KNOWLEDGE KILLS FEAR –A post to work on racism, segregation and multiculturalism through the integration of ICT and the promotion of Bloom’s Taxonomy Thinking Skills

INTRODUCTION

During the first part of this Master’s Degree ICT subject, we explored a variety of tools to work on the different Bloom’s Taxonomy Thinking Skills through the use of new technologies in the class. These tools were presented to us by Yolanda Scott Tennent,  ICT expert and director of the Tarragona (Spain) EOI (Escola Oficial d’Idiomes).

In order to put into practice some of the ideas and tools introduced by Yolanda, I have created a mini-project on multiculturalism, racism and segregation. The name of this mini-project is “Knowledge kills fear”. And it is designed to be implemented with sixth graders. The project starts by prompting some thinking about the topic. Goes over different activities that help understand racism and appreciate multiculturalism. And ends with the creation of a final product that intends to reflect on what students had learned. 

In this post, I first briefly present some of the things that can be done with ICT around this theme, and then I develop in greater depth one of the activities that can be done to create the final product of this project or unit. The following activities don’t necessarily need to be implemented in the order in which they are presented in this blog entry.  And as not to overuse new technologies, I strongly recommend to  select some of the following ideas and include them in your own unit, or alternate them with other activities no ICT-related. Remember, the good use of ICT in the class remains within the ability to introduce them in the right moment and weighing the added value when doing it.

 QUICK OVERVIEW ABOUT WHAT 
CAN ICT DO FOR THE TOPIC  

1.  “Let’s prompt some thinking!!”: 

Nowadays, we have access to a rich variety of media resources, and these are powerful enough to engage students and open a debate. Using photos, videos and ideas from different blogs I intend to make students think about the concept of racism and segregation. Moreover, with this activity we can find out about their previous knowledge on the topic. 

1.1. An example of photos which could be used. 

1.2. An example of videos which could be used.

Father of White Girl Rejects Black Boyfriend | "What Would You Do?"

This Will Change The Way You Think (Racism Experiment)

*After the presentation of these resources (both photos and videos) we can debate or brainstorm. We can also show a short video and stop it at some point and make students write predictions about what is going to happen next. What do you think is going to happen? What do you think is happening?Who do you think these people are? Why?

1.3. Ideas from blogs.

If we were working with younger children I would recommend doing this experiment/ demonstration extract from this blog. You take two eggs, one white, and one brown. Ask them how they think they are going to be inside, the same or different and why. You gave them the structure to make predictions “I think they are going to be the same/different because…” I have done this experiment/ demonstration in P5 and it was a success. They love it, and it really makes them think. 

By presenting this idea in an ICT blog, I mean to show how blogs from fellow educators, and platforms like Pinterest and Krokotac can inspire and help teachers do creative and simple things in their classes.

2. “Brainstorming 

What do you think racism is?”: To make a brainstorming, we could use a platform like Tagxedo. Here you can find other tools to online brainstorm with your class “15 tools for solo brainstorming”.

3. “Movies”

Movies and videos are a powerful resource. They take us back to other times and make us walk in other people’s shoes. They are the perfect resource to create empathy among the students and the topic. In this case, by presenting shortcuts from different movies we can prompt reflection, approach this reality to the student, ignite intrigue and work upon the history of slavery and racism.

Kieran Donaghy, one of the speakers of the 2015 APAC (Associació de Professors i Professores d'Anglès de Catalunya) ELT Convention, has on his website, some great ideas about how to exploit short video segments in the ESL class.

To create these shortcuts from a longer existing movie, the teacher needs to use programs like Movie Maker or Pinacle. These tools do also allowed the addition of subtitles. Highly recommended if the level of the students is not too high. Click here to download to shortcuts from the movie The Help (2011).

4. “Real Experts. Research”.

After introducing the topic, checking previous knowledge and reflecting upon the phenomenon, children are now ready to make some research. This research can be done to answer their existing questions around the topic. Questions that may have been evoked by the presentation of the previous videos, photos, and activities. 

Since the network is too big, to help them research, we could narrow the search to a few websites. Some ideal websites to research on the topic of racism throughout history are the BBC history for kids website (interesting sites in this web Schools Primary History, Genocide, Martin Luther King  and The Nazi Germany ). This web page includes plenty of information, videos, and games. Moreover, they could also find some information in the website History for Kids and the YouTube channel Crash Course.

