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Trabajo Fin de Máster en Profesorado ESO Especialidad Lenguas Extranjeras: inglés Application of the Project Based Language Learning and Flipped Classroom Methodologies to an E-Learning Didactic Unit Design and Proposal about Environmental Issues titled “Go Green Project” for the English Subject of Fourth-Year Compulsory Secondary Spanish Education. Empleo de las metodologías de aprendizaje por proyecto y clase invertida al diseño y propuesta de unidad didáctica online bajo la temática del medio ambiente titulada “Go Green Project” para la asignatura de inglés de cuarto de ESO Autor Agustina Maldonado Director Juanjo Larraz 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 1. Introduction 1 2. Purpose and Objectives 2 3. Justification and Theoretical Framework 3 3. 1. Justification 3 3.2. Theoretical Framework 4 3.2.1. Second Language Acquisition and The Communicative Language Teaching Approach 5 3.2.2. E-learning: Online Teaching, Emergency Remote Teaching and ComputerAssisted Language Learning 6 3.2.3. The use of ICT in the EFL Classroom 8 3.2.4. PBLL and Flipped Classroom 9 4. Methodology 10 5. Unit Plan Proposal 12 5. 1. Context 12 5.2. Key Competences 13 5.3. Objectives 14 5.5. Materials 20 5.6. Assessment 21 6. Conclusions 22 Works cited 25 Appendices 27 Appendix I. Assignments used as evidence of the necessity of improvement 27 Appendix II. Objectives and Specific Content 28 Appendix III. Lesson Plan 30 Appendix IV. Materials 37 Appendix V. Evaluation Criteria 69 Abstract The global health pandemic that has scourged the world this year forced the education system to close schools and adapt the learning process to the confinement which resulted, in most of the cases, in a not so attractive remote teaching. Nevertheless, this situation opened the door to new learning possibilities and gave space to methodologies that so far were not taken into account, specially incorporating online tools. The result also affected no only teachers, as they had to adapt their course plan, but also students’ motivation. For this reason, this paper presents a unit proposal for a fourth-Year-ESO course that combines Project Based Language Learning, Flipped Classroom and the use of Ed-Tech as an approach to online education. In seven lessons, divided into home activities and online sessions, students will learn not only English but also the problems and consequences of Global Warming. This unit aims for the learner to be the protagonist of their own learning process and to promote a communicative environment that facilitates the learning process even in the distance Key words: Online teaching, PBLL, Flipped Classroom, Environment, Global Warming Resumen La crisis sanitaria que ha azotado el planeta durante este año ha forzado al sistema educativo a cerrar los centros y adaptar el proceso de enseñanza a la situación de confinamiento que dio lugar a un aprendizaje remoto. Esta situación abrió la puerta a nuevas posibilidades de aprendizaje y dio espacio a metodologías que hasta el momento no estaban siendo tenidas en cuenta., en especial las herramientas online. El resultado no sólo ha afectado a profesores, que han tenido que adaptar sus programaciones, pero también ha afectado a la motivación del alumnado. Por esta razón, este trabajo presenta una unidad didáctica para cuarto de la ESO que combina el aprendizaje basado por proyecto, la clase invertida y el uso de tecnología educativa como una nueva forma de abordar la enseñanza online. En siete lecciones divididas entre actividades de casa y sesiones online, los alumnos no sólo aprenderán inglés, sino que también los problemas y consecuencias del calentamiento global. Esta unidad presente hacer que el alumno sea el protagonista de su propio aprendizaje y facilitar un entorno comunicativo incluso a la distancia. Palabras clave: Enseñanza online, aprendizaje por Proyecto, clase invertida, medio ambiente, calentamiento global 1 1. Introduction When starting this Master’s degree nobody expected a global health crisis that was coming from Asia and that would lead in several months of confinement and paralysing the economy, education and all our lives. It has affected so many aspects that we are not still sure of its consequences. What we cannot deny is that education is one of the main pillars of our society and changing the classrooms and face-to-face lessons for living rooms or bedrooms and a screen it is something that had an effect not only on students and teachers but also families. Due to this, the teaching practice that was going to be the context of this unit proposal was adapted to this pandemic, resulting in some online teaching or as other called Emergency Remote Teaching (ERT) (Hodges, Moore, Lockee and Trust.2020) as it was a quick adaptation of the lessons to the new situation. This raised several questions among professionals and opened different doors to new teaching methodologies and Ed-Tech tools to incorporate in the new lesson plans. This was not one way changed, not only teachers had to adapt their teaching, but also students their leaning process as they did not have the teacher next to them to solve doubt or the classmates to interact. Online teaching is not something new and ICT tools were already started to be included in the classrooms, but could this new way of teaching get its place in Public education? How is it going to be going back to school after the pandemic? Some questions are making everybody questioned face-to-face teaching and giving space to blended teaching. All these questions came to my mind while I was in my teaching practice in the IES Andalán. I was in charge of teaching two groups of fourth-year-ESO and they used the platform Google Classroom as a way to communicate with the students; the teacher uploaded the activities and the instructions there and then the students sent the answers by email. The next day, the teacher provided the answers and some individual feedback to each learner by email. The activities were not linked and there was not interaction at all. As explained later, this lack of contact and the type of activities also affected students’ motivation and raised complains on the number of tasks they had to do and their difficulty. 