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Mini projects maxi-learning APAC Summer course July2018 - session 1
- 1. Mini-projects, Maxi-learning Session 1 – 2nd July 2018 Usoa Sol INS Emperador Carles Summer Courses 2018 APAC’s
- 2. For APAC members Advantages ●Discounts on online training (Trinity and British Council) and on courses offered by the Col·legi de Llicenciats ●5% discount at Come In - English bookshop ●Free spring workshops organised by the British Council ●APAC ELT journal online + newsletter ●Mailing list with ELT-related job offers
- 3. For APAC members Advantages ●Discounted rate for the autumn workshops on October 27th (only 10€ instead of 20€) ●Discounted rate for the ELT Convention in February 2019 (30€ instead of 75€ for non-members) ●A coupon for a free lunch in the UPF cafeteria on Friday 1st February
- 4. Summer courses 2018 APAC’s Not a member yet? E-mail us at info@apac365.org and join the community! www.apac365.org
- 5. Aims of today’s sessions • Introducing the course & course requirements • Finding out about key aspects to make mini-projects work in the teenage classroom • Sharing background information on the course wiki as a starting point Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 6. Session 1.1: Principles to make mini-projects work Usoa Sol 2nd July 2018 Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 7. FEATURES OF MINI-PROJECTS & ADVANTAGES OF DOING THEM IN THE TEENAGE CLASSROOM Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 8. To get you started… a) What is your experience with mini-projects? b) Can you think of a “star mini-project” that you’ve done this year? c) In your opinion, what are the advantages and disadvantages of doing mini-projects in the classroom? d) Overall, how do you feel about doing mini- projects in class? What do you need to make them work in the teenage classroom? Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 9. 4. C______ D_____ 5. H_______ 6. V_______ L_____ 1. C____________ 2. A________ 3. T___ B____ OLLABORATIVE UTHENTIC ASK ASED ONTENT RIVEN OLISTIC ARIABLE ENGTH Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning What are the main features of projects?
- 10. 1. COLLABORATIVE 2. AUTHENTIC MeaningfulLearning from peers Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning Team work, interaction Memorable Linked to students’ lives Different learning styles and abilities Learning autonomy
- 11. 3. TASK BASED 4. CONTENT DRIVEN Non-linguistic learningClear outcome Research, managing information Great for CLIL End product, tangible result Learning by doing Fosters creativity Interesting and motivating Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 12. 5. HOLISTIC 6. VARIABLE LENGTH No discrete items Language in context Adaptable to curriculum and calendar Punctual, periodic or intensive Integrated skills practice Break from the routine Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 13. Principles to implement mini- projects in the teenage classroom Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 14. Essential principles AIMS / OUTCOMES STAGES ASSESSMENT Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 15. 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 Will the students present their end product?
- 16. 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
- 17. ASSESSMENT How will the project will assessed? What weight will the mark carry? What criteria will be used? Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 18. Sample mini-projects using wikis & webtools Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 19. PROJECT 1: QUIZREVOLUTION (ONLINE QUIZZES AND SURVEYS) Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 20. 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. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 21. Science quiz, by Clara, Clàudia and Laura Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning http://quizrevolution.com/ch/a133913
- 22. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 23. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 24. 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. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 25. 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 The correct answer is C. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 26. 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 The correct answer is C. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 27. 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 The correct answer is C. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 28. Berta, Guillem and Valentina’s survey on music Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 29. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 30. Possible extension activity • Students take the surveys/quizzes and give each other feedback on the wiki • Meaningful interaction • Language used: expressions to give opinions Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 31. Students’ feedback on each others quizzes and surveys Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 32. 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 Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 33. 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. PROJECT 2: YOUR 15 MINUTES OF FAME Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 35. Introduction Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 36. Sample presentation Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 37. Task for the students Write a text about your hobby and illustrate it with photos and videos. Include the information to answer the questions on the handout. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 38. Preparation - scaffolding 1. Why do you like it? 2. Where and when was this invented? 3. Have you won any prize/trophy? 4. Who is your favourite player? 5. What are you doing in this photograph? 6. How do you feel when you’re playing it? 7. What do you need to practise this sport? 8. When was it played for the first time? 9. How old is he/she? 10. When did you start playing this sport? 11. Why do you like him/her? 12. Are you good at it? 13. How long have you played for? 14. Where are you in this photo? 15. Who took it? 16. How often do you play it? 17. Where is he/she from? 18. Who invented it? 19. Is the equipment expensive? Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 39. Scaffolding - answers Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 40. Scaffolding – language needed • Past tenses • Present perfect • Present simple • Vocabulary related to sports and free time activities Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 41. Scaffolding – mind map Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 42. Students’ samples Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 43. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 44. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 45. Students’ presentations Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 46. Practical demonstration Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 47. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning Role reversal
- 48. Your 15 Minutes of Fame - summary • Motivating and memorable • Personalized, meaningful • Doesn’t feel like a writing task • Students show what they can do; boosts self-esteem • Role-reversal: students teach Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 49. 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
- 50. What do students say about the use of the wiki? Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 51. Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 52. Any questions? Fancy a coffee? Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 53. Session 1.2: Wiki work & online introductions Usoa Sol 2nd July 2018 Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 54. What do you have to do? (I) 1. Log into the course wiki with your username and password. www.yourearealkeener.pbworks.com Teacher Training Seminars – Materials Mini-projects, Maxi-learning 2018 Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 55. 2. Click on your wiki page and edit it with the following information: a)Brief introduction about you: what you do, where you work, what levels you teach b)A useful educational resource you use often (website, book, online resource) c)Your expectations from this course; why did you choose it? d)A description of one successful mini-project you’ve done this year Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 56. Summary of basic wiki functions Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 57. How to edit a wiki - summary a) EDIT b) INSERT LINK c) UPLOAD FILE d) EMBED MEDIA e) CREATE PAGE Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 58. WHAT HAVE WE LEARNT IN TODAY’S SESSION? Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
- 59. CONTENT TOOLS / ACTIVITIES 3. PBWorks Wiki: basic features and functions 2. Principles to make them work with teenagers Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning 1. Features of projects and advantages of using them in class 2. QuizRevolution 1. Popplet 3. Self-reflection on past projects
- 60. Any questions? Ready for lunch? Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning
Editor's Notes
- In pairs, talk for 2 minutes about any projects you’ve done with your classes. What do projects need for them to be successful? Ts guess from first letter, what are the key features of mini projects. Click through expanding with details taken from next 3 slides which are hidden.
- A third feature of projects is that they are task-based, meaning that by doing projects, students are learning by doing something specific and with a clear aim, because projects usually have an end result (for example, students do the projects in order to learn more about a city in New Zealand so they can then present their findings to their classmates). Since students have a task to do, they are engrossed in their “mission” and need to find creative ways of accomplishing it; that is why, projects boost students’ creativity. Apart from that, projects are content-driven, meaning that the focus is not on the language in itself, but on the topic of the project (to go back to the New Zealand project I mentioned before, the focus would be on Geography and English-speaking countries in the world). That is why, projects are great for CLIL, as you can work on a different subject while improving the students’ English; linguistic learning (i.e., English, in this case) becomes a medium, a tool for students to describe what they have learnt. And what students actually learn is what they research and the new information they obtain about that topic, so projects also help students to search for and manage information, which is a key life skill nowadays. Finally, the fact that they are learning about something they don’t know is also a lot more interesting and motivating for students, since they are the ones getting informed and telling their classmates about the new things they have found out.
- A fifth feature of projects is that they are holistic, meaning that they work on all four skills. When doing a project, the students are reading in English, writing in English, speaking in English (hopefully, when working within their group, but otherwise, definitely when presenting their findings to their classmates) and listening to English (to their classmates’ presentations). So although the teacher might have a “language agenda” (a grammar or vocabulary point that he/she might want to work on or reinforce), projects don’t only work on specific discrete linguistic items, because as I mentioned earlier, English is used as a means of expression, as a medium, so whatever English students use is always in context (in the context of the specific project). Last but not least, projects can have a variable length, because they can be done punctually (only once, for example, once a term), periodically (for example, after every unit) or intensively (for example, a project week at the end of the term or the school year). As I mentioned earlier, students (and most teachers!) enjoy projects because they are different from “regular class”. It’s funny how my students sometimes ask “are we doing projects or class today?”, which shows that they don’t see projects as being class. Finally, it’s very important to point out that mini projects are really easy to adapt to the school curriculum and to the school calendar, as you can make them as simple and short, or sophisticated and therefore extended in time as you wish.
- After answering some of their questions, I usually give students a short presentation on the history of lindy hop, tell them about the name of some of the steps and about some famous lindy hop dancers that I like. I also talk to them about how I started dancing and about how often I do it nowadays. During the talk, students may also come up with more questions, which I obviously answer on the spot.
- These are the instructions that I give my students after having completed the worksheet with the answers. The idea behind the project is that they write a text about their hobby, illustrating it with photos and videos, and then present it to their classmates, ideally also demonstrating how this activity is done.
- Tell teachers that after I’ve told students about lindy hop, I ask them to think about a hobby of theirs. The idea of the project is that they are going to write a short text about it and give a presentation to their classmates. This worksheet helps them to brainstorm ideas for their text and to organise them. Basically, there are quite a few questions related to a hobby (most of them are connected with sports because the majority of my students had hobbies that were sports) and six sections. The students need to match the questions with the section they correspond to. In the talk, you can ask teachers to do the same (maybe not with all of the questions, but with the first ten, for example).
- Get teachers to compare their answers with a partner and then show them this slide with the classified questions. Point out to them that the sections are meant to help students to structure their text, as they can use exactly the same ones when they write it. The questions in each of the sections are supposed to guide students in their writing process and to give them ideas on what to write. (Obviously, for those students whose hobby is not a sport, they can replace “play this sport” for “practise this hobby”, etc).
- Ask teachers what language students would need in order to write a text about their hobby and elicit the following: past tenses (to talk about the history of the hobby and how it started), present perfect (to talk about when they started having this hobby, if they still have it now), present simple and continuous (to talk about how often they practise this hobby now and to describe the pictures of them doing this activity) and finally vocabulary related to sports and free time activities.
- Show teachers some examples done by students and point out that they could choose between designing a Power Point or a Prezi. Also, one of the times when I’ve done this project, I got students to design their own wiki page on the school’s English wiki (and that’s why it says “My Origami Page”). However, the project can definitely be done without having to create a wiki page, just by creating an interactive presentation. This particular sample was written by Paula and she showed us how to actually make a couple of origami figures in class.
- Show teachers the second sample and tell them that Pere obviously couldn’t demonstrate his hobby because it’s ice-skating.
- This last sample was designed by Estela and Ona on karate.
- This is an excerpt of Estela and Ona’s presentation about karate. As you can see, Ona brought her whole karate outfit (kimono, gloves and belt) to show her classmates.
- In this short video, Ona demonstrated how to do karate to her classmates. When you show the video, point out to students that this was done in split groups so as to have less students in class.
- Finally, you can show teachers this video of Ona demonstrating how to do karate. While I was filming the students, they asked me to appear in the video as well, so I agreed. It’s good to point out that in this part of the project, there’s a role reversal, as it’s the students who are teaching you how to do something. I must admit I felt quite silly and clumsy because I couldn’t get the steps right, but it was great to be able to get into the students’ shoes, as it helped me to understand how they must feel when learning something completely knew. It also helped me to bond with my group, as they realised I was willing to participate and to put myself in that vulnerable position. Halfway through the video, the Head of Secondary crosses the hall and he’s quite surprised when he sees the activity.
- Go over the summary of the activity. It’s a really successful project amongst students, because they get a chance to have their 15 minutes of fame for a day, which obviously makes them feel very important and allows them to be teachers for a day, so they are put in a different position from what they’re used to. Also, it’s very personalised and it gives students a chance to talk about what they really enjoy and to show what they can really do. It’s surprising to see that some students who are not very academic or good in class, have an amazing talent for other things such as drawing, dancing, playing music or juggling. Overall, the students are really engaged by the project, and they make a lot of effort to write a really interesting text about their hobby and usually give very cool presentations.