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Tevfikileri Middle School iTEC Future Classroom Cycle 5 - Home

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Tevfikileri Middle School iTEC Future Classroom Cycle 5

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I have learned a lot about Flipped Classrom.

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I have learned a lot about Flipped Classrom.

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Augmenting Art Works in a Language Class
Use the following shortened URL for my Learning Designer or the below file clicking on the middle black book icon.
http://v.gd/rT9Tmg

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Augmenting Art Works in a Language Class
My Lesson Plan is down below the 4th module.

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The deadline for the nominations is the same deadline as for the submission of Learning Diaries, added "lesson Plan" 13th May 2015 23:59h Brussels time.

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Explore what the Learning Designer tool offers as part of " Blended and Online Learning Design", a free online UCL course on FutureLearn, for teachers in all sectors.

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For comparing learning diaries.

http://www.powerleague.org.uk/

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FCS | Module 2 | Tool for teaching: Powerleague

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This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

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2.3 What kind of content can we create with tablets in class?

An actual piece of content that I can use as an example for a content creation project in my classroom: my students are learning "Present Tense"

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Teach Toddlers Colors Numbers Preschool Race Cars & Magnet Truck

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Best Toddler Learning Cars Trucks Colors

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Teaching Colours Tomica Auto Parking Garage Learning Colors & Couting Tow Truck Wooden Toy Educational Video

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My ITEC Project involving Tablet and Augmented Reality

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My ITEC Project involving Tablet and Augmented Reality

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Augmented  School Staff  İTEC in Tevfik iLeri Secondary School, Turkey Ankara

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İTEC Cycle 5 Pilot Project Teacher Reyhan Gunes

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My school, K-12, is a bit populated and has 1800 students and almost 100 teachers. It has got 5th-8th graders. Number of girls and boys are almost equal.Teachers come and go among three blocks of building. 8th grades get "Central Test" for the Secondary School. The school has two shifts of educatoin, one starts at 7:10 am and the noon shift at 01:10 pm. Students get approximately 30 hours of lesson. There are about 30 students at the classes. In my project classes we use mobiles. All of the classes will be equiped with smart boards and students will get tablets next year by means of "Fatih Project" in Turkey. This is for the new approach of Ministry of Education based on the Innovation for catching up the teachnology in every aspect of the country. In the school we have internet asses but not fast so I use faster internet from my own for the students.

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Hi everyone! I am Reyhan from Turkey. I teach English as a foreign language in apublic secondary school. I give a great value to the importance of technology integration and global preparation into the learning environment. I streamline my creative teaching ideas into project-based learning applications with eTwinning . I am tech-savy and innovative, advocate of integrating coding coding as a STEM. I have taken this course for the secondary schools and I have learned lots of things.
I am carriying out an eTwinning project about coding and creating mobile apps. I hope this one will inspire me much.

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3. What strategies have you used to assess group work? What are the main challenges for you when it comes to assessing group work?

I used below stratigies to assess my groups. Some challenges of group work include:

Coordination

Motivation

Intellectual

For instructors, common challenges involve:

Allocating time

Teaching process skills

Assessing process as well as product

Assessing individual as well as group learning

Strategies: To help reduce or mitigate coordination challanges:

1. Keep groups small.

2. Designate some class time for group meetings.

3. Use group resumes or skills inventories to help teams delegate subtasks.

4. Assign roles (e.g., group leader, scheduler) or encourage students to do so.

5. Point students to digital tools that facilitate remote and/or asynchronous meetings.

6. Warn students about time-consuming stages and tasks.

7. Actively build communication and conflict resolution skills.

8. Designate time in the project schedule for the group to integrate parts.

You may get help from:

https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/challenges.html

There are many methods for assessing groupwork. Each has its pluses and minuses and requires careful consideration. Some methods may also work better for some tasks and group sizes than others. It is also possible to use a combination of these methods. For any of these methods, you will need assessment critera. For further information on each of these methods, follow the link:
Collective marking
There is no individualization of the mark so every member of the group gets the same mark.
Component marking
Everymember of the group gets a collective mark for the product but each individual gets a separate mark for their group contribution.
Multiplier marking
Eachstudent in the group is assessed compared to the other members of the group. The product mark is then multiplied by this group contribution weighting.
Penalty marking
Thegroup monitors the contribution of its members. If someone is not contributing, they are issued with a formal warning, a chance to improve, and a penalty if they do not improve.
Observer marking
Anobserver, e.g. the lecturer or tutor, monitors the group, observes the contributions that each member is making, and will base their mark on those observations
Individual marking
The students work as a group but each student is then assessed on an item of work that they produce by themselves.
Distributed marking
The lecturer/tutor awards a set number of marks for the product and lets the group decide how to distribute the marks between the members.

