chefs - young sensible with food habits

Chefs – Young sensible with food habits

A TEPBLL project

A TEPBLL created by students of the University of Illinois Urbana-Champaign and Universitat Autònoma de Barcelona

Jon Bair, Alex Carretero, Nora Cavegn, Judith Domínguez, Alba Peregrina, Alejandro Orihuela, Yu (yoyo) Qi and Gemma Verdú.

Dr. SadlerDr. Dooly

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Index

Index

Theoretical Rationale Page 3

Project Descritpion Page 6

Annexes (Scaffolding Activities) Page 29

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Theoretical Rationale Why using the TEPBLL Unit, Chefs, in your classroom makes sense

Everything we do should be done with sense and understanding. A project like Chefs is

not one that fits into the mould of traditional teaching. The teacher is not the main

character of the unit’s story, nor is he/she assuming the role as the source of all

knowledge.

This unit is based on the premise of people as inherently social, which is not only

supported by one or two theories published in an article or two but is an entire

tradition of research within the larger field of Second Language Acquisition (Long,

2015). The main ideas within this tradition, also called Sociocultural Theory, is that (1)

learning is social in nature, (2) language is a tool or medium for social interaction, and

that (3) learning content and language happens through interaction and negotiation

for meaning.

(1) Learning is social in nature The idea of the social nature of learning has been largely based on the researcher’s,

Lev

Vygotsky’s, work, which has since grown and been continued on by many researchers

within psychology, educational psychology, second language acquisition, and other

related fields. His work has been described and added to by many, but most

inspirationally for us by James Lantolf and his colleagues. Learning, Vygotsky claimed,

is not an isolated process, happening just in one learner’s brain. Rather, Lantolf &

Thorne (2007) call it, “Distributed cognition” is the first step on the path to individual

ability (Lantolf, 1994, p.

419). In Vygotsky’s theorizing, the what the learner can do in “distributed cognition”

with the aid of others, is representative of what he or she is on threshold of being able

to do independently, what he called the Zone of Proximal Development (ZPD). Chefs

strive to give students meaningful tasks and projects that they cannot do on their own

due to their size, complexity, and linguistic challenge.

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(2) Language is a tool or medium for social interaction As students are working together to complete the projects outline by Chefs, they will

have to interact. The target student body in this unit is a mixed group of entirely non-

native English language learners without a shared first language in an English as a

foreign Language context, Spanish/Catalan students in Barcelona, Spain, and Swiss

German Speaking students in Switzerland. In order for them to successfully complete

the project they must effectively communicate with their group mates

telecollaboratively, meaning not only must they use language, they must use English to

do so. (For more philosophizing on language as a tool, see: Lantolf, 1994; Lantolf &

Thorne,

2007)

(3) Learning content and language happens through interaction and negotiation for meaning Sociocultural theory came to the forefront on second/foreign language teaching and

second language acquisition research around the 1980’s when people like Krashen,

Swain, and Long, were writing on input and output in language learning (as can be

seen in Pica’s 1994 review of this and other relevant literature). As students are

completing the tasks, being forced to use English, they will find many opportunities in

which their current understanding and proficiency in English will not be good enough

to effectively communicate their idea to their classmates. Instead, they will notice

areas of weakness and will have to modify their output in the language, ask questions

to modify the input, and notice differences between their current stage of language

learning and further mastery of the language (Long, 2015). Dooly (2013) points out

how the movement in education towards “integrated language competencies” lends

itself particularly well to project-based learning (p. 77). As they are learning the

content, completing the tasks collaboratively, language takes its proper place as a tool

and not the main focus, making its use more natural and meaningful.

Why telecollaboration? A better question is, why not telecollaboration? In the 21st century, telecollaboration

happens in industry jobs, in foreign affairs, and in our institutions of higher education.

Furthermore, Dooly (2013) points out that a key to successful project-based language

learning is that the project “ensure*s+ multiple (authentic) communicative outputs in

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varying forms” (p. 82). In this particular project design, when used within the

recommended context, ensures that the student groups do not have a shared

language other than English, dramatically increasing its authenticity and mandating

real student outputs in their target langauge. Additionally, telecollaboration aids

theoretical principles 1 and 2, in addition to 3, as Dooly (2010), in her insightful

publication on teaching with technology, “Teacher 2.0,” indicates, telecollaboration

and “computer-mediated communication” in general is social in nature just like

learning and language use. In short, working within a pedagogical framework of social

language, social learning, and project or task-based learning, telecollaboration is a

logical progression. Additionally, to teach students without considering their real world

needs is not to teach them at all.

References. Dooly, M. (2010). Teacher 2.0. In S. Guth & F. Helm (Eds.) Telecollaboration 2.0.

Language literacies and intercultural learning in the 21st century (pp. 277-303).

Bern/Wien: Peter Lang.

Dooly, M. (2013). Promoting competency-based language teaching through project-

based language learning. In M.L. Pérez Cañado (Ed.) Competency-based language

teaching in higher education (pp. 77-91). Dordrecht/London: Springer.

