Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
Examining the Flipped Classroom ApproachAmrita Ahuja
This document examines the flipped classroom approach including benefits and drawbacks. The flipped classroom allows students to watch lectures at home and do homework in class through active learning activities. Benefits include students learning at their own pace, increased academic achievement and critical thinking skills, and more efficient use of class time. However, drawbacks are reliance on student motivation to complete out-of-class work, potential challenges for exams if learning material at different paces, and heavy reliance on student access to technology to view lecture videos. The document concludes that the flipped classroom shows potential benefits but also drawbacks, so teachers should experiment to find the best approach for their students.
Workshop Breakdown
AM Schedule
Introductions, overview & review
So what?—Building a case for the flipped classroom
• Attention scarcity
• Filter failure
• Brain science
Now what?—Designing pre-class elements with edutech
• Content curation & TFC
• Content creation & TFC
• In practice—hands-on activity
Brief morning recap
PM Schedule
Afternoon overview
Now what?—Designing in-class elements
• Active & experiential learning
• Gamification
• The physical space
• In practice—hands-on activity
Tips, tricks & best practices
Wrap up & closing
1. The document describes a flipped classroom model for a Year 4 mathematics lesson on fractions. It outlines the steps teachers and students would take both at home and in school.
2. At home, students watch online instructional videos and complete worksheets. In school, teachers use hands-on tools like fraction walls and cuisenaire rods for small group instruction, then students work collaboratively in groups on problem-solving activities using materials like pizza slices.
3. The goal is for 90% of students to understand equivalent fractions, with the flipped approach aiming to engage students through technology and active learning during class time.
Flipped classroom and blended learning, prosLuz Bencosme
Flipped classroom and blended learning are related but distinct pedagogical models. A flipped classroom reverses traditional lecture and homework elements by delivering instructional content, such as prerecorded lectures, online for students to engage with outside of class. This frees up class time for interactive activities and exercises. Blended learning combines online and face-to-face instruction to provide a comprehensive learning experience, with online materials complementing in-person classwork. While blended learning integrates online and in-person modes, flipped learning separates them - with online content introduced before classwork to be explored and applied. Both aim to enhance learning through technology and active engagement.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
The document provides an introduction to flipped classroom learning. It defines flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. Typically, lectures are viewed as homework outside of class through videos and in-class time is used for homework, projects, discussions and problem-solving. This allows educators to focus on higher-level application of concepts and address students' questions individually. The document outlines concerns with traditional models and benefits of flipped learning, including allowing self-paced learning and just-in-time teaching. It provides tips for implementation, including starting small, frequent assessment, and addressing student resistance to the change in responsibilities.
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
Examining the Flipped Classroom ApproachAmrita Ahuja
This document examines the flipped classroom approach including benefits and drawbacks. The flipped classroom allows students to watch lectures at home and do homework in class through active learning activities. Benefits include students learning at their own pace, increased academic achievement and critical thinking skills, and more efficient use of class time. However, drawbacks are reliance on student motivation to complete out-of-class work, potential challenges for exams if learning material at different paces, and heavy reliance on student access to technology to view lecture videos. The document concludes that the flipped classroom shows potential benefits but also drawbacks, so teachers should experiment to find the best approach for their students.
Workshop Breakdown
AM Schedule
Introductions, overview & review
So what?—Building a case for the flipped classroom
• Attention scarcity
• Filter failure
• Brain science
Now what?—Designing pre-class elements with edutech
• Content curation & TFC
• Content creation & TFC
• In practice—hands-on activity
Brief morning recap
PM Schedule
Afternoon overview
Now what?—Designing in-class elements
• Active & experiential learning
• Gamification
• The physical space
• In practice—hands-on activity
Tips, tricks & best practices
Wrap up & closing
1. The document describes a flipped classroom model for a Year 4 mathematics lesson on fractions. It outlines the steps teachers and students would take both at home and in school.
2. At home, students watch online instructional videos and complete worksheets. In school, teachers use hands-on tools like fraction walls and cuisenaire rods for small group instruction, then students work collaboratively in groups on problem-solving activities using materials like pizza slices.
3. The goal is for 90% of students to understand equivalent fractions, with the flipped approach aiming to engage students through technology and active learning during class time.
Flipped classroom and blended learning, prosLuz Bencosme
Flipped classroom and blended learning are related but distinct pedagogical models. A flipped classroom reverses traditional lecture and homework elements by delivering instructional content, such as prerecorded lectures, online for students to engage with outside of class. This frees up class time for interactive activities and exercises. Blended learning combines online and face-to-face instruction to provide a comprehensive learning experience, with online materials complementing in-person classwork. While blended learning integrates online and in-person modes, flipped learning separates them - with online content introduced before classwork to be explored and applied. Both aim to enhance learning through technology and active engagement.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
The document provides an introduction to flipped classroom learning. It defines flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. Typically, lectures are viewed as homework outside of class through videos and in-class time is used for homework, projects, discussions and problem-solving. This allows educators to focus on higher-level application of concepts and address students' questions individually. The document outlines concerns with traditional models and benefits of flipped learning, including allowing self-paced learning and just-in-time teaching. It provides tips for implementation, including starting small, frequent assessment, and addressing student resistance to the change in responsibilities.
This document summarizes a presentation on the flipped classroom model of instruction. It describes the flipped classroom approach, discusses research on its effectiveness, and provides design strategies for implementation. The presentation objectives are to help participants understand the flipped model, justify its use, and develop strategies for flipping their own classes. Some key benefits shown in research include improved learning, test scores, and student engagement. Design advice includes reimagining the syllabus, requiring pre-class activities, using discussion boards, developing in-class activities, and addressing potential challenges to implementation.
