LittleRedRidingHoodManhattan

Last modified by Frederique Frossard on 2013/11/19 15:08
Title of the scenario Little Red Riding Hood in Manhattan
Brief introduction Little Red Riding Hood in Manhattan is an interdisciplinary scenario. It can be applied with students from secondary education in order to teach Spanish, Social Sciences, English and Visual Arts. It consists, for students, in conducted different wiki-based collaborative activities on the basis of the novel Little Red Riding Hood in Manhattan (from Carmen Martín Gaite). This scenario has been successfully implemented with two classrooms of students from the Sant Josep Teresianes school of Barcelona (Spain), involving 61 students and four teachers.
Keywords describing the topic of the scenarioManhattan, New York, Carmen Martín Gaite, United Nations (UN), Street view, MOMA, Guggenheim, Metropolitan, Whitney-New Museum, Pooplet, Alicia Keys

Application in educational context

Has this learning scenario already been practiced in lessons? Give examples of the learning scenario in use:

  • Add a reference link. It could be a reference to the performed lesson or a an evaluation of the performed lesson
  • Name of school or institution? 
  • Number of students?
  • Relevant contact persons
This scenario has been successfully implemented with two classrooms of students from the Sant Josep Teresianes school of Barcelona, involving 61 students and four teachers 
Targeted educational sector:
  1. primary and secondary education
  2. higher education
  3. professional training
  4. adult training
 Secondary education
Learners' special characteristics e.g. students:
  • who are deaf
  • from rural areas
  • detached from the labor market 
  • with exquisite digital skills
This is an interdisciplinary scenario. It can be applied with students from secondary education. 
Learning subject/ field e.g.
  • Wikipedia
  • English
  • Physics
 Spanish, social sciences, English, visual arts
Specific educational objectives e.g. make students acquire:
  • writing skills
  • basic knowledge on Roman toponyms and the Celtic culture
  • source criticism
  • cooperation skills

Spanish:

  • Enhance a positive and engaging reading experience. 
  • Work different types of text (narrative and descriptive). 
  • Elaborate a tour in an unfamiliar city, giving attention to the most important monuments, with the help of Google Maps (Street View).
  • Prepare an oral presentation. 

Social sciences:

  • Find, collect, process and communicate information. 
  • Generate ideas, hypotheses and questions. 
  • Structure knowledge. 
  • Express and formulate arguments in a convincing manner according to the context. 
  • Use different sources of information. 
  • Form a critical and ethical judgement about the modern world. 

English:

  • Work with authentic material.
  • Know the way New York city is described in different songs and movies. 
  • Work in teams using cooperative learning. 
  • Learn how to express simple ideas on the subject in writing and oral.
  • Learn to express ideas about the museums studied in written and spoken English.

Visual arts 

  • Get to know different New York Museums. 
  • Learn to express ideas about the museums studied in written and spoken English.

Transversal skills

  • Use different ICT tools: Pooplet, Moodle, Wiki
  • Find, collect, process and communicate information. 
  • Generate ideas, hypotheses and questions. 
  • Structure knowledge.

Narrative/sequential description of the learning activities (Important! Could be a longer text)

Spanish

  • Students read the novel Riding Hood in Manhattan. 
  • They conduct a work on writing and speaking expression. 
  • In small groups of 4-5 students, they elaborate a route of Manhattan. 
  • They present their route to the classroom with Google Street View.

Social sciences

  • Introduction to the structure and roles of the United Nations. 
  • Working in small groups, students search for information related to the socio-economic wealth and difficulties of a country of their choice. 
  • Students elaborate, in the wiki, a wish card directed to the UN, in order to improve the conditions of the country. 
  • Oral presentation of the letter to the classroom.

English

  • Students listen to the song "Empire State of Mind" by Alicia Keys. 
  • In small groups, they conduct various activities in order to understand the meaning of the song. 
  • They gather the information in a written document. 
  • They search on the Internet for movie scenes located in New York.
  • They develop and organize, in the wiki platform, a presentation explaining the information obtained.

