Final reflection

3 things I have learnt.

I would say that I've learnt more than just 3 things. But, one that I would like to keep discovering is the tools you have offered to do the elevator pitch. At this point of my professional career, I'm trying to get as many 2.0 and 3.0 tools as possible, i want to discover how they work and put them into practice with my students as soon as possible. It's always a good way to encourage them. 

I also would like to mention the thinking routines. They are very interesting to integrate in our planning, and also, if we already do this kind of routines it would be great to be conscious about it. Furthermore, I take with me some ideas about class activities that use Cooperative learning, as for example: 

1) Jigsaw - Groups with five students are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in, the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups the original groups reform and students teach each other. Tests or assessment follows. 

2) Think-Pair-Share - Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.

Finally, the Blooms Taxonomy would be an important aspect to remember. 

2 things I will do in my lessons.

Rubrics is going to be one of the aspects I will implement during this year. I find them very useful, and if the items are short and clear, students can easily understand what they have to assess and how. It's a very rewarding activity. 

Moreover, from now on I will take into account the SOFT and HARD CLIL; and for sure I will offer a better scaffolding to my students. 

Last academic year I was working as an English teacher and I started to do arts and crafts in English, so it was the first year that the clay corner was done in English. 

1. Show and tell: there are many techniques that we can use when we work with clay. So in the first session I showed them some of the techniques they had to use during the term. I gave them a piece of clay and I showed them a picture with a technique, I made it while explaining the name of the technique, at the same time they started using it. 

2. Pre-teach vocabulary: there is a lot of material they are familiarized with in their mother tongue but they don’t know the word in English. All the classroom, material and objects are labeled in English. During the first session I also introduced the material we would use during the term, so I show them the material and say the name, as well as I showed them the label.

1 thing I will continue learning about.

I will continue learning about CLIL in general. For me it's a way to get a deeper knowledge and taking part in CLIL courses allows me to plan didactics units that I can put into practice. I can refresh my previous knowledge and learn a lot more from the people I'm doing the course with.

Module 5 reflections

Although talking about new technologies is very common topic to talk about nowadays, most of our students have a better technological knowledge than we had at their age. I would like to mention two aspects; on the one hand, new technologies recently are ceasing to be new technology, because ICTs are beginning to be included in our society and in our daily lives, so the adjective "new" starts making no sense at all. 

On the other hand, we can say that our students are already digitized. They were born in the information society and therefore they are taking part in a digital learning experience that we probably we didn’t. But that doesn’t mean that they are competent in the digital field. Many of these children surf the Internet and search information, but they should be taught to be critical about the information they find, to be careful with the websites they read, and above all, they should learn how to use text editors or 2.0 tools that can facilitate their learning and contribute to the development of their personal skills and abilities. 

We don’t want to create technophobes (students who refuse to work with new technologies) but with no intention of creating technophiles. We must find the balance between both of these terms. As teachers, we must ensure that our students not only develop their digital competence but also their communicative one. At a certain point, they have to be able to communicate effectively and appropriately in a digital environment. So you could say that what we want is that students use computers to obtain, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via Internet. 

We have to foster the 2.0 tools in order to attend their needs and make their learning process more interesting, dynamic and profitable. 

Would you like to investigate a bit more about any subject?

Of course I would like to investigate more about everything. Nowadays I'm really into new technologies, that's why I would like to get used to using the three tools to create our own Elevator Pitch.

KIZOA

POWTOON

EMAZE

Moreover, I would like to find some apps to work on my topic "Ancient Egypt". I think that they will also get a bit more motivated if they work with tablets, and not just with laptops. 

The Elevator Pitch

Little bird tales

TITLE OF THE TASK: Let’s create our Egyptian story

AIM OF THE TASK: -Students will have to create a draft about a story. (This story will have to take place in Egypt, and their main characters will have to be Egyptians God, Cleopatra, slaves, pharaoh, priests, nobles, craftsmen, scribes, sphinx, among others). -Students, using the knowledge they have been developing during the whole unit, will have to write the story in a paper. -Students will have to act out the story, so they can work on the speaking skills as well as the pronunciation. - Students will have to get used to the Littlebirdtales 2.0 tool.

DESCRIPTION OF THE TASK: (What are they going to do? How are you going to organize them? Steps to follow and final product) Students are going to be grouped in working teams. (3 or 4 pupils in each group). Pupils will have to create a draft about a story. This story will have to take place in Egypt, and their main characters will have to be Egyptians God, Cleopatra, slaves, pharaoh, priests, nobles, craftsmen, scribes, sphinx, among others. They will have to follow the story structure: characters, setting, problem and solution. Once they have finished their draft, I will correct it, using the editing marks you can see in the Annex 1. They will get the feedback of the draft and then they will have to modify it. Once they have corrected they draft, they will have to choose which member of the group is going to act out each character. And they will have to practice pronunciation, intonation, etc. Later one, they will have to use the Littlebirdtales tool, in order to upload some pictures related to the story. After that, they will have to register their story, and save it. The result will be a video of their Egyptian story and its explanation.