Christine Bauer-Ramazani presented best practices for integrating technology into an intensive English program through blended learning. She discussed using learning management systems and flipped learning to extend classroom learning outside of class time. The presentation outlined how to implement the four strands of language teaching - meaning-focused input, meaning-focused output, language-focused learning, and fluency development - using various digital tools. Examples of tools that can be used to support the different strands included learning management systems, vocabulary apps, voice recording tools, and collaborative writing platforms. The goal of blended learning is to take full advantage of digital platforms in order to design effective learning experiences and scaffold assignments with technology.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
This document defines project-based learning (PBL) and its key elements. PBL involves students investigating an open-ended question or problem over an extended period of time. The core elements include developing significant content and 21st century skills through student-driven inquiry, having a driving question to guide the project, incorporating student voice and choice, and presenting to a public audience. Studies show PBL improves standardized test scores and engagement.
The document summarizes research on the flipped classroom model of instruction. It discusses key aspects of the flipped classroom approach, including students learning new content at home through videos and online activities, and using classroom time for hands-on activities and projects. The document also reviews several research studies and articles that discuss benefits and drawbacks of the flipped classroom model according to educators and students. Benefits highlighted include increased active learning time in class, while drawbacks include the significant time required for teachers to develop instructional videos and materials, and ensuring all students have access to technology needed for home learning.
The document discusses the flipped classroom model of instruction. It defines the flipped classroom as events that traditionally took place in class now taking place outside of class and vice versa. The flipped classroom leverages technology to pair learning activities with the appropriate learning environment. While it may include students watching recorded lectures at home, that is not required. The document outlines why educators may want to flip their classroom, such as students taking a more active role in learning and gaining a deeper understanding. It also provides tips on designing flipped lessons and lists tools that can be used to create, present, distribute, and reflect on flipped content. The document aims to inspire teachers to rethink their pedagogy and use technology to change how they have always taught.
Dr. John R. Jenkins discusses flipped learning, which involves students watching lectures and videos as homework and doing homework-like activities in class. The document outlines the background of flipped learning, including constructivism and behaviorism, defines flipped learning and its advantages, and describes what is known about flipped learning based on case studies. It also provides a sample flipped class session agenda.
Blended Learning in the Math Classroom: Leveraging Professional Development t...DreamBox Learning
Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals
1. The document discusses five types of flexibility in learning: flexibility related to time, content, entry requirements, instructional approach/resources, and delivery/logistics.
2. Flexibility related to time allows learners to choose when to start/finish programs/courses and submit assignments. Flexibility related to content gives learners choice in course topics, materials, and assessments. Flexibility related to entry requirements makes the conditions to participate in courses/programs more flexible.
3. Each type of flexibility provides advantages like empowering learners and accommodating different schedules. However, flexibility also brings disadvantages such as potential confusion for learners, increased workload for instructors, and challenges in accrediting/planning for
This document discusses the flipped classroom model of education. It defines flipped classroom as inverting traditional teaching by delivering instruction online outside of class and moving homework into classroom time. This allows teachers to offer personalized guidance and for students to work at their own pace. The document outlines the background of flipped learning dating back centuries, reviews components and benefits of the model, and provides examples of good practices for implementing flipped classroom techniques.
This document discusses implementing a flipped classroom model for teaching strategic management at the MBA level. It begins by describing the traditional lecture-based model and how a flipped classroom works. The author then implemented a flipped classroom for their MBA strategic management course. Students were divided into teams and tasked with developing their own dream companies. They studied concepts outside of class and worked on their companies in class with guidance from the instructor. Students presented on their company progress every few modules. The goal was for students to gain a practical understanding of strategic management concepts through this project-based learning approach. The author found that the flipped classroom engaged students in the material and allowed for a more student-centered learning experience compared to the traditional lecture model.
The flipped classroom model reverses traditional lecture and homework elements, having students view short video lectures at home before class sessions which are then devoted to exercises, projects, and discussions. It aims to make better use of in-class time and move teachers into more of a guiding role. While online education has faced some setbacks, universities are now grappling with how the internet can change higher education by replacing traditional lectures of 25 students with new pedagogical approaches like flipped classrooms.
This document summarizes an iPad applications for math intervention presentation given by Jenna Linskens. It provides background on Jenna and her experience in education. The presentation then discusses challenges struggling math students face, foundational math skills, and recommended iPad apps to support developing math fluency in areas like number sense, money/time, fractions, math facts, and applying math processes. Examples of specific apps are provided for each area. Contact information is given for Jenna to ask additional questions.
This document provides an introduction to blended learning. It defines blended learning as integrating classroom face-to-face learning with online learning. Various blended learning models are described, including the flipped classroom and station rotation models. The document outlines a backwards design strategy for developing blended courses, including identifying learning objectives, determining assessments, and planning learning activities. Best practices for blended course delivery such as interactive learning and video lectures are also discussed. Resources for developing blended courses are provided.
BLENDED LEARNING FOR A MASTER COURSE ON ENGINEERING AND ENVIRONMENTAL GEOLOGYletuan1987
This document outlines a blended learning model for a master's course in engineering and environmental geology at the Asian Institute of Technology in Vietnam. It begins by describing traditional and e-learning models and their advantages and disadvantages. It then introduces a blended learning model that combines face-to-face instruction, online video lectures, online discussions, and international expert conferences. The document provides details of an environmental engineering geology course schedule using this blended approach, mixing online and in-person activities over several weeks. The goal is to increase learning effectiveness, reduce costs and time, and boost student satisfaction and numbers by integrating online and classroom experiences.
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
Language materials development in a digital age ,safiah almurashiQUICKFIXQUICKFIX
This document discusses tools for developing language course materials in a digital age. It begins by outlining typical tools like blogs, wikis, social networking and podcasts. It then describes three example activities: 1) Using online resources to prepare for an in-class activity on planning a trip to Australia. 2) Extending classroom writing lessons by having students continue practicing on Facebook. 3) Bringing in speakers from other countries using video conferencing to make lessons more engaging. The document emphasizes selecting materials that meet learners' needs and are accessible on technologies they commonly use.
