ip report 2nd term

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IP Report 2nd term-3rd year

2014

Action Team: Kike Pascual Muñoz Melanie Peris Cantarero María José Vázquez Miquel

Coordinator: Abraham Cerveró

IP Report 2nd term-3rd year 3rd year

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Index !!!1. Project description 2 ..............................................................

2. Planification 4 .........................................................................

3. Methodology 6 ........................................................................

4. Results 8 .................................................................................

5. Conclusion 10 ..........................................................................

6. Bibliography and webgraphy 12...........................................

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1. Project description !As we said in the first report, the main objective of this year Integrated Project is

to become a team of people useful for a school, that is to say, assist teachers in

whatever that they may need. Therefore we can come up with our ideas in

order to put into practice and apply what we know. With our help, students will

be able to learn new things in different situations without increasing work tasks

amount. This methodology will help us to learn how to face real context

situations, so we are sure that it will be rewarding.

!It is a perfect experience to show to the rest of teachers and children all that we

know and we are able to do. We have to pay attention to the needs of the

centre in the English area and then, we are going to search alternative ideas

that can help it as soon as possible.

!Despite of all the needs the school has, we have to focus on the approach of

the project. Problem-based learning (PBL) as we had explained in our

previous report is a pedagogy focused on the students and their learning of a

subject through the experience of solving real problems. Students learn thinking

strategies and domain knowledge at the same time, this kind of projects allows

students to deal with theory and practice simultaneously. In addition, the

students are able to discover aspects that they need to know in order to

advance in the resolution of the given situations.

!The goals of PBL are to help the students developing flexible knowledge,

effective problem solving skills, self-directed learning and effective collaboration

skills. Problem-based learning is an active process. Moreover this approach and

constructivist learning have a strong relationship between them. PBL can be

considered a constructivist approach to instruction, emphasizing collaborative

and self-directed learning and being supported by flexible teacher scaffolding.

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In order to develop our project we have been assigned a school called “La

Gavina”. This is an educational cooperative located on the outskirts of Picanya,

a small town close to Valencia. This location allows children to be surrounded

by nature, so they are able to do activities outside the centre, we think that this

is a positive aspect that allows a closer contact with the environment.

This school offers teaching in childhood, primary and E.S.O education. We want

to note that this institution supports their education by using the own language

of the Comunitat Valenciana which is Catalan, their L1.

!After being informed about some aspects of this school (localization, the

plurilingual program and so on) we realized about the features of their identity

as a school. We are able to say that this centre wants to teach children to

become competent and critical persons, encouraging the development of skills,

looking for the meaningful learning and other aspects in order to provide the

children a long-life learning. To achieve this they invite the families to cooperate

with the school in order to transform the centre in a big family and regenerate

the social fabric.

!We have kept in mind the plurilingual program of the school introducing the

English language, as a target language, in a progressive way through the

inclusion of the language in normal classes and routines (games, role plays and

so on). Vehiculation increases as the students reach upper levels through the

inclusion of the foreign language in common subjects like Physical Education or

Arts.

!The department of foreign languages has, as a priority, a continuous research

to improve the quality of teaching foreign language. Some examples of this are:

the School exchange, AKOE International, ``Aprénanglés´´, European Projects

and Complementary English.

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2. Planification !During these months of work we have had several problems with the Gavina's

school meetings due to our coordinator of Escola Gavina had a lot of work apart

from attending our project. So, we have had only one more meeting in this

period of time. Thus we have not completed so many tasks and actually we

have not assessed a necessity of the centre because we had not the

opportunity to visit the school more often. Anyway, we were thinking about what

we wanted to do, what were our ideas, our projects during our weekly meetings.

!As we said in the first report, we had some ideas like: an audiovisual resource

in English of all the school or design several activities for a session of one of the

subjects of the school through of a gymkhana. Due to lack of time and lack

coordination with the centre of the audiovisual project was very ambitious, since

it required a greater number of meetings with the institution which was almost

impossible to get.