Lantolf, J.P. (1994). Sociocultural theory and second language learning: Introduction to

the special issue. The Modern Language Journal, 78(4), 418-420. Lantolf, J.P. &

Poehner, M.E. (2010). Dynamic assessment in the classroom: Vygotskian praxis for

second language development. Language teaching research 15(1), 11-33. Doi:

10.1177/1362168810383328

Lantolf, J.P. & Thorne, S.L. (2007) Sociocultural theory and second language learning. In

B. Van Patten & J. Williams, Eds., Theories in second language acquisition: An

introduction (pp. 197-220). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Retrieved from http://old.fltrp.com/download/07041802.pdf

Long, M. (2015). Second language acquisition and task-based language teaching.

Chichester, UK: John Wiley and Sons, Inc.

Pica, T. (1994). Research on negotiation: What does it reveal about second-language

learning conditions, processes. Language learning, 44(3), 493-527.

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Summary of the themeContextThe context that has been chosen for creating a realistic environment is healthy and

unhealthy food. In order to create a sensation of pertinence to this project some avatars

will be created to motivate kids into the topic.

We have chosen 2 schools from 2 different countries to promote a realistic communication

of L2 (Catalonia and Switzerland – both non-native English speakers). The telecollaboration

will be done in the classroom via Skype in groups. Not all the activities will be done

telecollaboratively.

Target group and identified special needsThe target groups chosen are students from 11 to 12 years old (6 th graders). Two classes are

involved in this project, both of them have many different learning rhythms and a wide

diversity of language learning, in addition, there is one ADAH. This project tries to attend all

this diversity by means of elaborating diversified types of tasks, such as visual, auditory,

kinaesthetic and tactile activities, contemplating all the learning styles. We have also tried to

include different types of students’ aggrupation (individual tasks, group work and

collaboration), as well as we have considered the different cognitive levels students might have

in our assessment.

ObjectivesThe main objective of the project is to achieve full knowledge of healthy and unhealthy

food.

To do so, we have designed some activities, which will help the pupils to achieve the goals.

The project tries to develop the 4 language skills: speaking, writing, listening and reading,

although reading will not be as promoted as the others.

ContentThe project has five main contents that will be found in the activities. The students will

learn about...

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… telecollaboration with students from another country in a educational

environment

… the Food pyramid and healthy food habits

… communicating with other students themselves and about their own food

habits

… self-consciousness of the own development of communicative skills through

reflection and critical thinking

… expression of quantity related to food

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Competences1- Communicative, linguistic and audiovisual competence:

talking about oneself in a realistic environment

asking and replying questions about food habits

understand follow instructions when an activity is proposed or when an avatar

is talking

2- Information treatment and Technological competence

they will learn how to use different programs: Skype, (Radio Program),

3- Competence on autonomy and personal initiative

Reflect about the own learning process→ portfolio

Interact in a collaborative group

Critical thinking about own food habits

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Introduction to the projectTwo groups of expert chefs (6 people in total) contact both of the schools (Spanish and

Swiss) in order to ask for their help. They are developing a new Healthy Food Habits

Campaign for Young People with a main goal, to make them aware of the importance

of having a balanced diet. The chefs need the students’ help since they want to catch

the attention of all young people, therefore they have considered that having their

help will lead them to catch better the attention of students from the same age.

Moreover, students will be asked to do a catchy advertisement that catches young

people’s attention, according to all they learn from the Chefs and their peers.

The big picture

week 1 Session 1Getting to know the project and the

objectives

- Revision of previous knowledge around getting to know people. (individual)

- Watch example video https://www.youtube.com/watch?

v=eBF9DxxAfkUWriting down this revision, with new

sentences included (portfolio)

Session 2Getting to know the learning

portfolio, discuss what they did the previous session and write it into

their portfolio (just paste page done in session 1)

Recording the video (individually)

week 2 Session 3Watching the 3 videos from the other

class (15’)

Role playing about getting to know people (25’) game to get ready to talk

with the telecollaborative groups

Imagine what you will tell your partners when you meet (Learning activity for the

portfolio)

Session 4Skype with their collaboration

partners to get to know each other (20’)

Watching avatars introductory video (about the need of the

children to help them, about three more avatars that are talking to the other group and that the children will have to tell their collaboration

group about them)

Collect previous knowledge of pupils about food. (individually,

about one minute activity)

Get in groups and put knowledge

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on a shared document.

Write words into their portfolio that they didn’t know / learned

from the others

week 3 Session 5

Avatars 1they create flashcards out of vocabulary

they hear. (Same for both classes)they are 6 friends and at the moment 3 of them are talking to the Catalan group and 3 of them are talking to the Swiss, but they can share the info (which is

different)

Remember to say fruit, vegetables, meat, hydrates, fats…

Create Flashcards

these flashcards can be pasted into their personal portfolio if they feel like.

