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M4T3, Personal Thought
The new technologies have been present in our lives for a few years now.This, inevitably, has to make us reflect on the presence that these must have in the educational world.
It is a fact that our students use computers and cell phones in many aspects of their daily lives: to play, to listen to music, to be present in online social networks, to search for information, etc. Therefore, it seems quite clear that it is an attempt to get closer to them entering this world. In this sense, adopting a CLIL approach, which naturally includes a rational use of ICT, can be a definitive step in teacher-student relationships, as well as an undeniable advance in the improvement and efficiency of the educational process.
The wide range of ICT tools that I have learned in this module is an indicator, on the one hand, that in this use there are clear symptoms of that modernity that leads to a more comfortable world, a world in which, for example, you can earn free time to invest in other rewarding activities. On the other hand, it is also shown that this is only the beginning, that it is a world in exponential growth and of which, surely, there is no return.
In the subject of music that I teach at the high school, for example, it is very important that students investigate - often applying the scientific method - in order to arrive at proven conclusions that bring them closer to the truth of facts. However, this process can be often dry enough.In this sense, ICT tools, such as online searchers and / or youtube, make the accessibility to information clearly easier. If, in addition, joining and organizing this information can be done through a Prezi presentation -just to name an example-, the process will surely be much more entertaining and fun. And no-one escapes that, after that, it will be much easier to organize a debate that will foster critical opinion and thinking; that is, the final objective of the proposed research.
But ICT tools are also good for us, teachers, as they help us make our classes more enjoyable (with which relationships with students are also better), save time, have a better organization of classes, etc.
I think that it is definitely worth developing and implementing ICT tools in schools and high schools, because the facilities that they offer to everyone will make the education of future generations better, more complete, more optimal and less hard. I feel a strong defender.
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M4T2
My Elevator Pitch with a Powtoon
<iframe width="480" height="270" src="https://www.powtoon.com/embed/fW7wlPIHcLm/" frameborder="0"></iframe>
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M4T1
CREATE A TASK USING A WEB TOOL
TITLE OF THE TASK: What was the Punk Movement?
AIM OF THE TASK:
The aim of this task is to give a general concept about what was the Punk Movement: historical and social framework, philosophy, aesthetics, reflex on music (with examples), lyrics contents and consequences.
DESCRIPTION OF THE TASK:
In groups of four, they are going to create an index as a scaffolding for a presentation.
After obtaining teacher approval and incorporating feedback, they will divide the work and become experts in one of the sections of the index (investigation using wikies, youtube and web information in general). Once they are all ready, they will meet to share their findings. They will challenge their peers work using a checklist (a version of the rubric to ensure they have all required information). When they all agree that the project meets the required criteria they will submit it to the teacher. After discussing and incorporating the teacher’s feedback they will create a Prezi presentation. This Prezi will be a visual support during their oral presentation in front of the class.
The audience will take notes and peer assess using the peer evaluation rubric at the same time. After the presenters have shared their knowledge a round table will start. The audience will be able to challenge the information, ask questions and share their own thoughts and connections in relation to the topic presented.
The Prezi will be a tool for all students. For the ones presenting will serve as a guide in which they can rely on in a moment of nervousness. For the audience, will serve as a visual aid to facilitate understanding. Even for the teacher can be useful as a reference in case he or she needs to go back and reassess a student’s work.
WEB TOOL (link):
https://prezi.com/
Tutorial about the web tool.
https://www.youtube.com/watch?v=QadFvf3D8P8&index=5&t=0s&list=PL09A34EF19596B7BB
https://www.youtube.com/watch?v=yWY3MXCBI9g&index=4&t=0s&list=PL09A34EF19596B7BB
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Module 3, Personal Thought
Assessment is of paramount importance in our jobs. It guides our teaching and helps us plan our daily lessons to ensure that we are offering the exact level of challenge to maximize our students’ engagement and development. There are many different techniques that help us achieve these goals. Among all of them, the ones that pass the responsibility to the students themselves are the most attractive to me. By using rubrics that state our expectations clearly, we are contributing to developing a critical thinking and a feeling of ownership and pride of their own work. We can also have a discussion about the items or the weight they have in the overall score, always ensuring that our professional criteria doesn’t get overlooked in the midst of a cooperative dynamic.
