Name
"I am so Unique"
Topic
Career coaching, L2 English
Learning time
5 hours
Designed learning time
4 hours and 20 minutes
Size of class
16
Description
These TLAs are the opening lessons to a set of classes dedicated to "personal branding" for future work eligibility. The students will be led to identify their skills and weaknesses so to work on and improve their personal potential. They will be also provided, little by little, with the tools they need to develop a personal eportfolio. The classroom will have a PC and an interactive multimedia board and it will be based on the BYOD practice. The activity is dedicated to a Class of 16 students aged 15/16 of a Scientific High school in Italy and will be developed during a class of English as a second language (cross curricula activity) Being the activities in L2 they will contribute to enhance language skills and proficiency.
Aims
The activity aims at making the students aware of their strengths and weaknesses and of how they are perceived by or perceive people surrounding them. The are also offered etools to express their profile
Outcomes
Find out/discover, Show awareness of, Find out/discover, Assemble, Comprehension
Editor
marysapo
Am I so Unique?
80 minutes)
  • Read Watch Listen
    5
    16
    1
    Introduction to the topic of multiple intelligences Video
  • Investigate
    10
    1
    0
    Ask the students to write on two different sheets : 2 intelligences they think they are good at 2 intelligences they think their mate is good at
  • Practice
    15
    1
    1
    The students are asked to take, individually, the online survey, an interactive worksheet, which produces the student' s Multiple Intelligences individual wheel
  • Practice
    10
    16
    0
    The students are asked to fill a shared google drive spreadsheet with their survey "top" intelligence to produce a pie graph of the trend of the class to be hung in the classroom. The same will be done with the lowest achievements.
  • Discuss
    10
    2
    0
    The students are now asked to compare their predictions and their mate' s one with the results of the survey and to discuss them in pair
  • Investigate
    30
    1
    0
    The students are asked to find evidences to describe their intelligences (achievements, photos, what other people say about them, what they are famous for, etc) -homework
Notes:
Resources linked: 0
My Uniqueness
180 minutes)
  • Read Watch Listen
    20
    20
    1
    The students are asked to watch a tutorial to learn the basics to produce a video. Question time The teacher shows some example of videos produced using Screencast
  • Produce
    90
    1
    0
    The students are asked to make a 3 minutes video in which they provide the evidences of their natural skills in a way that is appropriate to their intelligence type. An expert peer mentor supports the students during the production. Each video is uploaded on the classroom drive
  • Collaborate
    70
    16
    0
    Each student shares his/her video with the class
Notes:
Resources linked: 0

Learning Experience

One or more graphs might not display correctly, because one or more learning types do not have duration set.
Social learning graph will not display correctly, because no class size is set.
Social learning graph will not display correctly, because one or more learning types do not have group size set.