EOI Cornellà de Llobregat - Erasmus + mobilities - 2017/2018

In the last day of the course we have seen some more useful online tools for teachers: Socrative . An interesting website to create fun quizzes to tests our students’ knowledge on a topic. Plickers . Again a tool to create quizzes, but this time the answers to the questions are not selected on a touchscreen. Students are given printouts and are told that by holding them up in a particular way they can indicate one answer or another. The teacher will then use their Plickers app in their phone and take a picture, which will count all right answers. Spark Adobe . A very good website to create fancy posters in no time at all. Then we were presented a few more analogical games. We played taboo , we learned about Story Cubes and later we played exit questions . The latter is a very simple game. At the end of the lesson the students line up before the door and the teacher poses a question to each student. If they answer correctly, they can leave. Ot

Today we have carried out an outdoor activity. We were given a map with different locations  marked  with a number and a list of monuments and historical buildings on a separate document. We had two tasks: first find out which number corresponded to each monument and then go there and take a group selfie. It was a great activity to practice our oral skills. We were told that this kind of activity can later be used to inspire descriptive or informative texts. Students can either describe what they see in the pictures they took or find out more about the history of the monument and write a short text about it.

Today the class has begun with an “unusual” activity. We were told to write down one unusual thing about us on a piece of paper (along with our name) and hand it in to the teacher. The teacher then read them out loud without saying the name and we had to guess whose paper it was. It was a good warm-up activity and again it helped create a more cohesive group (the more you know about the others and the others about you, the more comfortable you will feel around them). After that, we spent a big part of the class learning about some useful Internet tools: Kahoot . Most people had already used Kahoot in the past, but we were made aware of some of its hidden features (how to get a detailed account of the results, how to automatically set the questions in a random order, etc.). Classtools.net . This is a website where teachers can find lots of resources they can later use during their lessons. QR Treasure Hunt Generator . It is a tool that can be found in

We have begun today’s class talking about the concept of attention. First we did a short activity to prove that even easy instructions can be hard to follow. The teacher trainer told us to fold a sheet of paper in different ways and rip out a corner of it each time. Then we had to unfold the paper. Although all of us had tried to follow her instructions precisely, the patterns our sheets revealed looked completely different. Then we were told that attention varies throughout a lesson. It starts low and rapidly goes up for a short period of time. Then it goes down little by little until the very end, when it goes up again. In order to keep that from happening and keep a level degree of attention throughout the lesson, we need to use attention catchers here and there (approximately every ten minutes). An attention catcher is anything that breaks the routine for a few minutes: a joke, a short game, a funny remark, etc. Of course, this is only necessary in lessons that are more t

Today we have had the first day of the course. We introduced each other and presented our countries, schools and educational systems. All participants are either from Spain or Finland. We discussed in length the concept of motivation and what fosters it. It was interesting to see how teachers from different countries (or at least different regions) working at different levels of education (kindergarten, primary, secondary and education for adults) have pretty much the same ideas and experiences. We agreed that the following points enhance motivation: Encouraging students Offering incentives Drawing connections to real life Incorporating new technologies Going on field trips Allowing students to conduct experiments Making teaching fun After that, we played a couple of games to get to know each other better. These can also be used in a regular class to get students to know each other better and form a more cohesive group: Keep the bal

Listening A. Real-life listening 1. Gotchya coin! S A tells B about a topic of their choice. They have a coin on their palm. B tries to get their coin. Swap when coin is taken. Ask what they remember about their partner’s story. 2. Mirroring A is the mirror and follows B’s movements simultaneously. Swap after a minute or two.   3. Tell me more about A speaks about a topic of their choice and B interrupts saying: Tell me more about … + something they heard from A 3. 2 mins – 1 min A speaks about a topic of their choice and B only listens to them. Then they summarise in one minute. A gives feedback on summary. Swap. 4. So what you’re saying is …. Speaks about a topic of their choice and B keeps clarifying. How many clarifications did they ask for in 3mins?

Art and literature   Art gallery  Spread pictures. Each pair gets three post-it notes. They choose three pictures and write comments people seeing the picture in an art gallery may say. Comments are collected and redistributed and then matched with pictures.   Preference corners Put pictures on both walls of all the four corners. Ss go to the corner where they like the pictures the most. They tell each why. They find another picture they all like. What if? Ss look at a picture and write ‘what if’ questions in groups or pairs. Then groups or pairs swap questions and answer them. They give the answers to those who wrote the questions and they choose the answer they like the most and read it out as one sentences, not as a Q+A. What’s the title? Exhibit pictures with numbers attached to them. Ss in pairs walk around and give titles to pictures. Pairs swap and compare titles. Similar? Different? Why? ► attach original tiles and compare.   Speaking from inside a p