2 That situation helped me to design this unit in which I propose a Project-Based Language Learning (PBLL) combined with Flipped Classroom and that will cover the topic of being environmentally friendly. This topic was the one I had to teach during my practice and I thought it was a good topic to include as we know how pollution is affecting the Earth. There are a lot of things we can do as individuals to protect the environment and making students aware of this could be essential to get them to engage in this cause and try to save the planet. Before explaining the unit in detail, this dissertation covers some important issues that will, later on, give more significance to the planned sequence. In the section below, the main objectives and the purpose of this dissertation are stated, followed by a section in which some justification for this unit is provided as well as some theoretical framework. This will present the main ideas on the topics that revolve around the unit plan such as SLA theories, CLT Approach, the use of Ed-tech and ICT tools, as well as the already mentioned PBLL and the Flipped Classroom method. After this, the lesson plan will be developed and explain in further detail by providing a critical comment on it. Last but not least, the main aspects of this dissertation will be summarized in the conclusion as well as taking into consideration limitations and improvements. 2. Purpose and Objectives The general aim of this proposal of intervention is to present a unit designed to fill the needs that the current Covid-19 pandemic has brought to light in terms of teaching methodologies. The online way of teaching has opened a new door for future world disasters or even a new way to see future education. Following this idea, this dissertation aims to propose a unit that will allow the teacher to maintain the same structure and standards that traditional learning offers but in the distance. Therefore, the key elements that the Aragonese Curriculum 1 states (objectives, Key Competences, content, methodology and evaluation criteria) will be taken into account and included in the proposal. Following the new teaching trends, this unit also tries to offer a new view on how this online way of teaching can also promote a good cooperative learning environment thanks to the adaptation of some activities to this computer teaching. This also applies to the promotion of a more communicative atmosphere, because learning from the distance does not limit or 1 Aragonese Curriculum (Orden ECD/2016 de 26 de mayo) 3 erase the communicative competence from the lesson plan. These aspects will be linked to the goal of offering different EdTech that could be implemented to create a more engaging unit. The pandemic has led to a blossoming of a wide range of websites, applications and games that used to go unnoticed because there was no need to use them in class. However, we now find ourselves making use of those tools to make lessons more engaging and provide students with another input. Last but not least, another aim that seeks this proposal is to raise self-awareness on environmental issues as well as their learning process. We live in a world that is in a constant fight with Global Warming and pollution. Bringing together the PBLL unit and this important topic can have a great effect on the learners’ environmental awareness as they will be involved in the project from the very beginning. This will be combined with the use of a portfolio in which it is expected that the students leave evidence of their learning. 3. Justification and Theoretical Framework 3. 1. Justification As Hodges, Moore, Lockee and Trust (2020) stated, education switched into, what they call Emergency Remote Teaching (ERT) which means “a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances”. Everybody thought this was going to last a few weeks or even a month, so the objective of this ERT was not to copy what was done in class into an online version but to keep providing students with instructions and knowledge. Schools tried to do their best to connect learners and teachers and continue providing lessons but, in this attempt, some aspect may have been left behind. In this line, this dissertation aims to fill those gaps that I have seen during my ERT internship. During those two weeks, I had the time to experience in first-hand how this new teaching and learning process was carried out. The students moved from face-to-face communication to just simply send messages through Google Classroom or by email, in other words, all those communicative elements worked inside a classroom were left aside, having no space in this new way of teaching. Thus, I saw the need for suggesting new ways to enhance communication and engage students from home. 4 Regarding students’ engagement, thanks to a research project some colleagues and I had to carry out for the subject Innovation and Classroom Research 2 , and regarding the effect of Covid-19 pandemic, I had another important reason why to propose this unit. The conclusions we draw in this research are that this group of fourth-year ESO showed an important decrease in the levels of motivation, comparing when they attended lessons at school. After analysing the answers some of our conclusions pointed in the way lessons or instructions were delivered, the method used to communicate and the load of work they had to do. The topic of this unit, being more environmentally friendly, also raised from this situation and the teaching practice. During the confinement, we were witnesses to how our cities were not full of cars anymore and how animals started to take control of the streets. Soon, all TV news shared how this was affecting the environment and how levels of pollution were decreasing. As Stavreva Veselinovska, S., & Kirova, S. (2013) agreed in their paper, English teachers are very lucky because we can use the language to teach any subject we and our learners want. We are in a very advantageous situation and providing this, the combination of seeking language proficiency and raising awareness of such an important topic could be beneficial for the students. So, it is after all these facts when I came up with the idea to design a unit that could connect students and teachers from their homes, keeping the learning standards and engaging students, making their home learning more attractive and manageable. At the same time, I felt the need of creating something that could be also adapted to a normal classroom environment, giving the teacher the possibility of delivering this unit either in a regular classroom or in case there is another global pandemic. 3.2. Theoretical Framework This section will be devoted to discussing the theoretical framework that evolves around this unit plan proposal. First, there will be a review of the Second Language Acquisition Theories (SLA) and the Communicative Language Teaching approach (CLT). Then, the discussion will be focused on the differences between Online teaching, ERT and Computer-assisted language learning (CALL). The last sections will cover the use of EdTech in the EFL (English as a Foreign Language) classroom and the two teaching methods applied in the unit, which are Project-Based Language Learning (PBLL) and Flipped Classroom. 