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  • Learning with creativity: Let the game begin! - Editorial Board
  • Curation Results

Search Results - Curation Results

Learning with creativity: Let the game begin! - Editorial Board

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  • Curation Results

Curation Results

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  • Tag
  • gamification (4)
  • game design (3)
  • collaboration (2)
  • communicating in foreign language (2)
  • 12 13 18 years (1)
  • 12 - 18 years (1)
  • 4 hours (1)
  • critical thinking (1)
  • digital competences (1)
  • english language arts (1)
Showing 1 - 4.
 
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"This is me and my English world: ready...steady...go!"

Author:

Diana Claudia Di Mario


Description:

This lesson plan wants to promote multilingual and multicultural competences since early childhood, by developing attitudinal competences in order to favour the learning of a foreign language in the first years of Primary School and in the following school years. Attitudinal competences towards a foreign language means to have disponibility and attention to what is different from me. Therefore it means to develop emotional and social skills, and the motivation for "thinking out of the box". Motivation is also the basis of learning. The teaching approach which increases motivation is the game-based learning. Therefore the activities I'm going to propose are based on games.

Evaluation Reviews Implementation Tags
  • How clear is the work (how easy is it to understand)?: 4 = very much so
  • Does the work follow the instructions set out in the course?: 4 = very much so
  • Is the curricular integration of the project clearly outlined?: 4 = very much so
  • Does the project include effective interactions between the students involved in the project?: 4 = very much so
  • Are the final project outcomes the result of a collaboration between students?: 4 = very much so
  • Are the tools proposed suitable for the project activities?: 4 = very much so
  • How innovative is the project?: 4 = very much so
  • How realistic is the implementation of the project?: 4 = very much so
  • How likely is it that students will be engaged in the project activities?: 4 = very much so
  • José María Díaz Fuentes: It is a collection of activities related to learning the English language very interesting. They are very enjoyable activities that invite participation and ensure learning and generate confidence in students. I love this last aspect. I also love how to take into account the possible different abilities of students with special needs. Although a time calculation is made for an entire season, or a whole course, it is actually activities that last less than an hour and it´´ is good. There are a couple of links in the page that do not work: (https://www.ucl.ac.uk/learning-designer/scratch.mit.edu) and (https://www.ucl.ac.uk/learning-designer/cartoonize.net) however, they are not difficult to replace with valid ones. (https://www.creartuavatar.com) - for example - and (https://scratch.mit.edu/studios/1043362) - for example. Although within the format of Leaning Designer it is difficult to understand the process well, it is a good and well thought out activity.

If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey.

english language arts communicating in foreign language gamification technology tools game design
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Escape Room for Technology

Author:

Miguel Cecilio Gómez Barragán


Description:

In the Technology workshop there is a dangerous ghost that try to kidnap students. If pupils guess the name of this ghost, he will disappear and the group will be safe. There are five groups of three students each one.

Evaluation Reviews Implementation Tags
  • How clear is the work (how easy is it to understand)?: 3 = mostly
  • Does the work follow the instructions set out in the course?: 3 = mostly
  • Is the curricular integration of the project clearly outlined?: 3 = mostly
  • Does the project include effective interactions between the students involved in the project?: 4 = very much so
  • Are the final project outcomes the result of a collaboration between students?: 4 = very much so
  • Are the tools proposed suitable for the project activities?: 4 = very much so
  • How innovative is the project?: 4 = very much so
  • How realistic is the implementation of the project?: 4 = very much so
  • How likely is it that students will be engaged in the project activities?: 4 = very much so
  • Maria Papantoni: This is a motivating lesson plan that students will enjoy! The project includes everything: cooperation, challenging problem, digital competences and gamification! Yet, it would be very helpful for other teachers if they could access the files that students use in order to solve the problem (maybe links to questionnaires and crosswords and an example of the interactive videos) . In general, it is a very interesting and applicable lesson plan!

If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey.

collaboration final assessment interesting learning designer technology 4 hours gamification digital competences 12 13 18 years
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Mad Mathematician

Author:

Ella Rakovac Bekeš


Description:

The aim of the lessons is to get students practice math concept and English vocabulary (percentage, ratios, equations) but in a informal way by playing and designing games (https://view.genial.ly/5ceffadec1f8800f3d689474/game-breakout-mad-science).

Evaluation Reviews Implementation Tags
  • How clear is the work (how easy is it to understand)?: 4 = very much so
  • Does the work follow the instructions set out in the course?: 4 = very much so
  • Is the curricular integration of the project clearly outlined?: 4 = very much so
  • Does the project include effective interactions between the students involved in the project?: 4 = very much so
  • Are the final project outcomes the result of a collaboration between students?: 4 = very much so
  • Are the tools proposed suitable for the project activities?: 4 = very much so
  • How innovative is the project?: 4 = very much so
  • How realistic is the implementation of the project?: 4 = very much so
  • How likely is it that students will be engaged in the project activities?: 4 = very much so
  • José María Díaz Fuentes: It is an escape room with mathematical content and surrounded by mystery that invites to accept the challenge (I myself have not been able to resist doing it). It is not very developed (it only has a few scenes) because one of the main objectives is to invite students to do mathematical content extensions in a creative way, which seems like a great idea. The development time is correct, although the one related to the content extensions can not be foreseen. It is an excellent invitation to develop a similar project.

If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey.

communicating in foreign language gamification maths game design
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My Homeland

Author:

Ida Veselovac


Description:

Third-grade students learn about their homeland. For this purpose, they went on a field-trip to Međimurje to get acquainted with the appearance of the homeland, its specialties, cultural and historical sights, natural beauties and resources, settlements and life of people, old trades and occupations, plants and animals. They develop communication and social skills in conversation. After return, the teacher and students prepare the classroom, materials and the benches. This activity of repetition is an integrated day with Croatian language, Art and Nature which lasts one day in 3 hours.

Evaluation Reviews Implementation Tags
  • How clear is the work (how easy is it to understand)?: 3 = mostly
  • Does the work follow the instructions set out in the course?: 3 = mostly
  • Is the curricular integration of the project clearly outlined?: 3 = mostly
  • Does the project include effective interactions between the students involved in the project?: 4 = very much so
  • Are the final project outcomes the result of a collaboration between students?: 4 = very much so
  • Are the tools proposed suitable for the project activities?: 3 = mostly
  • How innovative is the project?: 4 = very much so
  • How realistic is the implementation of the project?: 4 = very much so
  • How likely is it that students will be engaged in the project activities?: 3 = mostly
  • Eleni Rossiou: Very nice project. Clear aims, interactive activities, students' critical thinking, developing collaborative skills and negotiation, The only that I would suggest to amend is the aims part in which you have to record shortly what it is expected by students to achieve.

AUTHOR FEEDBACK AFTER IMPLEMENTING THE LESSON PLAN:

What went particularly well when implementing the lesson plan?

The implementation of my lesson plan was interesting for the third grade pupils of elementary school. These activities were easily integrated into the syllabi as an integrated day with Croatian language, Art and Nature. The planned activities include pupil and teacher orientation; it foresees "learning by doing" instead of traditional lessons. These activities have given pupils and teachers the opportunity to work together and develop key competences for lifelong learning: communication in foreign languages, learning to learn, social and civic competences, cultural awareness and expression.

The 8-year-old students in the third grade of elementary school repeated in an interactive way about their homeland. Through visual, auditory, manual and speaking skills, they closely linked the process of thinking and reasoning. They have very well embraced these activities:

  1. Story On the blackboard there are pictures of a river, horse and gold. The student compiles the story in five minutes. Each student tells his or her story.
  2. Students explore the map of the homeland. They study the colors on the map and accommodate the sides of the world.
  3. Creations Two equal games according to pupils' skills and competences (1st group sets the rules of the game, 2nd group makes up questions for the game, 3rd group writes questions on a computer, prints and laminates, 4th group draws the background for the game, paying attention to rules of the game, 5th group makes two paper dice - origami)
  4. Playing the game - very interesting for exercises about the homeland
  5. Hangman
  6. Reflection
  7. Evaluation

What did not go so well?

During the field trip, some students took photos of the places they visited. The problem is that they had different devices and they are not trained to take good photos, because our school system lacks focused IT training. After we took the photos, we made a movie in Kizoa. This is interesting to the students, but it requires a lot of preparation for the teacher.

What would you change if you had to implement the lesson plan again?

I would probably add some maths assignments with words, in which students would add, subtract, multiply and divide up to 1000, as well as singing native songs. I think the activities and goals in my lesson plan are clear. The students successfully completed their tasks according to their abilities.

What other advice would you give to someone who would like to use your lesson plan?

My lesson plan can be used by all those teachers who want to give their students a slightly different teaching about their homeland. There are different homelands, but in this plan it is very easy to replace, for example, the words in the story in the introductory task, as well as to give focused tasks in the game itself. The plan is designed so that some activities can be replaced or added, especially if the school does not have the necessary resources (computers). I advise good preparation.

collaboration learning design pbl game based learning gamification critical thinking 12 - 18 years game design
Showing 1 - 4.
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