!So, we arrived to the conclusion of designing a session for the area of Physical

Education (P.E), specifically for the second cycle of Primary Education because

it requires fewer meetings than the other project.

!After discussing among the members of the group, we thought that our purpose

could be trying to develop the speaking and listening skills in second language

acquisition. We established this possible objective because we think that

usually these skills have not the importance that they deserve. We consider that

the majority of the schools use a traditional methodology that does not develop

these skills and it should be changed.

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To work these abilities, we have considered the possibility of using the game in

order to create new resources related with English teaching. In addition we also

thought that would be interesting to include the multiculturalism and

interculturalism topics in our teaching process. We think that it is important to

make children conscious about all the positive own aspects of this feature of our

society.

!!The area of physical education which is giving in English due to the

implementation of plurilingual program where there are some subjects that the

school have to teach in English: Arts, P.E, religion and IT. Therefore, we

consider a way to help our school might be to design an English session in

which work directly curricular content of physical education area. Once time we

found our research topic we planned the following way:

First of all we were looking for the contents of physical education area inside of

the second stage of primary. Then, we have designed five activities related to

the five parts of our educational curriculum.

!• Body: image and perception. • Motor skills. • Artistic and expressive physical activities. • Physical activity and health. • Games and sports.

!After that, we got in contact the school for our proposal we tell them and that

they give their approval to us to carry it out. Then we got in contact by

telephone and Monica, our second coordinator of the Escola Gavina said that

we could make the session to children on April 29 from 12:00 to 13:00 h in the

morning.

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3. Methodology !Our team is called Action Team and it is formed by Kike Pascual, Melanie Peris

and María José Vázquez. We have a blog where all people can to follow our

work, the form in which we organize us and regulate some different aspects that

we deal with.

!In this blog we have commented some important aspects that we have to keep

in mind like our daily routines, our proposals or alternative ideas that we want to

carry out with Escola Gavina. Moreover, we are open to anyone can give us

their own opinion about our project here.

!Each member’s opinion has the same importance for us. Because of this,

everybody has freedom of speech and any member of the team can make

suggestions. We are not going to divide tasks in order to allow each member to

participate in every task.

!Kike is our nominal coordinator, in order to facilitate contact among teachers

and our team, and each member of the team act as a secretary each week.

Each one of us is responsible for writing meetings as a post in our blog weekly.

!In December we had the first meeting with Escola Gavina teachers. They gave

us an e-mail address in order to establish an arrangement about which days we

are able to visit the school for the purpose of start to work in our project.

!After Christmas, we put in contact with the school through e-mail to arrange a

meeting and choose the course in which we are going to work. They answered

us but did not say any day to meet us. The months were going between

holidays of Fallas and Easter, and we still did not have news about them.

!Finally, we phoned the school and required to get us together because the time

is being completed and we have to do the activity in order to be able to assess

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and to get our marks. After three calls, we could establish a date in which we

have to go there and to carry out the project.

!Our team had a meeting to elaborate the activity. We have thought to do a

gymkhana in physical education in 3º of primary. It consists on several activities

related to try discovering the mystery of the Invisible Thief. Children will learn

vocabulary at the same time that play. The planned games are, “Simon says”,

kerchief game, monkey role-play, a quiz about healthy or unhealthy food and

the domino, they have also to use a map.

!This is the link of our webpage http://actionteamwork.blogspot.com.es/

!

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http://actionteamwork.blogspot.com.es/


4. Results !The gymkhana titled “The

invisible thief” (Annexes

page 13) deve loped

d u r i n g t h i s p r o j e c t

consists on a resource

for physical education

class, each one of the

activities is related

with an area of the

curriculum of the

subject (The body,

motor skills, art/expressive

skills, health and games). It provides enough

resources for a full class of 50’ but it’s very important to manage

the time of each activity very well in order to leave enough time for the final

game. Each activity is supposed to have a duration of 6’ and the final game

above 12’ leaving 14’ for class routines, disruptions and eventualities.