2 See Appendix I 11 ● Is it possible to mix Synchronous Learning vs. Asynchronous Learning in Online Education? What I wanted to design was something totally different to the approach I did during my teaching practice where all the teaching was asynchronous and with no online calls. In order to make sure I was going to do it properly; I first focused my attention on getting informed with all the teaching methods that teachers were applying during the confinement. With no surprise, most of them were following the same steps: sending activities through a platform and then sending back feedback through email. However, some other schools, tended to have a videocall once a week to solve doubts. I also decided to assist to several online webinars offered by Google Activate and Cambridge Assessment that provided tools not only for online teaching but also for assessment. The next step was trying to connect all that new information with the approaches that evolve around EFL (English as Foreign Language), specially focusing on CLT and the SLA theories. Another aspect that pushed this proposal was the results obtained in a research project done in the subject Innovation and Classroom Research in EFL. In this research project we created a questionnaire in order to analyse the levels of motivation of the students and among the conclusions we saw how the lack of direct feedback and the communication via email decreased the levels of motivation among students. Then I had to make sure my ideas were linked to the current Aragonese Curriculum and the education law, LOMCE. This way I could check that I was including all the key competences, that the unit was going to be flexible for all students’ profiles, as well as to the context and the new necessities. Once all these aspects were analysed, I decided that a PBLL unit combined with Flipped learning could be a great idea. Students will then have to do some pre-activities at home and then in the online sessions those aspect would be developed in depth. It could have been interested to try this unit with students and then passed a questionnaire to see their opinions. However, as that is not possible, to prove in the future this unit, part of the evaluation would be an exit ticket to ask for students’ feedback on the unit, with the positive and negative aspects and ideas for improvement. 12 5. Unit Plan Proposal 5. 1. Context This unit is based on a PBLL and it also incorporates the Flipped Classroom method. The output of this unit is that students create a poster with the most important tips to be more environmentally friendly and how to reduce the carbon footprint. As it is a PBLL the sessions will follow the stages of the project: activation, discovery, deepening, planning, creation, publishing and assessment. Along the sessions, students will have to reflect on their learning through a portfolio that, as well as the poster and the participation, will count for the final mark. As the unit is online-based the poster will be done individually, however, in the online sessions there will be chances for students to work in a collaborative way. The online lessons also aim to promote a communicative environment. By unpacking the current Aragonese curriculum I make sure the materials and the contents covered in this unit follow the education law. This proposal also seeks to be studentcentred and the role of the teacher will be clearly as facilitator. This unit plan includes one of the main problems that our society and the planet is suffering, a part from the pandemic, which is global warming and pollution. This theme is also included in the Aragonese Curriculum with the use of ICT which is another important element in this unit proposal. This lesson plan was designed based on my teaching experience in the IES Andalán, a State High School in La Almozara neighbourhood, Zaragoza. More specifically a group of fourth-year ESO; although the high schools offers the students to enrol the Brit Programme it is optional and it was not taken into account for this proposal. The level of the students is varied, which is why videocalls will take place to provide enough support and feedback to the students. In these videocalls there will also be space to create small groups and this way we open the peer feedback and help. The groups will be arranged by the teacher, trying to be balanced and with different students’ profile in a way they can get the most of their peers help. The students’ background and access to online resources will be also taken into account and all the necessary aid will be provided, as well as alternatives to achieve the goals of the project. As a result, it will not count for assessment the means used to create the final product as the it will have more relevance the process and the content itself. This unit will be implemented in the third term and the students will have already been familiar with this type of work. 13 5.2. Key Competences This section aims to analyse this unit proposal on the basis of key competences and objectives published in the Aragonese Curriculum. It is already known that the English classroom is an appropriate place to work all the competences as long as using the English language as the main communication tool. This is one of the main aspects that were taken into consideration when designing this unit plan, its lessons and activities. As this unit is project based, it is easier to reach almost all the key competences as well as the general competences. The use of English to communicate makes evident that the communicative competence will be all along the unit and all its components. The linguistic component, in terms of vocabulary related to the environment, pronunciation and even punctuation in the written activities; the sociolinguistic feature, as students will communicate among them and with the teacher, they should be familiar with the ways to do it properly; and the pragmatic component, including communicative elements such as irony, humour or even the type of texts. With the communicative activities and environment created with this unit, it is expected that the learners develop their communicative skills, not only in class, but also the possibility to apply it in another circumstances, for instance, in their social atmosphere or in an academic future. Being environmentally friendly and aware of the difficult situation that the Earth is going through, as well as how to protect it and the living species is also part of the key competences, specially the Mathematical competence and basic competences in science and technology. Reducing our carbon footprint is the main topic of this project-based unit, but everything evolves around the use of online tools and therefore the digital competence. The use if ICT has been so essential nowadays that it seems impossible to conceive our lives without gadgets or the internet. The English subject has been a great beneficiary of it as it makes possible to bring authentic materials, such as oral texts, and real-language-used situations to the classroom. However, it is not only enough to use them in class, it is also important to teach students how to use the new technologies and being responsible with their uses and where they take the information from. This unit incorporates a learning portfolio