from input to outcomes, by elena merino - alicante, spain
Post on 05-Apr-2017
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From Input to Outcomes
2
How can we help our students to fly alone?
Productive use of technology
Communicate in English
Real reason to use English
The chance to teach
Positive emotional experiences
Yeah, right…but…how?
HOMO ESCEPTICUS
Clear outcome!
Clear outcome!
Design a positive learning experience!
Clear outcome!
Design a positive learning experience!
Choose the appropiate tools!
Using Coursebooks l 26/09/158
SPEAKING
My talking book!
CEIP San Sebastián El Boalo. Marta Cervera
Let’s interview them!
Let’s draw a self-portrait!
Why is the activity effective?
Students see themselves.
They are protagonists.
They show (and see for themselves) what they’ve learned. They feel competent.
They will want to watch each other’s videos.
Students can learn from each other!
There is a positive emotional
experience
Morfo
How did they do it?
•Hello•What’s your name? •What’s your favourite colour?•What’s your favourite wild animal?
•What’s your favourite pet?•What food do you love?•What food do you hate?•How are you feeling today?•Bye bye!
Using Coursebooks l 26/09/1520
WRITING
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Students take pictures of what they are eating
during a festivity.
The class asks questions
26
In Spain
We have….We do….
We don’t…We decorate…
We use…We wear…We cook…People…
Children…Adults…
I like / don’t like…
• Decide what food and drink you would like to bring (menu, quantity, etc.).
• Decide how you are going to decorate the room.
A party
Why is the activity effective? Students see themselves.
They are protagonists.
They show (and see for themselves) what they’ve learned. They feel competent.
They will want to look at each other’s pictures and plans
Students can learn from each other!
There is a positive emotional
experience
And… it’s linked to the world today
31
LISTENING
33
Story: Meet Finn and Jenny
35
What can Finn do?
36
What does he do every day?
1st listening: listen and check
39
/i:/
Work with sounds!
Examples?
40
Stand up when you hear /i:/ for the first time
Sit down when you hear /i:/ again
Stand up when you hear /i:/ a 3rd time …. And so on
/i:/
2nd listening: listen and check(replay the sentence containing that sound as many times as needed)
Use video!
• Students record a video of themselves doing everyday activities: household chores, hobbies, etc.
• Alternative: photographs (example)
Why is the activity effective? Students see themselves.
They are protagonists.
They show (and see for themselves) what they’ve learned. They feel competent.
They will want to watch each other’s videos
Students can learn from each other!
There is a positive emotional
experience
And…. They will not just be viewers
Also actors, directors, screenwriters…
READING
49
Augmented Reality!
Students listen and repeat the sounds
Alternative: SS get to guess the animal
53
Human Compass
2 students to the board!
Memorize the following words and
their position
54
WaterInsects
LegsClever
Pet Tarantula
SpainThree
55
Now, can you answer the questions?
56
Guess my pet!Can it…?
Has it got…?
Is it…?
Where is it from?
What does it eat?
Why is the activity effective?
Students see themselves.
They are protagonists.
They show (and see for themselves) what they’ve learned. They feel competent.
They will want to watch each other’s pets
Students can learn from each other!
There is a positive emotional
experience
And… learning is personalized
60
“Cognición-emoción es un binomio indisoluble, no hay razón sin emoción”.
Un niño no comienza a aprender con ideas y con
abstractos, sino con percepciones, emociones, sensaciones.
FRANCISCO MORANeuroeducation
Conclusion
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