MOBILE LEARNING EFL PROJECT Bullying - Fight it or freak out
"bullying-739607" by Pimkie
/ Chesi - Fotos CC
By Agustina Rojas Gabriela Dominguez Márcia Lima Zuleika Zaiden Moderators Ana Maria Menezes Jennifer Verschoor
Title: Bullying – Fight it or freak out Content area: Language Project goal: 1) Linguistic – enable students to express themselves when discussing the topic, giving their opinion clearly and fluently. 2) Technological – familiarize students with the numerous possibilities of available apps on their mobile devices to enhance their learning and enable them to create the final production collaboratively, which will be shared with the school community. 3) Social – raise students’ awareness of the impact of bullying on people and the need to deal with it properly. Target audience: High School students Type of technology and infrastructure expected: The school computers; BYOD like netbooks, iPads and mobile phones at the students’ disposal; internet connection. Stakeholders that might influence the project: School directors, school psychologists and parents. Deadline or timeline for developing the project: 2 months Project description: Pre-project Students will first read a novel on the topic: “I’m king of the Castle” written by the novelist Susan Hill. This novel is about two boys whose dramatic social differences and parents’ blindness to recognise their offspring's needs cause irreparable damage to their relationship. This incapability to foresee the children’s reactions to their desires leads to a situation in which the strongest boy harasses the weakest and, as the story develops, the bullied boy seems no longer able to bear the heavy burden within the situation, resulting in the most tragic ending unexpected by the reader. During the reading process, the students will debate the possible causes and consequences of bullying, and will write some texts showing the impact the novel has on the reader. After this, the project itself will start. Class1 Students will be divided into groups. Activity – Each group will watch a different video on their mobile device, then share what they saw and their impressions in the class as a whole.
http://www.youtube.com/watch?v=AcZmrp-3yCs http://www.youtube.com/watch?v=OcgAF8GcBIw http://www.youtube.com/watch?v=q4syd4vKFPE http://www.youtube.com/watch?v=SJxWAYEcl_s http://www.youtube.com/watch?v=jNdBmjUvzEU http://www.youtube.com/watch?v=5H8RnV9b_cY http://www.youtube.com/watch?v=5DMMbp_v-Xk http://www.youtube.com/watch?v=JLM2yGpOMW8 http://www.youtube.com/watch?v=WoCi4zznw1s http://www.youtube.com/watch?v=wI5sJHsDNJU Task – Students will brainstorm ideas for questions for a survey, which will be used for a research about bullying in the school community. They will have the book and the videos to inspire them. For homework, they will write down two to three questions each and write them on a collaborative google doc. With the guidance of the teacher, students will select the most relevant questions to make up their survey. They will use http://surveymonkey.com for the survey and publish its link on the school blog so that the students can take part in the survey. Class 2 Students will be divided in groups and will be asked to interview professionals, teachers, parents, headmasters and will ask their opinion and experience as regards bullying. These interviews will be recorded using the students' mobile devices and shown as a further source to supplement the presentations. Class 3 Once the result of the survey has been processed, the students will discuss how bullying could be reduced bringing out some conclusions which they’ll share on the school platform. They will read and discuss some articles about cases where bullying has been eradicated and compare them with the ones they have found out. Students will then use https://bubbl.us/ to construct a chart with their conclusions. ARTICLES School Bullying http://www.education.com/topic/bullying/schoolbullying/ Bullying in Schools http://www.education.com/reference/article/Ref_Bullying_Schools/ Bullying affects children's long-term health http://www.medicalnewstoday.com/articles/272762.php Guide to Bullying http://www.bbc.co.uk/newsround/13906802
Class 4 Now it is the time for their final production. Each group will prepare different presentations to share the results of their bullying project with other classes. In this class, they will plan the way they will present the material gathered. Class 5 The students will be asked to evaluate the different applications to present the information. They can choose between different tools already explored (Knowmia, Present.me, Prezi, Slide.ly). For this purpose they will make use of an app evaluation checklist (annex1*) and will, then, be asked to write a report accounting for their choice. Class 6 Each group of students will publish their project on the school blog. They will have to write an introduction to the project. Class 7 The students will deliver their presentation and will evaluate them according to the checklist in annex 2**. Class 8 (the whole group) Students will make a video for the whole school community to record their learning in the process of making students, teachers and parents aware of bullying and the ways to prevent it. They will include videos showing the groups at work, flashes of the interviews, photos, extract from the relevant texts read and will create a motto that will also be published in the school walls as a campaign to reduce bullying. They will have to vote using the poll function on the platform to select the best pieces of work to be included in the video. The video will be edited and evaluated using checklists (annex 3***)
END OF PROJECT
*Annex 1 (The Vincent’s Educational App Evaluation Checklist) http://bit.ly/appcheck_v Source: http://learninginhand.com/rubric
**Annex 2- Multimedia Presentation Rubric—Middle School Intel® Teach Elements Project-Based Approaches 4
3
2
1
My presentation has a theme. All parts of my presentation make an important statement about my topic.
My presentation has My presentation a topic. Most parts of seems to have a my presentation topic, but many make an important parts are off topic. statement about the topic, but some parts may be off topic.
