Como ya la realizamos el otro día pero un poco más ajustada al alumnado, os dejo con algunos videos sobre la meditación del amor incondicional
Mindfulness en el aula
Estamos desarrollando un grupo de trabajo en el I.E.S. Pintor José María Fernández destinado a la práctica de mindfulness en el aula. ¿Alguna vez has intentado meditar? El alumnado de nuestro centro está realizando actividades como esta. Si te interesa, puedes ver el video y preguntar en la sala de profesores por el grupo de mindfulness.
Prácticas de mindfulness complementarias
Os dejo algunas prácticas de mindfulness que podemos comentar en nuestras sesiones:
Esta se llama el test del espaguetti, está sacado de un libro especialmente dirigido a trabajar el mindfulness con adolescentes.
De esta misma autora os dejo algunos otros ejercicios que podemos usar y comentar. Ella de llama Eline Snel, la siguiente práctica trata sobre manejar sentimientos difíciles, creo que puede ser de especial utilidad para nuestro alumnado:
Black Friday- working with Edpuzzle
https://edpuzzle.com/assignments/61d418e5063d5a42c3b0ac42/watch
For this post, I have chosen
an activity by Esther Ramos to work on Black Friday with my students of 1 ESO.
I really liked the idea of choosing a video about a cultural aspect that is
becoming more and more popular in our country. Esther divided the activity into
two sessions. In the first one, students can get to know the cultural aspects
of Black Friday. A brainstorming is developed and then the video is played
different times to make sure students understand it. Students will answer the
questions of the video and then we can work on numbers. For the next class,
students must search a video about Black Friday on the Internet.
In the second session, we
will revise the numbers and then students will share their videos about Black
Friday with the rest of the class. I believe it is a way of enhancing
participation and make students use English in the classroom since they have to
present their videos.
In conclusion, I find this
activity very enriching, it works different elements like listening, speaking
and grammar points like numbers. I think we must propose these kind of global
activities in which we can work with different aspect in a coordinated way.
I want to thank all my
mates in this course for such incredible ideas to work in our class. It has
been a pleasure for me. Thanks again!!!
Genially projects: art and games
Genially
projects will be based on different vocabulary activities of the unit called “What
is art?” in 3 ESO. The type of project that students will create will be a game.
Students will be divided in groups of 3 and they will be given a vocabulary
exercise, which they will use to do the project. They could choose between
different available games: trivial, hidden words or puzzles.
In the
classroom, students were told about how to use Genially and the project was
started in the classroom so they know the process they should follow. Students
had a whole week to create the project. In every class of the week we dedicated
some time to resolve doubts about the project. When projects were finished,
students presented them in the classroom while the rest of students play to
each game. Then, they commented on each project (positive and negative aspects).
Example of an activity used for the project
Students
were grouped according to different levels of learning and capacities.
Therefore, students with different capacities worked together to share the work
of the project in a equative way. They were told to divide the project in
different parts so all of the students had to work on different questions for
the game.
Links to
the best projects:
https://view.genial.ly/61e052e8b7e9150debc373d3/interactive-content-quiz-puzle-art
https://view.genial.ly/61e0ad1fb5ddd60dcc34fe8f/interactive-content-quiz-trivial-art
This
project has not been especially motivated for many students, some of them liked
it but not the most of them. They found a little bit difficult to share the
work. However, it has been a good opportunity to work vocabulary from a
different perspective. Students could work deeply on vocabulary of the unit and
we have achieved significant learning. This project also encouraged creativity
and digital capacities and participation among students. For the next time, I
will give them more autonomy to work on different activities (grammar,
vocabulary, reading… etc).
Pictures of some of the projects
Pixton project
How did
you organise the groups?
For this
activity, the class was divided into groups of four students of 1 ESO. The students
had to work together inside and outside the classroom to carry out the
activity. The groups were organized according to different level of learning in
the classroom. For this reason, these groups are heterogeneous and high level
students can help low levels students in the same group
What
was the sequence of tasks that you followed to get to the final product?
