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
O estudo teve como objetivo avaliar o uso da Flipped Classroom como metodologia pedagógica na Educação a Distância, exclusivamente em fóruns do LMS Moodle. Os resultados possibilitaram reconhecer os referenciais teóricos da Flipped Classroom e do Inverted Mastery Learning, bem como os princípios que as sustentam: Ambiente Flexível, Cultura de Aprendizagem, Conteúdo Intencional ou Dirigido e Educador Qualificado, e se os mesmos foram empregados no planejamento e estruturação do fórum de discussão abordado nesta pesquisa.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
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
O estudo teve como objetivo avaliar o uso da Flipped Classroom como metodologia pedagógica na Educação a Distância, exclusivamente em fóruns do LMS Moodle. Os resultados possibilitaram reconhecer os referenciais teóricos da Flipped Classroom e do Inverted Mastery Learning, bem como os princípios que as sustentam: Ambiente Flexível, Cultura de Aprendizagem, Conteúdo Intencional ou Dirigido e Educador Qualificado, e se os mesmos foram empregados no planejamento e estruturação do fórum de discussão abordado nesta pesquisa.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTU...Université de Sherbrooke
At the University of Sherbrooke, the training of future secondary school teachers involves a course in learning evaluation that has both theoretical and practical dimensions. In a professional program of this nature, the practical dimension is essentially achieved through a long-term process of internships; this further supports the idea that pedagogical courses in the classroom are, in comparison, mostly "theoretical." Although the course delivers crucial procedural knowledge to future teachers before their third internship, up to this point it focuses essentially on theory and on a few key practical exercises (to improve the students’ ability to design and use rubrics). This is a traditional pedagogical model that also has its downsides. As research around professional development shows that future teachers need spaces where they can experiment with the development of complex know-how, we believe that changing this more traditional approach is crucial to improving the development of evaluation competencies. Based on these observations, we came up with the idea of a flipped classroom project. In order to treat a project of this nature as a technological and pedagogical innovation in the context of an initial teacher training program in assessment, we based our pedagogical strategy on the SoTL (Scholarship of Teaching and Learning) approach (Kreber, 2002). Work on the project was done using the TPaCK Model (Mishra & Koehler, 2006), which helped us share our respective expertise, and to the MISA instructional design model (Paquette, 2004), which enabled us to develop pedagogical resources and strategies adapted to the learning needs of students. The literature about flipped classrooms mostly presents the pedagogical issues which this approach seeks to address; it also describes problems that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013). These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources (Herreid & Schieller, 2013; Thiele, 2013). However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned. To reinvest the research results in our teaching and enhance scientific understanding of this specific kind of pedagogical situation, we analyzed the ways students use technological resources and identified some contributions of the flipped classroom in the context of a large teacher training group; we also documented the learning processes of students in situations of self-learning and analyzed how knowledge transfer occurs in the classroom. As a result, this entire project became the starting point for a valuable joint professional development process which we want to share and discuss during our presentation.
Florian Meyer & Isabelle Nizet (Univ. de Sherbrooke)
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
iNACOL Webinar: Blended Learning Program EvaluationiNACOL
This webinar focused on current practices for evaluating program effectiveness, the evaluation tools in use and how blended learning schools analyze multiple sources of data to understand program success. Presenters will lead a discussion of important considerations around the ongoing formative data collected to inform teachers and administrators about what contributes to student success in online courses. The panelists will explore how their programs approach collection of data and what methodology they use to organize and present data for school or district leaders.
Speakers:
Ernie Silva, Director of External Affairs, SIATech
Elizabeth Hessom, Director of Education Services, SIATech
Mary Esselman, Deputy Chancellor, Instructional Support & Educational Accountability Education Achievement Authority of Michigan
Learner centered teaching n flipped classroom- paper presented at mct on 7th ...DrAnsari MQ
‘Guide more, teach less.’ ‘From sage on the stage to guide on the side.’ ‘I do, I learn.’ These quotes clearly indicate that the role of teacher has gone a sea change from sage on the stage to guide on the side of the students. For well over a decade, the focus of the classroom has steadily shifted from a teaching-centric approach to a learning-centric approach (Barr & Tagg, 1995). This approach warrants for a rethinking of the traditional way of teaching still prevalent in our institutions. Active learning is anything that students do in a classroom other than merely passively listening to the lecture. All genuine learning is active, not passive. It involves the use of mind, not just the memory. A paradigm shift is occurring in teaching-learning activities and the world has moved ahead but our educational institutions still caught in a web of old, traditional methods originated a century ago. It is time for teachers and administrators to think, analyze and steer ahead with the integration of the approaches blended with the tools of technology leading to better learning of our students. Today’s gathering is a step in this direction.
