 Good morning everybody, thank you, thank you, okay. We are beginning today's session, yes. My name is Juan Jovanea, I've never done, and I'll tell you just a little bit about the place where I teach, okay. I teach English, of course, yes. But my school is a French bilingual school. It's one of the few French bilingual schools in the city and in the province. And we have a large school, we find Philly Primary School. Only one of those five primary schools is a French bilingual school. So what does it mean? About 15 or 20% of the newer students in Primero-Dejo have done any bilingual classes in French. So what happens? Our students are much better in English, which is the second language, than in French. Okay, so when we get the students in Primero-Dejo, we can do a lot of things. But in French, they're just, for most of them, they're just some beginners, yes. So when you get to the level of the fourth of myself, they, you know, they almost get to be balanced, but not before that. So for us in English, it's easy to do things which they are not, which are not so easy to do in French. Now, today, this session is going to be, you know, switching from a little bit of talking from me, a little bit of theory, and a little bit more of work for you. Okay, so I'm going to give you first one sheet with two prime, what is it, guided principles for material design. Okay, so every time we start to do something, we're going to include one of those principles. Okay, so I'll give you a blank for you, so that you can take notes. Yes? Yeah. Everybody? So, after four days in the city, have you heard what I mean? The other side. Yes, it's a bit scary actually, when you think, okay, I'm going across the bridge. Yes. I did it last year, and when I was in the middle, I thought, this is a good idea. Should I go back? Okay, it's scary. Okay, anyway, now you have those wonderful notebooks that you've been given. Yes? Okay, those notebooks, would you please, would you please write, let's say, two three lines, 20, 25 words about this picture. What about the picture? What about the picture? Yes? Your sensations, your perception, your experience, your expectation, what you have learned, what you haven't yet. Nightlife, two three lines, two three lines. Yes? No? Okay, let's say that we stop, okay, you know, whatever you are in the sentence or in the paragraph, don't worry. Okay, so you've been able to write a few words, 10, 20, 15, two three lines, right? Yes? Now, can you swap your paper or notebooks to the person sitting next to you or your bag or somebody else? Different person, a different person. And now I would ask you, I would ask you two, to keep on writing where you are now. Okay, you have found, you have found in your text, a new text is in front of you. So, can you carry on writing for another 15 or 20 words? Ah. Read writing. Yes? At the same point with this person. Okay, yes, don't worry, we can stop now if this is just to give you an idea, okay? So everybody has been able to, you know, continue writing at least one or two sentences a few words, okay? It makes sense. What you have read, what you have written. Yes? Okay. Good. So first principle, first principle. What have you been doing? Understanding and producing. You have understood and you have produced another message. Okay, is that communication? Yes. A kind of communication, written communication. Yes? Have you interacted? Yes. You haven't got anything, but yes. Okay. Yes? Good. Good. Okay, now if you, if we can have feedback, if we keep one, you know, writing after a little paper goes back to this person. Okay, but we had interaction, yes, and we had an opportunity to produce. Yes? Good. Now, okay, we have the first two principles, okay? Materials, any material, the first three lines that you found is the material, isn't it? It's the piece of language that you have found that you could read. Yes? So any material provides you an opportunity for interaction, for using the language. And it was simple, it was three lines from your classmates, okay? And when we interact, we can do it with another person, but also we can do it with the text. Okay, when you read the message and you react, you interact with the text. Okay, so when we talk about interaction, we always have in mind two people just talking, just to face or on the phone or wherever, but when you come across a text, you're interacting with the text. You decode a message and produce a new one. Okay, so whatever piece of material you find, whichever text you find, you already have something to communicate, to produce language. Okay? Good. Now, I'm going to show you an example of a difficult language. You will talk later which language you think it is, okay? And it says, so have you in Fakali Shippen? You have Fakali Shippen out here. Okay? Okay. Clear. Okay. Languages. There is only one. Swahili. No. Indian. Any of Indian languages? No. Finnish. Kind of. No, it's no language. I just invented those lines on purpose. No, it's not real, okay? But it looks like, yes? And no. What does it mean? Oh, there is interaction. Very good. Okay, there is interaction. One person, there is a question and there is a different sentence in response to the question. Good, there is interaction. More. It is a question. The second one is not a question. So we have a question and a statement. An interaction. Good. The answer is negative. Okay. Okay, it may be. It may be. Okay, so we go over the four pieces of, you know, four ideas. Interactions, a question, a statement, and a negative statement. More. Two names. Two names. So higher is one name. And shall is another name. Yes? Why not? They go with a capital letter. And what? They may be people's names. A statement, it is a verb. Because it is like, it is used in the question and it is like narrative in the answer. Okay, okay. So she then may be the verb. Because it's repeated, but in the second sentence it has some additional part, something else. Okay. What does it