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Cooperative learning and projects: the perfect match, by Elena Merino & Brian Engquist - Valencia & Madrid, Spain

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Cooperative learning and projects: the perfect match, by Elena Merino & Brian Engquist at Pearson Event for English Teachers - Valencia & Madrid, Spain.

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Cooperative learning and projects: the perfect match, by Elena Merino & Brian Engquist - Valencia & Madrid, Spain

  1. 1. Cooperative learning and projects: the perfect match 1
  2. 2. 2
  3. 3. V: Volatile U: Uncertain C: Complex A: Ambiguous The world is…
  4. 4. Right… But what does that mean for education?
  5. 5. AND… In a VUCA world, our students will need…
  6. 6. 6
  7. 7. What is cooperative learning? Features, advantages, disadvantages 7
  8. 8. What did you learn? 8
  9. 9. 9 THE BASICS • Go to this URL • Double click to write something • Write something (you can also write a title) • You can add audio / video / images / pdfs • You can share it via url or QRcodes http://goo.gl/p3pB0Z
  10. 10. Alternative 10
  11. 11. CLASSROOM USES 11 • to brainstorm ideas • to gather information on a topic • to gauge understanding on a topic • to test student knowledge • to organize website links • to share information … (other)? To present a project
  12. 12. 12 How can we make cooperative learning happen in our classes? With projects
  13. 13. What does a project need to be successful? 13
  14. 14. 14 Meaningful Dynamic Communication Culture Collaborative Real use of language Engaging Exchange Negotiation
  15. 15. PROJECT VOCABULARY GRAMMAR READING WRITING LISTENING SPEAKING Learning route
  16. 16. Around the world in 30 pets! Students will have to find information about an unusual pet anywhere in the world. Finally, they will create a video explaining their pet. 1st of ESO students
  17. 17. 17 Let’s move! Are you ready for a ride?
  18. 18. What animals do you know? 18 VOCABULARY 1. Draw a big target
  19. 19. What animals do you know? 19 VOCABULARY 2. In the middle circle, write as many animals as you can recall
  20. 20. What animals do you know? 20 VOCABULARY 3. Pairs: Read your animals to your partner and write the animals you don’t have in the 2nd circle
  21. 21. What animals do you know? 21 VOCABULARY 4. Groups of 4: read the words of the 2nd circle to the group. Write the animals you don’t have in the 3rd circle
  22. 22. What animals do you know? 22 VOCABULARY 5. Whole class: read the words of the 3rd circle to the class. Write the animals you don’t have in the 4th circle
  23. 23. Back in pairs! 23 1. Which of the animals on your list are pets? 2. Which of the animals on your list could be unusual pets? Underline / highlight / circle…
  24. 24. 24
  25. 25. 25 How do you normally work with new vocabulary in your classes?
  26. 26. 26 Word-Picture Matching Word-Sound Matching Classifying Definitions Speaking: guessing game
  27. 27. Need more games? 1. Groups of four (work in pairs). 2. Student A picks up a card and can only say one word so that their partner guesses what animal it is . 3. They play until their partner has a correct guess (only 4 clues!) 4. Second pair plays The team with more words wins
  28. 28. Need more games? 1. In threes: Student A, Student B and “supervisor”. 2. Supervisor reads a question. 3. Whoever raises his hand first, gets to answer. 4. If student A gets number 1 answer, they win that round. 5. If not, student B has the chance to answer and steal the round.
  29. 29. Example 29 Name the most common text message abbreviation 1. LOL 2. OMG 3. BRB
  30. 30. 30
  31. 31. 31 Vocabulary in context
  32. 32. 32 Using vocabulary in conversation
  33. 33. Survey your class! Find the common and unusual pets in your class… Find someone who… Has a dog ______________ Has a cat _______________ Has a bird ______________ Has a hamster ______________ Has a rabbit ______________ Has an iguana ______________ Has a chicken ______________ Has a turtle ______________
  34. 34. 34
  35. 35. Real World Profiles
  36. 36. PROJECT VOCABULARY GRAMMAR READING WRITING LISTENING SPEAKING Learning route
  37. 37. Around the world in 30 pets! Students will have to find information about an unusual pet anywhere in the world. Finally, they will create a video explaining their pet. 1st of ESO students
  38. 38. 39
  39. 39. Morfo Alternative: Talk about your pet, a pet you’d love to have…
  40. 40. The Three Little Pigs How does it work? •Students create an avatar using a picture of themselves. •SS add features to transform into an animal. •SS use those pictures to record themselves as the characters. Animal Face Chatterpix Kids Alternative: explain a pet
  41. 41. 42 Watch 5 videos. Vote: 1. A pet you’d like to have 2. The most original video 3. The funniest video
  42. 42. Practice pronunciation!
  43. 43. 44
  44. 44. What did the students do? How did they do it? Why did they do it? Conclusion
  45. 45. Conclusion “Qui Docet Discet” Seneca, 16th century “Contar cuentos enseña la lengua a quien los cuenta” Artigal, 21st century
  46. 46. Thank you!

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