Embedded Files
Wizer.me is a web page that allows teachers to create worksheets in various diffrent formats: matching, answering open questions, multipule choice questions, etc... Its interface is very user friendly and provides many difrent layouts to make the worksheets more aesthetic. Lastly, although most functions are free to use, by paying for a premium account one can access even more optinons like importing videos onto the worksheets or setting specific rules for some students so as to diffrentiate instruction.
Click below for a two minuite tutorial:
lv_0_20231017123956.mp4
Lesson Plan
General information
Students age: 13-14
Level: Pre-intermidiate
Topic: Endangered species (Cross-curricular with history-geography)
Recycled lang: Present simple, Present continuous, Past continuous, Past simple, descriptions and adjectives.
Comunicative goal: Understand and use the past tenses to describe and express their ideas. (Focus is on language use)
Time: A two period lesson of 40min each (80min in total)
Warmer (15min)
Write the title "Mass Extinctions" on the board and draw a timeline Using flashcards ask students to where they should go. Once that is done using a few more flashcards have students place two of the creatures of each era. This is to elicit previous knowledge since they have dealt with this information in their history class. Additionally the teacher will ask some questions like "Whether they remember the reasons for those extinctions?" "What other animals, or dinosaurs they remember?". And finally, so as to lead students into the Web stage, she will mention that in recent years there had been an increase in species that are going extinct. So much so, that some professionals argue that we are on the verge of another mass extinction period. "Do you know why?" The teacher will also ask the students to take out their phones or laptops to work on the next stage In order to do so they will have to acces the links shared on google classroom.
(taken from: https://ourworldindata.org/mass-extinctions)
Web (30min)
Activity 1 watch the video and complete on wizer.me a worksheet about animals that have recently gone extinct. (some students can use the differentiated instruction option)
https://www.youtube.com/watch?v=SRzz50sjsP4&ab_channel=ForrestGalante
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https://app.wizer.me/category/worksheet/PB4S6V-extinct-animals
https://app.wizer.me/print/ZoqSofLZMLaX (printable version)
Activity 2 explore the websites below about animals that are going extinct and complete a second worksheet on wizer.me (some students can use the differentiated instruction option which will allow students with motor skill dificulties to cut and paste images (recortes))
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https://www.worldwildlife.org/species/directory?direction=desc&sort=extinction_status
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https://app.wizer.me/category/worksheet/JUGFEZ-animals-that-might-become-extinct
https://docs.google.com/document/d/1PUdzoNodoFEMhU6hIQk7Qs9VJF_ARgKPznW8s10bNx0/edit?usp=sharing (printable)
What's next (35min)
Working in pairs create an info-graph and an activity for your classmates to solve using wizer.me about an animal you like and don't want to go extinct. Include the following information:
say why you don't want it to go extinct (or why you find it interesting)
the reasons why it is going extinct
possible solutions you can think of
images and information about the animal
For the info-graph you can use any website of your preference, for example: canva, pixlr, word, google docs etc...
Finally, upload your info-graphs onto the google classroom to share it with your peers.
Inclusivity and Theoretical Framework
Wizer.me is an ideal app to support SEN students within classrooms since its multiple settings for creating exercises can benefit students with diverse needs. For example: exersises can be presented in written or oral form helping those students that may struggle with reading or listening and viceversa. Hence, one same exercise can be presented in different formats, with either voice, imagery or text. In the same way photos and other visual aids can be incorporated which may help students that struggle with consentration making it more eye-catching and helping important information to stand out. If students struggle with motor skills, the teacher can provide multiple coice options or matching activities which facilitate the students oportunities for solving the exercises.
One last aspect is that by giving students the oportunity to solve exercises on their mobile phones, they can also make use of the built-in functions and setting's in their phones. Which as expessed by Delaney, M. (2016), certain softwares and apps can act as Assistive Technology (AT) and it is important to consider how nowadays most phones come with a speach-to-text option which can grately aid students who experience writing difficulties. Another option is letting students use the language corrector when they write, this not only can help students learn from their mistakes but can also be a marvel for aiding dislexic students.
Higher thinking order skills from Bloom's Taxonomy can also be implemented through the app. This is because the creative aspect of the website is not limited to only having teachers as creators. Anyone can create an account and worksheets, therfore another possible idea for implementing wizer.me is having students put together worksheets for their peers as an excersise to complement group presentations or other activities. As explained by Andrew Churches (2008), in order to reach the instance of using wizer.me students will have to work their way through lower-order thinking skills up to the higher thinking skills. Hence: they will have to become familiar with their topic analysing information up to the point where they are able to design their own activities.
As suggested by the UNESCO (2018, p. 21) framework, in this lesson plan, "(w)hile ICT will be significant to the end result , it will act as an enabling mechanism". Essentially, implenting technology as a means to an end. Furthermore, it developes the 3 stages of pedagogical uses of ICT:
Knowledge Aquisition, since the tecnology is used in an inclusive manner and it also used to support the content in the curriculm, giving the students the opportunity to raise awareness about real-life issues and become more effective learners and productive members of society.
Knowledge Deepening, because it promotes authentic learning, extense exploration of a topic, and problem solving. In this specific lesson plan, dealing with the topic of endangered species can be an instance for reflecting on this real-world issue and its concequences. Also leading to complex problem solving as students have to think of ways to improve these situations.
Knowledge Creation, by teaching students to use wizer.me to engage their peers in activities that they have designed themselves, skills such as communication, collaboration, experimentation, critical thinking and creative expression are exercised.
Additionally, it complies with Argentina's National Plan for promoting technology use PLANIED. Among its objectives it seeks to promote the incorporation of technology within classrooms so as to foster ICT skills among students who will form Argentina's future society. However, it also emphasizes the need to create citizens who, by means of technology are conected to other users and can actively participate in and critically reflect upon diffrent social issues.
The previously mentioned lesson plan provides an instance for dealing with real-world issues and gives the students an opportunity to consider what their opinion is and what impact they could have regarding the issue. In the "What's next" stage they are specifically asked to explain, describe and investigate solutions for the issue of animals going extinct -- which is mostly, due to human activity.
Finally, the lesson plan also incorporates the diffrent competencies that PLANIED suggests to implement in order to promote the use of technology:
Creativity and innovation (create a final product)
Communication and collaboration (they will work and compare ideas with their peers)
Information and representation (they will have to manipulate information to represent their ideas)
Solidarity and responsible participation (promote ethics and civil compromize on real-world issues)
Critical thinking skills (define possible solutions to save endangered animals)
Autonomy in using ICT (they will work autonomously also using their previous knowledge to solve the activities)
References:
Dudeney, G. & Hockly, N. (2007). How to teach English with technology. Pearson Education Limited.
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
Delaney, M. (2016) Special Educational Needs. Chapter 6: Assistive Technology. Oxford: OUP
Bloom’s Digital Taxonomy Verbs For 21st Century Students (2016) https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/
Wedlock, M.S (2017). The Technology Driven Student: How to Apply Bloom’s Revised Taxonomy to the Digital Generations http://jespnet.com/journals/Vol_4_No_1_March_2017/4.pdf
Sneed (2016). Integrating Technology with Bloom’s Taxonomy https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/
UNESCO. (2018). ICT Competency Framework for Teachers. https://unesdoc.unesco.org/ark:/48223/pf000026572
Churches, Andrew. (2008). Bloom's Digital Taxonomy.
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