One the other hand, nowadays, children are exposed to a constant bombardment of information. That is why it is so important for them to learn how to discriminate reliable sources from no reliable ones. We could encourage them to do free searching. Nevertheless, to guide them in this apprenticeship the teacher could create and give them a Chart or Checklist to verify the reliability of the source.  Angela Bunyi,  and her post “Identifying Reliable Sources and Citing Them”, can give us some ideas on how to create this Chart or Checklist and how to address this topic with children.

5. “Timeline. Synthesize & gather all the info”.

Children could do a timeline as to synthesize, gather and display all the found information around the topic of racism throughout history in a clear and appealing way. To do so I have chosen the web page Read Write Think, because it is easy to use and allows the introduction of pictures. However, many great different tools can be found to create timelines with your class. For more ideas, check the post “8 excellent free timeline creation tools for teachers”. 

6. “Knowledge kills fear”. 

Ones the students know about racism and segregation throughout history, it is time to learn about multiculturalism and the richness of cultural diversity.

To do so they can learn about different cultures and countries in the outstanding National Geographic Kids website, they can use Google maps to travel around the world (6 Sites To Get Kids Excited About Google Maps) or they can learn about the gastronomy of different countries (International Gourmet Recipes for Kids).

 OPTIONS FOR THE FINAL PRODUCT  

7. “Create. What have we learned?” 

To create a final product in this project or unit, I have chosen 3 different tools. They could all be offered as an option. Letting children be the ones choosing the one best fitting their abilities and interest. Or we could choose the one that better fits our project or class. In this blog entry, I am going to develop in depth the activity 7.3. Create a Podcast.

7.1. Create a Digital Storytelling.
7.2. Create a Comic.
7.3. Create a Podcast.

The activity:

Create a Podcast on racism, multiculturalism and segregation.

Bloom’s Taxonomy:

Level VI: Creating (create new products or points of view): This activity gives the students an opportunity to plan, design, invent and produce a podcast which integrates the knowledge they have acquired during the Project/ Unit.

Grade/ target users/ level:

6th grade/ Senior level (5th and 6th grade).

English level, between A2 and B1.

Context:

Semiprivate school, Barcelona. Upper middle class families.

Four hours of English a week + 3 hours of Science in English (CLIL)

Context topic:

Racism, segregation and multiculturalism.

Unit/ Project:

This activity is conceived as the final product of a PBL (Project Based Learning) or unit on racism, segregation, and multiculturalism. The name of the unit/ project is “Knowledge Kills Fear”. The Project arises from the idea of educating the student in the idea of seeing cultural diversity as something rich and beautiful. 

* Why this topic? This is a school with a great cultural and race variety because of the neighborhood and the services the school provides. However, the school doesn’t work on this topic. Due to some conflicts and comments the English teacher decides to create this Project as an opportunity to reflect upon this topic, give the students a space to share their family culture and address multiculturalism in a positive way.

Possible link with other subjects:

History, Geography, Ethics/Religion.

Skills:

Listening, speaking, writing and reading

Audio podcasts are a piece of recorded audio about a specific topic. To create these pieces of audio, our students will have first to listen and read some examples (to have a model to imitate). It is important to choose examples adequate to their English level. If the podcast language is above their level we can give them the script, go over it beforehand and them listen and read the podcast at the same time. Doing this, we can also go over the characteristics, format and structure of the podcast.  It would be ideal if the podcasts use as models are related to the topic, if not we should look for podcasts of the students’ interest.

Then, they will have to write the script of their podcast and recorded. To write the podcasts, they will need the teacher guidance, language scaffolding (maybe a series of preset sentences). To encourage autonomy we could use some dictionaries like Merriam Webster Visual Dictionary Online, Shahi Visual Dictionary or the BBC Pronunciation Dictionary.

Resource used:

Laptops with an Internet connection

Tool:

To create a podcast, there are many WebPages offering a large variety of tools to create Podcast with your class. Most of them are free and easy to use. In this case, I chose School Podcast because it is specifically designed for schools. Therefore, the tool is intuitive and easy to use. The web page guarantees a secure exchange and sharing format within the educational community. Podcasts can be shared with other schools from all over the world. Moreover, the webpage allows you to categorize the podcast by school subjects and topics.

However, Be careful !! This is not your tool if what you want is to embed your podcast in the school website or any other already existing website. This tool only enables the dissemination of the podcast within the same website.

They are plenty of options and ideas on the topic. Here I attach some useful links, How to Create a Class Podcast in 5 Easy Steps, Educational Podcasting, Teacher’s Guide on the use of Podcasting in Education, How to Record Streaming Audio and Create a Podcast from Your PC.