Assessment Criteria for Groupwork

The assessment criteria can provide clear guidelines to the group about effective group practices. One option is to engage the students in writing the group contribution assessment criteria. This way, they simultaneously have a discussion about acceptable norms of behaviour in groups. For example, the following criteria were written by first year students at Flinders:

Co-operation: This erson works with the group to reach a consensus view and then abides by that consensus; works with others to finish the assignment; compromises; does their assigned tasks and does not intrude on others' tasks
Attendance: This personis punctual; is prepared; turns up at all scheduled events.
Contribution: This person makes sure they do the work the team decided they would do; brings work back to the group by the deadline the group has set; does their fair share of the roles (e.g. chairing, editing, etc.)
Communication :This person listens to others' ideas; is contactable (responds to emails / answers their phone); is open to new ideas; includes others in the discussion
Works efficiently :This person has good time management skills; meets deadlines; stays focused in meetings
Responsibility :This person if they're given something to do, then they do it; makes sure they provide good references for the material they have researched

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All of the principles of assessment that apply to individual work apply to group work as well. Assessing group work has added challenges, however.

First, depending on the objectives of the assignment, the instructor might want to assess the team's final product (e.g., design, report, presentation), their group processes (e.g., ability to meet deadlines, contribute fairly, communicate effectively), or both. Second, group performance must be translated into individual grades - which raises issues of fairness and equity. Complicating both these issues is the fact that neither group processes nor individual contribution are necessarily apparent in the final product.

Thus, in addition to evaluating the group's output, instructors may need to find ways to determine how groups functioned and the extent to which individuals contributed to the effort. This isn't always easy, but these general principles can guide you, and the Eberly Center for Teaching Excellence can help you find and implement the right approach for your goals and context.

Assess individual, as well as group, learning and performance.

Diligent students can be profoundly demotivated by group projects if they feel that their own success is dependent on team members who don't do their share. One way to counteract the motivational hazards of group projects is to assess individual students' learning and performance in addition to the group's output. This strategy gives diligent students a greater sense of fairness and control and discourages free ridership.

Individual learning and performance can be assessed in any number of ways. Some instructors add an individual component to group projects (e.g., a short essay, journal entries); some combine a group project with an individual test or quiz. Both group and individual performance are then reflected in the total project grade (e.g., some faculty members make the group grade worth 50% and the individual grade worth 50%; others split it 80%/20%. There's no perfect breakdown, but the grading scheme should (a) reflect your goals for student learning and (b) seek to motivate the kind of work you want to see.)

Professor Solomon asks student groups to research a famous anthropological controversy, and give an oral presentation analyzing the issues, positions, and people involved. She assigns a group grade for the presentation, but also requires all the team members to write a short, individual paper summarizing what they learned from the assignment and what they contributed to the team. If the individual piece demonstrates a poor understanding of the material or a low level of participation in the group, she reserves the right to lower the individual's grade by a full letter grade. If it is particularly informed, thorough, or demonstrates an exceptionally high contribution to the team, she raises the individual's grade by a full letter grade.

Assess process as well as product.

If developing teamwork skills is one of your learning objectives for the course, it's important to assess students' progress toward that goal. In other words, you should assess process (how students work) as well as product (the work they produce).

Process can be assessed according to a number of dimensions, such as the ability to generate a range of ideas, listen respectfully to disparate perspectives, distribute work fairly, resolve differences, and communicate effectively. Since instructors don't always have a direct window into the dynamics of student groups, they often rely on teams to self-report via:

team evaluations: each member of the team evaluates the dynamics of the team as a whole.

peer evaluations: each team member evaluates the contributions of his/her teammates.

self-evaluations: each team member documents and evaluates his own contributions to the team.

Find samples of evaluations here...

These assessments can be quantitative or qualitative. They can be done as reflective writing assignments or as questionnaires targeting specific dimensions of teamwork. Think about which tools suit your purpose and context. Also give some thought to when you'll use them (in the middle of the semester? at the end? both?), who should see them (just you? other team members?), and whether or not they should be anonymous. The Eberly Center can help you find, adapt, or create the right tool and determine how to use it to best effect.

Remember, too, that process assessments are subjective and students are not always straightforward when evaluating one another or themselves. However, in combination with product assessments and individual assessments, they can offer valuable glimpses into how teams function and alert you to major problems (e.g., particularly problematic team members or serious conflict), which can help to inform your feedback and grading.
Professor Montoya assigns a multi-stage information systems project where students work together in teams over much of the semester. Over the course of the semester, he periodically asks students to evaluate both the dynamics of the team as a whole and their own contributions, and to reflect on ways to improve both as the project continues. At the end of the project, he asks students to complete a peer evaluation for every member of their team, indicating each member's contribution to the group. Professor Montoya's total grade for the project combines a group grade (75%) and an individual grade (25%). The individual grade is based, in equal parts, on how each student's teammates evaluated his contribution to the group and on the quality of the feedback he provided to them.
Make your assessment criteria and grading scheme clear.

