English Department: Our Little English Corner

FINAL TASK

I really enjoyed the Genially activity from Maria Angeles´s blogs titled “MINI-PROJECT WITH GENIALLY. WHO TOOK THE FIRST SELFIE?” The interactive and visually captivating format made the content both engaging and easy to grasp. Motivated by this, I plan to create the following final task with my students.

Class debate: the influence of the selfie culture.
After presenting their selfies, the class will engage in a debate about the impact of selfies on photography and society. I will divide the class into two teams: one that defends the rise of selfies and sees it as a positive evolution in personal expression, and one that critiques it, viewing it as a shallow or problematic cultural trend. Each group should refer back to the historical moments and photographers they researched during the project to support their arguments.

Guidelines for the debate:

Team 1 (pro-selfie): discuss the democratization of photography, self-expression, the influence of technology, and the role of social media in connecting people.
Team 2 (anti-selfie): examine the potential negative aspects, such as the impact on mental health, the commodification of personal identity, or the superficiality of social media culture.

Both teams should use examples from the historical timeline to draw comparisons between past photography practices and the current selfie culture.

After the debate, each student will write a short reflection (1-2 paragraphs) on how their views have shifted throughout the project. They should explain what they learned about the evolution of photography, the influence of technology, and their own personal relationship with self-representation through photography. The reflection should be submitted digitally or written during class time.

This final task encourages critical thinking and reflection on the historical context of photography, stimulates creativity and allows students to integrate what they've learned in a fun, modern format. It also offers an opportunity for personal reflection, reinforcing the key themes of the project.

GENIALLY

GENIALLY

LINK: https://view.genially.com/61e6788a3c1af50dff1501fd/horizontal-

infographic-review-festivals-in-the-english-speaking-world

Project Plan: Festivals in English-Speaking Countries

Stage 1: Topic selection and group formation

• Objective: Students select a festival from an English-speaking country and form

groups of 3 or four.

• Activities:

1. Class discussion on famous festivals.

2. Each group selects a different festival to ensure variety.

3. Groups formed based on student preferences and skills (ensuring a mix

of research, design, and presentation strengths).

• Timeframe: 1 lesson (45 minutes).

Stage 2: Choosing presentation modality

• Objective: Students decide on the format of their presentation using Genially.

We will wrork using a shared Genially.

• Activities:

1. Introduction to Genially and its features.

2. Groups explore templates and choose a format (interactive infographic,

presentation, or escape room).

• Timeframe: 1 lesson (45 minutes).

Stage 3: Research and content creation

• Objective: Students gather information and create their projects.

• Activities:

1. Research festival history, traditions, and significance.

2. Organize information and draft key points.

3. Begin designing the Genially presentation.

• Timeframe: 2-3 lessons (90-135 minutes).

Stage 4: Project development and feedback

• Objective: Groups refine their projects and receive feedback.

• Activities:

1. Peer review session: students present rough drafts.

2. Teacher provides feedback on content, design, and language.

3. Groups make necessary revisions.

• Timeframe: 1 lesson (45 minutes).

Stage 5: Final presentations and reflection

• Objective: Students present their projects and reflect on their learning.

• Activities:

1. Groups present using Genially.

2. Audience asks questions and gives feedback.

3. Class discussion on challenges and successes.

• Timeframe: 1-2 lessons (45-90 minutes).

• Grouping: Students were given autonomy to form groups based on interest, but

the teacher ensured diversity in skills (research, design, speaking).

• Timing: The project was completed over approximately 6-8 lessons (depending

on class progress), ensuring ample time for research, creativity, and revisions.

Additional materials

• Project planner: (Handout with deadlines and roles).

• Research guide: (Checklist for finding reliable sources).

• Genially tutorial: (Step-by-step instructions on using interactive features).

Genially optimizes learning in the following way:

Interactivity: Made presentations more engaging and dynamic.

Collaboration: Allowed students to work simultaneously on design and content.

Creativity: Encouraged students to go beyond traditional slideshows.

Finally, I will provide more structured guidance on design choices to avoid overcrowded

slides and introduce a short practice task with Genially before starting the main project.

