"The imitation game" - Lesson Plan
Hello, everyone! How are you doing? In today's post, I'm going to share with you another lesson plan which integrates technology to encourage our students to be creators. In this opportunity, students will be using Puzzlemaker to create an activity for their classmates. If you haven't tried this tool, check this link to learn how to use it. Hope you find it useful!
Lesson plan: "The imitation game"
Class: 6°B (Secondary school)
Duration of the class: 120 minutes
Communicative Goal: talking about past events
Grammar focus: simple past
After watching the movie based on Alan Turing's life, students will be asked to do the following as part of a project with the area of History and Maths.
Warmer: last class, students read some websites about Alan Turing’s life and they collected some information about his life. In pairs, they will have to complete a chart with the following information:
- Date of birth
- Nationality
- Wife
- Famous for
- Did he receive any awards?
- When did he die?
- What did you find more interesting about his life?
Web: after checking the information with the whole class and the teacher, students will have to create an infographics summarizing the most important facts about Alan Turing’s life using Canva. If you don't know how to use this tool, you can check the tutorial here. In this way, students will have a better understanding of the content of the movie as well as the importance of Alan Turing's legacy in history.
Then, students will also have to create a cryptogram using puzzlemaker with their favourite quote from the movie. Click here to learn how to use this great tool! Quotes are a perfect trigger to encourage debate about certain topics or themes of the movie with the whole class.
Then, students will also have to create a cryptogram using puzzlemaker with their favourite quote from the movie. Click here to learn how to use this great tool! Quotes are a perfect trigger to encourage debate about certain topics or themes of the movie with the whole class.
What’s next: Students will have to share their infographics and cryptograms with the whole class. At the end of the lesson, students will vote for the most appealling infographics and it will be posted on the school's blog to share with the school community some information about the project.
Why would technology make a difference in this lesson plan?
There is a common misconception to assume that the mere presence of digital tools will improve education. That’s why, educators need to identify the nature of knowledge required to integrate technology in their teaching, while addressing the complex nature of teacher knowledge. Nowadays, TACs (Tecnologías del Aprendizaje y del Conocimiento) have been paving the way so that TICs (Tecnologías de la Información y la Comunicación) provide students with new possibilities to learn in a more meaningful way a to be the protagonists of the lesson.
What about the integration of technology in this lesson plan?
According to Planied, proposed by Ministerio de Educación y Deportes (2016), we as teachers would foster the autonomous use of the ICTs, promote play and exploration by allowing the construction of ludic activities; and we would also help them develop competences and creativity. I'm this case, by including an activity in which students are asked to create content using a web 2.0, students will be challenged to be creative and to use technology to produce something for their classmates.
Besides, if we consider the ideas proposed by NAPs (Núcleos de Aprendizajes Prioritarios), we’ll encourage students to work cooperatively and collaboratively. This is clear in the web stage of this lesson plan: students need to negotiate with their peers and work together to create an infographics with the most relevant information.
Last but not least, according to the SAMR model, the integration of technology into the classroom can be seen as a ladder, in which the first two steps technology can be seen as a mere enhancement of the activities (substitution and augmentation) and the last two steps as a transformation of the activities (modification and redefinition). This activity is a clear example of how technology is integrated at an augmentation level since students could have created the cryptograms without the use of technology but it would have taken too much time.
According to Planied, proposed by Ministerio de Educación y Deportes (2016), we as teachers would foster the autonomous use of the ICTs, promote play and exploration by allowing the construction of ludic activities; and we would also help them develop competences and creativity. I'm this case, by including an activity in which students are asked to create content using a web 2.0, students will be challenged to be creative and to use technology to produce something for their classmates.
Besides, if we consider the ideas proposed by NAPs (Núcleos de Aprendizajes Prioritarios), we’ll encourage students to work cooperatively and collaboratively. This is clear in the web stage of this lesson plan: students need to negotiate with their peers and work together to create an infographics with the most relevant information.
Last but not least, according to the SAMR model, the integration of technology into the classroom can be seen as a ladder, in which the first two steps technology can be seen as a mere enhancement of the activities (substitution and augmentation) and the last two steps as a transformation of the activities (modification and redefinition). This activity is a clear example of how technology is integrated at an augmentation level since students could have created the cryptograms without the use of technology but it would have taken too much time.
References
Consejo Federal de Educación. (2012). Núcleos de Aprendizajes Prioritarios. Educación Primaria y Secundaria. Lenguas Extranjeras. Retrieved in July 2017 from http://www.me.gov.ar/consejo/resoluciones/res12/181-12_01.pdf
Mkoehler. (2012). TPACK Explained. Retrieved July 2, 2018, from http://www.tpack.org/
Montero, O. (2014, April 23). TIC, TAC, TEP. Tecnologías… para la vida. Retrieved October 21, 2019, from https://www.conasa.es/blog/tic-tac-tep-tecnologias-para-la-vida/.
Prioretti, J. L. (2016, January 7). TIC, TAC, TEP. Tecnologías para aprender y para toda la vida. Retrieved October 20, 2019, from https://inclusioncalidadeducativa.wordpress.com/2016/01/07/tic-tac-tep-tecnologias-para-aprender-y-para-la-vida/.
SAMR Model: A Practical Guide for EdTech Integration. (2017, October 30). Retrieved October 21, 2019, from https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration.
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