that aims to help the student to keep track of their learning process as well as helping the teacher to assess the student’s work at home as it includes visible thinking activities. Additionally, it gives the students the opportunity to 14 reflect on their learning process, their achievements and how they have worked, individually and in cooperative teams. All this help develop the learning to learn competence. Working in groups, promoting a communicative atmosphere and respect all opinions are also key features that this unit wants to include. All the activities that involve peer feedback or discussion will promote a polite behaviour as to promote Social and civic competences. The last key competence that this PBLL unit incorporates is the Sense of initiative and entrepreneurship. As mentioned before, the teacher will be a mere facilitator and the unit will be all learner-centred. This way, the learners will be responsible of the actions they take to create their final products and the decision taken in their learning process, all this will be reflected in their portfolios. 5.3. Objectives This section will cover the objectives and content chosen for this unit, as well as revising the type of syllabus used to incorporate this proposal. When planning this unit proposal, the syllabus in which it would fit better is the procedural syllabus created by Prabhu. As a result, what we have is a syllabus that combines the communicative principles, it is learner-centred and not focused on any language content. As in this unit, the lessons revolve around tasks and activities that promote language acquisition and that tries to connect the learning that happens inside the classroom with the one that happens outside, all this having in mind that there is a final project (Baleghizadeh, 2015). The objectives for this unit (see appendix 1) were not chosen randomly but in connection with the evaluation criteria and the contents. As the topic is the environmental, the lessons will not only be focused on just learning vocabulary, but also to make students aware of the current problems that are affecting the Earth. The learner will learn the vocabulary by reading, listening and using it in a written or oral way. This way, it is expected that the learners acquire the knowledge in a natural way making it easier to use it and apply it to the final product. As communication is one of the key factors in this unit and as participation will be also evaluated, with this unit it is expected that the teacher creates an atmosphere in which the students actively participate and discuss on environmental issues. In the online sessions, students will work in cooperative groups and the teacher will promote tolerance of ideas as well as respectful behaviours when sharing the ideas. It would be very 15 important that the students were also aware and reflect on their learning process as having the knowledge of what it is done and the real use of that knowledge will make the students more responsible on their learning path. Once the objectives are stated it is easier to narrow the contents that this unit will compile. As this unit will not be focused on language content, what it seeks is to develop the four language skills which are listening, reading, writing and speaking. Therefore, the contents listed in the Appendix II are based on those skills and adapted from the Aragonese current curriculum. When we take a look at the contents for listening comprehension, we focus not only on oral text comprehension from videos or audios, but also in class conversation (Crit.IN. 1.1.). Active listening to classmates and the teacher, showing that the student can follow the conversation and take information from it will boost learners’ listening skills. The use of authentic materials will increase the learners’ exposure to real language use and make their learning more significant. The contents chosen for oral production are not focused on the use of specific language content but more on the ability to communicate. It is expected that the learners participate in an active way by sharing their ideas, the information they have from the activities done at home and also providing advice and help to their classmates when working in collaborative groups (Crit. IN. 2.1., Crit. IN.2.2.). Reading comprehension contents follow the same vein as the listening ones in terms of using authentic materials. Reading comprehension content will be focus on an active reading approach that will lead to message interpretation and understanding general and specific information about the problems that global warming is causing to our society as well as the possible solutions or actions we can take to solve this situation (Crit.IN.3.1). Regarding written production, we should have in mind that the assessment will take into account the final product, a poster, and the learning portfolio. Therefore, written production will be worked all along the unit. The poster creation involves not only accurate English language content but a planification (Crit.IN.4.1.). This planning will cover all the knowledge gained along the unit as well as having some models for starting point and adapting all this to the conventions of the poster (Crit.IN.4.2.). This also applies to the learning portfolio which should provide evidence of the student’s learning process. 16 Each of the skills has its own ability and strategy contents but all of them share the same sociocultural and sociolinguistic contents as well as the communicative function and the grammatical and vocabulary content. The four skills will deal with social conventions and customs as the information the students will work with comes from abroad, so environmental problems will not only concern out country, but the whole world. As a consequence, students will need to be open-minded and accept different points of view an approach to this global problem. As for communicative functions and having in mind the communicative approach, there will be several opportunities to promote communication in ways such as sharing ideas, giving feedback and sharing knowledge. Finally, although the main focus is not on form and vocabulary it is worth mentioning that vocabulary related to environment issues, problems and solution will be covered from the very beginning and will be included in the poster and count for assessment. The grammatical forms will be tackled from an inductive way as it is not the main goal to present it in a traditional way and what it is searched is a natural use of the language. 5. 