GEP 1 - MVO

School context

This project is contextualised in a town (approx. 4,000 inhabitants) in the coastal region of Catalonia. The centre consists of an educational line made up of infant school and primary education (created in 2007) and secondary studies (added in 2018) with a total of 2 lines (group A and B) that make it a familiar centre with a total number of 510 students. It is not a centre of maximum complexity. There are 25 teachers, 20 of these are servants and 5 are internim teachers. There are also three ASP 3 members. 

The schedule for preschool and primary education is from 09:00 to 12:30 in the morning and from 15:00 to 16:30 in the afternoon. 

The schedule for secondary education is from 08:30 to 12:30 and from 14:30 to 16:30 from Monday to Wednesday and 08:30 to 14:30 from Tuesday to Friday. This allows a better organisation of events in which all the students of the school participate.

Students don’t have academic books in most of the subjects. We do different projects, like “The Magic of reading and writing” at Preschool. They learn how to read based on this methodology. However, we have English textbook from 3rd to 6th grade of primary. Each student owns a laptop in 5th and 6th grade and also in secondary education. The school participates in other projects such as eTwinning and a French exchange. There are also 30 minutes a day dedicated to Reading Plan.

                           Reflection after the implementation 

YAIZA'S REFLECTION

After implementing my programming unit in the classroom (I did it with both groups of third grade) I have some reflections that I would like to share with you.

Firstly, there is something that I couldn't fulfill as planned: the timing. When planning it, I thought that two sessions would be enough (considering that we have two sessions per week and one of them is an hour and a half). But the reality is that it took me twice as long to put it into practice.

In the first session (one hour), I introduced the vocabulary and concepts of 'Healthy' and 'Unhealthy'. Then, they completed a worksheet where they had to write and draw food items, and they discussed with each other whether what they had done was correct or not.

In the second session, they did the activity of cutting out the food and placing them on the appropriate cardboard in groups (instead of giving them the titles already done, I had them make the titles themselves). Then, with the video, we all checked if what they had done was correct or not.

The second week, in the session of one hour, we just watched the video about the food pyramid and did the comprehension worksheet. First, we watched it without the worksheet in front of us, and then to complete the exercise of number pictures, they needed to watch it three more times. It took us a whole hour to do the activity. So we needed the long session (one hour and a half) to do a brief review and to cut out the food from brochures and sticking them in the correct place on the pyramid.

For this last activity, I had to draw the pyramids of the four groups myself on a large cardboard in pencil, since I photocopied the one I had prepared in Din-A3 size and the space to put the food was too small.

The students really liked it and it could have even led to a more extensive project on food, but two sessions are really not enough to work on something decently with students of this age.

JULI'S REFLECTION 

Introduction 

The implementation of the self-created materials in the GEP 1 course has given me the opportunity to implement a couple of learning situations called “It’s delicious” for students in 1st of ESO and “Rap history: respect, attitude & poetry” for students in 3rd of ESO. These have been specially designed (under the supervision of the trainers Susan Hernandez and Carlos Izcara) for the students in IE Montagut in Santa Susanna. During the implementation period, I have been able to put into practice all the key aspects learnt in the course: Cooperative and collaborative learning in CLIL, Support when reading and writing in CLIL and Assessment tips. In general terms, all the students showed predisposition to all of the tasks in the sessions from the project, this is why it could be said that the implementation of this project went well. 

Cooperative and Collaborative Learning in CLIL

Implementing cooperative and collaborative learning techniques in the CLIL classroom showed numerous benefits. Students not only enjoyed working together but also developed a sense of belonging to their teams. Each team member had a designated role, fostering a sense of responsibility and camaraderie. For instance, in Task 2 Activity 3, while some students required additional support from teachers, they also demonstrated a remarkable ability to support one another.However, there were some activities such as the reading in activity 4 task 1 which did not work in the same way as we planned. Perhaps, this could be related to the level of the tasks as some of these were too difficult for the English level of the students or the complexity as the task did not only required a good level of comprehension but also some previous knowledge on dairy intolerance, gluten free and vegetarian concepts. 

