INGLÉS · 13 A 14 AÑOS · 45 MIN
Technological devices in the future
Creada por ChileMass Teachers
Objetivo de aprendizaje
To predict future scenarios about technology
Descripción
Se trabajará en torno a predicciones (ilustradas en forma escrita) sobre el futuro de diversos aparatos tecnológicos usando las estructuras will/going to.
Momentos de la clase
Paso 1Beginning: T greets sts. Then, she presents one question to welcome them: “Do you think technology will change in the future? How?”. T shows an example and tells them she thinks that phones are going to look like the ones we had 10 years ago (a picture is shown to illustrate what she is saying). She asks further questions to engage sts and show them she is interested in their opinions.
Then, T starts the class and presents both the objective and rules of the class. For the objective, she says “By the end of today’s class, you will be able to predict future scenarios about technology”. T asks sts to guess what we will do. That is to say, how they think they will be able to predict the future of technology, in order to elicit their thinking patterns and bear them in mind during the class.
Regarding the rules, she asks sts if someone can tell her what the rules of the class are and how they can follow them. This will help them to remember the rules and activate their previous knowledge (UDL Principle 3.1) as they have seen them for the last three classes. After they reply, she thanks them for their contributions and lets them know the importance of respecting each other and participating in the class activities. Next, she shows them the icons that will appear during the class and asks them to infer their meaning.
Next, she introduces the topic “Technological devices in the future” and shows them multiple media to represent the idea (UDL Principle 2.5). T continues by supplying sts’ background knowledge about the topic they will study today (UDL Principle 3.1). She presents different pictures to analyze the evolution of technological devices such as how cellphones were bigger, and their screen was smaller and now their screen is the attribute that stands up. T also shows how computers and laptops used to be, the devices that were used to listen to music, and the ones we use nowadays. She lets sts look at the pictures for 1 minute and asks them to pay attention to the changes they can see and choose the most significant or important change for them. She shows them a timer to let them monitor their time (UDL principle 7.3).
After the time is up, T asks them to share the change they chose and tell why they think that. Moreover, in order to hold a productive discussion, she makes sure that sts can interact with each other, encouraging them to add their thoughts based on what their classmates have stated (UDL Principle 8.3). T tries to keep herself apart from the discussion but intervenes in case students are not willing to share their thoughts.
Paso 2Development: T presents an activity in which sts have to choose one technological device and think about how it will change in the next years. She points at the icon on the slide (which represents the writing skill) and lets them know they have to present their answer in written form, but they can also use any additional platform to present it. For example, they can use canva, paint, draw in their notebooks, etc. (UDL Principle 5.1).
Then, in order to clarify the instructions, she shows these steps on the slide so as to help sts comprehend the instructions and models the activity by saying “So, first you choose a technological device. It can be a tablet, smartphone, laptop, computer, TV, and so on; I will choose the cellphone. Next, the second thing I do is to think about how it will change. I can use “will” or “going to”, remember that it depends on whether you have evidence or not (UDL Principle 3.2). Como ya les dije al comienzo de la clase (says in Spanish to grab sts’ attention), I think cellphones are going to look like the ones people had 10 years ago. And I used “going to” because I have evidence, Samsung is already making phones like that. So, I can write it in my copybook and then I think about how I can show it to you. In my case, I decided to make a collage on canva, and I also wrote my prediction there (shows the canva logo)”.
T continues by saying “So, is it clear? First, you choose the technological device. Second, you think about how it will / is going to change. Third, you write your sentence using “will” or “going to”. Fourth, you choose how you are going to display the information to show it to the rest of the class”.
Next, T asks sts if they have any doubts and clarifies their questions. She also lets them know they will have 10 minutes to work on the activity and that they can work in pairs. T informs that time is running and that if they have any questions they can raise their hands or write on the chat to ask for help. The timer is on the slide to allow the sts to monitor their time (UDL principle 7.3).
She lets sts know when they have 5 and 1 minute left. Then, once the time is up, T grabs sts attention and asks them to share their predictions. She reminds them to raise their hands to share their ideas and listen to the contributions of their classmates. In addition, T encourages sts’ participation by asking them to comment on their classmates’ ideas.
Paso 3Closure: T starts closing the class by making a summary of what they learned during the last 4 classes. She presents 3 categories: giving opinions, making predictions, and technology. Then, she states that they started the unit studying different expressions to give opinions and asks to share two of them in oral form by raising their hands (pointing at the icons on the slide). She gives 30 seconds to 1 min. for sts to think about them and then lets them know they can start sharing the expressions they remember. T listens attentively and comments on the expressions they share by providing feedback (UDL Principle 8.4). In addition, she shows all the expressions later so that they can take a look at them if they did not remember some of them.
Concerning “making predictions”, the T mentions that in the third class they studied (or remembered as they have already learned this content) how to make predictions. She asks what are the expressions that help them to make predictions and waits for them as they say “will” and “going to”. Next, T asks them to tell her the difference between those expressions; “When do we use “will”?, “What about “going to”?”. She gives 30 seconds to 1 min. for sts to think about them and then lets them know when they can start sharing their answers. T listens attentively and provides feedback (UDL Principle 8.4).
Regarding “technology”, she tells sts that they studied the consequences of using technology, found out how addicted they were to it, and finally they predicted some changes. Then, she asks them to share with her the technological device they use the least and their favorite social media. She gives 30 seconds for sts to think about the questions and then lets them know when they can start sharing their answers. T listens attentively and provides feedback based on the concepts “technological devices” and “social media” (UDL Principle 8.4). For example, she makes sure sts say “Instagram” or TikTok when talking about their favorite social media instead of saying “tablet” or “smartphone” which do not fit into that category. Lastly, T thanks sts for their participation. The class is dismissed, T says “bye” and waits for sts to leave the session.
Evaluación
Sts will be able to predict one development in one technological device.
Habilidades
Creatividad e Innovación