Session 6Practice Tabu at class

SCAFFOLDING: https://drive.google.com/file/d/0ByfKPEjc-bTCdklMUGhSSkY2bVk/view

?usp=sharing

Breaking the ice: Play the game Tabú with the collaboration group. Guess what grocery they are talking

about. (Skype)

Exchange of information about the different avatars. (Skype)

Worksheet of the exchange can be added into their portfolios

week 4 Session 7Avatars introduce the food pyramid and healthy and unhealthy food habits and

the students

What healthy food habits do I have?

Get ready to the exchange of information in session 8: How much, How many, few, a lot, once a week,

three times a day… etc. Collaborative group. game Dominoes. MEMORIZING

ACTIVITY

Session 8The students present their habits to the other class telecollaboratively

Answer questions about food habits (for example: Gemma eats 25 pieces of chocolate every day.

What should she do? She should eat one piece of chocolate every

day,....) in their telecollaborative groups

week 5 Session 9The healthy diet advertisement: introduction - show them some

examples 20’

- How the program works 15’

Brainstorming of advertising ideas 25’

Session 10Do the advertisement online (on a

shared document)

Students will be introduced to the tool (Padlet) to learn how to use it

correctly and they will also see some examples of what they are

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Brainstorming goes to the portfoliosupposed to do.

Then, they will have a shared Padlet in which they will create in groups a

poster to be presented as an advertisement for the rest of the

class in following lessons.

week 6 Session 11 EXTRA SESSION TO FINISH AND HAVE A FINAL REFLECTION ABOUT THE PROJECT

Feedback from the avatars

Session 12Exhibition day. Look at the other

advertisements and give feedback

week 7 Session 13Just in case session

Session 14Just in case session

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Teacher’s guide

Session 1 Time Type of interaction

Material SWBAT

Activity 1Getting to know the project and the objectives

25’ Whole class None -Identify the main features of the project where they are involved.

-Know which are the main objectives and goals of the project (learn to collaborate and be able to talk about food habits).

Activity 2Revision of previous knowledge around getting to know people

10’ Individual None -Identify which are the main structures, sentences, and phrases we use when we introduce ourselves to others.

-Practice specific vocabulary.

Activity 3Watch example video

5’ Whole class Sample introductory videohttps://www.youtube.com/watch?v=eBF9DxxAfkU

-Have a clear idea of what is expected from their videos.

Activity 4Writing down this revision, with new sentences included

20’ Individual Individual portfolio

-Reflect the revision including knowledge in their own portfolio.

Description of the whole session: During this first part of the session children will be attending the teacher’s explanations in order to get a general idea of what they are going to be working on during the time that the project lasts, as well as the objectives they are supposed to achieve at the end of the project. The second activity will make children contribute with their own ideas concerning greetings. This will led to the task of watching an example video in order to give them a model in which they can rely on, also related to modelling their presentation videos, which are supposed to be designed and recorded during session number two. At the end of this session, pupils will have to reflect on their own portfolios (teachers will be aware of their unconsciousness of the portfolio) which is the revision that has been done in relation to the structures we follow when we introduce ourselves.

https://www.youtube.com/watch?v=eBF9DxxAfkU



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Session 2 Time Type of interaction Material SWBAT

Activity 1Getting to know the learning portfolios

15’

Whole class None -Recognize which is the structure of a portfolios.

-Understand the structure and objectives of a portfolio.

Activity 2Discuss what they did the previous session

10’

Divided into groups of six people (three from Spain and three from Switzerland - These groups will be assigned by the teachers.

None -Share ideas from the previous session.

Activity 3Write it into their portfolio 10’

Individual portfolio -Write down the main ideas that they have learnt from the previous session.

Activity 4Record the videos 25’

Individual Computers, headsets and individual items from children.

-Design and record a video about themselves individually.

Description of the whole class: During the time that the first activity of this session takes part, students will have to work all together in order to get a clear idea of which is the right structure a journal must follow as well as getting enough information about what they are supposed to reflect on it. Activities 2 and 3 will be dedicated to discuss the previous knowledge practiced during the first session of our project in order to reflect it on their individual journals. During the last part of this session, students will have to design/create and record individually an introductory video about themselves, in which they have to give some evidences that prove they have really automated the different structures/sentences/phrases used when introducing ourselves to others. In what refers to the video making process, they have complete freedom to choose how they want to make it.

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Material SWBAT

Activity 1Watching the 3 videos from the telecollabora-tion group

15’ Groups of 3 students (the national groups told in the last session)

Computer, headset per group.

- Get to know their group peers.

Activity 2Role playing about getting to know people

25’ Same groups of 3 students

Worksheet with greetings and useful phrases they can use during the role playing - SCAFFOLDING created and situated at the end of the teacher’s guide

- Practice new situations for them: greeting people, carrying on with a conversation in English, etc.

