Mini projects maxi-learning APAC Summer course July2018 - session 1Usoa Sol
This is the presentation used in the first session of the summer course on mini-projects organized together with APAC, English Teachers' Association in Catalonia.
Mini projects maxi-learning APAC Summer course July2018 - session 1Usoa Sol
This is the presentation used in the first session of the summer course on mini-projects organized together with APAC, English Teachers' Association in Catalonia.
Mini projects maxi-learning, APAC Summer course July2018 Session3Usoa Sol
This is the presentation used in the third session of the summer course on mini-projects organized together with APAC, English Teachers' Association in Catalonia.
Mini-projects, maxi-learning - Summer course July 2018, session 5Usoa Sol
This is the presentation used in the fifth and last session of the summer course on mini-projects organized together with APAC, English Teachers' Association in Catalonia.
Josh AlessioProblem solving using the work backward” method..docxpriestmanmable
Josh Alessio
Problem solving using the “work backward” method.
Prepared for 6th grade math
Objectives of Lesson/Learner Objective
The students will be able to demonstrate their problem solving ability by working backward through word problems both in small groups and by themselves. The students will be able to show their work and complete the word problems using the work backward method as a group with no errors. The students will complete word problems individually using the backward method with 90% accuracy.
Anticipatory Set/Motivation/Snappy Launch
With your head full of brains and your shoes full of feet, you’re to smart to go down any not so good street. (“Oh the Places You’ll Go”, by Dr. Seuss)
Everybody needs to be able to solve real-life problems, and going forward doesn’t always take you down the right street. Today we are going to discuss a problem solving method that requires you to work backward.
Materials Needed/Preparation
I will provide the students with worksheets containing word problems.
Students need pencils, have some on-hand in case students don’t bring a pencil.
Procedure
1. I will go through two word problems using the “work backward” method.
2. After going through the first problem, I will define the work backward term.
3. Split into small groups and have the students come up with a word problem that requires using the work backward technique to solve. Solve the problem on a separate piece of paper, but keep the answer a secret. Trade problems with another group, and solve their problem. Compare answers.
4. Provide a worksheet with a couple word problems that will require using the work backward method of problem solving.
Vocabulary
1. Work Backward: When given the result of a sequence of operations, you can work backward to find the amount with which the sequence began. Discuss this definition in terms that are meaningful for all the students.
Examples
Example #1 (work backward)
The cat in the hat went to the flea market and spent $9.75. He bought some green eggs and ham, thing # one, and thing # two. The green eggs cost $1, the ham cost $1.25, and thing #1 cost $3. How much did thing #2 cost.
(9.75 – 1 – 1.25 – 3) = 4.50
Work Forward: Check your work by adding up all the components to get the result.
Example #2 (work backward)
On Monday there are 50 star bellied sneatches on the beach. That day, 8 star bellied sneatches had their stars removed. On Tuesday, 13 more star bellied sneatches had their stars removed. On Thursday, there were only 19 star bellied sneatches left on the beach. How many star bellied sneatches had their stars removed on Wednesday?
(50 – 8 – 13 - 19) = 10
Work Forward: Check your work by adding up all the components to get the result.
Check for Understanding
While the students work in groups, I will be an observer, walking around, making sure all the students are engaged and working with the smaller groups or individuals to gage and ensure understanding of the conce ...
Here is a list of apps that I have used in my classroom and a quick guide to getting those ipads out with all of your students. These have been used by real a real life teacher...ME. If you have any questions tweet me @haselwoodmath
Mini-projects maxi-learning, Summer course July2018 - session 4Usoa Sol
This is the presentation used in the fourth session of the summer course on mini-projects organized together with APAC, English Teachers' Association in Catalonia.
Mini projects maxi-learning-curs_estiu_july2018_session4Usoa Sol
This is the presentation used in the third session of the summer course on mini-projects organized together with APAC, English Teacher's Association in Catalonia.
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Josh AlessioProblem solving using the work backward” method..docxpriestmanmable
Josh Alessio
Problem solving using the “work backward” method.