This document summarizes a presentation on the flipped classroom model of instruction. It describes the flipped classroom approach, discusses research on its effectiveness, and provides design strategies for implementation. The presentation objectives are to help participants understand the flipped model, justify its use, and develop strategies for flipping their own classes. Some key benefits shown in research include improved learning, test scores, and student engagement. Design advice includes reimagining the syllabus, requiring pre-class activities, using discussion boards, developing in-class activities, and addressing potential challenges to implementation.
Christine Bauer-Ramazani presented best practices for integrating technology into an intensive English program through blended learning. She discussed using learning management systems and flipped learning to extend classroom learning outside of class time. The presentation outlined how to implement the four strands of language teaching - meaning-focused input, meaning-focused output, language-focused learning, and fluency development - using various digital tools. Examples of tools that can be used to support the different strands included learning management systems, vocabulary apps, voice recording tools, and collaborative writing platforms. The goal of blended learning is to take full advantage of digital platforms in order to design effective learning experiences and scaffold assignments with technology.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
This document defines project-based learning (PBL) and its key elements. PBL involves students investigating an open-ended question or problem over an extended period of time. The core elements include developing significant content and 21st century skills through student-driven inquiry, having a driving question to guide the project, incorporating student voice and choice, and presenting to a public audience. Studies show PBL improves standardized test scores and engagement.
The document summarizes research on the flipped classroom model of instruction. It discusses key aspects of the flipped classroom approach, including students learning new content at home through videos and online activities, and using classroom time for hands-on activities and projects. The document also reviews several research studies and articles that discuss benefits and drawbacks of the flipped classroom model according to educators and students. Benefits highlighted include increased active learning time in class, while drawbacks include the significant time required for teachers to develop instructional videos and materials, and ensuring all students have access to technology needed for home learning.
The document discusses the flipped classroom model of instruction. It defines the flipped classroom as events that traditionally took place in class now taking place outside of class and vice versa. The flipped classroom leverages technology to pair learning activities with the appropriate learning environment. While it may include students watching recorded lectures at home, that is not required. The document outlines why educators may want to flip their classroom, such as students taking a more active role in learning and gaining a deeper understanding. It also provides tips on designing flipped lessons and lists tools that can be used to create, present, distribute, and reflect on flipped content. The document aims to inspire teachers to rethink their pedagogy and use technology to change how they have always taught.
Dr. John R. Jenkins discusses flipped learning, which involves students watching lectures and videos as homework and doing homework-like activities in class. The document outlines the background of flipped learning, including constructivism and behaviorism, defines flipped learning and its advantages, and describes what is known about flipped learning based on case studies. It also provides a sample flipped class session agenda.
Blended Learning in the Math Classroom: Leveraging Professional Development t...DreamBox Learning
Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals
1. The document discusses five types of flexibility in learning: flexibility related to time, content, entry requirements, instructional approach/resources, and delivery/logistics.
2. Flexibility related to time allows learners to choose when to start/finish programs/courses and submit assignments. Flexibility related to content gives learners choice in course topics, materials, and assessments. Flexibility related to entry requirements makes the conditions to participate in courses/programs more flexible.
3. Each type of flexibility provides advantages like empowering learners and accommodating different schedules. However, flexibility also brings disadvantages such as potential confusion for learners, increased workload for instructors, and challenges in accrediting/planning for
This document discusses the flipped classroom model of education. It defines flipped classroom as inverting traditional teaching by delivering instruction online outside of class and moving homework into classroom time. This allows teachers to offer personalized guidance and for students to work at their own pace. The document outlines the background of flipped learning dating back centuries, reviews components and benefits of the model, and provides examples of good practices for implementing flipped classroom techniques.
This document discusses implementing a flipped classroom model for teaching strategic management at the MBA level. It begins by describing the traditional lecture-based model and how a flipped classroom works. The author then implemented a flipped classroom for their MBA strategic management course. Students were divided into teams and tasked with developing their own dream companies. They studied concepts outside of class and worked on their companies in class with guidance from the instructor. Students presented on their company progress every few modules. The goal was for students to gain a practical understanding of strategic management concepts through this project-based learning approach. The author found that the flipped classroom engaged students in the material and allowed for a more student-centered learning experience compared to the traditional lecture model.
The flipped classroom model reverses traditional lecture and homework elements, having students view short video lectures at home before class sessions which are then devoted to exercises, projects, and discussions. It aims to make better use of in-class time and move teachers into more of a guiding role. While online education has faced some setbacks, universities are now grappling with how the internet can change higher education by replacing traditional lectures of 25 students with new pedagogical approaches like flipped classrooms.
This document summarizes an iPad applications for math intervention presentation given by Jenna Linskens. It provides background on Jenna and her experience in education. The presentation then discusses challenges struggling math students face, foundational math skills, and recommended iPad apps to support developing math fluency in areas like number sense, money/time, fractions, math facts, and applying math processes. Examples of specific apps are provided for each area. Contact information is given for Jenna to ask additional questions.
This document provides an introduction to blended learning. It defines blended learning as integrating classroom face-to-face learning with online learning. Various blended learning models are described, including the flipped classroom and station rotation models. The document outlines a backwards design strategy for developing blended courses, including identifying learning objectives, determining assessments, and planning learning activities. Best practices for blended course delivery such as interactive learning and video lectures are also discussed. Resources for developing blended courses are provided.