Activity 3Imagine what they will tell their partners when they meet

20’ Individual portfolio - Write which phrases and greetings they can use in their meetings.- Design a guide/structure of how they would like to conduct their first meeting (what they are going to say to their peers at the beginning, in the middle and in the end).

Description of the whole session: This session will be divided into three different activities; first of all, students will watch the introductory videos their Swiss/Spanish mates will have recorded. Each student will watch only the three videos that involve their group peers (if they are interested in watching them all, we can tell them to do it at home). Afterwards, Students will be motivated because they already know who they are going to work with. They will role play simulating that they are having the first meeting with their group peers. The teacher will give one worksheet (https://docs.google.com/document/d/1EFC6XM9WdGCsO7ytzjtAii2LMut9NYQlooXlYzI0toM/edit) per group in which they can find some useful phrases and greetings so that they can be more confident. Finally, students will have 20 minutes to write, in their personal portfolio, the content they have learnt during the session (in this case phrases and greetings when introducing people) as well as designing a guide or a structure that they would like to follow in their first meeting (for instance; introduction of group members, talking about their free time/something they have seen in the introductory videos and saying goodbye).

https://docs.google.com/document/d/1EFC6XM9WdGCsO7ytzjtAii2LMut9NYQlooXlYzI0toM/edit

https://docs.google.com/document/d/1EFC6XM9WdGCsO7ytzjtAii2LMut9NYQlooXlYzI0toM/edit

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Session 4 Time

Type of interaction

Material SWBAT

Activity 1Skype with their collaboration partners to get to know each other

20’ Spanish groups and Swiss group

Computer and headset per group (a computer for three students).

- Perform what they have practiced in previous sessions (introducing themselves to their peers).- Participate in an authentic language conversation.

Activity 2Watching avatars introductory video 15’

Whole national group

Computer, projector and loudspeakers.

- Relate the objectives told in the first session with the development of the project. - Think critically about their own food habit.

Activity 3Collect previous knowledge of pupils about food / Get in groups and put knowledge on a shared document

15’

Individual + group work

Paper worksheets - Demonstrate their previous knowledge.- Incorporate the knowledge of their peers into their own.

Activity 4Write words into their portfolio that they didn’t know / learned from the others

10’

Individual Individual portfolio - Internalise the fact that they can learn from the others.- Give evidence of their learning process.

Description of the whole session: This fourth session will be divided into four different activities. First of all, students will have the opportunity to meet their group mates through Skype. They will experience their first online meeting with the one and only objective to get to know each other. After all the meetings are finished, students will be introduced to some characters (chef avatars) that will ask for their help. (The avatars will tell the students that they are concerned about the really bad habits the youth have. So they want to ask them their opinion to create an advertisement that really touches young people’s heart and makes them aware of the importance of having good habits.) In their first contact with the avatars, the students will be told that they will meet 2 different groups of chefs [Note that there are 2 groups of avatars, let’s say 3 avatars are group A and 3 more avatars are group B. In this first avatar meeting, the Spanish students will be introduced to Avatars A, meanwhile Swiss students will be introduced to Avatars B (during the whole project, avatars will say some things that will be the same for both Spanish and Swiss, but they will also tell the students different things during (so as to transmit them the responsibility students must have of telling their group peers what the avatars have told them. In addition we create some interdependence

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between the groups). For instance, in a meeting A avatars can tell the Spanish students samples of healthy habits while B avatars can tell Swiss students samples of unhealthy habits)]. Right after the avatar introduction, students will be asked by the teacher to write everything they know about food in 1 minute. Then they will be set in a new group (different from the one telecollaborating) where they will have to share their knowledge with their peers. Finally they will have to write it in a shared document.After all, students will have 10 minutes to think over what new words they have learnt during the session and write them down in their individual portfolio.

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Material SWBAT

Activity 1Avatars explain they create flashcards out of vocabulary they hear

30’

Whole class Computer and the avatars video.

- Detect the food vocabulary during the speech - Take notes about it.

Activity 2Create flashcards

30’ Whole class and individual

Papers, cardboards, colours, pencil, pen, rubber, markers and scissors.

- Give a graphic representation to the vocabulary they are learning.

Description of the whole session: The 5th session is divided in two related activities. At the beginning of the class, using avatars (only three of them), students will be asked to create own flashcards with the vocabulary that they will hear during the avatars speech. Keeping silence and paying attention will be necessary to allow students detect the words and take good notes. During this dynamic, the teacher should help the group, by giving some clues or pointing relevant contents, all in order to ensure the learning and increase their motivation. Pupils will also be explained that the rest of the avatars are talking simultaneously with the Swiss group from, where different vocabulary will be presented. However, nobody should worry about that because they are supposed to exchange information in forthcoming skype sessions. Starting the session and implementing the first part will last about 30 minutes. At the second activity, right after the avatars’ intervention, students will have to create individually the flash cards about the vocabulary presented. With the purpose of doing this activity as guided as possible, students will share aloud their notes with the teacher who will create a common list on the black/whiteboard. During the creation process, teacher can take good care any student who needs help.


