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Trabajo Fin de Máster An Improvement Proposal of the “Crime” Unit Plan Propuesta de Mejora de la Unidad Didáctica “Crimen” Autor Ada Gracia Gutiérrez Director Carmen Forns Martínez Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanzas de Idiomas, Artísticas y Deportivas Facultad de Educación Curso 2019/2020 Table of contents Abstract 1.Introduction 1 2. Purpose and Objectives 2 3. Justification and Theoretical Framework 4 3. 1 CLT approach: Origins and Characteristics 5 3.2 Motivation, Interaction and Cooperative work 6 3.3 Differences Among Learners (Anxiety) and Varied Learning Styles 8 3.4 Scaffolding and Feedback 9 4. Methodology 10 5. Unit Plan Proposal 12 5.1 Context 12 5.2 Contribution to the Key Competences 13 5.3 Objectives and Contents 13 5.4 Lesson Plan 14 5.5 Materials 17 5.6 Evaluation Criteria 18 6. Conclusions 19 Works cited 21 Appendices 23 1. Assignments used as evidence of the necessity of improvement 23 2. Objectives and Specific Contents 23 3. Lesson Plan 24 4. Materials 25 5. Evaluation Criteria 36 Abstract In the following dissertation I carried out a proposal of improvement of the unit plan that I have designed for the Practicum II period entitled “Crime”. As this unit was affected by the health alert situation in regards to methodology, rhythm, and class dynamic, I have tried to change and improve those aspects. In order to accomplish the mentioned purpose, I have based the present empirical paper on a series of theoretical studies related with Second Language Acquisition (SLA) and Communicative Language Teaching (CLT). Furthermore, I have focused on learners individual differences, mainly on the issues of anxiety, since they must be seriously taken into account as well as the diverse learning styles of students. I have also explored some authors on Project Based Language Learning (PBLL) as it is the methodology used to design the unit plan, and I paid attention to the specifications stated on the Aragonese Curriculum about the contents that students of 3rd of ESO must be taught. By making use of all these tools , I have sought to create a unit which improves students learning experience by promoting critical thinking on the central topic of the unit and by contributing to the development of students skills and competences, chiefly the communicative one. Keywords: PBLL, Communication, Interaction, Collaborative and Cooperative work, 1 1. Introduction In the present empirical paper I am going to analyze the proposal of improvement of the unit entitled “Crime” created for the Practicum II period which I have transformed into an enhanced unit called “Mind Cybernetic Crimes!”. I will proceed to explain the reason why I decided to make a proposal to upgrade the original unit. One of the requirements of the Master de Profesorado is to create a lesson plan during the Practicum period which later on is taught in a real high school with students of secondary mandatory education. In my case, this experience had to take place in La Anunciata school. However, the present academic year had been affected by the health alert situation which impeded the usual development of this practice. This fact unchained a circumstance in which teaching took place in a variety of context. In regards to my situation, I developed my lesson plan through the Hangouts Meet platform, that is via online. Taking into account that the Practicum takes place in the third trimester of the year, it could be observed that students’ level of anxiety increased when facing a new teacher. This is something hard to solve when the mere contact with the learners is through a screen. This unusual context did not only affect to students’ anxiety, but also to the rhythm and amount of work, to the classroom dynamic and to methodology. Therefore, my intention is to propose an improved and enlarged unit plan from which students’ can extract a more profitable learning experience. The proposal arises from the necessity of making a more communicative and interactive unit plan which originally was made up mainly by individual activities. Hence, its relevance resides on the creation of a unit plan which is really advantageous for learners and which gives priority to communication. Thus, the main objective of the present empirical paper is to change the original unit in such a way that the new one revolves around the concepts of communication, interaction and collaboration and cooperation. In order to accomplish the mentioned improvement, first I have designed a unit plan integrated by activities which implies group work and that requires communication among students. In order to accomplish this purpose, I have revised some literature on Second Language Acquisition (SLA) and Communicative Language Teaching (CLT) principles. Furthermore, I have focused on theory about different issues such as the individual differences of the learners, their affective filter or motivation because these 2 factors can affect learners and also their efficiency to a great extent . I have also read about Project Based Language Learning (PBLL) since it is the methodology chosen to carry out the mentioned improvement. This is so because this methodology has collaborative and cooperative work at its core and, therefore, it enables the development of the communicative competence. Besides, I have also paid attention to the Curriculo Aragonese as it states the mandatory contents that the students of secondary compulsory education should be taught. It also serves as guide regarding the competences, objectives and evaluation criteria. 