Today, in the English class with the C1 group, we used a short clip that was shared with us via the Innovative Teachers of English group in Facebook.

This was the video:

If you want to know how we exploited it, please follow reading…

The video gave us the idea of working the topic of the future. We started the session by showing the students how 25 years ago they predicted the future (and got some of them right). We did that through a video that analyzed some of the “Future Inventions” that appeared in Back to the Future II (that was set on the future, paradoxically, in the year 2015!).

After that, we showed them a presentation that included images of inventions that could change the word forever (inspired by the CNBC) and they had to predict what those inventions were.

Then, we used the video we mentioned at the beginning, but in a special way. We divided the 5 students into 2 groups (a group of three and a group of  two—obviously). We asked the group of 3 to leave the classroom and the group of 2 to stay in the class watching the video. The group of two had to take detailed notes of what appeared in the video so they could transmit it to the rest of the class.

Now is when the fun starts! After the couple had negotiated the explanation they would do, we asked them to sit facing the whiteboard. Then, we asked one of the other group to enter the classroom and sit behind the couple. The instructions were that she could not ask any question or make any sound that would allow the couple to know if the message was arriving properly or not. She could take notes, though, because later she would have to sit at the front and another person would enter the classroom and we would repeat the process. Here you can see an image of this stage:

The couple that watched the video are doing the first explanation to one of the students. They don't see each other and, in this activity, they cannot negotiate the meaning.

The couple that watched the video are doing the first explanation to one of the students. They don’t see each other and, in this activity, they cannot negotiate the meaning.

Then, the couple sat at the end of the classroom and a new student entered to listen to the explanation given by his classmate. We followed the same process, but this time with the explanation done by a student that hadn’t actually seen the video.

After that, the last person that was outside of the room entered and heard the description, this time from the last student that had received the explanation. Again, they could not communicate, even non-verbally.

The second student (that had heard the explanation from a person that hadn't actually seen the video) is explaining it to the third student (who had been outside of the classroom)

The second student (that had heard the explanation from a person that hadn’t actually seen the video) is explaining it to the third student (who had been outside of the classroom)

Then, the last person that heard the description of the video, drew her mental image of what happened in it while the others observed it:

Last student, drawing

The last student, drawing what she understood from the explanation

When she finished drawing, she sat down looking at the board, with the back to the rest of the students. They had to interpret her drawing trying to guess what each “symbol” and detail meant. Then she gave her own explanation.

For finishing the activity, we all saw the video together and they all agreed that the explanations had been pretty accurate!

After that we did a writing game about inventions for the future with the Rory’s Story Cubes.

It was an amazing class!


Let me explain you what we are working on in the academy…

During the last month we’ve remembered the traditional stories through books like “The true story of the Three Little Pigs” by Jon Scieszka. We’ve worked very hard! Well…we’ve been playing too and having fun! now you’ll see.

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Why does a tiger go to a military quarter? Or a pigeon to a supermarket?

The two groups of 4th and 5th graders of La Vitxeta started working with Carnival and we talked about costumes and celebrations, and we also invented very original stories! Each kid wrote a costume, a place and an object, and then we mixed the papers. The groups took a paper with a costume, one with a place and another one with an object and created a story.

The results were very funny! Fox example, a dragon goes to Hawaii to buy pizza, and a pirate goes to Salou and finds a magic rubber! It was crazy!

Chicken, zoo and apple Read more

Hello everybody!

We are Lucas, Teo, Rubén, Júlia, Jana and Maria.

We want to show you the board game that we have created. It was easy to do and very funny to play.

First of all, we created a draft:

draft image

When we had the draft, we created the board on a cardboard and we stuck some questions about subjects in color papers. We also invented the rules of the game.

The following day we played with our game. Here you can see us ready to enjoy it: Read more

Good afternoon!

Here you can see the 4th graders in l’Arrabassada school doing their first “running dictation”. It is a dictation that a lot of people in the academy know. We spliced the class in small groups. There was a text on the wall and they had to run to it, memorize  part of it, go back running to their group and dictate it to their partners.



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Last month children from 4th 5th and 6th grade from “Escola la Vitxeta” in Reus were working on the sea animals. They were able to research some information in the computer about their favourite sea animal and then show what they found to the class.


After that, we did a lapbook about the storybook “Sharing a Shell”. The lapbook has the characters of the story and what they do on the story. It also includes a picture of the student’s favourite animal under an envelope, where they can keep whatever they want. And finally, it includes a game similar to rock, paper, scissors, but with the characters of the story.

The final products were amazing! Read more

These last weeks we’ve been working on companies and entrepreneurship in Lockhart Academy.

At the beginning we started speaking about a very famous and successful businessman: Steve Jobs. We described this image (without saying who the man in the picture was) twice and then we asked the students to rewrite the description in groups:

Taken from -ombreenelcielo

Image of Steve Jobs

Then, we asked the students to tell us what companies are successful in Tarragona and why. These are some that came up:

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Yes, it seems our students have magical powers! They are clairvoyants… or at least they have been pretending to be!

The activity started talking about how well they knew themselves and how well other people knew them. We asked them if they thought a person they met 3 minutes ago would be able to know them well. They said that person wouldn’t, but maybe they changed their mind after the activity… Read more

Time for another story that the adult students in Lockhart Academy wrote collaboratively.

Today, we are posting the pictures and the recording. We hope you enjoy it.

The audio file can be found here: Audio file.

Comments will continue to be appreciated!

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