Blended learning is not a new concept. Better and more affordable software solutions, like G Suite for Education, and improved internet access means more educational organisations are implementing blended learning solutions. Blended and elearning isn’t ‘good’ just because it is digital; it needs to meet student needs and learning goals.
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
This was one of my presentations given at the recent Teach IT conference in Singapore. November 2011.
http://teachit2011.uwcsea.wikispaces.net/Workshop_02
INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTU...Université de Sherbrooke
At the University of Sherbrooke, the training of future secondary school teachers involves a course in learning evaluation that has both theoretical and practical dimensions. In a professional program of this nature, the practical dimension is essentially achieved through a long-term process of internships; this further supports the idea that pedagogical courses in the classroom are, in comparison, mostly "theoretical." Although the course delivers crucial procedural knowledge to future teachers before their third internship, up to this point it focuses essentially on theory and on a few key practical exercises (to improve the students’ ability to design and use rubrics). This is a traditional pedagogical model that also has its downsides. As research around professional development shows that future teachers need spaces where they can experiment with the development of complex know-how, we believe that changing this more traditional approach is crucial to improving the development of evaluation competencies. Based on these observations, we came up with the idea of a flipped classroom project. In order to treat a project of this nature as a technological and pedagogical innovation in the context of an initial teacher training program in assessment, we based our pedagogical strategy on the SoTL (Scholarship of Teaching and Learning) approach (Kreber, 2002). Work on the project was done using the TPaCK Model (Mishra & Koehler, 2006), which helped us share our respective expertise, and to the MISA instructional design model (Paquette, 2004), which enabled us to develop pedagogical resources and strategies adapted to the learning needs of students. The literature about flipped classrooms mostly presents the pedagogical issues which this approach seeks to address; it also describes problems that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013). These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources (Herreid & Schieller, 2013; Thiele, 2013). However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned. To reinvest the research results in our teaching and enhance scientific understanding of this specific kind of pedagogical situation, we analyzed the ways students use technological resources and identified some contributions of the flipped classroom in the context of a large teacher training group; we also documented the learning processes of students in situations of self-learning and analyzed how knowledge transfer occurs in the classroom. As a result, this entire project became the starting point for a valuable joint professional development process which we want to share and discuss during our presentation.
Florian Meyer & Isabelle Nizet (Univ. de Sherbrooke)
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
iNACOL Webinar: Blended Learning Program EvaluationiNACOL
This webinar focused on current practices for evaluating program effectiveness, the evaluation tools in use and how blended learning schools analyze multiple sources of data to understand program success. Presenters will lead a discussion of important considerations around the ongoing formative data collected to inform teachers and administrators about what contributes to student success in online courses. The panelists will explore how their programs approach collection of data and what methodology they use to organize and present data for school or district leaders.
Speakers:
Ernie Silva, Director of External Affairs, SIATech
Elizabeth Hessom, Director of Education Services, SIATech
Mary Esselman, Deputy Chancellor, Instructional Support & Educational Accountability Education Achievement Authority of Michigan
Learner centered teaching n flipped classroom- paper presented at mct on 7th ...DrAnsari MQ
‘Guide more, teach less.’ ‘From sage on the stage to guide on the side.’ ‘I do, I learn.’ These quotes clearly indicate that the role of teacher has gone a sea change from sage on the stage to guide on the side of the students. For well over a decade, the focus of the classroom has steadily shifted from a teaching-centric approach to a learning-centric approach (Barr & Tagg, 1995). This approach warrants for a rethinking of the traditional way of teaching still prevalent in our institutions. Active learning is anything that students do in a classroom other than merely passively listening to the lecture. All genuine learning is active, not passive. It involves the use of mind, not just the memory. A paradigm shift is occurring in teaching-learning activities and the world has moved ahead but our educational institutions still caught in a web of old, traditional methods originated a century ago. It is time for teachers and administrators to think, analyze and steer ahead with the integration of the approaches blended with the tools of technology leading to better learning of our students. Today’s gathering is a step in this direction.
