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PROJECT PLANNING TEMPLATE for CLIL and Content‐Rich Environments Adapted from CLIL‐SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
IDENTIFICATION
Project teaching
sequence TITLE
Has been always existed the communication?
AUTHOR(S) Míriam Calvet Reverté
(created and implemented by Míriam Calvet Reverté in the framework of Institut Blanca d’Anjou, CLIL project; collaboration with Carme
Comas and Miquel Patón)
With the support of Carme Comas (History teacher) and Miquel Patón (Art Craft teacher)
COE Level Secondary school
Grade 3r ESO (Ninth grade)
Content areas Science‐Technology‐History‐Art Craft
Number of sessions 4
Teacher(s) involved Míriam Calvet, Carme Comas (History teacher) and Miquel Patón (Art Craft teacher)
Key words Communication, Science, Technology,
INTRODUCTION TO THE PROJECT TEACHING SEQUENCE
Helping students understand the evolution of the communication develops both scientific and technological inquiry skills. The teaching
sequence is going to be:
1. Explain the importance of the evolution of the communication in order to stimulate students curiosity and their motivation for things
about quotidian life (common session with my partners).
2. Inspire my students to research quality information about the most interesting mechanisms, equipment, properties, quantum
computing and characteristics of the devices of the communication.
3. Provide ample opportunities for students to use different strategies in order to improve their knowledge about English language,
their social skills working with cooperative learning groups.
4. Recording a documentary with the teachers involved and all the students (common session with my partners).
GOALS HOW DO YOU KNOW STUDENTS ARE MAKING PROGRESS?
1. Identify the parts of the communication
process.
2. Know and explain impact of technology on
communication.
On one hand, my students will be happy and interested and have fun… working on
cooperative groups and their smiles and attitude will be great. Cooperation give us
sense and sensibility. It is the most important improvement in order to teach
children.
3. Describe some intesting mechanisms
(equipment, chemical properties,
characteristics…) used to improve the
communication process.
4. Justify why is necessary to have an
advance system of communication and the
advantages (quantum computing…).
5. Be able to compare, search and share
quality information in the different
strategies multilingual and using Internet
and human communication (social own
skills).
In the teaching‐learning process is essencial and necessary to be confortable, happy
and motivated (curiosity).
On the other hand, we will have the assessments of each session (activities…).
FINAL
PRODUCT
What is the
final product?
An infographic or an interactive image about all of their learning about the investigation that they have done
(cooperative group).
A documentary (video) about the evolution of the communication, in other words, all the things our students have
been investigated about the topic (group‐class).
KEY COMPETENCES
1
Linguistic
communication
To obtain information and perform oral texts of daily life, the media and academia.
Planning and producing different kinds of oral texts appropriate to the communicative situation.
Use of oral interaction strategies according to the communicative situation to start, maintain and end
discourse.
2
Cultural awareness
and expression
Use of oral interaction strategies according to the communicative situation to start, maintain and end
discourse.
Review the production of texts.
3
Digital competence
Select, configure and program digital devices according to the tasks ...
Use editing applications, multimedia presentations and numeric data processing for the production of digital
documents.
Search, compare and select digital information suitable for the work to be done, considering various sources
and digital media.
Constructing new knowledge through personal information handling strategies with the support of digital
applications.
Perform group activities using virtual tools and cooperative work.
Encourage healthy habits of use of ICT linked to the ergonomics for the prevention of risks.
Act critically and responsibly in the use of ICTs, considering ethical, legal, security, sustainability and digital
identity.
4
Mathematical
Scientific and
Technological
(New curriculum)
Classify and do stadistics.
Identify and solve scientific problems that can be investigated in schools , involving the design,
implementation and communication of experimental investigations .
Solve problems of everyday life by applying scientific reasoning
Recognize and implement the processes involved in the development and validation of scientific knowledge.
Use technological objects of daily life with the basic knowledge of its operation , maintenance and actions to
maximize the risks in handling and environmental impact.
5 Learning to learn Planning, organize tasks.
6
Sense of initiative
and
entrepreneurship
Build awareness for critical thinking on the evolution of society towards the media.
7
Interaction with
the physical world
Participate actively engaged in projects and how to exercise rights, duties and responsibilities inherent to a
democratic society.
8
Social and civic
competences
Forming their own criteria on social issues relevant to developing critical thinking.
Participate actively engaged in projects and how to exercise rights, duties and responsibilities inherent to a
democratic society.
Assess own cultural expressions, to encourage the construction of personal identity within a global and
diverse.
CONTENTS (Knowledge and Skills)
TOPIC‐RELATED CONTENTS TOPIC‐RELATED SKILLS Equipment (compunting, instruments, mechanisms…) of the communication. The importance of having an advance system of communication.
English Science Art Craft Histoy Technology Maths
CONTENT‐OBLIGATORY LANGUAGE
We are going to use this expressions and vocabulary: Forms of communication Computers and the Internet Science and Technology Past and present words Listening words (pronunciation) Listenings (Flash cards) Vocabulary
PERSONAL and EMOTIONAL DEVELOPMENT
Personal, Social and Emotional Development is recognised as one of the building blocks of success in life. It supports children’s development by helping them to interact effectively and develop positive attitudes to themselves and others.
1. Self‐confidence and self‐awareness: this aspect is about how children come to develop confidence in who they are and what they can do
and in expressing their own ideas. We know that although many children have several people who care deeply about them all children
need to have at least one person who is ‘on their side’ for them to really thrive. This helps the child feel valued and special and gives them
a sense of self‐worth. This in turn leads to them being confident with others and knowing when they need support from other people.
2. Managing feelings and behavior: this aspect is about how children can understand their own feelings and other people’s feelings, and how
they learn to manage their feelings without letting them spill out at every small annoyance they meet. It also links to how they learn and
can follow simple rules which operate in different places such as home and a setting or a play area. Children need the support of adults to
help them to understand these complex and often challenging areas.
3. Making relationships: this aspect is about how young children learn to get along with other children and with adults; how they can see
something from somebody else’s point of view and take that into account when they play and work with other children. It is also significant
in developing friendships. To be able to do these things children need role models. Helping children develop personally, socially and
emotionally is often challenging but the benefits of this are life‐long.
MATERIALS and RESOURCES
PC Internet Camera
Video Mobile Paper Vocabulary and forms of communication lists And all the types of main instruments of communication (electronic devices): radios, TV, telephones, CD, floppy disk,...
To design the infography or interactive image (they choose): Miriam’s Calvet Symbaloo
REFERENCES About communication:
Forms of communication Computers and the Internet Science and Technology Past and present words Listening words (pronunciation) Listenings (Flash cards) Vocabulary
About PSED: Emotional intelligence Social skills (cooperative) 21st century skills
COMMENTS
ACKNOWLEDGEMENTS
UNIT OVERVIEW:
Session Activities Timing Skills Interaction CMC Assessment
1
Presentation to the
common project
(teacher’s involved) and
explain why we will do it.
10’
Critical thinking.
Reasoning.
Planning.
Self‐discipline.
Adaptability.
Iniciative.
Oral
communication.
Cooperation.
group class PC
Projector
Test about the project
expectations and their goals.
Show a presentation
about all the project
(subjects involved).
10’
group class PC
Projector
Organize the students in a
cooperative groups.
10’
group class PC
Explain all the tasks that
they will do in every
subject.
15’
group class PC
Projector
Solve doubts about the
session.
10’
group class
Research advantages of
communication (Why is
20’
Critical thinking.
Reasoning.
cooperative
group
PC
Internet
Rubric ( have the potential to help
students develop understanding
2
evolution of
communication
necessary?)
Planning.
Self‐discipline.
Adaptability.
Iniciative.
Oral and written
communication.
Cooperation.
Innovation.
Perseverance.
Curiosity.
Leadership.
Projector and skill, as well as make
dependable judgments about the
quality of their own work.
Feedback). The main instruments and
methods of
communication
(characteristics,
properties…)
20’
cooperative
group
PC
Internet
Projector
Quantum PC’s revolution
15’
cooperative
group
PC
Internet
Projector
3
Design an infographic or an
interactive image about all
of their learning about the
investigation that they have
done.
55’
Critical thinking.
Planning.
Self‐discipline.
Adaptability.
Iniciative.
Oral and written
communication.
cooperative
group
PC
Internet
(Miriam’s
Calvet
Symbaloo)
Rubric (descriptions of levels of
performance quality on the
criteria).
Cooperation.
Innovation.
Perseverance.
Curiosity.
Leadership.
Scientific literacy
and reasoning.
4
Show the results of every
cooperative group and
share their final product in
the web site.
15’
Critical thinking.
Planning.
Self‐discipline.
Adaptability.
Iniciative.
Oral and written
communication.
Cooperation.
Innovation.
Public speaking
and presenting.
Perseverance.
cooperative
group
group class
PC
Internet
Projector
Their presentation
Curiosity.
Leadership.
Scientific literacy
and reasoning.
Record the documentary
together.
40’
group class Video
Camera
Mobile
Their quality interaction
SESSION‐BY‐SESSION PLANNING: SESSION 1
Activity 1
Activity
description
Show the project to the group class (all teachers involved).
Outcomes
Speaking: presentation of the project Writing: PREZI Conversation: with the students to ask me questions or doubts about the project. Non‐linguistic output: rich content of the subject
Listening: explanation about the project. Reading: PREZI
Input Viewing: presentation images, PREZI.
Subject‐matter
CONTENT
History, Maths, Art Craft, Science and Technology
Content‐Obligator
y LANGUAGE
English
Timing 55 minutes
Format of
interaction /
Grouping
Individual work: X Peer interaction: X Teacher‐led interaction: all the tasks to do in the first session are teacher‐led interaction.
CMC (Computer
Mediated Communication)
PC, Internet and projector
Material Presentation (PREZI)
Assessment
Self‐assessment: test about their expectations. Peer assessment: X Teacher assessment: rubric self‐assessment.
SESSION‐BY‐SESSION PLANNING: SESSION 2
Activity 2
Activity
description
Research advantages, the main instruments (gadgets), methods and quantum PC’s revolution...
Outcomes
Speaking: critical thinking about their reseach (compare and decide what to write in their final product). Writing: their notes about the research. Conversation: with members of the group and the teacher. Non‐linguistic output: rich content of the subject.
Input
Listening: videos. Reading: all pages they will consult in Internet (links, references). Viewing: videos, links, images,...
Subject‐matter
CONTENT
History, Maths, Art Craft, Science and Technology
Content‐Obligator
y LANGUAGE
English
Timing 55 minutes
Format of
interaction /
Grouping
Every group have to choose one format of interaction: Individual work: every student can do a research and after this, she/he can share with his/her classmates. Peer interaction: every little group can research about the same information of the communication. Teacher‐led interaction: X
CMC (Computer
Mediated Communication)
PC, Internet and projector
Material Video, Internet, images
Assessment
Self‐assessment: what did they understand about their research and how he/she has contributed during the process (rubric). Peer assessment: debate. Teacher assessment: rubric self‐assessment.
SESSION‐BY‐SESSION PLANNING: SESSION 3
Activity 3
Activity
description
Design an infographic or an interactive image about all of their learning about the investigation that they have done.
Outcomes
Speaking: with her/his classmates and teacher about their work. Writing: the information of the infographics. Conversation: with the students and teacher. Non‐linguistic output: rich content of the subject.
Input
Listening: explanation about the inphography. Reading: information of the infographics. Viewing: an examples of infographics about communication.
Subject‐matter
CONTENT
History, Maths, Art Craft, Science and Technology
Content‐Obligator
y LANGUAGE
English
Timing 55 minutes
Format of
interaction /
Grouping
Individual work: every student have to create and design his/her own infographics about his/her communication nowledge. Peer interaction: X Teacher‐led interaction: X
CMC (Computer
Mediated Communication)
PC, Internet and projector
Material computer, tablet or mobiles to do the inphography.
Gadgets.
Assessment
Self‐assessment: their own inphography Peer assessment: the rest of students Teacher assessment: rubric self‐assessment.
SESSION‐BY‐SESSION PLANNING: SESSION 4
Activity 4
Activity
description
Do a video.
Some students record and the others explain the experience with communcations gadgets.
Outcomes
Speaking: about the all the project. Writing: a guide. Conversation: all the students and the teachers envolved about the final project. Non‐linguistic output: rich content of the subject
Input Listening: oral explanation about the project. Reading: X Viewing: watching videos from the other groups (students).
Subject‐matter
CONTENT
History, Maths, Art Craft, Science and Technology
Content‐Obligator
y LANGUAGE
English
Timing 55 minutes
Format of
interaction /
Grouping
Individual work: X Peer interaction: group. Teacher‐led interaction: X
CMC (Computer
Mediated Communication)
PC, Internet and projector
Material Camera and video maker.
Assessment
Self‐assessment: about their own videos. Peer assessment: assessment about the other students’s video. Teacher assessment: rubric self‐assessment.
RUBRIC FOR TEACHER:
TEACHER RUBRIC
Exceptional
Satisfactory Revision Required
Connection to theme
Clearly connected to day’s topic; clearly addresses students need.
Connected to day’s topic; addresses students need, perhaps superficially.
Not Connected to day’s topic. Largely fails to address students need.
Cognitive demand
Tasks are accessible with no clear, prescribed procedure; high cognitive demand.
A clear procedural pathway exists for solving the tasks (explícit or implícit); although general procedures may be followed to solve the problema successfully, they cannot be followed mindlessly.
Problem is largely a memorization task involving reproduction of previosly learned facts, rules, formulae or definitions; Low cognitive demand.
Relevance
Tasks clearly linked to students’ backgrounds, experiences, and interest.
Tasks linked to students’ backgrounds, experiences and interests.
Tasks not linked to students’ backgrounds, experiences or interest.
Tool choice
Students can choose their own tools (paper, pencil, Technology, manipulatives) to solve tasks; Teacher notes explicity mention availability of múltiple tools.
Students can choose their own tools (paper, pencil, Technology, manipulatives) to solve tasks.
Students are told what tools to use to solve tasks.
Representation choise
Students can choose their own methods for representin solutions concrete (manipulatives), pictorial (drawings, screenshots), symbolic (tables, charts, equation, written explanations).
Students are instructed to use múltiple representations –concrete (manipulatives), pictorial (drawings, screenshots), symbolic (tables, charts, equation, written explanations).
Students are explicity told what methods to use for representing solutions.
Visual cues (illustrations, graphs, sketches) aid Student understanding
Visual cues (illustrations, graphs, sketches) aid Student understanding of
Visual cues (illustrations, graphs, sketches) are not provided to students.
Visual cues of science and technology tasks and vocabulary relevant to lesson.
science and technology tasks or vocabulary relevant to lesson.
Message content
Relevant, informative response to the task. Adequate level of detail and creativity.
Response to the task is generally informative; may lack some detail and/or creativity.
Response incomplet; lacks some important information.
Grammar
Grammar may contain some inaccuracies, but these do not negatively affect comprehensibility.
Some gramatical inaccuracies may affect comprehensibility; some control of major paterns.
Many gramatical inaccuracies may affect comprehensibility: little control of major paterns.
Vocabulary
Vocabulary is generally accurate and appropriate to the task; minor errors, hesitations, and circumlocutions may occur.
Vocabulary is usually accurate; errors, hesitations, and circumlocutions may be frequent.
Vocabulary is not extensive enough for the task; inaccuracies or repetition may be frequent; may use English words.
SELFASSESSMENT CHECKLIST: Remarks: excellent 5, above average 4, average 3, below average 2, unsatisfactory 1.
1. Evidence of wellplanned and internally consistent lesson.
2. Preparation, use and appropriatences of learning materials.
3. Variety and effectiveness of procedures.
4. Provision for individual differences.
5. Ability to elicit pupils responses and enthusiasm.
6. Skill in questioning.
7. Ability to elicit varied levels of thinking.
8. Evidence of subject mastery.
9. Encouragement of selfdirection and independent thinking.
10. Maintenance of discipline based on respect and understanding.
11. Use of demonstration, illustration and lecture.
12. Use of text and audiovisual materials.
13. Assignment and evaluation of given tasks.
14. Skilled in communication.
15. Sensibility to pupils.
16. Intellectual curiosity.
17. Voice and use of Language.
18. Understanding of principles of learning.
STUDENT RUBRIC: STUDENT RUBRIC
Very good Good Developing
Research and collecting information
Students collected lots of information from various places, such as books, the internet, etc.
Students collected some information from a few places.
Students collected a little information from few places.
Sharing
Students always shared their information or idees with all their team membres.
Students shared information or idees with their team membres.
Students shared litlle information or idees with their team membres.
Completing tasks
Students met all deadlines and they were not late for meetings or to complete work.
Students met most deadlines and were only late for some meetings and to complete work.
Students missed many deadlines and were often late for meetings or to complete work.
Contribution
Students always helped every tam membre with all tasks, such as getting information and editing the work.
Students help some of their team, but not all to gather information and edit work.
Students didn’t help their team members.
Listening to the other group members
Students always listened to the ideas and suggestions from their team.
Students sometimes listened to the ideas and suggestions from their team.
Students didn’t listen their other team members. They often di dit their own way.
Cooperating with the team
Students never argued with their team members. They always talked about ideas and got everyone’s opinion.
Students sometimes argued with their team members. They sometimes talked about ideas and thought about some opinions.
Students often argued with their team members. They never listened to their ideas and didn’t think about their opinions.
Speaking skills
Students the most times expressed in English and worked hard.
Students sometimes expressed in English, but worked.
Students didn’t often express in English and work.
Materials I needed to carry my project out in the classroom:
Vocabulary and expressions: Forms of communication Computers and the Internet Science and Technology Past and present words Listening words (pronunciation) Listenings (Flash cards) Vocabulary
To design the infography or interactive image (they choose): Miriam’s Calvet Symbaloo
References: About communication: Forms of communication Computers and the Internet Science and Technology Past and present words Listening words (pronunciation) Listenings (Flash cards) Vocabulary
About PSED: Emotional intelligence Social skills (cooperative) 21st century skills