The different thinking routines have made an impression. I discovered that I already used one of them but a vast new world of possibilities opened before me. I firmly believe that by using them we are modeling high quality reasoning skills that are so necessary in all sorts of academic and non academic situations. I am sure I will reread all the routines several times and try to incorporate them in my CLIL or non CLIL lessons as I find them an extremely interesting teaching tool. In that sense, I would love to attend or watch a video of someone using them in context, in front of the students. I wonder if there is such possibility?
Thanks for reading!
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Module 3 Task 2 Thinking Routine
Name of routine:
I see, I think, I wonder
*adding a variation of I hear, I think, I wonder
Explanation:
This thinking routine consists in creating the habit to generate hypothesis and questions based on observations. It is the essence of the Scientific method and of paramount importance in a research project such the one we are talking about.
Resources:
In class, we will observe images portraying the punk aesthetics and listen to punk songs. The starting point will be I see or I hear and a discussion based on educated guesses will follow. We will wrap it up with the questions that will take us to our next research steps.
How are you going to use it:
At the first stage (I see/I hear) it will be used as a means of introducing new concepts and vocabulary. It will look like a vocabulary brainstorm as students will be getting familiar with the concepts and finding themselves needing the English word for that concept. Linguistically, it will be used to reinforce such vocabulary by means of generating short dialogues: “I see... What do you see?” Similarly, the students will have a chance to share their thoughts and questions using the structure “I think... How about you?” and “I wonder... and you?” Not only will they have a chance to interact with their peers in English to gain confidence but they will be setting the foundation for an evidence based reasoning that will be a lifelong skill.
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M3T1 Self Assessment
Name:
Date:
Self assessment target
Research project on PUNK MUSIC
Language Group Group Work
Content Oral Presentation
Aim for the center! The inner circle is worth 5 points. The second starting from the center is worth 4 points and subsequently with the outer circle being scoring 1 point.
Refer to the project rubric to review the criteria.
SCORE:
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M3T1 Peer Assessment
Name:
Date:
Peer assessment
PUNK MUSIC
Research Project Rubric
Steps: (Remember to use one rubric for each student)
1. Thoughtfully evaluate your classmate´s work.
2. Grade the work using the rubric.
3. Take turns explaining why you graded the way you did.
4. Discuss any disagreeing points. If you need help, ask the teacher.
5. Think of alternatives you will implement next time to improve your grade.
Name of student you are assessing: ___________________________
Content
5 100% of the content is correct with the proper citation.
4 80% of the content is correct and /or there are few minor errors regarding citation.
3 60% of the content is correct and/or there are important errors or omissions regarding citation.
2 50% or less of the content is correct and/or there are major errors or omissions regarding citation.
1 50% or less of the content is correct and/or there is no citation of the sources.
Presentation
5 Materials and resources are relevant, accurate and appealing to the audience. The presentation is well thought out and the speakers show their command of the topic in a balanced way.
4 Materials and resources are mainly relevant, accurate and help comprehension. There are minor glitches during the presentation.
3 Most of the materials and resources are relevant, accurate and appealing to the audience.There are important issues during the presentation and /or lack of balance regarding the information each of the members presents.
2 There are few relevant materials and resources. There is a significant lack of preparation and /or balance regarding the information each of the members presents.
1 There are no materials to support the presentation. The members show unpreparedness to carry out a coherent and balanced presentation.
Language Use
5 Students used all resources available and implemented the linguistic structures practiced un class. Students effectively used their linguistic background.
4 Students used all resources available and most of the time implemented the linguistic structures practiced un class. Students used their linguistic background.
3 Students needed some help using available resources and implementing the linguistic structures practiced un class.
2 Students needed continuous help using available resources and implementing the linguistic structures practiced un class.
1 Students struggled to communicate in the target language and were unable to autonomously use the available resources.
Group Work
5 Everyone worked hard on their responsibilities to create synergies in the group. The cooperative learning techniques were successfully followed.
4 Everyone worked hard on their responsibilities to create a good working environment. The cooperative learning techniques were followed most of the time.
3 Most members worked hard on their responsibilities. Problem solving techniques were implemented to redirect and ensure everyone stayed on task.
