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Let's get digital . Apac convention 2011
This document provides information about using Moodle and creating projects for language learning. It discusses several sample projects that students can complete, such as creating videos about themselves, making flashcards or chants for irregular verbs, writing spooky stories or recipes. It explains how to set up the projects in Moodle and evaluate them, including using tools like forums, workshops, and peer/self-assessment. Students' work will be compiled into an online portfolio for the teacher to provide feedback and grades.
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Let's get digital . Apac convention 2011
- 2. Let’s get digital! MònicaCastanyer Mora Montse Paradeda Camós
- 3. • What’s Moodle? •Our Moodle. • Projects using Moodle. • How to create the projects? • How to evaluate them.
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- 6. Many advantages …… Autonomous learning Learning outcomes All four skills are integrated Authentic tasks Interpersonal skills are developed A break from routine
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- 8. Moodle @ Projects!! positive feedback -mp3 Motivating -ppt -avi Portfolio of each student Easy to manipulate Evaluation Different tools resources
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- 10. 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.
- 11. How do westart… • 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
- 12. ME, MYSELF ANDI (1) GROUPS: 3/4 students. TASK: Record daily routines. GRAMMAR: ¨Simple present¨ (affirmative and negative sentences) and time. TOOL: Audiovisual files.
- 13. ME, MYSELF ANDI (2) GROUPS: Individual. TASK: Personal description. Likes and dislikes. Hobbies. GRAMMAR: ¨Simple present¨, adjectives. TOOL: Glogster (digital poster)
- 14. Step by step… 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.
- 15. 6. Upload thevideo. 7. Save and publish to embed the code.
- 16. IRREGULAR VERBS Flashcards Go-went-gone Fly-flew –flown Bite-bit-bitten Chants Cost-cost-cost See-saw-seen Bet-bet-bet Eat-ate-eaten Bingo
- 17. IRREGULAR VERBS GROUPS: 2students. TASK: Create a clip with photos or pictures to illustrate some irregular verbs. GRAMMAR: Irregular verbs. TOOL: Windows movie maker.
- 19. Step by step… 1. Students choose ten irregular verbs. 2. They either look for images or take photos of themselves. 3. Windows Movie Maker. A new project.
- 20. 5. Upload images. 6.Drag the images to the timeline.
- 21. 7. You canadd music. 8. Save as a film in your computer.
- 22. SPOOKY STORIES GROUPS: Groupsof 3 students. TASK: Write a spooky story using a wiki with given sounds. GRAMMAR: The simple past and the past continuous. TOOL: A wiki.
- 23. Step by step… 1.Download or record different sounds. 2. Join them using WMM or any other programme. 3. Upload the sequences. 4. Create a wiki.
- 24. 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
- 25. Step by step… 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.
- 26. 4. They sendtheir recipe to the ¨workshop¨ in Moodle. 5. The teacher creates a book for each class. 6. Students log in www.mixbook.com
- 27. 7. The studentsselect a background, upload the photos and add the text. 8. ¨Save and publish¨ to embed the code in Moodle.
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- 29. Advantages •The students canrepeat 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.
- 30. THE ECHO GROUPS: Individual. TASK:Listen and reproduce a transcript given. TOOL: Audacity.
- 31. Step by step… 1.Teachers give the students a script and an audio clip as a model.
- 32. 2. Students recordand upload their oral production.
- 33. BE AN ACTOR GROUPS:Pairs or groups of three. TASK: Dub a scene. GRAMMAR: Informal language. TOOL: http://screenr.com
- 34. EXTREME WEATHER GROUPS: Inpairs TASK: Write a piece of news and read it. GRAMMAR: The past. TOOL: http://screenr.com
- 36. A TRIP TOLONDON GROUPS: In group. TASK: Create a sightseeing tour. Record an itinerary. GRAMMAR: Passives. TOOL: www.woices.com
- 37. Step by step… 1. Plan your itinerary. (look for information and images) 2. Choose a spot on the map.
- 38. 3. Create anecho , give it a name , add the image and upload it. 4. Repeat the process with the rest of the places to visit.
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- 40. • What’s evaluation? • Types of evaluation. • How do we assess? • Activities in Moodle. • Student’s porfolio.
- 41. What’s evaluation? • Continuousprocess . • Improve the learning process • Evaluation tools
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- 43. 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.
- 44. Formative evaluation Information on the learning process. • 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.
- 45. Summative evaluation Learning achievements over a period of time. • 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
- 46. How do weassess? tests oral response observation by checklist class discussion co evaluation homework
- 47. Self-evaluation Self-assessment makes thestudents active participants in their education Peer evaluation It enables students to give each other valuable feedback so they learn from and support each other.
- 48. Online to complete the student’s assessment learning profile.
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- 50. Student’s role Teacher’s role
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- 52. Me, myself andI 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.
- 53. The irregular verbs Comment Thestudents send their clips and the teacher adds a comment. Choice: Students choose the most original project.
- 54. 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.
- 55. The wheel offortune Choice: Students choose the most original project.
- 56. The recipe The Recipe Book 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.
- 57. Oral projects Students sendthe 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.
- 58. Thanks for coming. Hope to see your projects soon! Mònica Castanyer [email protected] Montse Paradeda http://twitter.com/monprojects