BLENDED LEARNING FOR A MASTER COURSE ON ENGINEERING AND ENVIRONMENTAL GEOLOGYletuan1987
This document outlines a blended learning model for a master's course in engineering and environmental geology at the Asian Institute of Technology in Vietnam. It begins by describing traditional and e-learning models and their advantages and disadvantages. It then introduces a blended learning model that combines face-to-face instruction, online video lectures, online discussions, and international expert conferences. The document provides details of an environmental engineering geology course schedule using this blended approach, mixing online and in-person activities over several weeks. The goal is to increase learning effectiveness, reduce costs and time, and boost student satisfaction and numbers by integrating online and classroom experiences.
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
Language materials development in a digital age ,safiah almurashiQUICKFIXQUICKFIX
This document discusses tools for developing language course materials in a digital age. It begins by outlining typical tools like blogs, wikis, social networking and podcasts. It then describes three example activities: 1) Using online resources to prepare for an in-class activity on planning a trip to Australia. 2) Extending classroom writing lessons by having students continue practicing on Facebook. 3) Bringing in speakers from other countries using video conferencing to make lessons more engaging. The document emphasizes selecting materials that meet learners' needs and are accessible on technologies they commonly use.
Flipped Learning is a learning approach where students study material independently at home through videos, reading materials, or other learning resources before class. While in class, time is spent on discussion, practice, and application of previously learned concepts.
Digital storytelling is a learning method that combines traditional narrative elements with digital technology, such as images, audio, video, and text. It allows students to create, edit, and share their stories in an engaging and interactive way.
In conclusion, the combination of flipped
learning and digital storytelling can
revolutionize education by promoting
active learning, fostering creativity, and
enhancing student engagement.
This document discusses creating flexible learning resources that can be used in any learning environment. It emphasizes using universal design principles to allow for multiple ways of engaging with and demonstrating knowledge of the material. The resources should be fully digital and adaptive to different learners, environments, delivery methods, and future changes. This will create a single resource that can meet the needs of many different learners, from classroom students to distance learners to homeschoolers.
I. The agenda includes welcome, updates, a newsletter discussion, a project Q&A, two sessions of a network inquiry activity with setup and collaboration, a Diigo discussion, and closing questions.
II. The document discusses shifting teaching from individual to collaborative practice, learning from linear to participatory, and the need to unlearn old approaches.
III. It provides examples of technological pedagogical models and findings that effective technology use depends on good teaching approaches, not just the technology alone.
It defines technology integration as using technology to support instruction across content areas in a way that engages students in meaningful learning and allows them to demonstrate their knowledge creatively. It is not just using computers occasionally, but rather integrating technology into daily classroom activities. When done effectively, technology integration shifts the classroom from a teacher-centered model to a more student-centered environment that stimulates students through multi-sensory and multi-path activities using multimedia. The document provides some examples of how teachers can use technology to support differentiated instruction and engage students in small group work through activities, research, projects and communication tools.
Disruptive technologies are challenging traditional School Learning. Boundaries are blurring: formal mix up with informal, real with virtual, the teacher with the learner. Liquid modernity takes on school a great responsibility. Education became a lifelong learning journey. Learning experiences need to be designed and carefully projected. This article proposes a new way to set up learning activities using Open Resources, BYOD (Bring Your Own Device) and Flipped Classroom modality (OBF). The OBF project intends to rebuilt traditional didactics of Mathematics and Physics in two classrooms (third year of Scientific Lyceum). Learning Units will be restructured according to the Innovative Design of Didactics guidelines.
This document discusses distance learning and flexible learning environments. It begins by defining distance learning as learning without face-to-face contact with the teacher, delivered via telecommunications. With newer technologies, distance learning is now often online. It discusses how online platforms like Moodle, Google Classroom, and Edmodo allow for flexible learning. Blended learning, which combines online and in-person learning, is also discussed. Various models of blended learning are described. The document also covers online resources, educational theories related to technology-enhanced lessons, and Dale's Cone of Experience.
The document discusses technology integration in K-12 classrooms. It defines technology integration as using technology to support instruction across content areas in a way that engages students and helps them demonstrate their learning. Effective technology integration is part of daily classroom activities rather than isolated computer time. It also shifts learning to be more student-centered, using multi-media and collaborative work to stimulate critical thinking. The document provides examples of how teachers can integrate technology at different stages of a lesson to support instruction.
This document discusses using video in the English as a Foreign Language (EFL) classroom. It outlines how today's students are digital natives who learn differently than previous generations. Research shows that video viewing is an active process that can promote learning. When used appropriately, video can benefit different types of learners by appealing to multiple senses and providing information through various channels. The document provides suggestions for effective pre, during, and post viewing activities to maximize learning when incorporating video into EFL lessons.
Univirtual Lab is an e-learning center that provides learning and instructional design support through various functions and areas. It was founded in 1999 to develop online teacher education courses and has since expanded its scope. Today, Univirtual Lab supports learning and instructional design with an innovative approach to educational technologies in collaboration with CIRDFA. It carries out functions like needs analysis, course design, trainer development, and more to build specific tools and methods for different educational scenarios and needs.
The document discusses the use of a smart classroom to support Thai students' learning. It describes the features of a smart classroom, including a smart whiteboard, smart tools, iPad charging, and connectivity. Students were asked if the smart classroom was a good place to learn assignments. All students replied yes, noting it was ideal for presentations and allowed freedom to think and access resources. The document advocates for an interactive learning environment and methodology in the smart classroom to nurture learning through varied contexts and spaced practice over time.
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
The document discusses personalization in technology-enhanced learning and the changing educational context. It notes that personalization refers to endowing something with individual qualities or characteristics to meet individual needs. Emerging technologies are enabling more personalized, mobile, and socially connected learning environments. The document outlines seven dimensions of personalized learning and provides examples of how new pedagogical models are needed to combine the affordances of personalization and technologies.
Educational technology is the use of technology to support and enhance learning. It involves using technology tools and resources to help teach students and solve educational problems. The document discusses educational technology from several perspectives: it can be both a boon and bane; it requires a systematic approach to teaching; and it plays various roles in supporting learning through representation, information, context, social interaction, and reflection. Learning through educational technology exposes students to new skills needed in the digital age and helps prepare them for the future.
This document discusses adventures with technology in learning and teaching. It outlines five adventures needed to change practice: interactions, blended learning, good practice reports, change management, and open education. The role of technology is to enable new learning experiences and enrich existing scenarios. Personal perspectives and dynamic contexts were also discussed. Blended and flexible learning approaches were presented along with learning designs. Institutional mindsets need to embrace blended learning and use distributive leadership to create strategic change.
This document discusses blended learning and provides definitions and perspectives on blended learning. It defines blended learning as the thoughtful fusion of online and face-to-face learning experiences. Recent perspectives see blended learning as leveraging technology to provide personalized learning experiences that combine supervised brick-and-mortar locations with various modalities. Blended learning provides benefits to both students and institutions by increasing engagement, flexibility, access and developing 21st century skills when implemented effectively.
The document discusses new directions in assessment that are shifting away from traditional summative assessments towards more formative assessments. Key shifts include moving from individual to collaborative learning, from teacher-driven to student-driven learning, and from memorization of facts to analysis and exploration of knowledge. Formative assessment is presented as a way to integrate assessment with instruction to deepen learning rather than just measure teaching. Technological changes are transforming learning from linear to distributed knowledge and requiring new literacies around skills like collaboration, networking, and navigating multiple media.
Iris Šmidt Pelajić
Drama Education at Croatian Schools. Dream or Reality?
One of the constant challenges, but also the aims and desiderata of teaching is the desire to shape the teaching in such a way that the teaching is both mediated and acquired in a playful, easily comprehensible and challenging way.
Rosy Nardone – University “G. D’Annunzio” of Chieti - Pescara
I read therefore I play.
Intersection between literature and videogames for children and adolescent.
The document discusses Bruno Munari's picture books and their educational potential. It summarizes Munari's research on children's books, which found that they should engage all senses, allow children to explore concepts from multiple perspectives through trial and error, and give children pleasure and increased knowledge. The document then describes an observational study of Munari's books with toddlers, finding the books supported cognitive, emotional, and social development by distinguishing self from others and developing empathy.
The Flip & Movie Seminar took place on June 13th of 2017. The event was attended by many people outside the local educational community and the Spanish team also had the collaboration of Mr. Jose Carlos Carmona Dr. of the University of Seville. During the event, the members of the Spanish staff showed the 2 intellectual outputs: the kit "Be Happy 2 Read & Write" and the educational game "StoryInventor".
This document describes the facilities at a kindergarten in Pescara 8, Italy. It includes 2 buildings that house a polifunctional space, gym, creative labs, classrooms with structured corners to promote learning through play, communication, manipulation, and expression, and a canteen.
This document summarizes activities and programs at a school, including its library, canteen, multimedia lab, team work spaces, and performance spaces. It describes European projects focused on enhancing creative reading and writing through technology. The school also offers common courses between grade levels, a creative reading and writing program, a didactic vegetable garden, music programs, and sports programs in volleyball, rugby, and an end-of-year event.
Presentation showed to the European class composed by the pupils of the schools of the partner countries during the workshop MAKING A MOVIE conducted by the expert of the MediaMuseum Martina Corongiu.
Presentations showed to the European class composed by the pupils of the schools of the partner countries during the workshop MAKING A MOVIE conducted by the expert of the MediaMuseum Martina Corongiu.
This document summarizes key concepts from works about new media literacies and participatory culture by Henry Jenkins. It discusses how participatory culture shifts the focus of literacy from individual expression to community involvement, requiring new social skills like collaboration, networking, and collective intelligence. These skills build on traditional literacies. The document also examines concepts like transmedia navigation, multimodality, appropriation, and how new approaches to reading and writing are emerging that focus on participation, motivation, and sharing meanings across media. It advocates for teaching these new media literacies in classrooms.
Erika Gerardini organized non-formal educational activities for 80 participants from 5 countries during a Flip&Movie project international week in Pescara, Italy. On the first day, icebreaking activities helped participants get to know each other through an introduction circle, number counting game, and guessing European flags. Subsequent days included learning about the EU through quizzes and a scavenger hunt at Europaurum, dancing energizers, a friendship bingo activity, and group challenges to learn about the EU's history and institutions. The participatory methods aimed to foster socialization and knowledge of Europe in a fun, informal way.
This document summarizes the training for coordinators of the Flip&Movie project. It included exercises to:
1) Understand the project cycle management and logical framework for strategic partnerships.
2) Map out the general process and timeline of Flip&Movie using a Gantt chart.
3) Simulate organizing the first transnational meeting in Croatia.
The training aimed to strengthen the working team and build synergies between the 19 participants from different partner schools.
Margarita is distraught because her lover Pedro must join the army and go to war. Pedro promises to return after helping the king defeat the Moors. Meanwhile, the Count of Gomara is haunted by a vision of a mysterious hand that saved him during a battle. He later hears a ballad about a woman who was betrayed by her lover's unkept promise to return from war. The ballad mirrors the Count's own situation, as he realizes he had also made unkept promises to his lover Margarita. It is then revealed that Margarita and the Count were lovers, and that her spirit has been trying to communicate with him since her death.
A new teacher at a school was seen transforming into a snake by a janitor. She explained that she was under an evil spell from a trip to Africa and asked him to marry her to break it. The shy janitor agreed. His mother was suspicious of the snake woman and gave her difficult tasks. When the old mother left sad and exhausted, she helped a hungry girl, who was grateful for the kindness she had never received before.