Material SWBAT

Activity 1Prepare the game Tabu with the collaboration group in class.

20’ Collaboration class groups

Flashcards of food from last session.

- Practice the game: describing groceries.

Activity 2Breaking the ice: Play the game Who am I with the collaboration group. Guess what grocery they are talking about.

20’

Telecollaboration group

Computers


- Greet their tellecollaboration peers confidently.- Participate in the meeting using simple sentence structures in order to describe

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Own notes to help in describing the groceries.

groceries.- Interact tele collaboratively with a purpose.

Activity 3Exchange of information about the different avatars

20’

Telecollaboration group

Computers


- Interact tele collaboratively with a purpose.- Feel confident with telecollaboration

Description of the whole session: The 6th session will introduce students to telecollaboration in groups. Firstly, teacher will expose the activities of the session in order to involve pupils with the sequence. The first activity through skype will be used to “break the ice” among students, it will be the game Who am I, using vocabulary achieved in during the last session. With the purpose of facilitate the communication and the interaction, students will prepare the game at class before the meeting. The teacher will previously explain the game and will help to pupils, who will be set in their groups, to create some useful structured sentences and to role-play and practice the game situation. Right after this preparation, each group will start the meeting and after greet each other, the game will start. Once all participants feel comfortable with their peers, the team will be ready to engage with the flashcards learning exchange. The teacher must make students understand that it is possible that there could be moments of miscommunication, but the skype session should carry on, the important thing is to speak as much English as possible and make us understand in order to achieve the purposes set.

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Material SWBAT

Activity 1Avatars

introduce the food pyramid

and healthy and

unhealthy food habits

and the students

20’

Whole class Computer, projector, screen, loudspeakers.Food pyramid slide (https://docs.google.com/document/d/1cp2EDQMCcOUk1PLXvv9wqp_rJJnLSplQzFcAPfUZDPA/edit)

- Get introduced to the food pyramid.- Know its structure.- Know the healthy and unhealthy concepts.- Classify habits in healthy and unhealthy.

Activity 2What healthy food habits do I have?

10’ Individual Guidance worksheet SCAFFOLDING https://docs.google.com/document/d/1TG1_Vj7VMeU2xgc9WXeCKCzVCBKnhdzy84rY973bcrQ/edit

- Realise how are their food habits.

Activity 3Dominoes

20’

In pairs Dominoes - Practice and internalise new vocabulary and expressions.

Activity 4Prepare to the exchange of information in session 8

10’ Collaboration groups

- Select the information they want to share.- Organise their information.

Description of the whole session: In session 7 the children, in a first activity, will learn about the food pyramid. They will learn that the food pyramid is separated into different parts, in which different groceries are placed. Furthermore they will learn that healthy food habits are related to the amount of food we eat from the different food sections. With that they will learn hear about quantifiers as well. So that for example eating a piece of chocolate is not unhealthy, but if we eat 6 pieces of chocolate every day it becomes an unhealthy food habit. To get comfortable with that topic, they play the domino game, where they practise vocabulary as well as knowledge about healthy food habits. In the end of the lesson the students get time to prepare their next online meeting. They know they are going to exchange their healthy food habits with their telecollaborative mates. Therefore they write down some sentences into their portfolio about their personal food habits. For scaffolding they get a table with the right structure of sentences including numbers and quantifiers. In the end they decide which healthy food habits they’re going to exchange in the next online meeting.

https://docs.google.com/document/d/1TG1_Vj7VMeU2xgc9WXeCKCzVCBKnhdzy84rY973bcrQ/edit



https://docs.google.com/document/d/1cp2EDQMCcOUk1PLXvv9wqp_rJJnLSplQzFcAPfUZDPA/edit



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Material SWBAT

Activity 1The students will be prepared to give and ask for advice

20’ Collaboration group

Advice SCAFFOLDINGhttps://docs.google.com/document/d/1G84DejCI91kqZ3-btdeDw8iBaVGz3dq19ih4Hp7DCno/edit

- Use the modal verb “should” to give advice- Understand advice questions written using “should”

Activity 2The students present / exchange their habits to the other class

20’ Telecollaboration group

Each student’s materials from last session

- Communicate in order to exchange their habits- Participate in the meeting using simple sentence structures

Activity 3Answer questions about food habits telecollabora-tively

20’ Telecollaboration group

Advice worksheet onlineSCAFFOLDINGhttps://docs.google.com/document/d/1G84DejCI91kqZ3-btdeDw8iBaVGz3dq19ih4Hp7DCno/edit

- Interact telecollaboratively with a purpose- Use the modal verb “should” to give advice

