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  • Guio Defensa Bo

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    Toni Jorge
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    The document describes a project by Year 5 students to create a recycled board game and report to solve the problem of rubbish in the school playground. The 23 students, including 2 with special educational needs, addressed SDGs 4 and 11. They learned about competencies including linguistic, personal and social skills. The 14 session project used cooperative learning methods and activities like dossiers, Kahoot and augmented reality. Students self-assessed and played the board game with classmates and others. Universal measures supported students with different needs like ADHD and dyslexia. Assessment was continuous, formative and integrative using 7 tools.

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    Original Title

    GUIO DEFENSA BO

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    The document describes a project by Year 5 students to create a recycled board game and report to solve the problem of rubbish in the school playground. The 23 students, including 2 with special educational needs, addressed SDGs 4 and 11. They learned about competencies including linguistic, personal and social skills. The 14 session project used cooperative learning methods and activities like dossiers, Kahoot and augmented reality. Students self-assessed and played the board game with classmates and others. Universal measures supported students with different needs like ADHD and dyslexia. Assessment was continuous, formative and integrative using 7 tools.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    8 views2 pages

    Guio Defensa Bo

    Uploaded by

    Toni Jorge
    The document describes a project by Year 5 students to create a recycled board game and report to solve the problem of rubbish in the school playground. The 23 students, including 2 with special educational needs, addressed SDGs 4 and 11. They learned about competencies including linguistic, personal and social skills. The 14 session project used cooperative learning methods and activities like dossiers, Kahoot and augmented reality. Students self-assessed and played the board game with classmates and others. Universal measures supported students with different needs like ADHD and dyslexia. Assessment was continuous, formative and integrative using 7 tools.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 2

    RUBI:

    OUR TOWN ON A
    BOARD GAME
    1 CONTEXT
    SOLVE A PROBLEM: PLAYGROUND
    WAS FULLOF RUBBISH
    2 CHALLENGE + SDG
    YEAR 5 STUDENTS
    CREATE A RECYCLED
    BOARD GAME AND A
    23 STUDENTS, 2 WITH SPECIAL
    REPORT
    EDUCATIONAL NEEDS
    SDG 4 AND 11

    3 FINAL PRODUCT

    RECYCLED BOARD GAME

    REPORT

    4 THE 5 VECTORS

    COMPETENCIAL LEARNING

    EMOTIONAL WELL-BEING

    UNIVERSALITY OF THE CURRICULUM

    QUALITY IN LANGUAGE EDUCATION

    GENDER PERSPECTIVE

    5 COMPETENCES

    LINGUISTIC COMPETENCE
    PERSONAL, SOCIAL AND LEARNING
    TO LEARN COMPETENCE
    SPECIFIC AREA
    CULTURAL AWARENESS AND 6
    COMPETENCES
    EXPRESSION COMPETENCE
    DIGITAL COMPETENCE ENGLISH FIELD: 2, 3, 5 AND 6.

    NATURAL, SOCIAL AND


    CULTURAL FIELD: 2

    Created by: Josep Antoni Jorge Císcar


    7 LEARNING OBJECTIVES AND ASSESSMENT CRITERIA
    BLOOM'S TAXONOMY LINKED WITH THE
    OBJECTIVES
    IDENTIFY
    READ AND COMPREHEND EXCELLENT
    ORGANISE NOTABLE
    CREATE SATISFACTORY
    REVIEW

    9 METHODOLOGY
    8 FIELDS OF KNOWLEDGE
    DYNAMIC, ENJOYABLE,
    PARTICIPANT

    SERVICE-BASED LEARNING
    COOPERATIVE LEARNING
    FLIPPED CLASSROOM
    METHODOLOGY

    10 LEARNING AND EVALUATION ACTIVITIES

    14 SESSIONS OF 60 MINUTES - 4 BLOCKS

    INITIAL: PREVIOUS KNOWLEDGE - POSTER AND VIDEO

    DEVELOPMENT: DOSSIER, INTERACTIVE ACTIVITIES (KAHOOT


    AND LIVEWORKSHEETS), APP AUGMENTED CITY

    APPLICATION: CONSTRUCTION OF THE BOARD GAME AND


    REPORT

    IMPLEMENTATION: SELF AND GROUP ASSESSMENT - PLAY WITH


    CLASSMATES, SCHOOLMATES, LIBRARY

    ATTENTION TO
    11 DIVERSITY

    UNIVERSAL AND
    ADDITIONAL MEASURES 12 ASSESSMENT

    UDL AND DECREE 150/2017


    ADHD STUDENT CONTINUOUS, FORMATIVE,
    DYSLEXIC STUDENT AND INTEGRATIVE

    7 ASSESSMENT TOOLS

    Created by: Josep Antoni Jorge Císcar

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