IP Report 2nd Term
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Transcript of IP Report 2nd Term
!!
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
!!
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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IP Report 2nd term-3rd year 3rd year
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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IP Report 2nd term-3rd year 3rd year
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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IP Report 2nd term-3rd year 3rd year
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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IP Report 2nd term-3rd year 3rd year
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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IP Report 2nd term-3rd year 3rd year
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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IP Report 2nd term-3rd year 3rd year
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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IP Report 2nd term-3rd year 3rd year
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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IP Report 2nd term-3rd year 3rd year
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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IP Report 2nd term-3rd year 3rd year
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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IP Report 2nd term-3rd year 3rd year
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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IP Report 2nd term-3rd year 3rd year
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.
!
Page ! 12
Annexes
!
!
!!!!!!
!!
Our Gymkhana
Melanie Peris, Kike Pascual and María José Vázquez.
IP Report 2nd term-3rd year 3rd year
!
INDEX !1. The story of Gymkhana 2 .......................................................................
2. Gymkhana 3 .......................................................................................
3. Vocabulary 8 ......................................................................................
4. Bibliography and Webgraphy 9.................................................................
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IP Report 2nd term-3rd year 3rd year
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?
!!
! Page ! 2
IP Report 2nd term-3rd year 3rd year
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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IP Report 2nd term-3rd year 3rd year
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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IP Report 2nd term-3rd year 3rd year
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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IP Report 2nd term-3rd year 3rd year
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?
!
!
Food Salad Hamburger Chips Fish Yogurt Fruit Donuts
Healthy
Unhealthy
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IP Report 2nd term-3rd year 3rd year
!
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?
!
Page ! 7
One Four Six Six
IP Report 2nd term-3rd year 3rd year
!
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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IP Report 2nd term-3rd year 3rd year
!
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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