Mini-projects maxi-learning-curs_estiu_july2016_session5

Mini-projects,
Maxi-learning
Usoa Sol
July 2016
APAC – Departament d’Ensenyament
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning

WHAT DID WE
LEARN IN
YESTERDAY’S
SESSION?

CONTENT
2. Types of rubrics
and main features
1. Reflection on the
use and design of
rubrics in ESL class
3. Useful resources
for the design of
rubrics and for rubric
templates
4. Design of made-to-
measure rubrics to
assess the CLIL
project created in
groups

Thursday's session’s
feedback...

What you liked least…

What you liked best…

Aims of today’s sessions
• Presenting your CLIL projects
to the teachers in other groups
• Looking at two projects using
wikis
• Learning about three web 2.0
tools that can be used for
projects

Session 5.1:
CLIL
mini-project
presentations
Usoa Sol
8th
July 2016

What do you have to do?
1. Rehearse the presentation you’re
going to do with your group.
2. At the end of next session, everyone
should be able to know exactly what
each project is about and how to carry
it out with students.
3. Do the final course survey (in session
5 on the course wiki).

Session 5.2:
Mini-projects using
wikis and webtools
Usoa Sol
8th
July 2016

SAMPLE
MINI-PROJECTS
USING WIKIS AND
WEB 2.0 TOOLS

Sample mini-projects
1. The Expert
2. Motivational Quotes
3. Voki
4. QuizRevolution
5. Paddlet

PROJECT 1:
THE EXPERT

Introduction
LINDY HOP

Preparation - scaffolding

Scaffolding (II)

The Expert - summary
Original format
Technically simple
Learning autonomy
Doesn’t feel like a writing task
End product; display work
Personalised = meaningful and
memorable

OVER TO YOU!
Could you do this activity with
your students?
Why (not)?
What would you change/add/do
differently?

PROJECT 2:
MOTIVATIONAL
QUOTES

Who were these people?

Thomas
Alva Edison
American
inventor
and
businessman
Zig Ziglar
American
author and
motivational
speaker
Theodore
Roosevelt
26th President
of the USA
Nelson Mandela
Anti-apartheid activist
and first black president
of South Africa
Albert
Einstein
German
physicist;
developed the
theory of
relativity

a) “People often say that motivation doesn’t last.
Well, neither does bathing and that’s why we
recommend it daily”
b) “Believe you can and you’re halfway there”
c) “After climbing a great hill, one only finds that
there are many more hills to climb”
d) “The true sign of intelligence is not knowledge,
but imagination”
Who is each of these quotes by?
e) “Genius is one percent inspiration and ninety-
nine percent perspiration”

a) “People often say that motivation doesn’t last.
Well, neither does bathing and that’s why we
recommend it daily” (Zig Ziglar)
b) “Believe you can and you’re halfway there”
(Theodore Roosevelt)
c) “After climbing a great hill, one only finds that there
are many more hills to climb” (Nelson Mandela)
d) “The true sign of intelligence is not knowledge,
but imagination”(Albert Einstein)
e) “Genius is one percent inspiration and ninety-
nine percent perspiration”(Thomas Edison)

What do you think they mean?
To what extent do you agree with them?
How can you relate to them?

Scaffolding (I)

Students’ samples (I)
“People often say that motivation doesn’t last. Well,
neither does bathing and that’s why we recommend it
daily” (Zig Ziglar)

Students’ samples (II)

Students’ samples (III)

Students’ samples (IV)

• Students get a real choice
• Caters for different levels; allows
room for creativity
• Technically very simple
• Doable – short texts
• Great for class discussion
Motivational quotes -
summary

• Real audience, real interaction
and feedback
• Students are eager to contribute
• Students are responsible for
their own wiki page
• Boosts their self-esteem
• Helps to develop their digital
competence

• Great for students who are shy in
class or don’t participate often
• Students’ contributions can be re-
used for language learning
purposes (sentence auction)

What do students say about the
use of the wiki?

PROJECT 3:
VOKI

Voki avatars
 Function/topic: describing people’s
appearance
 Language area: basic verb forms in 3rd
person
 Level: beginner/pre-intermediate
 Aims:
- to get students to write a short description
about a famous person
- for students to guess which person is being
described and to rate their classmates’ Vokis

Voki avatars
 Listen to the Voki avatar and guess who is
being described.

Compare your answers with your
partner.
Who was being described?
Angelina Jolie

Students’ sample
 Listen to this Voki. Can you guess the person
being described?

Follow-up activity
 Students complete a Voki chart with the
names of who recorded each Voki and who
was described in it.
 Award points for each correct answer.

A real example

Voki avatars – summary
 Appealing format – motivating for students
 Technically easy to create
 Recording is optional, but great for speaking
 Give students a reason to write their text and to
listen to their classmates
 Students can give each other feedback after
listening to their classmates’ avatars on the wiki

PROJECT 4:
QUIZREVOLUTION
(ONLINE QUIZZES
AND SURVEYS)

QuizRevolution
surveys&quizzes
 Topic: general knowledge (any subject)
 Language area: question formation in the
present and in the past
 Aims:
- to get students to create a survey/quiz for their
classmates
- for students to take their classmates’
surveys/quizzes and comment on them

QuizRevolution sample quiz
 For each question, write the answer you think is
correct and the score you got for it.
 Every correct answer is worth 100 points.

Science quiz, by Clara,
Clàudia and Laura

2. Which of the following are bioelements?
A) Vitamins, proteins, glucids and acids
B) Ca (calcium), Li (lithium), H (hydrogen), Na
(sodium), etc.
C) Vitamins, proteins, glucids, acids and lipids
The correct answer is C.

3. What’s the name of the galaxy where we
live?
A) The Lactea Way
B) The Milky Way
C) The Way of Milk
The correct answer is B.
4. What’s the chemical formula for water?
A) H3
0
B) H02
C) H2
0

5. What do you call a scientist who studies
the stars?
A) An astronaut
B) An astronomer
C) An astrologist
The correct answer is B.
6. What beings reproduce asexually?
A) All non-human beings
B) Human beings
C) vegetables

7. Who was Newton?
A) A physicist
B) A musician
C) A scientist
The correct answer is A.
8. What’s an atom?
A) A particle
B) A molecule
C) A piece of matter

Berta, Guillem and
Valentina’s survey on music

Survey results

Possible extension activity
 Students take the surveys/quizzes and give
each other feedback on the wiki
 Meaningful interaction
 Language used: expressions to give opinions

Students’ feedback on each
others quizzes and surveys

QuizRevolution
surveys&quizzes - summary
 Student-generated – personalised
 Technically simple to use and manageable
 Can cover different areas; other subjects are
dealt with through English
 Have an element of game/competition
 Give students a reason to take the
surveys/quizzes

PROJECT 5:
PADDLET

Students’ sample
 ESO 3 students’ wall for the Australia&New
Zealand reader.

Teachers are always in
control: stickies have to be
approved to be posted

Paddlet - summary
 Appealing format
 Easy to use and monitor
 Good:
- for summaries (Australia&New Zealand wall)
- to get students to give their opinion (ICT wall)
- to brainstorm ideas
 Doesn’t feel like writing; texts can be
enhanced with images and links
 Element of collaboration; every student
contributes to the final product

CONCLUSIONS

How can the use of
wikis&webtools maximise the
students’ use of English?
• Giving students a reason to
write/speak in English
• Motivating them to contribute
(sense of ownership)

• Providing them with a real
audience
• Encouraging them to read
their classmates’ work and
to give each other feedback
• Showcasing their work

• Developing language skills
and competences at the
same time
• Bringing their world into the
classroom: everyday use of
technology and web 2.0
tools

What do you have to do?
Complete the Departament’s course
assessment survey.
La meva XTEC – Les meves activitats
Username – password
Qüestionari participants

COURSE OBJECTIVES
1.To outline and discuss basic principles
for mini-projects to work in the teenage classroom
2.To identify and develop approaches and activities
to present, carry out and assess mini-projects with teenagers
3. To learn how project work can develop students’ key
competences at all levels and work on the four skills
in an integrated way, with a special emphasis to the writing skill
4. To present successful mini-projects that are easily
adaptable to different teaching situations
5. To create relevant mini-projects for teenagers in the
EFL class (both for ESO and Batxillerat students)

Mini-projects maxi-learning-curs_estiu_july2016_session5

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