 students
Tutor is available
F2F
The students will be divided into five groups and they will collaborate to make presentations about their visit in Val Camonica. In the groups each pupil will have a specific role. Discuss
30 minutes
22 students
The presentations will be shown and peer assessed.
Tutor is available
F2F
Online meeting with partners Practice
1 hour
22 students
Tutor is available
F2F
An online meeting with the eTwinning partners will be planned and each group will share their presentation. The partners will be invited to ask questions. The pupils will also invite their foreign mates to share images of prehistoric art and craft in their area in the Twinspace. Discuss
15 minutes
22 students
Tutor is available
F2F
Once the images from other countries are shared the groups will discuss whether or not there are similarities with the objects and pictures they have seen during their visits.
Creative writing Read Watch Listen
5 minutes
22 students
Tutor is available
F2F
The video Rosa Camuna will be shown https://www.youtube.com/watch?v=YzS4JW5z3x8 Discuss
55 minutes
22 students
Tutor is available
F2F
Next the students divided into groups will be told that they will have to write stories about the graffiti. In each group the pupils will start discussing the main elements of the stories: setting characters plot .....
Creative writing Collaborate
30 minutes
22 students
Tutor is available
F2F
The students in their groups will actively collaborate to outline the stories which will be peer assessed and improved. Produce
30 minutes
students
Tutor is available
F2F
The stories will be written using https://www.storyjumper.com/ and when they are finished, they will be shared in class and in the Twinspace:
https://www.storyjumper.com/book/read/68205655 https://www.storyjumper.com/book/read/68205685 https://www.storyjumper.com/book/read/68205805 https://www.storyjumper.com/book/read/68205755 https://www.storyjumper.com/book/read/68205645 https://www.storyjumper.com/book/read/68205675 https://www.storyjumper.com/book/read/68205725
Notes The students will be asked to self-assess their progress at the end of the module. Formative assessment will be carried out during the implementation of the module to check the students' understanding and progress. Peers will be asked to assess products and give suggestions for improvement.
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