1 00:00:00,000 --> 00:00:18,560 More or less. 2 00:00:18,560 --> 00:00:24,480 As you can see on the screen, the topic of the presentation is about science and ICT. 3 00:00:24,480 --> 00:00:30,480 It's more about science than ICT, but it's a sort of combination between both. 4 00:00:30,480 --> 00:00:36,480 The name of the project is Hands on Science and the title is Use ICTs in the Bilingual Classroom. 5 00:00:36,480 --> 00:00:43,480 Hands on Science is the name of the project I'm carrying out this year in my school. 6 00:00:43,480 --> 00:00:48,480 I just start from scratch and I made it up by myself. 7 00:00:48,480 --> 00:00:52,480 So I will tell you how, I will tell you the reasons, I will tell you the methodology, 8 00:00:52,480 --> 00:00:59,480 I will show you some bibliography and webbiography about the project. 9 00:00:59,480 --> 00:01:11,480 And actually, my workshop is particularly relevant for those of you who want to change the routines of the science lessons. 10 00:01:11,480 --> 00:01:17,480 For those of you who want to add some kind of innovation in the classes. 11 00:01:17,480 --> 00:01:23,480 And for those of you who want to get the students active participants in their learnings. 12 00:01:23,480 --> 00:01:27,480 So it's not focused on content, it's more focused on practice. 13 00:01:27,480 --> 00:01:34,480 And ICT is just an excuse to display what we have done in class. 14 00:01:34,480 --> 00:01:43,480 It's more a resource to help me to show what I've done in class, not a resource in itself. 15 00:01:43,480 --> 00:01:48,480 Well, I divided my presentation in two parts. 16 00:01:48,480 --> 00:01:52,480 The first part will tell you what the project consists of. 17 00:01:52,480 --> 00:01:56,480 The objectives, the reasons, the methodology. 18 00:01:56,480 --> 00:01:59,480 We'll take a look at the webpage as well. 19 00:01:59,480 --> 00:02:04,480 I will show you some experiments we have done in class. 20 00:02:04,480 --> 00:02:10,480 And the second part of the presentation is much more active, that's what I really like. 21 00:02:10,480 --> 00:02:13,480 So we're going to do some experiments here. 22 00:02:13,480 --> 00:02:16,480 Sort of experiments that we have done in class with the students. 23 00:02:16,480 --> 00:02:18,480 But you are going to do it. 24 00:02:18,480 --> 00:02:20,480 So you can see that it's possible to do it. 25 00:02:20,480 --> 00:02:24,480 And well, it's just a matter of planning in advance. 26 00:02:24,480 --> 00:02:28,480 So I would like to ask you a few questions before starting with the presentation. 27 00:02:28,480 --> 00:02:33,480 So have you done experiments in your classes, in your science lesson classes? 28 00:02:33,480 --> 00:02:36,480 Sometimes you say yes. 29 00:02:36,480 --> 00:02:39,480 What for? What was the experiment about? 30 00:02:39,480 --> 00:02:40,480 Volume. 31 00:02:40,480 --> 00:02:41,480 Volume. 32 00:02:41,480 --> 00:02:42,480 Volume, volume. 33 00:02:42,480 --> 00:02:44,480 Volume, mass, mass. 34 00:02:44,480 --> 00:02:49,480 Did you do experiments more or less each week, each unit? 35 00:02:49,480 --> 00:02:51,480 It depends on the unit. 36 00:02:51,480 --> 00:02:54,480 It depends on many... 37 00:02:54,480 --> 00:02:55,480 Circumstances, yeah. 38 00:02:55,480 --> 00:02:58,480 Circumstances, because it takes a lot of time. 39 00:02:58,480 --> 00:03:05,480 And, for example, you need microscopes, or I can't carry five microscopes to work in small groups. 40 00:03:05,480 --> 00:03:09,480 It takes a lot of time to prepare it and to do everything. 41 00:03:09,480 --> 00:03:12,480 And the other one, maybe, is not as good as you. 42 00:03:12,480 --> 00:03:13,480 As expected. 43 00:03:13,480 --> 00:03:14,480 Yeah, as expected. 44 00:03:14,480 --> 00:03:17,480 So it wasn't successful. 45 00:03:17,480 --> 00:03:18,480 It depends. 46 00:03:18,480 --> 00:03:25,480 Because every time they change their routines, you know, they're really excited. 47 00:03:25,480 --> 00:03:29,480 And they pay more attention on the process than... 48 00:03:29,480 --> 00:03:31,480 On the results themselves. 49 00:03:31,480 --> 00:03:32,480 Uh-huh. 50 00:03:32,480 --> 00:03:37,480 Any of you who tried to do experiments in class? 