School language projects and plurilingualism Group 31
DESIGN OF A LEARNING SITUATION FOR TEACHING ENGLISH
School Language Projects and Plurilingualism, Module 2
Description and instructions
In this assignment you will need to design a short learning situation (2-3 class sessions) for teaching
English from an integrated approach (i.e. including English and other [curricular] languages and
contents). Like module 1, you also need to teach part of your learning situation to your peers during a
micro-teaching role-play activity. Your learning situation should be coherent with the principles of a
communicative approach to language teaching (i.e. use task or project-based learning) and mobilise
students’ competences in the foreign language and other curricular areas as defined in the Primary
Education curriculum.
You will work in groups, which will be the same ones as for the module 1 project. You should submit the
projects for modules 1 and 2 together as a single document.
The process will involve:
1. Designing the learning situation. This will involve:
a) Exploring how competences in foreign languages are defined by the Primary Education curriculum
and in other documents in the European educational context (for example, Common European
Framework of Reference for Languages). In the case of the Primary Education curriculum, you will
need to consult the specific competences and assessment criteria for foreign languages. You
should also consult the competences and assessment criteria for Catalan and Spanish and other
relevant content areas and consider where you can make connections.
b) Looking for a children’s book in English and designing a short learning situation (2-3 class
sessions) mainly in English based on this book. The learning situation should be designed for the
same class group as the module 1 project. You need to plan for what the students will do before,
during and after the activities/tasks your plan to allow them to complete them successfully in the
foreign language. For example, how will you prepare them for the language they need? How will
you give instructions so that students understand in English? How will you evaluate? What
connections can you make with other languages and other contents? The Bear Hunt activity will give
you an idea of what is expected. You should be able to teach part of your learning situation to your
peers in 20 minutes, although with children it would take much longer.
c) Developing all your materials. You will need sufficient copies of handouts, etc. for up to 6-7 students.
You will be able to re-use the materials among the different members of your group.
School language projects and plurilingualism Group 31
You must complete these sections of the learning situation model provided by the Department of Education:
Title of the learning
situation
School year (educational
level)
Brief description of the Why this learning situation? What is the context? What challenge does it pose? How are
learning situation (max. 10 you contributing to the curricular vectors?
lines)
SPECIFIC COMPETENCES. This activity supports the development of the following specific competences:
Specific competences Area
LEARNING OBJECTIVES AND EVALUATION CRITERIA
Learning objectives Evaluation criteria
What do we want students to learn and what for? How do we know students learned?
CAPACITY + KNOWLEDGE + PURPOSE ACTION + KNOWLEDGE + CONTEXT
KNOWLEDGE (‘SABERS’)
In this activity the following knowledge will be addressed:
Knowledge Area
STRATEGIES FOR SUPPORTING ALL LEARNERS
How are you supporting multiple means of engagement? How are you supporting multiple means of
representation? How are you supporting multiple means of action and expression? See here or here for ideas.
School language projects and plurilingualism Group 31
DEVELOPMENT OF THE ACTIVITY
ACTIVITY GROUPING TIMING RESOURCES
Individual, pairs,
Description of the steps and
small groups,
instructions for teachers
whole class
Primary Education Curriculum:
[Link]
Learning situation model and examples:
[Link]
2. Presenting your task. This will involve:
d) Practicing your teaching, concentrating on your classroom language in English. Consider that your
‘students’ will follow your teaching as if they were the age and had the language level that you
indicate.
e) Teaching part of your learning situation to your peers during a micro-teaching role-play activity for
20 minutes.
f) The day of the micro-teaching and of delivering your written work, you also need to submit the
table “pauta per a l’avaluació de la contribució individual dels membres al procés grupal en el treball
en equip universitari”, which you can find here (pp. 6-9):
[Link]
School language projects and plurilingualism Group 31
Organisation of micro-teaching
The following images show you how we will be re-arranging the groups for the micro-teaching.
