 Good morning, everyone. You hear me? Yeah, the back? Good. Today I'm feeling, I would say excited because this is like singing in a, you know, concert. I've never been talking like this. You know, sometimes you use a microphone in front of me, but I'm a colleague of Elena from Lonegó and I teach in a secondary school in Córdoba, but I've also been doing teacher training for many years. Okay? Just a few comments. My school, just to make you an idea, my school is a bilingual school, but the main language is French. So the students who follow the bilingual program in my school do French as the first language and English as a second language. But, but, we have five feeding schools. Okay? One of those feeding schools is a French bilingual school. Another feeding school is a German bilingual school and the remaining, the other three schools have no program. They do simply English as a foreign language. So our students, when we get the students in Primero de Eso, they are better in the second language, which is English, than in the first language of the program, which is French. Only about 20% of our Primero de Eso students know some French. Okay? So it's a kind of special bilingual program because when they get to a good level of French is, you know, by the end of the third year of Eso or fourth year of Eso, when they get like a balance between the first and the second language. So for us it's very comfortable being even the second foreign language teacher because I can do whatever I want. They are quite good. Okay? So I live in the 21st century and I use technologies, but not technology crazy. So I use it. You will see that my colleagues are a lot more technicians than me. So what we are going to do today is very much of hands-on. Okay? What we are doing today is something that I do with the first year of Eso students. So you can translate many of those things with the Quinto and Sexto de Primaria because it's quite similar. Okay? It would be risky for me to say that you can do the same with Primero de Primaria. But what we are doing is very well, you can do it very well with the fifth and sixth years of your schools too. Can you read the quotation? There it says, I live in one goal is to start going to another. The reference is 1916. I am a little bit mad, but not 100%. I mean, using a quotation, you know, 100 years old, but it's John Dewey. You know John Dewey? If you read anything from him, John Dewey. If you are doing like learning by doing experiential learning project work, so he is one of their fathers, one of the founders. Okay? John Dewey. And the quotation is very nice because it connects what we are doing today. In the end, one of our speeches is the beginning for something else. You can apply that quotation to many parts of your life, but a lot, you can use it a lot for education. When you arrive at one goal, it's just the beginning for another goal. Right? We are not going to do a whole session, you know, we are doing an interactive session. I am not talking for very long, I am talking for a few minutes. You will be doing something, and then I will be back and so on. Okay? So, the first thing that I want you to think about, this is just very brief. You remember when you were at university, Roman Jacobson, the functions of last kind of, yes? When you were in Primero de Eson, you have to study these functions of language and then linguistics and so on. Yes? So, when we talk about input, and of course output, we are talking about the whole picture. For example, input has to do with the person who produces the message, but also with the person who receives the message. And input has to do with the context. Is it a formal, informal, whatever. It has to do with the message, of course. But also with the channel, spoken, and a BDO on a paper, yes? And of course, it has to do with the code, with the language. Right? So, when we talk about input, we talk about everything. If we are doing a session on, for example, technologies, for example, we are going to concentrate mostly on the channel. Or if we do a session on listening, we are going to concentrate on the right side of the picture. If we do a session on writing, we concentrate on the left side of the picture. But when we talk about input and output, we are talking about the whole picture. Correct? Good. So, first question for you. That is a language that you probably, or maybe somebody in this room, knows which language it is. You can have a guess. So, you have two challenges right now. One, think about the language you may think it is. And secondly, tell me what you can understand from there, or what you can figure out that is, you know, written there. Okay? So, spend one minute talk to the person sitting next to you, do it individually in three, four, think. Start using your brain. Okay? I will, I will read it. I will read it for you. It's a language, it's a language which is pronounced, you know, almost 100% as you write it. So, it would go like. So, if it is, if it is a clue for you, it's almost 100% equal pronunciation and writing. Okay. Now, can we, can we do, can we do the technique because you are almost 50 or so? Can we do the technique of, you know, putting or a hand up so that when you see the hand up, it's time to come down and start listening. Yes, because of, right. Any guesses? What language is it? Maybe Esperanto, Arabic with European translation. Esperanto, Arabic, Romanian, Dutch, Dutch, Hebrew, some