Getting to end of the year, it's time we encouraged students to CREATE and apply everything they have learned! Here's a lesson plan in which students make use of a Web 2.0 website in order for them to come up with a final product. It follows the WWW lesson structure suggested by Dudeney and Hockly (2004). I hope you like it and please dare to adapt it to your own class. :)
This lesson plan should take place into the ICT room since one computer for each student is needed apart from one projector connected to a computer so that the teacher can show how to use the Web 2.0 website. It is important to highlight that the whole task will be completed after two lessons. On the first lesson students will be doing research by exploring websites preselected by the teacher. They will also be drafting the information they have retrieved and selected to include in their prospect presentations and editing after receving feedback. (Click HERE to have a look at lesson plan #1)
On the second one students will be using a Web 2.0 website to create a INTERACTIVE PRESENTATION.
Topic: Animals description
Objective: Create a interactive presentation describing and classifying animals
WARMER
The teacher will divide the class into groups of 3-5 students. T will deliver several strips of paper for students to write on them as many names of animals as they can in 2 minutes. Once time is up, a representative of each group will come to the board to stick the strips of paper in an appropriate column, which the teacher has previously written on the board with different labels (they have already learned): CARNIVORES, ANPHIBIANS, OMNIVORES, MAMMALS, INVERTEBRATES, HERBIVORES.
WEB
Teacher will tell students that in order to carry out the following step they need to learn how to use THINGLINK. The teacher will provide students with the following TUTORIAL so that they are acquainted with the website before using it. T will explain that THINKLINK is a website that lets them create an interactive presentation. T will also emphasise that it allows them to include any type of media they like to their interactive presentations. She will provide them with this EXAMPLE in order to show that they can include text, audios, videos, gifs and other websites.
Instructions provided:
Go to https://www.thinglink.com and create your interactive poster include all the information you collected in your draft. Then share it onto our Edmodo wall so that students can visit it and learn from it.
WHAT NEXT
Teacher will ask students to explore their partners' presentations and to choose one that they have found really interesting in order to leave a comment on their posts.
Instruction provided: Choose one of your classmates’ presentation and comment on it saying what you have learned from it.
RATIONALE BEHIND USE OF WEB 2.0 WEBSITE
It is essential for teachers to be able to justify their choice of website in their lesson plans. Make sure you always have a purpose for making your learners use a certain website. In this lesson plan students are engaged in creating an interactive poster which seems imposible without using technology since it is not an ordinary poster on a cardboard. Its objective is to provide the rest of the students with
According to Bloom's Digital Taxonomy, by using Thinglink students are constructing a new product as result of synthesizing past knowledge (what they have learned about animals and how to classify and describe thm on the previous classes). Therefore, it can be stated that students are at the the top of the pyramid suggested by Bloom, where the higher order skills. They will be ANALYSING and EVALUATING when drafting but during this lesson as they are mere creators they will be only CREATING.
Furthermore, the choice of Thinglink can be justified by relating the TIC, TAC and TEP terms.
First, TIC (Tecnologías de la Información y la Comunicación) refers to the technologies that facilitate the transmission and exchange of information. The aim of this task is to pass on knowledge as students will be creating an interactive poster containing what they have previously learned while doing research. Hence, the objective is that the rest of the students get benefited from each student's creation.
Second, TAC (Tecnologías del Aprendizaje y del Conocimiento), refers to the use of the TICs as teaching tools. When teachers choose to make use of the TICs, they also aim at moulding students as future users of the virtual community, in other words, they also seek to foster students digital citizenship. Using Thinglink will promote 21st century skills such as creativity and critical-thinking which students will require to succeed both inside and outside the classroom.
Thirdly, TEP (Tecnologías para el Empoderamiento y la Parcipación) emphasises the role of technology as a tool to foster the cyberdemocracy, that is to say, that users will take advantage of technologies to convey ideas and set tendencies. In other words, technology allow students to have 'a voice', which will result in the students' self-actualization. By creating an interactive poster about an animal they feel curious about by using Thinglink, students may feel empowered since they will be able to choose the content they want to share and they way they want. In addition, the task in What's Next stage in which students have to explore their students work and comment on it also empowers students in the sense that they will be able to give their opinion on something. To sum up, technology allows them to raise their voices and be active participators on the Web.
First, TIC (Tecnologías de la Información y la Comunicación) refers to the technologies that facilitate the transmission and exchange of information. The aim of this task is to pass on knowledge as students will be creating an interactive poster containing what they have previously learned while doing research. Hence, the objective is that the rest of the students get benefited from each student's creation.Second, TAC (Tecnologías del Aprendizaje y del Conocimiento), refers to the use of the TICs as teaching tools. When teachers choose to make use of the TICs, they also aim at moulding students as future users of the virtual community, in other words, they also seek to foster students digital citizenship. Using Thinglink will promote 21st century skills such as creativity and critical-thinking which students will require to succeed both inside and outside the classroom.
Thirdly, TEP (Tecnologías para el Empoderamiento y la Parcipación) emphasises the role of technology as a tool to foster the cyberdemocracy, that is to say, that users will take advantage of technologies to convey ideas and set tendencies. In other words, technology allow students to have 'a voice', which will result in the students' self-actualization. By creating an interactive poster about an animal they feel curious about by using Thinglink, students may feel empowered since they will be able to choose the content they want to share and they way they want. In addition, the task in What's Next stage in which students have to explore their students work and comment on it also empowers students in the sense that they will be able to give their opinion on something. To sum up, technology allows them to raise their voices and be active participators on the Web.
Finally, the choice of website in this lesson plan can be justified by the SAMR model suggested by Puentedura.
Using Thinglink to create an interactive presentation is a task that can be associated with the Transformation Steps shown in the picture below mainly with the Redefinition step as creating an interactive poster is only possible with the use of a website such as Thinglink. Therefore, the task is totally transformed and impossible to be carried out without this type of technology.
CHECK OUT THIS TUTORIAL ON THE CHOSEN WEBSITE.
IT IS THE ONE PROVIDED TO STUDENTS.
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