2 Time management and focus was a challenge. The group asked the teacher for help to redirect the situation.
1 Time management and focus was a challenge and the group did not ask for help or tried to autonomously redirect the situation.
FINAL SCORE
Signatures,
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Module 3 Task 1 Assessment
Name:
Date:
PUNK MUSIC
Research Project Rubric
“Shoot for the moon. Even if you miss you will land among the stars.” (N. V. Peale)
Content
5 100% of the content is correct with the proper citation.
4 80% of the content is correct and /or there are few minor errors regarding citation.
3 60% of the content is correct and/or there are important errors or omissions regarding citation.
2 50% or less of the content is correct and/or there are major errors or omissions regarding citation.
1 50% or less of the content is correct and/or there is no citation of the sources.
Presentation
5 Materials and resources are relevant, accurate and appealing to the audience. The presentation is well thought out and the speakers show their command of the topic in a balanced way.
4 Materials and resources are mainly relevant, accurate and help comprehension. There are minor glitches during the presentation.
3 Most of the materials and resources are relevant, accurate and appealing to the audience.There are important issues during the presentation and /or lack of balance regarding the information each of the members presents.
2 There are few relevant materials and resources. There is a significant lack of preparation and /or balance regarding the information each of the members presents.
1 There are no materials to support the presentation. The members show unpreparedness to carry out a coherent and balanced presentation.
Language Use
5 Students used all resources available and implemented the linguistic structures practiced un class. Students effectively used their linguistic background.
4 Students used all resources available and most of the time implemented the linguistic structures practiced un class. Students used their linguistic background.
3 Students needed some help using available resources and implementing the linguistic structures practiced un class.
2 Students needed continuous help using available resources and implementing the linguistic structures practiced un class.
1 Students struggled to communicate in the target language and were unable to autonomously use the available resources.
Group Work
5 Everyone worked hard on their responsibilities to create synergies in the group. The cooperative learning techniques were successfully followed.
4 Everyone worked hard on their responsibilities to create a good working environment. The cooperative learning techniques were followed most of the time.
3 Most members worked hard on their responsibilities. Problem solving techniques were implemented to redirect and ensure everyone stayed on task.
2 Time management and focus was a challenge. The group asked the teacher for help to redirect the situation.
1 Time management and focus was a challenge and the group did not ask for help or tried to autonomously redirect the situation.
FINAL SCORE:
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Module 2, Personal Thought
It is of paramount importance to carefully design your lessons if you want to obtain optimal results from your students.
Preparing a KWL chart is essential. It is a great task to know the background knowledge and fix an appropriate starting point. Giving the students the freedom to voice their very own questions will guide the learning process in a way that is relevant and meaningful to them, ensuring that learning takes place (according to neuroeducation research). The fact that after the unit, we all get together to share our findings creates a learning community in which students are given the chance to reflect on their process as well as metacognitive skills, reinforcing their newly acquired knowledge and their ability to plan and organize their study skills. Following what we mentioned about neuroeducation, research has proven that learning only happens if it is linked to feelings and social interactions. Therefore, it is obvious that cooperative learning techniques must have a significant role in our lessons. Students learn to respectfully and efficiently interact with their peers and, through co-thinking techniques, achieve a common goal.
Combining individual working with small, medium and whole class size groups not only creates a varied dynamic which boosts attention and motivation but also provides the opportunity to practice intrapersonal and interpersonal skills which will be valuable in their academic and professional life. Through the materials offered in this module I expanded my knowledge on how can the teacher make this happen. The jigsaw, the Circumlocution Games, the Round Robin Structures, are all excellent proposals, challenging both for teachers and kids. However, I personally feel specially attracted by the Kagan techniques. I would like to investigate a bit more about it. I am convinced there is a lot to learn there, and that it can be very useful to improve academic performance.
Good teaching practices involve questioning our teaching habits in order to challenge ourselves. Innovative practices leave the teachers wondering about the changes they should implement and how to do it proficiently. In this second module I have been wondering about how would my students respond to Kagan techniques if they had been using them for some years already? How can I make the KWL charts part of my teaching routine and at the same time, be time efficient?
How do you folks feel about it all?
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K - W - L
K(now)
What do my students know about the topic before I started the unit?
Punk is a music style.
Music styles are connected to social, economical and philosophical issues.
