Mes: desembre de 2016

CREATE A TASK USING A WEB TOOL

TITLE OF THE TASK: CRESENTATION ABOUT HEALTHY FOOD

AIM OF THE TASK: Create a presentation with the results of their investigation about helathy food.

DESCRIPTION OF THE TASK: (What are they going to do? How are you going to organize them? Steps to follow and final product) The students will open their sesión of Google apps and open Slides. One of the students will share the presentation with the other students in the group and also the teacher. Then, all together, they will create the structure of the presentation with the guide of the teacher. Once they know exactly what they will present, each student will work on a different slide. During the process the teacher will help the students by leaving coments in the presentation.

WEB TOOL (link): Google Drive Slides: https://www.google.com/slides/about/

Tutorial about the web tool. https://youtu.be/C7WtLgNoMes

 

ELEVATOR PITCH

MY THOUGHTS ON THE MODULE

IN this modeule I have learnt to use Emaze. In my daily routine I often use ICT and they are really engaging for my students. My students have a Google Apps account from the school wich includes many useful tools and also facilitate the registration to many web 2.0. Sometimes we work in collaborative environments so they can learn from each other.

FINAL REFLECTION ABOUT THE COURSE

3 things I have learnt

I have learnt about HOTS and LOTS, about thinking routines and also about collaboration structures.

2 things I will do in my lessons

I will apply the project designed and try to introduce more often the thinking routines.

1 thing I will continue learning about

I want to continue learning on strategies to promote students thinking and cooperation.

 

RUBRIC FOR ASSESSING THE ORAL PRESENTATION

CATEGORY	4	3	2	1
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.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
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.
Vocabulary	Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.	Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.	Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.	Uses several (5 or more) words or phrases new for the audience.
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.

 

 

 

 

 

 

 

 

PEER ASSESSMENT

Healthy food

Name of group member: ……………………………………..

Points according the rubric:………………..…………………

 

Name of group member: ……………………………………..

Points according the rubric:………………..…………………

 

Name of group member: ……………………………………..

Points according the rubric:………………..…………………

 

Name of group member: ……………………………………..

Points according the rubric:………………..…………………

Signatures of the assessing students*:

 

 

*By this signature we take the compromise to evaluate according the student performance, regardless other factors such, as friendhip.

 

Self-assesment target

How did you perform? Rate yourself in each ítem from 1 to 4 according to the rubric descriptions.

Title of the thinking routine: See Think Wonder

Explanation: This routine consists in showing to the students an object-it could be an artwork, image, artifact or topic- and ask them several questions about what they see. It is very useful when you want to introduce a new topic o to create motivation at the begining of a topic.

Resources: To iniciate the routine I will use an image of “the food pyramid”, which I will project to the whiteboard. I will also use post-it so student can write their correct ideas and gather them in the walls of the classroom. https://www.cnpp.usda.gov/sites/default/files/archived_projects/FGP4KidsPoster.pdf

How are you going to use it? In my case I will use it to introduce to the students “the food pyramid”. Instead of explaining it, I want them to take a look on it and try to decode what is it, and how it works. This will also let me assess if they already know it and what is their knowledge about  healthy food.

My thoughts

In this modeule I discovered the “thinking routines” and I found them really interesting. I wish I can investigate more on this topic and implement it in my clsses.

The other topics included in the module were already known by me. I sometimes use rubrics with my students, however the difficulty on doing them makes that I do not use them as often as I should do. I try to share my assessment criteria with my students and involve them in the stablishment of objectives and criteria. However this is a difficult job for them and they need a lot of guidance when doing it.

In his module we have learnt about the higher order thinking skills and the lower thinking skill. The ones that apply to the project I am developing are the following:

HOTS Higher Order Thinking Skills

LOTS Lower Order Thinking Skills

Evaluate: Students will be asked the following question: “Is pizza a healthy meal? Why?” Thus, they will have to look after information about healthy food and decide if eating pizza is healthy. Create: After cooking the pizza students will be asked to create a new recipe wich is healthier. Design: Students will be asked to design posters with recommendations about eating healthy food. Assess: At the end of the activity students will assess how they developed all the tasks, how the team worked and what they learned.

Remember: Before starting the unit students will have to learn some new vocabulary in order to understand the task. Understand: Students will have to read the pizza recipe and understand the needed ingredients and tools and the procedure steps. Apply: Students will have to apply the steps descriebed in the recipe. Applying means to practice mesurements. Revise: While we make the pizza the students will record a video explaining the steps they are taking, thus they will remember the vocabulary learnt.

We also have developed two of the tasks of the module:

WORKING HOTS

HOT & AIM OF THE TASK: Evaluate: Students will be asked the following question: “Is pizza a healthy meal? Why?” Thus, they will have to look after information about healthy food and decide if eating pizza is healthy.

EXPLANATION AND STEPS: The teacher will explain the activity: students have to solve the question  “Is pizza a healthy meal? Why?”. They will be given a digital document with the instructions and some websites where they can find useful information about healthy food. Students will work in groups and they have to make a presentation with their conclusions and explain their conclusions to the group. Before doing the final presentations students will have the opportunity to rehearse. The teacher will orientate on which part can do every student: those with more communicative competence can do the most difficult parts.

RESOURCES AND MATERIALS: Students will use computers to solve this activity. Digital document with the instructions: https://docs.google.com/document/d/1voJxjGLhIlVj8gKfXT4_5A0aJjkkZ2miFC49KZ–pa8/edit?usp=sharing

 

WORKING LOTS

LOT & AIM OF THE TASK: Remember: Before starting the unit students will have to learn some new vocabulary in order to understand the task.

EXPLANATION AND STEPS: Students have to solve the worksheed. First the teacher will read the poster, all students will repeat the words trying to learn how to pronounce each word. Then students willl work using Kagan structures: by pairs one will solve the worksheet while the other helps and afterwords they will change the roles. In the end all together will correct the worksheed.

RESOURCES AND MATERIALS: Worksheed with the needed materials: https://docs.google.com/document/d/1WP8YmImGj-Kv3WsU9n65xi3Tet_4mHyFyWXN4pagbwA/edit?usp=sharing Poster with the needed materials to hang in the class: https://magic.piktochart.com/output/18441788-we-cook-pizza

And finally we have created a Symbaloo grid:

 

My thoughts

Although I already knew about HOTS and LOTS, I tend to work the LOTS. I use to work with students who have learning difficulties and I tend to think that HOTS will be diffecult for them so usually we work LOTS in a very directed way. However, I realize I should start working HOTS with them, although I will have to adapt them.