kind of Hebrew, Hebrew. Okay, Jewish language. A language from India. Okay, one of the languages is spoken in India. Okay, so five, six, yes. Any other? So, it's an African language, probably not written with the European transcription, you mean? Yep. Were you able, were you able to understand or were you able to infer any rules from there? What? What? It's a question. Good, it's a question. Okay, what else? And the answer, good. We got question and we got answer. The answer is negative. The answer is negative. So we already got three pieces of information. We got a question, we got an answer, and the answer is negative. Okay, more, more. It has to do with sailing. It might be. It might be. Okay, it might be. Did you, were you able to identify two people? Two people, two people, two people. Shan, Shan, and Soha. Okay, it might be, yes. Two people. Okay, more, more guesses. Fakari, Fakari is a noun. Might be, might be, yes, yes. Try, oh, ship not, ship not. It may be the verb, a negative verb, she said. You don't want some help? Yes, a little bit of help. Okay, so the first word means, oh, where, where, where. And then Fakari, Fakari is a noun. Correct, you said a noun. Somebody who said, you said a noun. Okay, a noun that means people, people or, okay. And Shippen? Go. Good. What is, what? It's auxiliary, so you're thinking in English. Good, good, you're thinking in English. So you find a, and you say, oh, this may be the auxiliary verb. Okay, good. Like do, or deed, or can, or whatever. Okay. What about nin? Issa? The preposition. The preposition. A better minor? Yes, an article? Possessive? Yeah? So you're thinking in English? I see. Good. You want more information? Okay, you have, you have already decoded, decoded the question. It would be about how would you translate it, translate it, sorry. Where, where people, friends, go. Good. So what about the answer? Can you figure out what the answer is? People, they go, they go running, they are runners. No, no. I said go before, correct. Yeah, they go very fast. Yes? People don't go, why don't? Oh, we can say, we say not, not it was negative. Okay. People don't go to the forest. Okay. And why do you have two words with a similar ending? You go, look nuda for meba. It's inactive. Good. Why? Same ending, same ending. Okay, same ending. So you're using your English and your Latin and your German? Yes? Okay, you're very close to the 100% right answer. So, definitely. The language is, you said Romanian, a language Arabic, a language from Africa, Esperanto, a language from India. The right answer is, somebody said before, invented. Invented. It is a language that doesn't exist. Okay. Right? The meaning, the meaning, when I wrote it, when I wrote it is, where do your friends go? Okay. My friends go to a shady forest. Yeah, you go plenty of trees. Okay. And it is inactive that goes with the noun. All right. Now before, before we carry on. Right. They hand out, as you can see, is very simple. It's very simple. Yes, I didn't have much time last night. No. It's very simple. So the idea is that you got like three columns. And what I, what I did is to design something simple so that you can take some key ideas, main ideas from every exercise that we are doing. So at the end you get like a summary of the whole session that you can use in the follow up activity you have to do afterwards. Okay. But at least, you know, you can take some notes with the main ideas from each activity. And at the back, if you look at the back, there is a short, a short list of references of the books. Many of them are very well known, you know, but I have been having a look at those on purpose for this session today. Okay. Now, so what can we learn from this first activity? The whole brain, our brain always tries to decode whatever comes to us. And we always are able to accommodate that new knowledge into our mental scheme. Because you have been able to say quite a few things. You were able to analyze, to find pieces. So you were accommodating the new content, which was stupid. It meant nothing. It was an invented language. But you were accommodating what you found into your mental scheme. So that's important. Our brains are, you know, capable of doing more things than we actually are aware of. So when students find or get a new piece of input, they listen to whatever, they always try to analyze it and find patterns and identify pieces they already know and try to accommodate the new thing into the other. Okay. So that's a, you know, very first positive comment. We can learn even from the most difficult or the most challenging situation. Okay. Now, question. Who? Question. Think. Question. Question. Question. Answer. Good. Question. Answer. Question. Question. Question. One question. One question. What? What? What? What am I going to do? What am I going to do? I'm going to carry the session. How are you going to do it? I'm going to do it with the computer and the mic. Why are you going to do it? Because these people from the YUMP are so nice and they invited me today to come here to the session. Where are you going to do it? Here in this beautiful room. Yes? Very comfortable. Yes? With you. Okay. With your help. What do I expect? Good question. I expect you to get a lot of input from me and some output from you. How long is it going to take? It's going to take theoretically two hours. What am I doing after the session? Having a little relax and listening to my next colleague. Wow. Trying to get your attention. What is my field of expertise? I don't know. 27 years of teaching. Okay. Now what is the point? You see, I have always told you at the beginning that I am not very enthusiastic on technologies. I am more hands-on on whiteboard or blackboard, whatever there is in the ring. But I am also, you know, I always tell my practice students who come to school to do their teaching practice, teach a lot from very little. Okay. So, if you notice, we have spent the last four or five minutes getting input and producing output from just one question mark on the screen. Okay. And that's it. I haven't done anything else. Just getting your questions and giving you answers. So, I have been getting input from you and providing output from very little. So, what we learn from this activity, take advantage of what interaction gives you every day. Okay. Don't expect the students only to consume input. That's very easy. You give them the textbook and they consume the textbook. They fill in the gaps and they do whatever. They are simply consuming, but they are not producing. One student produces some kind of output. You were asking me questions. That was your output and that was my input. Okay. So, take advantage of what interaction can do for you. So, try to make your classes very communicative. It doesn't matter what you talk about or how you start with it. We have started with just one simple question mark. Question mark. Sorry. Okay. And we have been doing four or five minutes. Of course, at our level. But they can do it at their level. I didn't want you to ask me about the session. I was probably expecting all the questions. Like, where are you from? Or how did you arrive yesterday? Or what did you do yesterday evening? Okay. I was expecting just questions. Okay. So, take advantage of interaction as much as possible. Now, I mean, we are in slide number six or seven, whatever it is. This is the outline of what we are doing. You can figure out. So, the starting point is that we have to think or all the students simply ask consumers of input. But we want to, you know, transform students into producers, too. Okay. That's the idea. We can provide a lot of input for themselves. For their mates. Okay. How are we going to do it with interaction? I told you I will be talking for a little bit. And you will be doing something for another little bit. Okay. And what you get at the end will be helpful for the follow-up after this. So, after this time, do you think we can be able to give the definition of what input is? What is input? The information that we get. The information that we get from the students. Only? Reading. Okay. You get information from reading and from listening and from watching. From your senses. Very good. Very good. Okay. Is it only, what kind of information? All type of information. Not only written. Okay. So, we can have, I mean, the source of information can be the right. It can be written, but it cannot, it may not be written. Good. So, what is lesson input? What we require in order to produce output correct in a classroom. We require more or less appropriate definitions. Okay. What is input? Whatever gets to our minds. And it can get to our minds through our senses. Not only through our eyes. Okay. In the shape of language or images. And or. And or. And what is lesson input? I mean, but, you know, what is the information that we provide this to them so that they can construct meaning. Correct. Now, if you, if you have ever seen, if you have ever seen this, this shape. Okay. Language learning sometimes is represented by a Pentagon in the five corners. And they always give one for both the speaker for the teacher and for the learners. Another one, another of the points of the corners is for the language. Another for motivation. This is probably written by some, you know, of the followers, gardeners, followers. And then another one for material. Okay. Apart from motivation, if we take this corner away, all the other four elements have to do with input. The person who produces, the person who gets it, what is it made of? The code, the language. And where is it in the material? So input is in this, you know, panoramic definition of language learning almost in every corner of the shape. Okay. But sometimes language learning is represented with a triangle. And they get rid of a couple of elements. So we only have people and language. And then we have input everywhere. Okay. And the code and the person who sends the message and then the person who decodes the message. So input is almost everywhere. Right. Good. Okay. And now it's your turn. Right. Now increase or four. Okay. More or less. I need, from each group, two pieces of paper. Okay. And one piece of paper. And one piece of paper. And one piece of paper. And write the word spring. And then try to draw, try to draw five or six things, objects, elements that you connect with the word spring. Okay. Okay. So one of those might be that. Okay. So in each, in each page you do the word spring and five or six objects, ideas, elements, things, animals. Whatever. Okay. When you do that, we take the next step. Okay. Drawing. Yes. Drawing. But each group has at least one page, one piece of paper with five or six little drawings. Correct. Okay. Now can you tear it from the beautiful notebook? Yes. Because we are going to use it with another group. Can you tear it? Tear it. Tear the page from the