2. Purpose and Objectives In this section I will briefly explain the purpose and objectives of the present empirical paper. Given the fact that the Practicum period II took place in anomalous circumstances, I was obliged to create a unit plan which adjusted to the health alert situation. As it can be imagined, this event conditioned to a great extent my decisions when creating and designing the different elements that conformed the unit. I made up the mentioned unit following the teaching style of my mentor so as not to alter the learners’ rhythm of work. However, the unit is far from what I would have proposed in an ordinary context. I would have created a unit based on interaction and communication, but instead it was mainly composed by individual activities. Consequently, in the new proposal I would like to follow CLT and SLA principles more faithfully as well as to work through a project based language learning methodology. Therefore, I have created activities which allow interaction between the learners and also collaborative and cooperative work. My purpose is to make them more communicative and appealing in order to raise students’ level of motivation and improve their learning process. Moreover, I want to provide varied resources so as to attend to the different learning styles. Thus, the ultimate aim of this essay is to enrich the unit created for the Practicum by making several changes on methodology, rhythm and amount of activities and classroom dynamic. Due to these reasons the objectives of the essay are the following: 1 To make the unit communicative: the unit that I created was called “Crime” and it was chiefly formed of individual activities. Therefore, this fact impeded communication among students. Taking into account that the aim is to teach English, which is a language, communicating must be at the core of the unit. Having said that, one of the main goals of 3 the essay is to revise and recreate the activities designed for the Practicum unit plan and transform them into activities which allow communication. 2 To make the unit more collaborative and cooperative in order to promote interaction: another objective is to encourage students to work in pairs or groups so as to take advantage of their mates while interacting during their learning process. This dynamic will allow communication and students will learn how to relate with their mates and how to behave when working collaboratively and cooperatively. 3 To enlarge the unit: before creating the unit we assisted via online to the mentor lessons so as to see the rhythm and dynamic that students and the teacher had. I tried to adjust the unit according to what I observed and the tips given by my mentor. This resulted in a reduced version of a unit plan. As students had to work on their own in their houses the amount of work was considerably fewer. Therefore, my objective is to create more exercises and activities and provide them with more resources so as to improve their learning experience. 4 To give students differentiated opportunities to learn so as to attend to their different learning styles: as a teacher I must be aware that there are several learning styles. Therefore, the same content can be presented in several ways so that students can take advantage of the one which fixes better with their own learning style. Thus, I have to take this fact into account in order to provide students with different resources which allow them to learn more effectively. 5 To develop several competences: the predominance of individual activities in the former unit directly caused an impediment for students to interact and communicate. Therefore, the communicative competence, which must be inherently developed when teaching a language, could not be developed in any way. Moreover, the absence of activities in pairs or groups did not enable the development of the social and civic competence. Hence, the aim is to create activities to develop the above mentioned competences. Moreover, as students are going to work in a project they need to look for information. Thus, the digital competence is also developed. Finally, the cultural awareness competence can also be developed because the topic of cyber crime has a lot of branches that can be explored by the students and that affect nowadays society. 6 To improve the unit so as to make it more motivating: another objective is to attract students’ attention towards the topic of the unit and the activities. For this purpose, 4 the task designed must require students to reach objectives that awaken their curiosity and that eventually motivates them. 7 To provide students with scaffolding and feedback: another aim is to provide students with formative feedback. That is, feedback that they can use and put in practice to improve their learning. Moreover, the role of scaffolding is also significant as it can mark the difference between not been able to carry out a task or accomplish it with success. Thus, I should analyze every activity in order to provide an adequate scaffolding for students to reach their goals. 