Moreover, implementing ICT tools facilitated student autonomy and smooth session operations. In Task 2 Activity 6, students exhibited impressive autonomy in utilizing various editing programs, enhancing their collaborative learning experience. In previous lessons, I devoted a lot of time presenting the topic to the students and giving them a good range of vocabulary and grammar exercises so as to create an environment in which they could feel secure. As a result, there was little time for practice and, after months, students ended up forgetting all the things they had learnt. These two new learning situations and the GEP 1 course itself were a shot of energy for the students and from the very beginning, they have shown motivation, predisposition and a good attitude. This made me realize that the planning of my lessons had to change and from now on, I will devote more time to creation and production during class time as it seems to me that it is during these sessions in which students happen to learn a lot. 

Support for Reading and Writing in CLIL

Effective strategies were employed to support students throughout the reading and writing process. For instance, in the initial activity of Task 2, where students encountered a challenging text, I provided an online version from YouTube, enabling them to listen to the text, which significantly aided comprehension. Furthermore, recognizing the need for pre-reading stimulation emerged as a crucial area for improvement. However, there were some activities such as the reading in activity 4 task 1 which did not work in the same way as we planned. Perhaps, this could be related to the level of the tasks as some of these were too difficult for the English level of the students or the complexity as the task did not only required a good level of comprehension but also some previous knowledge on dairy intolerance, gluten free and vegetarian concepts. 

It could be said that the teaching unit has been improved as, in the first draft, some of the activities were designed without taking into account the English level of the students and, in the second and final draft, the difficult activities were adapted according to their level. For instance, the length of the text was shortened. Another problem emerged in addressing vocabulary challenges during the writing component of Task 2, I will incorporate a word bank alongside the activity, facilitating students' comprehension and engagement. Additionally, promoting active reading through activities such as the jigsaw reading exercise in Activity 5 proved highly effective. By focusing on specific aspects of the text, students were able to glean information more efficiently, thereby enhancing their reading comprehension. While ICT tools enhanced certain activities, such as the Quizlet in Task 1 Activity 1, where students encountered difficulties due to time constraints and boredom, alternative interactive platforms like Genially could be explored for future improvement.

Assessment Tips

Assessing students in the CLIL context posed unique challenges, particularly in providing timely feedback for both content and language. Recognizing this, I diversified assessment strategies and tools to ensure effective evaluation. For instance, implementing a voting system and providing oral feedback alongside written feedback proved invaluable in providing immediate assessment. The necessity of instant feedback that I found in the middle of the teaching prepared me to boost new ways of giving feedback or assessing my students. In the past, my feedback was mainly based on a mark written on the top-left side in the student’s production and some comments with positive and negative things in the borders of the pages. For me, assessment has to be both formative and summative, putting students in the center of the assessment process. It is also important for them to be aware of where they are and where they need to be. As a teacher, I do not only want to empower my students to be confident, autonomous and free but also, I want them to be able to ask for help, self-discover what their strengths and weaknesses are and teach them how to verbalize the kind of help they would like to receive. In addition, my feedback has also changed. In the past, I used to give feedback once the students had finished their work. Now, I give feedback while the students are working on their productions. I have also encouraged my students to read the feedback properly and repeat or re-do them. 

Incorporating exit tickets, as seen in Task 2 Activity 3, wherein students were tasked with writing powerful statements about rap on post-it notes, not only facilitated assessment but also enhanced student engagement and reflection. Moreover, leveraging ICT tools for self-correction, such as using Google Forms for readings and listening activities in Tasks 1 and 2, could streamline assessment processes and save valuable time.

Conclusion 

In conclusion, the implementation period provided invaluable insights into the efficacy of cooperative learning, strategies for supporting reading and writing, and innovative assessment techniques in the CLIL classroom. Moving forward, continual reflection and refinement of these approaches will ensure the ongoing improvement of teaching practices and the maximization of student learning outcomes.

                           Videos

 YAIZA'S VIDEOS

Teacher-Student interaction: 

In this video (shared in a link copies in the task in Odissea) I am in front of on the groups (Year 3) and I am explaining the activity that they are going to do. At the beginning, I make them remember what we explained the session before about healthy and unhealthy food. I ask them questions and they raise their hands and answer. They remember the meaning of the two words and they are able to say some examples for each group. Then I explain what they are supposed to do in the activity. I do gestures and give them visual support to understand everything. At the end, I ask if they undestood or not and they say "Yeeeees!!". 

