Mini-projects, maxi-learning APAC summer course July2019 session 2

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Mini-projects, Maxi-learning
Session 2 – 2nd July 2019
Usoa Sol
INS Emperador Carles
Summer Courses 2019
APAC’s
WHAT DID WE
LEARN IN
YESTERDAY’S
SESSION?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning

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CONTENT TOOLS / ACTIVITIES
5. PBWorks Wiki:
basic features and
functions
2. Principles to make
them work with
teenagers
1. Features of projects
and advantages of
using them in class 2. Padlet
1. Popplet
3. Self-reflection on
past projects
4. Sample projects
3. Voki
4. Motivational quotes
Are we on the right track?

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Room for improvement

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Room for improvement (II)
Room for improvement (III)

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Aims of today’s sessions
• Learning about three sample
audiovisual mini-projects
• Analysing them according to
the three essential principles
• Personalising them according
to your students’ level and
needs
Session 2.1:
Sample
audiovisual
mini-projects
Usoa Sol
2nd July 2019

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Sample audiovisual
mini-projects
1. The Happy Couple
(ToonDoo)
2. Alien Invasion (Dvolver)
3. TV show time!
PROJECT 1:
THE HAPPY
COUPLE

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You're going to read a cartoon
strip entitled Happy Couple
(part 1).
Look at the following Wordle
and predict what the comic is
going to be about using the
keywords in the cloud.
http://www.wordle.net/show/wrdl/2024070/Happy_Couple

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http://www.toondoo.com/carto
on/1758715
How similar to the actual strip
were your predictions?

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Now you're going to create
your own comic strip to finish
this story.
Here are the instructions to
create a ToonDoo comic strip!
In pairs, continue the dialogue
for your comic strip.
Type it in a new Word document
and save it on the desktop.
Write AT LEAST 2 lines for each
scene.
In your dialogue you should use TWO
verbs followed by an infinitive and
TWO followed by a gerund.

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Here are some students’
samples:
http://www.toondoo.com/cartoon
/1902646
Ana and Mireia’s

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/1902855
Ana and Alejandro’s
Marta and Martina’s
/1902648

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Can you remember the three
essential principles to make
projects work with
teenagers?
Essential principles
AIMS / OUTCOMES
STAGES
ASSESSMENT

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AIMS
What is the purpose of the project?
What will it result in? (end product)
What will students be learning?
• Design a comic strip for classmates, read
everyone’s strips and vote for the best.
• Talk about preferences and use functional
language (real life English).
• Apply English in a creative way using a
creative medium.
• Develop digital competence.
• Work cooperatively.

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How to write a short dialogue in English as
the ending of a story.
How to use English verb patterns in context.
How to use ToonDoo to create comic strips.
How to use verb patterns in English.
Will the students present their end
product?
In a ToonDoo comic strip.
No, the comic strips will be posted on the
school’s English wiki for their classmates to
be able to take a look at them and vote for
the best.

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STAGES
What phases is the project divided in?
How long will each one take?
What will students have to do in each one?
STAGES
STAGE PROCEDURE DURATION
1. Introduction -sts write their predictions using Wordle
cloud
-sts check their answers by reading comic
strip
1 hour
2. Research/writing -sts browse through ToonDoo and write
their dialogue
1 hour
3. Design -sts correct their dialogue and design their
ToonDoo
2 hours
4. Peer-to-peer
assessment
-sts read their classmates’ ToonDoos and
vote for the best
1 hour

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ASSESSMENT
How will the project will assessed?
What weight will the mark carry?
What criteria will be used?
Two components will be evaluated in this
project:
a) Comic strip (end product) → accuracy,
content and creativity
b) Attitude and participation during the project
→ group work and active participation

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The project will be worth 20% of your final
mark, together with the other projects we
have done.
ToonDoo cartoons -
summary
• Original medium: motivating
• Different writing task
• Technically simple to use
• Manageable – short texts
• Step-by-step approach
• Adaptable

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You're going to watch a film
called Alien Invasion.
Try to remember as much as
you can because after the film
there will be a memory quiz!
http://www.dvolver.com/live/
movies-252329

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Memory quiz
http://www.eslvideo.com/esl_video_quiz.p
hp?id=2130
http://www.eslvideo.com/esl_video_quiz_i
ntermediate.php?id=2209&pagenum=4
Translation quiz
Now you're going to create
your own online short film for
your classmates.
Go to the Dvolver site and in
your groups, answer the
following questions.

