The aim of this course is to become familiar with some online tools that can make our everyday teaching easier for us and more engaging for our students. The point is to get our students used to some tools during the regular face-to-face sessions that in the event of a possible remote-teaching situation, could continue being used, minimizing the effects of distant learning.
Teachers will be presented with some tools to experiment and prepare some ready-to-use activities for the following year, either online or at school.
This is a course to deepen in story telling techniques. We will learn some tools, techniques and resources that will help us improve our use of stories. We will learn how to memorize information much more effectively (not only stories), we will discover techniques to explore how our favorite stories are structured, we will try ICT tools that will help us record, edit and share these stories with our learners (and maybe other English teachers), and we will learn of new, awesome activities related to stories that we can incorporate into our teaching.
We will do all this in a very hands-on experience, with tutorials and step-by-step guides that will hopefully make what appeared to be impossible tasks, easy.
This is a course for beginners in the Gamification World!
We will dive into gamification, by experiencing a Breakout Edu. Moreover, participants will find out which is the definition and its main characteristics to become a rewarding and competencial learning experience. We will focus on the steps and tools needed to create a gamifying and competencial activity (including its guidelines and a promotional video) and, working in small groups, we will make it come true. The competent gamifying activities will be uploaded into a “Class Sites” created for this purpose and it will be shared among all the participants. The last module will be the space in which all the participants will experience the other participants’ creations. And… after the rewarding adventure, it will be the moment to evaluate our final tasks.
Participants have to take into account that this is not a course where digitals tools will be taught, but we will need them to create our gamified activity. However, some ICT tools will be presented and some tutorials will be added to help.
The goal of this course is to create an attractive online platform where students will be engaged to deal with classroom contents. Teachers will develop materials that will be applied in their future teaching lessons and will be shared with their colleagues in the course forums. The modules are divided strategically to design a virtual classroom, setting your students’ goals, including activities to improve their receptive and productive skills and linking all the contents to a specific topic or narrative (common thread).
This online course is going to focus on English sounds, laying emphasis on the trickiest vowel and consonant sounds for a Catalan/Spanish speaker and how they can be taught to remote students. The content is going to deal with vowel sounds, diphthongs, consonant voiced & unvoiced sounds, syllable stress and other relevant aspects of the oral language. All of them focused on helping teachers develop and improve their communicative competence as well as their students in our challenging present and digital future. Speaking in the primary classroom is vital and conversation should be prioritised as we all know even if we are not in class. Appealing activities using ICT tools that can help us in b-learning times will be introduced and video conferences will be carried out throughout the modules.
Teachers should adapt their methodology and curriculum to online tasks because of the present reality. Virtual Boxes are a way of working in different areas, in groups (or individual), and each box has a proposal where students find the tasks to complete. Inside each Virtual box, students find the instructions to complete the box, the rubrics, the challenges, etc.
The curriculum of Department of Education demands that the methodologies for working with students online should be updated, to foster the skills that students will need at the end of compulsory schooling. Also, to make the learning process of students more attractive and meaningful for them. We work with all areas, we find activities that promote and work in all the fields.
The intention is to transform analytical work from areas to more globalized work, combining different areas at the same time.
This course is designed to raise awareness on the importance of gender and its diversity for children and youngsters' education. ESL becomes an ideal tool to deal with topics we would not deal with otherwise. Learning to develop our own materials as English teachers becomes crucial to bring important and interesting topics to our lessons. This course is also oriented to help participants to develop such materials and try to use them in their real groups of students. The course uses a competency-based approach methodology using TAC as tools to implement it. It sets off by providing a conceptual framework and a legal framework on diversity and gender issues in order to build the participants’ confidence to create their own classroom materials.
How to teach from a blended perspective within a competence-based language teaching approach? In this course we offer strategies to develop the Project-based learning methodological approach in these new circumstances, taking into account how we can make the most of blended learning strategies for the successful implementation of PBL units, and how ‘assessment as’ and ‘assessment for’ learning can be the perfect allies for an effective implementation.
The course will offer practical keys for the design and implementation of PBL units from a b-learning perspective, as a tool to promote cooperation among students, deal with diversity in the classroom, enrich our classes and promote students’ success.
This course deals with CLIL.It is intended for teachers who are teaching non-linguistic content through a foreign language, teachers who want to do their subject classes in English and who want to offer an interesting opportunity to their students in a new situation of remote teaching and learning. Thorough the course will deal with pedagogic issues, including strategies, techniques and resources for introducing and developing the CLIL approach both in your classrooms and remote learning situation. Here you will find ways to deal with language in your daily lessons (face-to face or online) and how to plan engaging tasks for them. Engagement, at the end, is behind the true essence of CLIL.
It is advisable that participants who enrol in the course are teaching CLIL content subjects or at least that they have previous knowledge about CLIL theory and methodology.
In this course educators will be challenged to plan activities based on the 17 SDGs by UN aimed at developing the skills and awareness for students to explore the Global Goals. The course will be focused on advocating the benefits of working on the 17SDGs in class by using different resources and platforms.
All the tasks will be designed having in mind some CLIL essentials: to ensure English language all the time by providing language support, to promote collaboration among students and to be competence-based activities with a real purpose. Teachers will be provided with concrete examples, inspiring ideas, digital tools and will end up with a bank of shared activities among the group.
The course is divided into 6 modules which educators will cover at their own pace but following suggested datelines and will eventually submit the tasks related to the issue addressed in each module. There are a couple of online meetings. Teachers will be asked to join a Google Classroom.
Artistic Education in English towards one-step further in accordance with transdisciplinary methodologies tips in order to incorporate Art in their projects containing developing compe-tences within the curriculum.
Experimentation, observation, analysis and creation have to be present in the art classes in order to give the students the opportunity to express their ideas, thoughts and feelings. Hand in hand with Contemporary Art and the Sustainable Development Goals-SDGs (ODS), we will justify all the activities we undertake. This practical subject will not only offer art techniques and knowledge of different materials, but will also include content, procedures, resources and some great tips for your students to put into practice.