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Final_Task_Learning_Scenario_Isabel_Redondo.pdf

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Learning scenario created for the course ‘Artificial Intelligence (AI) and Language Teaching: Challenges and Possibilities’ by EU Academy

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European School Education Platform INNOVATIVE LEARNING ENVIRONMENTS LEARNING SCENARIO ‘MY REAL PARTNER VS MY VIRTUAL PARTNER’ 1. Introduce yourself! My name: MARÍA ISABEL REDONDO VIGIL My country: SPAIN My role: ENGLISH LANGUAGE TEACHER My school: IES ESCULTOR JUAN DE VILLANUEVA, LA POLA SIERO, ASTURIAS My class/lesson: MY REAL PARTNER VS MY VIRTUAL PARTNER 2. OVERVIEW Age Group: 14 – 15 year old students taking part in the Bilingual Programme. Duration: 4 lessons for the learning scenario, although there are some previous ones to learn and practice the grammar necessary to carry it out. After dealing and practising the grammar related to REPORTED SPEECH, the students speak with a partner about a topic they have agreed on, then they interact with ChatGPT about the same topic, they write a text comparing the results of both conversations and, finally, they create a video using an avatar that reads their text where they have reported their conversations. The reasons for this learning scenario are: 1. Motivating students with different methodologies 2. Use tools that students are familiar with and all of us should get familiar with since they are here to stay 3. Make students aware of a responsible use of technology The elements of the Spanish curriculum it is related to: 1. Producing simple and coherent original texts with a clear organization and using writing strategies in order that they can fulfil their communicative aims.
European School Education Platform 2. Interacting with other people in an autonomous respectful way using the necessary strategies and resources in order to fulfil a communicative aim. 3. Mediating in ordinary situations using strategies and knowledge to explain or simplify messages by giving information in an efficient, clear and responsible way. 4. Increasing linguistic repertoires, reflecting on the way they work and personal strategies and knowledge to meet specific communicative needs. 5. Valuing in a critical way and adapting to linguistic, cultural and artistic diversity taking a foreign language as a starting point. 3. LEARNING OBJECTIVES A. 21st CENTURY CHALLENGES 1. Analysing in a critical way the digital opportunities that society offers, taking advantage of them and assessing its benefits and risks by using them in an ethical and responsible way. 2. Valuing personal and cultural diversity by taking interest in other languages and cultures. 3. Developing skills that allow students to continue learning during their whole life using their self-confidence and knowledge and valuing its risks and benefits. B. COMPETENCES 1. Linguistic Competence 2. Plurilingual Competence 3. Science, Technology, Engineering and Mathematical Competence 4. Digital Competence 5. Personal, Social and Learning to Learn Competence 6. Citizenship Competence 7. Entrepreneurial Competence 8. Cultural Awareness and Expression 4. LEARNING STRATEGIES AND ACTIVITIES The week before carrying out this learning scenario, the students will have revised the use of REPORTED SPEECH by means of oral and written activities. Then they will be ready for it. Step 1 – Day 1 In pairs, the students agree on a topic they are interested in, then individually they think of questions and ideas to talk about it and, finally, they have a conversation.
European School Education Platform Individually, they write the main ideas of their conversation using reported speech and give their work to the teacher so that it can be checked. Step 2 – Day 2 Individually, they interact with ChatGPT about the same topic. They write the main ideas of their conversation using reported speech again and give their work to the teacher so that it can be checked. Step 3 – Day 3 The teacher gives the students’ work back and spend the lesson working and reflecting with the students as a group on the weaknesses and the strengths of their works. Step 4 – Day 4 Individually students write a text where they compare the conversations they had with a partner and with ChatGPT. Then, they join the same person they were on Day 1 to assess each other’s work. Step 5 – Day 5 They use SYNTHESIA to create a video where an avatar will read their texts. The videos are played in class so that the whole group can speak about them and their results. Apart from doing the tasks, the students will also provide feedback to their partners. The teacher will move around helping the students with their linguistic or technological problems, will provide feedback and will assess their performance. This is a scenario that is learner-centered and content-centered where the feedback that is provided can be used as formal assessment. 5. DIGITAL RESOURCES  Computer  Projector  Microsoft Word or similar  ChatGPT  Synthesia  YouTube  Common mail account created by the teacher so that the students don’t have to sign up using their own personal information
European School Education Platform 6. ASSESSMENT AND FEEDBACK WHAT ASSESSMENT STRATEGIES AND INSTRUMENTS WILL BE USED TO ASSESS STUDENT LEARNING?  Peer assessment After finishing their conversation in step 1, students will assess their partner using the evaluation rubrics, which I have attached at the end of this document.  The teacher’s oral and written feedback of their written texts.  The whole group’s feedback of the videos. The teacher's assessment of the written text read in their videos using the evaluation grid, which I have attached at the end of this document.  At the end, the students will complete a self-assessment document. I have attached at the end of this document. HOW WILL THE TEACHER EVALUATE HIS/HER PERFORMANCE? The students’ self-assessment document includes questions about the learning scenario and the teacher’s performance. 7. INNOVATIVE LEARNING ENVIRONMENT There will be different learning environments:  A physical and traditional learning environment: the classroom with their teacher and their partners  An innovative digital learning environment using AI: ChatGPT and SYNTHESIA REFERENCES EU Academy Course ‘Artificial Intelligence (AI) and Language Teaching: Challenges and Possibilities’ EU Academy Webinar ‘AI in Foreign Language Education’ European School Education Platform and eTwinning are initiatives of the European Union and funded by Erasmus+, the EU’s programme to support education, training, youth and sport in Europe. This document has been prepared for the European Commission by European Schoolnet under a contract with the Union, however it reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
European School Education Platform Peer assessment: Oral - Evaluation Rubrics Preparation Content well prepared adequately prepared insufficient preparation 1 0.5 0.25 ideas clearly stated and supported; very well organized; complete ideas not always clearly stated and supported; adequately organized; somewhat incomplete disconnected ideas & lack of logic; not well organized; incomplete 1 0.5 0.25 Accuracy: Grammar / Pronunciation Comprehensibility & Fluency very few errors; very accurate occasional errors that do not interfere with comprehension frequent errors that interfere with comprehension constant errors; difficult to understand 2 1 0.5 0.25 very clear; easy to understand acceptable; occasional misunderstandings somewhat difficult to understand incomprehensible and not clear at all. 2 1 0.5 PREPARATION CONTENT ACCURACY COMPREHE NSIBILITY FLUENCY GRAMMAR PRONUNCIAT. 1 1 2 2 2 2
European School Education Platform Teacher assessment: Writing - Evaluation Grid MARK TASK FULFILMENT All points covered: 2 One point omitted:1,5 Notable omissions: 1 Notable irrelevance: 0.5 Organisation Format: 0.5 Paragraphs: 0.5 Logical organization: 0.5 Linking words: 0.5 Grammar Accuracy: 1 Style: 0.5 Punctuation: 0.5 Vocabulary Accuracy: 0.5 Range: 0.5 Style: 0.5 Spelling: 0.5 Effect on reader Very positive effect: 2 Positive effect: 1.5 Satisfactory effect: 1 Negative effect: 0.5 General comments TOTAL MARK:
European School Education Platform

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Final_Task_Learning_Scenario_Isabel_Redondo.pdf

  • 1. European School Education Platform INNOVATIVE LEARNING ENVIRONMENTS LEARNING SCENARIO ‘MY REAL PARTNER VS MY VIRTUAL PARTNER’ 1. Introduce yourself! My name: MARÍA ISABEL REDONDO VIGIL My country: SPAIN My role: ENGLISH LANGUAGE TEACHER My school: IES ESCULTOR JUAN DE VILLANUEVA, LA POLA SIERO, ASTURIAS My class/lesson: MY REAL PARTNER VS MY VIRTUAL PARTNER 2. OVERVIEW Age Group: 14 – 15 year old students taking part in the Bilingual Programme. Duration: 4 lessons for the learning scenario, although there are some previous ones to learn and practice the grammar necessary to carry it out. After dealing and practising the grammar related to REPORTED SPEECH, the students speak with a partner about a topic they have agreed on, then they interact with ChatGPT about the same topic, they write a text comparing the results of both conversations and, finally, they create a video using an avatar that reads their text where they have reported their conversations. The reasons for this learning scenario are: 1. Motivating students with different methodologies 2. Use tools that students are familiar with and all of us should get familiar with since they are here to stay 3. Make students aware of a responsible use of technology The elements of the Spanish curriculum it is related to: 1. Producing simple and coherent original texts with a clear organization and using writing strategies in order that they can fulfil their communicative aims.
  • 2. European School Education Platform 2. Interacting with other people in an autonomous respectful way using the necessary strategies and resources in order to fulfil a communicative aim. 3. Mediating in ordinary situations using strategies and knowledge to explain or simplify messages by giving information in an efficient, clear and responsible way. 4. Increasing linguistic repertoires, reflecting on the way they work and personal strategies and knowledge to meet specific communicative needs. 5. Valuing in a critical way and adapting to linguistic, cultural and artistic diversity taking a foreign language as a starting point. 3. LEARNING OBJECTIVES A. 21st CENTURY CHALLENGES 1. Analysing in a critical way the digital opportunities that society offers, taking advantage of them and assessing its benefits and risks by using them in an ethical and responsible way. 2. Valuing personal and cultural diversity by taking interest in other languages and cultures. 3. Developing skills that allow students to continue learning during their whole life using their self-confidence and knowledge and valuing its risks and benefits. B. COMPETENCES 1. Linguistic Competence 2. Plurilingual Competence 3. Science, Technology, Engineering and Mathematical Competence 4. Digital Competence 5. Personal, Social and Learning to Learn Competence 6. Citizenship Competence 7. Entrepreneurial Competence 8. Cultural Awareness and Expression 4. LEARNING STRATEGIES AND ACTIVITIES The week before carrying out this learning scenario, the students will have revised the use of REPORTED SPEECH by means of oral and written activities. Then they will be ready for it. Step 1 – Day 1 In pairs, the students agree on a topic they are interested in, then individually they think of questions and ideas to talk about it and, finally, they have a conversation.
  • 3. European School Education Platform Individually, they write the main ideas of their conversation using reported speech and give their work to the teacher so that it can be checked. Step 2 – Day 2 Individually, they interact with ChatGPT about the same topic. They write the main ideas of their conversation using reported speech again and give their work to the teacher so that it can be checked. Step 3 – Day 3 The teacher gives the students’ work back and spend the lesson working and reflecting with the students as a group on the weaknesses and the strengths of their works. Step 4 – Day 4 Individually students write a text where they compare the conversations they had with a partner and with ChatGPT. Then, they join the same person they were on Day 1 to assess each other’s work. Step 5 – Day 5 They use SYNTHESIA to create a video where an avatar will read their texts. The videos are played in class so that the whole group can speak about them and their results. Apart from doing the tasks, the students will also provide feedback to their partners. The teacher will move around helping the students with their linguistic or technological problems, will provide feedback and will assess their performance. This is a scenario that is learner-centered and content-centered where the feedback that is provided can be used as formal assessment. 5. DIGITAL RESOURCES  Computer  Projector  Microsoft Word or similar  ChatGPT  Synthesia  YouTube  Common mail account created by the teacher so that the students don’t have to sign up using their own personal information
  • 4. European School Education Platform 6. ASSESSMENT AND FEEDBACK WHAT ASSESSMENT STRATEGIES AND INSTRUMENTS WILL BE USED TO ASSESS STUDENT LEARNING?  Peer assessment After finishing their conversation in step 1, students will assess their partner using the evaluation rubrics, which I have attached at the end of this document.  The teacher’s oral and written feedback of their written texts.  The whole group’s feedback of the videos. The teacher's assessment of the written text read in their videos using the evaluation grid, which I have attached at the end of this document.  At the end, the students will complete a self-assessment document. I have attached at the end of this document. HOW WILL THE TEACHER EVALUATE HIS/HER PERFORMANCE? The students’ self-assessment document includes questions about the learning scenario and the teacher’s performance. 7. INNOVATIVE LEARNING ENVIRONMENT There will be different learning environments:  A physical and traditional learning environment: the classroom with their teacher and their partners  An innovative digital learning environment using AI: ChatGPT and SYNTHESIA REFERENCES EU Academy Course ‘Artificial Intelligence (AI) and Language Teaching: Challenges and Possibilities’ EU Academy Webinar ‘AI in Foreign Language Education’ European School Education Platform and eTwinning are initiatives of the European Union and funded by Erasmus+, the EU’s programme to support education, training, youth and sport in Europe. This document has been prepared for the European Commission by European Schoolnet under a contract with the Union, however it reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  • 5. European School Education Platform Peer assessment: Oral - Evaluation Rubrics Preparation Content well prepared adequately prepared insufficient preparation 1 0.5 0.25 ideas clearly stated and supported; very well organized; complete ideas not always clearly stated and supported; adequately organized; somewhat incomplete disconnected ideas & lack of logic; not well organized; incomplete 1 0.5 0.25 Accuracy: Grammar / Pronunciation Comprehensibility & Fluency very few errors; very accurate occasional errors that do not interfere with comprehension frequent errors that interfere with comprehension constant errors; difficult to understand 2 1 0.5 0.25 very clear; easy to understand acceptable; occasional misunderstandings somewhat difficult to understand incomprehensible and not clear at all. 2 1 0.5 PREPARATION CONTENT ACCURACY COMPREHE NSIBILITY FLUENCY GRAMMAR PRONUNCIAT. 1 1 2 2 2 2
  • 6. European School Education Platform Teacher assessment: Writing - Evaluation Grid MARK TASK FULFILMENT All points covered: 2 One point omitted:1,5 Notable omissions: 1 Notable irrelevance: 0.5 Organisation Format: 0.5 Paragraphs: 0.5 Logical organization: 0.5 Linking words: 0.5 Grammar Accuracy: 1 Style: 0.5 Punctuation: 0.5 Vocabulary Accuracy: 0.5 Range: 0.5 Style: 0.5 Spelling: 0.5 Effect on reader Very positive effect: 2 Positive effect: 1.5 Satisfactory effect: 1 Negative effect: 0.5 General comments TOTAL MARK: