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Video-conferencing task in a German primary school

Description

This project involved online collaboration between two primary schools in Germany and France. Although located in different countries, the learners were able to share documents, annotate directly on their whiteboards and save the changes, with the help of the “Bridget Conferencing Software” which supports online collaboration. A webcamera, microphones and speakers were connected to the classroom computer, allowing full functionality of the software. The teachers designed and implemented two tasks which involved genuine exchange of information and use of English. In the ‘Introduction’ session the learners had a pre-prepared file with photos, gender, age, as well as pictures showing likes and dislikes. While one group took turns introducing themselves, the other one took turns completing (drag-and-drop tool) identity cards of the first group, followed by a change of roles. In another session, the two remote classrooms carried out a role-play which involved not only communicative exchange but cultural as well. The French learners went shopping at a German supermarket (pre-prepared electronic file) and the German learners went shopping at a French supermarket.

Clips

My goal or aim was that they all do something in English, you know. So I prepared material to use in English. So the other kids were doing something concerning the whiteboard session, the ID cards; we prepared a paper where they had to listen, so it was a listening comprehension for all the kids sitting in and watching. So they had to listen and fill in the identity cards because I wanted them to really participate, to listen, and sometimes if you listen carefully they say: ‘Ah, it’s a banana. Hey, the banana’ or ‘Oh no, she liked riding horses’. Or if you listen to the comments the other pupils say, sometimes they are funny because they really participate and they really listen carefully and they fill in their sheets. Usually the kids that were sitting in front, they were helping. The other shouting in the back, they also helped. But mostly the kids sitting in the front helped. Because I have five chairs in the front, so the next group, the next students to participate and they helped.
In this short clip, a German learner is building an identity card of a French learner. The German learner needs to ask questions, such as: ‘What’s your name?’ and once the French child answers, the German learner needs to search for the answer on the IWB, and then drag-and-drop the correct answer onto the identity card.
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Details

Pedagog Learners using their own resources;Collaborative learning (collaboration);Real-world outcome
Target Language English
Learn Language German
Technology IWB Video conferencing
Area Life and Culture Listening / Viewing Oral Interaction Vocabulary
Age 7-11
Level A1 Beginner
Education Sector Primary

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