Embedded Files
Lessons plans: Going on Holiday
by Julián Tolosa & María Belén Sanjuán
We created the following lesson plans considering Dudeney & Hockley’s WWW model suggested in How to Teach English with Technology (2007). We included several web pages and digital tools in order to strive for inclusion in our classrooms.
LESSON PLAN I
LESSON PLAN I
Class: 5th form (12 students)
Time allotted: 40’
Topic: going on holidays (talking about holiday activities)
WARMER
Time allotted: 10 minutes
The teacher will write “Holidays” on the board and elicit words related to it. They will ask students:
What activities do you do when you are on holiday?
Which places do you like to visit? Are there any places you DON’T like?
What kinds of food do you like to eat there?
The teacher will write their ideas down on the board.
WEB
Time allotted: 15 minutes
The teacher will introduce the vocabulary related to the topic by presenting a mind map made by Popplet:
The word “holidays” will be in the middle while all the related words will be surrounding it. Instead of simply explaining what they mean, students will have to complete the mind map with the definitions, pictures, videos, drawings, etc. Each student will choose what they like best. The teacher will guide their search by providing them with the web pages.
HOW TO USE THIS TOOL:
Create a Popplet account
Click on the option that reads "create new popplet"
Then, click on the gear icon to create each shape
4. Click on the small circles next to the shapes to attach another one.
5. If you want to share it or add collaborators, click on the share button on the right top.
If you want to know more about this tool in detail, go check this post or this other post out!
WHY THIS TOOL?
We decided to use this digital because it is great to make everyone participate. Each student may face different learning challenges, and this digital tool is a very easy way to integrate everyone. If the teacher were to carry out this activity on a blackboard, the outcome will be limited. Students would not be able to write the answers down on their own, so they would only answer orally, which can be a disadvantage for SEN students who have trouble speaking. With Popplet, students can take an active role and choose how to participate: they can write their answers, upload images if they have trouble reading or upload videos if they require auditory assistance. In addition, this digital mind map will facilitate learning for students who experience memory challenges.
This tool is very easy to use, so everybody will get the gist in no time. Many teachers recommend this page due to all the benefits it brings. According to Jim V's review on Common Sense Education, "students are able to be creative with the app and use its features to further their understanding of a topic." Elizabeth A., another teacher that has reviewed the app, also commented that "students can easily create their own Popplets after a very brief teacher demo (...) Instead of handing out a worksheet for students to fill out, students can build their own flowcharts/diagrams using digital reasources."
ACTIVITY:
Look at the mind map. What do those words mean? You can look for:
definitions
pictures
audios/videos
drawings
Try looking for the information on these websites:
Kids Wordsmyth (for definitions)
Pinterest (for images)
Kiddle (for images, news and videos)
Kids search (for images, videos, definitions)
WHAT’S NEXT
Time allotted: 15 minutes
Students will be asked to write a short paragraph about their last holidays.
Where did you go?
What did you do?
Who were you with?
Finally, some students will come to the front and share their experiences in a loud voice.
LESSON PLAN II
LESSON PLAN II
Class: 5th form (12 students)
Time allotted: 80’
Topic: going on holidays (talking about holiday activities)
WARMER
Time allotted: 10 minutes
Brainstorm activity: The teacher will write on the board “Travel agent company”
What is it?
How does it work?
WEB
Time allotted: 25 minutes
The students will pretend to be travel agents and will plan the most attractive holidays for their classmates. For this task, the class will be divided into 4 groups. The teacher will give students these questions as guidance:
Where are you going?
What activities can you do there?
How long are you staying?
The teacher will provide Students with a new digital tool to record their production: Mural
HOW TO USE THIS TOOL:
Visit https://www.mural.co/
Press on sign in.
Complete with your personal information or sign up with Google.
Accept terms and conditions.
Open a blank mural or a predesigned mural.
WHY THIS TOOL:
We chose this digital tool because it helps students to keep track of and organize their ideas. This task will require them to organize their information and also to work collaboratively, so this tool will come in handy. It will also be useful for SEN students since it offers many options for them to choose how to participate: they can write texts or sticky notes and also communicate with others using the chat box if they have trouble talking, or they can add images, drawings or icons if they are facing reading challenges.
In addition, students learn more about the lesson’s content by action research (Walaiporn Nakapan), i.e. As you research on the internet, you can choose, edit and select what types of information you want for your final production.
Many users and teachers alike have recommended this digital tool since it offers multiple advantages. According to Chad S.'s review on Common Sense Education, the best asset is "(...) the collaborative aspect of this product (...) Students can work together in real time, ans there is a chat feature so students can remotely plan their projects together."