notebook. Right? In, in, one per group. Correct. One per group. One per group. One per group. Yes. Now in, in the second, second page, fifth, sixth of the primaria language, present symbol, sentences with a gap. Okay. And, and the word that should be in the gap is one of the words that represents, I mean, that is represented by one of your drawings. Okay. So in the second page, write five or six sentences with gaps. One word gaps in another page, in another page. Not in the same one, in a different page. Okay. Okay. Okay. Okay. You, I, thank you, thank you. Now, so I said five or six sentences. I mean, if you got two or three, no problem. I want just to have an example. Okay. Now, can you, next step, can you swap, can you pass your drawing to the next group? So, can you circulate only, only your drawings, only your drawings, only, no, not yet. Only your drawings circulate past your drawings to another group. Swap, swap your papers. Okay. Okay. Did you, did you pass it to another group? Your drawing. Pass it to another group. Can you swap your drawings? Have you got a different one? Did you swap it? Did you? Good. Good. Okay. Now, now, now that you have the other groups drawing, you have probably found similarities to yours. Okay. Now, okay. Can you now, with the new drawing, can you write, just as an example, two or three sentences, complete sentences, where some of those words are included. Now, write two or three full sentences, including one of the words or two of the words that you got in the new drawings. So, each group needs a drawing. Here you got one. All right. Now, okay. Now, each group, each group, you know, has written at least two, three full sentences from the new drawing. Okay. So, you will say, this man is crazy. First, he told us to write a sentence with a gap. But we didn't fill in the gap. And now he tells us to write full sentences from the new drawing. Yes, and a little bit mad. What I wanted to do is to show you the power of non-linguistic input. We can build up a lesson from students' drawings. And they are providing input. They are providing non-linguistic input for their own mates. Correct? So, this is very powerful because they are, you know, you are giving everyone the opportunity to do something. There are people who are not brilliant with grammar, but they are brilliant with the arts. So, if you ask the students to do the drawings themselves, you are giving them, you know, you're empowering your students. And also, you are also giving a chance to diversity. Because, you see, from the same input, you can at least do two different activities. The first one, the first one, imagine, imagine that for the first one, the teacher gets a drawing. So, you take them home, you write the sentences. And next day, you work on the sentences based on the drawings they have done. If you get the blue tag, you know, blue tag on the wall, and you do a drawing exhibition so they can go look at the drawings and fill in the sentences. But at the same time, if they are quite good, they can write the sentences themselves. Okay, so non-linguistic input gives you plenty of opportunities to work at different levels and, you know, to make a little bit happier, everyone in the class. Okay, usually students who are good at arts don't have the opportunity to show how good they are. Okay, so let's give non-linguistic input. Let's give images, you know, to power they make. So, we said that there is, of course, linguistic and non-linguistic input. And, learners, you told me before, somebody said very well, learners get input from their senses. Okay, they can read, they can look at images, photographs, posters, they can listen to, audios, whatever, and they can watch video, audio, pictures, and images together. Films, movies, people. Okay, because of that, because of that, we could say that at least there are four types of input. Would you be able to say which are those types of inputs? We can say that there is visual input, good. Oral input, yeah. Or, yeah, yeah, audio or, yeah. What? Oh, something that they touch. Hands on. Hands on. And the most common? Written. Good. So what we usually do in our classes is, you know, is to ignore, is to ignore the one on the left and make, you know, bigger use of the ones on the right. Written, visual, spoken. But we don't do very much with hands on. You're teaching math or social science. And you know what do you have to teach? What? The time, very good. The time. So, the time. What is the time you ask? What is the time? What is the time? And you answer? There is just no battery, so it is not working. It is whatever it is. Half a stem. Okay. Now, you can learn about the time in a watch. Is that a watch? Oh, you can learn. You can learn about the time in a watch or in a clock. Good. In order to read the time, to know about the time, you need to... Oh, two hands. Good. A shorthand and a long hand. Very good. Can you see the shorthand and the long hand? Okay. One goes very fast. Correct? Very fast. What is the long one? Okay. One goes slower. That is the short one. Good. Good. Good. It is round. Yes? The body. The body is round. The body is round. Okay. And you got numbers. How many numbers? Twelve. Twelve numbers. Okay. At the top you got... Another button. Okay. Good. Good. Okay. This clock. This clock is round. And it is... Green. Green. Oh, very good. This is... The base. Good. And this is... Flexible because it has a... Because it has spring. Has a