My lesson/activity design

Pui Kei:

1. Padlet: Augmentation, interactive

Kahoot: Modification, constructive

Katy:

1. Kahoot: modification, interactive

2. GC: Augmentation, interactive

Ronald:

1. Wordwall: modification, interactive

2. Padlet: Augmentation, constructive

Chloe's

1. eBook:

*augmentation

*active learning

2. Nearpod:

*modification

*interactive learning

Samantha's

1. Kahoot:

*modification

*interactive learning

2. Spark Video:

*redefinition

*constructive learning

Jenny's

1. Padlet (Collaborative report writing):

*modification

*constructive and interactive learning

2. Edpuzzle:

*redefinition

*active and interactive learning

1. e-book

- to substitute traditional textbooks with some functional improvement (interactive function / dictionary)

2. Nearpod - Time to climb

- an interactive learning activity to check students' understanding

- to motivate students' learning

1. Played a Kahoot! game after teacher's presentation to test students' understanding immediately.

2. made a self introduction using Spark Video. Students were required to use the target sentence patterns and grammar to write their introduction, but not using paper and pens. They had to collect their photos to make a video, and they had to record the audio soundtrack etc .

I. Padlet.

Task: Write about an unforgettable experience

Pre-task:

1. In about 30 words, students write about their unforgettable experience using the following elements:

*the 6 W's

*past tense

*effective adjectives and adverbs

2. Post their stories

3. Students read each other's posts

4. Point out any grammatical mistakes they've found

5. Share with class what useful expressions they've learnt from their peers

6. Vote for the most interesting story

II. Kahoot

Students create their own kahoot games to test their classmates' understanding of an assigned reader

                                  Pui Kei

Activity 2

1). Please recall two types of technologies used in your class, and tell how you used them in the lesson/learning activity design;

2). Then work in groups to evaluate the members' work in each other’s group using SAMR model and indicate their levels.

3). Finally, please comment on the lesson/learning activity design based on the ICAP framework.

(Group 1 members post your stickies on the left, and Group 2 members post your stikes on the right.

2 types of technologies adopted in class:

1. Wordwall to do pre-dictation. Students were asked to do matching and jumble sentences.

2. Padlet

Students did a writing task about designing a one-day trip in Hong Kong.

1.

(a) Kahoot!

- 10 questions are used to check students' understandings after a grammar lesson

- questions are explained if the rate of giving correct ans is low

(b) Google Classroom

- students read aloud a text and upload the videos on Google Classroom (Holiday HW)

- provide feedbacks and comments afterwards

1) Students were asked to write an information report on an endangered animal as a group. In stage one, a topic was assigned to each student in a group and they were required to do research on the animal's habitat, diet, ability and threats respectively. Then, they post their findings on padlet for collaborative writing.

2) I often use edpuzzle for flipped classroom. So before they come to the classroom, they have already learnt some of the basic knowledge of a certain topic. -jenny

SAMR

ICAP framework