mean? Sorry? Well, good interpretation. Okay, a little help. Just verb. It is like a compound verb. It is a compound. Now the verb. It is verb, but it is in the verb. The perfect verb. Oh, okay. But the present perfect. Okay. Little help. Somebody, yes? Good work. Good. And the rest of the answer. Where are you going? The question. He's not going. Where are they? They are going. They are going a little bit more. Okay. All right. Okay. So when I wrote this inventive language it was where your friend got who? friend went to a shady forest. Yes? I mean, of course. That was only in my mind. But look. Look all the ideas that you have come up with. Okay. You said there is interaction. There is a question. There is a statement, yes? It may be negative. Why not? Okay. You said these words are verbs. You said, well, these can be like deed or do or whatever. Okay. So it was completely new for you. But you were able to make meaning out of the knowledge you already have. Yes? So you were actually learning this inventive language. You were using your previous knowledge to build something else. Yes? Two more principles, yes? Or brain, or brain builds on previous knowledge. This happens in the L one and in the L two. Okay. And second important principle when help is provided of course, learning is easier. Okay. If I haven't shown you those little pictures okay. You know, you would have taken more time to come to a solution or to at least suggest one approximate opinion. Okay. So our brain is very powerful. We are able to build on what we have and we have a lot. And our students have a lot in brain, yes? And then when help is provided everything is much easier. If we talk about materials what is so important? There are two themes that are very very important. One of them is materials of of a of a the content the content you find content where is a sure world beginning with a vowel. I'm giving you some help. It's a two syllable word beginning with vowel. First vowel is an I input, very good lady input. Okay. So by means by means of language by means of pictures we were providing input. Yes? What gets to your brain? Through your ears, through your eyes or through your hands? Inputs. Yes? So this is the most important. If there is no input there is no material. When you wrote those two, three first lines that was input. For the reader. Yes? Good. So one thing is input. This is the other important thing. Okay. What you do? Your production. Out with all the tasks because you don't always produce. Sometimes you read and think or make a circle or if you have a physical response you react. Yeah but you don't produce. So two important elements. Inputs and tasks. If there is no input and no task there is no material. There is something else. Okay? Sometimes people say they double-t, take some tasks or input and task or whatever. Good. Easy question. So what is input? Yes? Whatever gets to our minds in the shape of language and or images. From the bridge picture from the smile from the point in the language. When we talk when people talk about learning a language they do have you ever seen this panel with these five corners? One of them is missing learning is not taking place. So materials input and task are so important. When we say learning of course we need two people a guy, a teacher, no student or a learner learning is better than the student at work. The language of course is a third element and you learn because you do something and in order to do something you need materials. And then of course there is motivation. Whatever it is a motivation to learn a language because you are an immigrant or simply to gather a thing called a motivation. So whatever it is a motivation but there is always one motivation. If there isn't any you don't learn. You do things because you want to do that for some purpose. And of course probably somebody else has said this before that somebody else is going to repeat. There is a linguistic and non linguistic input. Yes, good. So learners read look at because you were looking at images they listen they watch or sometimes they do two things at the same time they read and listen or they listen and watch or they read and watch. Yes? So you get input in different parts. So what is important about input that it can be it can be in different oh by the way what is it? Mobile phone, good. Can you teach how to use mobile phone? What else? It's a mobile phone. And it doesn't look very nice because it's a big problem. It's old fashioned, very good. Yes. It's old fashioned, good. It's very useful. It is flat. It's very because apart from talking you can see plenty of things. And you can see plenty of things because you can touch. So whatever you touch, there's something that you can see. You can see things because there is an interactive device. It's because it is an interactive device, very good. This is tactile, yes. And you can you have screen, very good. And the screen is made of you know in this video I'm going to ask you guys. So the screen the screen the first intention is to say it's a glass. Yes. Because we can see through, yes. It's cotton. You know cotton is made around the you know it's it's all cotton? No, what else? There is there is some plastic there is what about in science? Microchips Microchips Microchips, yes. Programs circuits, battery, energy battery. Okay, good. Good. Okay. So you so you can see, listen text, you have text messages you can type okay, so what happened? So we have been now 5 minutes with a mobile phone in most schools they are not allowed okay, so we've been teaching with a mobile phone. So, input can be written, can be ordered, and can be hands on input, an object you can teach a lot an object. I understand for the subject teachers and also for the language teachers the teaching from an object makes things very easier for students because they feel familiar with they have, you know, some visual support okay, imagine imagine that you are teaching for