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Orientation session Unit 3 GSM

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Subido el 27 de abril de 2025 por Elena G.

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Grabación de la sesión de formación de la unidad 3 del proyecto Global Scholars Madrid (24/04/2025).

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session. So, I think that could be more interesting for everybody. Thank you. 00:00:01
Well, I asked Elena to allow me to use the first five minutes. So, thank you, Elena. I'll try to 00:00:12
be as brief as I can. Hello, everybody. I'm so glad to see you all. And also, I'm really glad 00:00:18
that I got to see some of you in person in some of the projects that we're also doing in the 00:00:26
bilingual department. So it was really nice to see you in person and say hi. So we just 00:00:32
don't see each other, not only through this screening. So I was really glad to see everybody. 00:00:38
I'm going to share a presentation with just a few questions to do as a warm-up. I believe 00:00:44
If I can share with you, like, how can I? 00:00:52
You make me a presenter. 00:01:02
If you give me your name. 00:01:04
Okay. 00:01:07
And you make me a presenter. 00:01:09
And if you want to type them in the chat, it's okay, too. 00:01:11
So we can do, like, a quick. 00:01:14
I feel like moderator will be fine. 00:01:17
Yes, I believe. 00:01:19
and then I should be able to share. 00:01:20
Thank you so much. 00:01:27
All right, so if that's okay with everybody, I would like to start by 00:01:30
doing a quick 00:01:34
I'll do this one. Okay, doing like a quick 00:01:36
warm-up. 00:01:42
Entire screen. 00:01:46
So I'm going to post the question in the chat as well, but I just would like to know a little 00:01:47
bit how everything is going with the program, just to get some feedback. 00:02:00
So as you guys might know, the goal is to continue working on this program next year, 00:02:03
and we're trying to prep things in advance and make sure it's going to be successful, 00:02:09
since we're going to do the five units next year not just three of them and so 00:02:14
I just wanted to do like a quick check in to see how everything is going and 00:02:19
also to know whether you're noticing something regarding your students 00:02:24
learning so let me post the questions in the chat and it would be great to hear 00:02:28
your thoughts on them so here we have the first question if I can type it 00:02:36
there we go hi hi welcome for some reason having trouble posting it might 00:02:43
take a while so maybe I'll just share the presentation again and you guys can 00:03:04
start posting in the chat so there the first question was about the main 00:03:08
takeaway from the program so far um so if you guys can share you know so far what's your main takeaway 00:03:14
and it could be something that is going really well or something that you're struggling with 00:03:21
so it'll be great to um to know a little bit about your experience so far with uh with the program 00:03:25
um so if you had to share one key takeaway from the program implementation so far what would it 00:03:34
What would you guys say? It's something that also we should keep in mind and consider regarding the program implementation next year. 00:03:40
The other question is about what you're noticing regarding your students learning. 00:03:51
Is there anything that you guys are noticing? I'll be great to hear your thoughts on that. 00:03:55
So let's take maybe a few minutes to use the chat. I see the first question already. 00:04:01
question already. It's taking a while. Sorry about that. Yeah, they're loading answers. I saw some 00:04:05
people started answering. Okay, so it's taking a while for me. Sorry about that. So, let's take a 00:04:11
few minutes to see if we have some answers about your main takeaway. Again, it could be something 00:04:20
that it's, you know, going really well, being really successful, or something that, you know, 00:04:27
you're struggling with. And that's okay. Both answers are completely fine. 00:04:33
There are more people joining, Paula. 00:04:38
I accepted, and now we are 24, 26. 00:05:00
So let me start again by saying hi to everybody. 00:05:07
And we're doing a quick check-in. 00:05:11
So we have one question in the chat. 00:05:16
If you guys can start answering the question just to see how the program implementation is going so far. 00:05:19
I don't know, Elena, if you see any answers. 00:05:26
It might be like people are taking a while, which is totally fine. 00:05:33
Yes, I can see some answers because, well, some suggestions like it would be great if next year the program started earlier, like in September, October. 00:05:37
Some people agreed. 00:05:50
Gemma said that she agrees. 00:05:52
Alicia, too. 00:05:56
she would like 00:05:57
two teachers working with the same group 00:06:00
instead of two teachers working with two different 00:06:02
groups 00:06:04
Ingrid says that it's a lot 00:06:05
of work for the period of time 00:06:08
given 00:06:10
Cristina, I found it hard 00:06:10
to meet deadlines, maybe 00:06:14
we could have planned all activities 00:06:16
beforehand, it would have been easier 00:06:18
to combine them with other tasks 00:06:20
syllabus, etc 00:06:22
Monse, I believe my students' writing skills are improving and they feel more confident when writing emails. 00:06:24
And Damian says, students' digital competence is really an issue. 00:06:35
It takes forever to get ready. 00:06:39
Depending on the age to work with, yeah, I totally understand you. 00:06:44
because when I start with students in year five in primary, it happens to me. 00:06:48
Like, first time that they log in, it takes ages. 00:06:55
They forget the username, the password, but then they get used to it. 00:06:59
Rosa says, in my case, the level of information and writing of emails in English is quite advanced for our students' level. 00:07:06
So basically, we need to do most of the job for them, which I don't think is being very significant for their learning, because also we have to do everything in a hurry. 00:07:13
The complexity of having two different platforms also. 00:07:24
That's something we're working on for next year already. 00:07:28
So hopefully that's something. 00:07:32
Oh, I can see the comments now. 00:07:34
Thank you so much. 00:07:35
Can you see? 00:07:36
It was taking a while to load. 00:07:36
So it was like loading, loading. 00:07:39
Thank you so much. 00:07:41
I also see from Carmen, students are motivated and the writing skills have been encouraged. 00:07:43
But I agree with the previous idea. The time we had was too short. 00:07:48
Once I said, I also think that some deadlines are tight and I would like to have more. 00:07:54
Let's see here. More time to see some of the contents. 00:08:00
As I said, they're learning a lot and it's interesting to see how they're evolving. 00:08:04
But I believe sometimes it's hard for the students to focus on Global Scholars when the deadlines coincide with the exams and evaluations. 00:08:07
Yeah, that's been hard, especially during this time of the year for everything, for field trips, for programs, for everything. 00:08:15
In my school, it is going great and enriching. 00:08:23
Oh, really glad to hear that. 00:08:27