spring. Okay. Good. And also this little one has two horns. Horns. Oh, yes. And this watch is from... Is from abroad. Well, yeah, might be. It's from... From China. Yeah. It's from... From Pamplona because there is some for me. They were running the booths and they bought it like a souvenir. Yes. Yes. Good. It's from... From home. Yes. I took it from home to show it to you. Okay. So it's my... It's my watch. It's my watch. Okay. And I remember when I... When I bought it. I remember when I bought it. Yes. And I bought... I bought it... In a new shop. In a... No. No. Okay. Right. So we are teaching. We are teaching with the hands on input. Yes. And you can teach or you can revise a lot. From an object that you can touch, that you can share, that you can pass to another one. Okay. And when you use objects, you are not only... You are not only learning or revising language or vocabulary, but you are also activating all the parts of your brain which have to do with your memories, with your feelings, with your emotions. You remember where you bought it. You remember, for example, how you felt when you got it. Or you remember a special occasion. You bought it in San Ferminus or I remember the trip when I went to Pamplona and I bought it. You know, when you use hands on input, objects, you activate all the parts of your brain. So we shouldn't ignore that. And that is also another part of learning. It's not only, you know, something as cold as vocabulary, you know, like single items or content, because I'm telling and teaching the time. So we have to learn the time, minute, the hands and so on. But you are also activating all the parts of your brain. Okay. So students do very well with hands on. I have seen in some schools, primary schools, where students are asked to bring something they love. Yes? And they have to speak just a few sentences about, this is my favorite teddy bear. And I like it because blah, blah, blah. Just simple sentences, maybe two, three, four sentences. But they are talking about themselves. They are producing outputs and their colleagues, they are mates, are getting input. Okay. And you are activating, you know, all that area of emotions, memories, feelings, and so on. Right? When I do, this has nothing to do with primary education, but when I do the oral exam in Segundo de Bachillerato, you know, most students just learn by heart one long text, five minutes, and they just start talking about it. But I give them the chance to bring something and talk about the object or objects. And usually when students do that, they do the best presentations in the class. I remember the best of students that I had two years ago, and he was, you know, he was an amateur photographer. So he took two or three different cameras. And he simply explained the differences and similarities between the cameras and how they worked. His presentation was simply brilliant, because he was talking about something that was so close to him. All right? So don't ignore, don't remember always the hands-on things that you can touch and feel. If possible, if possible, a combination of different type of input, that's ideal. Okay? Where you can see a movie, and you got the written subtitles, or something that you can hear and read at the same time, or something that you can read and look at at the same time, like a comic. Okay? Look at that. Look at that. You got two pages from two textbooks. The one on the right is from a Cuarto de Primaria social science, you see, and the topic of Romans. Okay? It's at the end of the book in Cuarto de Primaria. Is this a book that you recognize that you are using in many of your books? Well, that's a romance in a book in Cuarto de Primaria. What can you see in that page? What can you see in that page? Plenty of text. Correct. There is plenty, plenty of text. And very little, very little pictures. So that page is aimed for 10-year-old students. Motivating? It favors understanding? Very little. Look on the left. It's a photocopy, it's a page, sorry, from a textbook that has been very popular in Segundo de Bachiller. It was one of the collections from Oxford. Okay? Even though, even though it is for Segundo de Bachiller at Don, look how rich, how rich the whole page is. Because it is a combination, a very rich combination of very specific vocabulary for law and justice, but with plenty of drawings. So understanding is very easy. There is a lot of implicit content in the whole page. You see, simply by looking at the drawings, you can almost infer everything you need. You can follow the story, even though you don't read the text, you can infer the story. Okay? So look at this, and it's also so funny. Can you see, we are going to spend 30 seconds, how funny these drawings are? What can you find there? Look, look, tell me. It's funny. I like it. I love it. It is one of the best pages I have ever seen. It's one, two, three, four, five, six. It doesn't go across, but it goes down. Three, four, five, six. Okay, so the story is one, two, three, four, five, six. Look. You see, have you ever, have you identified those types of shirt, black and white? What was it? Traditional, uniform, prison, uniform. When someone was in prison that used to wear in the past this kind of sweater with black and white stripes. That's stupid. You are going to commit a crime. You are going to rob to steal something. And you wear, you wear like a criminal as if you already were in prison. That's crazy.