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Next, you’re going to write your film
script (the dialogue) in your group.
Remember to include the following:
- an example of be going to
- an example of will
- one sentence in the First
Conditional.

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Once you have your dialogue ready, how can
you create a Dvolver online film clip? Here are
the instructions:
1. Go to www.dvolver.com
2. Select a background and a sky. Click next.
3. Select a plot (the story): rendez-vous (2
people talking and then separating), pick-up (2
people meeting), chase (persecució), soliloquoy
(only one person speaking).
4. Choose the characters. Click next.
5. Type in your dialogue. Click next.
6. Choose the background music.
7. Type in the movie title and the director’s
name (your names).
8. Click preview&send movie.
If you make a mistake or want to change
anything, click on “back” to go back.

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Finally, when all the films have been uploaded
on the school wiki, you’re going to watch them
and give your opinion about them in the
comments section and then give them a mark
on a Word document for your teacher.
Remember to follow the rules we discussed in
class when writing your comments.
“Three stars and a wish”
(José Picardo)
AIMS

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For students to design an online film for their
classmates in groups.
For students to look at each other’s work and
vote for the best film.
AIMS / OUTCOMES
For students to use English in context in a
creative way and using a digital tool
(Linguistic aim: use of future forms and 1st
conditional)
How to write a short dialogue in English to tell
a story.
How to use future tenses in English in
context.
How to use Dvolver to create online short
films.

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product?
In a Dvolver online short film.
No, the films will be posted on the school’s
English wiki for their classmates to be able
to take a look at them and vote for the best.
STAGES

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1. Introduction -sts watch an online short film and do a comprehension and
a language quiz
-sts do some language work on the film script, spotting
mistakes while watching the film a second/third time
2 hours
2. Research/
Preparation/
Scaffolding
-sts browse through Dvolver and answer some questions
about the film they’re going to create
1 hour
3. Writing -sts write the dialogue for their online film, following the
instructions
1 hour
4. Design -sts correct their dialogue and design their Dvolver film 1 hour
5. Peer-to-peer
Assessment
-sts watch their classmates’ films, and vote for the best by
giving them a mark and leaving a comment on the wiki
1 hour
STAGES
ASSESSMENT

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What criteria will be used? (II)
Classmates will also mark each of the films
and the one with the highest mark will get a
prize.
The project will be worth 20% of your final
mark, together with the other projects we
have done.

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The Perfect Couple
The Perfect Couple (II)

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Here are some students’
samples:
http://www.dvolver.com/live/movies-404071
Gemma and Mònica’s

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Llorenç and Quique’s
Ana and Beth’s

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Camila and Míriam’s
Peer-to-peer feedback
http://santgregorienglish.pbworks.com/w/page/26103510/Unit
%206%20ESO%201

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Dvolver films - summary
• Visual and engaging
• Very easy to use
• Manageable – short texts
• Cater for different levels – different options
available
• Don’t feel like a writing task
• Students can give each other feedback after
watching their classmates’ films on the wiki
OVER TO YOU!
Could you do this activity with
your students?
Why (not)?
What would you change/add/do
differently?

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PROJECT 3:
TV SHOW TIME!
Introduction
Do you know what shows
these theme songs are from?

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b) This show is based on the life of the
main character Ted Mosby and his
group of friends in Manhattan. In the
show, set in 2030, Ted Mosby tells his
son and daughter about all the women
he dated until he met their mother and
all the adventures he lived with his
inseparable four friends before he
became a dad.

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c) This show is called this way
because of the main character,
who at the end of each episode
narrates a voice-over with the
moral learnt by the doctors.

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d) It all starts when Alan Parker
comes into his older brother’s
perfect life after divorcing his
wife and being kicked out of
their house.

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TV show project (part 1)
Choose a TV show, look for
information on it and write a text
following the guidelines below.
1. What's the TV show of your
choice? Provide some general
information on it.
2. Why is the show called this way?
Relate the title to the storyline.
3. Who are the main characters?
Who are they starred by?
4. Why have you chosen this TV
show? What do you think are its
most outstanding features? What do
you personally enjoy most about it?
5. What kind of people would you
recommend it to?