Musical styles have a specific aesthetic.
Every style has its own instrumentation.
A punk song has lyrics.
W(onder)
What do I want my students to learn along this unit?
When did Punk Music appear? What was the social, economical and philosophical context?
What do the lyrics talk about?
What instruments are there in a punk band?
How do punks distinguish themselves aesthetically?
L(earnt)
What have my students learnt at the end of this unit?
Punk appeared in the 1970’ in a context of unemployment, lack of opportunities for youngsters, economical crisis and moral shifts.
The lyrics reflect that deprived context and appeal to inconformity and revolution.
The instruments in a punk band are electric guitar, electric bass, drums and a singer.
Punk followers often sport a mohawk, piercings, spike bracelets and black, teared down gear and eccentric make up.
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Display for the Class
I invite you to visit
https://www.canva.com/design/DAC9WnG1ypo/gQSZsBzFCBUy7GzApYF_0A/edit?layouts=&category=tACZCu2vg_s
for my poster (CANVAS)
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Using Cooperative Learning in your Unit Plan
Class Organization:
· Investigation: groups of 3 - 4 students
· Student Centered Discussion: whole group
Cooperative Learning Technique 1: For a complex (different aspects) investigation the jigsaw technique works really well.
Task you are going to work:
The students are going to investigate in groups about Punk music; they can use their computers. They should try to link this information to other aspects like Art, History, Philosophy, Economy, etc.
Cooperative Learning Technique 2: Student Centered Discussion. I will start inviting them to write a personal reflection about what they learned in the previous investigation.
Task you are going to work:
We are going to put in common what we learned about Punk Music/Punk Movement and debate about what it actually was.
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Communicative Skills
MUSIC
The Punk Movement
CALP, Content Language
Sound
Noise
Music
Lyrics
Protest
Complain
Fashion
Piercing
Mohawk
Spikes
BICS, Basic Interpersonal Language
What do you think about…?
What do you hear?
Why?
In my opinion…
It is my/your turn…
I agree because…
I disagree because…
Another idea is…
Language through, Scaffolded Language
I hear…
I think…
I think… because I hear…
The lyrics talk about… (unemployment, crisis, injustice, money, moral…)
I find these aesthetics… (shocking, revolutionary, violent, unusual, provocative, …)
The instruments used in punk music are (electric guitar, electric bass, drums …)
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CLIL Unit Plan revised
NAME: Enric Riu
SUBJECT: MUSIC
TITLE: The Punk Movement
YEAR: 4 ESO
Step 1: The driving question.
What was the Punk Movement?
Step 2: The preview of the whole unit
Art, Philosophy, Aesthetics, Expression, Social Movement, Young Movement, Rebellion, Discontent, Counterculture, Anarchy, Protest, Fashion, Music, Antisystem, Unemployment, Crisis, Recession.
Step 3: The easiest and hardest section of your unit.
The easiest: To find some examples of Punk Music and Pictures of Punk fashion.
The hardest: To debate wether or not the Punk Movement has had good/bad consequences.
Step 4: Law aspects.
The LOMCE defines 7 competences: (let’s define some aspects of each competences)
· Linguistic competence
o Specific vocabulary
o Debates and conversations
o Making sense of written and oral information
o Sharing results of an investigation
· Mathematical competence and basic competences in science and technology
o Applying the scientific method and research skills
· Digital competence
o Use of technology to access information and audio and video resources
o Use of Audacity, Figure, MorphWiz Play, and Music Maker Jam to compose music
· Learning to learn
o Using graphic organizers (Bubbl)
o Pictures
o Multimedia
o Substitution Tables
· Social and civic competences.
o The necessity to take into account minorities
o The importance of respect
o Civic attitudes in an academic debate
o Consequences of the Punk Movement
· Cultural awareness and expression
o Characteristics and aesthetics of the Punk Movement
o Music as a means of expression and communication of ideas
I will include these LOMCE standards in my unit plan:
· Use of elements of the music language to analyse art (music) production
· Show habits of reflective and open perception of the sound reality of the natural and cultural environment
· Interpret music individually and collectively using TAC
· Develop disciplinary or transdisciplinary art projects both personal and collective
· Value with respect and critical sense the artistic productions in its contexts and functions
· Enjoy artistic experiences and creations as a source of personal and social enrichment
· Make use of artistic knowledge and its productions as a means of cohesion and of prosocial action
Step 5: Content
· Which interdisciplinary subjects could be connected to in this unit? Why and how?
o History: The Punk Movement arose in a precise moment
o Philosophy: It was a youth answer to a social, political and values crisis; the necessity of violence; the necessity of putting the stablished order topsy turvy; the fight against the mainstream
o Art: The Punk Movement generated a specific aesthetics
Possibility of different projects with the corresponding departments.
