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