The power of creative constraints – Video-lesson (B2 CEFR) 60′

This lesson is a lighter one, planned to stimulate students’ creativity and talk about how some constraints may be good. Especially to focus better on only one item and therefore develop it. 

Material:

PPT file: The power of creative constraints

TEDEd Video: https://ed.ted.com/lessons/the-power-of-creative-constraints-brandon-rodriguez 

[Slide 1] 

1.Introducing the topic of the lesson

“The power and importance of creative constraints”

  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: The teacher checks if students understand the topic of the lesson and are on the same page. 
  • Feedback: If need be, you may clarify the meaning of the word “constraints” before the lesson starts.

[Slide 2] 

2. Problem-solving task (lead-in)

  • Interaction: T-SS / SS-SS / Ss-S
  • Timing: 12′
  • Monitoring: The teacher walks around the room and checks if students need any help. Also, the teacher takes notes. 
  • Feedback: The teacher boards relevant items. Focus on vocabulary and pronunciation. 
  • Steps: Students are going to do the following problem-solving task:

If you were asked to invent
something new, what would that be? (It can be whatever you want, made from anything you choose, in any shape or size!). Give students some time to understand how difficult this task is. 

After you check with the whole group, students answer: Do you think this freedom to create something is good or bad?

[Slide 3] 

3. Setting the scene (pre-video / brainstorming)

  • Interaction: T-SS / SS-SS / Ss-S
  • Timing: 10′
  • Monitoring: The teacher walks around the room and checks if students need any help. Also, the teacher takes notes. 
  • Feedback: The teacher boards relevant items. Focus on vocabulary and pronunciation. 
  • Steps: Students are going to answer these in pairs or trios: Do you think people would be paralysed by this task, not knowing where to begin?
  • What about narrowing the creativity down to cost, specific material? Do you think it would help more?

[Slide 4] 

4. Video (skimming) task (1)

https://ed.ted.com/lessons/the-power-of-creative-constraints-brandon-rodriguez

  • Interaction: T-SS / SS-SS / Ss-S
  • Timing: 10′
  • Monitoring: The teacher walks around the room and checks if students need any help. Also, the teacher takes notes. 
  • Feedback: The teacher boards relevant items. Focus on vocabulary and pronunciation. 
  • Steps: Students are going to watch the video and answer the following questions in pairs or trios: What are the creative constraints the video proposes? Do you agree? What professions can they apply to? 

[Slide 5] 

5. Video (scanning) task (2)

https://ed.ted.com/lessons/the-power-of-creative-constraints-brandon-rodriguez

  • Interaction: T-SS / SS-SS / Ss-S
  • Timing: 10′
  • Monitoring: The teacher walks around the room and checks if students need any help. Also, the teacher takes notes. 
  • Feedback: The teacher boards relevant items. Focus on vocabulary and pronunciation. 
  • Steps: If need be, students are going to watch the video once again and answer the following questions: What is the role of constraints in this case? What would be the different roles of constraints in different profession areas?

[Slide 6] 

6. Follow-up

  • Interaction: T-SS / SS-SS / Ss-S
  • Timing: 7′
  • Monitoring: The teacher walks around the room and checks if students need any help. Also, the teacher takes notes. 
  • Feedback: The teacher boards relevant items. Focus on vocabulary and pronunciation. 
  • Steps: After the video, students are going to discuss these questions: Are you in favour or against “creative constraints”? Where else can people use that? (think about your area)

 

[Slide 7] 

7. Revisiting the topic of the lesson

“The power and importance of creative constraints”

  • Interaction: T-SS
  • Timing: 5′
  • Monitoring: —
  • Feedback: —
  • Steps: Ask students to list what has been discussed in this lesson. 

 

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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