Peter was sailing in a mysterious fjord when he fell into a deep sleep and was approached by an enormous snake. The snake transformed into an enchanting girl that Peter liked. However, Peter's wise mother sensed the girl was hiding her true identity as a snake. The snake girl began living with them and assigned dangerous tasks to Peter's mother. One day, the snake girl disappeared, leaving behind only her scales. Peter was distraught until his mother's new friend helped him find love again.
Peter was a shy teenager who wanted to fit in and be accepted. He took some pills from a stranger on the subway in an attempt to appear outgoing, but didn't realize they were drugs. That night, Peter had nightmares about the girl he liked and the effects of the drugs caused him to fall out of bed. An ambulance then took Peter to the hospital where he would have to struggle to survive.
El hombre encontró un cerdo parlante en el baño de un bar que le pidió matrimonio. El hombre aceptó con la intención de hacerse famoso llevando al cerdo a la televisión, pero cuando confirmó su matrimonio el cerdo se convirtió en una hermosa mujer, arruinando sus planes. El hombre llevó a la mujer a su casa donde su novia desconfiaba de ella. La mujer envió a la novia a realizar tareas imposibles para quedarse a solas con el hombre, besándolo cuando la novia regresó y fue ech
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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3. Because it is a functional
method to learning
What we want to see is the kid seeking for knowledge,
and not the other way around. (George Bernard Shaw)
4. Sustainability is the characteristic
of a process or a status that can be
kept at a certain level for an
undefined period. Our teaching
method must result effective in
time and, therefore, it has to be
flexible in order to adapt to all the
social changes that overwhelm the
new generations.
Why our teaching method must be sustainable
5. Teaching through tecnology obliges
teachers to compare their traditional
and transmissive teaching method
with an antithetical world. The ITC
imply switching from the centrality of
the teacher, who transfers knowledge,
to the centrality of the pupil who
learns in a reticular, hyper-textual
and dynamic way; a way that is not
linear, static and ripetitive anymore: it
is a learning process born from the
social construction.
6. The teacher who aims to give a meaning to the didactic effect
and to the complex system where it operates, must consider
the new technologies as new contexts/environments of
teaching learning (Rossi 2009), as resources for the
educational action, getting to internalise all the diversity
elements that technologies introduce into the traditional
educational relation.
7. The School, and therefore the teacher,
must develop an “educated” approach
towards new technologies if it wants
to adequately reply to the new needs
of knowledge, expression and
communication of nowadays kids,
which are characterised by an anxiety
of connection and by a diffused
experience, personalised, immersive
and integrated through all the
different medias. (Rivoltella, 2006).
Today we talk about mobile
generation, who tests multitasking.
8. The teacher must
help students to
consciously use the
technological tool in
order to make it
become a real
educational resource,
not an intrusive and
confusional tool.
9. Synergy: didactic, tool, network
Didatti phase: control/evaluation
Context: inside a classroom with mobile devices
TeacherStudent in class and at home
with the device
•Sends the re-elaborated and
multimedia assignments (images,
video, audio)
•Read
•Comments
•Correct
•Evaluate
Added value: The corrected homework becomes a resource (also a
multimedia one) made permanently available
• to the student (study/recovery)
• To all the other students (if shared)
TEST
LMS
DROPBOX
DRIVE
10. Integrate mobile devices into didactic:
let’s try the Flipped Classroom and the
EAS
Exposing students to new technologies is not enough in order
to increase motivation, active participation, improve cognitive
levels ease the achievement of new skills etc etc…
……..so, let’s try to reconsider our “Education
through technology”
The network, the mobile devices and the 2.0 web tool ease the “didactic
operation” that promotes a “Know how to operate” which implies the
development of a set of skills
11. FLIPPED CLASSROOM AND EAS - Episodes
of Situated Learning
EAS
Portion of didactic operation from where to start and around
which develop a path that challenges skills, knowledge,
predispositions and duties.
It is a path where teacher and students are consciously
involved.
Traditional Didactic model Pedagogical Activism
Class: collect information
Home: Learning phase
Home: Collect information
Class: Learning phase
Let’s try to tip over the logic
From “Fare didattica con gli EAS” di Pier Cesare Rivoltella
12. THE SCHOOL MUST SOLVE THE PROBLEM
OF THE GAP IN BETWEEN
FORMALINFORMAL
● re-composition of the knowledge
● promotion of interactivity and
exchange
● make challenging and daring
proposals
● Raise questions
● Become a place of research
● Avoid to focus too much on the
cognitive aspect
● create colture by using several
languages
The school must
provide to..
A possible Didactic model
FLIPPED
CLASSROOM
15. FLIPPED
CLASSROOM
what does
the student?
STUDIES
OUTSIDE THE
CLASSROOM
DEVELOPS
CONSULTS
MATERIALS
PUT AT
DISPOSITION
BY THE
TEACHER
USES VIRTUAL
COMMUNICATION
INSTRUMENTS
USING TABLET
PC
SMARTPHONE
TRANSVERSAL
AND
DISCIPLINARY
SKILLS
ANALIZES
COMUNICA
TES
CREAT
ES
COOPERATE
S
NEGOTIAT
ES
REASONS
USES
LANGUAGES
CONCEPTUALIZES
SYNTETIZES
NEGOTIATES
AND
SOCIALIZES
MEANINGS
WORKS IN GROUP
ASKS FOR SUPPORT TO
THE TEACHER
ELABORATES
PRODUCTS WITH
TECHNOLOGIES
MAKES QUESTIONS
WORKS IN
CLASS
16. EAS: Episodes of Situated
LearningsThe 3 macro-actions of the operational didactic:
communication, projecting, evaluation
EAS PHASES TEACHER’S ACTIONS STUDENT’S
ACTION
DIDACTIC’S
LOGIC
PREPARATORY In class
• Gives tasks
• Designs and exhibits
concepts
• Incentivate
• Gives assignments
At Home
Studies: listens,
reads and
understands
Problem solving
OPERATING •Defines the timing of
the tasks
Organises the work for
the single students or
for a group of students
In class
Produces and
shares the outcome
Learning by doing
RESTORATIVE Evaluates all the
outcomes
Corrects the
misconception s
Fixes the key concepts
In class
Analyses critically
the outcome
Develops
considerations on
the activated
processes
Reflective learning
From “Fare didattica con gli EAS” di Pier Cesare Rivoltella
17. EAS PHASES TEACHER’S ACTIONS STUDENT’S
ACTION
DIDACTIC’S LOGIC
PREPARATORy
Incentive
Situation
Designed
Video
Image
Online document
Manual Chapter
At Home
Studies: listens,
reads and
understands
Seeks and finds:
enters in contact with
the information
already codified
(designed)
OPERATING
Production
Designing
Artefact (micro-
production): video,
map, glossary, ppt
presentation, podcast..
