Embedded Files
Step 1
Step 1
First of all, access the website. Once you create your account, you are going to create a new video.
First of all, access the website. Once you create your account, you are going to create a new video.
Step 2
Step 2
You are going to choose the option of "promote" in order to create your presentation. Then, you are going to click the "Start from scratch" option to create a brand new presentation.
You are going to choose the option of "promote" in order to create your presentation. Then, you are going to click the "Start from scratch" option to create a brand new presentation.
Step 3
Step 3
After that, you are going to choose the template that you want to use for your presentation.
After that, you are going to choose the template that you want to use for your presentation.
Step 4
Step 4
In the Timeline section, you are going to write down what you want to say.
In the Timeline section, you are going to write down what you want to say.
In the color section you are going to be able to change the color of your presentation and in the Audio section you can add audio to your video.
In the color section you are going to be able to change the color of your presentation and in the Audio section you can add audio to your video.
Step 5
Step 5
Finally, in the Review section, the final product will appear and you will be able to download your presentation.
Finally, in the Review section, the final product will appear and you will be able to download your presentation.
Lesson plan
Lesson plan
REVISION CLASS
Duration: 60 minutes.
Language Level: Pre Intermediate
Age group: 12-year-old students.
Group size: 12 students.
Vocabulary focus: Hobbies and Interests
Grammar focus: I'm good at/ I'm bad at/ I'm interested in
WARMER
WARMER
The teacher will encourage his students to play Hangman. Vocabulary on hobbies and interests is included in this game. Students will have to guess the item of vocabulary. When a students guesses the word, the teacher asks the student a question related to the word. (Are you good at this hobbie? / Are you interested in this hobbie? / Do you like this hobbie)
The teacher will encourage his students to play Hangman. Vocabulary on hobbies and interests is included in this game. Students will have to guess the item of vocabulary. When a students guesses the word, the teacher asks the student a question related to the word. (Are you good at this hobbie? / Are you interested in this hobbie? / Do you like this hobbie)
WEB
WEB
Students will work on the computers. The teacher will first ask them to go over the tutorial on Biteable he has prepared; then, they will make a presentation with the vocabulary learnt in this unit. In this presentation, they will have to talk about: The hobbies that they are good at, the hobbies they are bad at, the hobbies they are interested in, the hobbies they like, love and hate.
Students will work on the computers. The teacher will first ask them to go over the tutorial on Biteable he has prepared; then, they will make a presentation with the vocabulary learnt in this unit. In this presentation, they will have to talk about: The hobbies that they are good at, the hobbies they are bad at, the hobbies they are interested in, the hobbies they like, love and hate.
They will also have to include images.
They will also have to include images.
WHAT’S NEXT
WHAT’S NEXT
The teacher will show everyone's presentations with a beamer. He will ask a volunteer to read the content of the presentation and after that, he will encourage the students to guess which student has made that presentation according to what he or she has written.
The teacher will show everyone's presentations with a beamer. He will ask a volunteer to read the content of the presentation and after that, he will encourage the students to guess which student has made that presentation according to what he or she has written.
Theoretical support
Theoretical support
BLOOM'S DIGITAL TAXONOMY
BLOOM'S DIGITAL TAXONOMY
According to Bloom’s Digital Taxonomy developed by Andrew Churches (2009) as an extension of the original Bloom’s Taxonomy, students in this lesson have become creators of knowledge. The main idea of this framework is that students are able to move from lower order thinking skill (LOTS) to higher order thinking skills (HOTS): they first start by remembering the vocabulary of the units seen throughout the unit and then understanding the use of Biteable so as to apply it in the task. In the end, students put everything together to produce new content: A short presentation on hobbies. Students are working at the highest level of the Bloom's digital Taxonomy : “creating”. Creating is the final level of Bloom's Digital Taxonomy and it is concerned with taking various elements and creating a new, coherent product.
THE TRIPLE E FRAMEWORK
THE TRIPLE E FRAMEWORK
The Triple E Framework, developed by Dr. Liz Kolb in 2011, is a framework designed to help educators measure how well they integrate technology tools into instruction and provide ways to help increase its use. This framework is a useful extension of previous technology integration frameworks like SAMR (Puentedura, 2012) and TPACK (Thompson & Mishra, 2007). In contrast, the Triple E Framework focuses more on what students do with technology. The goal of the framework is to ensure that technology use supports student engagement, and then, while engaged, their learning is enhanced and extended by technology. This framework is based on three main components: engagement, enhancement and extension.
Given the fact that the activity is based on an authentic situation, this exercise could motivate students to carry it out, they play an active role. This is very much related to this idea of engagement, one of three components proposed by the framework discussed above. The use of Biteable also scaffolds learning by giving them the chance to create a presentation and share it with others is unthinkable without the use of this tool.
To read more about my work, here is the link to my website: https://ignaciogomezinspt.blogspot.com/
REFERENCES
REFERENCES
Bloom’s Digital Taxonomy Verbs For 21st Century Students (2016) https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/
Tripleeframework. (n.d.). Tripleeframework. Retrieved November 7, 2020, from https://www.tripleeframework.com/about.html
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