!The materials needed are a

k e r c h i e f , a h a n d - m a d e

domino, a map of the school

w i t h t h e p l a c e w h e r e

activities are going to be

carried out and the printed

table of the food for the

h e a l t h a c t i v i t y. T h e

students are organized in

groups to carry out the

activity of the map and

move between activities, but the

organization varies in each one allowing them to work in

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teams, in pairs, individually and with the whole class. Each group follows the

clues in the same order to ensure that each teacher available can provide

feedback in each activity at the same time to anyone who needs it, disregarding

the group of the student. Groups are intended to facilitate the activities

preventing the typical disruptions of larger groups. Teachers have a passive role

in this activities, they are supposed to be helping students to understand each

one giving examples and feedback.

!This resource is a combination of

intercultural approach and TPR

(Total Physical Response), the

interculturality can be worked

through the different foods and

the main story, but it can be

re in fo rced mak ing some

changes to the activities like

using the name of countries

instead of numbers in the

game of the kerchief . It is intended for

strategies that use foreign languages as a tool of

communication in the school to reinforce oral skills, and also is a

good way to deal with the actual law of our community that force this subject to

be carried out in English. TPR is not followed strictly but it allows to relate

communication with movement and it keeps the focus on meaning, but it leaves

the main role of the verb to provide more complex speech and avoids drilling

the students.

!The gymkhana can be easily adapted, as we did in our implementation of the

project. More feedback can be added in order to lower the level, but there is a

minimum of autonomy required for the role-play, otherwise it needs to be taken

out of the resource. On the other hand the role-play provides the opportunity to

adapt the major levels as they are allowed to do their best when playing their

characters.

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5. Conclusion !In this second term we have been working on the preparation and

implementation of our intervention in the school, based on the information we

retrieved on the first term meetings. We had to face several problems in this

period that have made impossible to arrange more meetings in order to observe

directly the reality of the class.

!The school reality is usually idealized and we tend to remember the things that

work properly but we forget the internal chaos that it supposes in its daily

functioning. We had to face several issues regarding communication with the

school that could be anticipated from our previous report. We tried to contact

the school by email and by phone several times but it was really hard to receive

answer from the involved teachers. We had also to face our fully participation in

an Erasmus Intensive Project that has affected the disposable time for dealing

directly with this issues. It was really hard to arrange a date for our intervention

in the school and even we had to face that the pupils of our intended classroom

were in a journey out of the school in the day that we had arranged and also

there was just one classroom available to carry out our intervention, but in pre-

primary level. We had to adapt to all of this situations in order to carry out our

tasks in a satisfactory manner.

!Adaptation has been the key of our work, adaptation to all the aforementioned

problems and also adaptation of the activities that we prepared. The major

problem that we had to face was the lack of autonomy that pupils have in this

stage and also the lack of basic communicative skills like reading or writing. All

the contents of the gymkhana were kept except one consisting on a role-play.

We had to modify a few resources in order to make them more visual, like the

domino that had written numbers and we remade with dots. The modification of

the input consisted basically in speaking slower and using Catalan (L1) to

support some explanations. The objectives also changed from communicative

skills in general to just basic comprehension and exposure to foreign language.

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We were really surprised about the good level of English language of the

classroom, even for a pre-primary level. They were able to comprehend almost

every instruction we gave and they spontaneously repeated some words that

we used, language was not a barrier for this students in order to have fun with

games and follow instructions.

!We have not accomplished our objectives because at the beginning we had

thought to work with fourth of primary, and finally we did the intervention with

childhood. For this reason, we had to change our activities and to adjust them

at the last time, in the school, the same day that we were going to intervene.

Moreover, the fact of having a member less in the group is noted because we

had more quantity of work than before. However, it is a clear challenge because

it is the opportunity of checking that we can work at the same level than the

other teams.

Related to the blog, we could not give a lot of use because of we did not

dispose much content to write. Anyway we think that we have put a lot of

information about our progress in the school and our decisions.

To finish, we think as recommendations that it would be great to improve

organization with the destined hours to this project, because members of the

group are divided in two different classes and the hours from ones did not

match with the others.

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6. Bibliography and webgraphy !Cuenca, M. J., 1992. Teories gramaticals, ensenyament de llengües. Tercera

(2000) ed. Valencia: Tándem.

!Dalton-Puffer, C. (2007). Discourse in content and language integrated learning

(CLIL) classrooms (Vol. 20). John Benjamins Publishing.

!Education, I. f. T. U., n.d. University of Delaware. [Online] Available at: http://

www.udel.edu/inst/ [Accessed 2 12 2013].

!Gavina, E. L., s.f. escolalagavina. [Online] Available at: http://

www.escolagavina.cat/index.php [Accessed: 2 12 2013].

Glisan, E. W. (1986). Total physical response: a technique for teaching all skills

in Spanish. Foreign Language Annals, 19(5), 419-427.

Lasagabaster, D., & Sierra, J. M. (2010). Immersion and CLIL in English: More

differences than similarities. ELT journal, 64(4), 367-375.

Meyer, O. (2010). Towars quality CLIL: successful planning and teaching

strategies.

Paran, A. (2013). CLIL: Content and Language Integrated Learning. ELT

journal, 67(1), 137-141.

Widodo, H. P. (2005). Teaching children using a Total Physical Response (TPR)

method: Rethinking. Bahasa Dan Seni, Tahum, 33.

!

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Annexes

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Our Gymkhana

Melanie Peris, Kike Pascual and María José Vázquez.


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INDEX !1. The story of Gymkhana 2 .......................................................................

2. Gymkhana 3 .......................................................................................

3. Vocabulary 8 ......................................................................................

4. Bibliography and Webgraphy 9.................................................................

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1. The story of Gymkhana

Is it the first time that you play to the Gymkhana?

If it is the first time that you play to the Gymkhana it is the best moment to learn everything about this game.

Regarding definition, gymkhana is a number of games and activities that are development in an outside area. We should consider that all these activities and games have an order that is established.

As a requirement, we need to be a group of ten people approximately at least to play to Gymkhana.

The organization is the most important factor when we talk about Gymkhana. When we talk about the organization we refer to the time and the number of people for each group. In this case, we have divided the classroom in four groups of five/six people approximately for making the groups. After that, we have designed several activities that have a strong relation with the plot of the story “The mystery of the invisible thief”.

Each group should start in the stand which the teacher says. To continue with the game they have a map to follow the route and try to solve the mystery of the invisible thief.

In the case of they had a problem with the vocabulary that we use during the game they have several pages that offer all the main words that they need to follow the game.

Depending on the time that you have you should a schedule with the activities. In our case we have only fifty minutes to carry out our Gymkhana.

Do you want to start the game?

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2. Gymkhana !Who is the mysterious robber that disappears from the scene of the crime without a trace? What does the strange sign on the ground mean? Can the students from Escola Gavina discover the thief's identity before the A-Team does?

A strange robbery has occurred in P i c a s s e n t , a f a m o u s f o o t b a l l player,called Pichinho, was visiting the sports center with his family when suddenly he has realized that his luxurious watch had disappeared from his wrist. They were far away from the buildings, no one was near them and Pichinho was sure that he was wearing his watch just a minute ago. Also he has found some strange footprints on the ground near him and a small Domino piece. He followed the footprints to a huge mark on the ground with a strange paper written in English, but he was unable to read it. He was so worr ied about the mysterious robbery that he called the A-Team to investigate the case, but after a long research they are not capable of finding any solution. Can you help them?

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2.1 Bloque 1

Simon says !This stand is related with training of the Invisible Thief to get the famous watch. This training consisted on different movements with the body through a game called “Simon says”.