In class
Produces and
shares the artefact
Elaborates and
operates:
breaks up and re-
assembles concepts,
makes them visible
and communicable
Designing
RESTORATIVE
Debriefing
Evaluation
Redesigned
Discussion over the
artefacts
Fixation of the
concepts
Evaluation of the
artefacts
Considerations of the
process used
In class
Analyses critically
the outcome
Develops
considerations on
the activated
processes
Reflects through
sharing:
Re-composition of
the knowledge
(redesigned)
(cognitive and
metacognitive side)
Da “Fare didattica con gli EAS” di Pier Cesare Rivoltella
EAS: Episodes of Situated
Learnings
18. EAS: Didactic strategies and
technologies
EAS PHASES Activity TOOLS/ENVIRONMENTS
PREPARATORY
At home
or/and in class
Problem
solving
Reading: analysing the preview
of a content (text, documentary,
film, short video, video,
interviews, commercials..)
Research: seek and collect
information on manuals and
online
Analysis: seek for solution to
problems
Experience: work on the results
of an experience: stages, trips,
visits to a museum etc
eLearning Moodle/Edmodo
Platform: place for the
collection of readings and
incitements.
Drive/Dropbox: to collect and
share artefacts/ contents
Tools for researches and
repository:
Wikipedia
Rai Scuola
242MovieTv
YouTube
Vimeo
Khan Academy
British Film Institute
BBC
Gotham TV
…
19. EAS PHASES Activity TOOLS/ENVIRONMENTS
OPERATING
Learning by
doing
(esperienza)
Preparation of an artefact:
1. a glossary
2. a conceptual map
3. a grid
4. a short video
5. a ppt presentation
6. an audio presentation
…..
Drive
Dropbox
Wiki
Blog
Slideshare
Audacity
Youtube
Screencast o’matic
Geogebra
Mindmap
Webquest
…
LIM – tablet – netbook –
laboratory
EAS: Didactic strategies and
technologies
20. EAS PHASES Activity TOOLS/ENVIRONMENTS
RESTORATIVE
Reflective
Learning
(self awareness)
It involves:
• beginning the discussion
starting from the products of
the students
• highlighting what is missing
and what must be analysed
further in depth
• indicate new path of research
and links with future EAS
• Help to reflect on the
undertaken path
Conduction Strategies:
- check-list
- conceptual map
- brainstorming
- key-words
- Posters
-…
For presentation: LIM
For internal collection:
Drive/Dropbox platforms
For external pubblication:
Youtube
Slideshare
Anobii
Scribdt
Prezi
…..
Active and transformative process: reconducts concepts to their own organic
synthesis – evaluation of knowledge, ability and skills – publication
EAS: Didactic strategies and
technologies
21. Centrality of the guidance role of the teacher
EAS: the teacher’s role
Preparatory phase The teacher has a guide function when he/she
chooses the stimulus-situation and presents the
conceptual framework
Operating phase
Restorative phase
The teacher has an “orienting role” by giving
suggestions information and answering to doubts of
the students.
The teacher manages the results of the activity,
clarifies the concpts, reconducts everything to a
conceptual framework, encourages to travel
through again the iter towards a transferability
of the process in other learning situations
(learning to learn)
22. EAS adresses to the first classes of middle school
and it aims to develop:
• Linguistic skills
• Digital skills
• Relational skills
EAS: « Glasses to read… the fable!»
23. The students will learn about the fable‘s
structure and how to recognize the
character roles and the logical development
of the plot
They will learn how to use the web in order
to create detailed researches
They will learn how to cooperate in a group
and to add value to the assigned task.
24. 1^ Preparatory Phase: the teacher shows the framework
projecting on the e-board a fable, showing them its structure.
Afterwards, the teacher divides the work between small groups or
single individuals (in case they have a tablet to use) and he/she asks
the students to take a look at the power point presentation uploaded
by SAMSUNG SCHOOL. Then students will have to do a research on
Vladimir Prop on the web, watch the cartoon about " Little Red
Riding Hood" and answer to the questions about it. Lastly, the final
task will be to to change the story about little red riding hood
starting from the original story, using the program Storybird.
Didactics Logic : problem solving
Learning model: acquisizione/ricerca
25. 2^ Phase: the student creates the work and shares it.
After Phase one, the students share their materials through a
guided process so that the teacher makes them find all the
aspects of the fable. Then they’ll start to work on their own
fable starting from the original one.
Didactics Logic : learning by doing
Learning Model: practic/collaboration
26. 3^ Phase:
- The teacher recalls all the key points, gives the instructions
to study, corrects the student’s work, marks them and fixes
all the misconceptions.
- The student analyzes and shares his/hers work with the
classroom, self-assesses his/hers work confronting it with
the others.
Didactics logic: reflective learning
Learning Model: discussion/ collaboration
27. How to evaluate
The evaluation will be shared through the assessment
book: the teacher will evaluate the homework, how the
work group was organised and structured and, lastly, check
if the delivery deadlines have been respected. On the final
output the teacher will evaluate the coherence of the text
and the adequacy of the images chosen.