I synthesize my own experiences and knowledge with the research to draw conclusions about my presentation’s theme.
I try to use my knowledge and the research to draw conclusions, but some of my ideas are not logical or based on credible evidence.
I organize my presentation around a few concise points that support the theme.
I include some main I do not identify the points in my main points in my presentation. presentation, but they may be wordy or missing information.
I use some graphics, video, sound, and other multimedia features to enhance and support my key
I use graphics, video, sound, and other multimedia features, but some features detract
Content: Purpose My presentation has a theme that makes an important and meaningful statement about my topic. All parts of my presentation relate to the purpose or theme in a meaningful way. Content: Conclusions I synthesize my own experiences and knowledge with the research to draw important and meaningful conclusions about my presentation’s theme.
I rarely draw conclusions, and when I do, they are not logical.
Content: Key Points I organize my presentation around a few concise points that support the theme and synthesize the most important information I have discovered and the conclusions I have drawn. Multimedia Features I use graphics, video, sound, and other multimedia features effectively to communicate my
I do not use graphics, video, sound, or other multimedia features, or the ones I use
4
3
2
1
points. theme and create interest. I follow all copyright laws when I use multimedia features.
from my key points. detract from my key points.
4
3
2
My presentation communicates insights in unusual and surprising ways.
I try to communicate My presentation is predictable. fresh insights in unusual and surprising ways, but some of my methods distract rather than support my presentation’s theme.
1
Creativity My presentation includes unique features that communicate meaningful fresh insights and perspectives in unusual and surprising ways. Organization My presentation begins with a slide that builds curiosity and interest in the theme, organizes information in a logical order, and leaves the audience with an important idea about the theme to think about.
My presentation My presentation has begins with an an introduction and introduction that a conclusion, but describes the theme they may not in an interesting engage the audience way, organizes in thinking about my information in order, theme. The order of and concludes with a the information may summary of the not help me most important communicate the points. theme.
My presentation is missing an introduction or a conclusion and is organized in a way that confuses the audience.
I have rehearsed my I could have presentation. I speak rehearsed my clearly and presentation more smoothly. I show carefully. poise and audience Sometimes, my awareness. audience loses interest or has difficulty understanding me.
My audience has difficulty following my presentation and understanding me. I did not practice enough.
Oral Presentation I have rehearsed my presentation. I speak clearly and smoothly in an engaging way. I show poise and confidence, interact appropriately with my audience, and handle unexpected problems effectively.
***Annex 3 - Evaluation Rubric for Video Project Link: http://bit.ly/vid_rub Source: http://mcintosh.schooldesk.net/ Performance Level
Needs Improvement
Satisfactory
Excellent
Group Cooperation
Students needed to be reminded to stay on task frequently. One or two people did all the work. Students argued with one another or left some students out of the process.
All students contributed a fair share to the project, though some workloads varied. Students had to be reminded occasionally to stay on task. Students made an effort to include all group members in the process.5-‐10 points
All students contributed equally to the video. Students stayed on task at all times. Students worked with each other in a friendly manner.
Students completed the storyboard on time, but some items are not thoroughly described. Storyboard matches the video.
Students completed storyboard on time. Storyboard is thorough and matches the video.
0-‐4 points
Storyboard
Students did not complete a storyboard or storyboard did not match video. 0-‐2 points
11-‐15 points
6-‐10 points
3-‐5 points Documentation
There is no documentation. 0 points
Subject Content
Most of the elements taken from other sources are documented; however, some documentation may be inaccurate or missing.1-‐3 points
Subject knowledge is not evident. Information is confusing, incorrect, or flawed.
All elements from other sources are accurately documented. 4-‐5 points
Subject knowledge is Subject knowledge is evident in much of evident throughout the video. Most the video. All information is clear, information is clear, appropriate, and appropriate and correct. correct. 10-‐20 points 21-‐30 points
0-‐9 points
Video content and organization
The video lacks a central theme, clear point of view, and logical sequence of information. Much of the information is irrelevant to the overall message
Information is connected to a theme. Details are logical and information is relevant throughout most of the video 3-‐5 points
0-‐2 points Introduction
Mechanics
Video includes a clear statement of purpose. Events and messages are presented in a logical order, with relevant information that supports the video’s main ideas. 6-‐10 points
The introduction does The introduction is The introduction is not orient the viewer clear and coherent motivating, and hooks to what will follow. and evokes moderate the viewer from the interest/response beginning. 0-‐1 points from the viewer. 4-‐5 points 2-‐3 points The text and audio have 4 or more grammar or spelling errors.
The text and audio have 1-‐2 grammar or spelling errors.
The text and audio have no grammar or spelling errors
3-‐4
5 points
0-‐2 Production
Video is of poor Tape is edited. A quality and is variety of transitions unedited. There are are used and most no transitions added transitions help tell or transitions are the story. Most of used so frequently video has good pacing that they detract and timing. Graphics from the video. There are used are no graphics. appropriately. 0-‐10
11-‐15 points
Tape is edited. Video runs smoothly from shot to shot. A variety of transitions are used to assist in communicating the main idea. Shots and scenes work well together. Graphics explain and reinforce key points in the video. 16-‐20 points
Total Project Grade