51 00:03:37,480 --> 00:03:38,480 You two. 52 00:03:38,480 --> 00:03:40,480 And how was it? 53 00:03:40,480 --> 00:03:44,480 Well, we planted seeds in the neighborhood. 54 00:03:44,480 --> 00:03:48,480 Now they're almost starting to reach out. 55 00:03:48,480 --> 00:03:55,480 And we had lovely, lovely plants from different seeds. 56 00:03:55,480 --> 00:03:58,480 From bean seeds and... 57 00:03:58,480 --> 00:03:59,480 Grains. 58 00:03:59,480 --> 00:04:01,480 ...ancho seeds. 59 00:04:02,480 --> 00:04:13,480 And also we experimented with some celery on some product, water product. 60 00:04:13,480 --> 00:04:16,480 And explaining the photosynthesis. 61 00:04:16,480 --> 00:04:17,480 Fantastic. 62 00:04:17,480 --> 00:04:26,480 They could experiment and they could check how the celery can absorb the water color. 63 00:04:26,480 --> 00:04:27,480 DNAs. 64 00:04:27,480 --> 00:04:28,480 Yeah. 65 00:04:28,480 --> 00:04:29,480 Fantastic. 66 00:04:30,480 --> 00:04:37,480 I usually use experiments as a daily routine in my class. 67 00:04:37,480 --> 00:04:38,480 Okay. 68 00:04:38,480 --> 00:04:39,480 Yeah. 69 00:04:39,480 --> 00:04:40,480 So fantastic. 70 00:04:40,480 --> 00:04:41,480 Two different opinions. 71 00:04:41,480 --> 00:04:43,480 One wasn't successful. 72 00:04:43,480 --> 00:04:45,480 The other one was absolutely positive. 73 00:04:45,480 --> 00:04:46,480 Yeah. 74 00:04:46,480 --> 00:04:51,480 So I suppose that all of you teach science. 75 00:04:51,480 --> 00:04:53,480 But only two people. 76 00:04:53,480 --> 00:04:56,480 Or three, four people can do it. 77 00:04:56,480 --> 00:04:58,480 We do it in class. 78 00:04:58,480 --> 00:05:03,480 What happens is nobody ever taught us how to do it. 79 00:05:03,480 --> 00:05:04,480 That's it. 80 00:05:04,480 --> 00:05:05,480 Yeah. 81 00:05:05,480 --> 00:05:07,480 It's true. 82 00:05:07,480 --> 00:05:09,480 I started from scratch. 83 00:05:09,480 --> 00:05:10,480 Yeah. 84 00:05:10,480 --> 00:05:13,480 Yeah, I started as usual, making mistakes. 85 00:05:13,480 --> 00:05:17,480 You know, grouping children with different problems. 86 00:05:17,480 --> 00:05:20,480 It was a complete mistake. 87 00:05:20,480 --> 00:05:24,480 But, you know, bit by bit you can improve. 88 00:05:24,480 --> 00:05:28,480 And that's what I'm going to show you now. 89 00:05:28,480 --> 00:05:32,480 But after starting with the presentation, I would like to draw your attention to one question. 90 00:05:32,480 --> 00:05:39,480 Just imagine now a PE lesson with 25 to 23 children seated in the chairs, 91 00:05:39,480 --> 00:05:45,480 reading about sports or about games or about the human body. 92 00:05:45,480 --> 00:05:47,480 How would you find it? 93 00:05:47,480 --> 00:05:49,480 Absurd. 94 00:05:49,480 --> 00:05:51,480 Ridiculous. 95 00:05:51,480 --> 00:05:54,480 A PE lesson with all children seated. 96 00:05:54,480 --> 00:05:57,480 But imagine, that's what we are doing in science. 97 00:05:57,480 --> 00:06:02,480 We are missing a nice opportunity to get our students active. 98 00:06:02,480 --> 00:06:05,480 To make them research. 99 00:06:05,480 --> 00:06:08,480 To make them elaborate. 100 00:06:08,480 --> 00:06:12,480 To make them predict conclusions. 101 00:06:12,480 --> 00:06:15,480 We are missing a fantastic opportunity. 102 00:06:15,480 --> 00:06:16,480 But it's true. 103 00:06:16,480 --> 00:06:19,480 Never, ever taught us how to do it. 104 00:06:19,480 --> 00:06:21,480 But, you know, that's an excuse. 105 00:06:21,480 --> 00:06:23,480 Simple excuse. 106 00:06:23,480 --> 00:06:24,480 You can do it. 107 00:06:24,480 --> 00:06:25,480 And I will show you how. 108 00:06:25,480 --> 00:06:27,480 I will show you my way. 109 00:06:27,480 --> 00:06:29,480 Then. 110 00:06:29,480 --> 00:06:31,480 Okay. 111 00:06:31,480 --> 00:06:33,480 Look. 112 00:06:33,480 --> 00:06:34,480 Okay. 113 00:06:34,480 --> 00:06:38,480 As a way of introducing the unit, the project, Hands on Science, 114 00:06:38,480 --> 00:06:41,480 this is my first year with the project, so I'm... 115 00:06:41,480 --> 00:06:45,480 It starts from a bilingual classroom with 25 students, 116 00:06:45,480 --> 00:06:48,480 each three groups of students in Quinto and in Sexto, 117 00:06:48,480 --> 00:06:52,480 during two years in the third cycle in Quinto and in Sexto. 