8 To lower students’ anxiety: during the Practicum I was in charge of teaching the first unit plan that I created to students of 3rd year of ESO. This experience takes place almost at the end of the third trimester of the year. This fact together with the anomalous circumstances and with the issue of facing a new teacher that they do not know increases their level of anxiety. Therefore, my aim is to create an activity which allow the learners to know myself so that they can feel secure and learn in a more effective way. 9 To develop a project based language learning: I consider that this methodology provides an enriching experience because students learn through the process while they are investigating, and therefore, a greater interest about the topic arises on them. Furthermore, I believe that it is a good option to foster the students’ autonomy. Besides, it implies group work which countenance the development of the above mentioned competences, mainly the communicative one. Thus, the project based language learning methodology allows me to accomplish the already explained objectives. To sum up, the desired objective of the essay is to make several changes so as to transform the former unit in a unit plan which is learner-centered and which is chiefly integrated by interaction, communication and collaborative and cooperative work. 3. Justification and Theoretical Framework During the Practicum II period I was asked to elaborate a unit plan. My intention was to create a unit which was mainly focused on communication. Nevertheless, the extraordinary circumstances of the health alert situation forced my to adjust to it and to create a unit plan constituted by individual tasks. Therefore, there is an impediment for the development of the communicative competence which is at the centre of the language 5 teaching classrooms. Hence, in order to solve this problem, my intention is to create a proposal so as to improve the former unit. This improved version must revolve around communication and interaction. It is due to this facts that I am going to rely on some literature about CLT (Communicative Language Teaching) approach, interaction and cooperative work as well as about several features that must be taken into account when designing a unit. Those features are motivation, learner’s individual differences, mainly anxiety, and varied learning styles. Moreover, I will also make a brief reference to the themes of scaffolding and feedback as they play an important paper in student’s learning process. 3.1 CLT approach: Origins and Characteristics Brandl states that Grammar-translation method has been the preeminent method in regards to the field of language instruction during many decades (2008: 2). This method relied on vocabulary list, translation, repetitive practice and deductive approaches (that is to teach grammar rules and then carry out controlled practice of them) as the best way to acquire a language. Thus, little attention was dedicated to gain oral proficiency whereas the mastery of grammar was at the core of the methodologies of the time. Richard & Rodgers (2001: 1) explain that due to the fact that a need for developing speaking skills was identified by educators, the Grammar-translation Method started to be questioned towards the mid of the 19th century. All this led to the emergence of a variety of approaches and methods during the 20th century (Richard and Rodgers 2001: 4). Mitchell and Myles (2013: 46-47) situate the 1980s as a period of strong development on the field of SLL. Specially significant is the paradigm shift, also called “sociolinguistic revolution”, which flourished as a demand of the British applied linguistic to make a more practical and communicative use of the language (Richard and Rodgers, 2001: 7). Lightbown (2000: 435) reaffirms this fact and adds that the change was unfettered by “the national-functional syllabus movement in Great Britain”. Given those changes, the communicative competence turned into the main goal of the language teaching. As a result of this change, in stead of a system, language started to be perceived as an instrument for communication. This turning point lead to the birth of the CLT approach. Richards finds that the approach can be seen as “a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, 6 and the roles of teachers and learners in the classroom” ( 2006: 2). Moreover, Dörnyei determines that CLT methodology revolves around the learner’s participation in significant L2 communicative instances which resemble real-world situations (2009: 1). On his part, Brown expounds that the main characteristics of CLT are the following (2007: 46-47): 1. “overall goals”: the stress must be put on grammatical, functional, sociolinguistic and strategic competences. That is, the different constituents of the communicative competence. 2. “relationship of forms and function”: language techniques are used as a medium for the learner to make a functional and meaningful use of the language. 3. “fluency and accuracy”: both skills must be paid equal attention as one complements the other. 4. “focus on real world context”: the communicative instances given in the classroom must equip students with skills to be competent in real world-context situations. 5. “autonomy and strategic involvement”: autonomous learning is fostered by raising students’ awareness about their own learning styles. 6. “teacher roles”: the teacher do not embodies a supreme source of knowledge. In stead, it acquires the role of a an assistant. 7. “student roles”: students carry out an active participation in their process of learning a language. Therefore, it can be said that the emergence of CLT approach supposed a change in the paradigm of language teaching which nowadays gives priority to communication as the best medium to learn a language. In fact, the impact of this approach was so significant that the Aragonese curriculum, which in the presents days establishes the compulsory content of students of secondary mandatory education, concurs with CLT principle as it centres the communicative competence as the main objective to be achieved in the process of learning a foreign language (Orden ECD/2016 de 26 de mayo). According to this approach, it has been established that the main aim of language teaching is communication. As I have placed this feature as a central one of my unit plan, I must rely on this approach. In addition, due to the fact that the CLT approach is learnercentre, I have decided to follow it. 13 5. Unit Plan Proposal 5.1 Context The unit plan that I have designed is entitled “Mind Cybernetic Crimes!”