example, erosion okay and then you have your beautiful lesson and you say, well at the peak of the mountain rocks have this shape and because of the wind because of the rain a piece of the rock falls down and it goes down to the valley and after thousands of years the stone becomes a pebble and from the river at the end it gets to the seashore and then this pebble gets even flatter okay if you explain erosion that way, you know, students have to figure out everything you are talking to but if you bring some examples of those rocks pebbles and flatter stone from the seashore it's much easier alright, so another principle yes, well we said that before yes, so number 4, number 5 a material we said input and task and the new principle is that input should be multimodal I mean, it doesn't have to be in a single format it can have different formats at the same time yes this is good because it facilitates comprehension but also because our brains are different multiple intelligences yes and because there is diversity people who learn from visual inputs from the seashore and people who learn from text and skipping the tomorrow's gloons taxonomy because probably you know about it and somebody else has told you about it before me and somebody else is going to do it after me so I skip these set of slides okay now are you familiar with some of those words or initial first beginning on the left beaks and power base yes, there's a language there's a language used for basic, it is actually basic in the personal communication skills the language that we learn to communicate what we do in the 40 language classes for all our life okay when the students are in part of the department say hello, my name is Manolo I live in Amalovar and I am 7 years old when the student is in 12 says hello, my name is Manolo I live in Amalovar I am 12 years old and I am a student when the student is in the 40 and says hello, my name is Manolo I live in Amalovar I am 16 years old and I like learning yes, this is beaks basic in the personal communication now is the language that we use for the subject for the content subject yes, the language that we use to speak about science, technology math geography, whatever these course, the language is completely different yes, the language, the grammar the vocabulary, the structures the type of interaction yes the complexity of something says everything is different one is what we use for the content with another speaker a completely different thing is what we do to learn the content for the subject alright multimodal what we have seen just a minute ago input in different formats input or input in a single format ok lots and lots lots are these low border thinking skills and hot higher border thinking skills so when we arrange when we design the materials or when we modify those elements you know top bottom bottom top whatever those are engaged now let's use the example let's use the example of erosion alright this is a tip this is a classical quadrant the cave from Cummings and I tell you, you see the ones at the top quadrant one and two we need little thinking I mean the activities that we didn't have to do are very simple they have to teak they have to underline they have to match they have to produce a few words only it doesn't require much thinking the activities at the bottom quadrant three and four require a lot of thinking again they have to analyze they have to comment they have to criticize they have to produce a text that requires a lot more thinking now on the left one and three those activities have a lot of known written supports pictures, objects photographs, videos whatever quadrant four two and four have very little support and finally one and two have to do with basic language and three and four have to do with academic language much more complex language so just a little challenge could you think of one activity to teach your students about erosion for one of those quadrants so you have to think about four different activities but think about the three surnames inputs thinking skills and language it's hard work but try to figure out four different ways to approach erosion okay it doesn't have to be for secondary education I mean in general yes maybe the first exercise and for activity in quadrant one it's very basic it's for primary students it doesn't have to be for secondary students it can be very very basic okay it says input supported by many visual cues primary education books and day to day language so I have one idea with a lot of visual cues that they create like a kind of mountain with sand or something and then they pour water on that so they see how the water is modeling the sand and is looking so if it is to combine this with leaf they just have to destroy it in very simple way like the sand is moving and then the landscape is changing good so this is one idea so you provide sand and sand a mountain that they build and then you pour water and see how it destroys the mountain and the language is not input but it's in the production okay good and if you want to do it with more specific language you can provide them with some very very specific work like the steam or erosion or weathering and ask them to create sentences with this good more questions we have already question number one question number two or number three number two for example input with little context with little support with no demand you're going to have to think a lot and day-to-day language for free by much context very demanding and more abstract yes in a text which explains the continent and after that a task in order to try to define other words good good okay right so for quadrant number three you give them a text on the topic yes and then the task may be different approaches to check comprehension yes by filling the gaps or completing sentences or defining some of the keywords very good this is just an example to make you think about it okay so for example a dbd quadrant one you