When working in your groups (numbered 1, 2, 3, 4…):
A3, B3, C3, A4, B4, C4,
A2, B2, C2, D3, E3 D4, E4
A1, B1, C1, D2, E2
D,1 E1
A7, B7, C7,
D7, E7
A6, B6, C6, A8, B8, C8,
A5, B5, C5, D6, E6 D8, E8
D5, E5
When micro-teaching (groups reorganised so there is one person from each project group):
B1, B2, B3,
C1, C2, C3,
B4, B5, B6,
C4, C5, C6,
B7, B8
C7, C8
D1 D2, D3,
D4, D5, D6,
D7, D8
A1, A2, A3,
A4, A5, A6, E1, E2, E3,
A7, A8 E4, E5, E6,
E7, E8
School language projects and plurilingualism Group 31
Micro-teaching sample schedule:
5mins Set-up
20mins A1 B8 C7 D6 E5
5mins Evaluations and set-up
20mins A2 B1 C8 D7 E6
5mins Evaluations and set-up
20mins A3 B2 C1 D8 E7
5mins Evaluations and set-up
20mins A4 B3 C2 D1 E8
5mins Evaluations and set-up
20mins A5 B4 C3 D2 E1
5mins Evaluations and set-up
20mins A6 B5 C4 D3 E2
5mins Evaluations and set-up
20mins A7 B6 C5 D4 E3
5mins Evaluations and set-up
20mins A8 B7 C6 D5 E4
5mins Evaluations
You need to be in class punctually and have all materials ready. Before each presentation there will be a 5-
minute gap to allow for set-up and evaluation of the previous presenter. Evaluation will be based on the
criteria below.
Due dates and assessment criteria
Your final grade for this assignment (20% of the grade for the subject) will be calculated as follows:
• Peer evaluation of learning situation design and delivery based on micro-teaching (individual
grade): 5%
• Teacher’s evaluation of learning situation design, based on written submission (group grade): 15%
In case of non-attendance on the day and time convened for the oral presentations, you will not be
assessed. If one of the elements of the written assignment and the grid evaluating the groupwork
process are not included, the written assignment will not be graded. The teacher may adjust groupwork
grades considering individual contributions to the process. The teacher will circulate among the groups
while you teach and will make corrections to the grades given by your peers if they are not deemed to reflect
your performance.
The maximum delivery date for the written of the assignment is the final week of class, as per the
assessment calendar for your group (one document, together with the project for module 1). Anyone
who wants can deliver it sooner.
The micro-teaching will be done on the last day of module 2 for your group.
School language projects and plurilingualism Group 31
Criteria for assessment of learning situation design and delivery (5%, peers)
Stimulating tasks/activities (1.25 points)
• The task/activity focuses on meaningful 0 0.25 0.5 0.75 1 1.25
content/language goals/use.
• The task/activity is clearly introduced /
explained / modelled / demonstrated.
• The task/activity includes all learners actively
at all times.
• The task/activity provides opportunities for
genuine language use of the learners. Generally no Generally yes
• The task/activity is based on authentic
materials.
Teacher’s verbal production (1.25 points)
• The teacher has sufficient proficiency in 0 0.25 0.5 0.75 1 1.25
English L2 (C1 = Pass in group 71, B1 = Pass
in other groups).
• The teacher speaks in English as much as
possible.
• The teacher articulates and enunciates clearly
and speaks at a good pace and volume. Generally no Generally yes
• The teacher uses verbal strategies such as
repetitions of key words and phrases /
intonation for stress / slows down speech rate
/ pauses to engage students and aid their
comprehension.
• The teacher uses comprehension checks to
check students are following.
Teacher’s use of non-verbal resources (1.25 points)
• The teacher uses body language effectively. 0 0.25 0.5 0.75 1 1.25
• The teacher uses visual, manipulative, and
digital resources effectively.
• The uses eye contact effectively.
• The teacher uses the class space effectively.
Generally no Generally yes
Teacher’s support of learners (1.25 points)
• The teacher asks questions which promote 0 0.25 0.5 0.75 1 1.25
open answers.
• The teacher waits for learners' reactions /
answers.
• The teacher encourages learners to use
English and helps them to do so.
• The teacher appreciates the learners’
production in English.
• The teacher allows learners to use other
languages appropriately. Generally no Generally yes
• The teacher reacts to verbal and non-verbal
cues from students effectively (e.g.
distractions, confusion).
• The teacher uses correction appropriately and
supports learners' self-correction.