. It deals with the topic of crime, more specifically, it is centred around cybernetic type of crimes. I have decided to deal with the issue of cybernetic crimes because, as its name indicates, they occur through electronic devices with which students are very much familiarized. Thus, my intention is to broaden students’ notion of the topic by working on different types of cybernetic crimes and the social impact that they generate and the consequences that they have. Moreover, since learners are the basis of tomorrow’s society, the main goal of the unit is to make students develop a critical thinking about the theme through its understanding and to contribute to the acquisition of the English language. Regarding students’ previous knowledge, they are well informed as they are actual users of the social networks where these kind of news usually appears and which in fact can also be subjects of these types of crime. In relation to the students, the unit plan created will be taught to learners of 3rd of ESO. The classroom is composed by eleven students, nine girls and two boys respectively. Some of them present some basic knowledge of English. Nevertheless, the majority of them have a goof mastery of the language. 5.2 Contribution to the key competences The unit plan created contributes to the development of several competences. The Learning to Learn (LTL) competence is developed mainly through the elaboration of the final project as students are required to work autonomously, therefore they must manage their time and make decisions. The fact of organizing the students in teams implies group work which allows the development of the Social and Civic (SCC) competence. Moreover, the Cultural Awareness (CAC) competence is developed through the treatment of the topic of cybernetic crimes by raising students’ awareness of its consequences and impact. The Digital competence (DC) is developed trough the different session since the teacher makes use of the ICTs to provide students with input. Moreover, learners need to make use of the ICTs tools in order to accomplish the different tasks that they are required to carry out. Finally, the communicative competence (CC), which is at 14 the core of the unit plan, is developed all along the unit. It is developed both when teaching vocabulary and grammar and also by means of the other activities that must be completed in groups and in which students must communicate. 5.2 Objectives and contents The objectives formulated for the unit plan “Mind Cybernetic Crimes!” have been selected taking into account the evaluation criteria specified in the Curriculo Aragonese. Therefore, as the communicative competence is stated as the main goal to be achieved in the language classroom by the curriculum, the objectives created revolve around this idea. Apart from the Curriculum, I have also paid attention to the chosen methodology to create the objectives for the unit. Moreover, I have formulated the objectives taking into account the desired contents and knowledge that I wanted students to acquire and learn. Hence, I have focused on what students should know and be able to do at the end of the unit bearing in mind both the topic and the lexical and grammatical contents that have been selected (see Appendix II). Now I will talk about the contents chosen for the creation of the unit plan. I decided to depart from a specific topic which are cybernetic crimes and a communicative situation that may take place which is giving advice. That is, I decided to follow a Situational and Thematic syllabus. Thus, before thinking about the contents themselves, I selected the topic I wanted students to deal with. I chose cybernetic crimes because learners are actual users of social networks and many digital sources where these crimes may occur. Therefore, I consider that they can take advantage of the topic. After having elected the main theme, I carried out some research about these crimes to get to know the most significant points about it, its types, impact etc. Once the research was done, I proceed to make a list of subtopics to include in the unit. For instance, one of the activities that helps to work one of the main skills (reading) deals with the subtopic of cyber bulling as it is a phenomenon that affects teenagers. Later on, I made a selection of relevant vocabulary that students should know and may need to carry out the project. In regards to grammar, I revised the mandatory contents stated by the Aragonese Curriculum to be taught in 3rd of ESO. After that, I chose the grammar contents which better fixed with the communicative situation. That is, modal verbs to give advice about the risk of cybernetic 15 crimes. I consider that Situational and Thematic syllabus can be advantageous for learners as it compels them to use the target language in an authentic communication. Therefore, the main two pillars used to both create the objectives and select the contents are the methodology selected and the Aragonese Curriculum, which have been used taking into account the perspective of Situational and Thematic syllabus. 5. 3 Lesson Plan The unit plan “Mind Cybernetic Crimes!” is constituted by six lessons of fifty minutes each. The criteria chosen to designed and organize the activities is extracted from the chosen methodology, that is project based language learning (PBLL), as well as from the Curriculo Aragones. As it has been previously explained, PBLL is based on the accomplishment of a series of stages. Therefore, I have followed the mentioned stages to contribute to the students’ required preparation for the creation of the final project. Therefore the unit plan is distributed as it follows: The first lesson corresponds to the activation stage. Lessons two and three are dedicated to the discovery stage. Moreover, lesson four covers both the discovery and deepening stages. Similarly lesson five is designated for the planning, creating and publishing stages. Finally, lesson six serves to execute the sixth and final stage. That is, the assessment stage. Following PBLL premises, I have created activities which are simpler at the beginning of the unit and which become more demanding while learners go through the unit. Thus, difficulty goes in crescendo posing challenges which are progressively more exigent for students to be able to accomplish them but also to learn something new. In order to comply with the principles of CLT approach and PBLL methodology, I have organised students in groups so that they are exposed to the teachers’ input but also to their mates one. Moreover, they must form a team to work with all along the unit. Hence, as they are required to do the task all together, communication will take place the vast majority of the time. Therefore, the communicative competence will be developed as it is at the centre of the unit plan. Now I will proceed to briefly comment on the different activities that conform the unit plan. As the methodology that I have chosen to develop this unit is PBL, the first 16 thing that I have planned is the final product that students must achieve. In this case, the final product is a digital lap book where students must include information about cybernetic crimes and also some piece of advice in order to prevent them. Thus, the activities chosen and designed all alone the unit are directed to the accomplishment of the mentioned project. Regarding the activities, in the first lesson I have included an activity of seven minutes in which I am going to project some sentences about myself. Students have to guess weather they are true or not. Moreover, I will also project some questions which some students and myself will answer. The main aim of the activity is to take into account students’ individual differences. More specifically, the issues of anxiety that, as it has been explained, can affect learners’ learning process. I decided to include such an activity because I observed during the Practicum that some students experienced this feeling when facing a new teacher. Moreover, the activity also allows me to get to know the students and gain confidence. For a project to take place, a challenge must be proposed to the learners. In this case I have decided to make use of the ICTs to create a Voki message that propose the driving question to the students. In my opinion, introducing the challenge in such a way calls students attention arising curiosity and also raise their level of motivation. In regards to the final project, students are required to create a digital lap book telling information about the cybernetic crimes that exist and giving some tips about how to avoid them. Through the session students can find different activities which contribute to the creation of this final project. In the first session, they are provided with vocabulary of the topic through a World cloud. Moreover, they can obtain information about the topic through a reading on cyber bulling and through a listening of a real that presents cybernetic crimes as a business. In order to prepare student to create the lap book itself, they are provided with several examples of sentences containing modal verbs. Therefore, grammar is presented in an inductive way as learners have to infer the rules by themselves. Hence, they will be able to give some advice on the topic. Furthermore, there are two activities which are specially focused on the structure of the lap book. The former one shows examples of lap books that students must read so as to identify the parts that it must have. The latter presents a list of tips. Some are convenient and others are not and this is precisely what learners must decide. 17 In order to attend to the varied learning styles of the students there are several contents that are presented in different ways. When teaching the grammar, students are provided with some examples of sentences containing modal verbs for them to infer the rules. However, they also have at their disposal a video where a real conversation in which modal verbs are used takes place. Besides, in the snap activity students have cards with vocabulary, but also a recording in which those words appear in order to facilitate their learning process. This variety also serves somehow as scaffolding. However, there are activities which are specifically scaffold. For instance, the reading may be equipped with a box containing the most complex words either translated or accompanied by their definition. In the case of the listening, the subtitles can be used so as to facilitate comprehension. Moreover, it will be played twice so that students can reach a better understanding. If it is too difficult, teacher can play the listening and stop when an answers has been listened to so that students have more time and aid to understand it. In relation to the feedback, all the activities that students have to carry out will be corrected by the teacher, either hand it in or collectively. Moreover, I have decided to include the feedback carrousel in the planning stage for learners to receive not only the teachers’ feedback but also their mates one. Consequently, even though there are teams every one is taking advantage of the other ideas, suggestions and recommendations fostering comradeship and discouraging competition. Having gone all through the unit, I would say that it is conformed by activities that try to prepare students for the accomplishment of the final product, but they also contribute to the development of several competences, chiefly the communicative one, and enhance the learning process of the students by raising their awareness on the topic at the same time that they acquire the English language. 5.4 Materials I will dedicate this section to deal with the issues of materials. I will briefly explain how I created and selected the materials that conform the unit plan entitled “Mind Cybernetic Crimes!”. The criteria followed to select the materials have been drawn from the different stages that conform the PBLL methodology. Hence, I needed materials which fixed in 18 each step that must be followed when using the above mentioned methodology. Therefore, materials should activate students’ previous knowledge at the beginning of the unit. Besides, they must allow learners to explore and discover as well as to gain a deepen knowledge both on the topic and on the language. Later on, materials should enable students to organized the acquired knowledge so that they can proceed to create the final product. That is, the materials chosen progressively became more challenging and demanding as the unit advanced. For instance, the Word Cloud activates students’ knowledge as it allows them to make different connexions between concepts. However, cognitively speaking, it is less demanding than the debate where students must rely on the knowledge already acquired to participate. Furthermore, as the Aragonese Curriculum indicates that the learning process of a foreign language must integrate the development of the four skills which are: listening, reading, writing and speaking, I wanted to pay attention to them (Orden ECD/2016 de 26 de mayo). Therefore, although some of them have been given more priority regarding the evaluation, I have created or selected several martials to work all of them. Regarding the creation of materials, there are some materials that have been designed by myself whereas others have been borrowed. I decided to create materials when what I wanted to achieve was very concrete. This is the case of the Voki message which poses students a very precise question, or the World Cloud in which I wanted to include a specific vocabulary. Nonetheless, there are other materials such as the readings or the listening which are available in educational websites or other reliable sources which perfectly fit with the topic of the unit. In those cases I borrow the materials but sometimes I also create the question myself to direct students’ attention towards what I consider specially significant. Furthermore, I consider that using authentic materials may help to show students the usefulness of the language. However, if the materials are not adequate students may be demotivated. Consequently, the teacher must be able to identify the necessities of the students and adjust the materials when necessary. Hence, I have created and selected the materials for the unit “Mind Cybernetic Crimes!” following the functions required in every step that conforms the PBLL methodology and the premises stated by the Aragonese Curriculum. 5.5 Evaluation Criteria 19 In this section I am going to talk about the evaluation criteria created in order to assess students’ performance regarding the unit “Mind Cybernetic Crimes!”. First of all, I have revised the evaluation criteria of 3rd of ESO specified in the Aragonese Curriculum and I have selected the most appropriate ones. After having selected the criteria which concur the most with the unit plan, I proceed to define the specific learning outcomes. Having chosen a PBLL methodology to develop the unit plan, I though that the final project deserved a greater attention regarding evaluation. Thus, a sixty percent of the mark is composed by the digital lap book, through which I assess students’ writing skills, and by the oral presentation which allows me to evaluate learners’ speaking skills. In order to evaluate students’ performance in both activities, I have designed a rubric for each one. I consider that this is the most appropriate tool to assess the project because the rubric includes different levels of performance that are rated. Besides, the rubric also provides feedback to the learners. Therefore, it contributes to the improvement of the learners’ learning process. Furthermore, as my intention is to evaluate all the skills, I have dedicated a thirty percent of the mark to value listening and reading. I will carry out this evaluation by means of the questions created for the listening and selected for the reading activity. The former is assessed through open questions and the latter through multiple choice questions. Moreover, I have reserved a ten percent of the final mark for peer assessment. The reason to do this is that students develop capacity to reflect on their mates’ work and their own work and they learn how to evaluate their learning as well as their skill development. In addition, students may be more motivated when given the opportunity to assess their own performance. To sum up, as it has been explained, the project will receive more importance due to the fact that it is where students show a greater demonstration of learning. However, reading and listening skills will also be assessed although they receive a minor percentage. Finally, students will be involved in the evaluation process through a peer assessment rubric. 