Let’s get digital!

Mònica Castanyer Mora

Montse Paradeda Camós

• What’s Moodle?

• Our Moodle.

• Projects using Moodle.

• How to create the projects?

• How to evaluate them.

What’s Moodle?

Why projects?

Authentic tasks

All four skills are integrated

Learning outcomes

Interpersonal skills are

developed

Autonomous learning

A break from routine

Many advantages ……

Moodle @ Projects?

Moodle @ Projects!!

Motivating

positive

feedback

Easy tomanipulate

-mp3-ppt

-avi

Differentresources

Portfolio of eachstudent

Evaluationtools

Our Moodle

http://moodle.escolagem.cat

Our projects

• Me, myself and I

• Irregular verbs.

• Spooky story.

• A recipe book.

• Be an actor / Extreme weather.

• A trip to London.

• The echo.

• Answering machine.

• Avatar.

How do we start…

• We present the project.

• We show examples from previous

years.

• We present the new tools to use.

• Create the groups.

• Timing.

• Assessment criteria.

• Final oral

ME, MYSELF AND I (1)

GROUPS: 3/4 students.TASK: Record daily routines.GRAMMAR: ¨Simple present¨ (affirmative and negative sentences) and time.TOOL: Audiovisual files.

ME, MYSELF AND I (2)

GROUPS: Individual.TASK: Personal description. Likes and dislikes. Hobbies.GRAMMAR: ¨Simple present¨, adjectives. TOOL: Glogster (digital poster)

1. Write the script.

2. Record and save the file.

3. www.glogster.com and sign up.

4. Create a new Glog.

5. Insert text.

Step by step…

6. Upload the video.

7. Save and publish to embed the code.

IRREGULAR VERBS

Go-went-gone

Fly-flew –flown

Bite-bit-bitten

Cost-cost-cost

See-saw-seen

Bet-bet-bet

Eat-ate-eaten

Flashcards

Chants

Bingo

IRREGULAR VERBS

GROUPS: 2 students.TASK: Create a clip with photos or pictures to illustrate some irregular verbs.GRAMMAR: Irregular verbs. TOOL: Windows movie maker.

1. Students choose ten irregular verbs.

2. They either look for images or take

photos of themselves.

3. Windows Movie Maker. A new

project.

Step by step…

5. Upload images.

6. Drag the images to the timeline.

7. You can add music.

8. Save as a film in your computer.

SPOOKY STORIES

GROUPS: Groups of 3 students.TASK: Write a spooky story using a wiki with given sounds.GRAMMAR: The simple past and the past continuous.TOOL: A wiki.

1. Download or record different sounds.

2. Join them using WMM or any other

programme.

3. Upload the sequences.

4. Create a wiki.

Step by step…

THE RECIPE BOOK

GROUPS: The whole class.TASK: Write a recipe book.GRAMMAR: Imperative and food vocabulary.TOOL: www.mixbook.com / chat in Moodle.

The Recipe Book

1. We use a chat in Moodle.

2. The students write down their proposals.

3. Once the teacher accepts them, she/he gives

the pages they will edit.

Step by step…

4. They send their recipe to the ¨workshop¨ in

Moodle.

5. The teacher creates a book for each class.

6. Students log in www.mixbook.com

8. ¨Save and publish¨ to embed the code in Moodle.

7. The students select a background, upload

the photos and add the text.

ORAL PROJECTS

Advantages

•The students can repeat the oral tasks as many

times as they want for self-improvement.

• Teachers can listen to the clips more than once

so assessment is more objective.

•Oral projects allow students to get more practice

on their oral skills.

•Mistakes can be contrasted with the students.

THE ECHO

GROUPS: Individual.TASK: Listen and reproduce a transcript given.TOOL: Audacity.

1. Teachers give the students a script and an

audio clip as a model.

Step by step…

2. Students record and upload their oral production.

BE AN ACTOR

GROUPS: Pairs or groups of three.TASK: Dub a scene. GRAMMAR: Informal language.TOOL: http://screenr.com

EXTREME WEATHER

GROUPS: In pairsTASK: Write a piece of news and read it. GRAMMAR: The past.TOOL: http://screenr.com

A TRIP TO LONDON

GROUPS: In group.TASK: Create a sightseeing tour. Record an itinerary.GRAMMAR: Passives.TOOL: www.woices.com

1. Plan your itinerary. (look for information

and images)

2. Choose a spot on the map.

Step by step…

3. Create an echo , give it a name , add the

image and upload it.

4. Repeat the process with the rest of the

places to visit.

ONLINE ASSESSMENT

• What’s evaluation?

• Types of evaluation.

• How do we assess?

• Activities in Moodle.

• Student’s porfolio.

• Continuous process .

• Improve the learning process• Evaluation tools

What’s evaluation?

Diagnostic

Types

Formative

Sumative

Diagnostic evaluation

• Function: Ensures that all learners are

sufficiently challenged and identifies student

interests.

• When: At the beginning of the school year or

before a theme of instruction.

• Instruments: Objetive tools.

Formative evaluation

• Function: keep students and educators informed

of students' progress towards learning objectives.

• When: At any moment in the learning process.

• Instruments: Observations/Question and answer

sessions /Quizzes.

Information on the learning process.

Summative evaluation

• Function: to summarize student progress and to

report progress relative to curriculum objectives to

students, parents, and educators.

• When: At the end of a unit of study.

• Instruments: End of term exams/Unit tests/Projects

Learning achievements over a period of time.

tests

oral response

observation by checklist

class discussion

co evaluation

homework

How do we assess?

Self-evaluation

Peer evaluation

It enables students to give each other valuable

feedback so they learn from and support each

other.

Self-assessment makes the students active participants in their education

to complete the student’s learning profile.

Online

assessment

Activities

Student’s role Teacher’s role

Student’s profile

Me, myself and I

Feedback

1. (video) Students correct two. They check that

their mates have done what the teacher asked in

their daily routines videos. Coevaluation.

2. (poster) They assess one poster by giving some feedback.

The irregular verbs

CommentThe students send their clips and the teacher

adds a comment.

Choice:Students choose the most original project.

Spooky story

Forum :

After having read the stories out loud in class,

students take part in a forum.

1.They suggest a grade for their own work, after

seeing others’ work.

2.They comment on a particular good point from

another wiki.

3. They suggest improvements to their own work.

The wheel of fortune

Choice:

Students choose the most original project.

The recipe

1. Workshop: The teacher decides:

• the number of recipes each students will assess.

• the start and the end of the submissions.

• the beginning and ending of the assessments.

• creates the self-assessment and the grading form.

The

Recipe

Book

Oral projects

Students send the audio file as a task.

Grade and comment:

The teacher gives a mark and adds a comment

about the intonation and pronunciation. The student

who wants to improve his/her mark can record it again following the teacher’s notes.

Mònica Castanyer

Montse Paradeda

monprojects@gmail.comhttp://twitter.com/monprojects

Thanks for coming.

Hope to see your projects soon!