Section

• BRAINSTORMING WITH TWITTER

  Main aim : Share and remind knowledge with twitter Final output : A  summary sheet made from the brainstorming with Twitter Number of connected class : 2 or more Language : – Synchronous sessions : English – Other sessions : English or native language Target audience’s level : 4 – 5 English level : A1-B2 Duration : 2-3h Professional sector : Adaptable to different sectors Pre-requisite : Knowledge required on the chosen theme Tools needed : Internet Connexion /Twitter account (class account)/ Video conference system Context : As a complement for the mobility (Before-During or after the mobility) – or as an alternative to the physical mobility
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• 1
  Section
  1

  STEP 1 : PRESENTATION – Basculer

  Characteristic : Obligatory 
  Mode : in classroom and in synchronous for the first meeting with the other class
  Duration : 15’– 30′
  Language : in english and/or in native language 
   

  • OBJECTIVES :

    – Present the learning sequence (the objectives, the steps, etc.)

    – Present the other class

    – Inform about using Twitter in the classroom
    

    Optional : If the chosen language is not the mother tongue :

    – Acquire the professional vocabulary in the chosen language in order to promote communication and exchange between apprentices
    

  • DESCRIPTION :

    In classroom :

    1- Presentation of the learning sequence, remind of the rules, rules for using Twitter in classroom and signing of the Charter.

    2- Access to the class account

    3- Demonstration/Application (hastag #, tweet, retweet, etc.)

    In synchronous by visioconference :

    4- Meeting with the other class by visioconference (brief presentation of the class)
    

    Optional : If the language is not the mother tongue

    5- Remind of the vocabulary concerning the thematic

  • ROLE OF THE TEACHER :

    Before step 1 : PREPARATION
    

    – Creation of the class account

    During the step 1 :

    – Role of information, explanation and technical help

    Optional : If the language is not the mother tongue :

    – English teacher (for linguistic preparation)

  • EQUIPMENTS/TOOLS :

    – Internet connexion (wifi)
    

    – 1 twitter account per class and 1 for the teachers
    

    – 1 laptop/tablet ou smartphone per apprentice (or 1 equipment for two apprentices)
    

    – 1 videoconference system (Skype for example) in order to meet the other which participate at the experimentation.

     

  • DOCUMENTARY RESOURCES :

  • Charter Twitter Fichier
• 2
  Section
  2

  STEP 2 : BRAINSTORMING – Basculer

  Characteristic : Obligatory
  Mode : synchronous with the other class
  Duration : 30’
  Language : english

  • OBJECTIVES :

    – Stimulate lots of ideas from keywords, images, videos, quotations
    

    – Stimulate associations of ideas
    

  • DESCRIPTION :

    In synchronous (by Twitter) :

    The teacher (s) publish(es) on Twitter one keyword, image, or video on the thematic.

    The apprentices tweet all the ideas in connection with teacher’s tweet until the teacher publishes a new tweet.

    And so on…

  • ROLE OF THE TEACHER :

    Before step 2 : PREPARATION
    

    – preparation of a list of tweets (keywords, images, videos,…)

    During the step 2 :

    – Tweet keywords, images, videos,…
    

  • EQUIPMENTS/TOOLS :

    – Internet connexion (wifi)
    

    – 1 twitter account per class and 1 for the teachers
    

    – 1 laptop/tablet ou smartphone per apprentice (or 1 equipment for two apprentices)
    

     

• 3
  Section
  3

  STEP 3 : TREATMENT, ASSOCIATION AND SYNTHESIS – Basculer

  Characteristic : Obligatory
  Mode : synchronous with the other class
  Duration : 30’
  Language : english and/or native language
  

  • OBJECTIVES :

    – Understand, combine and compile ideas
    

    – Write a summary sheet from Twitter feed.
    

    – Work in group

  • DESCRIPTION :

    Three situations are possible for this step :
    

    Situation 1 : Each class makes his own summary sheet from Twitter feed.

    Advice : One student can be the secretary : he writes on the black board, the plan and the contain for each part.

    Situation 2 : Each teacher can make groups in his class, and each group works on a subtopic.
    

    Advice : The teacher has to identify subtopics and organizes his classroom (tables and chairs) in order to facilitate the work in group.

    Situation 3 : The teachers make mixed group between the two classes. Each mixed group works together by visioconference (skype for example) in order to write a summary sheet on a subtopic identifyed by the teacher.

    Advice : The teacher has to identify subtopics and makes mixed groups. For example : three students from one class work by visioconference with three students from the other class.
    

  • ROLE OF THE TEACHER :

    Before step 3 (for situation 2 and 3) :
    

    – The teachers have to work together in order to identify subtopics.

    During the step 3 :

    – The teacher remains available to his students during their group work. It intervenes if they have any questions or if they need help.
    

  • EQUIPMENTS/TOOLS :

    – Internet connexion (wifi)
    

    – 1 laptop/tablet ou smartphone per apprentice (or 1 equipment for two apprentices)
    

    If they work by mixed group with the foreign class :

    – 1 visioconference system (Skype for example)

     

• 4
  Section
  4

  STEP 4 : ORAL PRESENTATION – Basculer

  Characteristic : Obligatory
  Mode : synchronous with another class
  Duration : 30’
  Language : english

  • OBJECTIVES :

    – Present orally the summary sheet  
    

  • DESCRIPTION :

    In synchronous, by visioconference :

    1- Each class (for situation 1) or each group (for situation 2 and 3) presents his summary sheet.
    

     

  • ROLE OF THE TEACHER :

    During the step 4 :

    – Role auditor

    If necessary : technical help for the visioconference

  • EQUIPMENTS/TOOLS :

    – Internet connexion
    

    – 1 visioconference system (skype, adobe connect, etc…)
    

     

• 5
  Section
  5

  STEP 5 : FEEDBACKS AND EVALUATION – Basculer

  Characteristic : Obligatory
  Mode : in classroom or in synchronous with the other class(es)
  Duration : 15’
  Language : english or native language

  • OBJECTIVES :

    – Make feedbacks, comments
    

    – Evaluate the learning sequence
    

  • DESCRIPTION :

    The teachers can make step 5 in classroom with their own class (situation 1) or by visioconference in synchronous with the other class (situation 2).

    Advice : If the apprentices are shy or have difficulties to speak in english, it’s better to organize step 5 in classroom and then the teachers can share the results of the appreciation grid and their apprentices feedbacks.

    Situation 1 : In classroom
    

    – Oral debriefing
    – Filling the evaluation grid

    Situation 2 : In synchronous with the other class (by visioconference)

    – Oral debriefing
    – Filling the evaluation grid

  • ROLE OF THE TEACHER :

    Before step 5 :

    The teacher prepares the appreciation grid (paper distribution or online by Google form or surveymonkey…)

    A model of appreciation grid is available below.

     

    During step 5 :

    – The teacher has a role of pollster : he listens his apprentices feedbacks and can also ask questions.
    

  • EQUIPMENTS/TOOLS :

    For situation 1 – if the survey is online

    – Internet connexion (wifi)
    

    – 1 laptop/tablet ou smartphone per apprentice (or 1 equipment for two apprentices)
    

     

    For situation 2 :

    – Internet connexion
    

    – visioconference system

    + 1 laptop/tablet ou smartphone per apprentice (or 1 equipment for two apprentices) if the survey is online
    

     

  • DOCUMENTARY RESOURCES :

  • Appreciation grid Fichier