20 6. Conclusions The creation of the unit plan entitled “Mind Cybernetic Crimes!” has meant an improvement regarding the former unit plan “Crime” as it revolves around the concepts of communication, interaction and cooperative and collaborative work and also shows several innovations because of the following reason: The PBLL methodology requires group work which inherently implies a constant flow of communication among the member of the team. Similarly, the fact of working through groups contributes to the creation of interrelations among the learners. Thus, cooperation and collaboration is also fostered. Moreover, the creation of wider variety of activities it is consider to be more advantageous for the learners as it contributes to broaden their learning experience because more contents and resources are provided. In addition, it equips the learners with a greater variety of tools which implies a more competent preparation regarding both quality and quantity. Furthermore, whereas in the former unit the different learning styles of the students were not paid attention to, the unit plan “Mind Cybernetic Crimes!” presents several activities which offer varied learning opportunities since there are some activities which combine the kinesthetic and auditory styles attending to the aptitudes of the students. Besides, I consider that the unit is more motivating for the learners because they will participate in a greater extent due to the fact that they are working in groups. Therefore, as they feel lees exposed their level nervousness decreases obtaining as a result a more qualified work. Another positive aspect of this unit is that it promotes a closer relationship between the teacher and the students. This is so because the unit includes an activity which allows students to get to know the teacher and vice versa. This is done through a guessing game and several questions. This enables the creation of a working atmosphere which is more propitious for learning to be profitable. Finally, in regards to the concepts of evaluation I have also introduced an innovation since it is not only carried out by the teacher, but also by the students themselves. This fact allows students to acquire self-criticism regarding themselves and 21 their mates and also positions them on the role of teacher creating a greater degree of empathy with him of her. However, the ultimate aim of the creation of this unit plan is to implement it in a real context. A fact that have not been possible and that impedes the confirmation of the effectiveness of the improvement offered in the unit. In order to conclude, the unit promotes a ludic and interactive learning experience without undermining the significance of a serious theme that affects in a great deal our society as cybernetic crimes are. 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Scaffolding in Teacher— Student Interaction: A Decade of Research. Springer. Retrieved from: http://www.jstor.com/stable/23364144 29  go with Taken from http://dreamreader.net/lesson/cyber-bullying/ 6.Sample of grammar slide with sentences containing examples of modal verbs (created by the teacher) and real conversation giving advice by using modal verbs. https://youtu.be/2HNDWbIWMFI 7. Listening and open questions (created by the teacher) https://youtu.be/Pm1Wgd9bbOk - If you feel dizzy, you should sit down. - You mustn’t accept things from people that you don’t know. - You should go to the dentist if you have toothache. - You must pay attention when crossing the street. 30 1 What is technology becoming regarding the video? 2 What is cybercrime nowadays? How does it work? 3 What difference does cybercrime has in comparison with other types of crimes? 4 What is the average time to detection according to the latest studies in 2014? 5 What is the problem about cybercrimes evidences? 6 Have all the countries laws that allow them to fight cybercrimes? Why? 7 What does the speaker think that should be the “next big technology”? 8 a. Snap Activity: cards created and shared by the teacher for students to practice vocabulary. Students have to describe the word that appear on the card or provide a synonym for it. Harassement Fraud Extortion 31 8b. Audio tape containing cyber crime vocabulary (created by the teacher) https://drive.google.com/file/d/1sYRlPYZSWE4W2nfYUuKIEFlWUpsUXJS/view?usp=drivesdk 9. List of tips for the creation of the lap book (created by the teacher) -Choose fonts that are easily readable ✔️ ❎ -List the main points ✔️ ❎ -Give clear and engaging messages ✔️ ❎ -Write very long paragraphs containing a lot of information ✔️ ❎ -Any pictures or drawings should be included✔️ ❎ -Make use of different colours to recall feelings and set the atmosphere of your design ✔️ ❎ -Try to make a design which is balanced regarding text and visuals ✔️ ❎ -When writing the headings and subheadings use a smaller front size ✔️ ❎ -Include all the information in the same section ✔️ ❎ -Do not let any white space on the lap book ✔️ ❎ Cyber theft Privacy Invasion 32 10. Examples to identify the parts that conform the structure of the digital lap book. (Created by the teacher) 11. Thinker keys for the debate (created by the teacher) What if: you were a victim of cyber bulling? Reverse: think about information that should never be provided on the net and why? Disadvantages: of having our mobile phone with us the whole time. 33 Prediction: make a prediction about how cyber crime would be in 30 years. Different Uses: think about different uses of hacking a network. 