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Unit 4: My eActivity

Posted by Schnecke on June 28, 2016

Here’s my eActivity for Unit 4 at Open eTwinning Mooc

BASIC DETAILS:

  • 6-month project: November 2016-April 2017
  • eTwinning partners: An Official Language School in Ávila and a Secondary school or Vocational training college in Ireland

AGE OF STUDENTS:

  • 16+

AREAS COVERED and LANGUAGE USED:

  • English and Spanish as a first or foreign language

SUBJECT/TOPIC:

Teen life

eActivity

GOALS: To improve the students’ aural skills and improve their cultural awareness of ‘teen life’ in their partner country and compare with their own. Respect diversity. Increase sel esteem.

Special emphasis will be put on assuming that stereotypical behaviour is only of statistical value and that it is crucial to respect our differences.

 TIMING: Within the four-stage six-month project, the following activities will be carried out at the end of stage ONE, through the months of December and January.

ABSTRACT:

Carrying out questionnaires to collect data for final conclusions on different habits teenagers have in Spain and Ireland.

METHODOLOGY AND ICT TOOLS USED:

Mixed nationality groups have been previously assigned a topic related to ‘Teen Life’.

Also, all groups have previously agreed on the series of questions that will be asked in order to collect data about teen habits in one country and the other.

STEP ONE: Days 1 to 5.

The questionnaires are answered by teenagers in both countries (The Spanish students interview teen friends or relatives, and the Irish students interview Irish teens).

Answers are recorded on video with the students’ mobile phones (or a camera if there is one available and the students have the necessary technical skills), transcribed and shared through TwinSpace or a similar platform.

taping a video interviewSTEP TWO: Days 6 to 7.

The Spanish side of each group analyses the Irish responses and the other way around and try to draw some conclusions.

Days 8 to 10: Groups present a hypothesis of stereotypical behaviour in their partner’s teen life. A new questionnaire (T/F or Multiple choice) is devised to check the hypothesis.

STEP THREE: Days 11 and 12. New questionnaires are carried out digitally through a Google Docs questionnaire.

STEP FOUR: With the conclusions drawn from this final questionnaire a blog post is uploaded onto the TwinSpace and shared by partners in their websites. If time allows and the groups have theatrical initiative and digital editing knowledge, a video can be scripted and recorded to explain their peers the findings about the partner country’s teen life.

 

CONTENT, METHODOLOGY AND ICT TOOLS:

  • Collaborative work
  • Writing and Speaking skills
  • Reading and Listening skills
  • Recording of voice and image for interviews
  • Statistics
  • Hypothesis
  • Vocabulary and grammar
  • Discussion
  • TwinSpace
  • Drive
  • Snapchat
  • Prezi

EVALUATION:

The blog post and/or the scripted video will serve as evaluation tools.

A questionnaire will be used at the end of the activity to check the students’ views on stereotypical behaviour and statistics .

 RUBRIC:

It is expected that in the blog/video students use their foreign language to state their conclusions. Their international peers and their teachers will give feedback on content and language.

 

You can see the rest of the Draft for my eTwinning project below:

PRESENTATION

BLOG POST ABOUT MY DRAFT

Photo credit: https://videoproductiontips.com/video-interviews-how-to-make-your-subject-comfortable/

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