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Learning and e-motions: a perfect match


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Today, neuroscientific research leads to the conclusion that, without feelings, there can be no effective learning. Study after study confirms that the more emotion a passage or event evokes, the easier it is to remember. So, including emotional experiences in our classes will help us to improve motivation and decrease classroom management challenges. But we all know that already, don't we? The big question In this session we will learn some techniques and easy-to-use technology to boost the level of engagement of our young learners.

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Learning and e-motions: a perfect match

  1. 1. “Learning and e-motions: a perfect match” Magdalena Custodio Espinar APABAL 5th May 2017 1Presentation Title Arial Bold 7 pt Image by Photographer’s Name (Credit in black type) or Image by Photographer’s Name (Credit in white type)
  2. 2. Magdalena Custodio Espinar PERSONAL INTRODUCTION 2 La curiosidad es realmente ese chispazo que abre las ventanas de la atención, base del conocimiento Francisco Mora (Neuroeducación)‐mora/edu cando‐la‐curiosidad_b_3128182.html
  3. 3. “Learning and e-motions: a perfect match” Positive emotional experiences Relationships: key to learning Personalization & Contextualization Un niño, no comienza a aprender con ideas y con abstractos, sino con percepciones, emociones, sensaciones. Francisco Mora (Neuroeducación)‐mora/ educando‐la‐curiosidad_b_3128182.html 3
  4. 4. What are we teaching? 4
  5. 5. Linguistic communicaton. Digital competence. Learning to learn competence. Social and civic competences. Sense of initiative and entrepreneurship. Cultural awareness and expression. Mathmatical competence and basic competence in science and technology. 5
  6. 6. Competence: sufficiency of knowledge, skills and attitude that enable someone to act 6
  7. 7. Why should I speak in English? 7
  8. 8. I speak in English when… You like me And I like you! You make me feel confident I have something to say/do and someone to tell it to I can teach someone! 8
  9. 9. Sound Engineers! We learn when… we use! We understand when… we explain! We enjoy when… we share our work! Digital competence 9
  10. 10. Communication & ICT Speak Read Write Listen PRODUCTIVE RECEPTIVE In your classes, do your students use technology mainly to… 10
  11. 11. Yeah, right…but…how? HOMO ESCEPTICUS Positive emotional experiences Productive use of technology Communicate in English Real reason to speak 11
  12. 12. LET’S FOCUS 12
  13. 13. Different digital technologies involve: ✓ different digital skills ✓ different type of interaction ✓ different language demands MULTIPLE DIGITAL COMPETENCES TO ENABLE CLIL TEACHER EXPERTISE MULTIPLE DIGITAL COMPETENCES TO ENABLE CLIL TEACHER EXPERTISE 13
  14. 14. 14 TPACK Mishra & Koehler, 2006. MULTIPLE DIGITAL COMPETENCES TO ENABLE CLIL TEACHER EXPERTISE How to integrate technology effectively into students’ curriculum-based learning.
  15. 15. WHAT? ✓ Curricular contents ✓ Learning objectives ✓ Assessment criteria and standards CONTENT Living things and non living things Objectives 1. To understand differences between them 2. To compare and explain these differences Assessment criteria 1.Students can analyse the differences between them 2.Students can recognize which category something belongs to and why 15
  16. 16. HOW? ✓ Methodology ✓ Activities ✓ Final product ✓ Teacher and student’s roles ✓ Assessment strategies PEDAGOGY Cross-curricualr performance-oriented task Activities 1. To make a test to find out if something is a living thing or not 2. To use the test Final product 1.A test Roles TEACHER (supporter) PUPILS (researcher, creator and communicator) Rubric for assessment (C+L+P) 16
  17. 17. The gadget!! ✓ Does it improve pupil’s language skills? ✓ What are the language demands? ✓ What technical skills do teachers and pupils need? ✓ How are we going to use it? (time, individual/group work, space, timetable…) 17
  18. 18. Now imagine you are year 2 Science students in class… 18 CEIP San Sebastián El Boalo. Magdalena Custodio PROUD
  19. 19. My talking book! CEIP San Sebastián El Boalo. Marta Cervera19
  20. 20. Generate creative alternatives! 20
  21. 21. Let’s draw a self-portrait! 21
  22. 22. Let’s interview them! 22
  23. 23. Morfo Let’s make them talk!
  24. 24. Let’s put it all together in a talking book! 24
  25. 25. Similar apps / programs Zoobe Chatterpix Kids Voki Tellagami
  26. 26. SURPRISED 26
  27. 27. 27 Authentic tasks COMMITTED Travel
  28. 28. PLAY! CURIOUS 28
  29. 29. EXITED 29
  30. 30. Why are these activities effective? There is an emotional experience. Students see themselves as protagonists. They show (and see for themselves) what they’ve learned. They feel competent. They will want to watch each other’s videos, proyects, games, etc. MEMORABLE. Students can learn together and/or from each other! They have a careful planning using the TPACK framework. 30
  31. 31. Be aware of new trends 31
  32. 32. 32
  33. 33. 33
  34. 34. “Learning and e-motions: a perfect match” PROUD SURPRISED COMMITTED CURIOUS EXITED CONFIDENT 34
  35. 35. Magdalena Custodio Espinar Any questions? Contact me! 35
  36. 36. Pearson ELT IberiaPearson ELT Spain & Portugal Add us to your PLN! 36