Wednesday, 17 May 2017

Project Based Learning and skillful thinking strategies

In this Project that is dedicated to Living Beings, we have implemented several thinking tools and strategies for learning, among others:
Sequence Chain
This detail-oriented graphic organiser helps students strengthen writing skills by identifying important story elements (key characters, setting, and chain of events) and write the important events sequentially. We have implemented this graphic organiser to develop two animal’s life sequences:
·         The Life cycle of an Animal. Depict a life cycle as a process: the series of changes in the life of an animal. 6º grade
·         Food Change. The sequence of who eats whom in a biological community. Beginning with plant-life, and ending with animal life. Primary 4th and 6th grade.

Parts-Whole Relationships
This strategy engages students in exploring the relationships between the parts and the whole of objects, stories, societies, ideas, etc. Students examine how parts contribute to the whole and how each part functions. They learn that objects can be easily taken apart and put back together again, while other objects cannot be taken apart and reassembled without damaging them. Removing one or more parts will usually change how the object functions. Primary4th grade

Open Compare and contrast
This strategy takes students beyond a simple list of similarities and differences.
It requires students to find similarities and differences and then to:
·         Categorise them
·         Assess their significance
·         Look for patterns among them
·         Interpret, evaluate, and draw conclusions
Students select their own factors to consider. As a result, class-wide sharing
results in many factors being considered and discussed.
The completed graphic organiser can be used as a planner for writing. Primary 3er grade



Friday, 5 May 2017

The Interactive performance of “Gulliver” English Theatre

The Interactive performance of  “Gulliver” was acted out last Thursday on Youth Centre (Casa de la Joventut). Both teachers and students fully enjoyed the play about the exciting adventures captured in the wonderful book by Jonathan Swift entitled “Gulliver’s Travels”.


As it is customary, “el Departament de Joventud de l’Ajuntament de la Pobla Llarga” Youth Department of Pobla Llarga organises theatre sessions for schools. The play is prepared in advance in class with didactic material, with audios of the songs, structures and expressions more frequently used, specific vocabulary of the work, physical activity and theatre scenes. We put language into context. All this with an approach based on communication, which aims to encourage students, involving them in dialogues, conversations, songs, etc., and other forms of communication.
video

After the performance, the students interviewed the actors asking about the play, how they prepare it, how many performances they do, their experiences on the stage, etc.





Tuesday, 11 April 2017

Book Review Writing

Our students read several “Graded readers” every term and later they do the book review of each one. Graded readers are "easy reading" books used to support the extensive reading approach to teaching English.






Reviewing a book helps a child’s reading comprehension. The purpose of book reports is to demonstrate that the books were read, to understand and write about what they have read. They are often done for an assignment. Book reports focus on the plot of the book. Our students after reading the graded book, they write the key vocabulary and look it up in a dictionary o translator app and then they write a sentence including this word or phrase.  They design the front page with a picture featuring an important event of the book. They also write about the CHARACTERS that appear (What happens?), the PLOT of the story (Who lives in the book?) the THEME (What is the book about at its heart?) and the SETTING (Where are we?). We use some graphic organizers to help students recognize those elements and provide a framework for writing the review. 



Thursday, 6 April 2017

The programmable robots in our classes of programming and robotics.

The robots "Dash and Dot" that our students use in our robotic classes require a mobile or tablet to play and programme. There are several free apps for Dash and Dot all designed for specific learning. In our first robotic classes, we've used: Blocky, Path and Go.



Go
This app is the easiest to start with. You can interact with the robots, give instructions change LED colours, record your own sounds, drive Dash and get to know the robot.
Blockly
Blockly is the coding app, where you drag block and connect them to make Dash and Dot do things. Learning to code with a physical robot is fantastic, as you get immediate feedback on what you just created.
Path
This app uses a graphical interface to teach kids the concepts of robotics and coding. It is very visual and tactile as your kid draws a route for Dash on the tablet and gives commands.

For the first sessions, the students go through the user experience tutorial in the Blockly app. This tutorial will guide students through the different block types in the Blockly app, getting students familiar with programming in Blockly.


Once they have familiarised with the programming app, the teacher issues a small programming challenge for students to complete. Here are some Code examples for the challenges:
hour of code table





Friday, 31 March 2017

Introducing Computer Science and Programing with our students

Code Studio is the most popular coding platform in K-12 education. They offer fun introductory courses you can teach in a classroom. Students create programs with loops, events, and conditionals and write algorithms for programming task. For instance, in the “Maze lesson” students write programs (algorithms for the computer) that get a character through a maze. They’ll understand the importance of sequence in the programs they write; in the “Artist lesson” they write programs to draw different lines and shapes. Every lesson is monitored by the teacher who controls the student account and progress.

Through Google classroom the teacher  assigns activities to the students.







They can implement their knowledge about programming and computer skills to the robots: Dash and dot

Monday, 27 March 2017

The town where I live

Lesson Plan:
Students develop competence in Knowledge and interaction with the physical world by reading and
understanding different statements about a town and then writing a paragraph about their own town.When you are teaching places of interest in your local community it could be enriching to encourage them to tell personal stories about these places: The hospital I was born in, the park where I go skating with my friends, the cinema I go to with my dad, the train station where I say goodbye to my brother.
Level:
Primary grade 4
Objectives
To read and understand different facts and statements about a town.
To interact with classmates.
To write about where you live.
Target language
Vocabulary:
bus station, park, sports centre, swimming pool, train station; city, country, town, village; bikes, favourite places, festivals, gymnastics, kites, picnic, sports, transport, cinema, hospital, museum,
park, shopping centre,
Structures:
In my town, there is a bus station. Let’s go to the museum. I go to school on foot/ by bus.
I like taking photographs. Is there a (cinema)? Yes, there is/are. / No, there isn’t/aren`t
There’s a/There isn’t. There’s a/There isn’t a park.


Monday, 13 March 2017

HEADLINES - EXPLORERS AROUND THE WORLD

In this project, our 6th-grade students become experts about famous explorers by reading interesting and important facts about those explorers and adventures. They write their adventurer's biography with a Headline. 



The Headlines routine asks students to reflect and synthesize as they identify the essence or core of their biography and their discoveries.
Later, they share their findings as experts with the other classmates. The others students ask questions in order to know and understand what mountain, ocean, river, new land or even planet the famous explorer discovered.

The routine asks a second question that involves how students' ideas of what is most important and central to the topic have changed over time: How has your headline changed based on today's discussion? How does it differ from what you would have said yesterday? Then they share their headlines with their classmates.
Student responses to the routine are written down with the explorer biography in our blog: https://kidblog.org/class/frank6th