Esempio uda lezione simulata Inglese ab24 concorso scuola secondaria, titolo Green Economy

CASE STUDY

A - 15' 3 LESSONS OF 55' EACH

S - 15' E - 15' AND ASSESSMENT

a - 40'

Lesson 1: activities

STEP 1

5' - ENGAGE: T shows the words 'renewable energy' on the IWB using Mentimeter. SS are

asked to participate to a wordcloud using their ICT devices. TOOLS

STEP 2

20' - ENGAGE: SS are shown a video about clean sources generating renewable energy. SS

are asked to take notes. To help them, T provides guides questions on a sheet. SS share their

ideas through think-pair-share. T works as a guide and facilitator.

SEN students: R and K are paired with

empathetic students who can support them.

TOOLS

STEP 3

15' - STUDY: individually, SS focus on one of the three different sources of energy through a fill

in the gap reading (hydroelectric power, solar panels, wind turbines). Using the textbook, SS

understand the operation of the one of the systems getting the missing words from the

diagram. T works as a supervisor. SS can use an online dictionary (BYOD) to translate

unknown words into Italian. R and K can translate into

their L1. TOOLS

STEP 4

15' - ACTIVATE: SS are divided into three groups, each one sharing the same green energy

system. With the help of the diagram, SS explain how the system generates electricity.

T stands both as a supervisor and a conductor, checking the final results.

Peer-learning provides a relaxed working

environment where more skilled SS can help and

guide the others. SEN students are supported by

peers. TOOLS

homework

SS are asked to answer some questions

on the system they worked on in class, as

well as to study its parts and operation.

The creation of mind maps can facilitate

and help weaker and SEN students.

Lesson 2: activities

STEP 1

10' - ENGAGE: SS join the groups of the previous class and, taking turns, they correct

homework. T, who works as a supervisor, may ask further questions or, if necessary, go

through any of the parts. TOOLS

STEP 2

30' - STUDY: SS are asked to switch, forming now four groups of six members each (two

students for each green energy system). In pairs, SS are asked to explain the energy system

they worked on to the other members of the group. T works as a guide and supervisor.

Peer tutoring promotes a relaxed working environment

and team working. Moreover, it enhances students'

engagement, communication, and independence skills.

TOOLS

STEP 3

15' - STUDY: Once explained the three systems, groups are asked to compare them and

highlight the main advantages and drawbacks of each one. T works as a conductor and

guide. Moreover to the textbook, SS may use their

ICT devices to look for information and

proofs. TOOLS

homework

SS are asked to study all the three energy systems, as

well as to reflect on advantages and drawbacks of each

system filling in a tab provided by T.

The creation of mind maps can facilitate

and help weaker and SEN students.

Lesson 3: activities

STEP 1

15' - ENGAGE: T corrects homework and asks SS questions on each energy system as well

as related advantages and drawbacks. Qs and the filled tab are projected on the IWB and

uploaded on Google Classroom. If necessary, T goes through parts which are not clear. T

stands both as a supervisor and conductor, checking for SS' understanding. TOOLS

STEP 2

40' - ACTIVATE: SS join the previous four groups. T presents a real case study on the IWB ,

providing supporting material such as spreadsheets with amounts and costs. Refferring to

their knowledge, SS are asked to provide the best solution to a company which wants to switch

to renewable energy. Task-based activities promote SS' interaction

and communication, boosting confidence and

motivation. TOOLS

Scaffolding

T works as a guide and helps

SS by scaffolding the task

into simpler and manageable

chunks projected on the IWB.

Groups are asked to prepare

a presentation, using ICT

they are already familiar with

(PPT, Canva).

Assessment grids

FORMATIVE ASSESSMENT: it evaluates participation and interactive communication

of the SS, it evaluates the learning process.

SUMMATIVE ASSESSMENT: it provides a final grade and it evaluates the SS’

performace: presentation + oral production. The evaluation grid follows the criteria

established by subject departments.

STUDENTS' SELF-ASSESSMENT: SS reflect on what they have learnt at the end of the

lessons to become aware of their learning processes, strengths and weaknesses.

TEACHER'S SELF-ASSESSMENT: T refects on what went well and what can be

improved in planning and delivering to SS.