Guide Inspire Literacy: Cross Curricular Approaches
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Guide Inspire Literacy: Cross curricular Approaches 0 Table of Content Introduction ......................................................................................................................... 2 Spain .....................................................................................................................................4 Germany .............................................................................................................................14 Turkey .................................................................................................................................25 France..................................................................................................................................32 Estonia……………………………………………………………………………………………………………………….……48 Reflection on previous activities……………………………………………………………………………….…….60 Spain…………………………………………………………………………………………………………………………..…..60 Germany………………………………………………………………………………………………………………….……..63 France……………………………………………………….……………………………………………………………………66 Turkey………………………………………………………………………………………………………………………..…..70 Estonia…………………………………………………………………………………………………………………………...75 Annex ………………………………………………………………………………………………………………..……….…79 1 Introduction Cross-curricular teaching is a teaching strategy that allows educators to unite concepts and skills from various disciplines. Traditionally, students have studied subjects in isolation, but this leads to fragmentary knowledge and a disconnection of applying the material practically. Students need to see the relationships within and between disciplines. Each subject is a slice of the whole. Connecting the slices leads to synergistic learning. The purposes of cross-curricular teaching and learning benefit teachers and students alike. The purposes of cross-curricular teaching and learning are to Motivate and encourage students’ learning in a sympathetic way in conjunction with their wider life experiences; Draw on similarities in and between individual subjects (in terms of subject content, pedagogical devices and learning processes) and make these links explicit in various ways; Provide active and experiential learning for students; Develop meaningful co-operation and collaboration; Promote students’ cognitive, personal and social development in an integrated way; Allow teachers the opportunity to evaluate and reflect on their teaching and be imaginative and innovative in their curriculum planning. The cross-curricular competencies are the set of intellectual, personal, and social skills that all students need to develop in order to engage in deeper learning—learning that encourages students to look at things from different perspectives, to see the relationships between their learning in different subjects, and to make connections to their previous learning and to their own experiences, as members of their families, communities, and the larger society. In the framework of the project we dealt with six competencies. Critical thinking is the ability to think clearly and rationally, understanding the logical connection between ideas. In essence, critical thinking requires students to use their ability to reason. It is about being an active learner rather than a passive recipient of information. Digital competence refers to the confident and critical usage of the full range of digital technologies for information, communication and basic problem-solving in all aspects of life. Digital competence also helps students master other key competences, such as communication, language skills, or basic skills in maths and science. 2 Entrepreneurship education is about transforming an idea into reality and then actually try to do it, its’ a practical task. It is opposite to the academic approach where you only talk about entrepreneurship and study books. As the environment changes rapidly, students must also change and adapt. Therefore, knowledge and skills from school alone are not enough; it is also important to acquire a permanent high learning motivation. Motivation is supported by the following factors: independence (freedom to make choices, decide for yourself); important goal (that goal could be self-realization, greater than personal well-being or grade); developing mastery (getting better with something that requires effort but is achievable). Confidence is linked to almost every element involved in a happy and fulfilling life. Building confidence means taking small steps that leave a lasting sense of accomplishment. Confidence gives you the skills and coping methods to handle setbacks and failure. The aim of the document is to provide support for the teachers to find links between the curriculum, study assets and hourly levels. The document has been designed under the Erasmus+ project “Go for Literacy to Enlighten your Future” (2017-2019) in collaboration with five European schools from Spain, Turkey, Germany, France and Estonia. 3 SPAIN LESSON PLAN - Motivation LESSON TITLE A king in Barcelona SUBJECT/COURSE Spanish Language / 9th Grade LESSON DURATION 1 sessions of 60 minutes + previous task at home LESSON OBJECTIVES Discover diverse history characters from our place throughout time. To learn to move around the city of Barcelona by means of using a metro map as a guide To search for information and create an explanatory text with their own words To do an adequate oral presentation To learn to work cooperatively To take notes from their peers’ presentations and to fill in a grid with the main ideas SUMMARY OF TASKS/ACTIONS Firs First session 1. We form 5 students’ groups. The teacher asks each group to search for the biography of a character from Barcelona, among others: Ernest Lluch, Alfonso X, Lesseps, Mercè Rodoreda i Ildefons Cerdà. Students will transform this biography into an explanatory text with their own words( emphasis given on paragraph building and use of adequate connectors) 2- In class, each group will submit their explanatory texts as well as trying to explain the main ideas to the rest of the students. SS Second session 4 3- Teacher projects the Barcelona metro map on the screen. Each group will plan an itinerary from one stop to another, crossing the city. Previously, the teacher has included a metro stop in these itineraries which is related to a character. This will be explained orally to the rest of the class, while peers will fill in a grid to get main ideas from their presentation. 4- Once done, all groups will submit their writing compositions as well as their grids ( from listening to others). *Opna* Optional: a cultural trip around Barcelona city can be included in a third session, where metro trips are also included, so students can see real-life what they’ve been research about. ASSESSMENT/DIFFERENTIATION The composition putting emphasis on coherence, cohesion, adequate register, adequate connectors and paragraph building, grammar and vocabulary. The oral presentation in groups Participation, showing interest, initiative and creativity. MATERIALS Barcelona metro plan on Internet in the class. HOME TASKS Information research. Writing a biography. REFERENCES None LESSON PLAN- Digital competence LESSON TITLE Choose your own adventure! SUBJECT/COURSE Catalan Language / International Class LESSON DURATION 5-6 sessions 5 LESSON OBJECTIVES To learn to compose a narrative text and its sections To learn and to work on 2nd person singular in Present Simple To use main aspects from narrative, descriptive and oral texts and to know to how to combine them to create a story To follow and apply adequate orientations regarding adequacy, coherence, cohesion To use ICT tools such as Keynote or Google Drive efficiently to disseminate final task in a shared virtual site with the rest of peers. To reflect on their own learning of the language and self- assess their learning progress. SUMMARY OF TASKS/ACTIONS Draw a sketch of the story following a grid/template in paper provided by the teacher. Identify sections needed as well as connectors. To write up a short story and fours possible ends. To transform this writing into a digital story, including links for the different endings. The narrator must provide options to choose between 2 possible endings, and this will lead, at the same time, to two more possible endings. (a digital template might be provided by the teacher) Illustrate the story with images, audio files done by the students, music, songs, typographies, colours etc All stories are finally read and students fill in a peer assessment grid. ASSESSMENT/DIFFERENTIATION Formative assessment which includes, not just the assessment of the final product ( digital short story) but also the progressive acquisition of the contents by means of a constant effort, reflections on the students’ learning. Teacher might use progress observation grids and final product rubric. 6 MATER PC or tablet with PowerPoint, Google Slides, Keynote. IALS HOME To write a paragraph in order to reflect on the task done in class TASKS REFERE Examples: http://www.xtec.cat/~mqueralt/triar/jugar/jugar.htm NCES Template (optional): https://docs.google.com/presentation/d/1mzqFp40lMmbG5QtH_0EWLrEpPHvn1 CJPzMxc37X0xBk/edit#slide=id.g1035f3e43e_0_21 LESSON PLAN- Critical thinking LESSON TITLE Black Lives Matter SUBJECT/COURSE English Language / Grade 12 (Non-compulsory education) LESSON DURATION 3 sessions of 60 minutes each LESSON OBJECTIVES To provide a general historical overview since the end of the American Civil War so students understand the historical background of race issues in the