Unit of work: A level preparation. Business English. Accounting fundamentals.

Time allotted: 2 hours per lesson. 

Number of students: 20

LESSON PLAN

WARMER

Let's revise! Please go to Linoit and upload as much vocabulary from the unit as you can remember. If possible, provide definitions and examples of the vocabulary items. 

WEB

Get together in groups of 4 talk about the items on the page and add missing lexis to the list made in the warmer section. 

Once the list is done, try to organize the vocbulary items in groups and think of possible categories for those related words or phrases. Once you have the categories defined check out this tutorial on Cram. Then, log in and create your wn flashcards with definitions or examples and if possible. Share your creations on Google Classroom so depending on the your preference, you can decide which one is more suitable to study.  

Once you are done with the first task, take a look at this tutorial on Wiser.me and create a simple worksheet everyone can use to check how much lexis they remember after studying from the sets of flashcards. You can print them or upload a file on Classroom.

WHAT’S NEXT

Exchange the worksheets you have created with other groups and try to solve them. You can choose whether to do it on your own or with the help of a mate. Finally, write a brief reflectionto assess how this experience was, what you liked, what you didn't like and what you would improve.

Theory

According to Bloom’s taxonomy, there are different stages that will be catered for in a certain order. This lesson complies with all six stages:

• Knowledge: students have to select and list different vocabulary items successfully. Besides, at the end of the lesson they will have memorized most of them.

• Comprehension: students will identify lexis, discuss among them to classify them into categories of their choosing.

• Application: students will apply that knowledge in a real situation in which they’ll have to design their own flashcards.

• Analysis: they will have to draw connections to categorize lexical items.

• Synthesis: they´ll have to design worksheets to revise and practice according to the categories they have previously selected.

• Evaluation: they’ll also have to assess their experience and work in class.

According to PLANIED, students will not only be acquiring vocabulary but also developing digital competence. This goes in hand with collaborative work which is beneficial for socializing at the same time they are developing skills directed related to responsibility and creativity. In this way, they will become more independent and develop a more critical point of view while taking ownership of digital tools. By incorporating educational apps, teachers will enable students to develop and enhance:

• Creativity and innovation: work on new projects both solo and in groups.

• Communication and collaboration: communicate and collaborate being aware of how social media is used for interaction purposes.

• Information and representation: looking for, organising and producing information.

• Responsible and collaborative participation: critic view on social media and learning how to use it responsibly.

• Critical thinking skills: analyse and interpret data. 

• Autonomy use of multimedia: understanding online tools and apply them into projects that are connected with social needs. 

As was mentioned above, Cram and Wiser.me can be inclusive since they do away with traditional studying by adding multimedia resources to the flashcards, which can be extremely beneficial for dyslexic students. This is because apps often include features that enhance accessibility, such as adjustable font sizes, text-to-speech capabilities, and closed captioning. Besides, alternative methods of assessment rather than traditional written exams allow students to actually show their understanding in different ways. Last but not least, many educational apps come with built-in progress tracking tools which can help teachers keep track of students' progress, identify areas that may need additional support, and aknowledge achievements. 

To read more about my work, go to Evelyn's ICT PLE

Refferences:

• Sneed, O. (2020b, March 17). Integrating Technology with Bloom’s Taxonomy - Teach Online. Teach Online. https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/

• Staff, T. (2022b). Bloom’s Digital Taxonomy Verbs For 21st Century Students. TeachThought. https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs/

• The Technology Driven Student: How to Apply Bloom’s Revised Taxonomy to the Digital Generations. (2017, March). http://jespnet.com/journals/Vol_4_No_1_March_2017/4.pdf

• Ripani, F. (2016). Competencias de Educación Digital. Ministerio de Educación y Deportes. Retrieved in July 2017 from http://www.bnm.me.gov.ar/giga1/documentos/EL005452.pdf

• Ripani, F. (2017). Orientaciones Pedagógicas. Ministerio de Educación y Deportes. Retrieved in July 2017 from http://www.bnm.me.gov.ar/giga1/documentos/EL005853.pdf 

• Hockly, N.(2017) Unit 45: 10 things to know about SEN students and technology. EtPedia: Technology. pp. 159-161. Hove: Pavilion Publishing and Media Ltd.

• Ledesma, P. (2019) Useful digital tools for the inclusive classroom.