ACTIVITY 6.5. FORO “INTERACTION”

                     FINAL TASK WITH EDPUZZLE: CHRISTMAS VOCABULARY

This task is based on the Edpuzzle on the importance of English today, since it is a lingua franca. Lyndsey Claire Goodwin is the author of said activity and here is her blog link:

https://lyndseysesl.blogspot.com/2020/12/editing-my-first-edpuzzle-video.html

In this case I have created a task on English culture, to be more exact on Christmas vocabulary. This task can be carried out in Infant Education and first levels of Primary Education. It has the following sections:

- Pre-task: viewing flashcards and doing a crossword on this topic.

- Main task: EdPuzzle video with questions about Christmas vocabulary. This video is called "Christmas Guessing Game. Christmas Vocabulary Game" (YouTube). This is the link to this YouTube video (it is unedited):

This activity would aim to develop speaking, as well as knowledge of this aspect of Anglo-Saxon culture.

- Post-task: carry out an activity in small groups, through which the children ask each other vocabulary on this topic.

This is my final Edpuzzle video:

 ACTIVITY 6.4. INTERACTION.

MY REFLECTION ON TWO BLOGS AND ITS ACTIVITIES.

 

BLOG NUMBER 1. AUTHOR: Lyndsey Claire Goodwin .                       

LINK: https://lyndseysesl.blogspot.com/2020/12/editing-my-first-edpuzzle-video.html

*POST ABOUT MY PERSONAL REFLECTION:

Hello, my name is José López and I am a classmate of the English course.

From my point of view, your blog has many positive characteristics and I really like the activities you have designed. By the way, the aesthetics of this one would be an aspect to highlight. I love the activities designed with EdPuzzle, it is very interesting to learn about the importance of English as an international language.

Actually all the activities seem very nice to me, but I would like to provide a little advice in relation to your Time Toast called Women in Science. This activity is very interesting and necessary, but perhaps more modern women could also appear.

Goodbye and keep designing activities this cool.

*In relation to the first post, it will be visible after being approved. I have made a screenshot of this:

BLOG NUMBER 2. AUTHOR: Alberto Díaz Moreno.                         

LINK: https://hithereherewego.blogspot.com/2020/12/genially.html

POST ABOUT MY PERSONAL REFLECTION:

Hello, my name is José López and I am a classmate from the English and ICT course.

I write this post because I liked your blog and all the activities that you have designed. I would like to highlight the Genially on history, since the questions are very funny and the way of giving feedback to the students is very original, as well as the way of working on tasks with your 1st grade Secondary students.

Regarding the activities created with Pixton and EdPuzzle, I have not been able to access them, although I have seen the selected YouTube video, as well as the capture of the comic designed with Pixton. It's a shame not being able to see such activities!

Bye. Congratulations for your blog.

 

GENIALLY ACTIVITY ABOUT CULTURE AND CHRISTMAS IN TWO COUNTRIES: IRELAND AND SOUTH AFRICA.

LEVEL: 3rd PRIMARY EDUCATION (STUDENTS BETWEEN 8 AND 9 YEARS OLD).

 

To carry out this activity we have made six teams, each of them is made up of three students. The topic of the activity is Ireland and South Africa. To carry it out we have used books, magazines and information searched on the Internet (YouTube, Pixabay, Google Images and so on), as well as the Genially tool (its modality on video presentations).

The groups have been formed by students with different skills to cooperate with each other. The project has been carried out over two weeks (in order to find information about the two countries the sessions of the current English unit have been used). There has also been collaboration from the families, due to the fact there are not enough computers in the school and these cannot be shared because of the covid-19.

On the other hand, different digital resources and books have been used (as previously written). In order to help the students I have used visual aids, vocabulary and sentences through a Google tool called Jamboard. Aspects about cooperative techniques learned in a course on this topic have also been taken into consideration and whose teacher has a channel on Instagram, as well as a website: https://www.aprenderycooperar.com/

Here there are two links on these projects:

GENIALLY ON IRELAND:

GENIALLY ON SOUTH AFRICA:

Here you can see some pictures about this project:

 

MY PERSONAL REFLECTION ON THE PROJECT CARRIED OUT WITH THE GENIALLY TOOL.

To conclude, I believe that this project can be used to improve all the language skills of the students, especially those related to the speaking skill, presentation skill and active listening skill. However, they have also learned other aspects such as searching the internet and getting started with Genially. I find it a very interesting tool in this regard, although my students (who are between three and nine years old have difficulties using it). In fact, the project has been carried out with the oldest students (children in the third level of Primary Education) and I have had to help them a lot in this regard, especially because there are not enough technological resources (from my personal opinion). Taking into account all these aspects, I feel that the objectives of the proposed activity have been achieved, but these would improve if some aspects such as time and resources are better programmed in the next project, as well as relating the topic to the contents of the unit students are currently learning.

 

OPTION A – STORYJUMPER.

 

This is the link on a Storyjumper carried out with 3rd level of Primary Education students in order to develop writing:

https://www.storyjumper.com/book/read/94047946/5fcd59a37be15

 

MY PERSONAL REFLECTION ON THE TASK CARRIED OUT.

 

To begin with, we have done in class different texts, sentences, brainstorming and expressed ideas (through post-it) related to the unit on nature, as well as grammatical aspects such as there is, there are, some, any, spaces of a city (such as a park or bookstore), as well as the interrogative particle "where". These activities complement others in order to teach vocabulary, grammar and other language skills in a foreign language (English).