Visual arts 

  • Students are introduced to the different museums of New York.
  • In the wiki, they collaboratively develop a description in English of different selected works from the Museum.
  • They perform an oral presentation of what Little Red Riding Hood has seen in the museum.
Learning resources involved e.g.
  • books
  • online resource like wiki site to acquire knowledge from, e.g.
    • Wikipedia
    • Wikimedia Commons 
    • Ekopedia  
    • JurisPedia
  • search engines
  • Carmen Martín Gaite's book "Caperucita en Manhattan" (Little Red Hood in Mahattan) 
  • http://www.un.org/es/ 
  • http://www.youtube.com/watch?v=xD2qMkzpzGo 
  • http://www.youtube.com/watch?NR=1&feature=fvwp&v=SZfzglwU27w 
  • http://www.youtube.com/watch?v=MODmEMm1Ql8 
  • http://www.youtube.com/watch?v=tOGGmntIPAk Brooklyn 
  • http://www.youtube.com/watch?v=PcBz6NX-dvs 
  • http://www.moma.org/ -http://www.metmuseum.org/ 
  • http://whitney.org/ 
  • http://www.newmuseum.org/ 
  • http://www.guggenheim.org/
Wiki application to create content (not to confuse with "Learning resources involved") Which wiki software do the students use to create content, that is, writing and collaborating? Wiki software could for example mean:
  • Stand-alone wiki application like:
    • MediaWiki (which is used for Wikimedia projects like Wikipedia, Wiktionary etc)
    • DokuWiki
    • FosWiki
    • XWiki
  • Wikifarm application like:
    • Wikispaces
    • PBWorks
    • Wikidot
    • Referata
    • Wikia

Clarification: wiki application versus wiki online learning resource 

You can use Wikipedia both as a learning resource to aquire knowledge from, but also as a working tool where you do your assignment (if students have user accounts on Wikipedia and the assignment for example is to improve articles on Wikipedia). Then Wikipedia is the learning resource and MediaWiki (which Wikipedia is built upon) is used as a wiki application to create content.

Another option is to use Wikipedia as a learning resource but for example Wikispaces as a working tool for the class where they report their findings about Wikipedia. Then Wikipedia is the learning resource and Wikispaces is used as a wiki application to create content.

 

 Wikispaces
Other ICT applications involved e.g. standard computing programs like
  • spreadsheets
  • graphics software
 Moodle, Google Street View, Popplet
Infrastructure / equipment e.g.
  • Internet connection
  • microphone
  • camera
 One classroom computer, one projector, one laptop per student
Prerequisite competences e.g. to be familiar with
  • English writing
  • linear algebra
Reading the book Little Red Hook in Manhattan
Evaluation approach e.g.
  • peer-to-peer assessment
  • test (teacher evaluate) 
  • revision tracking
  • group assessment
- Self-evaluation: 
Each student fills out an evaluation sheet
- Teachers' evaluation: 
Each teacher evaluates the activities related to their subject:
  • Spanish: Exam related to the book, oral exposition of the project conducted by each group 
  • Social sciences: Evaluation of the Popplet and the UN letter created by each group, evaluation of students' participation in the wiki, and oral exposition of the project 
  • English: Evaluation of the teamwork process (self-assessment, peer assessment and teacher observation in the classroom), evaluation of the language used in the final version of the project and oral presentation 
  • Visual arts: Evaluation students' participation in the wiki, and oral exposition by each group 
Typical learning time e.g.
  • How many sessions? 
  • How long sessions? 
  • Spanish: book reading (one hour a week). Creation of the route in NY city (4 hours). Exposition to the classroom (2 hours). Exam (1 hour). TOTAL: 7 hours. 
  • Social sciences: UN Popplet and letter (5 hours). Oral exposition (1 hour). TOTAL 6 hours. 
  • English: work related to NY songs and movies (7 hours). Visual arts: museums' activities (6 hours). Oral exposition (1 hour). TOTAL 7 hours
Temporal mode "Synchronous interaction" and / or "Asynchronous interaction"  At school (synchronous) and at home (asynchronous)
Typical learning location e.g.
  • Classroom with computers
  • Classroom without computers
  • Outside the classroom. Where?
  • At home
  • Classroom with computers
  • At home
Opportunities identified during the implementation of the scenario
  • The scenario is cross-disciplinary and enables to relate different areas of knowledge
  • Positive evaluation of the activity by students. 
  • The scenario enhances collaboration among students. 
  • Tasks are equally among students. 
Obstacles identified during the implementation of the scenario 
  • Stability of the Internet connection in the centre 
  • Students need to get familiar with the wiki fonctionalities 
  • Students are not comfortable yet with collaborative processes
Other aspects to consider  N/A

 

Created by Frederique Frossard on 2013/07/03 19:04

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