were very close to this dbd with plenty of features yes telling the story of how it becomes a habit think about five, six, seven years old students or your own children hello my name is Estoni I live up here in the mountain next page hello I am Estoni now I live here in the ballet of the river next page hello I am Estoni I am getting close to the sea infant education primary education is that okay second one okay it's a radio program the students can't see anything anything they just simply hear words okay so there is not so much visual support the story is a basic story for children but then there are no pictures next one number three very close to what you said in this case it was a nature documentary knows of titles so that's hard for students and number four of course a scientific article you know that there is no way to understand you for native speakers and you read a text on geology if you are not a geologist oh my god yes so you are some of you are language teachers and some of you are content teachers right? okay can you think for example language teachers and content teachers in different sites what are the five or six more classical typical activities that you do in your classes you should make a list okay I don't know if they are going to be similar or different from language because think about the five or six most common activities you do in your classes don't worry if they are good or bad I just want to know the most common and of course they will be good part of content teachers for example so what would you say are the five or six more common activities you do for example content teachers explanation you provide yourself students with an explanation of technology, biology wherever there is your subject okay the rest of you agree with that let's say that to provide an explanation to provide an important amount of new content okay what is one of them more bring in and listening okay all right more we provide them with resources video and I make some questions about the news and they have to take a diagram of presentation format they want and they have to present okay so what you do is like a guided reading yes they work correctly they work on their own if you would say content programs yes yes good good more labeling so that's the word from a vocabulary right more what do you follow, jigsaw reading and jigsaw listening jigsaw reading and jigsaw listening okay you are doing comprehension in different ways yes yes good any more content teachers conversations okay okay okay good what about the language teachers what about the language teachers what about the language teachers what about the language teachers okay so you are doing oral or written production okay more common activities for language teachers okay so we are going to practice half just half just yes good picture descriptions alright good which video and then finally right sorry good so watch from end right role plays role plays quizzes very good gap fitted good why do I ask you this question I don't want to check what is your teaching style now everyone has a teaching style anything or she feels comfortable any of the students learn yes now why am I asking you this question because learning is a process with three stages yes what are the three stages understanding thinking and producing okay there is impulse there is intake and there is output you are exposed to the language your brain tries to assimilate the language to build on the former content that they already have in their brain and finally your brain tries your mouth or your hand to produce you know that there is a very big gap a very big difference between what gets to your brain between what comes out for example if your input is 100% we lose a lot of that 100% and when we produce we produce 10-15% everything else you know it gets lose somewhere in your brain in the way so what happens I was asking you what type of activities do you most frequently do because different activities belong to different learning stages okay so you said for example if you are listening that is input grammar drills that is intake because your brain is processing information okay watching a video talking and producing okay there is input and there is output and a little bit of intake because it's almost immediate response okay if you are doing filling the gaps because intake your brain is working on something that is already there yes so why is this important because we have to provide opportunities to complete the whole cycle if we concentrate probably we do it and we are unaware but if we concentrate simply on comprehension you know what happens there is a lack of production you remember I remember when I went to my primary school I never produced anything apart from the sentences in the exams or filling the sentences in the world again there was a lot of input you know of exposition to the language so work on the language is important yes it is because there is a simulation work on vocabulary is important yes it is but it's also important input so we have to when we design our teaching unit or when we design our classes try to provide opportunities for everything to happen if we concentrate in a single state something is going very well so learning learning is a cycle okay and when the cycle gets to the end goes back to the beginning again you remember you produce three lines at the beginning of today's session so you were at the end of the process but before you made it was just the beginning can you explain a little bit about what yeah I can make it yeah I want to show you the other principle alright so we said it is a cycle so we have said what is learning and now the question is how to learn how to teach how to two models yes have you ever seen this picture or at least a picture on the left I like it I love it it is a banking model the teacher is in the possession of knowledge of content you know opens your head and fills your head up with content it is the same when