Comic creation with PIXTON

For the very first time, I have chosen a group of students who are studying a Vocational Course in Office Administration . We usually do activities in which students have to write dialogues to role-play in front of the class. Students do pairwork in class frequently, so the pairs were fixed at the beginning of the school year.

What was the sequence of tasks that you followed to get to the final product?

1. Introduction to Giving Directions: The students reviewed vocabulary and structures commonly used to give directions in English.

2. Exploring a Map: A simple city map was provided by the students' book, and students practised locating different places and giving oral directions.

3. Dialogue Writing: In pairs or small groups, students created short dialogues where one person asked for directions and the other provided them.

4. Comic Creation: Using Pixton, students transformed their dialogues into comic strips with illustrations.

5. Final Presentation: The comics were shared with the class, and students explained their work.

What were the specific learning objectives for this activity? How did the use of the tool help the learners achieve these objectives?

• Language Skills Development: Students practised giving and understanding directions in English, reinforcing vocabulary and grammar.

• Collaboration: Working in pairs helped them refine their dialogues through peer feedback.

• Creativity and Engagement: The comic format made the activity more engaging, encouraging students to visualize conversations.

• Digital Literacy: Students improved their ability to use creative software for educational purposes.

For example, students who struggled with written English found it easier to express themselves through images, which helped reinforce their understanding.

In what ways was creativity and the use of imagination encouraged in your students?

• Students chose their own characters, settings, and styles for their comics.

• They could add humor or storytelling elements beyond simple directions, making the dialogues more engaging but there are no examples worth mentioning.

What did your students enjoy most / least about this activity?

    - Most Enjoyed: The chance to create their own stories visually.

     - Least Enjoyed: Some students found drawing challenging, especially if they lacked confidence in their artistic skills.

What would you change next time?

• Provide a choice between hand-drawn and digital comics to accommodate different skill sets.

How were the finished projects shared with the rest of the class?

• Students presented their comics to the class, explaining the directions given.

What opportunities were there for students to co-evaluate and discuss the learning experience with each other?

• Peer Review: Students gave feedback on each other’s work before finalizing their comics.

• Class Discussion: After presentations, students reflected on what they learned and the challenges they faced.

• Informal Voting: The class could vote on the most creative or effective comics to encourage engagement and appreciation for their peers' work.

A Timeline of Gothic Literature in Britain and the U.S.

Reflection after carrying out the activity in class (activity done by students of 4ºCSE).

Problems and Solutions

Problem 1: Difficulty with the Tool: Some students initially struggled with using TimeToast, particularly with adding images or links.

o Solution: I walked around the classroom offering one-on-one assistance and demonstrated the process again for students who needed help. After a brief tutorial, the students gained more confidence.

Problem 2: Finding Reliable Sources: Some students had trouble finding credible information quickly and accurately.

o Solution: I provided a list of recommended sources, such as library databases and academic articles, to help guide their research.

Problem 3: Group Coordination: A few groups had issues dividing tasks and coordinating who would add what to the timeline.

o Solution: I encouraged each group to assign roles (e.g., one student focused on research, another on adding entries to the timeline). They also used shared documents for easier collaboration.

 

The Students' Reaction

· How did they feel about using TimeToast?:

o The students were excited to use TimeToast because it was a new, interactive tool that allowed them to be creative while also learning. They appreciated being able to work together and contribute different elements (images, dates, descriptions). Some mentioned that the timeline format helped them understand the material better.

o They also felt motivated by the visual aspect of the project and enjoyed adding multimedia elements, which made the activity feel like more than just a traditional research task.

Things to Change / Improve Next Time

1. More Preparation with Research Skills: While TimeToast was easy to use, some students struggled with researching the material. Next time, I would give them more structured guidance on how to find reliable sources and how to organize their research before entering it into the timeline.

2. Clearer Group Roles: I would emphasize the importance of clear role distribution from the start to avoid confusion about who is responsible for each task.

3. More Class Time for Collaboration: Some groups needed more time to work together in class. In the future, I’d provide additional in-class time for group collaboration, ensuring that everyone has a chance to contribute.

 

3 Ways TimeToast Helped Achieve the Learning Objectives

1. Promoting Understanding of Historical Context: The timeline format helped students see how different works and authors contributed to the development of Gothic literature over time, reinforcing the chronological understanding of the genre.

2. Developing Research and Presentation Skills: TimeToast’s multimedia features allowed students to research and present information creatively. By adding images, links, and detailed descriptions, students learned how to synthesize and present historical data.

3. Fostering Collaborative Learning: The tool’s collaborative nature encouraged teamwork, allowing students to divide tasks efficiently, discuss ideas, and combine their research to create a comprehensive timeline.

 

A timeline of Gothic Literatura in Britain and the U.S.

British English vs American English

Watch this video to find out the most important differences between these two varieties of English. Which would you choose?

 British English vs American English

Then, have a closer look to the grammar differences. Can you appreciate any significant contrast?

Differences in American and British English grammar

Time to pratcise!

British - American English exercise