This activity is
considered a final task of a unit dealing with routines. We carried out the
task at the end of the unit. First, students were told about the creation of a
comic. We introduced Pixton in class and students registered in the website
using a computer in the classroom. Then, we explained the different options
that Pixton offered when preparing the comic. After explaining the use of
Pixton (creating background, writing dialogues, designing characters), we made
a mind map in the board so that students could see what they have to include in
the task (routines, present simple, introducing characters…).
What were the specific learning objectives for this activity? How did the use
of the tool help the learners achieve these objectives? Please be
specific and give concrete examples.
The main
objective of the activity was to use in a communicative and original way present
simple and routines. This tool is a good way to motivate students to use
present simple and routines in a creative way. It also makes students participate
actively in the production of texts. For instance, creating a comic story is a
visual process and it involves students in the production of the text. They
have to create the characters, they must decide the pose or action of every
character, their gestures… Therefore, we are working creativity along with writing
production.
In what ways (be specific) was creativity and the use of imagination encouraged
in your students?
With this task, students
became the creators of a comic. They had to decide on the character, the background
or scenery they were going to use. Besides, they have to work on emotions as
they have to choose gestures and facial expressions for the characters.
What did your students enjoy most / least about this activity?
In general,
students really enjoyed the process of creating the comic. The enjoyed making
the characters (their clothes, appearance, pose, etc) and using a scenery. However,
they did not like organizing the text of the comic, and in some groups they
find difficult to reach an agreement about the creation of the comic. In that
sense, this activity has encouraged team work and strategic decision- making.
What would you change next time?
Next time, I
will do this activity in pairs, reducing the number of students working
together. I think they are autonomous enough to prepare a comic and if they
work in pairs they can carry out more personal ideas in the activity.
How were the finished projects shared with the rest of the class?
The project were presented by the students in the classroom, so that the rest of the students could see the work of the whole class. They discussed the projects and shared opinions and ideas about other students’ projects.
What opportunities were there for students to co-evaluate and discuss the learning experience with each other?
In the presentation of the projects, students in the classroom gave their opinion about these works. We discussed altogether about the best thing in each project and what they thought their mates could improve next time.
Picture of one of the comic made by students
Ed puzzle listening- working with Irish Myths
Link of the video in Edpuzzle: https://edpuzzle.com/media/61d1ebb422947d42e2e021db
I have chosen this video
because I think it might be interesting for students as it deals with Irish
myths and it is animation. The level of the course is 3 ESO, so I believe the
video is appropriate for their language level. At the same time, we are working
with a book about British and Irish myths and tales as a reader. Therefore, it
is a good idea to watch this video as an activity to dig into this topic.
The objectives of this
activity are:
- Understand the general
meaning from the video.
- Learn about Irish myths.
- Improve students'
geographical knowlegde about Ireland and Great Britain.
- Improve cultural competence.
- Practice the use of technological tools in the EFL class.
Regarding the sequence of activities, we first work with images and a map to do a warm up activity about the Irish coast, the Isle of Man and Scotland. Students ask some questions about their previous knowledge of these areas, they watch the pictures. We describe them altogether in class. Then, we talk about myths, about what they are and some myths that we have in our own culture. After that, students are told how to do the activity at home on their own using edpuzzle. They ask question about it and once we finish, we read an extract about the myth that appears in the edpuzzle video.
This edpuzzle activity was flipped, so students did it at home. I assigned it to google classroom and I could see the results. Once students understood how to use edpuzzle, it was easy for them to do the activity.
After checking the activity, I asked my students if they liked the exercise. Most of them enjoyed it and found it interesting. They prefer this kind of exercises than the ones they have to do using the book. It is something new and motivating for them. They specially liked the animation and the story of the myth.
Next time, I think i would be
easier to carry out an activity with edpuzzle. We spent a lot of time in the
classroom to explain how they have to use it, as it was something completely
new for them. Besides, we can enrich the activity with complementary materials
about culture and geography like interactive maps, websites, etc.
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