Blended learning is not a new concept. Better and more affordable software solutions, like G Suite for Education, and improved internet access means more educational organisations are implementing blended learning solutions. Blended and elearning isn’t ‘good’ just because it is digital; it needs to meet student needs and learning goals.
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
This was one of my presentations given at the recent Teach IT conference in Singapore. November 2011.
http://teachit2011.uwcsea.wikispaces.net/Workshop_02
Using Video Tools to Develop Student's Writing SkillsAndrew McCarthy
This was one of my presentations given at the recent Teach IT conference in Singapore. November 2011. For more resources see here - http://teachit2011.uwcsea.wikispaces.net/Workshop_03
In addition to the sources within the presentation, visit:
More information on board and face-to-face games:
http://people.lis.illinois.edu/~ddubin//games.html
A game design program for very young children:
http://www.squeakland.org/
presented at the Kansas Library Association Conference, Wichita KS, April 8th 2010.
For more information on Transliteracy see
http://librarianbyday.net
http://librariesandtransliteracy.wordpress.com/
Slides used as background during discussion of guerilla marekting for Sacramento Tech Week. Examples in the slides include the launch or Salesforce.com, Oreo a capella flash mob, the Sacramento Kings Playing to Win tour, and ioSafe and the buring of a hard drive.
I was on a panel with Mike Whaling and Jun Loyaza at the Optimization summit. We had a very interesting discussion and a lot of fun with audience questions including a dating app discussion. The Luncheon took a look at the most powerful changes and opportunities driving and shaping the direction and growth of this dynamic realm—in both the near and long-term future. You’ll get a first-hand and far-reaching look at the New Media landscape; hear about the hottest changes happening now and how to capitalize on them; get clued in to important opportunities that are about to emerge; and walk away with insider knowledge that will help you position your company years ahead of the competition.
Connecting through Design: designer’s role bridging R&D and businessesMarco Ferruzca
This paper presents an exploratory study carried out in Catalonia from autumn 2007 until spring 2008, with the aim
of bringing the local design and research and innovation systems together. This research work has revealed that the
design sector can serve as a vehicle to transfer technology and knowledge produced by the research and innovation
system (R&D) to businesses. Designers who follow up activities in research centres, mainly developed at
universities or public technology centres, may be eventually interested in adding value to their proposals by taking
advantage of the scientific-technical knowledge produced in the R&D system. The field work in this research
consisted of organizing a set of focus-group sessions among designers and researchers who shared similar activity
sectors.
The Role of Libraries in a Transliterate WorldBobbi Newman
Resources and Links can be found here http://librariesandtransliteracy.wordpress.com/2010/11/15/the-role-of-libraries-in-a-transliterate-world-new-york-metropolitan-library-council/
Presented to the New York Metropolitan Library Council on November 15, 2010
Online Teaching Basics: what I continue to learnJLewisGeology
This is presentation was presented to the Koinonia Professional Development seminar group at the Princeton Theological Seminary on Wednesday, November 14, 2012.
Ongoing integration of digital communications into online coursesEileen O'Connor
This presentation explains how one instructor developed an approach to the ongoing integration of digital communications within online courses – using a cycle of testing, implementation, evaluation, and dissemination. Examples are shown from YouTube, wikis, badging, and virtual reality. Questions are posed for instructors considering such tools in their courses. A list of the author’s publications are included.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
5. Basic Pedagogy
Circulating around
Maintaining the the class
teacher - student
dynamic
6. Basic Pedagogy
Circulating around
Maintaining the the class
teacher - student
dynamic
Teaching from different
parts of the class
7. Basic Pedagogy
Circulating around
Maintaining the the class
teacher - student
dynamic
Constantly reinforcing
expectations
Teaching from different
parts of the class
8. Basic Pedagogy
Circulating around
Maintaining the the class
teacher - student
dynamic
Overtime shifting towards
student centric model
Constantly reinforcing
expectations
Teaching from different
parts of the class
9. Basic Pedagogy
Circulating around
Maintaining the the class
teacher - student
dynamic
Overtime shifting towards
student centric model
Constantly reinforcing
expectations
Using teachable moments
Teaching from different
parts of the class
10. Basic Pedagogy
Circulating around
Maintaining the the class
teacher - student
dynamic
Overtime shifting towards
student centric model
Constantly reinforcing
expectations
Using teachable moments
Teaching from different
parts of the class
Simplicity of your
online processes
13. yg
te
ra
St
ing
h
ac
Te
Learning Outcome
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
14. Traditional Classroom Digital Classroom
Group Work Google Docs
Portfolios ePortfolios
Repetition FlashCards
Newspaper clippings Website Links
VHS Videos youTube
Notetaking Digital Notes
Mindmapping Mindmapping
Experiments Simulations
15.