118 00:06:52,480 --> 00:06:54,480 This year was in Quinto. 119 00:06:54,480 --> 00:06:56,480 Next year we continue in Sexto. 120 00:06:56,480 --> 00:07:03,480 About 16 units with 28 experiments approximately in total. 121 00:07:03,480 --> 00:07:06,480 14 in Quinto, 14 in Sexto. 122 00:07:06,480 --> 00:07:11,480 And then the project contains a set of adaptives. 123 00:07:11,480 --> 00:07:14,480 Let's say adaptives. 124 00:07:14,480 --> 00:07:18,480 I don't like to photocopy an experiment from a book. 125 00:07:18,480 --> 00:07:19,480 Just present it. 126 00:07:19,480 --> 00:07:20,480 No, adaptives. 127 00:07:20,480 --> 00:07:21,480 Each class is different. 128 00:07:21,480 --> 00:07:23,480 Each group of students is different. 129 00:07:23,480 --> 00:07:25,480 Each level is different. 130 00:07:25,480 --> 00:07:29,480 So we have to adapt it, change some things. 131 00:07:29,480 --> 00:07:33,480 Classroom experiments and a website. 132 00:07:33,480 --> 00:07:38,480 The website permits us to display the experiments 133 00:07:38,480 --> 00:07:43,480 and to get our students active with online and printed activities 134 00:07:43,480 --> 00:07:45,480 that they can play in the web page 135 00:07:45,480 --> 00:07:51,480 and they can download to do at home if they want to. 136 00:07:51,480 --> 00:07:53,480 Continue. 137 00:07:53,480 --> 00:07:54,480 Why? 138 00:07:54,480 --> 00:07:57,480 What's the reason for this project? 139 00:07:57,480 --> 00:07:58,480 There are lots of reasons. 140 00:07:58,480 --> 00:08:02,480 The most important is children demand it. 141 00:08:02,480 --> 00:08:05,480 They ask me to do something more active 142 00:08:05,480 --> 00:08:07,480 instead of reading the book, 143 00:08:07,480 --> 00:08:10,480 as we do in Conocimiento del Medio en Español. 144 00:08:10,480 --> 00:08:14,480 They ask me to do something more active, 145 00:08:14,480 --> 00:08:17,480 more attention-catching. 146 00:08:17,480 --> 00:08:20,480 And if children demand it, 147 00:08:20,480 --> 00:08:24,480 sure, you get high motivation. 148 00:08:24,480 --> 00:08:26,480 For sure. 149 00:08:26,480 --> 00:08:29,480 So you can take advantage of their motivation, 150 00:08:29,480 --> 00:08:32,480 their interest to do it. 151 00:08:32,480 --> 00:08:35,480 Second reason is a first-hand experience. 152 00:08:35,480 --> 00:08:38,480 This is a methodological reason. 153 00:08:38,480 --> 00:08:41,480 If they learn how to do it by themselves, 154 00:08:41,480 --> 00:08:44,480 they will remain, 155 00:08:44,480 --> 00:08:47,480 the content will remain in them. 156 00:08:47,480 --> 00:08:48,480 It's a first-hand experience. 157 00:08:48,480 --> 00:08:50,480 It's long-lasting. 158 00:08:50,480 --> 00:08:52,480 More than a content that they read in class 159 00:08:52,480 --> 00:08:54,480 or that they learn how to repeat it 160 00:08:54,480 --> 00:08:57,480 or they memorize it at home. 161 00:08:57,480 --> 00:09:01,480 They do it, so they learn by doing. 162 00:09:01,480 --> 00:09:04,480 Third, the use of ICT. 163 00:09:04,480 --> 00:09:06,480 They ask me to do something with computers. 164 00:09:06,480 --> 00:09:08,480 They ask me to do online activities. 165 00:09:08,480 --> 00:09:09,480 So why not? 166 00:09:09,480 --> 00:09:12,480 We can combine them in the website, 167 00:09:12,480 --> 00:09:14,480 the ICT and the experiments. 168 00:09:14,480 --> 00:09:17,480 And finally, as I told you before, 169 00:09:17,480 --> 00:09:19,480 I work in a Colegio Bilingüe 170 00:09:19,480 --> 00:09:21,480 for the Convenio of the British Council. 171 00:09:21,480 --> 00:09:24,480 So our curriculum is integrated. 172 00:09:24,480 --> 00:09:27,480 It combines elements from the British national curriculum 173 00:09:27,480 --> 00:09:29,480 and the Spanish ones. 174 00:09:29,480 --> 00:09:31,480 And one of these elements that we can use, 175 00:09:31,480 --> 00:09:33,480 that we can mix, 176 00:09:33,480 --> 00:09:35,480 is the use of experiments, 177 00:09:35,480 --> 00:09:37,480 the use of practical activities 178 00:09:37,480 --> 00:09:41,480 instead of focus on the memory of our learners. 179 00:09:41,480 --> 00:09:47,480 So, we continue. 