you go to the petrol station with a new petrol and then the car can move on for another 600 kilometers alright this is the banking model there is no interaction the teacher does not care just about providing to the student with all the knowledge that he has for that he has available what is the other strategy to build a model when you go to a building site what is the most important element around the new building that is being erected correct we with builders use these metal platforms whatever they use the bars and they builds cabinets so I don't want to stop again so much because my colleagues will be talking about that too what is scaffolding scaffolding as one of the key elements for learning have we done any scaffolding today you remember pictures in the language in the strange language I was doing some scaffolding for you I was providing you with some help it was easier for you that is scaffolding we can provide help very quickly we can provide help with the language we can use shorter sentences of course shorter paragraphs try to avoid many pronouns because it is more difficult for the students underline words, ideas do a vocabulary brainstorming before you start doing something else so you can do different techniques to make the understanding of language easier this is something that language teacher we have done all our lives when you go to class for the first year you will say well I have to do something for these students to learn and most of the techniques are these ones but also you can do something else to help learners learn a lot using organizers using colors giving subtitles providing pictures videos, documentaries whatever that is provided help to make the learning of the content much easier I don't want to to stop work on this so our next principle is this one scaffolding is this text to understand that is a review it is a review listen I didn't know whether to do this activity or not because I was not sure of how internet was going and was working so sometimes it goes at times it doesn't I could access it I could use my mobile phone yesterday I'm sorry you have told me that it's going okay so I'm going to give you first the same handout that I have given my students sometimes can I tell you let's say so this is this is an activity we did in English but the content was geography and we did it because in Valores or in Mexico I can't remember what it was they were learning about the importance of water for millions of people around the world okay so I said okay how do I connect with this idea they are doing in Valores or in Mexico so I said okay because we are talking about water or it could be a good idea to connect with rivers and of course rivers in the English speaking okay so I'm getting the least I'm probably the best well-known rivers you see river Tain Ganges, Pakistan Colorado, river Mercy that's Zipi in Colombia yes this is Zipi Potomac you call me a grande river Eibon, Indus and some Norways okay and now I want you to do just a little bit of work from here okay so you are 35 26 number 1 you are 2 you are 3 4 4 and 6 5 and 6 yes 7 8 8 9 and 10 do you remember 8 9 9 9 10 11 12 right so this was for pairs but you are not in pairs you are more than you know groups of three you have to investigate so don't copy and paste on the wiki produce a poster this is important in this case you have to produce a poster on the river that they are assigned or you are assigned in this case you are okay research coming on internet well you have to produce a description of the river a picture you are not doing the picture now or there are additional pictures or information and of course you know give a reference where you found the information okay and then as you see an example of a description what they could write the example was on the wiki so it says in spain it means blah blah blah it goes from here now what I want you to do in just 3, 4, 5 minutes using your mobile phones or simply making up the content I don't care, I'm not going to check that okay so can you write a little description on a single sheet of paper I need a sheet of paper for each group okay in 4, 5 minutes the single description of the river that I have for you know number 1 you write them all and you now have a second page okay you haven't got any spare a second page somewhere else is that a spare one oh it went here on the back it went here on the back yes one okay anybody else okay is everybody one more? now now I'm going to invite you to stand up circulate around the room and try to give as many answers as you can from this questionnaire okay we're going to spend just a couple of minutes yes so we'll stand up, circulate and try to answer as many questions as you can don't be cheapy don't come in front of somebody else yes I understand the papers were not probably all around the room because we cannot stick anything on the walls so okay at least you got an idea okay so what I mean what we have done in 50 minutes is four classes, four students three, four, whatever a number of classes they give you the posters the teacher takes the posters home and after a couple of days we do the second activity okay so when the teacher connects the posters he prepares the questionnaire and contains all the posters so you make sure that all the questions have an answer in the posters by the way there is a grammar mistake on the questions but no, okay natural, okay so this is important and so you are asking the students to produce something that they are going to use later okay so we are moving and this is very important from 100% consumers because in a traditional class the students simply consume inputs and activities and we are moving 200% producers and this is important this is for example when people talk about learner-center education this is learner-center education you are making sense of this label the teacher has control of the situation of course, travel students have a very active role they consume a very