Lesson (Penzu)

Lesson 2 (Penzu)

• Age group: 14-15 year-old
• Language level: Upper Intermediate level
• Objective: to write about their diet 
• Communicative goal: identifying groups of food
• Language areas: Writing, Speaking
• Type of school: Private school
• Duration: one hour and a half
• Physical location: school facilities
• Topic: Healthy food

Warmer

In the classroom, the teacher will stick pictures of different meals in the blackboard. Students will have to discuss if these meals are healthy or not. They will discuss the following questions: 

1. Are these meals healthy?
2. Do they contain all groups of food?
3. What picture resembles to your daily diet? 

Web

After the discussion, students will go to the computer lab and will be shown the following website: https://www.choosemyplate.gov/. They will be asked to focus on "My Plate" section

They will be asked to discuss the following questions in groups:

1. Do you think that you and your family eat properly according to this website?
2. Do you think that you eat enough vegetables and fruits?
3. Did you believe that carbohydrates were bad?

Then, students will be shown the following website: https://penzu.com/ and the teacher will explain how to use it in order to accomplish the task in the next step. Tutorial: https://florenciaictple.blogspot.com/2018/10/tutorial-penzu.html

What next

Students will be asked to write on Penzu their daily diet and explain what they have learnt about this website. 

Evaluation criteria: 
Was the entry well explained?
Was the entry accurate in terms of grammar?
Were the new concepts applied?


Theoretical framework 

PLANIED

Planied (Plan Nacional Integral de Educación Digital) is a Digital Competence Framework implemented by the Ministry of Education in 2015. Its aim is to promote digital literacy in every school and, for such purpose, it proposes six dimensions needed for a person to be considered digitally competent.

- Creativity and innovation

- Communication and collaboration 
- Information and representation
- Responsible and solidary participation
- Critical Thinking

- Autonomous use of ICTs

Throughout this lesson the different dimensions are tackled. For instance, creativity and innovation will be key to the what next section of the lesson. The students will be creating their own entry in their journal about their diet. Then, communication an collaboration is achieved by the discussion between students about the questions. Information and representation is present while investigating about the topic and then exposing it. Critical thinking will be at work while discussing about the topic and then when writing what they have learnt. On the last stage, they will be dealing with the autonomous use of technology since they are creating their own product. 

EEE
Engagement: Kolb (2017) suggests that teachers need to look deeply at engagement and ask the following three questions when using technology:
- Does the technology allow students to focus on the task of the assignment or activity with less distraction?
- Does the technology motivate students to start the learning process?
- Does the technology cause a shift in the behaviour of the students, where they move from passive to active social learners?
In this case, these activities will help them learn and will be useful to engage them in the topic. 

Enhancement: this component focuses on the added value of using technology tools which goes beyond engagement in content. It refers to how technology can aid, assist and scaffold learning in a way that could not be achieved by traditional methods. 

If teachers want to measure enhancement of learning goals, they may ask the three questions below as stated by Kolb (2017):
- Does the technology tool aid students in developing or demonstrating a more sophisticated understanding of the content? (creates opportunities for creation/production over consumption)
- Does the technology create scaffolds to make it easier to understand concepts or ideas?-- Does the technology create paths for students to demonstrate their understanding of the learning goals in a way that they could not do with traditional tools. 
In this lesson, the technology will help the students to understand the content easily. 

Extension: technology can aid bridge the gap between classroom learning and students’ everyday lives. 

The following questions can be used by teachers who want to analyse the extension of learning goals:
- Does the technology create opportunities for students to learn outside of their typical school day?
- Does the technology create a bridge between school learning and everyday life experiences?
- Does the technology allow students to build skills, that they can use in their everyday lives?

As these activities are oriented to their daily lifes, the students are bridging learning with their life. 

References: 
Choose my plate (2018). Retrieved from: https://www.choosemyplate.gov/
Plan Nacional Integral de Educación digital (PLANIED). Retrieved from: http://www.tic.siteal.iipe.unesco.org/politicas/1778/plan-nacional-integral-de-educacion-digital-planied
Triple E Framework. Retrieved from: https://www.tripleeframework.com/engagement.html