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Proyecto Erasmus en el CEIPSO Federico García Lorca de Camarma de Esteruelas. Creating Digital Stories and Materials.

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Subido el 11 de marzo de 2023 por Andrés A.

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Presentación realizada para nuestros socios de Grecia, Italia y Alemania dentro del proyecto "Reading is Fun".

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Good morning everyone, welcome to Spain and welcome to the school. 00:00:05
I hope you enjoy the presentation that you are about to see, which deals with the creation 00:00:24
of digital stories and other materials. 00:00:29
Okay, let's start by breaking the ice. 00:00:32
My name is Andrés Arevalo and I am a teacher in this school and since I started in 2005 00:00:36
I have become more and more interested in the integration of ICT information and communication 00:00:44
technologies with the reading and writing skills and from all the subjects that I teach. 00:00:51
I have to acknowledge the opportunity that I have been given because I was able to reflect 00:00:59
on my experiences as a teacher and with the integration of ICT and I have been able to 00:01:06
share these experiences with other teachers and colleagues which is a very good thing for me. 00:01:13
This presentation is going to be considered as a journey, as a trip and you're going to enjoy it 00:01:24
and this journey is going to have three stops. The first one is going to be a theoretical 00:01:31
presentation where I'm going to show you some of the methods or the approaches of the techniques 00:01:37
of the application that I have used to create my materials and then I'm going to show you some 00:01:46
examples of the final products made by the students and by myself. The second stop 00:01:52
of the journey is going to be more practical because I'm going to give you, I'm going to show 00:01:59
you some of the most meaningful and important and important tools of the keynote which is a 00:02:05
program integrated in the apple ipad and then with these tools with these resources i have taught you 00:02:15
you're going to create your own stories and the third stop is going to be the most practical one 00:02:22
because you are going to present the stories you have previously created to the rest of the audience. 00:02:29
So you're going to be the stars of the film. 00:02:36
Okay, now I think it's time to show you the first video. 00:02:39
I have to say that all the videos that I'm going to show you are original materials, 00:02:48
original videos that my students and myself have created. 00:02:53
And they have been created in all the subjects. 00:02:58
Also, I have to say that short videos are going to be played entirely, but we are going to watch only fragments of the longer videos, because obviously we have a limited amount of time. 00:03:01
So, let's go for it. 00:03:16
I have to say that this video was made by my students that are in fourth grade primary education, and it is about the water cycle. 00:03:18
They have recorded their voices and they have drawn the pictures included in this video. 00:03:26
Let's watch it. 00:03:33
Evaporation. 00:03:40
The sun heats the water and becomes water vapor. 00:03:41
The water vapor rises and cools down. 00:03:46
Condensation. 00:03:56
Water vapor transforms into clouds. 00:03:57
Thanks to the wind, clouds get together. 00:04:01
Precipitation. 00:04:11
The water falls down to the earth. It can be solid, like snow, and liquid, like rain. 00:04:12
Solidification. When it is very cold in the atmosphere, the liquid, water, rain, becomes solid, snow or ice. 00:04:26
Melting. The sun hates the snow and it becomes liquid again. 00:04:37
So, which subject am I teaching with this video? 00:04:43
Exactly, social science. 00:04:49
I like to make videos in all the subjects that I teach 00:04:51
because I think that this concept of overall learning is extremely important. 00:04:54
It's essential in infant and primary education 00:05:01
because the students are in a stage of development 00:05:03
where they focus on the here and now 00:05:07
and they see reality as a whole, so the connection, the link between the different subjects that we teach 00:05:10
and the methodology that we use is extremely important. It is essential, actually. 00:05:17
And this leads us to the next slide. 00:05:24
In this slide, you're going to consider language as an iceberg with two tops, 00:05:28
being one top, the L1 or mother tongue, and the second one being the L2 or foreign language. 00:05:36
Under the iceberg, we can find what Jim Cummings considered or called the common underlying proficiency. 00:05:44
This is a mechanism, a device that allows students to transfer the cognitive skills and procedures 00:05:53
from the mother tongue to the second language. 00:05:59
That is to say that many things that we use to acquire or to learn the language can be applied from the first language to the second one. 00:06:03
And this can be summarized in the following slide, where we are going to compare the learning of or the use of languages to the wheels of a bicycle. 00:06:12
So a bike can have one wheel, the English wheel, the modern one. 00:06:24
So a bike with one wheel can get you places. Not many places, but it can get you places. 00:06:30
A bike with two wheels, a big one and a small one, then the big one, the mother tongue, the small one, the foreign language, can get you more places, can get you further. 00:06:37
A bike with two balanced wheels, I mean, the balanced use in everyday life of the two languages, 00:06:48
the mother tongue and the second language, can get you even farther. 00:06:57
But if the bike has an engine, being this engine, they use an integration of new methods, 00:07:01
new technologies, new approaches, new applications. 00:07:09
in our everyday life, this bike will get you 00:07:13
farther and farther to the moon and back 00:07:17
ok, now I'd like to talk about 00:07:20
the different stages where 00:07:25
teachers go through in relation to their attitude towards 00:07:29
the ICT, new programs and new applications 00:07:33
and I have found, I have discovered that there are 5 stages 00:07:37
The first one is I'm not interested in ICT, I prefer classic methods. 00:07:41
The second stage where most or all the teachers go through is I show my students some videos, 00:07:50
some materials so that they can learn, which is a step forward. 00:07:57
The third stage is I create my own digital materials because they adapt much better to 00:08:03
features of my students the fourth one is a step forward step beyond because i make my students 00:08:11
create their own stories and the fifth one is i publish my students works and my projects 00:08:19
in different sites in different websites in different social media even so that everybody 00:08:30
teachers and other students can learn from these projects and these presentations. 00:08:36
And now I have a question for you. I'd like you to reflect, I'd like you to think about this 00:08:44
and tell me which stage from these five ones, which stage would you consider you find yourselves 00:08:50
right now? One, two, three, four or five? I have to say that I have been through all stages. 00:08:57
So let's study or analyze every single stage more deeply. So you remember stage 00:09:08
number one was I'm not interested in new technologies, in new methodologies, in new 00:09:17
approaches or applications. I prefer the classic ones. I prefer to read the books, 00:09:23
to touch them, to smell them. I prefer the interactive whiteboards. The question is 00:09:28
is that at the beginning, we didn't have many resources in this school. 00:09:34
We didn't have iPads or laptops or interactive whiteboards. 00:09:39
We just had a computer and sometimes we had an overhead projector. 00:09:45
The question is that at that time, I preferred to read books to my students. 00:09:53
And I remember that I used this wonderful story that belongs to a series of books 00:09:58
whose character is this dog called Spot. 00:10:06
Then I realized that I had to make the books bigger because the audience was very big. 00:10:11
I had too many students and not all of them could read the book properly. 00:10:18
So I decided to adapt the book and make it bigger. 00:10:23
and I have an example here sorry so doing this everybody could be able to 00:10:27
read the book enjoy with it and dream with it but then I realized that if 00:10:37
students were able to participate in the process of making the book they felt 00:10:45
more involved and more motivated towards towards learning and I did what you're 00:10:52
going to see right now I made a video recording their voices let's watch it 00:10:59
They are going to play hide-and-seek. 00:11:24
Cut and spot. Count to ten. 00:11:28
Okay, mom. Ready or not? 00:11:32
Who's under the rug next to the lamp? 00:11:37
I'm Mr. Broccoli. 00:11:43
Who's in the cupboard? 00:11:48
I'm Mrs. Nick. 00:11:52
Who's in the bath behind the curtain? 00:11:56
I am the bear and I am eating jelly. 00:12:03
Who's behind the coat next to the wood? 00:12:09
We are the crazy penguins. 00:12:15
You aren't trying your best, Mr. Lion. 00:12:18
Oops, I'm sorry. 00:12:24
Who's behind the door in the closet? 00:12:29
I'm the monkey. 00:12:34
Who's under the table? 00:12:37
It's me, a fox. 00:12:43
Who's under the cushion on the armchair? 00:12:49
I am your friend, the tortoise. 00:12:53
Happy birthday, George! 00:13:00
Thank you, friend. 00:13:04
But what is on your table? 00:13:07
My favorite present of all. 00:13:11
Did you have a good time, Spot? 00:13:18
Okay, let's continue with our journey through the different stages and now it's time for 00:13:22
the second one. Here it is. Remember that stage number two was? I start using videos 00:13:39
or other materials that I look here and there. Some teachers start using what we 00:13:48
call an educational blog because the educational blog, as we're going to see 00:13:53
right now, organizes all these videos and all these materials that they want 00:13:58
that we want to present to students. So here's an example of one that I made 00:14:03
several years ago and I have included PowerPoint presentations and I have 00:14:09
included videos and I have included links to other websites now that we are 00:14:15
here I'm going to show you another of the videos that I that I made with my 00:14:23
students and this video is a conversation between the teacher and the 00:14:28
students working the the future with going to in this video the teacher asks 00:14:32
questions to the students that answered them. I didn't include any photograph of 00:14:40
the students, obviously because of the law of data protection, but I attached 00:14:45
some characters to every single student's conversation so that they can 00:14:51
feel more motivated towards the video. So let's watch it, let's watch the 00:14:57
presentation and a short fragment of it. 00:15:02
So, let's select this one, for example. 00:15:10
you going to go to the shopping center and what are you going to buy? I am going to go to the shopping center tomorrow and I am going to buy presents for my family. When are you going to go shopping for the next time? I don't know but I think that I am going to go shopping next weekend. Okay, I think that's a clear example of 00:15:40
How are you going to go to school tomorrow? 00:16:10
Okay, I think this is a clear example of how this video works. 00:16:17
Okay, let's continue. Here we are. 00:16:23
Something or a content that I find really difficult for students is when we have to face the grammatical content. 00:16:30
I like making videos with grammatical contents because students like the explanations and 00:16:40
you present grammar in a different way. 00:16:49
So I'm going to show you this one. 00:16:52
I'm going to present this video that deals with the verb can in past, present and future. 00:16:54
I will be able to draw a picture 00:17:10
or I will be able to draw a picture 00:17:15
que yo podré hacer un dibujo 00:17:18
you will be able to say 00:17:21
you will not be able to say 00:17:28
or you won't be able to say 00:17:31
que tú no podrás cantar 00:17:34
or we will not be able to speak English 00:17:35
or we won't be able to speak English 00:17:39
Okay, so as you can see the explanation is in Spanish and they normally understand these videos 00:17:43
very well. All these videos have been made with different techniques or programs, for example, 00:17:51
the iPad or the KineMaster. An interesting activity with students would be to ask them to 00:17:58
watch the video at home to answer some questions and the next day they can return to school with 00:18:06
answered questions and some other problems that they can have. 00:18:13
And this is what we called a flipped classroom, and it changes the rhythm of the class because 00:18:19
the work in the school is not the beginning of the process, but it is the last stage. 00:18:25
Sometimes it is interesting to change the rhythm of the classroom. 00:18:30
Now let's move on to stage number three. 00:18:37
In stage number three, teachers start creating digital stories and other materials because 00:18:40
they think their stories will adapt much better to the features, the characteristics of their 00:18:47
students and the contents and the subjects that they are teaching. 00:18:54
Many of them create and develop what we call the virtual classroom. 00:18:58
The virtual classroom is a site created by Educa Madrid, which is also created by Comunidad 00:19:02
Madrid it offers you the same possibilities of an educational blog 00:19:10
that is to say you can include PowerPoint presentations or you can 00:19:15
include videos you can show links to other websites but also you can do many 00:19:20
other things for example you can create a task and students can send you the 00:19:26
task that can be to draw a picture or to write an essay or a powerpoint presentation etc you can 00:19:31
include this assessment of the task in the final evaluation also you can create tests and students 00:19:43
can do the test online this is really interesting because you offer immediate feedback to students 00:19:52
The virtual classroom is very useful to develop gamification because teachers can create what we 00:19:59
call a block of contents and our students can get some points or what we call points of experience 00:20:05
as they fulfill the task we tell them to do. You can establish a conversation, a direct 00:20:13
conversation with our students which is very interesting too. And finally we have to say 00:20:22
that the virtual classroom of Educa Madrid is a safe environment for students and it guarantees 00:20:28
the students data protection because every single student is given a different username and password 00:20:35
and now that we are in in my virtual classroom i'm going to show you another example of a project of 00:20:44
video that we have made. This video belongs to a series of ones dedicated to 00:20:51
the Spanish painter Diego Velázquez and this video is aimed at students that are 00:20:59
in primary education. However, everybody and everywhere is invited to watch the 00:21:04
video because you can learn with it no matter how old you are. Let's watch the 00:21:11
introduction and then a short fragment of it 00:21:15
the foreground we can see a group of meninas or in English a group of ladies 00:21:45
is our waiting these are the main figures especially the one who is at the center of the picture 00:21:55
this girl is princess margaret who is philip the fourth daughter okay let's have another 00:22:03
let's look at another picture not only cooking contests were popular in mythology 00:22:11
This painting is called The Spinners or The Fable of Arachne. 00:22:19
This is another example of a painting with a mythological topic. 00:22:28
As the Greek goddess Athena is depicted on it. 00:22:32
As I said before, Virtual Classroom is very useful to develop gamification. 00:22:36
Gamification is a new methodology where game is not seen as the end or the purpose of the 00:22:41
activity of the task, but it is seen as a means to reach an educational purpose. 00:22:49
So it changes the rhythm of the classroom and sometimes it is quite useful and interesting 00:22:55
to introduce this methodology. 00:23:00
Stage 4 is an advanced stage because we create our own materials but we make our students 00:23:03
create their own materials too. They can do it at home or they can do it in 00:23:10
classroom using the iPads or other resources that we have. If they do it in 00:23:15
classroom they decide to do it individually or in pairs or in small 00:23:23
groups. If they do it in small groups they can choose if they share 00:23:28
responsibilities, for example, all of them draw the pictures, all of them write the 00:23:34
text or then look for information or they can choose if they are in charge of different tasks 00:23:40
for example one is in charge of drawing the pictures another is in charge of writing the 00:23:49
text another is in charge of looking for the information and here i'm going to show you another 00:23:56
another example in which Diego Velázquez is the star of the video because the students have made 00:24:03
a video recording their voices and looking for the information. This painting has a mythological 00:24:13
subject. It tells the story of the Roman gods Apollo visiting Dulcan and a group of men that 00:24:25
are working at a forge making armors, hammers, swords, spears, etc. The men are so... 00:24:33
Okay, let's watch this, which is the same video. 00:24:48
This is a portrait of the head of the Catholic Church, Innocent Terus. It shows the character's 00:24:50
intelligence and it is considered the best portrait in the world by many artists and we are arriving 00:24:58
to the last stage of this presentation stage five is the last one because i create my materials 00:25:07
i make my students create their materials and i publish the materials in different sites 00:25:16
in different websites, even in different social media. 00:25:23
And here I would like to highlight the role of the social media. 00:25:28
And the two social media that I use are YouTube and TikTok. 00:25:33
But I just wanted to tell you a story before continuing. 00:25:40
And it was one day that I was driving my car 00:25:46
when I was listening to the radio and they were discussing the role of the social media, 00:25:49
but they were specifically talking about TikTok. And the average time that young people, 00:25:56
teenagers and even children used this application. I don't remember how long it was, 00:26:05
but it was crazy. It was crazy long. And I started thinking to myself, 00:26:12
Why don't we use this application for an educational purpose? 00:26:17
That is to say, instead of watching ridiculous videos with ridiculous dances 00:26:22
and sometimes dangerous challenges, 00:26:28
why don't we use this application to learn something? 00:26:31
The question is that I'm trying, so I have to learn a lot. 00:26:35
I just wanted to tell you two pieces of advice 00:26:41
related to to the use of social media the first one is to disable the 00:26:44
possibility of writing contents because there are too many negative people 00:26:51
hanging around and the second is to be really really be extremely careful with 00:26:55
the students data protection and try not to include any picture or photograph of 00:27:02
thing or any other specific detail okay before finishing my explanation i would like to talk 00:27:09
about this point which is the lockdown effect one of the consequences of covid19 and the lockdown 00:27:20
was that we were used to the concept to the word resilience resilience is the capacity the ability 00:27:27
to overcome the negative situations to adapt to them and to get the best of these situations 00:27:38
and we successfully did it during the lockdown because teachers with very low training with 00:27:45
very poor training or no training at all were able to upload videos to organize online lessons 00:27:53
to work with the virtual classroom to create a lot of materials to make 00:28:00
tutorials for students so fantastic for teachers during the lockdown and I'd 00:28:07
like to show you the last video of today's presentation this video belongs 00:28:16
to a series of materials that I created for my students that were in sixth grade 00:28:22
of primary education. At that time, during the lockdown, I had plenty of time and I 00:28:28
created lots of videos with the subject of the Earth as the universe. 00:28:35
Finally, I would like to reflect on the fact that it is very important to use 00:29:07
new methods, approaches, application programs and integrate them in our 00:29:15
everyday life as teachers but the question is that not all of them are 00:29:21
valid for us what we have to do is to select them and integrate them with the 00:29:26
methods that have been always suitable for us like taking care of handwriting 00:29:33
taking care of spelling the use of books to touch the books and smell the books 00:29:40
the everyday effort we have to develop the everyday and personal effort because 00:29:45
we are living in a society which is turning more and more competitive and we 00:29:52
have to prepare students for this change in society so the next thing I would 00:29:57
like to present are some useful sites where you can find some information or 00:30:04
some resources that would be interesting for you so this is the end of my 00:30:10
presentation thank you very much for your attention it has been a pleasure to 00:30:16
be here sharing my experiences with you I hope you have liked the school and I 00:30:22
hope you liked Spain too thank you very much 00:30:28
Autor/es:
Andrés Arévalo Cárdenas
Subido por:
Andrés A.
Licencia:
Reconocimiento - No comercial - Compartir igual
Visualizaciones:
41
Fecha:
11 de marzo de 2023 - 10:58
Visibilidad:
Público
Enlace Relacionado:
https://www.youtube.com/channel/UCQGYTvyHHivB7GT9q04vT0A
Centro:
CP INF-PRI FEDERICO GARCIA LORCA
Duración:
30′ 36″
Relación de aspecto:
1.78:1
Resolución:
1280x720 píxeles
Tamaño:
1.02

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