important use activity of course you can say well, but in each input there are mistakes, of course but because it is kind of guided writing the number of mistakes is probably so high as if you were through writing but anyway, because you want them to concentrate on the answers of course, you pay attention if you guide to the chunks of language which are probably right and you want them to concentrate on but the important thing is that they can consume but most importantly they can produce if you think if you stop to think for a while you say, what has the teacher done? very little you have been doing four, five, six classes and you have done very little yeah, yeah I mean you have two, three payers you have to think about it writing, working, teaching instructions but, you know most of the work is done by the students alright? so one of the principles, yes students can be both input producers and consumers input consumers and producers I don't care one way or the other alright? to show you both something that we that we do to teach a student from material, from what we find outside of classroom okay? I'm sure you all have to experience to visit places to visit a nearby town to go to the mountains if you have mountains near your town et cetera so what I'm going to show you is how to use these wonderful resource to teach a student okay? so this is this is something that I usually do with with the heads of students not with premedo because second, third years okay? so we use for example a field trip, go to San Diego with a physical education teacher okay? or with another teacher and we make like a booklet yes? a field trip booklet okay? for the route we are walking okay? in that booklet there are photographs but there are texts to read and activities to do so when you are walking and you get to one of the spots that you find contrasting so you stop there and you tell the you tell the student to read to do the activity to talk about it in a common way okay? your field trip booklet your pen and so I'm going to show you a few pictures of what those booklets look like okay? for example sometimes I get my characters and these characters are telling you the story right? and here we have a girl from the roman times and a boy from the middle ages a muslim boy telling the story of this spot Rio Guadiato good sometimes the character is not a boy or a girl but in this case is a donkey a donkey that was used to carry the charcoal you know the charcoal? from the mountains to the city for the market to sell it okay? so this little donkey is telling you know provides the breathing passages for the students and this little donkey asks students questions okay? so we are dealing with what is different between charcoal and coal? what is used for industry? what is used for heating? in the past what is a mineral? what kinds of wood? because in the mountains sometimes you have these building historical buildings in the mountains around Corgada there is a lot of history not only nature but history so we stop at one point and where there is a swimming pool on one side a moment swimming pool and on the other side there is an old building you know some hundred years old so here is a question about the swimming pool aswan yes? so aswan is the this is a dam that was built in Egypt in the 1960s okay? another question for example is about Spanish what is the word lagar in Spanish what does it mean? lagar de la cruz it is a popular place but what does it mean? sometimes where you stop you have the opportunity to learn geography you get at a viewpoint okay it says well now we are located north look what can you see I can see Sierra Nevada at the south I can see the center of the cathedral I can see what I do now that's geography yes? sometimes it gives you even opportunities to learn about literature Spanish literature in one of the routes that we do there is the little chapel the little church where dongura was writing who was an opportunity to connect with the Spanish teacher okay? this is a point by Barbara Zevena this is an example from the students booklet in another place where we stop they have to look for different trees yes? the armadillos, walk the street the hardware ring etc at the back of the future booklet there are a couple of pages to take notes so they take notes about that information which is not in the reading passages and the teacher tells them when we stop at the spot for a second in February, in pine trees there are worms and we have processionaria so there were a few pine trees with them with this little cocoon and that's what they say the name in Spanish okay, no problem but they've got information the routes are Sunday in January at the end of January there is a hiking route that organizes the same route the Troy Piston we stop at a place where there was a tunnel for the old steam locomotive so we talk about trains and we talk about pistons so they took notes of the piston it gives the name to the basketball team alright so are there any math teachers? one math teacher two math teachers three math teachers, good and we can do math in nature too for example we walk along these routes and they have to calculate the mean the stage and where it is above, above the range, etc right more math, this is part of a Roman water tunnel in Alverga yes, so they have to calculate the volume and the number of liters that could fill up the water tunnel yes remember you are connecting your hiking trip with English and with other content imagine you are going to have an opportunity to go into nature because you leave far from the mountains or because for any reason you can do the same activity in the city this is very difficult for me a system of my math colleague at school had to explain to me how to do it I didn't know, okay so you have to be assisting A is the number of benches blah blah blah and the key answer is a 1 I hope it is right but another one you have to calculate the highest prime the answer and when