16. My Tool Box
Using StudyWiz as an online portal to my class. Links and activities are
StudyWiz posted from our class page, documents shared and assignments
collected.
Developing a class space which contained current thinking and
ClassBlog examples from my subject. Extending the learning beyond the walls of
the classroom. Encouraging student participation and differentiation.
Using Google Docs as a collaborative tools to improve student writing
Google Docs skills. Using as a formative assessment tool to see student progress.
Web 2.0 Giving students flexibility in how they present ideas and work.
Tools Prezi, VoiceThread, Bubble.Us, Babelwith.me,
Created by Andrew McCarthy - Digital Literary Coach (Dover)
August 2011 anm@uwcsea.edu.sg
17. You can navigate
between classes with
the learning button
Any class notices added
Under folders you can These are the most recent
by the teachers are
access files shared by activities shared and featured
available here
the teacher by the teacher
23. Hints for a Laptop Classroom
• Classroom management and expectations
24. Hints for a Laptop Classroom
• Classroom management and expectations
• Teaching strategies to support learning
25. Hints for a Laptop Classroom
• Classroom management and expectations
• Teaching strategies to support learning
• Reflecting on traditional techniques
26. Hints for a Laptop Classroom
• Classroom management and expectations
• Teaching strategies to support learning
• Reflecting on traditional techniques
• Developing a digital repertoire or tool box
27. Hints for a Laptop Classroom
• Classroom management and expectations
• Teaching strategies to support learning
• Reflecting on traditional techniques
• Developing a digital repertoire or tool box
• Using StudyWiz as an online portal
28. Hints for a Laptop Classroom
• Classroom management and expectations
• Teaching strategies to support learning
• Reflecting on traditional techniques
• Developing a digital repertoire or tool box
• Using StudyWiz as an online portal
• Ensure students understand your processes
29. Hints for a Laptop Classroom
• Classroom management and expectations
• Teaching strategies to support learning
• Reflecting on traditional techniques
• Developing a digital repertoire or tool box
• Using StudyWiz as an online portal
• Ensure students understand your processes
Created by Andrew McCarthy - Digital Literary Coach (Dover)
August 2011 - anm@uwcsea.edu.sg
Editor's Notes
Introduction to my background\nTaught in a laptop classroom for two years\n\n
independent learning\n teacher centric environment\n is the tendency to work together or to work individually?\n
Ask for suggestions\n
Ask for suggestions\n
Ask for suggestions\n
Ask for suggestions\n
Ask for suggestions\n
Ask for suggestions\n
Ask for suggestions\n
All about using the teaching strategy to achieve learning\nGroup work, dissecting text in pairs, sharing in groups, feed back\nLaptop environment is the same - using tools for specific tasks. \nThinking about traditional tasks that can be done in same way.\n
All about using the teaching strategy to achieve learning\nGroup work, dissecting text in pairs, sharing in groups, feed back\nLaptop environment is the same - using tools for specific tasks. \nThinking about traditional tasks that can be done in same way.\n
Some clear advantages, of a digital classroom \nbut also some significant drawbacks - what learning is happening?\n
Slightly bigger box of tools, \nNot out with the old in with new :)\n
\n
\n
\n
\n
\n
Introduction to my background\nTaught in a laptop classroom for two years\n\n
Introduction to my background\nTaught in a laptop classroom for two years\n\n
Introduction to my background\nTaught in a laptop classroom for two years\n\n
Introduction to my background\nTaught in a laptop classroom for two years\n\n
Introduction to my background\nTaught in a laptop classroom for two years\n\n
Introduction to my background\nTaught in a laptop classroom for two years\n\n
Introduction to my background\nTaught in a laptop classroom for two years\n\n
Introduction to my background\nTaught in a laptop classroom for two years\n\n
Introduction to my background\nTaught in a laptop classroom for two years\n\n
Introduction to my background\nTaught in a laptop classroom for two years\n\n