Tales of the Silent City (LS-MT-329)

This cross-curricular learning scenario by Ayrton Curmi links Social Studies to Culture, Mathematics, Language, Oracy and Writing. Malta has a rich cultural heritage. Entering a city like Mdina feels like you are surrounded by thousands of stories to be told. As an educator, I try to promote cultural heritage by using a cross-curricular approach in my teaching. This learning scenario is an example where cultural heritage is linked to Language skills, Mathematics and above all fun.

Aim of the lesson

During this learning scenario, the students will understand the importance of our history. They will be able to develop skills in order to grasp new knowledge and concepts about a particular topic. They will also learn about how Mathematical concepts can be related to real-life situations.

The use of technology

Our students’ generation is immersed in technology, therefore we should incorporate various digital resources to engage our students. In order to capture our students’ full range of abilities, we need to use a vast range of digital resources and strategies. Technology is a great pillar in this regard. In this learning scenario, students were given several learning opportunities while using technology. During the first session, the students were shown three different Europeana images and the students were encouraged to write some notes about these images while using ‘Simple Mind’ app on their Learnpad Workbook Tablet.

Students working in groups while discussing a particular Europeana image.
While discussing their Europeana image they had to create a mind map while using ‘Simple Mind’.
Students were shown a YouTube video, highlighting aspects and facts about the city of Mdina.

In another activity, students had to brainstorm ideas about various questions they can ask a Tourist Centre Office during their fieldwork. They were free to express themselves by either a sentence or even a couple of words.

Students’ questioning ideas using ‘Mentimeter’ app on their Learnpad Workbook Tablet.

In groups, the students had to write a short interview to conduct with the Tourist Centre Office in Mdina. They were encouraged to use ‘Author Premium’ to write their questions.

Questions written for the interview
Students’ interview on ‘Author Premium’.

Implementation

This learning scenario promotes various 21st-century skills such as:

  • Critical thinking: the students discover facts for themselves.
  • Creativity and Collaboration: the students learn how to be creative to solve a problem, working constructively together to achieve a common goal.
  • Communication: the students need to discuss and express their thoughts in a way that others can understand.
  • Curiosity, wonder and questioning: the hands-on activities in this Learning Scenario give students a reason to wonder, think critically, ask questions, observe, assess information and work constructively with each other.
  • Outdoor Education: students had the opportunity to learn outside the school building.

Assessment for Learning

During this learning scenario, various assessments for learning strategies were used. A variety of questioning techniques were adopted throughout this learning scenario. Students were given a K-W-L chart, where they had to answer three questions;

  • What do I know?
  • What do I want to know?
  • What did I learn?
Students’ K-W-L Charts.

Fieldwork

Fieldwork trip to Mdina.
Our visit to the National Museum of Natural History.
Our visit to the National Museum of Natural History.
Maths Trail in Mdina: students estimating various distances.
Students enjoying some spectacular views.
Our informative train ride around Mdina.

Would you like to know more about this learning scenario? You can download it below:

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CC BY-NC 4.0: the featured image used to illustrate this article has been found on Europeana Collections and provided by the Museu Gabinet Postal de Barcelona.

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