Added value:

To implement this activity without the use of ICT, we could create a “radio studio” in the class and pretend to be radio presenters, collaborators, guest or journalist. However, the creation of a real podcast gives the activity added value for many reasons.

The use of technological tools for the creation of real products is engaging and motivational. Recording speech gives reason and opportunities to focus on language and pay attention to pronunciation. The creation of a podcast offers the possibility to share their work with the world. This will make them want to do their best and will make them feel their opinion is worthwhile. By sharing their work in certain platforms, they may get some feedback. This can be very motivational and give the whole activity real meaning.

Basically, in this case, the use of ICT gives them the opportunity to be real experts in the field broadcasting to the world!!

Students’ roles:

Students will be working in groups of four. They all will provide ideas and participate in the correction of the final script. Nevertheless, while drafting the script, two students will be writing and two others will be looking for words and expressions on the dictionary. Every half an hour, they will switch roles. In this way, all the students will have experienced both roles.

Management:

If we want to use ICT for the management of our class, we can always use ClassDojo. ClassDojo is a free app that allows you to give feedback points to your students and message the parents. Students can customize their avatars and parents can easily track the progress of their children.

Feedback points will be given for participation, fellowship and use of the English language. Students will be able to win and lose feedback point for themselves or for their groups.

Evaluation: 

The process and the final product will be taken into account to evaluate this activity. To evaluate the process, the teacher will use an observation grid. This observation grid will contemplate vocabulary, structures, use of the language and participation. To evaluate the final product, the teacher will use a checklist of requisites. This checklist will be given to the students beforehand to help them create their podcasts.

Moreover, the teacher will use the self-assessment to make them reflect upon their work and role in the group.  

Example of an observation grid, by María Sánchez Lerena and Andrea Malagarriga Perea

We are storytellers!

Hello girls!

This time we are Andrea and María writing together a post related to the use of iPads in the school.

The last 29^th of May we attended our last ICT session with Maribel Benito, who shared with us a list of recommended iPad apps suitable for use in the class.

First, we talked about the increasingly popular QR codes, short for Quick Response codes. These codes are used to take a piece of information from a transitory medium to the cell phone, and once there give you details about a specific business. Nowadays, you can see QR Codes in many different places like magazine adverts, billboards, and webpages. They are more practical than a standard barcode because they scan (and digitally present) much more data, including URL links, Geo coordinates, and text. Moreover, these codes can be scan with almost any smartphone or tablet device and do not demand the use of a  chunky hand-held scanner. If you wish, you can find the full Wikipedia description here.

But can we use QR Codes and its advantages to enrich the teaching-learning process? Of course! In fact, the use of QR codes in the educational field is on the rise because they are intriguing and motivating, but at the same time they are easy to create and use. But how can we use them in the classroom? Here you can find a Pinterest Board full of great ideas and by clicking here you can download a pdf file named “40 interesting ways and tips to use QR Codes in the classroom”. We hope you like it and find it useful!

Then, we went through the list of apps placing special emphasis on the most interesting ones and briefly getting to explore some of them. We had time to explore Class Dojo an app which is an alternative to the conventional classroom management tools. This app offers the possibility to communicate with the parents and track the behavior of the students. Then we experimented with Skitch, an app to write and draw on pictures. Also, we became makers with the app Tiny Tap, a multimedia game creator. And finally, we chose Toontastic for the designing of our HOTS (Higher Order Thinking Skills) activity and spent the last two hours of class working on this.

We choose this app because it is intuitive, simple and full of possibilities. In a few simple steps, it enables children to create their own animated cartoons. First, you can either create your own characters or choose among the given ones. Then, you create the scenes and press the button to record the voice while you move the characters as you want them to move in the final movie. And finally, you add the music and the credits.

Due to its characteristics, we thought that this app could be of use in the designing of our Project for the Elective subjects of the Master’s Degree. For this project, we have designed a unit in which 5th graders go over 5 different versions of the classic Cinderella story, from different countries and time periods. Reflect upon gender, class, and racial stereotypes around the world. Acquire the needed language to write a story (connectors, descriptions, and verb tenses).  Learn about the structure of a story (beginning, middle and end).  And finally, create their own “Breaking Stereotypes Story” and share it with the rest of the school.