WEB TOOL (link): https://littlebirdtales.com/

Tutorial about the web tool. https://www.youtube.com/watch?v=7lqIPL-dAN8

I think it is a very useful resource because we tend to use the ordinary book to tell stories and show the images to our pupils it could be a little bit difficult because the images are small and not all pupils can see them. We can modify or adapt a story to make it easier or increase the difficulty level. We can also create our own stories depends on what we want to teach; so if we want to work some values we can make a story to transmit our students these values.

I think that using new technologies while they are developing a story and everything around it, pupils can learn a lot of things, as for example, they can interiorizes the differences between the genres, they can interiorizes the structures of the different kinds of texts, they can practice intonation and pronunciation, and so on. I think that if we foster the use of this resource we will maintain the motivation of pupils; they can make their own story. And we can plan that after they have finished their stories, students can show them to younger pupils. But we have to take care during the explanation about how does this resource works, and we will have to anticipated which kind of problems students can find during the elaboration process.

Portfolio module 4

The evaluation process is one of the main aspects that come into play in the process of teaching and learning. We have many ways to assess our students as well as assess ourselves.

In the formative assessment is collected different kind of information on how students face the proposed activities; thus, you can see the student needs that arise, how are they taking the learning process, etc., so we can re-plan activities to meet the new needs that are arising.

From my point of view, the main features of the formative evaluation are:

-Get Evidence on how the teaching-learning process is been developing.

-Design action plans to redress errors, review or strengthen any weaknesses found, assign extra activities and program individualized attention to students as needed.

On the other hand, we have the summative assessment whose purpose is to determine the degree of achievement of learning objectives by students at the end of each learning period.

In my opinion, both kinds of assessments are compatible.

The fact that the "summative evaluation" is conducted at the end of an educational period to reach a final decision on the student's progress involves using the results collected over the course with the instruments of the "formative evaluation" as for example: self-assessment questionnaires, grills peer assessment, observation sheets, daily shared student-teacher, etc.

Here you have some resources related to assessment, hope they are useful somehow!

KATHY SCHROCK’S GUIDE TO EVERYTHING (ASSESSMENT AND RUBRICS)

http://www.schrockguide.net/assessment-and-rubrics.html



EVALUATING IN CLIL

http://www.leraar24.nl/dossier/3072/clil-skill-evaluate-learning-feedback


RUBRICS CREATOR

Click http://www.rubrics4teachers.com/ link to open resource.


RUBRICS FOR TEACHERS

Click http://rubistar.4teachers.org/index.php link to open resource.


Assessment and rubrics

Click http://www.schrockguide.net/assessment-and-rubrics.html link to open resource.

Module 4 Thinking routine

TITLE OF THE THINKING ROUTINE: 3-2-1 Bridge A routine for activating prior knowledge and making connections

EXPLANATION: This routine asks students to uncover their initial thoughts, ideas, questions and understandings about a topic and then to connect these to new thinking about the topic after they have received some instruction. Whenever new information is gained, bridges can be built between new ideas and prior understanding.  The focus is on understanding and connecting one’s thinking, rather than pushing it toward a specific outcome.

RESOURCES: -Glogster to do do a whole class 3,2,1 bridge. -Video http://ebiblemovies.com/watch/the-prince-of-egypt-moses/online-free/ -Annex 1: what do we know about Gods?

HOW ARE YOU GOING TO USE IT? This routine can be introduced by having students do an initial 3, 2, 1 individually on paper. The topic is going to be Ancient Egypt; then students would write down 3 thoughts, 2 questions, and 1 analogy. During each lesson they will do different activities, watch a video, read a text about Egyptians Gods, discover how they used to count and write, etc. After each topic has been discovered students complete another 3,2,1.  Students then share their initial and new thinking, explaining to their partners how and why their thinking shifted.  Make it clear to students that their initial thinking is not right or wrong, it is just a starting point.

Module 4

Assessment is one of the most important aspects during the learning process. 

Teacher’s Assessment

Rubric :

Example 2

CATEGORY	4	3	2	1
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word	Often mumbles or can not be understood OR mispronounces more than one word.
Collaboration with peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Uses complete sentences	Always (99-100% of time) speaks in complete sentences.	Mostly (80-98%) speaks in complete sentences.	Sometimes (70-80%) speaks in complete sentences	Rarely speaks in complete sentences
Volume	Volume is loud enough to be heard by all audience members throughout the presentation.	Volume is loud enough to be heard by all audience members at least 90% of the time.	Volume is loud enough to be heard by all audience members at least 80% of the time.	Volume often too soft to be heard by all audience members.

