"REAL ADVENTURES DO NOT HAPPEN TO PEOPLE WHO REMAIN AT HOME"
James Joyce
INTRODUCTION TO THE COURSE
Our society is becoming faster and faster, and more and more demanding. Within that, students seem to be every day less motivated to learn pure content and more in need of skills for building their life paths and professional careers. At the same time, teachers often feel they lack effective tools to educate nowadays’ learners and to deal with nowadays’ school curricula.
This course will guide participants in finding a “compromise” between the demands of school curricula, students’ motivations, and the need to develop their competencies.
Participants will inquire how theories can be connected to real life, how knowledge is incorporated into wide competencies, as well as what “competence” should mean in the educational domain. They will also explore features, examples, pros, and cons of various teaching methodologies.
They will also get involved in many practical activities to design lessons with Task-based Learning, Project-based Learning and the Flipped Classroom. In addition, they will get ideas on how to possibly incorporate visual resources to introduce some topics, as well as on how to assess students during the learning process with the use of rubrics.
Our society is becoming faster and faster, and more and more demanding. Within that, students seem to be every day less motivated to learn pure content and more in need of skills for building their life paths and professional careers. At the same time, teachers often feel they lack effective tools to educate nowadays’ learners and to deal with nowadays’ school curricula.
This course will guide participants in finding a “compromise” between the demands of school curricula, students’ motivations, and the need to develop their competencies.
Participants will inquire how theories can be connected to real life, how knowledge is incorporated into wide competencies, as well as what “competence” should mean in the educational domain. They will also explore features, examples, pros, and cons of various teaching methodologies.
They will also get involved in many practical activities to design lessons with Task-based Learning, Project-based Learning and the Flipped Classroom. In addition, they will get ideas on how to possibly incorporate visual resources to introduce some topics, as well as on how to assess students during the learning process with the use of rubrics.
COURSE SCHEDULE
Day 1 – An introduction to 21st century skills
Day 1 – An introduction to 21st century skills
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
- Presentations of the participants’ schools;
- Issues, challenges and opportunities in nowadays’ schools;
- Introductory Case Study.
- Intrinsic and extrinsic motivation in learning processes;
- How to guide students in understanding the relevance of topics;
- Key Competences for students and teachers;
- “Something”-based learning.
- Task-based learning;
- Project-Based Learning;
- Examples;
- How to exploit, how to build lessons with those methods.
- Sharing ideas for manageable project-based activities in our schools;
- The Flipped Classroom: what it is, pros and cons;
- Examples of Flipped lessons and topics to flip.
- A flipped lesson plan;
- Formative and summative assessment, rubrics.
WHAT WE DID!
DAY 1
Partecipants’ introductions
Partecipants’ introductions
Presentations of the participants’ schools
Here are some information and links which shows some activities carried out by some schools:
millat.uw.edu.pl/polski-opis-projektu/
youtu.be/x-txbNqquTw
Instagram:@clubescriturase
DAY 2
Icebreaker activities
CEAD MILE FAILTE ( Benvenuto in lingua irlandese)
Play with the language: learn by movement. Match any unknown word with a movement.
Visible thinking activity
Describe some pictures using:
I see
I think
I wonder
K (I know) W (I want to know) L (I learned) methodology
Students should be aware of the previous steps in their learning process.
Reflecting teaching
You as a teacher should
Look at WHAT you do
Think WHY you do it
Consider IF IT WORKS
Activity cards to reflect on your type of teaching
Text reference:
Advanced/elementary communication Games by Jil Hodfield
DAY 3
Biographies
The teacher gives each participants a different biography which has some common points with the others’. The students have to find out when and where the characters met. “Haven’t I seen you somewhere before?”
Here are some information and links which shows some activities carried out by some schools:
millat.uw.edu.pl/polski-opis-projektu/
youtu.be/x-txbNqquTw
Instagram:@clubescriturase
DAY 2
Icebreaker activities
CEAD MILE FAILTE ( Benvenuto in lingua irlandese)
Play with the language: learn by movement. Match any unknown word with a movement.
Visible thinking activity
Describe some pictures using:
I see
I think
I wonder
K (I know) W (I want to know) L (I learned) methodology
Students should be aware of the previous steps in their learning process.
Reflecting teaching
You as a teacher should
Look at WHAT you do
Think WHY you do it
Consider IF IT WORKS
Activity cards to reflect on your type of teaching
Text reference:
Advanced/elementary communication Games by Jil Hodfield
DAY 3
Biographies
The teacher gives each participants a different biography which has some common points with the others’. The students have to find out when and where the characters met. “Haven’t I seen you somewhere before?”
Hots and Lots
Different types of thinking
Hots: Higher order thinking skills
Lots: Lower order thinking skills
Examples of activities requiring Hot or/and Lots.
Different types of thinking
Hots: Higher order thinking skills
Lots: Lower order thinking skills
Examples of activities requiring Hot or/and Lots.
How to transform boring material into interesting one
Ideas
Ask students if they think they are true or false, discussing and comparing opinions
Use the net to check
What do you think of them? Would you follow them?
Ask students if they think they are true or false, discussing and comparing opinions
Use the net to check
What do you think of them? Would you follow them?
Predicting reading activity
Split the story, in pairs predict what will happen next.
The gossip game
The objective of the game is to collect as much information as possible about everyone else in the street and in particular about what is going on in n° 4.
Each student has a role card with his own character's information.
DAY 4
Visit the National Gallery
The class has visited the museum. Each student had to fill in a copy about a Treasure Hunt
Visit the National Gallery
The class has visited the museum. Each student had to fill in a copy about a Treasure Hunt
Paragraph. Clicca qui per modificare.
DAY 5
SCAFFOLDING ACTIVITIES
SCAFFOLDING ACTIVITIES
Each students has hints for a story, He/she starts writing, then fold the paper over and pass it to another students. Each student will have his initial story completed by the other mates.
IT'S WRITTEN IN THE STARS
Complete your profile chart using the scaffolding materials (vocabulary help)
Complete your profile chart using the scaffolding materials (vocabulary help)
THE SIX HATS theory by De Bono
The premise of the method is that the human brain thinks in a number of distinct ways which can be deliberately challenged, and hence planned for use in a structured way allowing one to develop tactics for thinking about particular issues. De Bono identifies six distinct directions in which the brain can be challenged. In each of these directions the brain will identify and bring into conscious thought certain aspects of issues being considered (e.g. gut instinct, pessimistic judgement, neutral facts)
Colored hats are used as metaphors for each direction. Switching to a direction is symbolized by the act of putting on a colored hat, either literally or metaphorically.
YELLOW HAT represents the positive aspects
BLACK HAT represents the negative aspects
GREEN HAT represents how would you amend the assertion
Example activity:
Analyse a slogan
“You cannot learn everything, only learn what empowers you.”
Split the class in three groups.A group works on the positive aspects of the slogan, a second group on the negative ones, a third group discusses on how they would make it better.
Each group splits in turn to listen to the others' opinions.
BLACK HAT represents the negative aspects
GREEN HAT represents how would you amend the assertion
Example activity:
Analyse a slogan
“You cannot learn everything, only learn what empowers you.”
Split the class in three groups.A group works on the positive aspects of the slogan, a second group on the negative ones, a third group discusses on how they would make it better.
Each group splits in turn to listen to the others' opinions.
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