2nd Challenge Implementation (Planning Document)
Edgar Victor Infante
Title of your challenge implementation (Playing and consolidating knowledge)
Students will be exposed to a game (Jeopardy) after analyzing grammar concerning
“Passive voice” in previous classes. The aim is to refresh their knowledge about the
correct use of active and passive voice according to the context and to communicate
under pressure their ideas and vocabulary in front of an academic audience. The game
will be recorded and lead by one of the students. This video will be edited by each
team of the game and each student of the teams will create a 2 minutes commercial (5
TV commercials per team) about their current research project as a way to
communicate the importance and progress of their scientific investigation. At the end,
4 game programs with different project commercials will be obtained.
Name of the course that you are using the challenge in
Redacción y Expresión Oral en Ingles II
What is the new instructional approach that you are taking?
Constructivism and collaborative, students in teams will participate in a game, produce
and edit a video related to their scientific projects.
What did this new approach replace or change?
In the most of the typical English classes, teachers underestimate the positive impact
that games have when they are used to consolidate and confirm recent learned
knowledge in the class. Unfortunately, students are exposed to grammar and
vocabulary by using classical conditioning without taking into account the three
different learning styles (visual learners, auditory learners and tactile-kinesthetic
learners). In the classical conditioning, students act only as spectators of their own
learning process, whereas in a constructivism and collaborative atmosphere like
games, students participate and are actors of their own learning process.
Why do you want to implement it?
One of the most complicated grammar issues in my English class is about the
difference between “active and passive voice”. According to my students, surveys of
previous semesters agreed that “passive voice” was complex to understand by using
only theory and exercises. Unlike the classical conditioning teaching, constructivism
and collaborative learning have the advantage that students feel motivated when they
interact in activities such as games by competing with their classmates and sharing
something they have created in a constructive way. Additionally, we as a teachers
need to realize that our classes are integrated by students with different learning
styles and we have to use different teaching techniques with them (visuals, auditory
and kinesthetic). I believe that if I add an extra activity like a game made with passive
voice topics after regular classes, my students will confirm and consolidate their
previous knowledge by playing and having fun. In addition, the inclusion of a video of
the game with their projects as TV commercials instead the typical presentation will
motivate their research creativity working in a collaborative atmosphere.
How will you implement it? Describe what you need to prepare.
During my regular classes, I will introduce the topic “active and active voice” by using a
presentation and written exercises in the class as usual. All the questions and doubts
about the topic will be clarified and explained again if the case.
At the end of the class, a set of instructions will be given to the students and a set of
teaching aids will be taking into account.
 The use of games with academic purpose in order to consolidate knowledge.
 To select the most suitable student candidate so that can lead the game.
 Instructions and rules about what kind of topics are allowed for the activity and
what are not.
 A set of questions about why and how it was decided the use of the games into
the class with academic purpose.
When in your course timeline will you implement it?
Students will participate in the game in week 6 and they will edit the videos from week
7.
Implementation steps - if somebody else wants to implement the challenge with
their class, what are the steps they would need to follow? What are the things that
the instructor and students need to do?
Preparation
1. In previous classes the topic about “passive and active voice” will be
introduced to the students by using a presentations and exercises as my
regular program.
2. At the end of the last class, the use of games as a way to consolidate
knowledge with fun will be presented with emphasis in “Jeopardy”.
3. One student from the rest will be selected according to his/her leadership and
funny characteristics in order to be the “host” of the TV show-game.
4. The selected student should know the roll he/she will play in the game.
5. Teams will be formed by the teacher according to the academic level of the
students so that each team will be balanced.
6. Directions and rules about respect will be presented and established.
7. The use of video recording in the game will be explained to the students in
order to edit it by using their annual scientific projects as TV commercial in
such video.
8. The academic aim about the use of games will be clarified in combination of
the videos of their projects.
9. Students will work in both individually and in teams, creating collaborative
work in which they can help them each other.
10. Ipad´s camera will be prepared in order to record the game and the host
performance.
Introduction to the activity
1. In class, explain and motivate to students what the activity is about, how it
is part of their learning process, why we are doing this activity. Spend some
time talking about the importance of using games as a way to consolidate
previous knowledge. Additionally, clarification about the combination of
their edited videos of the game with their own annual scientific projects will
give importance not only to their research, but also create motivation and
creativity.
2. Explain how they will work in teams during the game and collaborate in the
edition of the video. Explain how they will work individually in order to
make with creativity their scientific projects as TV commercials during the
edited video.
4.
Explain the aim of recording the class so that students can edit it in teams.
5. Explain how their videos and their impact on the audience will be
evaluated: by me as the instructor, by other teams in class, and by those
who will watch the videos showing their performance in the game and in
their scientific projects as TV commercials.
6. Each team will edit the same general video of the game in which the whole
class will participate. Each student of each team has to create their projects
as a TV commercial in no longer than 3 minutes.
7. Provide the timeline for both, the game during the class and the edition of
the video.
8. Answer any additional questions.
Monitoring the activity
Since students will be working outside of the classroom and alone, they have to send
the drafts of the videos to my blog or via YouTube in order to supervise their progress.
Completing the activity
The students will be divided into teams and will participate in a game about “active
and passive voice” that will be recorded and edited in order to transmit both, an
academic and scientific message.
The activity is based in the game “Jeopardy” about the relation between learning and
consolidating of passive voice and the scientific projects that students have to
investigate this semester. The aim is to communicate a scientific project with fun by
using an edited video with a scientific and academic impact in other students by using
imagination and creativity.
To ensure that each student will take the activity seriously, each team will be asked for
one leader and will be evaluated very often in order to provide feedback during the
edition time.
How does your challenge implementation align with the rest of your course?
Redacción y Expresión Oral en Ingles II is a course based on constructive learning
taking into account visual learners, auditory learners and kinesthetic learners. With
this activity, students will improve both, writing and speaking skills, which will have a
positive impact in the way that students communicate their ideas and scientific
knowledge.
How will you evaluate the effectiveness of the learning? What formative evaluation
approach will you take?
I will be observing the performance of each student and each team about their
progress very often in order to give them feedback not only of the format but of the
content of each video. In addition, the video of each team will be observed not only for
me and the students, but also for at least two native English speakers from the
AGORA´s group.
How will you capture student feedback on their perception of the effectiveness of
the implementation and share this feedback to the Agora?
I will use two different strategies in order to assess and share the impact and
effectiveness of my activity and I will share the links with my challenge implementation
report in Dilo:
1. The game “Jeopardy” about active and passive voice will be filmed edited and
uploaded to “YouTube” and to my blog and Agora website.
2. Each student and the teacher will evaluate all the game, the videos and their
scientific projects as TV commercials about content and form by using a survey
make it in Google drive. The aim of this survey is to evaluate the activity and its
impact, improving areas and if it was worth to implement the activity. This
survey will be sent to the students email and the summary uploaded to the
web. All the results will be uploaded to my blog and the Agora website.