Peer’s Assessment

Self-Assessment

Portfolio Module 2

Your personal thought:

• What did you learn?
• How did you learn?
• Do you have any problem?
• Would you like to investigate a bit more about any subject?
• Which question do you propose to someone who read this post to help you with CLIL?

THE COOPERATIVE LEARNING

Teachers should promote interaction and cooperative work among students to enable the construction, consolidation, extension and modification of information and knowledge they are acquiring during the learning process. In order to get and process all the knowledge obtained from the interaction among pupils some skills will be developed on the way. In front of a task, they will have to understand the ways in which information and/or knowledge is available, select what is relevant for a specific purpose and present it to their classmates in a useful and understandable way. These tasks allow students to develop cooperative habits and aptitudes through teamwork. Moreover to strengthen cooperative work can educate students within a framework of personal self-improvement apart from the competitiveness that may arise in certain activities.

It is very important to promote cooperative work because students are integrated in the construction of the learning process, giving them an active role, letting them participate, improving their academic performance and their learning outcomes, fomenting interaction and relationship between students and allowing socialization as well as knowing different perspectives about a same topic.

In CLIL lessons students must be provided with extra motivation and confidence as they are not comfortable in learning contents through and L2, that’s why we have to foster an education that is based on solidarity, equality and respect. It is very important to carry out activities where confidence and communication among students are the main point. In this way there will be a social cohesion between them in the classroom, and we will be creating a proper relational and emotional atmosphere. Students will not feel uncomfortable or demotivated during the learning process because they will be accompanied by their group of classmates. At the same time, while doing cooperative work teacher may offer some adjusted and personalized help to each group. Providing this kind of support is very important because it involves the creation of the ZDP, which allows pupils to modify the schemes of knowledge through interactivity and promotes acting autonomously in their own group.

I think that everybody while doing the activities, reading the modules, and so on, sometimes we find some problems that make us stop, think deeply, correct what we have done, reorganize our previous knowledge, and consequently, learn. Mistakes are proof that we are learning. 

I would like to investigate more about the Piktochart and the Canvas, because I will have to make a poster about a project my school is taking part in (Project Sharing to Learn). These two resources/tools will allow me to introduce the topics in a different way and also students will recieve more visual inputs. I have seen that you can also attached videos, not just pictures, which is also great. With a Piktochart you can have all the resources just in a poster. 

Well, focusing on ICT and CLIL my question would be: do you know any other tool or resource as for example Piktochart, Canvas, Glogster that we can use to put into practice during a CLIL lesson. 

What do we know about Egypt?

DISPLAY FOR THE CLASS

TASK 2

Using Cooperative Learning in your Unit Plan.

The first important and vital aspect to enhance cooperative work successfully is good communication and understanding. We all should be conscious about the diversity of opinions each student/classmate might have and how they are expressed and understood. We have to take into account that good communication it does not mean to exchange information but also the way the message is listened in order to understand the full meaning of what is being said, so what is intended to say is what it is understood. Being open-minded and respectful will help to avoid misunderstandings during the cooperative work sessions.   

The second aspects that might be taken into consideration are the roles within a team and the share responsibility. It is necessary to highlight that all contributions made by students/classmates should be equally considered, otherwise feelings of inferiority or superiority might appear as well as unconsciously their self-esteem might be undermined. In order to avoid these drawbacks each student/classmate need to know what they are mend to do, how, who with and what for. If they cannot appreciate the functionality of their actions they will disperse their efforts and lose track. A good idea to make cooperative work works it would be sharing responsibility for planning by dividing tasks based on each other strengths and interests. Delegating the tasks they will be able to learn from their classmates as they are putting in common their knowledge into a cohesive lesson plan.   

Class Organization: Workgroups and Pairs

Cooperative Learning Technique 1: Jigsaw Groups for cooperative learning Task you are going to work: Description The class will be divided in six groups of three. First of all, the teacher will give one picture about different seasons to each group, without saying anything about them. Then, s/he will give the instructions. They will have to explain which objects and people appear in the picture and say what they are doing. They will have the dictionary to look for some words, but only if it is really necessary. The teacher will go around the class and will listen to the pupils and help them making questions like: How many people are there? What are they doing? Why? What is this? Do you think that all this pictures are from the same place? After some minutes, one member of each group will explain its group conclusions to another group (remix the groups in order that each member of a group explains the conclusions to another group).  The teacher can ask more questions to make them think more about the pictures. Description Conclusion. There is a river, the Nile, and it has a lot of water. It is an inundation. Then, farmers are planting vegetables. Finally, people collect vegetables and it starts again. So, the Egyptians divided the year into 3 seasons, according to the Nile river. Then, the teacher gives to each group one piece of paper that has three descriptions. Pupils have to match each description with the correct season. Finally, they will correct it aloud, the whole class.

