Assignment 3-Part 3
Assignment 3 Part 3
This lesson plan is aimed at my second-year students in a school where
they have their English lessons once a week (the lesson is 120 minutes long).
They are at a pre-intermediate level.
In the previous lessons, students worked on a unit ‘ When in Rome..’
They read a text about customs and traditions in different countries and what
they should and should not if they ever visit that country. In order to expand
on this, the teacher asked students to visit the following websites Interesting customs and traditions all around the world and then do some
research into the same countries mentioned in the text. Students had to find
out about each countries customs, traditions. Once they finished their
research, students told the teacher what they had learnt.
- Level: Pre- intermediate
- Number of students: 21
- Length of time: 1 lesson 120 minutes long.
- Unit: When in Rome…
- Students will be working in groups of three
- LESSON PLAN
Warmer: Which country is it? The teacher will show students pictures
illustrating different customs and traditions. Students have to guess which
country they describe.
Web: The teacher gives each group of students a country to work on and
tells students they are going to use Voki.com (they already know how to use it)
and choose the character that corresponds to the country provided. Using the
resources previously consulted, students have to create an animated avatar. This
talking character has to describe the customs and traditions typical of his-her
country and give advice to any visitor that would like to visit him-her.
What´s next: Each group shows their animated character. Afterwards, the
teacher asks students which country they would like to visit and what
traditions and customs they found the most appealing.
- Theoretical frameworks that support the use of web 2.0 tools in the classroom:
1-
Digital Bloom´s
Taxonomy:
This taxonomy modified by Andrew
Churches (2008) aims to expand the 21st century thinking skills
(communication, collaboration, creativity and critical thinking) associated
with each level of this pyramid, which illustrates both lower and higher order
thinking skills. Technology is considered just a means by which students
complete a task.
The use of Voki.com, a Web 2.0
tool, can be supported by different levels that make up the pyramid. In this
lesson, students will be using this learning tool to create a presentation.
The
layers of this Taxonomy that accounts for its use are:
- Understanding: Students will be building meaning on the basis of what they have read. Students have to read and be able to describe the country´s traditions and customs and then select information for their presentation.
- Applying: At this level students will have to apply what they have learned to create a talking character. In this lesson, students will have to prepare what they are going to record.
- Creating: This is the level where students design and create the end product. They have to work on the animated character. They give have to give him-her a voice by using a microphone or uploading an audio file.
1 2- T-PACK
The TPACK approach, developed by educational researchers Mishra and
Kohler (2006), goes beyond seeing content knowledge, pedagogy knowledge and
technology knowledge bases in isolation. The TPACK framework goes further by
emphasizing the kinds of knowledge that lie at the intersections between three
primary forms: Pedagogical Content Knowledge (PCK), Technological Content
Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological
Pedagogical Content Knowledge (TPACK).
The areas of this framework that accounts for the use of technology in
this lesson plan are:
·
Pedagogical Knowledge (PK) –
Teachers’ knowledge about the methods of teaching and learning. This type of
knowledge refers to lesson planning and classroom management. The use of Voki
in this lesson is aimed at enhancing students´ learning by adding technology to
complete their tasks.
·
Technology Knowledge (TK) –
It describes knowledge about technology, tools and other resources. This
includes understanding information technology to apply it productively in the
classroom. The teacher already knows how to use Voki and engages students into
the use of it for their presentation. The use of this web tool is to add an
element of variety.
·
Technological Content Knowledge (TCK) –
This intersection refers to how technology is used in the subject area for deep
and lasting learning. It also requires teachers´ understanding of those
technologies which are best suited for addressing the content to be taught or
learned. Voki is an appealing and friendly-use tool very well designed to be
used by students.
·
Technological Pedagogical Content
Knowledge (TPACK) – TPACK is different from
knowledge of all three concepts individually. Instead, TPACK is the basis of
effective teaching with technology, knowledge of how technologies can be used
to build on existing knowledge to develop new or strengthen old ones. In this
lesson, technology provides input (students read some articles about customs
and traditions in different countries) and then students use technology to give
a character a voice.
3-SAMR
This model designed by Dr Ruben Puentedura (2006) can be used to account
for the use of Voki in this lesson plan. Is technology used to transform or
enhance the learning experience? That is the question that this four- step model
seeks to answer. So, how does this framework support the use of Voki in this
lesson plan?
- In the Augmentation level, the use of this web tool acts as a direct tool substitute but with some functional improvement. Technology is used to improve or enhance the presentation task. Instead of using the traditional poster, students use Voki to enhance and enrich their presentation.
- In the Modification level, technology allows for significant task redesign. The presentation is enhanced by creating a talking character.