Description of the whole session: The 8th session will be divided into three different parts. In the first one, students will be giving advice with scaffolding provided by the teacher (s/he will introduct and explanain the following worksheet https://docs.google.com/document/d/1G84DejCI91kqZ3-btdeDw8iBaVGz3dq19ih4Hp7DCno/edit ). Students will have to construct individual pieces of advice using the modal verb SHOULD about themselves, and afterwards they will have to write two pieces of advice for their telecollaborative peers (in order to prepare them for the following activity, the online meeting).The second and the third part of the session will be done via Skype. Students will have to meet their telecollaboration mates in order to exchange the information about their own habits (this information is from session 7). Afterwards, they will have to interact with their telecollaborative peers using, if possible, the modal verb SHOULD to give advice to them, according to their habits.

https://docs.google.com/document/d/1G84DejCI91kqZ3-btdeDw8iBaVGz3dq19ih4Hp7DCno/edit








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Material SWBAT

Activity 1The healthy diet advertisement: introduction

20’

Whole class Examples of healthy food habits advertisements. Computer with Internet connection.

- Get the idea of what they are supposed to create in the following sessions (advertisement).

Activity 2How the program works 15’

Whole class Computer with Internet connection.

- Know the basic steps to use the tool for the advertisement (Padlet).

Activity 3Brainstorming of advertising ideas into portfolio

20’

Telecollaboration groups

Computer with Internet connection.

- Provide ideas for the group’s advertisement.- Write down the ideas extracted from the brainstorming in order to put them in the individual learning portfolio.

Description of the whole session: The students will be introduced to the task of creating an advertisement in which they make others students aware other students of the importance of having a balanced diet. In order to do so, the session will be divided into 3 main activities. The first activity will let the students establish the first contact with the idea of “creating an advertisement”. They will know what they are asked to do in the following sessions and the teacher will let them see examples of created advertisements about the same topic. In the second part, students will be introduced to how to use the tool they will be using to create the advertisement (Padlet). Finally, they will meet in telecollaborative groups in order to start a brainstorming of ideas about the advertisement they want to create. Students should also take down notes and reflect conclusions and ideas extracted from the brainstorming.

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Material SWBAT

Activity 1Do the advertisement online

55’ Telecollaborative groups

Computer with Internet connection

- Create a poster as an advertisement for healthy food habits.

Description of the whole session: Taking into account the brainstorming of ideas from session 9 about the advertisement, we will use 10th lesson to create the advertisement using Padlet in telecollaborative groups.


Material SWBAT

Activity 1EXTRA SESSION TO FINISH AND HAVE A FINAL REFLECTION ABOUT THE

PROJECT

Final meeting with the avatars

55’ Telecollaborative groups

whole class

Computer with Internet connection.

- Finish the creation of the advertisement about good eating habits.- Come up with a final idea of the process of creating the advertisement and what they have learnt from it.

Description of the whole session: The main ideas for this session is to finish the advertisement completely in the telecollaborative groups and take notes (individually) on the learning portfolio about the ideas and the steps of the process (what have I learnt? What was the most difficult part? Etc).In the end of the session the children will have a final meeting with the avatars where they have the chance to get a feedback from the avatars and say goodbye.

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Session 12 Time

Type of interaction

Material SWBAT

Activity 1Exhibition and Feedback

60 min

whole class Computer, screen, projector, loudspeakers.

Rubric for the peer evaluation (https://docs.google.com/document/d/1fpNTyEL2Wj-z3TXcufBSQlRFLk1RZe_X3NIoHJ2yC4o/edit)

- Show the knowledge they have acquired by means of the advertisement.

Description of the whole session: In this last session the whole class would have a look at all the advertisements (as if we were in an exposition). They will have to observe the products of their peers and give feedback to them (the teacher will give them a rubric for each advertisement). The teacher will project one advertisement in the screen and the students will have 5-10 minutes to look at it and do their feedback.

https://docs.google.com/document/d/1fpNTyEL2Wj-z3TXcufBSQlRFLk1RZe_X3NIoHJ2yC4o/edit



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Assessment

Portfolio (formative assessment)

During the whole project the students write a Portfolio about what they have learnt. This

is sometimes done in class and other times as homework. There is individual information

they have to provide about their own learning process. However, some compulsory

activities are asked by the teacher.

Session 1 In class Writing down the revision, with new sentences included

Session 2 home Optional writing

Session 3 class Imagine what you will tell your partners when you meet (Learning activity for the portfolio)

Session 4 in class Write words into their portfolio that they didn’t know / learned from the others

Session 5 optional give evidence of the flashcards they have created

Session 6 in class Worksheet of the exchange can be added into their portfolio

Session 7 What healthy food habits do I have?

Session 8 optional Opinion about the Skype session

Session 8 in class worksheet from skype session - exchange of food habits and resultion of questions provided

Session 9 class Brainstorming of adverts ideas goes to the portfolio

Session 10-11-12

class Draft of the advertisement and the final

Final reflection about the learning process, with a rubric. (SELF ASSESSMENT OF THE PORTFOLIO) rubric given in annex

In the end the teacher collects the portfolios and assesses it. This goes together with

personal notes that the teacher takes of the students. The portfolios is therefore also part

of a self-evaluation. It is important to say that only the activities mentioned below are part

of the assessment. The portfolios is a private part of their learning and even though we ask

them to give us some put it in the portfolios, we do it so they remember everything they

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had done and to make them conscious of their own learning process. However, as

mentioned before, only the activities described below are part of the assessment, because

they are key activities which show the potential of their language acquisition.