Something we could improve, like have more time to organize with the colleagues, give ideas on how to improve students' typing. 00:08:29
you have the possibility to have a commission in the school for participating global scholars 00:08:36
well those are really good ideas thank you Clara for that those are really good 00:08:40
well I'm taking notes of all of this as I said because we are prepping already for next year 00:08:45
we're prepping the habla virtual so we don't have two platforms so we are working on alongside 00:08:51
our colleagues in EducaMadrid we're prepping the curriculum as well so thank you so much for all 00:08:56
this information because that's really helpful. Before Elena gets started, I just wanted to share 00:09:03
with you a little bit about what I said in the email about the final event. So we acknowledge, 00:09:08
when I say we, it's like the bilingual department and the director of bilingualism really, you know, 00:09:15
acknowledge all of the effort that you guys took on this year to try to implement or implement this 00:09:22
program and he really wants to celebrate you guys and and your students so um we are prepping um a 00:09:27
final event um in demand in the month of june and i will be able to share more and probably a 00:09:37
weekend because we're finalizing all of the all of the different details but i wanted to share 00:09:46
a little bit with you since uh i know elena is also going to talk about oral presentations in the 00:09:51
in the professional development session today so everyone knows what you know what's going on so 00:09:57
i can give you guys some heads up so the the final event will take place in june i will share the 00:10:02
specific dates and time frames really soon uh there will be separate days for presentations 00:10:09
so we'll have some days for high schools and sundays for elementary schools presentations 00:10:15
The main idea is that each classroom enroll in the program will prepare at three to four minutes for a presentation of their community action projects. 00:10:21
So you guys can include some visuals if you want during the presentation. 00:10:32
Maybe you have a PowerPoint slide or you have an infographic if you want to. 00:10:36
Each classroom will designate three or four students that will be the ambassadors, meaning that those students will represent their class on stage when they send their project. 00:10:41
And after the presentations every day, because as we said, we'll have some days for high schools and some days for elementary school, we're planning a student activity to take place. 00:10:55
So we'll share more about that. 00:11:07
We're trying to do something for the students related to the content that they've seen in the curriculum this year. 00:11:08
So I will send some information probably after the long weekend to you, to the leadership team in your school. 00:11:17
And then we will definitely have an informative meeting so we can talk about all of the different details and answer any questions that you guys might have. 00:11:25
So I just wanted to share that just for everyone to know. 00:11:34
And, you know, so you know that you will have some information soon. 00:11:38
All right, Elena, I think we're ready unless someone has like a pressing question. 00:11:44
Rocio, it will be in June. 00:11:49
I will share the dates really soon as we finalize it, but it will be in June. 00:11:50
So you guys have enough time to post the project, but since you guys will be also prepping your students, 00:11:57
So I think it's a great heads up to know like, oh, we will have some students who actually present it orally. 00:12:03
But but, yeah, I'm also really excited about that because I see all of the work that you've done with it, 00:12:09
with the project for unit one. And it was really, really fun to to see and to watch all of the projects. 00:12:15
We really enjoy it. So so I'm sure this will be great as well. 00:12:21
All right. So, Elena, I want more time. So you can. It's OK. 00:12:26
Thank you. Thank you very much, Paula, for all these pieces of information. 00:12:31
Well, it was also part, but it's great as you are organizing this to have the final information. 00:12:38
And regarding what I saw in the chat, I read that somebody said, I think it was Clara, about organizing a commission in the school. 00:12:46
so the colleagues can participate and share ideas. 00:12:58
And I think it's great. 00:13:03
We did it the first year that we started in Global Scholars. 00:13:06
And it was a way of having one hour per week to be able to organize the activities 00:13:09
and have some time to plan between the teachers that were participating in it. 00:13:17
So if you can do it, my recommendation is that you do it 00:13:23
because it's always great to have some time that you have in school to prepare beforehand 00:13:27
and to share ideas about the projects and the way of doing it. 00:13:35
I heard something. 00:13:40
I don't know if somebody is still waiting to log in, I think. 00:13:41
No, I don't see anybody. 00:13:45
Well, as Paula said at the beginning, but some of you have entered later, we are recording the session. 00:13:47
So if somebody misses it, they can see it later because we suppose, well, many of you have got questions regarding the community action project. 00:13:54
Well, it's great to see that I am also a part that it is hard work. 00:14:05
And I know because I've been, well, and I still am because I am also doing the project as well, the same as you. 00:14:11
and but and then you see how the students improve in their writing skills or in the 00:14:19
digital competence and at the end is worthwhile although i i understand your problem with the 00:14:27
deadlines because it's what i feel always also with the projects in in global scholars well 00:14:34
so i'm going to share with you a presentation about for this last unit of global scholars 00:14:40
if you just let me for a moment 00:14:47
okay 00:14:51
here it is 00:14:52
and 00:14:54
can you see it 00:14:56
oops 00:14:58
yes 00:15:04
I think I have more people to be 00:15:05
admitted 00:15:08
I can be 00:15:08
oh can you 00:15:10
okay 00:15:12
I have to go 00:15:12
in and out 00:15:15
it's me 00:15:17
to close the mobile thank you thank you very much i'm there already no problem welcome 00:15:20
okay yeah i was with my mom oh yeah also i accepted okay so can you see 00:15:26
now i don't know where i am uh can you see the presentation yes we can yes okay 00:15:35
So, well, I will start from the beginning. 00:15:44
So, as you probably have seen in the aula virtual, this last unit of Global Scholars Madrid will take place between the 5th of May and the 6th of June, 00:15:49
although there is another extra week at the end to give feedback to the projects from the other schools. 00:16:01
And I call it Community Action Project because it's the main point of this unit. 00:16:08
For the agenda, I would like to do some introductions first, although, well, we did a little bit before because Paula asked you for your feedback. 00:16:16
That is great. 00:16:27
We want to know, well, how you feel about what you are doing and also that you can ask questions if you have any questions. 00:16:29
Then we will have a look at the contents of each unit, both the exchanges that you need to do in Google Classroom and also the different steps and stages to do the project and the digital project. 00:16:37