- In the Redefinition level, technology allows for the creation of new tasks, previously inconceivable. The creation of an animate character corresponds to this level.
1 4- NAP ( Núcleos de Aprendizaje
Prioritario)
They are the core learning priorities defined the Ministry of Education
(2015) with the aim to establish learning situations that foster listening and
reading comprehension, oral and written production as well as reflection on the
acquired language and its interculturality.
NAP accounts for the use of Voki as regards:
·
The production of an oral text that
promotes reflection.
·
Students will be reading authentic
web pages to construct meaning.
·
Knowledge of the world and other cultures (reflection on intercultural
aspects)
·
Respect for diversity, students will
broaden their cultural universe as they learn about other cultures.
·
Cooperation and collaboration:
Students will be working on groups in order to complete the task.
5- PLANIED
In 2015, a Digital Competence Framework was developed by the Ministry of
Education as part of Plan Nacional de Educación Digital (PLANIED) which aims to promote digital literacy in the
school system. PLANIED ´s goal is to foster knowledge and the critical and
creative use of ICT tools. In order to be digitally competent in today´s
society, six dimensions are identified in terms of knowledge, skills and
attitudes. The dimensions that account for the use of Voki in this lesson are:
1.
Creativity and innovation: students create knowledge using ICT tools. In
this lesson, students produce their own talking character.
2.
Communication and collaboration:
Students share their presentation on the teacher´s blog.
3.
Information management and
representation: Students select, analyze and organize
information in a understandable way for them and their peers.
4.
Responsibility and participation:
Students should be responsible for what they decide their talking avatar will
say. All members of the group participate and collaborate in the creation of
the character.
5.
Critical Thinking:
Students will be doing some research and after that, they have to select and think
critically as to what information to include for their presentation.
6.
Autonomous use of ICTs:
Students have to read some websites, look for precise information, and consult
online dictionaries if needed.
6-TIC,
TAC, TEP
TIC (Tecnologías
de la Información y Educación) is the umbrella term that makes reference to the
technology that facilitates the process of acquisition, transmission and
exchange of information. It alludes to the integration of technology in
education mainly with the purpose of enhancing the learning experience and
making it meaningful, purposeful to respond to students´ needs.
TAC (Tecnologías del Aprendizaje y
del Conocimiento) refers to the use of TICs as an educational tool and lays
emphasis on the methodology and the pedagogical use of technology when
designing a lesson plan.
Dolores Reig has introduced a new term: TEP (Tecnologías para
el Empoderamiento y la Participación). TEPs are not
only used to communicate or interact but also to transform the learning environment,
set new trends within a community. TEPs allow students to participate in their
learning process. TEP lays emphasis on the new technological democracy or
cyberdemocracy.
In this lesson plan, a web 2.0 is
included within the lesson plan as a way to enhance and make the learning more
realistic since technology becomes a meaningful tool. Students use the web to
read and retrieve important information and then use technology to create a
presentation.
- References:
Mussil, D. (2017, June 21). 10 of the
most interesting customs around the world. Retrieved from
https://matadornetwork.com/read/10-interesting-customs-around-world/.
Racome, B. (2018, December 11). 20
Fascinating Cultural Traditions Around the World. Retrieved from
https://matadornetwork.com/read/10-interesting-customs-around-world/.
Ripani, F. (2016). Competencias de Educación Digital. Ministerio de
Educación y Deportes. Retrieved in July 2017 from http://www.bnm.me.gov.ar/giga1/documentos/EL005452.pdf
Ripani, F. (2016). Orientaciones Pedagógicas. Ministerio de Educación y
Deportes. Retrieved in July 2017 from http://www.bnm.me.gov.ar/giga1/documentos/EL005853.pdf
Bloom's Digital Taxonomy Verbs For
21st Century Students -. (2017, August 28). Retrieved August, 2019, from https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/
Wedlock, B., & Growe, R. (2017).
The Technology Driven Student: How to Apply Bloom’s Revised Taxonomy to the
Digital Generations. Retrieved August, 2019, from http://jespnet.com/journals/Vol_4_No_1_March_2017/4.pdf
Sneed, O. (2016, May). Integrating
Technology with Bloom's Taxonomy. Retrieved August, 2019, from https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/
SAMR Model: A Practical Guide for
EdTech Integration. (2017, October 30). Retrieved from https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration.
Rodgers , D. (2018, June 19). The
TPACK Framework Explained (With Classroom Examples). Retrieved from
https://www.schoology.com/blog/tpack-framework-explained.
TIC,
TAC, TEP. Tecnologías para aprender y para toda la vida. (2016, January 7).
Retrieved from
nclusioncalidadeducativa.wordpress.com/2016/01/07/tic-tac-tep-tecnologias-para-aprender-y-para-la-vida/.
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