On this webpage, students can work collaboratively making use of different tools. Among them, you can add:
writings
sticky notes
shapes and connectors
icons
different layouts
drawings
images
ACTIVITY:
Work in groups: Pretend you are a travel agent. Plan the most attractive holidays for your classmates. Collect information in the mural. You can look for:
information
pictures
audios/videos
drawings
Try looking for the information on these websites:
Kids Wordsmyth (for information)
Pinterest (for images)
Kiddle (for images, news and videos)
Kids search (for images, videos, information)
WHAT’S NEXT
Time allotted: 45 minutes
Once they finish the web part, students will convince the class to choose their trip as the most attractive and available offer. They will have to create an advertising video in order to “sell” the vacation they have planned. They are allowed to film on their phones if they have problems with typing or editing different files in the platform.
T will provide students with the platform “Movie Maker Online” where they can easily create and edit a video material. The platform is user friendly and contains tools to start making videos without any account and completely free. You can find options such as adding files, stocking photos easily on the web through the researcher the platform contains, adding free music or even typing text and finally converting it as mp4 format ready to be downloaded.
How to use it?
The platform is completely online and without the need to create any account. You can easily access all options only by visiting the website.
Visit “Movie Maker Online” and start adding files, photos, texts and music for free with no need of any account.
Finally, students will vote for the best option.
THEORETICAL FRAMEWORK
THEORETICAL FRAMEWORK
In this lesson plan, we followed the SAMR model developed by Puentedura. We can see the level of activities that instructors can use to climb the “SAMR ladder”, for example when we made of the website “Popplet” to redesigned tasks in the Modification Level by undertaking collaborative writing, brainstorming of ideas, adding images, link and videos to create a whole Mind - Map and enhance organization of the group. We may also find another instance of modification level when we introduced the tool “Mural”. Students are asked to plan, organize, look for information and edit collaboratively. The page offers several collaborative tools for its users,such as sharing their works, working simultaneously, chatting and so on. The use of these tools enhance and transform the learning experience because these activities wouldn’t be successfully carried out in traditional classrooms.
Additionally, we can also relate our lesson plans to the theory proposed by Benjamin Bloom: Bloom’s Digital Taxonomy. According to this theory, the use of digital tools facilitates learning, because they can be used to foster both lower-order thinking skills and higher-order thinking skills. Innovative ways of integrating technology can encourage higher-order thinking skills, that is to say the highest levels within the digital taxonomy span. For example, we integrated the “creating” thinking skill when making students produce new or original work through filming and animating a creative TV spot advertisement. In order to achieve the “analyzing” thinking skill to draw connections among ideas, concepts, or determine how each part interrelates to an overall structure or purpose, we used the tool “mind-mapping” in the website “Popplet” that allows students to add text, drawings, pictures, links and videos. We also incorporated the “understanding” thinking skill when asking students to explain ideas, concepts, or construct meaning from written material by searching, annotating, blog journaling in the digital tool “Mural”.
SOURCES
SOURCES
Bloom’s Digital Taxonomy Verbs For 21st Century Students (2016) https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/
Common Sense Education | Digital Citizenship Curriculum & EdTech. (n.d.). Common Sense Education | Digital Citizenship Curriculum & EdTech Reviews. Retrieved from: https://www.commonsense.org/education/
Crockett, L. (n.d.). The Best Critical Thinking Tools Aligned With Bloom’s Taxonomy. Future Focused Learning. Retrieved from: https://blog.futurefocusedlearning.net/critical-thinking-tools-blooms-taxonomy
Hockly, N., & Dudeney, G. (2007) Chapter 1 “Technology in the Classroom”. In How to Teach English with Technology. Essex: Pearson.
Kiddle - visual search engine for kids. (n.d.). Kiddle. https://www.kiddle.co/
Kids Search - Safe Search Engine. (n.d.). Kids Search. https://kidssearch.com/
Kids Wordsmyth- Origin and Development of the Wordsmyth English Dictionary (n.d.). Kids Wordsmyth. https://kids.wordsmyth.net/we/?mode=history
Movie maker online: free video editor, video trimmer, video merger to make video slideshow and animation with photos and music. (n.d.). Movie Maker Online. https://moviemakeronline.com/
Mural- Digital-first visual collaboration platform. (n.d.). MuralL. https://www.mural.co/
Nakapan, W. (n.d.). Using the SAMR Model to Transform Mobile Learning in a History of Art and Architecture Classroom.Retrieved from Https://Www.Researchgate.Net/Publication/299809822_USING_THE_SAMR_MODEL_TO_TRANSFORM_MOBILE_LEARNING_IN_A_HISTORY_OF_ART_AND_ARCHITECTURE_CLASSROOM. https://www.researchgate.net/publication/299809822_USING_THE_SAMR_MODEL_TO_TRANSFORM_MOBILE_LEARNING_IN_A_HISTORY_OF_ART_AND_ARCHITECTURE_CLASSROOM
Pinterest (n.d.). Pinterest. https://ar.pinterest.com/
Popplet-The simplest way to visualize ideas. (n.d.). Popplet. https://www.popplet.com/
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
Page updated
Google Sites
Report abuse