School language projects and plurilingualism Group 31
Criteria for assessment of learning situation design and written presentation (15%, teacher)
Descriptors
5 3.75 2.5 0
Criteria
1. Creativity, originality The book selected and The book selected and The book selected and The book selected and
and presentation the content of the the content of the the content of the the content of the task
learning situation is learning situation is learning situation is are neither interesting
(Group grade) very interesting and mostly interesting and sufficiently interesting nor original. Students
original for children. original. The learning although not very would be bored by the
The learning is very situation would be original. Materials are task. Materials are
motivating for quite motivating for not very attractive unattractive and full of
students. The learning students. Materials are and/or included errors. The learning
situation provides mostly attractive and several errors. The situation does not
opportunities for error free. The learning learning situation provide opportunities
genuine language use situation provides provides minimal for genuine language
of the learners. The opportunities for opportunities for use of the learners.
learning situation is genuine language use genuine language use The learning situation
based on authentic of the learners. The of the learners. The is not based on
materials. learning situation is learning situation is authentic materials.
based on authentic not based on
materials. authentic materials.
2. Coherence of the The proposal clearly The proposal clearly The proposal clearly The proposal does not
proposal mobilises curricular mobilises curricular mobilises curricular mobilise curricular
competences for the competences for the competences for the competences for the
(Group grade) foreign language and foreign language and foreign language and foreign language and
makes relevant makes relevant makes relevant and does not make
connections with other connections with other connections with other relevant connections
languages/curricular languages/curricular languages/curricular with other
contents. The learning contents. The learning contents. The learning languages/curricular
situation reflects the situation reflects the situation reflected the contents. The learning
teaching teaching teaching methodology situation did not
methodologies methodologies presented in class reflect the teaching
presented in class very presented in class sufficiently. The methodology
well. The methods quite well. The methods used were presented in class. The
used are very effective methods used are sometimes effective methods used were
for reaching quite effective for for reaching not effective for
objectives. The reaching objectives. objectives. The reaching objectives.
learning situation is The learning situation material is not very The material was quite
very well sequenced to was quite well well sequenced to illogically sequenced
ensure sufficient sequenced to ensure ensure sufficient and did not ensure
scaffolding. It is very sufficient scaffolding. scaffolding. It is not sufficient scaffolding.
appropriate for the It was quite very appropriate for It was inappropriate
English level of the appropriate for the the English level of the for the target students.
target students. English level of the target students. Learning objectives
Learning objectives target students. Learning objectives and assessment
and assessment Learning objectives and assessment criteria are inadequate.
criteria are very and assessment criteria are sufficient.
adequate. criteria are quite
adequate.
3. Quality of the The assignment The assignment The assignment The assignment does
written presentation responds perfectly to responds very well to responds sufficiently not adequately meet
the demands of the the demands of the well to the demands of the demands of the
(Group grade) task (coherent and task (coherent and the task (sufficiently task (incoherent or
very well structured, fairly well structured, coherent and without logical
without without serious structured, without structure, with severe
morphosyntactic, morphosyntactic, serious morphosyntactic,
lexical or orthographic lexical or spelling morphosyntactic, lexical or orthographic
errors). errors). lexical or spelling errors). This
errors). assignment can be
returned (not
evaluated) or failed if it
is considered that it
does not meet the
School language projects and plurilingualism Group 31
requirements in this
criterion.
Observations:
1. The assignment must be written in English.
2. You must use a formal register and revise your work before submitting it. In order to pass the subject,
you must be able to express yourself fluently and correctly at level B1 (groups 21, 31 and 41) or C1
(group 71) of the Common European Framework of Reference. This assignment will be returned (not
evaluated) or failed if it is deemed to not meet these requirements.
3. In accordance with UAB regulations, copying or plagiarism, both in the case of assignments and in the
case of examinations, is a crime that may lead to failing the subject. If copying or plagiarism are
detected your work will be penalised with a score of zero and you will not have the possibility of re-
submitting. An assignment or exam will be considered to be ‘copied’ when it reproduces all or part of
the work of a peer. An assignment or exam will be considered to be ‘plagiarised’ when part of an
author’s text is presented as your own without citing the source, regardless of whether the original
source is in paper or in digital format. Submitting materials (notes, slides, tasks, etc.) made available to
students by teachers without referencing accordingly is also considered plagiarism. Likewise, the
possession of documents or devices potentially used for copying in exams will be a reason for failure.
4. The assignment must be an original production by the students, resulting from their own research,
reflection, and application of the contents of the subject. Work generated by digital applications or
other tools that do not involve this process of individual creation will be considered copying or
plagiarism.