Diana Claudia Di Mario
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.
If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey.
Ella Rakovac Bekeš
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).
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.
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:
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.
In this ICT/Computer Science course, students will have to collaborate in teams in order to create a maze game with Scratch. The students are in the 6th grade and they are familiar with the basic of coding with Scratch (conditional statements, looping, moving, event handling, parallel execution, coordination and synchronization, sequence). They will have to imagine their game, write the scenario and rules, choose the heroes and scenes, decide the difficulty level, share it on the Scratch platform, play all the games the teams have created and evaluate them with a specific rubric. All students will receive Certificates of Achievement at the end of this activity and they will have to fulfill some assessment rubrics. Estimated time: 7-9 hours. It's a project that will take place during almost all of the last semester of the 6th Grade ICT class (teaching 1 hour/week). All materials are online and students can complete their tasks at home.