Implementation of “What would they say?” (SOI-MT-318)

Author: Roberta Xerri, Primary Class Teacher

School/Organization: St. Julian’s Primary School, Malta

I chose the ‘What would they say?’ learning scenario by Karoliina Mutaten because it was such an interesting and creative learning idea. I implemented this learning scenario on World Book Day, integrating it with drama, English writing, ICT, Maltese reading, and teamwork. Overall, this learning scenario made experiential learning possible, this is because there was a lot of collaborative effort, discussions, and teamwork, which required the students to engage directly, reflect, conceptualise, and experiment. In addition, this learning scenario can also be linked to other languages taught. By doing so, students can gain a deeper understanding of cultural differences and similarities across different languages and communities.

Overview of the classroom and its students.

This year 4 primary class consists of 14 students, 10 boys, and 4 girls, all between the ages of 8 and 9. They are a bright group that love hands-on activities and are always enthusiastic to learn. These eager learners thrive when they engage with their environment and actively participate in their learning process. As their teacher, I strive to create a dynamic and interactive learning environment that caters to their learning style. By incorporating hands-on activities and projects, I am able to tap into their natural curiosity and foster a love for learning that will stay with them for years to come. It is inspiring to see these young students develop a passion for learning and grow into confident, creative individuals who are eager to tackle any challenge that comes their way.

Learning with an integrated approach.

Learning with an integrated approach through this learning scenario offered the students a well-rounded and dynamic educational experience. By incorporating these different subjects into a cohesive learning plan, students were able to make a meaningful connection between different topics. Drama and English creative writing provided a creative outlet for self-expression. ICT skills are important in the modern world, and team-based learning promoted collaboration and communication skills. Finally, integrating a Maltese lesson also aided in further comprehension. By integrating these different subjects, students were able to learn in a more holistic and engaging way, which can lead to deeper understanding. This approach encourages students to think critically, solve problems, and work collaboratively, all valuable 21^st Century skills for success in their future endeavors.

Adapting the Learning Scenario to Meet Individual Student Needs. 

To kick off the lesson, I started with a “Think, Pair, Share” activity. The students were presented with two flashcards – one with the word “feelings” and the other with the word “emotions.” This collaborative learning approach encouraged students to work together and share their ideas. It was fascinating to hear the different interpretations and perceptions of these two words from each pair of students. By actively engaging in this exercise, students were able to reflect on their own understanding of the concepts and build on each other’s ideas. This activity set the stage for a lively and engaging lesson that was tailored to the student’s unique learning needs. 

To customize and personalize the learning scenario, I incorporated visual learning into the lesson plan by showing a video on feelings and emotions. Since my primary students are primarily visual learners, this was an effective way to engage them and deepen their understanding of the topic. The video provided a clear and concise overview of the concepts, which helped the students to grasp the material in a more meaningful way. By adapting the learning scenario to meet the needs of my students, I was able to create a more dynamic and interactive learning environment that fostered curiosity and critical thinking.

Engaged students learning about emotions and feelings through a fun and interactive video activity, which provided further explanation and understanding of the topic.

The Learning Scenario with the incorporated use of technology.
In this learning scenario, technology played a key role in enriching the student’s learning experience. One example was when the students watched a Youtube video on feelings and emotions which provided a visual aid to support the lesson. Additionally, they used their Learnpads to create memes using the ‘Workspace’ app. The students also utilized the ‘Picsay’ app on their tablets, which allowed them to take pictures of themselves displaying different emotions and create flashcards with captions written in Maltese. This hands-on activity provided an opportunity for the students to apply what they had learned about feelings and emotions in a creative and personalized way. The integration of technology into the lesson plan enhanced the students’ engagement and provided an interactive and diverse learning experience. By leveraging technology to supplement traditional teaching methods, the students were able to expand their knowledge and deepen their understanding of the topic. Overall, the use of technology proved to be an important tool in enhancing the learning process for the students.

The students utilised the ‘Workspace’ application to compose their own captions for the images selected from Europeana.

During cross-curricular activity, the students utilized the ‘Picsay’ app on their tablets to design their own flashcards depicting different emotions in Maltese.

A cross-curricular approach.

The learning scenario adopted a cross-curricular approach by integrating a Maltese reading lesson into the curriculum. As part of this lesson, the students were asked to identify and express different feelings and emotions found in the book. Working in teams, they took pictures of each other depicting a particular emotion or feeling and used the ‘Picsay’ app on their tablets to create personalized flashcards. This hands-on activity not only allowed the students to apply their language skills but also helped to reinforce their understanding of the emotions explored in the reading. By combining the use of technology with teamwork and literature, the learning scenario provided a multi-faceted and engaging approach to learning that promoted creativity and collaboration among the students.

The end result of the hands-on activity using Picsay showed the students’ mastery of different emotions expressed in Maltese.

Achieving these desired learning outcomes. 

The following learning outcomes were achieved by the students during this learning scenario:

1. Improved language skills: By participating in reading and writing activities, students can improve their language skills, such as vocabulary, comprehension, and expression.
2. Greater emotional literacy: Through exploring different emotions and feelings, students can develop a greater understanding of themselves and others, as well as develop skills in empathy, self-awareness, and emotional regulation.
3. Increased digital literacy: By incorporating technology into the activities, students can develop digital literacy and proficiency, including the ability to use various software and tools for creative expression.
4. Enhanced collaboration and teamwork: Through working in teams to create visual aids, students can improve their interpersonal skills, communication, and collaboration.
5. Increased cross-curricular connections: By integrating different subject areas, such as reading, drama, ICT, and teamwork, students can better see the connections between different disciplines and apply their learning in a more holistic way.

In general, this learning scenario offered a complete method of learning that allowed students to establish connections between various subjects and cultivate an assortment of skills that are crucial for both their academic and personal development.

Possible domains for development.

One potential area for improvement for educators utilizing this learning scenario is to incorporate circle time at the end of the lesson, which can serve as an opportunity to gather feedback on what the students have learned and to encourage the application of the newly acquired knowledge.

Self-reflection.

As an educator, I gained significant insights from this learning scenario. Initially, I recognised the significance of modifying and customising learning scenarios to cater to the specific needs of the students. The students were fully engaged throughout the learning process as I was able to connect their interests to different topics. Moreover, I realised the significance of technology as a tool to facilitate learning and how it could be utilised in various ways to enrich the learning experience. 

Did you find this story of implementation interesting? Why don’t you read about the related learning scenario? ‘What would they say?’ (LS-FI-139) created by Karoliina Mutaten

Did you find this story of implementation interesting? You might also like: 

• “There is nothing more beautiful than laughter” Frida Kahlo (LS-ES-623) implemented by Leticia Gil Ramos.
• Emotional Intelligence and Teenagers (LS-BG-506) implemented by Denislava Boycheva
• Developing a Culture for Museums in Health and Wellbeing: Mentalizing, the inside story (LS-ME-560) implemented by Katerina Mavromichali.

Do you want to discover more stories of implementation? Click here.

Public Domain Mark 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Nationalmuseet Sweden.