EDPUZZLE

I selected the Edpuzzle video on the history of Saint Patrick’s Day because it provides

an engaging, concise, and visually rich explanation of the holiday’s origins, cultural

significance, and modern-day celebrations. The interactive nature of Edpuzzle, which

allows for embedded questions, ensures active student engagement and comprehension

checks throughout the video.

By the end of the lesson, students should be able to:

1. Explain the historical background of Saint Patrick’s Day and its connection to

Irish culture.

2. Identify key traditions associated with the holiday and how they have evolved

over time.

3. Analyze the global impact of Saint Patrick’s Day beyond Ireland.

4. Develop critical thinking skills by answering comprehension and discussion

questions related to the video.

The sequence of activities were for one session and it included:

1. Pre-Activity discussion

o Brainstorming session: What do students already know about Saint

Patrick’s Day?

o Predictions: What do they expect to learn from the video?

2. Edpuzzle video viewing

o Students watch the interactive video, answering embedded questions to

check comprehension.

o Short pauses for reflections or discussions based on the video content.

3. Post-viewing discussion

o Whole-class discussion on key takeaways and misconceptions.

o Small group activity: Students create a short presentation or infographic

summarizing the main points.

o Classwide sharing of insights and reflections.

I flipped part of the lesson by assigning the Edpuzzle video as homework before class.

This allowed students to engage with the content at their own pace, making class time

more interactive and discussion-driven. The flipped approach helped achieve the

learning objectives by:

• Allowing more time for higher-order thinking activities in class.

• Encouraging independent learning and accountability.

• Enhancing engagement, as students arrived prepared and ready to discuss.

Positive aspects of the lesson:

o The interactive video kept students engaged, and they enjoyed the

embedded questions.

o Class discussions were lively, with students making connections to their

own experiences.

o The group activity fostered creativity and teamwork.

o Learning surprising facts about Saint Patrick’s Day (e.g., the real story of

Saint Patrick).

o Watching the video at their own pace before class.

o The fun, interactive elements of Edpuzzle, which made learning feel like

a game.

Areas for improvement

• Some students needed more guidance on analyzing the information critically.

Next time, I could provide guiding questions before they watch the video.

• Sometimes students don’t watch the video at home. Therefore, they didn’t do the

flipped part of the lesson.

Overall, this was a successful and engaging lesson that balanced independent learning

with collaborative activities.

EDPUZZLE

PIXTON

Reflection on using Pixton for a comic-based activity in 4ºESO

For this activity, students used Pixton to create comics while practicing reported speech.

Below is a reflection on how the process unfolded.

Organizing the Groups

I explained to the students that they would work in small groups of three or four. Each

group was responsible for choosing a scenario and dividing roles such as scriptwriter,

designer, and editor. Some students said they preferred working with their friends, so I

allowed some flexibility while ensuring a mix of skills in each group.

Sequence of tasks

1. I introduced Pixton and its features, showing how to create characters, add text,

and design panels.

2. Each group brainstormed a short dialogue and transformed it into reported

speech.

3. They created a rough draft on paper before transferring it to Pixton.

4. After designing their comics, students reviewed and edited each other’s work for

grammar accuracy and creativity.

5. Finally, they shared their finished comics with the class and provided feedback

on each other’s projects.

Learning objectives and how Pixton helped chieve them

The main objectives were:

• To practice reported speech in context. Pixton allowed students to see how direct

speech changed when reporting conversations. For example, one group wrote:

o "I love reading comics!" → She said she loved reading comics.

• To improve collaboration skills. Working in teams encouraged peer discussion

and problem-solving.

• To enhance digital literacy. Using Pixton familiarized students with digital

storytelling tools.

Encouraging Creativity and Imagination

Students had the freedom to create their own characters and settings, which made the

activity more engaging. Some groups invented funny or dramatic situations, such as an

alien invasion or a detective solving a mystery, which kept the language practice

exciting.

Student Enjoyment and Challenges

• Most enjoyed: Designing characters and choosing backgrounds. Many students

found it fun to personalize their comics.

• Least enjoyed: Some struggled with reported speech rules, especially

changing tenses. However, they supported each other by checking examples and

asking for clarification.

