ONLINE CONFERENCE

Hello everyone, I’m here to tell you about a recent experience that I have lived thanks to the ICT subject, an online conference!

What nervous I was! You can’t even imagine the feelings when you see that it’s your turn and you have to talk in front of different people which are inside the digital world of education. This experience was carried out by moodle4teachers and the two people who were in charge of it were @mjgsm and @nelliemuller.

What did allow us this experience? Well, as you have read in my previous posts, we have been carrying out a learning process which had different steps explained one by one in different posts:

• This time: evaluating and analyzing an educational project.

• Prototype of my CLIL Educational Digital Project

• Design a visual metaphor!

• Partners search.

• Superlearning mission 1

• Learning mission 2

• Learning to use rubrics

Apart from show to people what we have been doing, thanks to our classmates, now they can visit our blogs and give their opinions about our ideas. Also, our classmates give our main links to our Twitter and the direct link to our open educational project.

Furthermore, it was the opportunity to listen our classmates talking about their own projects and give our opinion about them.

This online conference has been the last step that we had to achieve in our ICT’s classes and, as far as I’m concerned, the most important challenge. 

Here you have the slides that all my classmates and me made to present ourselves in the conference following a model that our teacher provided us.

      

Open educational digital projects for clil primary education from Jefe de Área de Formación en Red y Redes Sociales. INTEF

Here I leave you the draft, using the tool Issuu, that I used to prepare my presentation in the conference.

    

And finally, here you have the video of the online conference where some of my classmates and I appear talking.

            

To sum up this post, I would like to tell you that this experience was new for me. Carry out a blog, something that I always have wanted to do, create super activities which let us to think more about them, use different digital tools to achieve the knowledge in our students and finally, this online conference which was, as far as I see it, the most constructive activity that I have ever made. 

As 21 century teachers, we have to take into account the new technologies and add them to our classes in order to innovate the education world and to achieve a better understanding in our students. 

Thank you for reading my posts. 

SEE YOU!

Learning to use rubrics.

Did you miss me? I’m back here, but this time, with a new post where I will talk about assesment. When you do an activity with your students, you always need a tool for evaluate them, it can be an exam, a survey or, in this case, a rubric. 

Do you know what is a rubric? As you can read in Merriam-Webster, a rubric is “a guide listing specific criteria for grading or scoring academic papers, projects, or tests”. We could say that it is a tool that helps us to obtain the final result of our students. 

Thanks to the rubrics both, students and teachers, have some advantages. 

For the students: 

• Students have much more information than with other instruments (feedback) 
• They encourage learning and self-evaluation. 
• They know in advance the criteria with which they will be evaluated 
• They facilitate the global understanding of the theme and the relation of the different capacities. 
• They help students to think in depth. 
• They promote the responsibility of the students, who according to the exposed criteria, can review their work before delivering them to the teacher.

For the teachers:

• They are easy to use and explain to students. It increases the objectivity of the evaluation process. 
• They provide feedback on the effectiveness of the teaching methods used. 
• They are versatile and conform to the demands of the competency evaluation process.

After doing the Superlearning Mission 1 and Learning Mission 2, I have decided to evaluate the Superlearning Mission 1. Do you remember what activity did I do? A flyer where our students had to create a flyer with their superheroes, description of them (with superhero and normal clothes), search on the internet among the clothing shops to find clothes for the superhero to wear in his normal life and finally, describe the change.

The aspects that are going to be evaluated have direct connection with the goal established on the mission, that are the followings:

• Plan the steps you are going to follow. 
• Look for information using the Internet. 
• Create a catchy flyer using a digital tool. 
• Use the vocabulary and expression about clothes and actions.

Here you have a presentation made with Canva where you can see the criteria that I’m going to follow in my rubric.

What are we going to evaluate? de Blanca García Martínez

And finally, I have done my rubric using the digital tool Quick Rubric, which let me to do an easy rubric in few minutes. It was a fantastic tool, very useful and very easy to use. 

Here you have my rubric:

  

Rubric by Blanca.

Making rubrics let us to be open-minded at the time to evaluate our students, changing our form of evaluating them. It’s good to see different ways to evaluate and I love to learn new things every day. 

Thank you for reading my post. 

SEE YOU SOON!

LEARNING MISSION 2

HELLO! Yesterday, you have been able to read my previous post where I have transformed a flat activity into a superlearning activity. In this post, it’s time to follow with the transformations to achieve a better understanding on kids. This activity is based in the Open Educational Project (OEP). I think that my learning mission fits in the blog that I would like to collaborate with, Tertulias con sabor a chocolate. 

The students continue working with the clothes and how they can order the adjectives when they are talking about clothes and their characteristics. 

Furthermore, with this activity the students will develop the following key competences: 

• Learning to learn competence
• Digital competence
• Sense of initiative and entrepreneurship
• Communication in foreign language 
• Autonomy 

First of all, I create a poster that I will put on the class to explain to the student what they have to do and what goals they have to achieve doing this activity.

GOALS

• To know the clothing names. 
• Create a fashion catalogue. 
• To search on the Internet to find different kind of clothes. 
• Be critical with the information found. 
• Plan the process. 

INSTRUCTIONS

• Organize your ideas. If you want to do a women's catalogue, men's catalogue. both of them
• Choose a digital tool to create your catalogue. (Emaze, Canva, Smore...) 
• Search on the Internet to found online shops (Stradivarius, Zara...) 
• Create your Fashion Catalogue. 
• Describe under each photograph the kind of clothes. Be specific. 
• Present in front of the class your catalogue.

CREATE YOUR FASHION CATALOG de Blanca García Martínez

Now, here you have the sample digital artefact that the children have to achieve. We can show them it, to make easier their understanding of the activity. Also, we can start to create another one with them in class to explain how the digital tool works.

I’ve never used the tool Emaze, and it has been a great discover because now, I have discovered a new tool to create presentations to the university or for using in the future with my students. 

Now, it's time to explain the final activity, where we will use the Wool Group Dynamic again, as you have read in my last post. I would like to remember that this activity will be done as a group dynamic because it's one of the activities that the blog that I would like to collaborate use, and this blog is Tertulias con sabor a chocolate as I said in the beggining of this post.

This time we will show to the students and stick in the classroom's wall this poster made with Canva. 

Wool Group Dynamic II de Blanca García Martínez

We will explain to them that this will be the second wool group dynamic where they will have to bring photographs of the clothes that they will add to their Fashion Catalogues. And the dynamic will be the same as in the previous post but, with the difference that, this time, they will have to present their photographs at the same time that they are talking to their classmates about their catalogues. When the student who has the skein of wool throw this one to another student, this one will have to choose their favourite piece of clothes from the previous student. When he/she finish talking about his/her favourite piece of clothes, they will explain his/her Fashion Catalogue. They will repeat this until all of the students have presented their works. 

Thanks to these two-last post, I have had the opportunity to think a lot about how you can transform flat activities into more interesting activities for the students.

Thank you for reading my post.

SEE YOU SOON!