Steps 6: Soft Skills.
· I will include these soft skills in my unit plan:
o Taking turns and sharing on educated opinions (debate)
o Team work (groupwork tasks)
o Listening to music and classmates’ contributions
o Planning and organizing a research project
o Giving and receiving feedback through rubrics
o Critical thinking
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About this Module 1
Actually, many aspects were familiar to me in this first module.
However, I think I should delve on the LOMCE competences.
Aside of that, I felt specially attracted to the so-called “soft skills”.
I would highly appreciate if somebody would share any kind of classroom CLIL experiences ;)
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CLIL Unit Plan
NAME: Enric Riu
SUBJECT: MUSIC
TITLE: The Punk Movement
YEAR: 4 ESO
Step 1: The driving question.
What was the Punk Movement?
Step 2: The preview of the whole unit
Art, Philosophy, Aesthetics, Expression, Social Movement, Young Movement, Rebellion, Discontent, Counterculture, Anarchy, Protest, Fashion, Music, Antisystem, Unemployment, Crisis, Recession.
Step 3: The easiest and hardest section of your unit.
The easiest: To find some examples of Punk Music and Pictures of Punk fashion.
The hardest: To debate wether or not the Punk Movement has had good/bad consequences.
Step 4: Law aspects.
The LOMCE defines 7 competences: (let’s define some aspects of each competences)
· Linguistic competence
o Specific vocabulary
o Debates and conversations
o Making sense of written and oral information
o Sharing results of an investigation
· Mathematical competence and basic competences in science and technology
o Applying the scientific method and research skills
· Digital competence
o Use of technology to access information and audio and video resources
o Use of Audacity, Figure, MorphWiz Play, and Music Maker Jam to compose music
· Learning to learn
o Using graphic organizers (Bubbl)
o Pictures
o Multimedia
o Substitution Tables
· Social and civic competences.
o The necessity to take into account minorities
o The importance of respect
o Civic attitudes in an academic debate
o Consequences of the Punk Movement
· Cultural awareness and expression
o Characteristics and aesthetics of the Punk Movement
o Music as a means of expression and communication of ideas
I will include these LOMCE standards in my unit plan: (try to find it into your Autonomous Community curriculum)
Step 5: Content
· Which interdisciplinary subjects could be connected to in this unit? Why and how?
o History: The Punk Movement arose in a precise moment
o Philosophy: It was a youth answer to a social, political and values crisis; the necessity of violence; the necessity of putting the stablished order topsy turvy; the fight against the mainstream
o Art: The Punk Movement generated a specific aesthetics
Possibility of different projects with the corresponding departments.
Steps 6: Soft Skills.
· I will include these soft skills in my unit plan:
o Taking turns and sharing on educated opinions (debate)
o Team work (groupwork tasks)
o Listening to music and classmates’ contributions
o Planning and organizing a research project
o Giving and receiving feedback through rubrics
o Critical thinking
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SWOT ANALYSIS about CLIL
STRENGTHS
WEAKNESSES
· Dual-focused aim: language and content
· Flexible: adaptable models depending on a range of contextual factors
· CLIC challenges learners to think, review and engage in higher order thinking skills
· Possible lack of resources
· Possible lack of sufficient professional development and linguistic skills for the teachers
· Possible lack of support for students needing a boost after class
OPPORTUNITIES
THREATS
· Students: more fluent in a foreign language
· Teachers: to take part in an innovative project with real effectiveness
· Better perspectives of world wide opportunities (universities, jobs, investigation…)
· Increased gap between achieving and underachieving students
· Higher complexity regarding the staff schedule organization
· Higher complexity in classroom management issues derived from students who struggle to joggle the content and a foreign language.
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