4. Methodology & Lesson Plan The sequence of activities proposed for this unit ( see Appendix III) was divided into seven lessons that follow the stages of the PBLL methodology. As this unit also incorporates a Flipped Classroom methodology, the lessons will be divided into two parts. In other words, each PBLL stage will require “Home activities” to be done before the “online sessions”. The activities done at home will cover the necessary content and will prepare the student for the later online session activities that will be focused to develop and share the information obtained from the home activities. This way, the student can be responsible for their learning at home, explore and develop initiative making them the protagonists of their learning path. The later online sessions will serve the teacher as a way to go deeper in the content and provide scaffolding to the learners to activate more knowledge. These online sessions will be held by the platform Microsoft teams that allows the teacher to divide the call participants into smaller groups that will recreate classroom small groups. This session will last about 50 minutes. Most of the interaction in the lessons will be Teacher-Students and Students-Students in their collaborative groups. To provide scaffolding and extra support for those students who may need it, the portfolio includes the use of chunks to guide the activities as well as a section where students can create their own vocabulary list with the words they need to remember. 17 At the end of each lesson, the portfolio includes a reflection section where the beginning of the sentences to reflect is done to provide some scaffolding (See Appendix IV). The audio materials will be supported by subtitles in the target language. There will always be time at the end of the session for questions and feedback on the activities. Lesson 1. Think Green The first session works as the activation stage of the PBLL. It would be the time when the challenge will be introduced and the activation of previous knowledge will take place. Reading the presentation of the project and the activation of previous vocabulary will be done at home. This last part, the vocabulary, will be done through a word cloud that contains words the students need to know or thinking of their meaning, as will be necessary for the project. As students will be asked to specify the words they do not know, this will give the teacher a clue on the knowledge students are not familiar with and where to provide more scaffolding. The presentation of the project also included a compass point that the learner has to complete. This visible thinking activity will help the students organise their ideas in terms of what they have to do as final product and the necessary tools and knowledge they will need to achieve the goals. At the online session the students will work in small groups (4-5 students). The first activity will consist on sharing the unknown words from the word cloud and trying to put together the meanings. By encouraging students to explain meaning in their own words we help them in terms of communication and making the learning more significant. After this sharing in small groups, there will be time to a whole class sharing using the website Mentimeter 6 that will be a good tool to compile and share ideas. Once the teacher knows all the words that create misunderstanding, it will be time for the teacher to clarify them. Students can take notes of it in their portfolios, either in the vocabulary list or the section devoted to notes on the session. Now that the doubts concerning the vocabulary is solved, the teacher will drive the attention to the challenge asking the students to share their ideas from the compass point. Lesson 2. Time to discover At this lesson, the discovery stage will take place. It is here where students are exposed to comprehensible input. At home the students will have to watch a video to start exploring on the topic. After watching the video, they have to complete a collecting table with the 6 Mentimeter.com 18 information the video offers. This information will then be shared in groups in the online session. Together, the groups will have to discuss on the finding and decide the ones they like and the unknown. This will help them fill the after-session activity in which each student has to choose a tip they like and one that they did not know. Then, one speaker per group will share the tip they had chosen as liked and the one they were not familiar with. As they speak, the teacher will guide their thinking with questions. At this point, the teacher will share with the students a file with some posters explaining that something like that should be done at the end of the unit. There will be time for students to share their thoughts about them and the teacher will ask questions to make them think more on them. Before the session finishes the teacher will remember the students to register their thoughts in their portfolio. Lesson 3. Going Greener Lesson three will be devoted to go deeper in the understanding of the topic and this will be done with activities that promote communication. At home, students will be asked to choose a post from the website EcoFriend. The teacher will give them the option to choose one post from four categories (Fashion, Living, Food or DIY) and the students will have to read it and write a short summary of it and take note of something they did not know. To link this activity with the online session, students will be organized in groups in a way that each member has read a text from a different category (if possible) in order to do a Jigsaw activity. The students will have to write down all important information their classmates provide from their readings. After this, students go back to a whole-group call and the teacher will present the results obtained in a questionnaire that the students had already filled at home. The questionnaire will present information related to the impact we have on the environment and the damage we are causing. While presenting the results the teacher will encourage students to discuss on the findings and give their point of view. Lesson 4. Time to Plan Now that students are aware of the problems that we are causing to the environment and that are familiar with the topic and what they have to do, they have to start planning their posters, all this will take place in this lesson. As usual, the learner starts at home with the portfolio in which the teacher has designed a thinking chart to make the plan visible. Also, students are asked to create a checklist with the key elements a poster should include. This checklist will help them when creating the poster to make sure all the elements are included. 