Prepared for 6th grade math
Objectives of Lesson/Learner Objective
The students will be able to demonstrate their problem solving ability by working backward through word problems both in small groups and by themselves. The students will be able to show their work and complete the word problems using the work backward method as a group with no errors. The students will complete word problems individually using the backward method with 90% accuracy.
Anticipatory Set/Motivation/Snappy Launch
With your head full of brains and your shoes full of feet, you’re to smart to go down any not so good street. (“Oh the Places You’ll Go”, by Dr. Seuss)
Everybody needs to be able to solve real-life problems, and going forward doesn’t always take you down the right street. Today we are going to discuss a problem solving method that requires you to work backward.
Materials Needed/Preparation
I will provide the students with worksheets containing word problems.
Students need pencils, have some on-hand in case students don’t bring a pencil.
Procedure
1. I will go through two word problems using the “work backward” method.
2. After going through the first problem, I will define the work backward term.
3. Split into small groups and have the students come up with a word problem that requires using the work backward technique to solve. Solve the problem on a separate piece of paper, but keep the answer a secret. Trade problems with another group, and solve their problem. Compare answers.
4. Provide a worksheet with a couple word problems that will require using the work backward method of problem solving.
Vocabulary
1. Work Backward: When given the result of a sequence of operations, you can work backward to find the amount with which the sequence began. Discuss this definition in terms that are meaningful for all the students.
Examples
Example #1 (work backward)
The cat in the hat went to the flea market and spent $9.75. He bought some green eggs and ham, thing # one, and thing # two. The green eggs cost $1, the ham cost $1.25, and thing #1 cost $3. How much did thing #2 cost.
(9.75 – 1 – 1.25 – 3) = 4.50
Work Forward: Check your work by adding up all the components to get the result.
Example #2 (work backward)
On Monday there are 50 star bellied sneatches on the beach. That day, 8 star bellied sneatches had their stars removed. On Tuesday, 13 more star bellied sneatches had their stars removed. On Thursday, there were only 19 star bellied sneatches left on the beach. How many star bellied sneatches had their stars removed on Wednesday?
(50 – 8 – 13 - 19) = 10
Work Forward: Check your work by adding up all the components to get the result.
Check for Understanding
While the students work in groups, I will be an observer, walking around, making sure all the students are engaged and working with the smaller groups or individuals to gage and ensure understanding of the conce ...
Here is a list of apps that I have used in my classroom and a quick guide to getting those ipads out with all of your students. These have been used by real a real life teacher...ME. If you have any questions tweet me @haselwoodmath
Mini-projects maxi-learning, Summer course July2018 - session 4Usoa Sol
This is the presentation used in the fourth session of the summer course on mini-projects organized together with APAC, English Teachers' Association in Catalonia.
Mini projects maxi-learning-curs_estiu_july2018_session4Usoa Sol
This is the presentation used in the third session of the summer course on mini-projects organized together with APAC, English Teacher's Association in Catalonia.
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2. WHAT DID WE
LEARN IN
YESTERDAY’S
SESSION?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
3. CONTENT TOOLS / ACTIVITIES
3. Dvolver
2. Design of a new
project based on the
ones presented
according to sts’
level and needs
6. Prezi
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
1. Analysis of sample
projects according to
their aims, stages and
assessment
5. TV show time!
2. ToonDoo
4. ESL Video
1. Wordle
8. Aims of today’s sessions
• Learning about three sample
CLIL mini-projects
•Creating a new CLIL project in
groups focusing on the first two
key principles to make projects
work
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
13. Introduction
Would you say you have a
sweet tooth?
What’s your favourite sweet
dish?
Have you ever had carrot
cake?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
14. How much of each of the ingredients
you need to make carrot cake for 4
people? Make a guess!
