This article provides an overview of using rubrics as a method of assessment and discusses technological tools that facilitate the creation of rubrics.

1) Lesson Summary:
Students will practice reading, oral and listening skills based on the theme Van Gogh’s Bedroom in Arles, by working with a virtual tour of the painter’s bedroom and by producing their own recordings of podcasts about the virtual tour.

2) Lesson Objective:
To provide students with an opportunity to develop reading, oral and listening skills based on works of art, associating the teaching of English with painting.

3) Resources/Technology for the teacher:
Online Resources
• Website page: Text Vincent Van Gogh’s “Bedroom at Arles,” or, The Outside World is Friendly
https://aestheticrealism.org/terrain-gallery/art-history-criticism/van-goghs-bedroom-at-arles-by-dorothy-koppelman/
• Facebook video: Virtual tour of Van Gogh’s Bedroom in Arles
https://www.facebook.com/breathingartit/

4) Resources/Technology for the students:
Computer Lab or Student Laptop setting
Worksheet /Learning Materials
Audacity software
Online Resources

5) Grade / Course: Bachelor of Arts degree (BA) in Teaching English as a Foreign Language (TEFL), First year undergraduates – Intermediate level

6) Length of Activity: two classes (50 minutes each)

7) Intended Curriculum Learning Outcomes
• Students will use the internet to answer some questions about the text Vincent Van Gogh: The Bedroom.
• Students will discuss their understanding of the text in pairs/with the whole class.
• Students will watch the virtual tour Van Gogh’s Bedroom in Arles.
• Students will discuss what they visualize in the virtual tour.
• Students will read a text with a detailed description of the bedroom.
• Students will watch the virtual tour again and check if the written description in the text matches with the images from the virtual tour.
• Students will have to make corrections in the text when images do not correspond to the text.
• Students will discuss about their findings in pairs.
• Students will be divided into small groups of three. They will record a podcast to describe the virtual tour with their own words. In their recordings, they will have to insert some extra or wrong information about the virtual tour.
• Different groups will have to listen to the podcasts and identify the non-corresponding information.

8) Instructional Activities
Teacher will provide instructions on how to develop the activities and the necessary materials and help for the accomplishemnts of the activities (15 minutes)
Students are given time to complete the lesson activities. (35 minutes)

9) Learner Assessment: Student completion of the activities.

Students will practice reading, oral and listening skills based on the theme Van Gogh’s Bedroom in Arles, by working with a virtual tour of the painter’s bedroom and by producing their own recordings of podcasts about the virtual tour.

In this 3½-hour workshop, learners assess the reliability and credibility of online resources. They explore how misinformation and fake news can distort our biases and perspectives, ultimately making it difficult for us to be objective in the selection of resources as aids to both effective learning and informed civic action and decision-making.

Students will:
 Define misinformation and fake news and how it can affect personal biases and perspectives.
 Discover how to mitigate bias when searching for and surfing information online.
 Use best practices to authenticate sources of credible and reliable information:
o Find and verify the original source
o Check other sources
o Use fact-checking tools

Suitable for Grades 11 and 12

This article provides an overview of research-based resources for engaging girls in math and science available from the Doing What Works web site, a site sponsored by the U.S. Department of Education.

This site provides an overview of research-based resources for teaching English Language Learners available from the Doing What Works web site, a site sponsored by the U.S. Department of Education.

Nowadays, the use of technologies is deeply embedded in the teaching and learning of foreign languages. Therefore, students and teachers are compelled to continuously update their digital skills. Moreover, the need for online teaching has been spurred by the COVID pandemics, which has posed new challenges in this regard. When searching for online tools, one of the main difficulties is the vast amount and disparity of resources available to both teachers and students, who often feel overwhelmed due to the lack of time or assessment criteria. In such cases, the potential of existing resources remains largely unexplored. In this context, we developed an online open access database of digital resources for Teaching and Learning Chinese as a Foreign Language. It includes a collection of metadata to satisfy users with different profiles and needs. In sum, we set up a multilingual (Catalan, Spanish, English and Chinese) and dynamic website, which can be useful for both teachers and learners who, in turn, will be able to enrich it through different types of feedback. Check our website and subscribe to our newsletter to be informed of the latest resources added to the database.