TASK 6 - Stars

Hello everybody! 😀 We are Marina and Lucía, the stars of this week, and we are going to tell you how has been our experience doing this task and its development.

First of all, we carry out the entire process indicated by the teacher in the virtual classroom, and once the activity was developed, the stars were in charge of writing the presentation script:

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Slide 1 (Lucía)

Hi, we are Lucía and Marina, the stars of Tech-ers, and today we are going to present our Task 6. To start, our mission has been to create ONE COMPLEX activity, combining some activities of the book of KEY COMPETENCES.

We have chosen those four competencies with the corresponding activities (in this case, 6).

Slide 2 (Marina)

Here is the activity we have created and how we have reproduced it:

First of all, to work a sense of initiative and entrepreneurship, the students have to watch a few videos chosen by the teacher related to being aware of our local environmental problems.

Slide 3 (Lucía)

Now, we will do groups of 5/6 students. To collaborate and communicate with our team we will use Zoom. The aim is to create a story in which ideas to improve our environmental situation will be reflected. An important point is that the story must be located in an interesting place in our country (Spain).

Slide 4 (Marina)

The following step is to search information, photos and videos about the place we have chosen and work together on Google Drive to manage all documents and communication. We will use one document for inspirational photos and videos and another for writing the story.

Slide 5 (Lucía)

Now, we have to create a Story map, and then develop the story in the corresponding google document. In this case, our story is developed in “el Mar Menor '' and is about two children that do not care about the environment but something happens and they change their mind.

Slide 6 (Marina)

Finally, we will create an appealing cover for their story in a shared Canva, here is the one we have created. And the last thing they have to do is to expose the final story with the cover to the rest of the class.

Slide 7 (Lucía)

To work on critical thinking and auto evaluation, we will use “Evernote” to write down every strategy we think we have improved doing this activity. For example, we have improved: teamwork, creativity, our digital competence, critical thinking and empathy.

Slide 8 (Lucía)

Now, we are going to answer some questions about the activity we have designed:

The first one is “What level would be appropriate for this?” We have decided that it is appropriate for children in the 6th grade of primary, since it is quite complex and it has a lot of steps.

Slide 9 (Marina)

“What are the objectives following Bloom's Taxonomy?” As we know each part of Bloom’s Taxonomy is used, basically, in every process related to learning. However, in our activity it is important to stand out four of them:

• Understanding because it is the base to start creating something.

Slide 10 Marina)

• Applying: As it is a practical activity in which they need to use information in new situations, implement ideas and face problems.

• Analyze: They need to draw connections among ideas, relate, organize and compare them.

• Create because they have to produce an original and appealing work.

Slide 11 (Lucía)

“What is the technology used on this task, and the format it is focused on?” We are using the internet to connect to some online tools such as: YouTube, Evernote, Google Drive, Zoom and Canva. This task is focused on the format: storytelling.

Slide 12 (Marina)

“What is the added value of using digital tools?” We can highlight that students can increase their knowledge. They can share information with other people, communicate better between them being in different places, which gives more freedom. And discover new tools which might be useful for their future.

Slide 13 (Lucía)

“What ethical problems could you find doing this activity in the classroom?”

The main problem that we find is that some of the students couldn't afford having the technologies required to develop the activity, since a computer and a good connection is needed to do it.

Slide 14 (Lucía)

In addition, problems may arise when forming groups, either due to discrimination against a partner or because they cannot reach an agreement. Besides, during the activity, they must work as a team and give their opinions, so there may be discussions on topics such as: which idea is better or who works more or less.

Slide 15 (Lucía)

Finally, taking in mind the ethical problems, it is important to consider the security of the online tools we are using for this activity. Using the rubric for eLearning Tool Evaluation we have get those results: Zoom: 4 stars. Canva: 4 stars. Google Drive: 4 stars. Evernote: 4 stars. YouTube: 4 stars.

Slide 16 (Marina)

The last question is “What changes do you need to make to allow your students to do it from home?” Since this task is mostly made using technology, we do not need to make a lot of changes, they could watch the videos at home and present the task via video. Besides, they could ask any doubt to the teacher via google classroom or email.

Slide 17 (Lucía)

WITHOUT TECHNOLOGY

Next, we are going to consider how our activity would develop almost in the same way if any technology is not available anymore. The English teacher (in this case) would tell the information about the environmental problems. Then, the students would be grouped together in class, so that they can work in groups.

Slide 18 (Marina)

Instead of looking for information about the place they have chosen, they should pick a place where they have been and where they know the landscape and its characteristics. The rest of the activity will be done in class and they will write their story by hand.

Slide 19 (Lucía)

In addition, they won’t do the cover in Canva, they will make an attractive cover by hand, using all the materials they want. Finally, we will dedicate one session to present the final project and the critical part would be made orally all together.

Slide 20 (Marina)

And finally, we have brought a recommendation to read/watch to learn, as a teacher, about the format we have used on the task. It is https://www.naturalbeachliving.com/ways-to-teach-kids-about-pollution/

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After doing the script, we made the PechaKucha in PowerPoint. Here we included the information of the task and photos of the group doing the activity. Those are some parts of the presentation:

Finally, we practiced the performance, and we exposed it in the online class in front of the teacher and the classmates.

As a conclusion, we would like to say that we didn't expect the result that we had, but we are sure that we will improve a lot for the next time and we will work so so hartd.

Thanks for readind :)