ASSESSMENT OF LANGUAGE ACQUISITION OF THE PORTFOLIODescriptors obligatory for all

studentsLevel 1 Level 2 Level 3

new greeting sentences

have the page done in the portfolios, even if the exercise is not correctly done

the student learns 1 new expression

the student writes 2-3 new expressions

the student writes more than 4 new expressions

imagine what will you tell your peers when you meet

there are some words or sentences written in the porfolio, even if it is not organized

Uses previous knowledge to write the dialog

Uses the expressions he has newly learnt

Uses other expressions that hadn’t been explored during the session and makes sure his/her peers get this information

what food vocabulary have you learnt from your peers?

only gives random vocabulary (less than 3 words)

only gives random vocabulary

gives full sentences grammatically structured but still lacks coherence

gives sentences coherent and grammatically structured

worksheet exchange of avatar information

They have answer some things but none of the answers is entirely correct

they are able to complete at least 2 questions

they are able to complete at least 4 questions

they complete the task

worksheet skype meeting exchange of food habits information.

They are able to understand the meaning of the sentences given. They give answers but none of them is correct. But you see there is an effort to accomplish the task

they correct sentences with basic grammar structures example:Gemma eats 25 bars of chocolate in a week.Answer: Gemma eats 1 bar of chocolate in a week

They correct the sentences and use the negative form.exampleGemma eats 25 bars of chocolate in a week.Answer: Gemma doesn’t eat 25 bars of chocolate in a week

They use a more complex grammar structure. Should, have to, need to, might.

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planning of advertisement

there is a page with the 3 parts of the planification

The information is accurately organised chronologically

The ad contains: a message, an image, the authors.

The ad contais:message,image, authors, a text explaining what the advertisement aims

final rubric it is done it is done there is a reflection

the reflection is critical

SELF ASSESSMENT OF THE PORTFOLIONº

DESCRIPTOR YES NO

1 My portfolio has a presentation of the project

2 I numbered the pages and put them in the table of contents

3 I included all the obligatory tasks

4 I put some personal evidences. Things that I liked during the project and things that I want to remember when I look at this portfolio again

5 I included my all the words that I learned in a colour and the words that I knew in another one.

6 The personal feedbacks from my peers are included in my portfolio

7 I think my portfolio has an order

8 I include this rubric in my portfolio

9 I give feedback to the teacher about what I have liked about this project: [email protected]

10 I think my final mark should be...

Oral assessment (formative assessment)

The children will tell ‘Mr. Camera’ about their healthy and unhealthy food habits. This will

be part the result of session eight, where they share their habits in their telecollaborative

groups, but also about the other sections. This oral exam will be taken individually, each

child will have some time to tell its habits to the camera at any time it wants.

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Descriptors Level 1 Level 2 Level 3

participation they appear in the camera at least once

they appear in the video at least 3 times

they appear in the video at least 5 times

inputs they talk in English they greet and say at least one sentence

they greet and say different sentences every time they appear in the video

Written exam (summative assessment)

This is an exemple of the written exam:

Written exam: Healthy & Unhealthy food habits

Name:

Date:

A real case of food habits:

‘Hi! My name is Duvany and I’m ten years old. I’m from North Carolina but at present I’m living in New Jersey. I usually eat chips, fried chicken, pizza, cereals, sandwiches, meat and rice. Once a week I eat some vegetables such as spinach, or some legumes like beans and chickpeas. But what I

Hey, this is Duvany!

http://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.pennmedicine.org/health_info/diabetes2/000277.html&ei=6x-HVPu3LYTtUrD2gpAE&bvm=bv.81449611,d.d24&psig=AFQjCNH09SQFTRfPuc-TutWCA3rJutQeTw&ust=1418228001377612

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most love are candies! On weekends my mum allows me to eat some cupcakes, biscuits and chocolate. Sometimes I eat some fruit. What about you guys?’.

Here are the questions that you MUST answer:

1. What do you think about Duvany’s food habits? Does he eat properly?

2. Which things should he eat that he doesn’t eat now?

3. How frequently should he eat that kind of food?

4. Give him some suggestions about how to improve his food habits.

‘Sometimes I eat some fruit’

‘Once a week I eat some vegetables…’‘…what I most love are

candies!’

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Advertisement (summative assessment)

The students will evaluate the advertisement of their peers according the following rubric.

Advertisement rubricDefinitely! Not really…! No way!

Does it have a title?

Is it attractive?

Does it transmit any message to the audience?

Do you agree with the message?

Would you improve something?

What message does this advertisement give?

What would you improve? Give your mates some ideas!

Can you say something you have learnt with this advertisement? (Either vocabulary, sentences, ideas…)

Give it a final mark:

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AnnexesIn this last part of the project, you will find the SCAFFOLDING for the students.

Scaffolding Materials

1. Grammar

SUBJECT + VERB + COMPLEMENTS (NUMBER+FOOD+ QUANTIFIERS)

I EAT ONE APPLE EVERY DAY.

WE DRINK 1L OF WATER EVERY DAY.

THEY EAT A PIECE OF CHOCOLATE ONCE A WEEK.

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2. Domino Game

START

Eating fruit everyday

is healthy(There is a saying: An apple a day keeps the

doctor away)

You should not

eat 10 pieces of chocolate

everyday(It is also unhealthy for your teeth)

To drink water

is very healthy for our body.

(You should drink at least one liter a day)

To drink soda

Is okay to drink sometimes, but unhealthy if you drink too much of it.

……. (to be continued)

3. Quantifiers (Much, a lot etc. from Session 7)

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4. Food Vocabulary (Could be used for flashcards)

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5. Pyramids

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6. Who am I? (Flash cards done by students)

Example:“My thing is green or red. Sometimes yellow. It grows on a tree. etc.”

The other children will listen to the description and guess what groceries got described. This game is sort of a form of the game “Who am I”, but instead of asking the children describe their item. Furthermore the children can have a picture, in case nobody gets the food they are talking about. In that case the child shows the picture and the others only have to know the name of the food. This will only be used if no child can guess the right thing.

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7. Role-playing activity FOR STUDENTS HELP There are three different roles in this activity. Each person has one and after five minutes it will change. Remember to write down the things you don’t know in your worksheet for the portfolio so you can look them up on the Internet afterwards. If you do not know a word it is okay! Look on the list of possible answers.

Greetings Asking questions Skype problems

Question Answer

Hello What is your name? My name is... Can you repeat please?

welcome How are you? (Feeling), and you? What?

good morning How old are you? I am 11 years old I’m sorry, I don’t understand

Goodbye Do you like sports? Yes! I like playing __ Skype is down!

please Do you play any instruments?

Yes, I play the guitar This is a nightmare!

thank you Have you got any sisters or brothers?

Yes I do, No I don’t I can not hear you

excuse me where do you live? I live in a flat/house in Barcelona

Can you speak slowly, please?

Sorry Do you like going to school?

Nice to meet you

★ What do you like doing in your free time?★ I like + V(-ing form)...★ Do you speak Spanish?★ Can you speak slower, please?★ Thank you very much!★ You're welcome.★ See you later! ★ Have a nice day! ★ Same to you.

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ROLES NEED TO BE CUT OFF AND GIVEN TO EVERY STUDENT

Role one: You are a very shy person and you feel very intimidated by this conversation

Role two: You are on the line with your peers but your skype is not working properly

Role 3: You are very happy to talk to your peers, so you are always making questions and talking about yourself, even if the answers are really short!

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8. Avatar Conversation Introduction A1 (Tom): Hey there kids, my name is Tom. Those are my friends Angela and Roland. (Points to the two other avatars.)I am a professional chef, but as well I am an expert in healthy and unhealthy food habits. My hobby is everything connected to food. Cooking, going to grocery stores to buy food. I love the sections of vegetables and fruits, because it’s always so colorful. A2 (Angela): I’m Angela. I share my passion for food with Tom. So we often work together. My job is to inform adults and children about healthy and unhealthy food habits. Tom and Roland help me with this. In my freetime I often meet friends and I like to do sports a lot. A3 (Roland): I am Roland, and I help with my friends with my knowledge about advertisement. I like making posters about all kind of stuff. But helping Angela and Tom I really love, because it is for a good purpose. Everybody should know about healthy food habits, but unfortunately not everybody does.

A2 (Angela): We heard you are working with a class from Switzerland, that is very interesting. So we send three of our friends to the Swiss class, so they can introduce themselves to the other class. It would be nice if the other class knew something about us as well, so your work will be to tell them a little about the three of us. Introduce us to them...

A1 (Tom): We work together on a big project right now, because soon we are taking part in a competition about healthy and unhealthy food habits. We realized that we don’t have enough time, so we thought you might want to help us?? (Asking the children)A3 (Roland): To help us, you will have to learn some things about healthy and unhealthy food habits, and as well how to advertise. I think in the next few weeks we can help you to get that knowledge, and after that you help us with the competition. Do you agree?

Children: Yes

A2 (Angela): I think we have talked enough for today. The children will talk to the Swiss class and tell them who we are. And the Swiss children will tell you (talkes to the children now) about our friends. So in the end you will know all six of us!

All avatars: Okey, bye, see you soon!

chefs - young sensible with food habits

Documents

language acquisition

social interaction

social nature of learning

foreign language context

learning content

lantolf thorne

spanishcatalan students

tepbll unit