Experiència projecte

L’experiència en este projecte ha estat enriquidora per què l’objectiu fonamental és que l’alumnat es senta protagonista del seu aprenentatge de les llengües. Tenim clar que per a començar s’hauria de fer d’una forma lúdica perquè l’alumnat s’implique més. És per això que s’ha començat per analitzar els materials ja existents en relació al portfoli europeu per després buscar socis i realitzar kahoots per al coneixement dels païssos socis i la integració de la multiculturalitat en els centres participants.

Els socis han respost molt bé i, encara que ha acabat el curs, continuarem amb el projecte el curs vienent i conservarem la majoria dels socis buscats, s3obretot Itàlia i Bèlgica que sí que han donat resposta.

Activitat de promoció

Es va explicar el projecte i que l'alumnat del centre coneguera més sobre els nostres socis europeus i reconeguera el concepte de Multiculturalitat.

1r ESO: van realitzar els kahoots de Cultura i Civilització Espanyola, el kahoot d’Itàlia i el conéixer a altres païssos i retar-se a saber coses del nostre país.

1r de Batxillerat: van realitzar kahoots més avançats amb el lema de «Language and Expression», «Mi IES y mi ciudad» y «Tipically Spanish». Prèviament al joc se’ls va explicar el projecte i van mostrar interés per conéixer altres païssos i retar-se a saber coses del nostre país.

Exchange: Italy - Spain

The students of class 3 Ai of the Canudo Marone Galilei Institute of Gioia del Colle joined a project related to ELP in collaboration with a Spanish school of Benidorm. After initial contacts between the teachers of the two schools, the students were prepared on the topic and were invited to meet on a video conference on a fixed day at school to get to know each other and exchange ideas and projects.

After this first phase the work proceeded in the following months through the realization of works with kahoot.

The experience

The teachers of the discipline concerned have always been in contact to discuss not only about the curricular program being carried on, but also about the specific jobs previously agreed.

The last meeting took place in May, again via videoconference to exchange views and suggestions for the future.

The students were pleasantly impressed by the experience, showing a remarkable participation and enthusiasm.

Intercambio Bélgica - España

El grupo más activo con los corresponsales fue el de 1ro de Bachillerato: se escribieron mucho con etwinning. A veces, incluso quince minutos antes del final de la clase, íbamos rápido a la sala informática para contestar a los mensajes, y era muy alegre. Los de 2do de Bachillerato tienen muy poco tiempo, fue un poco decepcionante.

Para la producción de material sobre el instituto y la ciudad, fue interesante porque producen y reciben algo con una meta bien concreta, y es más motivador.

Intercambio España - Bélgica

La experiencia del intercambio, cuando es bastante activa como la nuestra, siempre es muy enriquecedora.

Si queremos organizar vídeoconferencias es todavía muy difícil de organizar ya que los profesores y los institutos no tienen los mismos recursos informáticos y/o numéricos. Se vuelve un verdadero rompecabezas que tendremos que simplificar.

Probar el material creado de Kahoot queda pendiente para el siguiente curso.

Europass Passport

Students have completed their language passport filled in the fields that appear on the form. In this way, they have compiled their experiences with the English language throughout their life.

The students are very interested in grouping, in a single document, everything related to the English language. They are receptive to the use of a single simple tool easy to complete. They agree with the use of an intuitive tool, updatable and adaptable to future linguistic needs.

Meeting with Italy students

Students was motivated to meet our students and see them but technicals problems appereared in the last minute.

Both of them are students of the same range of age and the same studies, technology and communication and it would be a perfect starting point. The students were pleasantly impressed by the experience, showing a remarkable participation and enthusiasm.

"Language, Expression and Socialization”

This kahoot uses concepts related to language and its communication elements. The students have shown greater concentration and competitiveness because the Kahoot contains definitions and it refers to a more technical topic.

Despite being a very interesting kahoot, students are more receptive to shorter questions. They are more interested in the face of more ludic questions.