I think it's important to have interaction with them, not only to speak yourself. If you do it this way, you can be aware if they are listening and understanding or not. It is also essential to review the previous knowledge and the concepts that you worked in the sessions before. 

The body language is also fundamental,  because you do gestures or show them what are they going to do, and if they have any difficult to follow the explanation, they are more confindent this way.

Student-student interaction: 

I shared two videos in the task in Odissea where the students are interacting among them. In both videos, they are discussing if the foods that they wrote and drew in the worksheet are in the correct place or not (if they are healthy or unhealthy).  

In the first video, three girls are looking at their handouts and speaking. One ask a question to the other, and the partner answers if she thinks that this food is healthy or not. 

In the second video, a girl and a boy are doing the same activity. In this case, I have to take part of the conversation because they are a little shy because I am recording them and they do not know what to say or whose is the turn to speak. They can continue the discussion very good, after my brief clarification. 

JULI'S VIDEOS

Teacher-Student interaction: 

In this video (shared in a link copied in the task in Odissea), we witness an engaging English class attended by 3rd-grade ESO students. The lesson begins with a structured activity where students are given ample time, approximately 12 minutes, to read a text and answer related questions independently. Following this individual task, the teacher initiates a group discussion, inviting students to share their insights and opinions on the key points of the text. This structured approach fosters a sense of preparedness among students, allowing them to anticipate and formulate responses in advance, thus alleviating any potential anxiety.

An interesting aspect of this classroom dynamic is the predominant use of English as the medium of instruction. The teacher frequently provides positive reinforcement, expressing praise such as "good job!" This encouragement serves to bolster student confidence and motivation throughout the lesson. Furthermore, the teacher regularly checks in with the class to ensure everyone is following along, creating a supportive and inclusive learning environment characterized by mutual understanding and cooperation.

The classroom atmosphere is characterized by a relaxed and welcoming vibe, conducive to open communication and active participation. Students are encouraged to contribute their thoughts and ideas, with the teacher ensuring that all voices are heard and respected. Utilizing hand signals for responses adds an element of engagement and interaction, facilitating smooth communication without the need for visual aids like screens or whiteboards.

Equity and fairness are fundamental principles upheld in this classroom. The teacher makes deliberate efforts to provide equal opportunities for participation, ensuring that every student has the chance to contribute and engage with the material. Thought-provoking questions posed by the teacher encourage critical thinking and deeper engagement with the text, fostering intellectual growth and development among students.

Additionally, the teacher employs creative strategies to make complex concepts more accessible and relatable to students. By drawing parallels to familiar cultural references, such as movies like "The Lion King," the teacher effectively bridges the gap between abstract ideas and students' lived experiences, enhancing understanding and retention of the material.

In conclusion, this English class exemplifies effective pedagogy through its combination of structured activities, student engagement, and inclusive teaching practices. By creating a supportive and stimulating learning environment, the teacher cultivates a culture of active participation, critical thinking, and mutual respect, ultimately fostering academic growth and success among students.

Student-student interaction: 

Reflecting on the recent interactions in my classroom, I've noticed something interesting about how students talk to each other compared to how they talk to me. It's definitely easier to comment on the conversations between me and the students, but there's a lot to learn from how they interact with each other. Watching the students talk amongst themselves, I'm impressed by how smoothly they take turns speaking. They're really good at waiting for their chance to talk and showing respect to each other by not interrupting. Some students are naturally better at starting conversations, but what's even more impressive is that no one interrupts each other. It's clear they all understand the rules of conversation.

Their language skills are also quite impressive. They use complex sentences really well, and they're not afraid to try out more difficult grammar. Even though they sometimes struggle with it, they're not shy about experimenting with language. When it comes to what they're actually talking about, I'm impressed by how much they have to say. Even though they don't use transition words to connect their ideas, they still manage to express themselves clearly, with very little repeating themselves. They seem genuinely interested in the topic and have a lot of relevant things to say.

But it's not all smooth sailing. While one student seems really confident and speaks fluently, the other one sometimes hesitates or struggles to find the right words. Still, both students are actively participating and sharing their thoughts. In the end, I think these interactions show how important it is for students to talk to each other in class. While my interactions with them are important for teaching, it's when they talk to each other that they really get to practice and improve their language skills. As teachers, it's our job to create an environment where these kinds of interactions can happen, so our students can become better communicators.