The use of this app for the creation of the story could make the whole activity easier and more motivating. Not only the app scaffolds and guides children through the creation of the story, but also gives a final product which is visually appealing. Therefore, we are considering the possibility of using this app to carry out this HOTS (High Order Thinking Skills) activity, which we believe inevitably and conveniently entails the use of LOTS (Low Order Thinking Skills) like applying and remembering what has been learned throughout the unit. Among other things, this unit  aims to shape critical and creative citizens. Below you can find the story that we have created with this app.

To sum up, after two lessons learning how to use iPads as an educational tool, we believe that they can certainly make learning more engaging and memorable. This interactive technology encourages participation, allows the creation of adapted and personalize materials, encourages the creation of appealing products using English and reinforces communication  through countless possibilities and proven enthusiasm. Moreover, the use of the latest technology provides students with a set of digital skills necessary in today’s world.

The use of iPads as an educational tool. María and Laura posting and learning

The use of iPads and tablets as an educational tool is nowadays one of the emerging trends in society. Therefore, in the last Master’s Degree ICT class we were introduced to the use of this very sophisticated technology in schools. Maribel Benito, one of our ICT teachers, was the one leading this task.

First, she lectured us about the proper use of this resource and showed us how they use iPads in Jesuïtes Bellvitge, the school where she works. From what she showed, it looks like her school has a very carefully developed approach towards the use of technologies in the class. For instance, to deal with iPads and technologies, the school has created within its ICT program the role of technology leaders. These leaders are chosen and trained to help their classmates and teachers. They are several in each class and they are chosen among the students that are good with technologies. In regard to iPads, she told us that the real potential of this tool lies in the fact that children can easily create and share their own personalize learning materials and projects.

After this short lecture, we had the chance to explore the iPads and use them as if we were children. To do so, we used two apps, Book Creator and Bitsboard. 

With BookCreator we created a short story with photos, video, and audio. We must say that when we run out of time it was hard to stop working. It was then when we realized how powerful, engaging and motivating this tool and apps are. If you wish you can check out our creation.

With Bitsboard, we first created a series of flashcards and then some games. We found this app amazingly useful because the teacher and the students can easily create personalized flashcards with image, audio and written word. Then, ones you have the flashcards the app creates a wide range of games to work on this language.

Charter of Games

Unscramble

Wordsearch

Odd one out

Related to the application of these tool in the school, we thought that Book Creator could be used to create all sorts of stories. For instance, students could create stories for different moments of the year, like Christmas, Halloween, and Easter. Or could they do short narrations around different topics like, for example, "the story of their lives", "their holidays", "an innovative cooking recipe", or the "step by step documentation of a class project". We also thought that this tool could be used to work on the stories presented in the class. For instances, taken the story of The very hungry Caterpillar students could create their own version or make their own summary with pictures, screenshots, videos and audios of themselves while performing or even drawing the story. In this way, the story will be worked in depth and the students will have a repertory of personalize materials related to the story.

Moreover, Bitsboard could be used in the classroom, as mentioned above, to create personalized flashcards and work on language in a more meaningful way. We would do this by encouraging the class to take pictures and create their own flashcards. We also thought that we could use the games generated by this app to work in different Study Areas or to deal with fast finishers (those children that always finish earlier than the others).

Therefore, Book Creator easily prompts HOTS (High Order Thinking Skills) activities in which students can create, evaluate and analyze. And Bitsboard is an amazing tool for working on LOTS (Low Order Thinking Skills) like remembering, understanding and applying.

Exploring the use of Interactive Whiteboards (IWB)

The creation of the first internet protocol in the early 1960s and the introduction of personal computers as mass-market consumer electronic devices in 1977 are two relatively early events that changed how we learn and access information. However, in less than four decades new technologies have made their way into the world and have changed human lifestyle at dizzying speed.
A month ago I was talking with two friends in their thirties about the use of laptops, interactive whiteboards (IWB) and tablets in schools. Strangers to the educational reality, these two friends listened to this information as if it was a series of science fiction novels. They were shocked to hear that textbooks and classic school chalkboards are very often replaced by laptops and IWB.

"The rapid and constant pace of change in technology is creating both opportunities and challenges for schools."(Education Week, 2015) I strongly believe that IWB are a powerful tool when use properly, which add interactivity, collaboration and motivation to daily classes. Therefore, I am happy to have the opportunity to learn how to use them to their full potential.

To explore the possibilities of IWB as pedagogical tools, I have created three different activities. These activities are designed around Bloom's Revised Taxonomy classification for different learning objectives. 