you get the answer because the students are working for example in teams you have to add the number to your team number so the highest the answer in this case number 17 and then your team number if you are a team number 3 so your answer is 20 this is very difficult this is trigonometry you have to calculate no way when the shade of the cypress no way I show you the answer don't ask me, yes? alright or you can do the best thing anyway you have to calculate the probability of being able to shock one of those one of those pastries in the time when the shock is open blah blah blah take the answer and you have 0.2 percentage of probability to be able to bind the pastries of the dunk okay so we are not going to the mountains now but we are going outside to the garden okay last last paper last letter so and so the stairs lead you to the little garden over there in 10 minutes we are back but I want you individually in pairs however try to think of a little paragraph the Jewish students could read and an activity they could do related to that reading passage think about the city the plants the okay I was checking yesterday that it could be done and I found up to 8 different activities to do from the garden again so we are going out take a template with you think about a little reading passage and an activity for that passage connect it to the subject for example that you teach or that you feel comfortable with and we are back in 10 minutes okay we wouldn't have spent so much time because it was just to give you the idea how to do it imagine this was one of the stops in your school trip in the city so you are walking around the city and you stop there so very quickly very quickly you want to share an idea to do yes for example what is this update yes and what would you ask the students to do the desk look for the I go to the garden look for the unknown words and the dictionary or the mobile phone the second one they say three of the dots and they are following words I take them and the last one I say complete the poem because I wrote the poem and it's not finished very good good, more ideas yes this update is business administration so we are supposed to be a company to garden so we have a budget customer we have a budget for the products I call them so I have time to make a project thank you Adamus very good very good more ideas yes biology, we describe the shape of the differently and to recognize the tree from the tree and word so I can give them some drawing and they have to find the drawing then I can give them some description in the description they have to identify like the two words like for example a parallel vein the veins of the leaf or a handmade vein the veins are like in a hand or the margin is then they move the shape or linear or whatever and with this vocabulary they have to try to correct or to identify which test corresponds to each tree and with these they get the name of the tree so now they can identify the tree and then maybe I can give them more vocabulary and with these they have to write descriptions for other trees that are in the garden okay very important what do we do on a spot in the same, in a place where we have a spot it's not the end sometimes it's just the beginning for a follow up in class okay probably what we do in that right moment is very simple like ticky or fill in the gaps or choose in A, B, C or D but it's an opportunity to do something else and back in the classroom any other ideas to share any other ideas yes and if I have these two objects with five different basic forms they make the solid form of the host of these objects and they measure the dimension of these two objects calculate the angle of the basis of one object and that's why calculate the volume of these two objects very good very good we are okay so I will provide a very short test Lala is a movement from the 60s to 70s basically it takes about each object they found they have this kind of bear psychology where you store stones either rubbish even the shadows the outside of the shadows are waves or whatever they are so they can't go into these texts or even with a video or an acrobat or a passe or in the process of interactive requests and the task will be create a long piece of lander try to do geometry they can picture a field in the digital world they turn as basic for the task and I'll bring back to the three the following classmates good I feel relieved okay now I'm glad because it was in my mind yesterday I checked and we could do the activity and I said well I have to look for different options and I came up yesterday with eight different activities but to be honest you have added a few more to that list so you see how many different opportunities to learn gives you just one single resource which is just this garden where we have started so we can say that you know probably our last principle today is the source of input the source of materials can be just the wall outside the classroom walls okay which is close to the student which motivates which is different which gives you a different approach to the subject etc and just to round up the session what we can do now just to put an end is to use these principles that we have been working on throughout the session to make them you know to transform them in a document for evaluation yes and then we can make for example a checklist a checklist to be able to define to when we design and we adapt to see what we are using is actually what students can work with if it adapts if it works if it fulfills the requirements for the previous stages etc we are wording the principles into statements and we transform those statements into a checklist this is on the move up so you can download it today tomorrow or next week whenever you want and I think time says it's time thank you very much do you have any questions now or later many thanks for your participation for your active participation and you are very good students thank you very much