28. Competenze Dimensioni Criteri Indicatori
I
Competenza linguistica:
comunicare nella lingua madre
Conoscere ed usare le
strutture testuali proposte
Conoscere la struttura del
testo della fiaba
Riconoscere e riprodurre gli
elementi caratterizzanti la
fiaba
Scrivere in lingua madre Sa utilizzare la propria lingua
in modo funzionale alla
narrazione
Usa correttamente le strutture
morfosintattiche.
Sceglie il registro ed il lessico
adatto
Competenze sociali e civiche Comunicare in modo
costruttivo in ambienti diversi,
mostrare tolleranza e
comprendere diversi punti di
vista
Sa relazionarsi con i membri
del gruppo/compagni
Comunica in modo costruttivo
con i membri del gruppo
Sa organizzare il proprio
lavoro rispettando le opinioni
degli altri per la buona riuscita
dell’artefatto
Offre il proprio contributo al
gruppo
Competenza digitale Utilizzare correttamente i
media
-Sa navigare nei siti proposti
e ragionare sulla rete come
luogo di ricerca di
informazioni utili per ampliare
le proprie conoscenze.
-Sa usare tablet/PC
-Svolge correttamente la
consegna reperendo le
corrette informazioni.
-Accede senza problemi
all’account
proposto(Storybird)
-Dimostra di aver appreso e
utilizzato in modo coerente
l’app.
29. Dimensioni Livelli
Avanzato/advance Intermedio/intermediate Base/basic Iniziale/beginner
Conoscere ed utilizzare le
strutture testuali proposte
Utilizza correttamente ed
in modo originale gli
elementi che
caratterizzano la fiaba.
Utilizza in modo adeguato
gli elementi che
caratterizzano la fiaba
Riconoce gli elementi
della fiaba,crea uno
sviluppo semplice e
aderenti al modello
proposto
Riconosce a stento gli
elementi della fiaba e
riesce a creare uno
sviluppo coerente solo
con la guida
dell’insegnante.
Scrivere in lingua italiana Usa in modo corretto ed
articolatomle strutture
morfosintattiche,
l’ortografia è corretta ed il
lessico specialistico.
Usa in modo corretto le
strutture
morfosintattiche.
L’ortografia è corretta ed
il lessico adeguato.
Usa in modo non sempre
corretto le strutture
morfosintattiche .
L’ortografia è abbastanza
corretta ed il lessicoè
semplice.
Us ain modo non corretto
le strutture
morfosintattiche, con
diversi errori ortografici.
Il lessico è semplice e
ripetitivo.
Competenze sociali e
civiche
Si relaziona
correttamentein modo
costruttivo con i membri
del gruppo.
Organizza il proprio
lavoro rispettando le
opinioni degli altri.
Si relaziona
correttamentte con i
membri del gruppo.
Organizza il proprio
lavoro rispettando le
opinioni degli altri.
Si relaziona abbastanza
correttamente con i
membri del gruppo.
Organizza il proprio
lavoro rispettando le
opinioni degli altri.
Non si relaziona
correttamente con i
membri del gruppo.
nel lavoro non rispetta le
opinioni degli altri.
Competenza digitale Naviga con sicurezza nei
siti proposti e ragiona
sulla rete come luogo di
ricerca di informazioni.
Utilizza con facilità l’app
proposta.
Sa usa re con
dimestichezza il PC
Naviga adeguatamente
nei siti proposti.
Sa esplorare l’app
proposta.
Sa usare il PC /tablet
Naviga in modo
essenziale nei siti
proposti.
Sa esplorare
sufficientemente l’app
proposta.
Sa uasre il PC7tablet
Navigacon difficoltà nei
siti proposti.
ùSa esplorare con
difficoltà l’app proposta.
Sa usare in modo base il
PC/tablet
30. Un altro esempio
Partiamo dal compito di realtà:
La DS chiede la compilazione del CV a
tutti i docenti, per censire le risorse e le
competenze esistenti nella sua scuola
per l’anno scolastico 2016/17.
31. FASI AZIONI DOCENTE AZIONI STUDENTI
Fase
preparatoria:
tempo -1 h
Presenta il frame work e
fornisce lo stimolo attraverso
link(www.youtube.com/watc
h?v=WcbwB_Hcvb8) per
iniziare a trovare cos’è un
CV, scrivere la lettera di
presentazione(www.formand
opercorsi.it/buongiorno-mi-
presento-ma-senza-
saperlo/ ) e propone di fare
uso di ciò che sanno a
riguardo, cercare nuove
informazioni ed ipotizzare
soluzioni.
Con tablet o PC a cas o a
scuola cercano di trovare
informazioni per costruire
il proprio CV e la lettera di
presentazione
(autoapprendimento)
32. AZIONI DOCENTEAZIONI
STUDENTE
Fase operatoria Concorda il prodotto -
artefatto che gli alunni
devono realizzare,
definisce gli elementi
del setting, predispone
spazi e tempi, sostiene,
incoraggia e suggerisce
( Europass-
www.youtube.com/watch?
v=pZH5vkDOll0
Dopo aver compreso la
situazione da affrontare
, esaminato e
confrontato con
docente e compagni le
informazioni raccolte,
operano sui dati
acquisiti, li smontano e
li ricompongono nella
costruzione del proprio
CV
33. Phases: TEACHER’S ACTIONSSTUDENT’S
ACTIONS
Fase
ristrutturativa
Fissano i concetti,
correggono le
misconoscenze solo a fine
percorso, precisa le loro
riflessioni ed eventualmente
le completa riconducendole
al frame work iniziale
Presentano il proprio
lavoro o artefatto e lo
confrontano con quello dei
loro compagni nel
procedimento di co-
scoperta e co-costruzione
del sapere