Timelines with Timetoast

Some of the timelines of my students:

https://www.timetoast.com/timelines/2140346

https://www.timetoast.com/timelines/2142254

https://www.timetoast.com/timelines/2138526

https://www.timetoast.com/timelines/2142217

https://www.timetoast.com/timelines/2138515

https://www.timetoast.com/timelines/2142870

https://www.timetoast.com/timelines/2142982

https://www.timetoast.com/timelines/2143000

https://www.timetoast.com/timelines/2141999

https://www.timetoast.com/timelines/2142017

https://www.timetoast.com/timelines/2141792

https://media.timetoast.com/timelines/2142362

https://www.timetoast.com/timelines/2142402

https://www.timetoast.com/timelines/2141934

• The learning objectives of the activity:

The objectives were: to raise awareness of the 19th century literature

To learn about the lives of the Brontë sisters

To reflect about the story we are reading now: Wuthering Heights.

To raise awareness of the situation of women writers and compare it to this day and age.

• The advantages of using TimeToast for this activity

By using Timetoast they could reflect about the life of the three sisters and its influence on their books.

• The steps you followed to set up the activity

I gave them this page to read and also the reader we are dealing with, Wuthering Heights. With these two things, they could decice whether to do the timeline abour their life, the book, or the period. First we read both texts, the book and the webpage. Then, I explained the way to do the timeline. In the timelines they had to include one link and photographs of their choice to illustrate it.

http://www.bbc.co.uk/history/historic_figures/bronte_sisters.shtml

• Any problems and how you and the students solved them. As they are Bachillerato students, no problems arose, and they did the timelines at home, some individually, some in pairs.
• The students’ reaction – how did they feel about using TimeToast to complete the task?

They enjoyed the activity and saw the possibilities of creating timelines with other subjects.

• Some things that you would change / improve next time

Perhaps I would tell them to choose the photographs more carefully and see if the links worked.

• At least 3 ways that the use of TimeToast helped you achieve your learning objectives

It helped to reflect more carefully on the elements of the Brontë’s life present in the book

It helped to set the novel in its right period of history

It helped to raise awareness of the situation of women writers.

Wuthering Heights video

Check out this short video on the book and 1992 film

My reflections:

• give a reason for your choice of video.

This is one of my favourite books and we are also working on it in my 2nd bach class, so it could be a good idea to watch a short cllip.

• explain briefly the learning objectives for the session(s) and sequence of activities

Objectives:

- Revision of the story.

Activities:

As it is aimed at 2nd bachillerato, we will have a: 

-Reflection on what had happened before and predicting what will happen after the clip

- Explanation about the characters: explain if their mental image of the characters coincides or not with the ones on the film

• explain if you flipped your class (or any part of it) and how, if so, this has helped you achieve the learning objectives.

I did not flip the class because in Bach we only have 3 hours per week

• highlight the high points of the experience: what went well and what did you and the students particularly enjoy about the task

The prediction of the characters went well, the questions about the video were easy for them.

The main difficulty was to understand every single bit, so we played the clip with subtltles later on. My intention was for them to concentrate on the important parts rather than in understanding everything.

• suggest ways of improving next time

Let them watch or choose the video from the film, dedicate more time to the reading in class.

Wuthering Heights