19 At the videocall, the teacher will present a feedback carousel. The aim of this activity is to share the plans students have created and to get feedback from their classmates. This way, maybe there is something they have missed or any improvement can be done. To do the feedback carousel the teacher will share a Google Presentation. This will allow the teacher to track participation as this document keeps a register of what each student writes. Students will later on have access to this document as the portfolio includes direct access to it. In their small groups, each student will explain what their plan consists on and the rest of the members of the group will write suggestions, questions, the strengths of the plan and resources that they recommend or any comment on the resources use. Once this activity is done, the students will go back to the whole-group session and the attention will be driven to the checklists. To put ideas in common, the teacher will share again a link to Mentimeter and each student will add three elements they consider important. This will generate a word cloud and will help the class to check if there is anything they did not take into account when doing their checklists or to add anything to their plans. Before the session finishes, the teacher will suggest to take notes of everything and go to their planning section in the portfolio and make the necessary changes. Unit 5. Let Me Create! This lesson will be spent on creating the poster. Before the online session students will have to create a first draft in their portfolios. Later in the videocall they will share their drafts in small groups to get feedback from the teacher and the classmates. There will also be time to solve doubts and for the teacher to give some corrections on the posters. After this lesson, the students can make any changes they want on their posters before publishing it in the next session. Unit 6. Going Public Once the posters are ready it is time to publish them. Students will upload their posters to a wall created with the Website Padlet. In the online session, each student will show their poster and give a short description of it. Once everybody has presented, there will be a poll to choose the best posters in terms of: originality, best pictures and best tips. The winners will get their posters published in the school’s social networks. Unit 7. Exit Ticket This will be the last session and the assessment part will take place. At home students will assess their peers. To do this, the teacher will give each student a poster they will assess 20 and this will be done by the 2 stars and 1 wish exit ticket. This feedback will be anonymous. Then, learners will also assess the teaching and the unit. Finally, in the online session the teacher will go student by student giving the rubrics and the final comment on the work done all along the unit. There will also be time for a last sharing task on impressions about the unit. 5.5. Materials This section will compile the description and justification of the materials chosen and design for this unit proposal (Appendix IV). All the materials have been designed and presented through free online tools so it becomes accessible to all the students. The project will be introduced by the students through a presentation created by the design platform Canva 7 . This website was chosen as it offers different free templates, pictures and elements that make the design easy and attractive. The text included in the presentation was created using expressions and vocabulary easy to understand for the students and presented in an engaging way in an attempt to wake learners’ curiosity and motivation for the project. The presentation starts with an open question in order to call students’ attention, this type of questions can be found through the presentation as a way not only to engage the reader but also to make them think and reflect with them. The colours chose for the presentation will be the same used in the learners’ portfolio because this will give a sense of connection in all the unit. The learners’ portfolio will be the core of this unit as it will be like a learning diary where the students will do all the activities and register their learning and their thoughts on it. The design was also done using the website Canva and follows a similar style as the challenge explained above. It has a table of contents at the beginning to provide the students with a guide. Then it includes a page devoted to important information the learner must know before hand, in terms of the function of the portfolio and the project in general. All the lessons will be included in the portfolio and the activities are followed by a tittle to indicate the learner which activities must be done before and after the online sessions. All the lessons are structured the same way and as a result, it is not confusing for the learner and avoids possible misunderstandings. The activities in each lesson were chosen following the aims of the stages of the PBLL method and taking into account the lectures of professor Vicky Gil in her subject Design of 7 Canva.com 27 Appendices Appendix I. Assignments used as evidence of the necessity of improvement i. Materials – Practicum II: https://cutt.ly/muBT1iU. Materials designed during my teaching practice. All of them focused on grammar and other activities that combined grammar and vocabulary. ii. Research Report: The Effect of Online Learning on Students' Motivation During the Covid-19 Pandemic – Innovation and Classroom Research in EFL: https://cutt.ly/5uBYMSj . A research report in which we explain how motivation during the pandemic changed in the students regarding the subject of English. 28 Appendix II. Objectives and Specific Content Specific objectives and content of this unit. Objectives At the end of this unit, the students will be able to: - understand environmental problems - know appropriate vocabulary on environmental issues - make use of the gained knowledge in this unit to create a poster - discuss on environmental topics using the social conventions (tolerance, respect, politeness and appropriate behaviour) - reflect about their own learning process Specific Content 1. Oral text Comprehension Abilities and Strategies: - Understanding general and specific information in oral texts from different sources (oral communication, videos, podcasts…) - Message interpretation: identify ideas, data, opinion, speakers’ intentions, etc. Sociocultural and sociolinguistics aspects: - Traditions and customs related to the environment - Social conventions and linguistic registers Communicative Functions: - Narration of recent or past acts, description of situations and future predictions. - Information exchange (opinion, personal information, advice…) Grammar: 29 - Modal verbs, To-infinitive clauses, -ing clauses, zero article Vocabulary: - Environment 2. Oral text production Abilities and strategies: - Oral descriptions, narration and explanations - Spontaneous participation in classroom communication and conversations Sociocultural and sociolinguistic aspects: the same as section 1 Communicative Functions: the same as section 1 Grammar and Vocabulary: The same as section 1 3. Written text Comprehension Abilities and strategies: - Understanding general and specific information from authentic written texts. Sociocultural and sociolinguistic aspects: the same as section 1 Communicative Functions: the same as section 1 Grammar and Vocabulary: The same as section 1 4. Written text production Abilities