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This lesson plan is part of a project about the unit of work: social media. In the previous lessons, students learnt about specificl lexis related to social networks and shared their personal experiences as users.
GROUP AND LEVEL:
This lesson is aimed at 2nd year students with an intermediate level.
OBJECTIVES:
Identifying and summarizing the main ideas from an online article, reflecting on its efectiveness and editing a video using an AI tool, designing its captions while developing critical thinking on the topic.
These objectives are written following Bloom´s digital taxonomy. First proposed by Andrew Churches in 2001, the digital taxonomy expands Bloom’s revised framework by incorporating digital skills and tools that students use in today's technological world. Technology is used as a learning tool throughtout this plan, it provides new ways for students to engage in all levels of cognitive processes.
TOPIC:
The Internet- Online safety
Warmer
Warmer
Class discussion
The teacher will give students some minutes to think about the pros and cons of social media. Sts will share their ideas and T will keep a record of them on a chart on the board.
Web
Web
Pre-reading
The T will ask sts to reflect on the following questions:
Think-Feel-Care
THINK. How often do you use social media? (Every day, once a week, 24/7)
FEEL. How would you feel living without social media? Why? Do you think it is essential?
CARE. Do you consider social media to be dangerous? Do you feel at risk online?
Reading
The teacher will hand out the qr code of an online article for sts to scan with their cell phones and take look at the article. Also, T will have some copies of the text in case some sts need it.
First, they will be asked to analyze the paratextual features of the text.
(type/elements/reliability/register/tone)
Then, the T will ask sts to predict what the article is about based on the title. They will share their prior knowledge on the topic.
Sts will make their own predictions and the T will write their ideas on the board.
After that, students will be given time to read the article individually in order to identify what are the tips the article provides to check their predictions on how to stay safe online.
"Read the article to check your predictions"
Online article:
Post-reading
Once they finish, the teacher will ask them whether they could find any of the ideas they had suggested and tick them on the board. She will also ask them which new ones were mentioned.
Then, T will ask sts to reflect on the following questions in pairs.
The T will monitor their answers.
Do you follow the tips the article provides?
Do you find them useful?
Would you change or add any other tip?
Clear instructions will be written on the board.
As they share their answers, the teacher will guide sts to conclude that it is important to know how to stay safe online and enhance sts to critically analyze the effectiveness of the text.
T will ask sts in which ways would be more effective to share these tips with others. (video, posters, online posts, tik tok, …) The T will tell sts they will have to create a tik tok video to share the tips with other sts at school. So, first we need to select the most relevant information.
Task #1
Check comprehension.
T will group sts. Each group will have to re-read the text in order to complete a chart with dos and don´ts.
An example will be provided by the teacher.
"Re-read the article to complete the chart with the main ideas"
Task #2
Video editing.
This task will be done in the lab. Each group of sts will have access to a computer in which they will have to use Bytecap AI tool to create a video.
Sts will decide on the most relevant information to include and will write down the script to create the video using AI. The T will guide sts step by step. They will also customize the captions.
What´s next
What´s next
Presentation
Each group of students will be asked to share their creation with the class.
Peer feedback
Their classmates will be given a rubric to assess their peers video taking into account organization, content, clearness and effectiveness.
In order to ensure an effective use of technology in learning, the Triple E framework suggests that educators focus on three key elements: Engagement, Enhancement, and Extension. This approach helps educators choose tools that not only engage students but also improve their understanding of the material and broaden their learning experiences beyond the classroom setting. By aligning with these three principles, the Triple E Framework helps educators use technology to enrich the learning experience. In this plan, technology is used as a tool for fostering deeper engagement, improving learning outcomes, and preparing students for the challenges and opportunities of the digital age.
Additionally, this lesson follows some of the key features of constructivism. Knowledge is not passively received but actively built through experiences and interactions. Constructivism is a learning theory that emphasizes the active role of learners in constructing their own understanding of the world.
As Kurt (2021) explains, learners must actively engage with the material. Instead of simply receiving facts, students are encouraged to explore, experiment, and question. In the reading part of this lesson plan, sts are given questions to reflect upon the information mentioned in the text, this way they are actively engaged in their learning.
Moreover, learning is seen as a collaborative proces. By working in groups to solve tasks, sharing their ideas, discussing concepts, and negotiating meaning, constructivits believe that students can deepen their understanding.
What´s more, constructivist teaching encourages authentic tasks that allow learners to apply their knowledge in real situations. Creating a tik tok video would be relevant for teenangers that are nowadays consuming this app.
These key features of constructivism highlight that learning is an active, social, and personalized process. By engaging with content in a meaningful way and connecting new knowledge to prior experiences, learners can build deeper understanding and become independent thinkers.
References:
Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York: David McKay Company
Kurt, S. "Constructivist Learning Theory," in Educational Technology, February 21, 2021. Retrieved from https://educationaltechnology.net/constructivist-learning-theory/
Triple E framework. Triple E Framework. (n.d.). https://www.tripleeframework.com/
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