The task carried out was intended to show and evaluate the knowledge acquired by the students, as well as to work with new technologies and in cooperative groups. The students had to write a story about a turkey (since during the unit we have explained this typical celebration of the United States) and they had to use the resources of the unit that I mentioned previously. Due to limited technology resources, the students wrote and drew in their notebooks, then I selected some aspects of each team and uploaded them to the Storyjumper web.

The students have been grouped into four teams (in each one there are different levels of competence, so that some children can help others). Each student gives ideas about what vocabulary to use, grammar and ideas to write (brainstorming). They also write the name of the character, the setting, the conflict and the solution in their notebook (each child writes in their notebook, since due to Covid-19 they cannot share resources).

Secondly, a student expresses a sentence. The classmates on her team give her feedback (as well as I as a teacher) and finally write the sentence in the notebook. Then another student makes up another sentence and the same process is followed. They can add drawings or photographs to all this. These guided activities help foster student creativity, as well as peer evaluation among classmates. Children really like to give feedback and, if the truth is told, they can be more accurate than teachers. However, as they are young students they need help from me in many aspects of the writing activities, as they are still developing their linguistic skills in the mother tongue.

Finally the teams would upload their texts and drawings to the Storyjumper website, but since there are not enough computers (in fact there is only one per classroom), as a teacher I write the texts or part of them on this website. Each team also reads their text to the other three groups of students.

The objectives of the activity are:

- Study the vocabulary about nature and places in a city.

- Learn about a typical celebration of Anglo-Saxon culture (Thanksgiving Day).

- Develop written and oral expression through cooperative techniques (collaborative text).

- Encourage imagination and creativity through a story.

- Encourage peer evaluation among classmates.

 

The students really enjoyed this activity as they express their ideas, they help each other and finally read their projects on a published website. They also enjoy reading and understanding the stories of their classmates (meaningful activities).

To conclude, in the next activity related to this skill and with the storyjumper, there should be some changes such as simplifying the vocabulary and grammar to use, as well as dedicating more sessions (it is a creative activity that requires more time).

 MY PERSONAL REFLECTION ON EDPUZZLE ACTIVITY ON THE HUMAN BODY (3rd PRIMARY EDUCATION LEVEL).

 

First and foremost, this educational web has been very interesting for me in order to promote the autonomy of my students, as well as to improve oral comprehension and expression in a foreign language (English in this case). There are several reasons for affirming this idea, as students can listen to a funny dialogue between native speakers (authentic materials). On the other hand, this video is used as a common thread in order to carry out a pre, during and post task on the human body (we are learning about this topic at this time), without mentioning that pupilss can learn at their own pace (they can watch the video whenever they want at home) and this is a motivating resource for them since it is a story adapted to their age. For all these reasons I have selected this video, although I would like to emphasize that the story is very funny, it expresses the concepts in a simple way and it can be the starting point for many other activities on the human body.

Secondly, the learning objectives are related to the vocabulary on the previously mentioned topic, grammatical aspects such as the verb "to have" and oral language skills (speaking and listening).

I already knew this methodology called "flipped" and I usually use it in my classes, along with another called "cooperative techniques". Due to this fact, I changed some aspects of my classes a couple of years ago.

To conclude, this video edited with questions and notes has been a motivating experience that I will repeat more frequently in my classroom, because students learn content through a resource that is present in their lives (they they usually play video games, watch videos on YouTube and so on). I feel, this is a very pivotal aspect and I am going to take it into consideration as a starting point for many activities such as units, stories and projects. However, I must practice more with EdPuzzle in order to prepare videos in less time and thus bring them to educational practice more frequently.

EDPUZZLE ACTIVITY ON THE HUMAN BODY. 3rd PRIMARY EDUCATION LEVEL.

Hello, I have edited a video with notes, questions, explanations in English and Spanish, as well as pictures. This video is on YouTube (and EdPuzzle). It is called: "Body Parts for Kids. Dream English with Steve and Maggie in funny. English stories".

                                                    

              CLICK HERE:

https://edpuzzle.com/media/5fbd511bc30c3640f974cff9

This EdPuzzle video is part of the first activity (pre-task), since the students must watch it at home. The main activity takes place in class (during-task) and consists of carrying out cooperative activities in pairs and in teams of four people (students orally express the vocabulary learned and they must carry out written and oral expression techniques together). The last task or post-task consists of completing a worksheet on different parts of the body and doing a game of TPR.

OUR TIMELINE- ENGLISH-1ST LEVEL OF PRIMARY EDUCATION.

This is the TIMELINE created in class together with my 1st year Primary Education students. It has been made in a group and I have helped them because they are young and they are still learning to read, write ...

CLICK HERE: https://www.timetoast.com/timelines/2422599

Pixabay picture

MY PERSONAL REFLECTION ON TIMETOAST AND ON MADE ACTIVITY IN CLASS.

First and foremost, I have observed that this tool is very interesting for working with written expression, as well as oral expression. It is also pivotal to have a global vision of the activities carried out in class, as well as a fantastic ICT tool in order to review the contents of the English area. In my case, due to the fact that my students are small (Infant Education, 1st Primary Education and 2nd Primary Education), the methodology is different from other educational levels. Therefore, and taking into account their age and other psychological characteristics, we have recalled the most important aspects since the children arrived at school, as well as the English content that they like the most. This activity has been carried out with the participation of all students.

In summary, I consider TIMETOAST a very useful technological tool with many applications in the English area, since it is used to carry out activities on writing and speaking. However, it must be adapted to the different characteristics of the students and the centers, that is, the age of the students, the computers, their skills and so on must be taken into consideration.