Post on 05-Jul-2015
description
Let’s get digital!
Mònica Castanyer Mora
Montse Paradeda Camós
• What’s Moodle?
• Our Moodle.
• Projects using Moodle.
• How to create the projects?
• How to evaluate them.
What’s Moodle?
Why projects?
Authentic tasks
All four skills are integrated
Learning outcomes
Interpersonal skills are
developed
Autonomous learning
A break from routine
Many advantages ……
Moodle @ Projects?
Moodle @ Projects!!
Motivating
positive
feedback
Easy tomanipulate
-mp3-ppt
-avi
Differentresources
Portfolio of eachstudent
Evaluationtools
Our projects
• Me, myself and I
• Irregular verbs.
• Spooky story.
• A recipe book.
• Be an actor / Extreme weather.
• A trip to London.
• The echo.
• Answering machine.
• Avatar.
How do we start…
• We present the project.
• We show examples from previous
years.
• We present the new tools to use.
• Create the groups.
• Timing.
• Assessment criteria.
• Final oral
ME, MYSELF AND I (1)
GROUPS: 3/4 students.TASK: Record daily routines.GRAMMAR: ¨Simple present¨ (affirmative and negative sentences) and time.TOOL: Audiovisual files.
ME, MYSELF AND I (2)
GROUPS: Individual.TASK: Personal description. Likes and dislikes. Hobbies.GRAMMAR: ¨Simple present¨, adjectives. TOOL: Glogster (digital poster)
1. Write the script.
2. Record and save the file.
3. www.glogster.com and sign up.
4. Create a new Glog.
5. Insert text.
Step by step…
6. Upload the video.
7. Save and publish to embed the code.
IRREGULAR VERBS
Go-went-gone
Fly-flew –flown
Bite-bit-bitten
Cost-cost-cost
See-saw-seen
Bet-bet-bet
Eat-ate-eaten
Flashcards
Chants
Bingo
IRREGULAR VERBS
GROUPS: 2 students.TASK: Create a clip with photos or pictures to illustrate some irregular verbs.GRAMMAR: Irregular verbs. TOOL: Windows movie maker.
1. Students choose ten irregular verbs.
2. They either look for images or take
photos of themselves.
3. Windows Movie Maker. A new
project.
Step by step…
5. Upload images.
6. Drag the images to the timeline.
7. You can add music.
8. Save as a film in your computer.
SPOOKY STORIES
GROUPS: Groups of 3 students.TASK: Write a spooky story using a wiki with given sounds.GRAMMAR: The simple past and the past continuous.TOOL: A wiki.
1. Download or record different sounds.
2. Join them using WMM or any other
programme.
3. Upload the sequences.
4. Create a wiki.
Step by step…
THE RECIPE BOOK
GROUPS: The whole class.TASK: Write a recipe book.GRAMMAR: Imperative and food vocabulary.TOOL: www.mixbook.com / chat in Moodle.
The Recipe Book
1. We use a chat in Moodle.
2. The students write down their proposals.
3. Once the teacher accepts them, she/he gives
the pages they will edit.
Step by step…
4. They send their recipe to the ¨workshop¨ in
Moodle.
5. The teacher creates a book for each class.
6. Students log in www.mixbook.com
8. ¨Save and publish¨ to embed the code in Moodle.
7. The students select a background, upload
the photos and add the text.
ORAL PROJECTS
Advantages
•The students can repeat the oral tasks as many
times as they want for self-improvement.
• Teachers can listen to the clips more than once
so assessment is more objective.
•Oral projects allow students to get more practice
on their oral skills.
•Mistakes can be contrasted with the students.
THE ECHO
GROUPS: Individual.TASK: Listen and reproduce a transcript given.TOOL: Audacity.
1. Teachers give the students a script and an
audio clip as a model.
Step by step…
2. Students record and upload their oral production.
BE AN ACTOR
GROUPS: Pairs or groups of three.TASK: Dub a scene. GRAMMAR: Informal language.TOOL: http://screenr.com
EXTREME WEATHER
GROUPS: In pairsTASK: Write a piece of news and read it. GRAMMAR: The past.TOOL: http://screenr.com
A TRIP TO LONDON
GROUPS: In group.TASK: Create a sightseeing tour. Record an itinerary.GRAMMAR: Passives.TOOL: www.woices.com
1. Plan your itinerary. (look for information
and images)
2. Choose a spot on the map.
Step by step…
3. Create an echo , give it a name , add the
image and upload it.
4. Repeat the process with the rest of the
places to visit.
ONLINE ASSESSMENT
• What’s evaluation?
• Types of evaluation.
• How do we assess?
• Activities in Moodle.
• Student’s porfolio.
• Continuous process .
• Improve the learning process• Evaluation tools
What’s evaluation?
Diagnostic
Types
Formative
Sumative
Diagnostic evaluation
• Function: Ensures that all learners are
sufficiently challenged and identifies student
interests.
• When: At the beginning of the school year or
before a theme of instruction.
• Instruments: Objetive tools.
Formative evaluation
• Function: keep students and educators informed
of students' progress towards learning objectives.
• When: At any moment in the learning process.
• Instruments: Observations/Question and answer
sessions /Quizzes.
Information on the learning process.
Summative evaluation
• Function: to summarize student progress and to
report progress relative to curriculum objectives to
students, parents, and educators.
• When: At the end of a unit of study.
• Instruments: End of term exams/Unit tests/Projects
Learning achievements over a period of time.
tests
oral response
observation by checklist
class discussion
co evaluation
homework
How do we assess?
Self-evaluation
Peer evaluation
It enables students to give each other valuable
feedback so they learn from and support each
other.
Self-assessment makes the students active participants in their education
to complete the student’s learning profile.
Online
assessment
Activities
Student’s role Teacher’s role
Me, myself and I
Feedback
1. (video) Students correct two. They check that
their mates have done what the teacher asked in
their daily routines videos. Coevaluation.
2. (poster) They assess one poster by giving some feedback.
The irregular verbs
CommentThe students send their clips and the teacher
adds a comment.
Choice:Students choose the most original project.
Spooky story
Forum :
After having read the stories out loud in class,
students take part in a forum.
1.They suggest a grade for their own work, after
seeing others’ work.
2.They comment on a particular good point from
another wiki.
3. They suggest improvements to their own work.
The wheel of fortune
Choice:
Students choose the most original project.
The recipe
1. Workshop: The teacher decides:
• the number of recipes each students will assess.
• the start and the end of the submissions.
• the beginning and ending of the assessments.
• creates the self-assessment and the grading form.
The
Recipe
Book
Oral projects
Students send the audio file as a task.
Grade and comment:
The teacher gives a mark and adds a comment
about the intonation and pronunciation. The student
who wants to improve his/her mark can record it again following the teacher’s notes.
Mònica Castanyer
Montse Paradeda
monprojects@gmail.comhttp://twitter.com/monprojects
Thanks for coming.
Hope to see your projects soon!