and strategies: - Written texts composition - Planning - Appropriate use of resources - Writing texts based on models Sociocultural and sociolinguistic aspects: the same as section 1 Communicative Functions: the same as section 1 Grammar and Vocabulary: The same as section 1 30 Appendix III. Lesson Plan Learning Objectives At the end of the session, students should: - know the main vocabulary related to the topic. - apply the vocabulary in conversations Success criteria At the end of the session, students will be able to: - write their learning reflections in the portfolio - complete a compass point Contents - Vocabulary (environment) - Skills: reading (reading comprehension), speaking (class discussion and sharing ideas), writing (short text composition), listening (comprehension, message interpretation) Key Competences CCL-CMCT-CD-CAA-CSC-CIEE Lesson Name: Think Green Lesson Objectives Activities Interaction Pattern The aims of this lesson are to: - activate previous knowledge on the topic - present the project -engage students Home activities: 1.Project: Ss read the presentation and completes the compass point. 2.Word cloud: students take a look at the word cloud and write down words they do not know. Online session: Welcome students and ask if they received the email. 1. The teacher divides the students into smaller groups and asked them to share the words they did not know from the word cloud and try to find the definitions of the words they do not know together. 2. Back to the whole group call, students enter into Mentimeter and have to add the words they do not know. Then the teacher shows the results and explains misunderstandings with the words. 3. After that, the teacher drives attention to the challenge and asked students for their opinion on the project and students start sharing their compass points ideas. 4. Before finishing the session, the teacher asks for doubts and gives some general feedback on the T-Ss Ss-Ss 31 session, remembering the students to complete their portfolio reflection when the session finishes. Materials Presentation, Portfolio, Mentimeter Scaffolding -The teacher can have private session with those students who need extra help if they want to. -Support lessons with visual aids -Creation of collaborative groups that mix higher level students with lower level students to help each other -Use of chunks in the portfolio to help writing Learning Objectives At the end of the session, students should: - identify important information from a video - apply the information of the video to oral discussions Success criteria At the end of the session, students will be able to: - write their learning reflections in the portfolio - report information gathered from the video - Analyse posters to give opinion about them Contents - Vocabulary. - Skills: listening (comprehension, message interpretation), speaking (class discussion, sharing ideas, description and explanations), reading, writing (fill in charts, writing reflections). Key Competences CCL-CMCT-CD-CAA-CSC-CIEE Lesson Name: Time to discover Lesson Objectives Activities Interaction Pattern The aims of this lesson are to: - Introduce the students to new information on the topic. -Present posters as WAGOLLs Home activities: 1.Students go to their portfolios and complete the first activity of the session: They have to watch a video with tips and complete the table. Online Session: 1. The teacher welcomes the students and divides them again into groups. In their groups, they have to share their findings in the video. 2. Still in the groups, the teacher will share some posters with the students. They will have to go through them and choose the tips they like, the ones they knew and the ones they did not know. T-Ss Ss-Ss 32 This will help them to, later on, complete the aftersession activity. 3. When they finish, students go back to the whole session and the teacher asks for a speaker to share the ideas they were discussing in their groups. Also, they have time to ask for doubts. 4. The teacher presents the posters asks students questions about the posters, things they like, don’t like, and their opinion Materials Video, Posters, Portfolio Scaffolding -Subtitles with the video -Students can watch the video as many times they need -Creation of collaborative groups that mix higher level students with lower level students to help each other -The teacher gives the option for private sessions before the class finished to solve doubts Learning Objectives At the end of the session, students should: - retrieve information from a podcast - summarize main ideas - extend their knowledge on the topic Success criteria At the end of the session, students will be able to: - write their learning reflections in the portfolio - describe what they hear in their podcasts Contents - Skills: reading (reading comprehension, active reading), speaking (class discussion and sharing ideas), writing (short text composition and reflections), listening (comprehension, message interpretation) Key Competences CCL-CMCT-CD-CAA-CSC-CIEE Lesson Name: Going Greener Lesson Objectives Activities Interaction Pattern The aims of this lesson are to: - provide the learner with more information on the environmental problems and solutions - make students think about the Home Activities: 1. Each student will choose a post from the website EcoFriend. They read it and complete the portfolio activity. This information will, later on, shared in the online session. 2. Quiz. Students complete a quiz about recycling and environmental facts Online session: T-Ss Ss-Ss 33 environmental problems we face 1. The teacher will divide the class into groups making sure each member of the group has read a different post 2. Jigsaw Activity: following the jigsaw strategy, each student shares the information on their post. The rest of the members of the group write important things about it in their portfolios. 3. The students go back to the whole group call and the teacher presents them the results of the questionnaires and analyses the answers. 