180 00:09:47,480 --> 00:09:50,480 Well, the objectives. 181 00:09:50,480 --> 00:09:54,480 There are more objectives than these six, seven, 182 00:09:54,480 --> 00:09:57,480 but I've selected the most important. 183 00:09:57,480 --> 00:10:02,480 They are mixed, so this is not the most important. 184 00:10:02,480 --> 00:10:05,480 First, get in contact with authentic and communicative materials. 185 00:10:05,480 --> 00:10:06,480 As you will see in the website, 186 00:10:06,480 --> 00:10:08,480 all the materials uploaded 187 00:10:08,480 --> 00:10:11,480 or the activities embedded are original. 188 00:10:11,480 --> 00:10:14,480 They have been taken from original websites, 189 00:10:14,480 --> 00:10:18,480 American, Australian, British. 190 00:10:18,480 --> 00:10:24,480 I use our original materials to adapt the activities. 191 00:10:24,480 --> 00:10:28,480 So this is absolutely original and authentic. 192 00:10:28,480 --> 00:10:30,480 Second, promote practical science at school. 193 00:10:30,480 --> 00:10:32,480 Obviously. 194 00:10:32,480 --> 00:10:35,480 Instead of promote theoretical memorization of contents, 195 00:10:35,480 --> 00:10:37,480 one of practical science. 196 00:10:37,480 --> 00:10:39,480 Develop basic research skills. 197 00:10:39,480 --> 00:10:43,480 You will see later in the experiments 198 00:10:43,480 --> 00:10:45,480 those basic research skills. 199 00:10:45,480 --> 00:10:48,480 Set compulsory practical sessions in most units. 200 00:10:48,480 --> 00:10:51,480 That's it. 201 00:10:51,480 --> 00:10:52,480 It's compulsory, 202 00:10:52,480 --> 00:10:56,480 so each unit contains one or two experiments, 203 00:10:56,480 --> 00:10:57,480 more or less, 204 00:10:57,480 --> 00:10:59,480 so more than less. 205 00:10:59,480 --> 00:11:02,480 So one, two, three, compulsory. 206 00:11:02,480 --> 00:11:06,480 Approximately each unit has three sessions with experiments. 207 00:11:06,480 --> 00:11:10,480 The first two, we do the activity with a practical experiment, 208 00:11:10,480 --> 00:11:13,480 and the third one, they make an oral exposition 209 00:11:13,480 --> 00:11:18,480 of what they have done before in class. 210 00:11:18,480 --> 00:11:23,480 So we have three sessions devoted to the experiments. 211 00:11:23,480 --> 00:11:27,480 Boost learners' interest and active participation, for sure. 212 00:11:28,480 --> 00:11:30,480 Always. 213 00:11:30,480 --> 00:11:38,480 Even if sometimes some lack of discipline is permitted. 214 00:11:38,480 --> 00:11:40,480 Not so much. 215 00:11:40,480 --> 00:11:42,480 Some lack of discipline is permitted. 216 00:11:42,480 --> 00:11:45,480 Encourage the use of ICT at school, obviously, 217 00:11:45,480 --> 00:11:47,480 and improve learners' language skills. 218 00:11:47,480 --> 00:11:49,480 That's fantastic. 219 00:11:49,480 --> 00:11:52,480 Because at the same time that they are learning English 220 00:11:52,480 --> 00:11:54,480 with a native teacher, 221 00:11:54,480 --> 00:11:59,480 I'm taking advantage of those contents that they are learning. 222 00:11:59,480 --> 00:12:02,480 If they are learning about the present and the past, 223 00:12:02,480 --> 00:12:06,480 I ask them to do the oral presentation in the present or in the past, 224 00:12:06,480 --> 00:12:08,480 as they like. 225 00:12:08,480 --> 00:12:12,480 So we can take advantage of the knowledge they are learning 226 00:12:12,480 --> 00:12:15,480 from the native teachers in English. 227 00:12:15,480 --> 00:12:18,480 We continue. 228 00:12:18,480 --> 00:12:23,480 Next. 229 00:12:23,480 --> 00:12:28,480 Okay, as I told you before, the project is composed of two main components. 230 00:12:28,480 --> 00:12:31,480 First, the website, and second, the experiment sessions. 231 00:12:31,480 --> 00:12:36,480 We'll take a look at the website, and we'll come later to the experiment. 232 00:12:36,480 --> 00:12:38,480 Okay, this is the website. 233 00:12:38,480 --> 00:12:43,480 It's a free domain, so it costs nothing. 234 00:12:43,480 --> 00:12:45,480 And before clicking on the webpage, 235 00:12:45,480 --> 00:12:48,480 I would tell you that the website permits us 236 00:12:48,480 --> 00:12:52,480 to upload printed materials and worksheets. 237 00:12:52,480 --> 00:12:58,480 It is a fantastic way to display what we do in class. 238 00:12:58,480 --> 00:13:01,480 It's even better than a poster or a mural. 239 00:13:01,480 --> 00:13:06,480 You are able to display all that you do in the Internet. 240 00:13:06,480 --> 00:13:11,480 It will be more available to the children and to their parents as well. 241 00:13:11,480 --> 00:13:14,480 Third, learners' active participation. 242 00:13:14,480 --> 00:13:17,480 Learners write the footnotes of the pictures. 243 00:13:17,480 --> 00:13:20,480 They take pictures when we are doing the experiments. 244 00:13:20,480 --> 00:13:26,480 They write comments, and they play the games uploaded and embedded. 245 00:13:26,480 --> 00:13:30,480 It permits learners to work at their own pace, 246 00:13:30,480 --> 00:13:34,480 so they can work at home or at school. 247 00:13:34,480 --> 00:13:39,480 Most of them work at home, and they do the activities at home, 248 00:13:39,480 --> 00:13:41,480 even on the weekends. 249 00:13:41,480 --> 00:13:43,480 And feedback, yes, of course. 250 00:13:43,480 --> 00:13:48,480 There is a guestbook in the website where children can write their comments 251 00:13:48,480 --> 00:13:50,480 if any activity doesn't work, 252 00:13:50,480 --> 00:13:53,480 if they don't understand what to do in a particular activity, 253 00:13:53,480 --> 00:13:55,480 if they want to change it, 254 00:13:55,480 --> 00:13:58,480 they can give me some suggestions. 255 00:13:58,480 --> 00:14:02,480 So it provides really valuable feedback. 256 00:14:02,480 --> 00:14:05,480 This is an example of an activity. 257 00:14:05,480 --> 00:14:09,480 Students took the photos, they wrote the footnotes, 258 00:14:09,480 --> 00:14:12,480 and, well, they did this. 259 00:14:12,480 --> 00:14:17,480 This is about testing carbohydrates and sugar and starch. 260 00:14:17,480 --> 00:14:26,480 So the whole process is, more or less, explained in the pictures. 261 00:14:26,480 --> 00:14:29,480 So if you want, you can do it. 262 00:14:29,480 --> 00:14:32,480 You can use even the worksheets uploaded. 263 00:14:32,480 --> 00:14:37,480 We haven't looked at the plates yet, because we are short of time. 264 00:14:37,480 --> 00:14:40,480 Here are some works that students wrote. 265 00:14:41,480 --> 00:14:45,480 They are misplaced. 266 00:14:45,480 --> 00:14:52,480 And, well, apart from the menu, apart from the experiments, 267 00:14:52,480 --> 00:14:55,480 here are activities to print. 268 00:14:55,480 --> 00:14:58,480 They are organized in terms as well. 269 00:14:58,480 --> 00:15:01,480 And the online games and activities. 270 00:15:01,480 --> 00:15:06,480 You choose a unit, and there are plenty of activities that you can do. 271 00:15:07,480 --> 00:15:09,480 Fantastic. 272 00:15:09,480 --> 00:15:13,480 Unit 5 was about human-beings interaction. 273 00:15:13,480 --> 00:15:19,480 So there are links to those activities. 274 00:15:19,480 --> 00:15:23,480 Those activities have been selected by me, so they are adapted. 275 00:15:23,480 --> 00:15:25,480 They are adapted to their level. 276 00:15:25,480 --> 00:15:28,480 Maybe you will find them too easy or too difficult, 277 00:15:28,480 --> 00:15:31,480 but they are adapted to their level. 278 00:15:32,480 --> 00:15:37,480 So, you know, after 24 hours exploring websites, 279 00:15:37,480 --> 00:15:40,480 you can take, more or less, 5 or 6 activities. 280 00:15:40,480 --> 00:15:43,480 Because there are lots of activities, 281 00:15:43,480 --> 00:15:47,480 but not all activities are appropriated for your students. 282 00:15:47,480 --> 00:15:51,480 It's not the same that you are aiming. 283 00:15:51,480 --> 00:15:56,480 There are links, and there are also lots of embedded activities. 284 00:15:56,480 --> 00:16:01,480 Lots of embedded activities that you can play here. 285 00:16:05,480 --> 00:16:09,480 You can take a book, play a game. 286 00:16:09,480 --> 00:16:13,480 And they are the same contents that we are doing in class. 287 00:16:13,480 --> 00:16:15,480 Videos. 288 00:16:15,480 --> 00:16:16,480 Oops. 289 00:16:16,480 --> 00:16:18,480 I know. This is from BBC, I think. 290 00:16:18,480 --> 00:16:20,480 Free to upload. 291 00:16:24,480 --> 00:16:25,480 Sorry? 292 00:16:25,480 --> 00:16:26,480 Yes. 293 00:16:39,480 --> 00:16:41,480 Can I ask you something? 294 00:16:41,480 --> 00:16:43,480 When do you carry out this practice? 295 00:16:43,480 --> 00:16:46,480 In the beginning of the unit? In the end? 296 00:16:46,480 --> 00:16:47,480 At the end of the lesson. 297 00:16:47,480 --> 00:16:49,480 At the end of the unit. 298 00:16:49,480 --> 00:16:50,480 At the end. 299 00:16:50,480 --> 00:16:53,480 But if you have more questions, wait a couple of minutes. 300 00:16:53,480 --> 00:16:55,480 So, wait now. 301 00:16:56,480 --> 00:16:59,480 Well, that's the website. 302 00:16:59,480 --> 00:17:01,480 Quickly. 303 00:17:01,480 --> 00:17:03,480 We'll take a look at the experiment sessions. 304 00:17:03,480 --> 00:17:04,480 Quickly. 305 00:17:06,480 --> 00:17:07,480 Okay. 306 00:17:07,480 --> 00:17:10,480 The experiment sessions consist of hands-on work, 307 00:17:10,480 --> 00:17:12,480 set of activities, 308 00:17:12,480 --> 00:17:15,480 and neural exposition that they do in class, 309 00:17:15,480 --> 00:17:18,480 in front of their friends. 310 00:17:18,480 --> 00:17:21,480 Neural exposition, children in groups there, 311 00:17:21,480 --> 00:17:24,480 doing what they have done, using pictures, posters, 312 00:17:24,480 --> 00:17:26,480 as they like. 313 00:17:26,480 --> 00:17:28,480 And experiments. 314 00:17:29,480 --> 00:17:30,480 Experiments. 315 00:17:30,480 --> 00:17:31,480 Why? 316 00:17:31,480 --> 00:17:34,480 First, they learn by doing. 317 00:17:34,480 --> 00:17:36,480 Second, 318 00:17:36,480 --> 00:17:39,480 a careful classroom management avoids disruption. 319 00:17:39,480 --> 00:17:41,480 Yeah, I think sometimes it's difficult 320 00:17:41,480 --> 00:17:43,480 if your group is really bad. 321 00:17:43,480 --> 00:17:46,480 But, you know, if you keep an eye 322 00:17:46,480 --> 00:17:48,480 on those particular students 323 00:17:48,480 --> 00:17:52,480 and you organize the groups according to their levels, 324 00:17:52,480 --> 00:17:56,480 it may be less disruptive than you think beforehand. 325 00:17:56,480 --> 00:17:59,480 So, try to mix the students, to organize. 326 00:17:59,480 --> 00:18:01,480 That's the key. 327 00:18:01,480 --> 00:18:03,480 Change the display of the classroom. 328 00:18:03,480 --> 00:18:05,480 Put four groups in four corners. 329 00:18:05,480 --> 00:18:07,480 You don't want them to speak. 330 00:18:07,480 --> 00:18:09,480 Oh, I don't know. 331 00:18:10,480 --> 00:18:13,480 Well, and demonstration versus research. 332 00:18:13,480 --> 00:18:15,480 That's a very interesting point. 333 00:18:15,480 --> 00:18:19,480 Many of these experiments are not based on research aspects. 334 00:18:19,480 --> 00:18:23,480 They are merely demonstrations of principles and rules. 335 00:18:23,480 --> 00:18:29,480 So, I think that even if they are not research experiments, 336 00:18:29,480 --> 00:18:31,480 they are useful for us. 337 00:18:31,480 --> 00:18:35,480 We are teaching children, not universitarios. 338 00:18:35,480 --> 00:18:39,480 We are teaching children, not universitarios. 339 00:18:39,480 --> 00:18:43,480 So, I think that we have to keep a balance 340 00:18:43,480 --> 00:18:47,480 between those experiments that promote research, like yours, 341 00:18:47,480 --> 00:18:50,480 the one with the sprouting seeds, 342 00:18:50,480 --> 00:18:52,480 like the FERT test. 343 00:18:52,480 --> 00:18:55,480 I don't know if you know the FERT test methodology. 344 00:18:55,480 --> 00:18:58,480 You change one condition of the experiment 345 00:18:58,480 --> 00:19:01,480 and you keep the rest of the factors the same, 346 00:19:01,480 --> 00:19:02,480 and you see what happens. 347 00:19:02,480 --> 00:19:03,480 That's fantastic. 348 00:19:03,480 --> 00:19:04,480 That's research. 349 00:19:04,480 --> 00:19:06,480 And demonstration. 350 00:19:06,480 --> 00:19:08,480 You have to demonstrate what happens 351 00:19:08,480 --> 00:19:10,480 if you combine some elements, 352 00:19:10,480 --> 00:19:13,480 if you mix some products. 353 00:19:13,480 --> 00:19:14,480 What happens? 354 00:19:14,480 --> 00:19:15,480 More on this demonstration. 355 00:19:15,480 --> 00:19:18,480 In all cases, I think they are useful for us. 356 00:19:18,480 --> 00:19:19,480 But we have to keep a balance 357 00:19:19,480 --> 00:19:22,480 between research activities and demonstrations. 358 00:19:22,480 --> 00:19:24,480 Logical and inductive sequence. 359 00:19:24,480 --> 00:19:26,480 Never without respect to research. 360 00:19:26,480 --> 00:19:29,480 It's a very common mistake. 361 00:19:29,480 --> 00:19:31,480 It happens to me too. 362 00:19:31,480 --> 00:19:35,480 We tell the children what's going to happen. 363 00:19:35,480 --> 00:19:36,480 Never do it. 364 00:19:36,480 --> 00:19:38,480 Never. 365 00:19:38,480 --> 00:19:40,480 Even if it's a chaos, 366 00:19:40,480 --> 00:19:45,480 never tell them what is expected to result. 367 00:19:45,480 --> 00:19:47,480 So, follow a logical and inductive sequence. 368 00:19:47,480 --> 00:19:49,480 How? 369 00:19:49,480 --> 00:19:51,480 Start with an introduction. 370 00:19:51,480 --> 00:19:55,480 You can write short tests introducing the topic. 371 00:19:55,480 --> 00:19:57,480 Continue with predictions. 372 00:19:57,480 --> 00:19:59,480 Children can write hypotheses. 373 00:19:59,480 --> 00:20:01,480 They can predict the outcome. 374 00:20:01,480 --> 00:20:02,480 How? 375 00:20:02,480 --> 00:20:03,480 Circle answers. 376 00:20:03,480 --> 00:20:04,480 Ticking. 377 00:20:04,480 --> 00:20:06,480 You can give them the answers. 378 00:20:06,480 --> 00:20:09,480 They have to choose what they think happened. 379 00:20:09,480 --> 00:20:11,480 Next, the process. 380 00:20:11,480 --> 00:20:15,480 That's the most important part. 381 00:20:15,480 --> 00:20:17,480 The research and demonstration. 382 00:20:17,480 --> 00:20:18,480 And finally, the conclusions. 383 00:20:18,480 --> 00:20:22,480 Compare initial predictions with the final outcome. 384 00:20:22,480 --> 00:20:24,480 So, it's a cycle. 385 00:20:25,480 --> 00:20:27,480 We continue. 386 00:20:27,480 --> 00:20:29,480 Well, after this, 387 00:20:29,480 --> 00:20:32,480 this is the bibliography I've used to do this. 388 00:20:32,480 --> 00:20:34,480 There are lots of ideas. 389 00:20:34,480 --> 00:20:37,480 Most of these webpages are from America, 390 00:20:37,480 --> 00:20:39,480 from New Zealand, from England. 391 00:20:39,480 --> 00:20:42,480 They are fantastic if you need ideas. 392 00:20:42,480 --> 00:20:45,480 But you know, it requires lots of time 393 00:20:45,480 --> 00:20:48,480 to explore websites, to take ideas, 394 00:20:48,480 --> 00:20:51,480 and to adapt it into the group class. 395 00:20:52,480 --> 00:20:55,480 And this is my library. 396 00:20:55,480 --> 00:20:58,480 Most of the books I've consulted are here. 397 00:20:58,480 --> 00:21:01,480 This is a pretty fantastic book. 398 00:21:01,480 --> 00:21:03,480 I've done plenty of experiments. 399 00:21:03,480 --> 00:21:07,480 I think that the last chapters are only experiments. 400 00:21:07,480 --> 00:21:08,480 They give you the clues. 401 00:21:08,480 --> 00:21:11,480 They give you the hints to do it, to adapt it. 402 00:21:11,480 --> 00:21:15,480 So, for most of them, this is fantastic as well. 403 00:21:15,480 --> 00:21:17,480 Developing science language. 404 00:21:18,480 --> 00:21:19,480 And this is it. 405 00:21:19,480 --> 00:21:22,480 You can take some ideas from this one as well. 406 00:21:22,480 --> 00:21:24,480 They're quite expensive. 407 00:21:26,480 --> 00:21:27,480 That's perfect. 408 00:21:27,480 --> 00:21:31,480 Well, we arrived to the... 409 00:21:31,480 --> 00:21:32,480 Any time now? 410 00:21:32,480 --> 00:21:36,480 Well, if you have questions about the presentation, 411 00:21:36,480 --> 00:21:38,480 it's time now. 412 00:21:41,480 --> 00:21:44,480 I found in a course that often websites change 413 00:21:44,480 --> 00:21:45,480 every three, six months. 414 00:21:45,480 --> 00:21:46,480 Do you check? 415 00:21:46,480 --> 00:21:47,480 Yeah, I check it. 416 00:21:47,480 --> 00:21:51,480 And the students check it for me. 417 00:21:51,480 --> 00:21:55,480 So, they write comments in their guestbook. 418 00:21:55,480 --> 00:21:57,480 But the materials you've adapted, 419 00:21:57,480 --> 00:21:59,480 if the websites are different, 420 00:21:59,480 --> 00:22:02,480 then you can still use them? 421 00:22:02,480 --> 00:22:04,480 Usually, they don't change. 422 00:22:04,480 --> 00:22:06,480 Because they are taken from... 423 00:22:06,480 --> 00:22:07,480 BBC. 424 00:22:07,480 --> 00:22:11,480 BBC, PBS, Nova. 425 00:22:11,480 --> 00:22:14,480 Most of them are taken from channels, TV channels, 426 00:22:14,480 --> 00:22:16,480 or from... 427 00:22:16,480 --> 00:22:19,480 pages that belong to business groups. 428 00:22:19,480 --> 00:22:21,480 They don't try to sell you anything, 429 00:22:21,480 --> 00:22:25,480 but many are business groups or even ministries. 430 00:22:25,480 --> 00:22:27,480 So, they usually don't change. 431 00:22:27,480 --> 00:22:29,480 But students, they check it. 432 00:22:29,480 --> 00:22:33,480 And they tell me if the link doesn't work or not. 433 00:22:33,480 --> 00:22:35,480 More questions? 434 00:22:35,480 --> 00:22:40,480 Do you have any problem with the author's rights 435 00:22:40,480 --> 00:22:42,480 about the videos? 436 00:22:42,480 --> 00:22:43,480 What do you mean? 437 00:22:43,480 --> 00:22:44,480 BBC and... 438 00:22:44,480 --> 00:22:45,480 No. 439 00:22:45,480 --> 00:22:48,480 I mean, because someone told me in the past 440 00:22:48,480 --> 00:22:55,480 that it's not a good option to upload the videos 441 00:22:55,480 --> 00:22:56,480 in our website. 442 00:22:56,480 --> 00:22:58,480 So, just write the links. 443 00:22:58,480 --> 00:22:59,480 Okay. 444 00:22:59,480 --> 00:23:01,480 I don't earn any money doing this. 445 00:23:01,480 --> 00:23:02,480 I know. 446 00:23:02,480 --> 00:23:03,480 So, it's free. 447 00:23:03,480 --> 00:23:05,480 But there are lots of webpages 448 00:23:05,480 --> 00:23:08,480 that permit you to embed the activity. 449 00:23:08,480 --> 00:23:11,480 BBC permits you to embed it. 450 00:23:11,480 --> 00:23:13,480 So, I think that you can do it. 451 00:23:15,480 --> 00:23:17,480 But, you know, that's true. 452 00:23:17,480 --> 00:23:18,480 Maybe... 453 00:23:18,480 --> 00:23:20,480 I'm trying to enforce the law, 454 00:23:20,480 --> 00:23:22,480 but I don't care. 455 00:23:22,480 --> 00:23:24,480 I don't earn money doing this, 456 00:23:24,480 --> 00:23:27,480 so I don't think I profit from it. 457 00:23:27,480 --> 00:23:29,480 Thank you. 458 00:23:31,480 --> 00:23:33,480 Any other questions? 459 00:23:37,480 --> 00:23:38,480 Yeah. 460 00:23:38,480 --> 00:23:40,480 I will show you later, okay? 461 00:23:40,480 --> 00:23:43,480 We are supposed to be divided in groups 462 00:23:43,480 --> 00:23:45,480 to make experiments. 463 00:23:45,480 --> 00:23:46,480 No. 464 00:23:46,480 --> 00:23:48,480 I want to divide ourselves. 465 00:23:48,480 --> 00:23:49,480 Okay. 466 00:23:49,480 --> 00:23:52,480 I thought that we would be more or less 30 people, 467 00:23:52,480 --> 00:23:54,480 so I prefer experiments. 468 00:23:54,480 --> 00:23:56,480 There's five. 469 00:23:56,480 --> 00:23:58,480 To do it here in class with you. 470 00:23:58,480 --> 00:24:01,480 So, I would like to organize yourselves, please, 471 00:24:01,480 --> 00:24:02,480 in groups. 472 00:24:02,480 --> 00:24:04,480 In six groups. 473 00:24:04,480 --> 00:24:06,480 Five groups will do experiments. 474 00:24:06,480 --> 00:24:07,480 There's five. 475 00:24:07,480 --> 00:24:09,480 And the rest in the sixth group 476 00:24:09,480 --> 00:24:12,480 will explore the website here on the computer. 477 00:24:12,480 --> 00:24:16,480 So, if you please organize yourselves in groups. 478 00:24:17,480 --> 00:24:19,480 Not in small groups. 479 00:24:20,480 --> 00:24:22,480 I'll give you a hint. 480 00:24:22,480 --> 00:24:24,480 Thank you. 481 00:24:34,480 --> 00:24:37,480 If we don't make the children participate, 482 00:24:37,480 --> 00:24:39,480 move, act. 483 00:24:39,480 --> 00:24:41,480 Yes, it's complicated at first, 484 00:24:41,480 --> 00:24:43,480 but give more time. 485 00:24:43,480 --> 00:24:45,480 Try. Try to do it. 486 00:24:45,480 --> 00:24:47,480 The webpage is a fantastic, fantastic, 487 00:24:47,480 --> 00:24:50,480 and very easy, cheap way to display 488 00:24:50,480 --> 00:24:52,480 what you do in class. 489 00:24:52,480 --> 00:24:55,480 So, take advantage of it if you want to. 490 00:24:55,480 --> 00:24:56,480 And that's it. 491 00:24:56,480 --> 00:24:58,480 Thank you very much for your attention. 492 00:25:07,480 --> 00:25:09,480 Thank you.