Bloom's Revised Taxonomy

1. Create your own character

Please click here to download this activity

Age/ Level

This activity has been created to work with primary education students. However, depending on the level of the class this activity could be used with all ages.

This activity aims: 

- To review content vocabulary.

- To use the content vocabulary in a sentence.

- To create children's literature characters who break stereotypes. 

Competences:

- Communication in a foreign language.

- Digital competence.

- Social and civic competences.

* Key competences for lifelong learning. European Reference Framework

Bloom’s Revised Taxonomy

This activity offers an opportunity to enhance both lower- and higher-order thinking skills.

Lower order thinking skills. 

• Level III: Applying (using the knowledge in a variety of ways): This activity provides an opportunity to apply, use and practice the content vocabulary in a sentence (context-meaningful use).

Higher order thinking skills. 

• Level VI: Creating (create new products or points of view): This activity gives an opportunity to randomly combine the names of different characters in children’s literature, with adjectives and places.

Suitable Topic

This activity has been created within a project called "Alternative endings". This project's aim is to: encourage children to think about the stereotypes perpetuated by Children’s Literature, to awaken their critical thinking and creative imagination, to teach them break down stereotypes, and to produce a modernized versions of children’s literature stories.       

How to play

Children will roll the dice and complete the sentences with the given words. At the same time, a list of characters can be created with the new characters provided by these random combinations. Later, a series of activities can be done with this list. For instance, the creation of a new story can be done.

2. Parts of a flower.

Please click here to download this activity

Age/ Level

This activity has been created to work with primary education students. However, depending on the level of the class this activity could be used with all ages.

This activity aims: 

- To introduce the content vocabulary: Flower, stem, leaves and roots.

- To provide information about a flower and its different parts.

- To help review and study the content vocabulary: Flower, stem, leaves and roots.

Competences:

- Communication in a foreign language.

- Digital competence.

- Mathematical competence and basic competences in science and technology.

- Learning to learn.

* Key competences for lifelong learning. European Reference Framework

Bloom’s Revised Taxonomy.

This activity offers an opportunity to enhance lower order thinking skills.

Lower order thinking skills.      

• Level II: Understanding (Explain idea or concept): This activity gives the opportunity to explain and recognize the different parts of the flower.

•  Level I Remembering (Remember or recall information): This activity gives the opportunity to recall the different parts of the flower and help students check if they remember them. 

Suitable Topic

This activity has been created within a science project. This project's aim is to learn about pollination of flowers and the importance of pollination in agriculture.

How to play/ use

After having checked for previous knowledge and presented the topic in a way which captures students’ attention. The teacher will present and comment on the different parts of the flower.

In future classes, this same activity can be use to help review, study and evaluate content and vocabulary.

3. Back from holiday.

Please click here to download this activity

Age/ Level

This activity has been created to work with primary education. However, depending on the level of the class this activity could be used with all ages.

This activity aims: 

- To encourage written production.

- To prompt oral production.

- To contextualize vocabulary like:

-  Beach, mountain, village, city and country names.

-  Family, friend, best friend, mother, father, brother, sister, cousin, aunt, auntie, dog.

-  Swimming, playing, sunbathing, eating, sightseeing.

* Alternative and spontaneous vocabulary which suits the topic.

- To provide a space for sharing personal experiences.

Competences:

- Communication in a foreign language.

- Digital competence.

- Social and civic competences.

* Key competences for lifelong learning. European Reference Framework

Bloom’s Revised Taxonomy

This activity offers an opportunity to enhance both lower- and higher-order thinking skills.

Lower order thinking skills.

• Level III: Applying (using the knowledge in a variety of ways): The activity gives the opportunity to apply, use and practice the vocabulary learned during previous school years

• Level I: Remembering (Remember or recall information): The activity gives the opportunity to remember and review vocabulary from previous school years.

• Level II: Understanding (Explain idea or concept): The activity gives the opportunity to understand new vocabulary and concepts.

Higher order thinking skills. 

• Level VI: Creating (create new products or points of view). The activity gives the students the opportunity to create a piece of text to talk about their holidays.  

Suitable Topic

This activity is included in a package of activities which has been created to start the school year. These activities provide a space to share personal experiences in English and to start the school year in a meaningful way.

How to play

With the included help tool, guidance from the teacher and peer assistance each student will fill in the spaces including a chosen holiday picture and mark the destination in the map provided. Then, the student will talk about their holidays in front of their classmates and teacher. 

Please click here to download these activities