 Cjelovita priprava za izvedbu nastavnog sata 

Ivana Hrastović Mandarić

 tCjelovita priprava za dva školska sata za nastavni predmet Engleski jezik za učenike 3. raz. osnovne škole pod nazivom Exploring London with Bee-Bot u sklopu Code Week aktivnosti. Priprava je inovativna i autorsko je djelo i odobrena je od strane recenzenata Code Weeka te je objavljena na službenoj Code Week stranici pod aktivnosti. Uporaba Bee-Bot robota u nastavi unosi elemente igrifikacije, ali istovremeno učenici uče osnovne koncepte kodiranja i svladavaju jednostavne naredbe za pokretanje robota, razvijaju logičko razmišljanje i vještinu svladavanja problema. Tijekom nastave primjenjuje se suradnički oblik rada u grupi, a tijekom sata se izmjenjuju frontalni, individualni i rad u grupi. Po završetku sata učenici će ostvariti ishode iz domene Komunikacijska i jezična kompetencija: OŠ (1) EJ A.3.8. Piše jednostavne rečenice. (piše rečenice na temelju predloška te manje i više strukturiranih aktivnosti te Međupredmetne teme Učiti kako učiti i Uporaba IKT-a. Ostvarena je međupredmetna povezanost s nastavnim predmetom Informatika (kodiranje Bee-Bot robota). Planirano je vrednovanje ostvarenosti ishoda kroz refleksiju na kraju sata i samoprocjenu.

Gotov materijal

Exploring London with Bee-Bot

exploring-london

Martina Blažević

Aktivnosti za imenovanje procesa probavljanja hrane i organa koji u istom sudjeluju.Kahoot kviz.

The digestive system

Tajana Bundara

Ovo je nastavna jedinica koja pomaže pripremiti učenike za debatu na temu o GMO. Uključuje sve potrebne korake i informacije kako bi učenike pripremila za debatnu seansu.

Nastavna jedinica za debatnu temu o GMO

debata

Ovo je niz aktivnosti za poticanje aktivnosti jezičnog posredovanja uz rubriku kako bi se moglo provesti i vrednovanje bilo formativno ili sumativno ovisno o ciljevima nastavnika. 

Language mediation activities

jezicno-posredovanje

Dijana Gašparac

Radom na tekstu te popratnim aktivnostima učenici usvajanju novi vokabular te spoznaje različite uvjete u kojima učenici uče diljem svijeta.

Nastavnička priprema

Classrooms around the world 1 part

classrooms-around-th

Gledajući kraći dokumentarni film o teškom načinu na koji djeca iz brazilske prašume dolaze u školu, učenici komuniciraju na engleskom jeziku-odgovaraju na pitanja u svezi filma, povezuju s vlastitim iskustvom, iskazuju svoje dojmove

The most dangerous ways to school

dangerous-ways-to-sc

Ankica Šarić

Helga Kraljik

These workshops are dedicated to tolerance and acceptance. Students are at the center of learning. Teachers serve as moderators. The stress is both on skills as well as content.

Workshop 1

Activity 1

Group work: Ss answer the question: Are you tolerant? How do you know it? Ss give examples.

 Ss brainstorm words they associate with tolerance (synonyms and antonyms). Ss define the word tolerance. 

Ss brainstorm ideas about how they can promote tolerance  non-violence  and acceptance of differences at school.

Activity 2

Pair work:

Ss plan a digital comic.

Ss think about the story connected with tolerance that they would like to present in a comic. Ss create a comic plan for each comic cell (scene  characters  text).

Activity 3

Pair work:

T opens the assignment on Storyboard That.

Ss work in pairs on their digital comic.

Activity 4:

Formative assessment - Ss use the checklist in order to check whether they have done everything.

Ss give each other feedback - two things they like and one thing that can be improved. 

Activity 5:

Ss upload their digital comics on a joint eBook which they disseminate on the school's social media accounts.

Tolerance and acceptance

tolerance

The goal of this learning scenario is to promote multilingualism  encourage students to study foreign languages  and to develop their communication  creativity  cooperation  and creative thinking skills. Students are at the center of learning and the teacher acts as a moderator.