"Italy kahoot”

Students showed high commitment since it was a kahoot related to our Italian partner. They did not know some answers, especially those related to Italian art and customs, which allowed them to get to know them better.

This Kahoot presents a simple language, which makes them feel comfortable with the language and participate actively in the game without needing previous knowledge.

Playing Kahoot

20 alumnos de 3º ESO L jugaron al Kahoot "Typically Spanish” and “Language, socialization and expression”.

Jugaron por parejas compartiendo teléfono móvil. Su valoración es de 3, en una escala de 0 a 5.

Los enunciados era demasiado extensos y preferían enunciados más breves, no les motivaba tanto el conocimiento como el éxito y contestar rápido y la competitividad.

"Typically Spanish”

12 alumnos de 1º ESO L jugaron al Kahoot "Typically Spanish”

Jugaron por parejas y su valoración es un 4, en una escala de 0 a 5

Más motivados que los anteriores y su carácter más infantil les ayudó a sentirse motivados a realizar ese proceso mental para contestar correctamente. Propusieron también que los enunciados fueran más breves de las preguntas y respuestas.

Creating Kahoot

L'alumnat de FPB1 va fer un treball de recerca per preparar preguntes en classe de Comunicació, Llengua i Socials

Van treballar de manera col·laborativa, en parelles o petit grup, repartint-se les preguntes.

La fase d'introducció de preguntes en l'aula d'Informàtica va ser la més emocionant, sobretot en posar-les projectades.

"Gastronomia Espanyola"

Per a l'elecció de preguntes es treballava l'empatia, per a què foren asequibles a altres estudiants d'altres païssos.

Es feia il·lusió que els arribara a companys d'altres païssos sense coneixer-los.

També van provar altres kahoots creats en el projecte per altres alumnes del centre com els dels companys de francés.

Playing Kahoot

15 1st-Bachillerato students were asked to play this kahoot.

They enjoyed the game more than 3rd-ESO students due to their higher language level and their previous knowledge about CEFR levels and achieved ever more accuracy as the activity progressed.

Students should be briefed about CEFR levels before taking on the game so they are more aware of the meaning of the descriptors (words like simple, isolated, smoothly flowing, field of interest, etc.)

CEFR Descriptors

15 3rd-ESO students were asked to play the 4th kahoot.

Students of both groups agreed that the game helped them identify their own level for they unconsciously compared their skills to those described during the activity.

The teacher should coach the students by stopping after each one of the first 10 questions and explaining the relationship that keywords bear with the corresponding level.

Contact with the Belgium partner

Using the Hangouts app with their mobiles, six Spanish students were talking wit their Belgium fellows.

For 15 minutes, the were chatting and exchanging their first impressions in this first contact.

Contacto con el socio belga

Usando la aplicación Hangouts con sus móviles, seis de nuestros estudiantes estuvieron conversando con sus compañeros belgas.

Durante 15 minutos intercambiaron sus primeras impresiones en este primer contacto.

Getting familiar with ELP

In order to assess a number of features (user-friendliness and ability to prompt reflection on one's foreign languages levels) of approved ELPs we carried out a series of activities which took up 5 sessions during December of 2018.

15 students aged 16-17 were asked to fill in two different forms of language profile (based on CEFR self-assessment grids) and one checklist form (based on specific descriptors).

Students feedback

The students agreed that the language profile provided just an approximate overview of their language level and appreciate it as a positive experience.

On the other hand, checklists prompted a deeper reflection and many students changed their perceived level (which they had got from the self-assessment grids while filling in the language profiles) after filling in the checklist form.

Online meeting teachers and students

At the end of the first term, we decided to contact the Italian partner and we made teachers and students meet together in an online meeting

The experience was positive and encouraging for all of us and we are eager to repeat it again. The platform used was e-twinning.

Questions among students

They talked in pairs and they asked each other questions about their country, their schools and their studies.

It was a good experience to know other cultures, speaking in English and sharing knowledge of habits in different countries.