12. Exit Ticket (created by the teacher) 34 13. Circle of View Points 14.Oral Presentation Rubric Categories 3p Excellent (0,75) Good (0,6) Acceptable (0,5) Poor (0,4) Use of English 0,75 The student uses an appropriate vocabulary and grammatical structures in the whole oral presentation. The student uses an appropriate use of vocabulary and grammatical structures in most of the oral presentation. The student makes an appropriate use of vocabulary and grammatical structures sometimes. The use of vocabulary and grammatical structures is not appropriate Pronunciation 0,75 The student does not make any pronunciation mistake The student makes very few pronunciation mistakes that do not affect intangibility The student makes several pronunciation mistakes although they do not affect intelligibility. The student makes many pronunciation mistakes which can affect intelligibility. I am thinking about cybernetic crime from the point of view of a hacker I am thinking about cybernetic crime from the point of view of a government I am thinking about cyber crime from the point of view of a woman/ men who is 50 35 15. Written Lap Book Rubric Structure 0,75 The dialogue is coherent and wellstructured and connected. The dialogue is coherent and well-structured and connected in most of the occasions. The dialogue lacks some coherence, structure and connection. The is not coherence, structure or connection in the dialogue. Time Limit 0,75 The student is able to create a good interrogation dialogue in the time limit provided. The student is able to create a correct interrogation dialogue in the time limit provided. The student creates an acceptable interrogation dialogue in the time limit provided. The student is not able to create a good dialogue in the time limit provided. Categories 3p Excellent (0,75) Good (0,6) Acceptable (0,5) Poor (0,4) Use of English 0,75 The student uses an appropriate vocabulary and grammatical structures in the whole lap book. The students uses an appropriate use of vocabulary and grammatical structures in most of the lap book. The student makes an appropriate use of vocabulary and grammatical structures sometimes. The use of vocabulary and grammatical structures is not appropriate Spelling 0,75 The students does not make any spelling mistake The student makes very few spelling mistakes. The student makes some spelling mistakes. The student makes several spelling mistakes. Structure 0,75 The student structures the lap book in different and well-defined paragraphs and he/she makes an appropriate use of connectors. The student structures the text in different paragraphs and he/she makes use of connectors. The student structures the text in paragraphs (the structure is quite confused) and sometimes he/she makes use of connectors. The student does not structure the text ( it is not well-organised) and he/she does not make use of connectors. Space Limit 0,75 The student is able to create a good and wellstructured writing in the space limit provided. The student is able to create a correct and almost wellstructured writing in the space limit provided. The student creates an acceptable and more or less well-structured writing in the space limit provided. The student is not able to create a good and well-structured writing in the space limit provided. 36 16. Peer Assessment Rubric Assessment Criteria SELF Contribution of ideas and suggestions for the project Efficiency in carrying out the tasks assigned by the group Contribution to the preparation of the presentation Overall contribution to the project Score out of 1 point (10 %) Rating scale that must be used to orient the punctuation Very Little (0, 1) , Limited (0,2), Some (0,3-0, 4) , Significant (0,50,6), Considerable (0,7-0,8), Outstanding (0,9-1) Appendix V: Evaluation Criteria Evaluation Criteria Competences Evaluation Tools and Percentages Crit Ing 1.1 Comprender la información general, específica y algunos detalles relevantes en textos orales breves y bien estructurados, trasmitidos de viva voz o por medios técnicos, en diferentes registros sobre asuntos cotidianos, generales o de su interés, aplicando estrategias de comprensión adecuadas, identificando las principales funciones comunicativas y los patrones sintáctico-discursivos asociados a ellas, reconociendo el léxico de uso común y los patrones básicos de pronunciación. CCL-CMCTCD-CAA-CSCCCEC Class tasklistening questions (15%) 37 Crit Ing.2.1 Producir mensajes orales breves (monólogos o diálogos) en un registro adecuado y un lenguaje sencillo, sobre temas cotidianos, generales o de su interés, aplicando estrategias de planificación y ejecución adecuadas, expresando las funciones comunicativa requeridas mediante el empleo de los exponentes lingüísticos asociados, los patrones discursivos, el léxico de uso común y los patrones básicos de pronunciación, para organizar el texto con la suficiente coherencia y cohesión interna. CCL-CMCTCD-CAA-CSCCIEE-CCEC Oral Presentation Rubric (30%) Crit.Ing. 3.1. Comprender la información general, específica y los detalles más relevantes de textos escritos breves y bien estructurados, en diferentes estilos, sobre temas cotidianos o de su interés, aplicando las estrategias de comprensión adecuadas, identificando las principales funciones comunicativas y los patrones sintáctico-discursivos asociados a ellas, reconociendo el léxico de uso común y las principales reglas ortográficas, tipográficas y de puntuación, CCL-CMCTCD-CSC-CIEECCEC Class taskreading questions (15%) Crit Ing. 4.1. Producir textos escritos breves y sencillos, sobre temas cotidianos o de su interés y en diferentes registros, aplicando estrategias básicas de planificación y ejecución, expresando las funciones comunicativas requeridas mediante el empleo de los patrones sintáctico-discursivos asociados a ellas, el léxico común y las principales reglas ortográficas, tipográficas y de actuación, para organizar los textos con claridad y con suficiente coherencia y cohesión] interna. CCL-CMCTCD-CAA-CSCCIEE-CCEC Written Digital Lap Book Rubric (30%) SCC Peer Assessment Rubric (10%)