Bloom's digital taxonomy stage 5: Evaluating
This activity is designed for advanced language learners in the 10th grade.
References from the Norwegian curriculum:
- use digital resources and other aids in one's own language learning
- use listening and speaking strategies
- express and give grounds for own opinions about familiar topics
Aims for the lesson:
- students should be able to convince other students in a debate
- students should be able to comment on other students' opinions
- students should be able to defend their stance on a subject
- students should be able to support their stance on a subject by group research and preparation
Technology used:
- Microsoft Word: to help the different groups write down and organize their arguments
- Kahoot: used to inform the students of the subject in a competitive environment. Checks their previous knowledge on the subject.
- Powerpoint: used in order to present the subject to the students
Lesson plan:
Start the lesson off right away with Kahoot, with questions regarding the subject of global warming. This will hook the students by giving them information on what the lesson is going to be about, and with a competitive environment will give an engaging effect. The "into"-stage of the lesson. After the Kahoot, the teacher will go through the subject of global warming with the usage of Powerpoint, and the presentation will consist of information on both supporting facts/arguments on global warming, and some information of arguments from global warming skeptics. The students then will be divided in four groups, where groups 1 and 2 are going to find information on arguments revolving around global warming being man-made, and the other groups 3 and 4 find information on arguments that it is not. This is part of the "through"-stage, where the students are asked to look up the difficult words they may encounter from finding information. In addition, they are able to ask the teacher as well in order to ensure that the students comprehend their arguments. The teacher will inform the students of the second part of the lesson, which is going to be a "Debate club" between the groups before each group start their research, and that it is essential to find good arguments. This goes under the "beyond"-stage, where the students should be able to find arguments both for and against a concept which in this case is global warming. When the groups are finished with their research, the Debate club will begin with Group 1 vs Group 3, and Group 2 vs Group 4. To summarize the lesson, the teacher will ask the class as a whole what they thought of the lesson, especially the Debate club portion, if they found it engaging and whether or not they would like to have a similar activity in the future.
Assessing the success of the activity:
The "Debate club" in this lesson will show itself to be crucial in terms of success. If the students were able to act appropriate while debating, if they were able to defend their arguments or not, if the students were able to present good arguments at all etc. There is much to observe in an activity such as this, and if the students were able to stay calm and wait their turn when they were to present their arguments. The group should be able to work together and delegate arguments for each member so everyone gets to speak, and that there is not only one member per group who gets the word.
Thoughts and reflection:
If the Kahoot went well, it can be implemented to present new subjects in the future to engage the students. The Debate club might be the most challenging of the lesson, and it relies on several different aspects to work properly. It might create more chaos than it does good, whether or not the students can remain calm and be respectful towards each other, being able to wait their turn and not shouting over each other. As a teacher it is vital to be a neutral part of the debate, and keep the situation under control. If the Debate club is more challenging than it is profitable for the students it should maybe not be repeated, although, I think it is a good exercise that can be practiced once more, with a more clear opinion in mind beforehand on what was good and what was not from the previous lesson with Debate club.
This activity is designed for advanced language learners in the 10th grade.
References from the Norwegian curriculum:
- use digital resources and other aids in one's own language learning
- use listening and speaking strategies
- express and give grounds for own opinions about familiar topics
Aims for the lesson:
- students should be able to convince other students in a debate
- students should be able to comment on other students' opinions
- students should be able to defend their stance on a subject
- students should be able to support their stance on a subject by group research and preparation
Technology used:
- Microsoft Word: to help the different groups write down and organize their arguments
- Kahoot: used to inform the students of the subject in a competitive environment. Checks their previous knowledge on the subject.
- Powerpoint: used in order to present the subject to the students
Lesson plan:
Start the lesson off right away with Kahoot, with questions regarding the subject of global warming. This will hook the students by giving them information on what the lesson is going to be about, and with a competitive environment will give an engaging effect. The "into"-stage of the lesson. After the Kahoot, the teacher will go through the subject of global warming with the usage of Powerpoint, and the presentation will consist of information on both supporting facts/arguments on global warming, and some information of arguments from global warming skeptics. The students then will be divided in four groups, where groups 1 and 2 are going to find information on arguments revolving around global warming being man-made, and the other groups 3 and 4 find information on arguments that it is not. This is part of the "through"-stage, where the students are asked to look up the difficult words they may encounter from finding information. In addition, they are able to ask the teacher as well in order to ensure that the students comprehend their arguments. The teacher will inform the students of the second part of the lesson, which is going to be a "Debate club" between the groups before each group start their research, and that it is essential to find good arguments. This goes under the "beyond"-stage, where the students should be able to find arguments both for and against a concept which in this case is global warming. When the groups are finished with their research, the Debate club will begin with Group 1 vs Group 3, and Group 2 vs Group 4. To summarize the lesson, the teacher will ask the class as a whole what they thought of the lesson, especially the Debate club portion, if they found it engaging and whether or not they would like to have a similar activity in the future.
Assessing the success of the activity:
The "Debate club" in this lesson will show itself to be crucial in terms of success. If the students were able to act appropriate while debating, if they were able to defend their arguments or not, if the students were able to present good arguments at all etc. There is much to observe in an activity such as this, and if the students were able to stay calm and wait their turn when they were to present their arguments. The group should be able to work together and delegate arguments for each member so everyone gets to speak, and that there is not only one member per group who gets the word.
Thoughts and reflection:
If the Kahoot went well, it can be implemented to present new subjects in the future to engage the students. The Debate club might be the most challenging of the lesson, and it relies on several different aspects to work properly. It might create more chaos than it does good, whether or not the students can remain calm and be respectful towards each other, being able to wait their turn and not shouting over each other. As a teacher it is vital to be a neutral part of the debate, and keep the situation under control. If the Debate club is more challenging than it is profitable for the students it should maybe not be repeated, although, I think it is a good exercise that can be practiced once more, with a more clear opinion in mind beforehand on what was good and what was not from the previous lesson with Debate club.
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