For this game we have to follow these steps:

1. Making a big circle everybody together.

2. Choosing one person to be the leader, he/she will call Simon.

3. “Simon” says sort phrases to be done and each phrase begins with “Simon says”.

4. When someone follows an order that does not begin with “Simon says”, he or she is out of the game.

5. When someone follows an order that does not begin with “Simon says”, he or she is out of the game.

We can learn a lot of vocabulary in this game, in this case: the human body.

Phrases: “Simon says touch your nose”, “Simon says clap your hands”…

!

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2.2 Bloque 2

Kerchief game !This stand is related with the Kerchief that the invisible thief lost in

the museum when he was stealing the watch.

Do you want to have this Kerchief? Now it is your opportunity to get it.

Steps:

• How to Play: Teams line up on opposite sides and a handkerchief is placed in the middle. The players that have been assigned that number both run to the middle and try to be the first one to grab the handkerchief. The player who grabs the handkerchief first gets a point for their team.

• Set up the game: Divide children into 2 equal groups and give each a different number. One player on each team must have the same number.

2.3 Bloque 3

Monkey role-play The guards that were at the watch’s room are very special, they are trained monkeys, they can speak but the problem is that they have not seen or heard anything, is very difficult for the investigators to find any clue.

In order to analyze this situation we are going to make groups of four and represent their characters, two investigators that are trying to solve the robbery and two guards that haven ́t seen how the jewel has disappeared.

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2.4 Bloque 4

Healthy and unhealthy !Before that the Invisible Thief was going to steal, he always prepared a meal,

then he put all the food in his bag. One time there, he stopped in a corner of the museum and he started to eat. This stand is related to recognize what food is healthy or not for the human body.

Now, you have to classify with a X the following foods in order to establish if these are healthy or unhealthy.

Could you say if that food is healthy or unhealthy?

!

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Food Salad Hamburger Chips Fish Yogurt Fruit Donuts

Healthy

Unhealthy

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!

2.5 Bloque 5

Dominoes !When the Invisible Thief went to a museum he always dropped a domino’s

record. This stand is related with the cooperation between children, in order to organize all the pieces in the correct form. Do you know what is domino? It is a game where exist 28 pieces which are divided in two. Each part has got one number, the smallest is zero and the biggest is six. The game consists in placing a piece after another with the same number, like a chain. For example:

!Could you help us to organize these pieces?

!

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One Four Six Six


!

3. Vocabulary !!Steal: Robar

Meal: Menú

Healthy: Saludable

Unhealthy: Insaludable

Salad: Ensalada

Dropped: Dejó (dejar)

Placing (place): situar, colocar

Chain: Cadena

Training: Entrenamiento

Steps: Pasos

Leader: Líder

Follow: Seguir

Body: Cuerpo

Nose: Nariz

Hand: Mano

Head: Cabeza

Mouth: Boca

Ear: Oreja

Arm: Brazo

Leg: Pierna

Foot: Pie

Eye: Ojo

Face: Cara

Shoulder: Hombro

Kerchief:Pañuelo

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!

4. Bibliography and Webgraphy !Crespo, J. M. (s.f.). ¿Qué es una Gymkhana? Recuperado el 15 de April de 2014, de

Intervención didáctica en las Áreas de Expresión Artística y Corporal: http://www.uco.es/dptos/educacion/invadiv/images/stories/documentos/RECURSOS%20DIDACTICOS/RINCONCORPORAL/gymkana.pdf

In2english. (n.d.). In2english. Retrieved April 14, 2014, from Ideas for games: http://www.in2english.com.cn/media_file/cms/2004-08-31/1093920527Download%20-%20Ideas%20for%20games.pdf

Nicole Willson, P. B. (n.d.). WikiHow. Retrieved April 15, 2014, from : http://www.wikihow.com/Play-Simon-Says

Play, F. G. (n.d.). Handkerchief Game. Retrieved April 11, 2014, from Outdoor play & games for kids. Rules, directions and instructions: http://www.fungameskidsplay.com/handkerchiefgame.htm

!

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