4.Before finishing, the teacher asks students for their opinions on the session and the findings. Materials EcoFriend Website Quiz Scaffolding -Modelling and giving examples of the activities -Direct feedback - Creation of collaborative groups that mix higher level students with lower level students to help each other -The teacher gives the option for private sessions before the class finished to solve doubts Learning Objectives At the end of the session, students should: - know how to plan their posters - understand the grammatical forms included in the posters Success criteria At the end of the session, students will be able to: - create a plan for their poster - produce sentences using the correct structures needed for the poster - write their learning reflections in the portfolio Contents - Grammar: Modal verbs, To-infinitive, -ing clauses, zero article - Skills: speaking (class discussion and sharing ideas), writing (short text composition and reflections), listening (active listening in class conversations) Key Competences CCL-CMCT-CD-CAA-CSC-CIEE Lesson Name: Time to plan Lesson Objectives Activities Interaction Pattern The aims of this lesson are to: Home Activities: T-Ss 34 -Start planning the poster -Provide feedback and ideas on the planning stage -Focus on grammar 1. Students start planning their posters in their portfolios. They complete a thinking chart to decide what, how and when to do. 2. Key elements for posters. Also, students are asked to create a list with the features they think a poster must have Online Session: 1. Feedback carousel: The students are again divided into small rooms inside the videocall. The teacher shares with each group an online document in with the feedback carousel will be done. Each person displays the significant elements of their plan on the google doc. They are encouraged to use different colours. There will be a chart in the doc, one per student, in which each student will have to leave feedback referring to questions, recommendation, resources and strengths of the plan. 2. Checklist. As each student has created their own checklist, they will be asked to share at least 3 important elements. 3. The teacher makes a focus on the grammatical forms of the posters asking students for doubts and send them to the cheat-sheet in their portfolios. 4. To finish, the teacher will recommend students platforms to create their posters. Ss-Ss Materials Feedback Carousel document, Mentimeter - Checklist, Scaffolding -Modelling and giving examples of the activities -Direct feedback -Cheat-sheet -Creation of collaborative groups that mix higher level students with lower level students to help each other -The teacher gives the option for private sessions before the class finished to solve doubts -Give students the option to do the poster in paper if they cannot do it with online tools Learning Objectives At the end of the session, students should: - Apply their knowledge seen in the unit to the poster Success criteria At the end of the session, students will be able to: - write their learning reflections in the portfolio - produce their own poster 35 Contents - Grammar and vocabulary - Skills: speaking (class discussion and sharing ideas), writing (short text composition and reflections), listening (active listening in class conversations) Key Competences CCL-CMCT-CD-CAA-CSC-CIEE Lesson Name: Let me Create! Lesson Objectives Activities Interaction Pattern The aims of this sessions are to: -create a draft of the poster -provide feedback on the draft, so they can then create the final product Home activity: Design the draft of the poster using the checklist and the cheat-sheet. Online session: 1.Students will be arranged in small groups and share their drafts. Students and the teacher will provide feedback for improvements 2.After the session students create their final product. T-Ss Ss-Ss Materials Portfolio Scaffolding -Direct and significant feedback -Tools to create the poster -The possibility to do it without online tools Learning Objectives At the end of the session, students should: - demonstrate how they did their posters Success criteria At the end of the session, students will be able to: - talk about their posters Contents Skills: speaking (class discussion and sharing ideas), writing (short text composition and reflections), listening (active listening in class conversations) Key competences CCL-CMCT-CD-CAA-CSC-CIEE Lesson Name: Going public. Lesson Objectives Activities Interaction Pattern The aims of this lesson are to: -publish the poster -vote the best posters Home activities: Students publish their posters and take a look at their classmates’ posters. Online session: T-Ss Ss-Ss 36 -give a short description on the posters In this online session, the students will share and present their posters giving a short description of it. Materials Padlet Scaffolding Feedback Learning Objectives At the end of the session, students should: - Know how to assess their classmates’ posters and the teaching - Apply their learning and knowledge to the assessment - Reflect on their what they have learned in the unit Success criteria At the end of the session, students will be able to: - Complete a survey - Complete an exit ticket (2 stars and a wish) Contents Skills: speaking (class discussion and sharing ideas), writing (short text composition, reflections), listening (active listening in class conversations) Key competences CCL-CMCT-CD-CAA-CSC-CIEE Lesson Name: Exit Ticket Lesson Objectives Activities Interaction Pattern The aims of this lessons are to: -Provide personal and direct feedback on students’ posters -Carry out peer assessment and teaching assessment Home Activities: Students have to assess: peers, and the teaching Online session: The online session will be Teacher feedback to each student. T-Ss Ss-Ss Materials Peer Assessment, Teaching Assessment Scaffolding Feedback Tools for peer assessment 43 II. Appendix IV. II. Go Green – Student’s Portfolio (own authorship) This material will work as a portfolio which contains the activities and the space for students to make visible their reflections https://www.canva.com/design/DAD9ih5CMxg/CZmWT2IlJ_SwRY_9crKVGw/view?ut m_content=DAD9ih5CMxg&utm_campaign=designshare&utm_medium=link&utm_sou rce=sharebutton 44 45 46 47 48 49 50 51 52 59 60 61 III. How much do you know about the environment? – Google Forms (own authorship) Survey designed for session 3 and that will help students to know more about environmental issues. https://forms.gle/6sgbQoxX543DwDUa6 62 63 IV. Go Green – Padlet (Poster sharing) (own authorship) Board created for students to publish their posters. https://padlet.com/agustinateacher/fzb875lduwymrw73 V. Mentimeter – Opinion Sharing (own authorship) These two slides were created as a way to share opinions during the online sessions. Checklist Sharing - https://www.menti.com/mwd1bxu9f2 Posters Poll - https://www.menti.com/46nij27zcd VI. Posters – Input presentation These pictures will serve a WAGOLLs https://www.canva.com/design/DAD9pFKHLd4/X_WdLLgvFJnRHFkItOybXw/vie w?utm_content=DAD9pFKHLd4&utm_campaign=designshare&utm_medium=link &utm_source=sharebutton 64 65 VII. Exit Ticket – Peer’s assessment (own authorship) Activity to give feedback to classmates. https://www.canva.com/design/DAD97gxWcUw/t_WJEGwICovsbqPrgJGq4g/vie w?utm_content=DAD97gxWcUw&utm_campaign=designshare&utm_medium=lin k&utm_source=sharebutton 66 VIII. Project Assessment (own authorship) This questionnaire will help the teacher to see students’ view on the project once it is done. https://forms.gle/jJgXKfUHJbz1CK9V6 67 68 IX. Feedback Carousel (own authorship) This presentation will be share during an online session and each student will give feedback and then have access to it. https://docs.google.com/presentation/d/16gLSUL913eEiS9oeEREVqSvK26hVh1inImAL7xch0I/edit?usp=sharing