LLENGUAMÓN
BLOC DE LLENGUA I LITERATURA
dimecres, 1 de novembre del 2017
dijous, 25 de maig del 2017
WE
SPEAK EUROPE TOO! (FINAL PLAN)
An eTwinning project about minority languages throughout Europe
1.-INTRODUCTION:
CONNECTING VOICES AND CULTURES AS A KEY PART OF EUROPEAN HERITAGE
There
are approximately 60 regional or minority languages (RML), also
referred to as lesser used languages (LUL) in Europe.
Most
speakers are bilingual.
This
eTwinning project has two different aims. On the one hand, we intend
to connect minority languages and cultures throughout Europe.
Teachers, students, families...we're not alone. Similar situation
drive us to a similar solutions and possibilities. So let's work
together!
Once
connected, the main purpose of the project and the future outcome is
to make visible our languages and cultures as a key part of the
European diversity. This includes the problems involved in everyday
life as a speakers, challenges we'll face in the future, our
linguistic rights, etc.
2.-INVOLVING...
-
4/5 partners
- Students from 12 to 18
-
Teachers of language, arts, history and maths
-
Other institutions as local administration, and cultural institutions.
3.-OBJECTIVES
& CURRICULUM INTEGRATION
General
objectives:
Develop awareness of being critical
and explore ways to defend common interests as Europeans citizens
Promote, protect and value both
minority languages and english as a key to build opened and modern
societies from our roots
Lead their own learning process, be
creative and interact confidently using ICT and innovative tools and
methods
Respect and value immigration
languages and cultures as a part of Europe
Objectives
according the subjects involved:
LANGUAGE:
Develop language skills and creativity
(all languages).
Explore the possibilities of digital
narrative
Take benefit from multilinguism to
improve our English
Enrich the scope of European
literature.
HISTORY:
Enrich the scope of European history
in a wider context.
Reflect about the differences between
cultures, nations, and states
Understand internal European migration
movements and relate them to the external ones
MATHS / ECONOMICS:
Develop mathematical skills throughout
the elaboration of stats about the different languages in Europe
(social use, speakers, etc.)
4.-
FINAL PRODUCTS
THE
FILM
It
consists on shooting a documentary about minority languages social
use throughout Europe using smart phones. The film is structured in
four parts corresponding to the partners. Each of them will reflect a
day in a student's life, trying to use a minority language in
different situations. Common parts in English and stories in each
minority language, subtitled in English.
RESEARCH
-
- MATHS It consists on searching data about language's social use and other factors, as population and economic info from each partner, elaborate stats and compare them. Finally, publish the results.
- HISTORY A vIdeo work about European migration movements and differences between nations, cultures and states for noticed that most countries in Europe are multilingual
THE
MANIFESTO ABOUT LINGUISTIC RIGHTS
As
a final task, students purpose, debate, and put to vote a manifesto
about linguistic rights of minority languages users. Each student
read a part and is recorded on video in his language, subtitled in
English.
5.-ORGANIZATION
& METHODOLOGY & ICT tools
Generally,
an European student's team will be in charge of each one of the
activities. Teams are formed by interests and different roles and
tasks are assigned. Students take the lead and keep in touch with his
European partners, using Twin Space's tools. Teachers use these
spaces to meet, coordinate periodically and evaluate tasks in order
to get a balanced work. All tasks, objectives and meetings are
planned.
Organization
is flexible. For shooting the documentary, European Team is the
common group in charge of design, structure and decide about common
parts of the film, but there's national teams too for creating and
shooting each story. Anyway, specialists from each country team
(coordinator, camera, producer) keep in touch to face and solve
common situations.
In
terms of methodology, students
so
collaborative and significant work. They debate
and solve
situations at different levels, both in the general forums and at the
specialists group, according to the task assigned. Teachers just
plan, guide and facilitate student's work and creativity.
ICT
tools are a key part of the project. There are a few ones:
Search
tools
Twin
space tools (chat, video conference, pages, etc.)
Smart
phone apps for shooting videos (an agreement in technical settings is
required).
Edition
software
Social
networks
Graphic
design software (for presentation, for subtitle videos, etc.).
6.-EVALUATION
Evaluation
is planned
as a part
of
every phase of the process. Each
phase has its correlated rubrica and teachers share results in order
to ensure a balanced and satisfactory work. Otherwise, teachers will
modify the process according to the evaluation
Students
evaluate themselves too mainly by questionnaires. They evaluate both
individual work and as a team.
7.-DIFFUSION
We
want to make our final products (the
film, the research work, the manifesto) available
for everybody interested in the subject by social network, mass
media, educational community (schools, regional government) as well
as seminars
and universities.