It's always important to articulate your performance criteria so students understand your expectations and standards. This is especially true if you are emphasizing skills that are not usually assessed, such as the ability to resolve conflict, delegate tasks, etc. Criteria for evaluating both product and process can be communicated by giving students a group work rubric ( pdf) before they begin their work and then using it to provide meaningful feedback during and at the end of the project.

It's also important to think about how you will weigh the various components of group projects in your grading scheme. Some questions to consider include:

What percentage of the student's total project grade will be based on the group's performance vs. individual components?

What percentage will be based on assessments of product vs. assessments of process?

How much weight will you give to peer evaluations or self-evaluations?

Will feedback from external clients also be incorporated into your assessment of the group's work? If so, what sorts of feedback will you solicit: feedback on product (e.g., Does it work? Is it a good solution/design?), feedback on process (e.g., Did the group communicate effectively with the client? Did it meet deadlines?), or both?

A number of dimensions of group work can factor, either formally or informally, into a student's grade. What's important is to think about what dimensions of student performance matter to you and how your grading criteria and the weighting of assessment components can help motivate the behaviors you want to see. Finally, it's critical to clearly communicate your grading scheme to students.

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How can I assess group work? - Eberly Center - Carnegie Mellon University

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2.How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task?

You can assign specific roles to each student or let the students assign roles within the group. Having team members rotate through the various roles requires them to tackle several different sets of skills and helps them see the value of each role.

Leader When in this role, students facilitate group success by assessing progress toward the team goal and keeping the team on task and on track. Leaders are responsible for getting all team members to participate and for making sure that all team members understand the concepts and information necessary for the project.
Recorder When in this role, students collect and share the information discussed during team work, create a written record of work being done, write out solutions, keep copies of each member’s work, and prepare the materials for final project submission.

Encourager
When in this role, students encourage other team members by listening carefully, sharing ideas, making connections, and expressing feelings.

Checker
When in this role, students make sure that each team member understands what is being said, what work needs to be completed, and what the group has determined to be the project goals.

Timekeeper When in this role, students make sure that the team is on track to meet deadlines and complete the project on time.

Runner
When in this role, students locate the person or thing which will help answer a question or find the resources team members need to complete project work.

Questioner
When in this role, students should challenge the prevailing ideas, encouraging new ideas and helping the team work in new directions.

Read more: http://creativeeducator.tech4learning.com/v03/articles/Collaboration#ixzz3ZiuvyLhm

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1. How do you form groups of students for group work and why do you take this approach? Based on your experience what strategies of forming groups work and which do not work? Why?

I use TeamUp tool to form groups. Students learn to work with all types of people and be carefull about cohesiveness.
Probably not, for the 'best' model depends much on the context. One view is that imposing one or other model may impede learning and prevent effective cooperation. On the other hand, some students may prefer to be guided by a clear model. There are many approaches that are possible. Some groups, for example, might prefer to meet within a formal structure with agendas, resolutions and minutes; others may prefer a series of informal discussion groups.
A heterogeneous group includes team members who:

are different genders

are different ethnicities

prefer different subjects in school

do not know each other very well

have different “intelligences”

have varying levels of academic proficiency

have varying levels of technology proficiency

Small group is best for group work and some advantages of group works are explaned below :

-During small-group interactions, they find many opportunities to reflect upon and reply to the diverse responses learners bring to the questions raised. Small groups also allow students to add their perspectives to an issue based on their cultural differences. This exchange inevitably helps students to better understand other cultures and points of view.

-Acknowledgment of individual differences. When questions are raised, different students will have a variety of responses. Each of these can help the group create a product that reflects a wide range of perspectives and is thus more complete and comprehensive. -Interpersonal development. Students learn to relate to their peers and other learners as they work together in group enterprises. This can be especially helpful for students who have difficulty with social skills. They can benefit from structured interactions with others. -Actively involving students in learning. Each member hasopportunities to contribute in small groups. Students are apt to take more ownership of their material and to think critically about related issues when they work as a team. -More opportunities for personal feedback. Because there are more exchanges among students in small groups, your students receivemore personal feedback about their ideas and responses. This feedback is often not possible in large-group instruction, in which one or two students exchange ideas and the rest of the class listens.

What are some challenges you might face?