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
15. Ingredients:
______ cups of grated carrots
______ cups of white sugar and some
icing sugar
______ eggs
One cup of olive oil
______ cups of flour
One cup of walnuts and/or raisins
______ sachets of baking powder
______ tea spoonfuls of cinnamon powder
1 tea spoonful of vanilla sugar
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
16. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.mixbook.com/photo-books/family/what-s-cook
17. Now read the following online
cookery book to check how
similar to the actual recipe your
predictions were.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
18. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Language work / scaffolding
19. Now you're going to write your
own sweet recipe using
Mixbook.com.
Here are the instructions to
create a Mixbook digital book!
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
20. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
INSTRUCTIONS:
- go to www.mixbook.com and click on Log
in
- log in using english@santgregori.org as
your email and santgregori as your
password
- choose the book What's cookin' anc click
on Edit
21. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- look for your pages (your names are
written on it) and remember to write the
ingredients on one page (and the photos
on the next) and the method (plus photos)
in the next two pages; you have a total of
three double-pages to work on
- copy and paste your recipe onto the page
you have been assigned (see the list
below)
- upload your photos and add stickers to
decorate your recipe
- remember to save your work!
22. Here’s the finished cookery book:
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.mixbook.com
23. Mixbook videos
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
https://www.youtube.com/watch?v=qKpdLX-b
24. Essential principles
AIMS / OUTCOMES
STAGES
ASSESSMENT
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
25. AIMS
What is the purpose of the project?
What will it result in? (end product)
What will students be learning?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
26. What is the purpose of the project?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
For students to design a class cookery book.
For students to write a recipe (text giving
instructions)
Linguistic aims: imperatives / connectors /
quantifiers / cooking verbs / cooking tools and
method / food vocabulary
AIMS / OUTCOMES
27. What will students be learning?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
How to write a recipe and to make an online
book.
How to use the imperative mode in context.
How to use Mixbook to create the book.
How to structure a text.
How to work cooperative and distribute tasks.
28. What will it result in? (end product)
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Will the students present their end
product?
In a Mixbook online cookery book.
Yes, they will cook their dish and bring it to
class for their classmates to taste it. They
will also present their dish on video for their
parents to see.
29. STAGES
What phases is the project divided in?
How long will each one take?
What will students have to do in each one?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
30. STAGES
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
STAGE PROCEDURE DURATION
1. Introduction -teacher introduces the activity by getting
sts to predict quantities on recipe
- show sts the cookbook
1 hour
2. Language work /
analysis
- sts work on the sample text, analysing
language (match picture with word)
1 or 2 hours
3.Research/
writing
-sts look for a recipe in groups and write it
down following the teacher's model
1 hour
4. Design -sts start designing their Mixbook (task
division)
2 hours
5 Cooking and
presenting
(+pictures)
- sts cook their dish and bring it to class for
their classmates to taste (+oral presentation
of dish)
1 hour
31. Mixbook cookery book -
summary
Original format
Technically simple
Meaningful correction of written texts
Doesn’t feel like a writing task
End product; printable = real
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
32. OVER TO YOU!
Could you do this activity with
your students?
Why (not)?
What would you change/add/do
differently?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
34. Introduction
What do you know about New
Zealand? Write 5 items that you
associate with New Zealand (video
prediction task).
Have you ever been there?
Would you like to go?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
35. Watch the following video and check how
many concepts from your list appear in the
video.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://animoto.com/play/YPL7Qxy
6yCGJ6MPE24S0Xw
36. Now watch this other video and in
pairs answer these two questions:
What can you do in New Zealand?
What can you visit/see there?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.youtube.com/watch?v=
37. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.youtube.com/watch?v=
38. Finally, look at the New
Zealand map and try to
remember as much information
as possible.
In your groups, you’ll have to
answer some questions for
points!
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
39. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://www.lonelyplanet.com/ma
ps/pacific/new-zealand/
Lonely
Planet
interactive
maps
40. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
https://www.google.co.nz/maps/
@-41.970967,173.2245445,5z
Google Maps
41. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Consolidation
worksheet
42. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
In your group, complete the table for the city
you have chosen.
