1. BUS METAPHOR.
One metaphor I created to explain the ideas explained in
the video is the "Mountain metaphor" which is about climbing a high
mountain and getting to the top by starting from the bottom of it. It's a link
between the collaborative learning and the process of it which has similarities
as climbing a mountain. You start building up questions from the start, the
bottom of the mountain, where the students stand as well, because it's
something new and unknown, but the objective is to arrive to the top of it. If the
students have previous knowledge, they will get to the first stage of the
mountain, where they get to know what are their strong and weak points. At the
same time, the teacher will discover what are the stuents interested in. The
procedure of it, will be the process of climbing the mountain, they will have
to know that the final objective is to get to the top, which is a metaphor of
achieving their initials targets, Later, they will have to discover how to get
to the top, will they need a car? will they need their legs? This means, that
the pupils will have to understand what's the best type of interaction and
materials. When will they know they have arrived? The assesment stage is the
key proof that the students have achieved the initial objectives. How will the
teachers and the students know? By sliding back again into the mountain and
getting to the base, where they will check the instruments of feedback, the
final outcomes and if the competences were assimilated. It's a long process, so
the results of learning won't only be shown at the end, it's a continue
assessment.
2. Back &
forth
It means that the learning process it's a tough road.
Sometimes, specific parts of the project will be very dynamic and satisfactory,
but then others will be such an uphill battle, and it will seem like they have
gone two steps back. But that's a part of it, learning how to deal with this
constant changes, with the highlights of the project and the downfalls.
3. ZIG ZAG
An hypothetical example of a ZigZag activity, would be
for a example, the creation of the perfect school. Students learn necessary
expressions to describe a school by taking their own school as an example. They
are able to input their description into visual information to support the
partners in another school to practice their knowledge by describing the
unfamiliar school. Therefore, each
partner is responsible for part of the project output.
