Name
Breaking stereotypes
Topic
Mini-Project on Stereotypes Using technology
Learning time
3 hours
Designed time
3 hours
Size of class
21
Description
This lesson is part of a series of lessons in the framework of an Intemediate / advanced 10th grade English as Foreign Language course. Pupils are 15 - 16 years old. Orevious lessons t included studying the short story “Mr. Know-All”, by Saumerset Maughan. One of the themes of the short story has to do with Prejudice and Stereotyping. Pupils have read the story and used Moodle to have access to texts related to it in various formats: written text, recorded voice, short Youtube videos, Powerpoint Presentations and Google Slides, etc. Pupils have also handed in homework both by means of digital tools and on paper. They have also written a traditional exam. The current lesson is meant to allow pupils to elaborate on the topic of Stereotypes. Each student has had to sign up to Padlet and to a Google account, so that they can do a wholly digital mini-project. The lesson has involved having pupils form teams of two or groups of up to 4 members to work on their mini*projects. This learning design includes the first TLA for the lessons during which the pupils get to do some team / group work ( in order to present itheir Mini-Project to the whole class later this school year), and indicidual work as peer assessment (so that comments help each team / group improve their final product. The idea is that all pupils prepare a contribution for the whole class so that pupils help each other understand and break of stereotypes. The lessons include content creation, collaboration, and personalisation.
Aims
To enable students to learn from each other on the topic of Stereotypes, and see a wide range of different uses of Padlet in particular and other apps using Tablets for learning purposes both in and out of the classroom
Outcomes
Comprehension, Application, Evaluation, Uncategorised
Editor
kugelholon
Edit
Prepare your contribution for the class
90 minutes)
  • Discuss
    30
    21
    0
    Having studied Mr. Know All, please read, think and have a discussion with the members of your team / group so as to come up with answers to some of or all the following questions: What kinds of characteristics are included in stereotypes? Why do people form and use stereotypes? What makes us think in stereotypes? What influence do stereotypes have on the way we judge people What influence do stereotypes have on the way we act / take action? Can we overcome stereotype effects?
  • Investigate
    30
    21
    4
    Using your Tablets, find suitable resources in English so that tou can take up ONE stereotype and then break it. You may be interested in checking the resources that your teacher has recommended
  • Collaborate
    30
    0
    Write down on a shared Google Document your impressions and ideas as you go along checking resources (both those provided and others you may have found) You may create a table (chart) so that you can organize your input. make sure you discuss with your team / group members what you have done.
Notes:
This timing is for the lessons in which pupils prepare their project so that they can present their contribution to the whole class, first on the course’s Moodle learning environment, and then orally at a later stage. Discuss, Investigate, and Collaborate are not done each separately from the pthers, so the time allocated to each separately is somewhat artificial Learning scenario: This part of the lesson involves the following phases: “Dream” phase: Having formed the groups, students brainstorm, think freely and share ideas on how to their project (for example, what questions they will work on; which stereotype they will take up and ten "break"; how they will divide the work; ), etc. "Explore" phase: students begin collecting information on their chosen stereotype. "Map” phase: Students structure their thoughts and ideas and seek to understand how they are related.(students asked to show teacher, by sharing their Padlet address, what they have come up with so far.
Resources linked: 0
Create your contribution
45 minutes)
  • Produce
    45
    21
    1
    Develop/ create your product on your team's / group's Padlet. Use your Tablets for the task.
Notes:
The template is just a suggestion, but it contains thise elements that I as teacher would lik to see in your work. I am sure, however, that your creativity will outdo my suggestion. Learning Scenario: “Make” phase: students develop or create their product (on Padlet). “Ask” phase: students interview people on the topic. These people can be "experts" whom they may access via internet or directly (face to face). Students will decide who these experts are. They will report to me so that I can monitor, help and guide them.
Resources linked: 0
Share - Individual  and team / groupwork on the Moodle platform
45 minutes)
  • Discuss
    20
    21
    1
    Team / Group work: Upload a link to your "Breaking Stereotypes" product on Padlet. Write a brief explanation discussing what you have tried to do. Ask for comments and insights.
  • Practice
    25
    0
    Practice your English Individual work on the Moodle platform Access the mini -projects of every tam / group in your class by clicking on the link to each on the Moodle environment of your class. In the Show and Tell contribution Forum: publish your comment for every project that has been presented. Your answers to the following questions may help you write your comments Does this Breaking Stereotypes -Project “grab” you? Why or why not? How could the group members improve their work? Does the stereotype dealt with on this project interest you?Why or why not? How could the group members improve their work? Do the creator of this project vividly and clearly describe the stereotype, making it come alive for the reader? Make some suggestions concerning how to improve it.nt How convincing is the team / group concerning the breaking of the chosen stereotype? How could the group members improve their work? Does the conclusion provide closure and offer an interesting final insight that helps you to understand the significance of the stereotype and how to break it? How could the group make it more effective? Finally, shut your eyes and think about this project. What did you get out of it?
Notes:
See source for the peer review questions: Note that it has been adapted. The work done here leads each team / group to review their work As a result of the discussion on the forums, "Remake” phase: students will replan or revisit their product, on the basis of the feedback and / or further information they received. “Show” phase: students publish on Padlet and present the results of their work to the whole class Pupils will surely be asked to do homework (review the forum posts / comments, relate to them, choose two to react to, etc.) Ultimately, each team's / Group product can be presented orally to the whole class during the next lessons (which require another TLA)
Resources linked: 1

Learning Experience

One or more graphs might not display correctly, because one or more learning types do not have duration set.
Social learning graph will not display correctly, because no class size is set.
Social learning graph will not display correctly, because one or more learning types do not have group size set.