Improvements for next time

• Provide a quick grammar review before starting to reinforce reported speech

rules.

• Allow students to create individual comics if they prefer working alone.

• Give more time for peer feedback to refine their comics.

Sharing the final projects

We projected the comics on the screen, and each group presented theirs, explaining the

story and reported speech examples. Students also voted on the most creative comic.

Opportunities for discussion and co-evaluation

After presentations, students exchanged constructive feedback using guiding questions

such as:

• What did you like about this comic?

• Was the reported speech used correctly?

• How could the story be improved?

This reflection activity helped students become more aware of their learning progress

while making grammar practice more interactive and enjoyable

TIMETOAST

For this activity, the main learning objectives were:

1. To help students develop a clear understanding of chronological events.

2. To improve their ability to organize and synthesize historical information.

3. To enhance their digital literacy by using an online timeline tool.

Advantages of using TimeToast

Using TimeToast provided several benefits:

• It allowed students to visualize historical events in a structured and engaging

way.

• The interactive nature of the tool made learning more dynamic and memorable.

• It encouraged students to summarize key information concisely, improving their

research and writing skills.

Steps followed to set up the activity

1. I introduced TimeToast to the class, explaining its purpose and features.

2. I provided a step-by-step demonstration on how to create an account, add events,

and adjust the timeline. My example was about Queen Elizabeth II.

3. Students were given important famous British people to research and had to

input key events with brief descriptions and dates.

4. After completing their timelines, students reviewed each other’s work and

provided feedback.

Challenges and solutions

Some students faced difficulties with:

• Technical Issues: A few struggled with signing up or formatting their events. I

addressed this by pairing them with peers who grasped the process quickly.

• Summarizing Information: Some students initially wrote too much detail. I

guided them to focus on key facts and use concise descriptions.

• Time Management: A few students underestimated how long it would take to

research and input their events. Next time, I will provide clearer time limits for

each step.

Student reactions

Overall, students found TimeToast engaging and helpful. Many enjoyed the visual

aspect and felt it made understanding the lives of these people easier. Some initially

found it challenging but appreciated the final result. A few even mentioned that they

preferred it over traditional note-taking.

Improvements for next time

• Provide a checklist to help students organize their information before entering it

into TimeToast.

• Assign small practice tasks before the main activity to ensure students are

comfortable with the platform.

• Allow students to work in pairs to encourage collaboration and reduce technical

difficulties.

How TimeToast helped achieve learning objectives

1. Chronological understanding: by visually placing events on a timeline,

students gained a stronger understanding of the lives of these historicla people.

2. Information organization: the structured format helped students break down

complex historical events into manageable pieces.

3. Digital literacy: using TimeToast improved students’ ability to navigate and

utilize online tools for educational purposes.

In conclusion, this activity was an effective and engaging way to reinforce the events of

the lives of these famous people. With slight modifications, it can become an even more

valuable learning tool in future lessons.

Example TimeToast

REFLECTING ON MY READING HABITS

As a reader, I find that my reading habits in both Spanish and English, as a foreign language, reflect different aspects of my life and interests. In Spanish, I often gravitate toward literary works—novels and short stories—especially those related to historical romance novels. I also enjoy other literary genre of Spanish books written by Eloy Moreno and Elisabet Benavent. On the other hand, in English, I tend to read more historical books, online newspapers, online articles and essays that help me with my job as an English teacher. The variety in English is influenced by the wider range of available genres and cultural contexts that I’m curious to explore.

I don’t always choose the same types of texts in both languages. In Spanish, I seek out books that align with my emotions, while in English, I’m more experimental, often picking up something I haven’t encountered before. The choice between languages also depends on my mood and the environment; I may read in Spanish when I’m at home or feel like unwinding with familiar comfort, while English books might come out when I’m looking to challenge myself or explore new ideas related to my job as an English teacher.

I really love the tactile feel of paper when I’m truly engrossed in a story, but I also read on an e-reader for convenience. I read whenever I can—on public transport, in the evenings, or during breaks. Reading has become a little escape and an essential part of my daily routine.