Activity 1 – Warm-up

Group work:

Map of Europe – Ss brainstorm the languages spoken in European countries.

Ss answer the questions:

Which languages are spoken by the most people in Europe?

Which European country has the most official languages?

Which European language is the oldest?

Why do some languages become more popular than others?

Which European languages would you like to speak and why?

Activity 2- Designing a poster

Individual work:

S designs a poster about a chosen European Language.

Poster Plan: find (an) interesting fact(s) about the language  choose a word/phrase/sentence that is going to be recorded (vocaroo.com)  and choose images that are going to be used.

Using a digital tool (Canva) a student designs a poster.

Activity 3 – Formative assessment

A checklist – Ss check if they have followed all the steps.

Two stars and a wish – Ss give each other feedback on the posters (two things they liked and one thing that can be improved)

Activity 4 - Dissemination

Whole class

Ss create an online exhibition with their posters for the European Day of Languages.

Ss prepare a quiz based on the posters for Ss in school.

The exhibition and the quiz are presented on the video wall in the school.

Language Diversity in Europe

Activity 1

Group work:

Ss brainstorm ideas about their perfect school - how can they make it more sustainable  and greener; how can they make it more beautiful (classrooms  corridors  outdoors); more inclusive (accepting everybody); Ss think of better ways of teaching.




Activity 2

Pair work/Group work

In pairs or teams of 3  Ss design a Canva video (Ss choose a blank template - one pair or team member opens a template and shares it with the rest of the group or pair so they can all work on it together.)
 Ss design the video template according to the ideas they brainstormed in the previous activity (sustainable  beautiful  and together). Ss can animate certain elements in their video template.
Besides the slides dedicated to sustainability  aesthetics  and inclusion  one slide should be dedicated to a perfect classroom/corridor/outdoor classroom/school playground…  What do you imagine it to be like? Ss use elements from Canva or they use a completely different digital tool to design the classroom which they then upload on the slide (AutoDraw).




Activity 3

Group work:

Ss write the narration which is organized into the introduction  the body  and the conclusion.
Ss use signpost language in order to make it sound more fluent.
peer feedback - once groups/pairs write the narration in Google Docs  each team will pick another team’s and read the narration and give feedback on what they liked and what can be improved.
Ss are expected to use neutral  even a bit informal language  the language used in spoken English. The narration shouldn't be too long.
Ss practice saying the narration.
Ss record the narration using vocaroo (each slide separately) and add the audio to the slide it is describing.
Ss upload the recorded narration onto the Canva video which they later upload on the Padlet wall which will serve later as a dissemination platform.

Designing a dream school video

dream-school-video

New European Bauhaus (NEB) ima za cilj  promociju održivosti  uključivosti i estetike u životu građana EU uključujući i obrazovanje. Istražujući i proučavajući tri glavna principa NEBa  održivost  uključivost i estetiku  učenici će raditi na promociji i izgradnji održive i uključive budućnosti koja je ugodna oku  umu i duhu te na taj način razvijati svoje jezične  IKT i meke vještine. Učenici će prezentirati svoj plan kako učiniti školu održivom  uključivom i lijepom kao i izraditi digitalne materijale za promociju istog.

Tijekom rada na projektu učenici će:

istražiti problem u digitalnom okruženju (Bauhaus  New European Bauhaus  )
kritički procijeniti izvore pretraživanja (vjerodostojnost izvora  odabir sigurnih i besplatnih materijala)
kreativno stvarati digitalne sadržaje (transparenti  meemovi  video uradci)
preuzeti odgovornost za svoje učenje
samostalno traži informacije iz različitih izvora
samostalno kritički vrednuje informacije i ideje
identificirati diskriminaciju i kršenje ljudskih prava unutar zajednice/škole
analizirati utjecaj izoliranosti na emocionalno  tjelesno i socijalno zdravlje
analizirati proces globalizacije i njezin utjecaj na pojedinca i društvo (utjecaj održivosti  uključivosti i estetike)
kritički promišljati o povezanosti vlastitoga načina života s utjecajem na okoliš i ljude
djelovati u skladu s načelima održivoga razvoja s ciljem zaštite prirode i okoliša
prosuditi značaj održivoga razvoja za opću dobrobit