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The main challenge faced in cooperative and collaborative learning is group conflict. Students need to learn to work together. It is not always something that comes naturally. You can teach skills like praising others, taking turns for equal participation, and shared decision making. Each week, you could emphasize one of these techniques to help develop group work.

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2.3 What kind of content can we create with tablets in class?

My students have used Aurasma (Augmented Reality App) to introduce teachers to the visitors or new comers to the school for their ITEC project.

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Augmented Reality Classroom Education Technique

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Tevfik İleri Secondary School Augmented School

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Augmented Reality in Wind Energy Education

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iTEC Augmented School Staff Tevfik iLeri Secondary School

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iTEC Cycle 5 Tevfik İleri Secondary School Augmented School Staff Show

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2.3 What kind of content can we create with tablets in class?

My students have created:

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Teach Toddlers Colors Numbers Preschool Race Cars & Magnet Truck

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Fahrettin from Tevfik ileri Secondary School

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Check out my new ChatterPix! You can create your own ChatterPix for FREE at http://duckduckmoose.com/chatterpix

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2.2 What kind of content can we create with tablets beyond the class?

An idea for a piece of content I produced with my class that has a purpose beyond the classroom activity:

My students have created a set of flash cards with the description of the inventor or scientist on on one side and two names
listed on the right. Place the QR code image with the name of the
correct individual under the listed names. Theses flash cards are sticked on the school bulletin boards and every wall on the school.

Students read the clue and guess the name that they think fits the description. They then use a tablet with a QR code to scan the answer and see if it is correct.

Students will video while the activities happenin in class or aout of the class and put them on their blogs.

OBJECTIVE: The student will use a tablet to scan QR codes and identify famous scientists and inventors based on clues given and will verify answers using a QR code.

STUDENT STATEMENT: I can identify famous scientists and inventors using my background knowledge and confirming using a QR code scanner and tablet.

DIRECTIONS:
Create QR code images for the following individuals: Albert Einstein, Marie Curie, Thomas Edison, George Washington Carver, Bill Gates, Steve Jobs, Alexander Graham Bell, Issac Newton, Nikola Tesla, Johannes Guttenberg, Louis Pasteur, Eli Whitney, Francis Crick & James Watson, Jane Goodall, Stephen Hawking.

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2.2 What kind of content can we create with tablets beyond class?

An idea for a piece of content I produced with my class that has a purpose beyond the classroom activity:

My students have created an intro for their school.

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Cumhurbaşkanımız Recep Tayyip Erdoğan Tevfik Ileri Anadolu İHL

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School Presentation for I make my first App eTwinning Project

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2.3 What kind of content can we create with tablets in class?
For the content creation in my classroom: I have created the video has been made for the instruction of the eTwinning project teachers.

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2.3 What kind of content can we create with tablets in class ?

An actual piece of content that I can use as an example for a content creation project in my classroom:

I have created a a video tutorialabout "adding pictures, files to students project page" on wikispaces

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		Module. 1 What classroom challenges do I already face  when using tablets?

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		Module. 1 What classroom challenges do I already face  when using tablets?

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Lack of keyboards on tablets. Separate, connected keyboards sap battery power.

How to handle a classroom full of independent learners

Applications/e-books sometimes aren’t educational enough

Hardware is prone to damage

Weaker capabilities

The screen size is too small in comparison with a laptop

Do not come with optical drives for use with CDs or DVDs

Less number of ports

Cannot embrace massive amounts of data

The type and speed of the input process (inputs with tablet PCs become slower than those with laptops)

Operating system matters

Students are on line all the time

The battery runs out

Kids are able to Access Unsuitable Websites and Apps, and I Can’t stop them.

I’m worried about the tablets being a target for thieves.

Cyber-bullying, or stranger interaction increases with tablet use

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Module.1 What whole-school challenges  do I anticipate facing when using tablets?

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Module.1 What whole-school challenges  do I anticipate facing when using tablets?

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Breaking expensive technology

Online safety and security

An unnecessary distraction

Battery limitations

Concern about their expertise around, for example, Wi-Fi.

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Module.1 What is your main reason for using or wanting to use tablets in your classroom?

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Module.1 What is your main reason for using or wanting to use tablets in your classroom?

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Studies on the use of tablets in an education environment show they can yield a number of benefits for students in terms of improving:

Motivation

Publishing, sharing and searching for information

Collaboration

Developing IT skills

Creating a more individual approach to learning

Flexibility in terms of space and time

Creativity.

Teachers, on the other hand, can also benefit from the technology:

Classroom management and organisation

Changing the role of the teacher

Student evaluation

IT skills

Visual quality of teaching material

Finding a unique teaching approach