Hello, we are Anna Alcázar, Esther Muñoz and Mireia Núñez. In the following
lines we aim to present you our tablet activity and the evaluation of the app
we used.
Description of Context
Target audience: 4th Primary, at
the end of 2nd term.
Placement in the curriculum: Àmbit lingüístic (dimensió oral, expressió escrita,
literària).
Previous knowledge: The students are supposed to
be competent in the use of tablets and different apps. Further, they have
already work on the different parts of a story and some vocabulary related to
it.
Description of the activity
Name of the activity: Toontastic story.
Description: In small groups, students
are going to create a story. First, using a draft they will have to agree with
the different characters and the plot (the setting, the conflict and the
resolution). Then they will have to write the narration using one or two
sentences for each part of the story. Finally, they will use Toontastic to
direct their story and turn it into 3D cartoons. They will divide the different
tasks and in pairs work on the tablet to create and customize the different
characters, to choose the setting, record themselves reading the story. At the
end they are going to present and share it with the other classmates.
Lesson objectives:
- To revise the
different parts of a story
- To work on writing different kind of
sentences using some structures (Once upon a time…, suddenly…, finally…)
- To revise and introduce
new vocabulary related with their story.
- learn how to use the
app Toontastic.
Competences
Personal
competences: Autonomy
and initiative competence. To the extent that the students reflect about their
self-identity.
Communicative
competence: Linguistic and audio-visual communicative
competence. To the extent that the students communicate their ideas and the new
knowledge while learning a second language.
Methodological
competence: Learning to learn competence. To the extent
that the students dispose of an optimal environment to guide their own learning
process.
Social
and civic competences: Knowledge and interaction with the world. To
the extent that the students identify social problems and promote social
awareness about it. Social and civic competence. To the extent that the
students identify social problems and promote social awareness about it.
Digital
competence
Time: 2-3 sessions.
Focus: The story parts and the use
of sentences to explain the setting, the conflict and the resolution.
Description of the activity: create a story with the 3 main parts (introduction, body and end) using
de Toontastic app (the whole activity will be done on groups of 3 or 4)
- Task 1: students will have a look to the
Toontastic app in order to know its possibilities and to start thinking about
the story.
- Task 2: write
a draft on paper.
- Task
3: create their story using the Toontastic app.
(they can choose characters and their movements, they can record their voices…).
Educational quality of it for the EFL class: it is a very useful
and motivating tool in order to work on literature and story creation. They
must combine creativity and their English in order to come up with the final
product: a real story that they will share with their partners. Also, according to Bloom’s Taxonomy, this activity is
high demanding because they do not have to just imitate or reproduce an example,
but they have to produce their own product.
Language accuracy: this activity involves
vocabulary, grammar and also pronunciation (students will record their voices).
Description of the Implementation of the activity
Materials required
- Tablets
(two per group)
- Paper
and pens to create the draft.
Class management: The students are going to be divided in small
groups of 4 students each to create the story draft and then in pairs to work
with the tablets. As well the experts in TIC are going to help the teacher and
the pupils during the second session to deal with any problem or question in
relation with the tablet use.
Evaluation: The teacher is going to assess the work done
by the students through individual observation during the class time. Then the
drafts are going to help him/her to perceive the knowledges acquired by the
group. The final production can also contribute to see the learning
achievements.
Trouble-shooting: Using iPads can some
time become a chaos. That’s why it is important to have different strategies to
deal with the class. For example, the teacher could have an ICT assistant to help
their partner with technological problems. Also, at some points the teacher
could say “iPads looking at me” to catch students’ attention. Furthermore, to
check that everybody have been working, at the end of the class the teacher
could check the opened apps. Moreover, the teacher should have some activities prepared
for fast-finishers, such as preparing a poster advertising their story.
Differentiation:
Multiple intelligences are involved as well as different
ways of learning (listening, kinaesthetic…). These promotes everybody’s
understanding and participation. Also is a fun that will also motivate that
students who normally have trouble with English. This activity is based on group work. Therefore,
students with some difficulties can be help by their partners. Also, using ICT
is a way to reinforce inclusion (maybe a student that is not good at English is
very good at ICT).
Evaluation of the app
By
taking as a reference point Tony Vincent's app evaluation rubric, we definitely
thin this app is very useful:
We
hope you think this app is useful and you like the activity we propose. If you
want to know more about this app click on this link and you will be able to
watch a tutorial:
Thank you and see you next class!
Anna, Esther and Mireia
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