We're specially interested in
collaborate with European charter for regional or minority languages
promoted by European Council.
dissabte, 20 de maig del 2017
UNIT
4: COLLABORATIVE ACTIVITY:
A
DOCUMENTARY ABOUT MINORITY LANGUAGES SOCIAL USE THROUGHOUT EUROPE
DESCRIPTION
This activity is
based on the project “We speak Europe too!”. It consists on
shooting a documentary about minority languages social use throughout
Europe using smart phones. It's a complex task, so a few instructions
are given to the students. The film is structured in four parts
corresponding to the partners. Each of them will reflect a day in a
student's life, trying to use a minority language in different
situations.
Involving 4
partners, students from 15 to 16 (6-7 students per partner)
CONNECTING WITH
THE CURRICULUM
Digital competence,
interacting confidently with ICT tools in a collaborative way
Language skills in English and minority language
Lead and asses
their own learning process
Develop creativity
Value both European
and their own cultural heritage, as well as respect between cultures
Explore ways to
defend common interests as a critical and active european citizens.
ICT TOOLS USED
For
being connected
|
For
shooting
|
For
edition
|
|
|
Biteable,
Wondershare or similar,
|
EVALUATION
The whole process
is evaluated by teachers and students. Each phase described in the
next section has its correlated rubrica and teachers share results in
order to ensure a balanced and satisfactory work. Otherwise, teachers
will modify the process according to the evaluation.
COLLABORATION
Teachers
|
Design the
activity in a collaborative way
Plan different
parts and elaborate a schedule
Set European
team up according to student's interests.
Train the
students in ICT tools (smart mobile apps, edition tools) and
rudimentary rules for filmmaking. Teachers provide student's with
some documentaries as an example. These documentary films will be
chosen mainly according to the curriculum.
|
Students
|
COLLABORATIVE
PART USING TWINSPACE
COMMON PART
(ENTIRE EUROPEAN TEAM)
They share
training in ICT tools and filmmaking in a on-line course designed
by teachers. Students share doubts and comment on the
documentaries given as an example by the teachers on chats.
The European
team debate and decide an introduction for the film, a common
structure for the four stories and a final part. Different options
can be put to the vote in survey using ICT tools, if necessary.
Elaborate and
approve a script and storyboard.
Technical
agreements about smartphones (settings)
The European
team design roles in filming units, driven by their teachers.
Students put to
vote the film tittle.
PARTNER'S
FILMING UNIT
Once the
structure of the film is established, students:
1.-Debate what
kind of situation and context is the best option for describing
the problems speakers have to face when using a minority language
in their countries and communicate it to partners in next meeting.
2.-Each partner
form a filming unit in which there are different roles. As an
example:
3.-Throughout the
process, filming units keep in touch and share their progress and
doubts in on-line meetings. Different roles interact with his
correlatives in specific meetings (cameras, producers, editors,
etc.). These meetings coordinate shooting of introduction and
final part as well.
4.-Finally,
units put together different parts, and students in charge edit
the different parts and transform them into a final product.
|
dijous, 11 de maig del 2017
dilluns, 8 de maig del 2017
Discovering eTwinning..!
Throughout the #moocintef about eTwinning, I reasserted that we all have lacks in our every's day practise, especially as we are commonly used to teach individually, without any partner reference, unlike other jobs. In this sense, share experiences, apps, tools, doubts and projects with other colleagues from all over Europe could make the difference and ensure we work in a globalized learning for a globalized world. It's the only way to attend our student's needs, including a lot of factors involved.
Moreover, i think this is a great job in the measure innovation and illusion is present in our every day's life. There's no learning without innovation. Just for a simple reason: we can not demand from our students curiosity and initiative if we don't have any of them.
In my case, needs are related with ICT, group dynamics, assessment and projects driven to a significant learning in the area of language and literature.
As a teacher interested in developing strategies to inspire students to read and create, i paid attention to two different projects. "Literature and music. Why not?" explores the options to relate these two different arts in a creative and inspiring ways.
On the other hand, "Reading together" is a good exemple of how the high expectations regarding eTwinning platform can get real by a structures project, allowing students from different countries to share a reading experience.
dimarts, 31 de març del 2015
dimecres, 25 de març del 2015
MUSEUS DE TRACA !
El passat divendres 13 de març vam anar al museu etnològic a veure com era la vida
dels nostres avantpassats a l’horta, marjal i a la muntanya. Ens van ensenyar
les eines que utilitzaven, com eren les cases en l’antiguitat i també fotos
d’alqueries antigues.
També vam veure una església bizantina que havia sigut reformada i ara era
un saló d’actes.
A continuació vam visitar el museu arqueòlogic on ens van donar unes pistes
per a endevinar uns enigmes per tot el museu i ens van regalar un mocador
faller.
Per últim i aprofitant que eren les falles vam anar a veure una "mascletà" en
directe.
Paula Bagán i Deimante Butkeraityte. 4t d'ESO
Paula Bagán i Deimante Butkeraityte. 4t d'ESO
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