NAME OF THE CITY:
NUMBER OF INHABITANTS:
GEOGRAPHICAL SITUATION:
KNOWN AS / FAMOUS FOR (SPECIAL
FEATURES):
LANDMARKS / SIGHTS (PLACES TO VISIT):
THINGS TO DO:
CURIOUS FACTS (TRIVIA):
Framework, guidelines
43. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Remember that for every sight you mention, you
need to include a photo and a brief explanation.
IMPORTANT! The aim of your presentation is to
give your classmates a reason to visit your city, so
remember to “sell” it!
See the section on useful language to choose
some vocabulary items and expressions for you to
use.
Finally, when all the groups have presented their
city, the best one will be voted.
47. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://prezi.com/roln5fljfb10/wellington/?
utm_campaign=share&utm_medium=copy
48. AIMS
What is the purpose of the project?
What will it result in? (end product)
What will students be learning?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
49. What is the purpose of the project?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
For students to learn about New Zealand.
For students to «sell» their city to their
classmates.
Linguistic aim: adjectives to describe places /
present simple for factual information /
persuasive expressions
AIMS / OUTCOMES
50. What will students be learning?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
How to write a city guide about a place.
How to describe a city.
How to use Prezi to create a presentation.
51. What will it result in? (end product)
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Will the students present their end
product?
In a city guide on Word and a PPT/Prezi
presentation.
Yes, they will use their PPT/Prezi to
describe (and “sell”) their city in front of their
classmates.
52. New Zealand cities project -
summary
Real and “exotic”
Motivating and memorable
Focus on Geography
Doesn’t feel like a writing task
Comprehension tasks done by the students
Integrated skills work
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
53. OVER TO YOU!
Could you do this activity with
your students?
Why (not)?
What would you change/add/do
differently?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
55. Introduction
Watch the following clip and
reflect on the question below:
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
https://www.you
tube.com/watch
?
v=XXvuRFby8c
c#t=79
56. Sample presentation –
chapters 1 to 4
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
http://prezi.com/l_4dmnnghkfx/nelson-
mandela-chapters-1-4/#share_email
57. Mandela’s life project -
guidelines
Using the main ideas in your chapter, design a
Prezi presentation to summarize it for your
classmates. You also need to write 4
comprehension questions for your classmates
to answer after your presentation.
You should also create a vocabulary list online
using Quizlet, which will be shared on the wiki
to revise for the reader test.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
58. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Students’ online vocabulary lists
http://quizlet.com/
9415764/nelson-
mandela-chapter-
1-part-1-flash-
cards/
59. AIMS
What is the purpose of the project?
What will it result in? (end product)
What will students be learning?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
60. What is the purpose of the project?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
For students to learn about Mandela and
South African history.
For students to summarise the main facts in each
of the chapters of the reader and to write a word
list with relevant vocabulary from their chapter.
Linguistic aim: past tenses and time connectors
to structure a text
AIMS / OUTCOMES
61. What will students be learning?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
How to write a summary and a vocabulary list
(with words+definitions) in groups.
How to use past tensese in context.
How to use Prezi to create a presentation.
How to use Quizlet to create a set of
flashcards.
62. What will it result in? (end product)
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Will the students present their end
product?
In a Prezi presentation about one of the
chapters in the reader.
Yes, they will use their Prezi to talk about
their chapter to their classmates, who in
turn, will have to answer a few
comprehension questions.
63. Mandela’s life –
summary
• current and up-to-date
• History in context, personalised
• appealing format – memorable
• makes reading a lot more
memorable
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
64. Quizlet – summary
• great to learn vocabulary
collaboratively
• very easy to use
• loads of options available just a
mouse-click away
• student-generated: more
memorable and meaningful
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
65. OVER TO YOU!
Could you do this activity with
your students?
Why (not)?
What would you change/add/do
differently?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
67. What do you have to do?
1. In your group, design a CLIL mini-project
about the subject you have been
assigned and for the level you have
chosen. Try to use one of the tools we've
learnt about.
2. Personalise it according to your students’
level and needs.
3. Post your finished sample project (as an
example for the students) on the wiki,
under the corresponding section.
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning