Learners' reflection
Summaries
TEPBLL
Project
Showcases
Meetings
In this POWTOON you’ll be able to see the whole amount of tools we presentated during four months. As a group, we have been trying to separate the kind of tool into 6 different groups. The main goal of this segregation is to distribute and easily recongize the kind of tool we are talking about.
In addition, you can also see our first impressions, feelings and what we have learnt during the “performances”.
From September until November, eight meetings took place on our lives. Some of them were synchronous and some others were done in an asychronous way but with all of them we had something to say.
Through this AUDIO recorded by ourselves, we are talking about the impressions, strenghts and weaknesses we have found on doing the meetings.
And as we were missing doing skypes, we decided to record the last one talking about the experience! It was great to share ideas because all of us have had something to add.
At the beginning, we were very confused and we didn't know the exact meaning of the acronym TEPBLL, but all the sessions, flipped task and the fact of being TEPBLL project designers, have helped us to be familiarised with this term and all its implications and applications in language learning.
So, as you can see, a word cloud made by the use of TAGUL, has been done. It is about all the words that can help to have an idea to what the TEPBLL means.
But let's define a little the words that form the word cloud!
FLEXIBLE, since as teachers, we have to be flexible if the other school hasn’t done one task for the day assigned, and try to solve the situation in the best way (e.g. Widen the activity while waiting for the virtual peers to finish one task).
PROJECT WORK, because students form different countries collaborate by using several tools so as to carry out different activities (pre-task and post-tasks included) of one project together.
PLAN B, since we have to think about a plan B if the technology doesn't work the day we have to use it.
LEARNING STYLES, since we have to bear in mind that all the students don't have the same abilities because we can have auditory, tactile, visual or kinesthetic students. Thus, we have to prepare different activities in order to include all these LS.
CONTINUOUS ASSESSMENT. It is important to apply self-assessment and peer-assessment throughout the whole project. In this way, students can be aware of their progress, the aspects they have to improve and the mistakes they have to correct.
DIGITAL TOOLS/ COMPUTER, the means that allow the students from different countries to collaborate.
INTERDEPENCE, the dependence that all the group members have between each other when doing different activities of the project.
TARGET LANGUAGE. In TEPBLL, the target language is promoted in order to make students improve their language skills. But in order to make students use the language, scaffolding strategies according their level are required.
OUTPUT. It refers to the final product students will get at the end of the TEPBLL project. But one project can also have different mini-outputs at the end of some activities.
EXCHANGE. It appears in the moment in which two schools from different students start to collaborate.
TELECOLLABORATION. Collaboration between two schools takes places online or asynchronously.
SYNCHRONOUS AND ASYNCHRONOUS. Not only we have to promote synchronous activities but also asynchronous tasks. This type of tasks can help students to formulate and reformulate their thoughts and to reduce their anxiety, due to the potential for delayed communication.
SOCIOCONSTRUCTIVISM. The knowledge is built by the students thanks to the social interaction and the collaboration.
INTERCULTURAL COMPETENCE. Collaborating with one school from other learning not only means that students are going to improve their language skills, but also that they will have the opportunity to know the others' culture.
LEARNERS, the main protagonists of the project and of the language learning process.
PURPOSE. We do not have to forget that the project must have a real purpose, a real audience, in other words, a social function. Thus, we have the mission to transmit this idea to the students so as to make them feel that what they are going to do is meaningful for them.
One significant task that we did during the TEPBLL subject was the design of one TEPBLL project. Taking into account all the content that we had been learning and working thanks to the flipped tasks, technology showcases and the in-class activities. Imagine if it was important that when each group had to present their projects, apart from our teacher Melinda, we had a guest speaker, an expert in TEPBLL that assessed our projects. What a lot of pressure!
In order to summarise our feelings and memories about the impact that this assignment had in our lives, we have transcribed one skype conversation that we did some days after the presentation. Here you are!