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Students’ presentations on
Prezi

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TV show project (part 3)
The last stage of the project is to show your
classmates an episode of the TV show you
have chosen and to design some activities to
exploit it in terms of language.
Apart from that, you'll have to write a short
summary of the episode containing mistakes
(in terms of the content) for your classmates to
spot them after having watched it.

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Students’ activities (I)
Students’ activities (II)

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Students’ activities (III)
Students’ activities (IV)

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Students’ activities (V)
TV project – Summary
• student-generated
• personalised and relevant
• role-reversal: students become
teachers for a day (especially
during stages 2 and 3)

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• makes students more aware of
their learning process
• develops students’ digital
competence (HTML: embed
videos, insert links and files)
• fosters students’ autonomy as
learners
AIMS

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For students to write about a TV show of their
choice to their classmates.
For students to present and “sell” their TV
show to their classmates.
For students to prepare activities related to
one chapter of the show and to be teachers
for a day.
AIMS / OUTCOMES
How to write an article about a TV show in
English.
How to edit a wiki, adding media and
embedding videos.
How to do a PPT or a Prezi presentation.
How to exploit a TV show for language-
learning purposes.

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product?
In a wiki text, a multimedia presentation and
a worksheet with activities.
Yes, they will present their TV show to their
classmates and they’ll get them to do the
activities they’ve prepared for the episode of
their choice.
STAGES

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STAGES
1. Introduction -sts listen to / read the guidelines of the TV
show project and choose a show in groups
1 hour
2.Research
Preparation
-sts look for information on the show and
bring it to class to write a draft of their article
2 hours
3. Writing -sts write the final version of their article on
the English wiki (incorporating the teachers’
suggestions); they also add videos, photos
and links
2 hours
4. Design -sts create their PPT/Prezi presentation
using keywords from their wiki text
1 hour
5. Presentation -sts present their shows to their classmates 2 hours
6. Language
focus
-sts watch an episode together and do the
activities that the group in charge has
prepared for them
6 hours
ASSESSMENT

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Three components will be evaluated in this
project:
a) The article (wiki text)
b) The PPT/Prezi presentation
c) The oral presentation
d) The activities prepared for the episode
(only to raise mark)
ASSESSMENT
a) Article: usual writing task scale (text accuracy,
content, and layout).
b) PPT / Prezi presentation: rubric.
c) Oral presentation: marking grid (one for the
teacher and one for the students).
d) Activities prepared for the episode: to round off
the mark.

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What do you have to do?
1. Create THREE mini-projects using one of the
four tools from previous sessions and post
them on your course wiki page.
2. Comment on THREE of your peers’ projects
by leaving a comment on their wiki pages.
Follow the “three stars and a wish” principle.
3. Take the Surveymonkey survey for today’s
session
4. Summarise your favourite activity from today’s
session in 1-3 tweets using the hashtag
#APACsummer19 and quoting @APAC_ELT
Create three mini-
projects and edit
your wiki page

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1. Choose three tools from today’s or
yesterday’s sessions: Voki, Padlet,
Dvolver, ToonDoo.
2. Create three mini-projects of your own
using the tools above, personalising them
according to your students’ level and
needs.
3. Post your finished sample projects (as an
example for the students) on your wiki
page, under the corresponding section.
How to edit a wiki -
summary
a) EDIT
b) INSERT LINK
c) UPLOAD FILE
d) EMBED MEDIA
e) CREATE PAGE

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Comment on your
peers’ work on their
wiki page
(three comments)
Read your peer’s wiki sites and write a
comment on their projects following the “three stars
and a wish” principle.
What can you write in your comments?
a) What do you like best about the project? (If
you don’t like it, why not?)
b) Could you do it with your students? Why (not)?
c) How could it be improved? What could be
changed? (constructive criticism)
d) Do you have any questions about it?

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Take Surveymonkey
survey for today’s
session
(link on wiki)
Tweet about your
favourite activity
with the hashtag
#APACsummer19
quoting @APAC_ELT

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CLIL MINI-PROJECT GROUPS
ESO1: Anabel, Anna Cris, Encarna, Eva, Míriam
ESO 2: Alba G., Alba S., Maria O., Sílvia F.
ESO 3: Aina, Amalia, Gisela, Laia P., Sílvia S.
ESO 4: Anna, Cristina, Fàtima
ADULTS: Glòria, Maria U., Núria, Xelo

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