Cooperative Learning Technique 2: Tea Party Task you are going to work: Description After doing the previous activity, pupils will have to form groups of 4 with different classmates of the pair they will have had in the last activity. With this group, students will use their description to play “what do I have in my head?” game. One pupil will have a picture of an Egyptian god in his/her head with the correct name, and the student will have to make questions to his/her classmates to guess what God his/her classmate have in his/her head. But pupils can answer questions just using yes or no answers. The questions that the classmate can make are: Are you a …? Yes, I am / No, I am not.  Do you wear…? Yes, I do / No, I do not. Have you got…? Yes, I have / No, I have not. Do you… (Action)? Yes, I do / No, I do not. These questions will be written in the blackboard, as a help for pupils. With this activity, students use and practice the different structures they have been reading in the previous activities, and they will have learnt in previous units. can find the cards with the Egyptians gods’ picture accompanied with its appropriate name, and also a model of the diadem pupils will wear on its head to avoid see what god they have to guess by asking questions to its classmates. Annex 14

Comunicative skills

TASK 1

IDENTIFYING THE COMUNICATIVE SKILLS

Session	CALP Content Language	BICS Basic Interpersonal Language	Language through Scaffolded Language.
1	Key vocabulary: -Vocabulary that comes from pupils’ contributions (pharaoh, pyramids, mummies, name of clothes, and so on). -Adjectives to describe temperature, size, etc. (warm, cold, big, long, large…)	… is larger than… … is more beautiful than… … is the biggest… … is the most beautiful… Is … bigger than… ? Is… the smallest… in the...?	Language coming across when looking for describing characteristics about Egypt and answering questions.
2	Key vocabulary: -Akhet, Peret, Shemu, inundation, river, farmers, recollect, vegetables… -Bread, onions, goat, banana, pork, lamb, cherries, radish, lemon, carrot, duck, orange, cucumber, fish, beef, pear. Key structures: -It is… It has… -It is. There is/are. What is the meaning of…?	Seasons Potatoes, onion, vegetables Did the Egyptians eat ___? - No, they didn’t. -Yes they did.	We can see, There is, there are, it is, what do you think is it? What’s the name of this food?
3	Key vocabulary: Wig, dress, sandals, bracelets, necklace, headband, crown, skirt, belt, pharaoh, priest, noble, slave, peasant, craftsman, scribe, field, barn, line and privileged. Key structures: -Comparative structure (he is more privileged than…) - He/she is wearing…	- I think that the first character is… - The most/less privileged person is… - What is she/he wearing?	- Language to explain who each character was.
4	Key vocabulary: Egyptian clothes such as wig, dress, sandals, bracelets, necklace, headband... Egyptian culture such as ride a camel, pyramids... Key structures: She/he is wearing... - She/he has got... – I am wearing... - I have got... – There is/are...	What can you see? I can see... - I think this symbol match with the letter... - What is the hidden message? I think that the hidden message is... - What is the correct picture? I think it is...	-Language needed to express previous knowledge and to discuss hieroglyphs decoding. -Language coming across when making a personal description.
5	Key vocabulary: Egyptians’ god names, vocabulary related to each kind of god (strength, evil serpent, flood and so on) and vocabulary linked to the physical description.	-What can you see? I can see...  - What is the hidden message? I think that the hidden message is... - What is the correct picture? I think it is... -What is she/he? She/he is a/an… / -Is she/he wearing a/an…? Yes she/he is, No he/she isn’t.  - Has she/he got some objects? Yes, he/she has, No, she/he has not  -What does she/he do? She/he is a/an…	-Language needed to express previous knowledge and to discuss about what kind of Egyptians gods they are. -Language coming across when making descriptions about Egyptians gods.
6	Key vocabulary: Hieroglyphics, plus, minus, equal, necklace, blocks, scarab, beads, workman Key structures: -Mathematical expressions (… plus …, … minus…, … times …, … equal…)	- I think that we have to do a… (Addition, subtraction…) - The result is….	- Numbers. - Language to explain what sum should they do and why.
7	Key vocabulary: desert, plateau, arable land, degrees, granite, limestone, mud brick, slave, craftsmen, farmers, officials, camel meat, bath tub, linen clothing, body oil, pillows, eye make-up, board games, compete in gangs, reward with gold, time off, beer rations, quarrying granite. Key structures: I would select... I would choose...	I think that the correct option is... They did it because...	I think that the correct option is... They did it because...
8	Key vocabulary: All the language learnt in the previous sessions. Key structures: All the key structures learnt in the previous sessions.	-I don’t know how to … -I need some help. I- don’t find…	- Language coming across when making the Glogster.