And, well, I will share with you some ideas, statements, ICANN statements and starters that you can use to assess your students' work and also use them for their final reflections on what they have learned during this year. 00:16:52
that is 00:17:15
this part that you see collaborating 00:17:17
45GE, that's the 00:17:19
number and name of the 00:17:21
indicator, but as you will see 00:17:23
during the whole session 00:17:25
this unit is all about 00:17:27
collaborating with each other 00:17:30
within the class and 00:17:31
also with the other peers 00:17:34
from Global Scholars Madrid 00:17:35
and then I will 00:17:37
explain to you about the 00:17:39
Community Action Project presentation 00:17:41
and the other presentation that Paula mentioned before, 00:17:43
because we have created a script and a template to help your students practice for that presentation. 00:17:47
And finally, well, there are some announcements like the dates that it starts 00:17:56
and any questions that you can have, you can write them down in the chat at any time. 00:17:59
and I would like to start as I said if in the chat you can write an environmental issue that 00:18:05
you have observed in your community it can be related to the green space or other types of 00:18:15
environmental issues that your students have discovered while they were working on the 00:18:21
activities of unit two I tell you this because it will be like the starting point and the brainstorm 00:18:27
that you will do with your students to see what your community action project can be about. 00:18:34
So it would be great if you could share it in the chat. 00:18:40
And also, I would like that, well, you did it before with Paula, 00:18:45
so it's okay for the people that joined later. 00:18:52
If you want to add a part of the program that you enjoyed 00:18:56
or if there are any drawbacks that you have found with us, that would be wonderful. 00:19:00
So here you have the different types of biodiversity issues that probably you have found. 00:19:07
Maybe it's an ecosystem related to the ecosystem conservation. 00:19:18
Maybe it's related to pollution, maybe to access to green spaces or climate change, 00:19:21
or there can be other biodiversity issues. 00:19:27
So where do I have you? 00:19:33
Here. 00:19:37
I will check the chat. 00:19:42
Oh, I see. 00:19:52
Some of you have got the school trip from the 9th to the 13th of June. 00:19:53
It will be great if any of you would mind sharing with us 00:20:07
any of the issues you found during the activities, 00:20:11
maybe when you analyze nature in the news. 00:20:15
And I would like to know also how was everything going with the activities from the previous unit. 00:20:18
I feel like maybe it's taking time or I don't receive any answers yet. 00:20:54
I think they're coming in right now. 00:21:05
Ah, okay, okay. 00:21:07
It's like all of them at the same time later. 00:21:08
Okay, so they like going outside to check the environment. 00:21:12
And you have realized in ES Santa Marca that the lack of green spaces in your neighborhood, okay, 00:21:16
the park we have next to our school is really small and going to another bigger one would take a long time. 00:21:24
Okay, so maybe you can orient your community action projects towards creating or asking the council for more green spaces 00:21:31
or finding a space in your playground in the school, in the high school to grow a vegetable patch. 00:21:42
I'm just giving ideas that maybe once you found the issue, 00:21:52
then, well, you have to see with your students and brainstorm your students about the possible actions that you can take. 00:21:56
okay Ingrid says my students really enjoy the field trips to prepare the introductory video 00:22:03
and to a nearby park yeah whenever you go out for the classroom they like it very much 00:22:12
and well I think that when they have a purpose like looking for the different species and taking 00:22:19
notes of what they see it makes it more meaningful and they enjoy it very much 00:22:25
We saw some rubbish on the floor. 00:22:31
I think that my students were more concerned with the conservation of the fauna in the area. 00:22:34
Well, that's great, too, because they can also work on guides of the local fauna to tell the other people ways of taking care of them. 00:22:38
For example, this is also lack of green areas, not accessible to everyone, 00:22:52
upper population of some species, such as pigeons. 00:23:01
They are enjoying everything. 00:23:06
They are very excited when they receive an answer. 00:23:07
That's great. 00:23:11
It's true that what really motivates them is the exchanges in the Google Classroom, 00:23:12
or in my case, in the Classroom. 00:23:18
They like very much when they have answers and they can learn from other peers. 00:23:20
We live in Arroyo Molinos, which has a lot of green spaces. 00:23:26
So the main concern of our students so far is the amount of dog feces that are everywhere around the village pavements. 00:23:29
Well, well, that's it. 00:23:37
You can also try to write, well, ask students to write a letter to the mayor or do a campaign. 00:23:39
And so to make people aware of this. 00:23:47
But we would like to work on other issues since we already asked the town mayor about ours. 00:23:52
Sorry, I didn't read that part. 00:23:57
Maybe better recycling and reduction of waste in the school or prevention of floodings. 00:23:59
Well, that's great. 00:24:05
I always advise you to start from the school with your own school because you don't need as many permissions. 00:24:08
permissions and you can start from the very beginning from the first week working on it 00:24:15
anything that means like asking the town council or doing something outside the school 00:24:21
requires more time because you have to ask for those permissions and at the end you have only 00:24:29
one month to do it from their partners I mean okay this must be related to something I read before 00:24:35
In Aranjuez, deforestation is what comes to mind. 00:24:44
Oh, okay, I didn't know. 00:24:48
Well, there are some associations also that work, I don't know if in your area, 00:24:51
but maybe you can look for information about that to see how you can deal with that topic 00:24:57
if you want for your community action project. 00:25:04
What the students enjoy the most about our scholars is the interaction with our students. 00:25:07
They enjoy the trip to the green space. 00:25:12
And the recording of their interviews, whether our students enjoyed the most or far worse, recording the video and visiting some areas and research about their flora and fauna. 00:25:14
That's great. 00:25:24
Our school is in the center of Madrid, Ramiro de Maestu, and for this reason, we do not have many green spaces around our school. 00:25:25
So probably pollution is one of the main issues we are willing to solve with the students. 00:25:31
they loved when we went out to the school to record the video for the project and they have 00:25:36
really improved with their digital skills but they're still having problems when completing 00:25:41
the emails because we don't really have a lot of time yeah i know a problem with time is it's 00:25:45
always the same when you work with projects because you will need there's always something 00:25:53
that you need to adjust or that doesn't work especially when you are dealing with technology 00:25:58
and it takes always longer than you expect it. 00:26:05
So I understand you. 00:26:08
They enjoyed learning about La Gavia Park and other parks in the area 00:26:12
and they are starting to think on how to improve it. 00:26:15
I said floodings because it happened recently with the river that passes by our village. 00:26:19
Oh, I see maybe with the heavy rains that we had before Easter. 00:26:24
Okay, so well, you have lots of ideas to start with. 00:26:28
I don't know, maybe your students buried in mind now after the holidays, but with my own students, I started today working also in our community action project, and they forgot everything we did before Easter. 00:26:33
So I had to go back and show them then again what they did, the emails, the notes they took in their notebooks to refresh everything again. 00:26:50
So maybe you need to have all those notes near you when you start doing the brainstorm. 00:27:03
But otherwise, it's difficult for them, or at least for my students, to give ideas on how to start the topic or what action to choose. 00:27:12
Well, this is, in my opinion, the most important part of this program, because now that they research about an issue in their communities, when they are going to take action on it. 00:27:25
But the timing can be also a difficulty. 00:27:41
So I'm going to start by giving you some key concepts about the Community Action Project. 00:27:46
Can you see the different screen? 00:27:52
I mean, the different page in the presentation? 00:27:55
Because I went out of the presentation mode and I'm not sure you can see exactly what I see. 00:27:59
Can you? 00:28:07
Okay, great. 00:28:08
I still have to master themes and the different ways of seeing it. 00:28:10
Okay, so the community action project is done as a whole class. 00:28:15
And if you are working with two classes, I can even say that you can do it with the two classes, okay, 00:28:21
because usually it's an ambitious project. 00:28:27
and if you feel that you are going to work better if you do it and you ask one class to do a part 00:28:31
of the presentation or a part of a video or a part of a infographic and the other class can do 00:28:42
another one and it is your first year my advice is that you make the things simple for you so 00:28:50
So I usually do two projects, one with class A and one with class B, but then it's double work, I mean. 00:28:59
So you can consider maybe splitting the task and doing one community action project for, well, I mean, or sharing some parts of it with your classes. 00:29:07
You have to remember that it has to be about your local community or school or neighborhood. 00:29:19
As I said, well, there are always things that we can improve in our schools. 00:29:26
So it's a great way to start if you have any living trips, like you said, or activities in your agenda that will take time from this month or a bit more than a month that you have to do it. 00:29:31
There are different options, different types of projects that you can do. 00:29:50
So plan according to your time frame. Be realistic. Think of the sessions that you will have each week and plan according to that. 00:29:54
And at the end, you have to create a digital presentation to share with your peers in a Google Classroom. 00:30:05
But that presentation can also be useful for you for the oral presentation that Paula mentioned in June. 00:30:13
depending on the type of digital project that you choose 00:30:22
you will be able to use it or not 00:30:26
maybe you do a video 00:30:29
you need to take a screenshot of it later 00:30:31
for the other presentation 00:30:34
but my advice is always that you try to 00:30:36
use what you have for everything 00:30:40
or plan for all the different tasks 00:30:43
that you need to do 00:30:46
and you don't double 00:30:48
and you don't have to do two different presentations, 00:30:49
one for the oral presentation and one for the Google Classroom, okay? 00:30:53
More things to take into account. 00:30:59
Well, I included, sorry, I go back. 00:31:01
I included the timeframe that you have it in Aula Virtual. 00:31:03
But as we are going to go week by week looking at the different activities, 00:31:09
I will move around, move on, and, well, the first thing, the big picture of this is the community action project. 00:31:14
So it would be great if you have this logo in your mind, the CAP strategy. 00:31:25
Remember that it should be community-oriented, something achievable, and with a purpose. 00:31:32
And I added one letter more that doesn't fit in the CAP strategy, but as you have to talk about the impact that it made, something that you can measure as well. 00:31:38
I put some examples in the slide. 00:31:52
This one on the left is an infographic that I did with my students, and it's one way that you can show your findings. 00:31:56
The good point about the infographic is that you can include charts, you can include pictures and text, and it's a way of writing about what you will do during the community action project. 00:32:04
I also included a link to a theater play, but as we are running out of time, I'm not going to play it, okay? 00:32:21
But it's just another option. To tell you the truth, I did this last year, but because I've been working in global scholars for many years and I started thinking of the community action project from the beginning of the school year. 00:32:30
Otherwise, it's not well, I don't think it's possible to to put on a play and prepare the script and everything for one month. 00:32:45
But maybe you can do like little drama. If your students like artistic presentations, maybe they can do like short plays or role plays that they can act out before other classes. 00:32:54
And here you have a link to another project from some students in Girona from Global Scholars. 00:33:11
That is the one that they used for the training for this session. 00:33:20
That is really useful. 00:33:28
And as you will have the link, because I will give you also the presentation, you can see. 00:33:31
In their case, they did a web page with Wix. 00:33:37
the type of community action project will depend on the type of action that you will choose 00:33:40
so the first thing that you need to think is of your the issue okay that you found in your 00:33:48
community and depending on the type of issue then you can decide the type of action that you would 00:33:54
like to do create a program provide a service raise awareness meet a school or city leader 00:33:59
and then depending on this we specify it and we do something that will be purposeful and achievable 00:34:07
and oriented to our community you know like for example you can do a cleanup event if the problem 00:34:18
is littering a artistic presentation for younger students if what you want is to raise awareness 00:34:26
Maybe you can create a video for the school's web page, do posters, write articles if you have a school magazine, or if you have a radio, you can create podcasts. 00:34:33
All these, there are ways that you can measure how many people entered into the school web page or how many people saw the artistic presentation that your students did. 00:34:46
And they are ways of measuring the impact that you've made in your local community. 00:34:58
This year, my students and I are thinking of organizing a second-hand market, for example, 00:35:04
but because instead of working on green spaces, we are working on overconsumption and consumption issues. 00:35:10
So I'm giving you different ideas that you can have for these projects. 00:35:17
Oh, are they already in Aula Virtual? That's great. Thank you, Paula. 00:35:28
So when you choose what type of issue you are going to address and the action that you will take, 00:35:35
you have to think also of the digital project that you will use for the presentation. 00:35:43
You will see that in the timing you have prepared the presentation at the end of the month, 00:35:49
like starting in week three, week four. 00:35:56
But my advice is that you start with a presentation also from the beginning 00:35:59
and you organize the students doing different tasks 00:36:03
because otherwise you will need more time 00:36:06
and you will be, again, coping with the deadlines 00:36:09
and you will work with different project jobs. 00:36:12
I will include a project job for the presentation from the beginning 00:36:21
so you can do everything more or less at the same time. 00:36:25
So different types of digital projects can be a video. 00:36:32
You think that your project will be best presented as a story 00:36:36
and you want to include people speaking. 00:36:40
And here I put some applications that you can use for the video. 00:36:42
If you want to share more information for a large audience, 00:36:47
Maybe you can do a website and you can use Google Sites, Wix. 00:36:54
If you are running out of time, you can do a presentation and you can share information with an audience. 00:37:00
And you have also more opportunities like your students probably know, like Canva, PowerPoint, Google Slides. 00:37:07
And I also gave you here some applications. 00:37:15
If you choose to do a photojournal or an infographic, but remember that it will be a combination of text and images, but you will not be able to include, for example, video. 00:37:18
The one that I show you, I did it with PictoChart, and my students like it very much because I wanted to learn another application apart from Canva. 00:37:33
But if your students don't have much time or you see that you are having difficulties with the digital projects 00:37:43
because it takes them a long time, it's better to stick to the applications that they already know 00:37:50
and you don't have to start explaining new functions or the menu or how it works. 00:37:58
For the community action project, the methodology is a bit different. 00:38:05
I don't know if you work usually with cooperative groups, but the best way to organize the classes for this unit is by assigning project jobs. 00:38:10
Like some students can be the photographers and videographers, others can do the script, others can be the, well, there will be a group of class ambassadors that will be the ones in charge of writing the post or replies in the Google Classroom Exchange place. 00:38:28
and the aim of this unit that it is collaborating 00:38:46
is to do class meetings to agree 00:38:53
on the different parts of the project 00:38:55
and once they have, you have had agreed 00:38:58
on the different tasks and the jobs 00:39:01
that each student is going to do, 00:39:05
well, use those sessions to work and take action 00:39:07
as they say on the project itself. 00:39:12
And I don't know you have any questions so far or I'm going too fast, but I don't want to take too long. 00:39:16
And there are many weeks to explain. Well, so I will move on. 00:39:26
I will come back from time to time to see that any questions in the chat for the first week. 00:39:31
That will be the first week in May. 00:39:37
There aren't any exchanges in the Google Classroom discussion boards. 00:39:40
It's for you to brainstorm your students and decide what issue you are going to address and the type of action you will take. 00:39:47
I put this piece of the picture here, brainstorm, because this is like the main point for me. 00:39:58
once you choose this 00:40:06
you know what to do 00:40:08
for the community action 00:40:10
project and you have like 00:40:12
halfway, okay 00:40:14
because what I noticed 00:40:15
in the years I've been working with global 00:40:18
scholars, the most difficult part 00:40:20
is choosing 00:40:22
what issue you can 00:40:24
address and thinking what can 00:40:26
be achievable in 00:40:28
the time we have, but once 00:40:30
you choose it 00:40:32
assigning a task to the students and working well we are used to that and you have well I will 00:40:34
if I were you I will also from the very beginning tell students that you are they are going to work 00:40:45
as a group and to make group decisions they need to vote to compromise and they need to collaborate 00:40:52
with each other and, well, revise all the yellow boxes that you have within the student's workbook 00:41:00
because they are all the time tips on how to improve that collaboration between students 00:41:08
and with the peers in the classroom. So, the activities that you have, the essential in-class 00:41:14
activities are the introduction, you have the vocabulary, as I said before, you can do it or 00:41:20
You can explain the words as you read the other parts of the introduction. 00:41:27
And then for another session, I put like 50 minutes because I added the Get Inspired part. 00:41:32
What is Get Inspired? 00:41:40
In the same page, in page 102, 103, where you have the brainstorm, 00:41:41
you have also a space to write down any information that you get from the project from previous years. 00:41:48
And I know that you don't have much time, but for me, it works for me and my students to see to watch examples of other projects before, because for them, maybe you can have a clear picture in your mind. 00:41:57
But it's difficult to express or to explain to them what we expect at the end of the unit if they have not seen any before. 00:42:15
So I think it's worthwhile to have a look at one of the projects and with the students, ask them for the feedback or if they got any ideas that they liked, if they could see what the goal was, because they will be more tuned into looking at their own issues in their community and start thinking what they can do. 00:42:28
So at least with the students that I work with, primary students, it works. 00:42:56
I don't know, maybe with older students it's not so necessary, but I think it's good to spend that time looking at it 00:43:00
because then it will be easier for you in the next week to plan and to decide the type of action that you will take. 00:43:10
And in the white box, I gave you, well, the activities in Unit 2 where you could have the issues, okay? 00:43:20
So maybe you need to go back to the activity called Analyzing the News or the Field Research or the one called Human Actions and Biodiversity because after doing those activities, probably your students found the issues that you were saying. 00:43:32
If you have a clear idea of what the issue that you want to address, that is great. 00:43:50
And then, well, my advice is that you start also thinking about the plan, okay? 00:43:57
That, well, according to the schedule, will be for the second week. 00:44:06
So the second week will take place from May the 12th until May the 16th. 00:44:11
in this week there is 00:44:17
an exchange in Google Classroom 00:44:20
the Global Discussion Project Collaboration 00:44:23
well you know how long it takes 00:44:25
for your students because now you have experience 00:44:29
in this and remember that the class ambassadors 00:44:32
or class ambassador singular 00:44:35
or a group of class ambassadors 00:44:38
are the ones in charge of writing the post in the discussion board 00:44:40
This will give you more time for the rest of the students to work on the project jobs and start also working on the digital presentation. 00:44:45
That's my advice. OK. Another tip that I give you is that if you work with collaborative groups methodology already, 00:44:56
you can assign each job a different role but otherwise you can also ask students to choose 00:45:06
the type of job they would like to do and then group them according like a group of experts 00:45:14
in the everyday activities in the classroom this is the easiest way to do it because 00:45:20
they can help each other. If you have different roles in each group 00:45:31
and each one is doing a different part, as you are going to do just 00:45:36
one project for the whole class, for me it works better 00:45:40
grouping them depending on the type of job that 00:45:43
they perform. And my 00:45:48
advice is also that you start working on the digital presentation 00:45:52
and you create another job that is 00:45:55
the ones in charge of the digital presentation, and they can take pictures of the process, 00:46:00
write little summaries, and keep track of everything that you start doing. 00:46:06
So you don't have to make that work later because the community action project can take longer than just one week. 00:46:10
Another important thing is to think of the way that you will measure impact. 00:46:20
in the student workbook you have some examples that is good to read with the students like they 00:46:25
can count the people that attend an event or the people that visited a website they are young they 00:46:33
are not so used about measuring things so it's important to bear this in mind also from the 00:46:41
beginning because it will also guide you into the type of digital presentation that you need. 00:46:47
Okay, in week three is when you start taking action. I advise you to use these 00:46:59
a global graphic organizers with the task list and that the students write for each week what 00:47:09
their task is and what they need to do so they have a very clear organization is important always 00:47:19
but even more in this unit because you will have the students working on many different 00:47:27
tasks so if they know very well where the materials for the tasks they need to do are 00:47:33
and what we expect from them and what they need to do it's going to be easier and less demanding 00:47:40
for you in the class although i advise you also i try to do the sessions that i when i do the 00:47:47
project when i have the assistant with me because well for me is the busiest part of the 00:47:55
school year regarding what global scholars is because having the students working in the 00:48:04
different tasks they have many questions they encounter problems with technology that you need 00:48:13
to solve. So if you can, try to plan for the sessions when you have the language assistant 00:48:19
as well. And I will check again if there are any questions. No questions? No? Okay. So 00:48:26
So I added the indicator 45GE that is recognizing one's capacity to advocate for 00:48:39
and contribute to local, regional, or global improvement because it's the one that is related to the community action project. 00:48:52
And for me, it's very useful to use the sentence starters to give them to the students. 00:49:00
So sometimes when they are writing for the presentation, what they found, they have this vocabulary that is more difficult. 00:49:06
It's not a kind of vocabulary that we usually use in the class. 00:49:17
So either the GAN statements or the sentence starters can help you. 00:49:21
And if you want, you can use them also as a way of assessing your students' global competency. 00:49:27
competency, okay, if they really contributed to this, if they acknowledge that they can take 00:49:34
actions that will help their community and so on. So now I would like to do a breakout room so you 00:49:42
can talk to some of your colleagues and have some planning time because teachers, what we miss 00:49:53
And we need most of the time is planning time. 00:50:01
And there's a way that you can also ask each other for your ideas. 00:50:05
And then if you have any questions, you can also ask me because, well, I would like to help you with any questions that you can have regarding the Community Action Project. 00:50:11
So the questions I have for you are, with the information that I've been giving you during the session, how do you plan to group your students and assign project roles? 00:50:20
Will you have groups of experts or will you have mixed ability or mixed up groups with different project jobs in each group? 00:50:34
The second question will be, what type of action is the best to address the environmental issue in your community? 00:50:45
And the third question, how can you measure the impact of your action? 00:50:52
Well, we will not have much time. 00:50:58
I will give you like two, three minutes for this and here. 00:51:01
so I'm going to create 00:51:10
different rooms for you 00:51:13
and you need to click 00:51:15
to enter into those rooms 00:51:16
is that fine? 00:51:19
sure 00:51:22
thank you 00:51:23
sorry 00:54:55
I just 00:55:03
didn't want to make it very long 00:55:06
but maybe I 00:55:08
significant conversations 00:55:10
I don't know, maybe now in the chat 00:55:13
you can write the ideas 00:55:15
that you got, we will have some time 00:55:17
to debrief now and see 00:55:19
ideas that you got 00:55:21
from your colleagues 00:55:23
I'm waiting 00:55:25
I don't have everybody 00:55:27
I think 00:55:28
are we all in the main room 00:55:30
again? Okay, I don't 00:55:33
see you all, but I think so 00:55:35
and if you can listen to me 00:55:37
So, do you see my presentation? 00:55:38
Maybe it stopped. 00:55:44
Yeah. 00:55:47
Yeah, we can see it, yeah. 00:55:48
Ah, can you see it? 00:55:50
Okay. 00:55:51
So, I know there were three questions, 00:55:52
so maybe you didn't have time because there were four or five people in each room 00:55:55
to speak about or talk about the three, 00:56:00
But it would be great if one person in each room could say something that you shared or any ideas that you got from your colleagues or you still have some questions regarding the three questions that I asked. 00:56:03
Well, in our room, we were talking about what you said about organizing so that perhaps if we create like the idea, the final idea, it will be easier. 00:56:26
for example if we decided to do an event 00:56:37
that is what we were talking 00:56:41
that it is the last year for them 00:56:42
in 6th grade 00:56:45
so we think that they will join more 00:56:46
if they have to do something different 00:56:49
not just a powerpoint presentation 00:56:51
or a poster that they did it 00:56:53
before 00:56:55
so in that way it will be easier 00:56:55
to organize them in different groups 00:56:58
for example one could be 00:57:01
the people who will invite 00:57:02
another one is the decoration 00:57:04
I think that it would be easier to have responsibilities for every student of our class. 00:57:06
Oh, that's great. Thank you for sharing, Marimar. 00:57:12
And also, students enjoy very much taking action, an event, OK, an action event that they can share with their classmates or with the other students in school. 00:57:15
and as you said it takes shorter time but you can make a big impact during that session or 00:57:30
sessions that you do that event that's right have you thought about the ways of measuring the impact 00:57:38
well first you need to know the action obviously but remember that if you think maybe of doing a 00:57:57
website you can use a counter or if you are doing an event you can count the number of people that 00:58:06
are invited or that attended that event if you do a presentation or a role play or sing a song 00:58:14
for other classes you know also the number of students that listen to you so remember also that 00:58:25
and remind your students because they will need to write about their impact during the presentation. 00:58:35
I would love if somebody else could share one more idea or more. 00:58:44
Do you mean the final project, right? 00:58:55
Yeah, for the community action project, because the other is a presentation where you show what you did for the community action project. 00:58:58
but the most difficult thing is to decide to think what issue you are going to address 00:59:05
that is oriented to your community what the action that you will take in order to help your community 00:59:12
okay because in my school we have been thinking about to to work the sustainability through the 00:59:19
solar panels because we have one solar panels in our school is a school uh it's new it has like 00:59:26
seven seven years more or less i don't have one solar panel so we were thinking about to focus 00:59:33
on that so maybe um foster the students through the project um doing a work about the um to have 00:59:39
more solar panels so we can maybe use that energy to do things inside the school i don't know if 00:59:47
it's a good idea okay maybe you can write about the advantages of solar panels or 00:59:54
green types of energy 01:00:01
and share it with the rest of the students 01:00:03
and 01:00:06
if you are using that energy 01:00:07
to power 01:00:09
anything in the 01:00:12
school 01:00:14
it's a data that you can show 01:00:15
to the rest how much 01:00:18
we saved 01:00:19
how much energy we saved by using 01:00:21
the sonar panels 01:00:24
so I think yeah 01:00:25
you can do it and it will be 01:00:28
also very educational for all of them okay thank you Elena well as it's getting a bit late I'm 01:00:30
going to go on but if you have any questions or any other ideas that you would like to share please 01:00:43
feel free to write them down on the chat and at any point I will read them okay 01:00:48
so going back to the presentation we have the last weeks remaining weeks 01:00:54
where you will be working on the community action project. 01:01:01
So according to the workbook, to the student's workbook, 01:01:07
in week four, you focus on the community action project presentation. 01:01:11
And you choose the digital project type, well, one of the types or another one, 01:01:18
if you want, that I showed you before. 01:01:23
But remember that my advice is that you start working on the presentation also. 01:01:26
in the previous weeks so that by the end of May, 01:01:30
as you see this is the last week of May, you have it 01:01:35
because otherwise you will be rushing and, well, 01:01:38
thinking that you need to do the presentation 01:01:42
and it will take longer, okay? 01:01:44
For the eClassroom, well, sorry, I say eClassroom, 01:01:49
but for Google Classroom in your case, 01:01:53
you have an exchange about the project collaboration 01:01:55
that is optional and my advice is that as you will have the class ambassadors that will write 01:01:59
the posts it's a way of having also the class ambassadors busy so and as you say and I know 01:02:06
that students like very much when they get answers from their other peers I will do it 01:02:13
while the other students work on the presentation and on the community action project 01:02:19
There are some pages where they explain how to test out and revise the community, well, the presentation and your project. 01:02:24
But this has to be like a cycle, okay? 01:02:35
You have to start revising it from the beginning, and you see that it doesn't work, fix those things that are not working from the beginning. 01:02:39
So you will see that most of the information that you have during these pages of the student workbook will help you, like, to assign the jobs at the beginning. 01:02:48
But if you started working on the presentation before, maybe it's worthy that you read this information with the students that are going to work on the presentation before, okay? 01:03:03
because there are checklists that you can give to your students 01:03:14
to make sure that they are doing all the tasks that they need to complete the final project. 01:03:18
During weeks five and six, what you are going to do is share your presentations 01:03:27
and reflect about their learnings and also reply to your peers about their community action projects. 01:03:35
So for me, the most important handout of all this is the reflect and evaluate because it's the way that students see how much they learned during the different activities they did in the project. 01:03:44
and it will also be very useful for you for your presentation 01:04:00
because, well, you can use these ideas also for your presentation 01:04:06
that you have to do in the end. 01:04:12
But it's a way of, like, recapping all the work, 01:04:15
the hard work that you did during the school year 01:04:19
and make students aware of what they achieved, okay, 01:04:21
with their community action project. 01:04:28
And my suggestion is that you do that reflect and evaluate activity with the whole class and at least at the beginning. 01:04:30
So they understand what they need to talk about in each of the questions. 01:04:40
And I usually use one session for this. And then you can still split the students in different groups to watch the other presentations. 01:04:46
and so they can give feedback to their peers 01:04:56
and you give the feedback to more schools 01:05:00
or you can do it as a whole group as you want. 01:05:02
Once you do the reflection, 01:05:07
you will share in the Google Classroom 01:05:09
your community action project presentation 01:05:11
and then in the last week, 01:05:14
in week six, 01:05:18
that will be the last, 01:05:19
well, I think from the 7th to the 13th of June, 01:05:22
It's a time where you view others' presentations and you reply to your peers and you give them feedback that is also very meaningful for them. 01:05:26
Try to do it because they like to know the opinion from other people about their community action projects and their presentations. 01:05:36
In the next slide, you have some screenshots of the project that I told you about from the students in Girona, that they built some birdholes. 01:05:45
And I like it very much because it's very complete. 01:05:55
And the link is, as I said in the other slide, where I put, like, well, a photograph of the program. 01:05:58
So when you click on it, it will take you to the WIC site. 01:06:09
And even my students liked it because they liked it very much because they learned about the species that they have in Girona. 01:06:15
and they saw how complete a community action project should be. 01:06:23
And so, as it is late, I wanted to do, but it's similar to what we did before. 01:06:31
So, instead of breaking you in different rooms, we can do it all together. 01:06:37
And so, other people can benefit also from your questions. 01:06:44
What are some project ideas that you have or what questions do you still have about the Community Action Project? 01:06:48
If you want to share any type of advice with your colleagues, you are more than welcome to do it. 01:06:56
And you can do it out loud or you can do it in the chat. 01:07:04
And in the next slide, you have the two handouts that I created to help you. 01:07:10
with the oral presentation. You have an infographic and a script. It's up to you to use the one that 01:07:17
you want or create your own script. But if you see that you are rushing, that you don't have 01:07:26
enough time, that the community action project took longer, you can just use this template 01:07:33
where students just need to complete the information in the blanks about their specific 01:07:39
project and they can practice with it for their oral presentation or if you want that they have 01:07:44
more freedom and they can use the structures that you they were learning in the class you can use 01:07:52
the infographic where you have prompts and different questions and well you have the 01:07:58
all the parts that you should cover both in the community action project and in the 01:08:05
In the oral presentation, so an introduction, talk about the environmental problem, about the project, the different stages, the impact and benefits. 01:08:12
And then it would be great if you could do also some reflections about your participation in Global Scholars Madrid. 01:08:26
And finally, well, some conclusions about your project. 01:08:33
And, well, we're finishing. 01:08:37
Just to remind you that the materials are in the same place. 01:08:43
In Unit 3, you will have the materials that you need for your students and the examples of the digital projects. 01:08:50
And also remember that the class ambassadors should post their posts in the right discussion boards 01:09:00
and that you can ask questions if you have any questions during the following weeks. 01:09:08
You can write them down in the blog that you have in Aula Virtual. 01:09:15
And Paula and I will try to help you with them. 01:09:19
And, well, thank you for your attention. 01:09:24
I will see if there are any questions in the chat. 01:09:28
And any. 01:09:32
but I would like 01:09:33
really if 01:09:36
to answer any questions 01:09:38
that you have regarding 01:09:40
this 01:09:42
Thank you Paula 01:09:43
That's what I meant with the blog 01:10:13
so there will be a forum 01:10:16
in Aula Virtual 01:10:17
to solve the questions related to the Community Action 01:10:19
Project 01:10:22
Maybe 01:10:23
Maybe you don't know, well, as you haven't decided the action that you will take, you don't have questions yet. 01:10:25
But, well, if anything arouses while you are doing it, please feel free to ask. 01:10:35
I will be, well, very happy to help you. 01:10:41
And we have two classes and they want to do it about a different problem. 01:10:49
In that case, we cannot mix them together, I guess. 01:10:52
Well, that's the problem I face with my classes because they did a survey and one class wants to do it about pollution. 01:10:55
Well, my topics are different from yours because I am not dealing with green spaces this year. 01:11:06
But, yes, that's what happens to me. 01:11:12
So it depends. 01:11:14
If they are very different, I guess it's better that you do two different community action projects. 01:11:18
If you can relate one to the other in some way or imagine that both of them imply having an action event like the other colleagues shared before, 01:11:26
well, then maybe you can share some of the sessions also to work with both classes or use the same materials. 01:11:41
But if they are very different, maybe it's better that you do two different projects and you will have your students motivated and you don't oblige them to do a type of project that is not the one that they thought about when they were doing the previous activities. 01:11:53
Yes, I think it's important, too, because it has to be meaningful for them. 01:12:13
And as they are going to work hard on the project and we want them to collaborate, if it's their own project, it's what is going to work. 01:12:33
I was telling my students this morning, I need that you come up with ideas because it's not my project. 01:12:46
It's not Elena's project. It's your project. 01:12:53
I can help you. I will be a facilitator, but it's your project. 01:12:55
So, well, I think that moment they made a click because they tend to be like, well, teachers do everything for us. 01:13:00
They will tell us and then we just follow the path. I said, no, no, this time is the opposite. 01:13:06
You have to tell me what do you want to do? Because you usually don't have the opportunity to choose what you want to work on. 01:13:11
And now I'm giving you the opportunity. So you have to bring the ideas to the class. 01:13:19
Are there any other questions? 01:13:23
Paula, do you want to add any other information? 01:13:35
I think if we don't have any more questions, we can end the session here. 01:13:41
Yeah, two minutes left. 01:13:46
Yes, I just wanted to thank everybody for joining this session. 01:13:48
I believe it was almost everybody in today's session, so that's great. 01:13:51
And, again, as I said in the chat, I will set up a Q&A forum. 01:13:55
So instead of, like, sending emails where, you know, the questions will remain between you and me, if we post it in the forum, you know, it will be open to everybody so we can address misunderstanding for the entire group and also, you know, offer ideas and suggestions for everybody. 01:14:00
So I think that will be more beneficial. 01:14:18
And I will be communicating with you guys probably after the long weekend regarding the event to give you more information. 01:14:20
In the meantime, just let me know if you need anything. 01:14:28
Thank you for your emails and for, you know, all your hard work this year. 01:14:31
I know it's been, you know, such a challenge, but I think, you know, you guys are doing really, really great. 01:14:35
And thank you, Elena, for, you know, being always there to facilitate the sessions and to offer all of your advice and wisdom when it comes to implementing the units. 01:14:44
thank you so much 01:14:58
thank you 01:14:58
thank you 01:14:59
bye 01:15:01
bye bye everybody 01:15:02
we'll be in touch 01:15:06
thank you very much Elena 01:15:08
bye 01:15:10
bye bye thank you 01:15:10
Idioma/s:
en
Etiquetas:
Experiencias educativas, Innovación, Buenas prácticas
Autor/es:
Elena García Alonso
Subido por:
Elena G.
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
11
Fecha:
27 de abril de 2025 - 21:28
Visibilidad:
Clave
Centro:
CEIP Ciudad de Columbia
Duración:
1h′ 15′ 55″
Relación de aspecto:
1.78:1
Resolución:
1920x1080 píxeles
Tamaño:
480.40 MBytes

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