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¿Que son las funciones vitales?

Las funciones vitales son todas aquellas acciones que realizan los seres vivos y que no realizan los cuerpos inertes, aquellas que hacen que unos cuerpos tengan vida y otros no. Son aquellas que son necesarias para vivir, sin esas acciones no podría vivir ningún ser vivo, es decir, sin las funciones vitales no viviríamos ni las personas, ni los animales, ni las plantas.

¿Cuáles son las funciones vitales?

Función vital es, en biología, cualquiera de los tres procesos o funciones que tiene que realizar la especie :

nutrición (que incluye la respiración), interacción (relación), reproducción sexual y asexual.

Describa cada una de ellas

Nutrición: Es el estudio de los alimentos y la manera en que éstos funcionan en tu cuerpo. La nutrición incluye los elementos que contiene la comida, como las vitaminas, las proteínas, las grasas y demás.

Relación: La función de relación es la capacidad de percibir cambios físicos y químicos (estímulos) del ambiente tanto interno como externo y producir respuestas adecuadas para permitir la supervivencia.

Reproducción: Es la capacidad de los seres vivos de crear nuevos seres similares en su anatomía y en su fisiología a sus progenitores. Todos los organismos poseen esta capacidad, necesaria para que la especie siga existiendo.

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I have never experienced the flipped classroom. Surfing the web and I found some very interesting activities for primary school children. In particular, I have seen a lesson about the solar system. Children do research independently and present the results with power point. Then they discuss in class about their work and focus attention on key concepts

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what's happening?

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Anabela Fernandes, Dulce Freire, Isabel Cruz e Vítor Silva - Portugal

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Anabela Fernandes, Dulce Freire, Isabel Cruz e Vítor Silva - Portugal

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Although we already know, we never used the flipped classroom.

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Primary school: I have used  Flipped  classroom in etwinning project. My students watched video e loked for material about Italian Idols! they works in groups and elaborated materials; to share they used postermywall, powerpoit and ourboox!

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Primary school: I have used  Flipped  classroom in etwinning project. My students watched video e loked for material about Italian Idols! they works in groups and elaborated materials; to share they used postermywall, powerpoit and ourboox!

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I've been teaching English at secondary high school for a long time, but this year it has been the time of my pedagogical experience. I joined eTwinning Community last September and since then I've been experimenting Flipped classes every time the projects are implemented with the students, let's say on a weekly basis. My role in the classroom is giving the topic and the goal, defining the steps, setting the group work, counselling and monitoring. The content activities are carried out by the students who work collaboratively at home and interact/share by means of technological tools: ppt, padlet, WhatsApp, Edmodo, lino canvas, Google Drive, Answergarden, Pinterest.

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I haven’t practise this method in my teaching work yet. There are different reasons: not all my students can use new technologies at home,  and (being sincere)  they don’t study very much at home.  That reasons slow down my attempt to change my teacher’s role, but I don’t throw in the towel and I will try to improve my practise. I enjoy reading my online peers activities.

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I find it very useful especially in our English lessons based on history, but not only. History Channel provides a wide variety of videos which are too long to watch in class. Students watch them at home and design questionaires they then administer to their colleagues. Groups are formed, answers discussed, learning reinforced, speaking fostered. The big questions that appear and can not be answered individually are posted on the board and a class discussion is based on them. Students like it and they feel more at ease if they have to talk about something they can watch whenever they want, as many times as they please! :)

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I followed a Seminary on Flipped classroom  with Jo Gakonga  in Manchester. Here a presentation and some useful toolsand resources:

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I followed a Seminary on Flipped classroom  with Jo Gakonga  in Manchester. Here a presentation and some useful toolsand resources:

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https://quizlet.com/leosel
http://www.simpleenglishvideos.com/
http://www.elllo.org/
I have already heard something about flipped classroom before. I teach in Primary shool, so it is difficult to flip the lessons with very young pupils, but, time to time I asked them to prepare some contents at home and then we discuss every problem encountered or curiosity.... or organize some activities which require previous knolwledge  and it works.

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Sometimes I ask students to read a text or watch a video, at home, about some subject and tell them to bring questions, comments, doubts to the classroom. During the class we share ideas, discuss, clarify doubts and answer questions. The students can clarify themselves and also cotribute to help the others.

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It is really difficult to make this idea in reality.

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It is really difficult to make this idea in reality.

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My students try to prepare a history lessons in group  and to explain the subject to the class.
They can use ICT,  maps ..
It is just an attempt.

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Have I used Flipped Classroom so that SS did learning at home? Not something really thought out or with technology. Actually I told them to pre-study some grammar in workbook but not everybody does that. Students have many after-school actvities, sports, homework from many subjects. I am thinking whether they would appreciate this. I like it but it means extra work and SS will look at it as homework. Some will do it, some not.

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Have I used Flipped Classroom so that SS did learning at home? Not something really thought out or with technology. Actually I told them to pre-study some grammar in workbook but not everybody does that. Students have many after-school actvities, sports, homework from many subjects. I am thinking whether they would appreciate this. I like it but it means extra work and SS will look at it as homework. Some will do it, some not.

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I would need to see some working practice and speak to teachers who do it. I am not telling it is not doable but has this homework nature. Imagine all subjects do it. It needs a discussion with students who experienced that. Would like to hear their comments.

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This year I've started to flip some of my lessons. I usally post the useful materials on Edmodo and the students at home can read or watchit. At school they do collaborative activitities to elaborate their materia while I give support

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I have no formal and structured experience of flipped class but informal ones.
The first limit I find is the lack of work of the students at home.
The teacher must be carefully to choose the topics. For example
a context could be a good think to involve and engage students to learn at home.

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There is an EBA content library in Turkey. But the content is at secondary school level. Content will be prepared for elementary schools. There are other portals that offer video and content but are paid. We can not reach these contents. Because many students do not have internet and computers in their homes. For this reason we can not use Edmodo etc in applications.

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I often use flipped classroom and I find Edmodo very useful to do it.
I give my students links of videos, and other e-learning materials. In the classroom they share ideas and  opinions.
They enjoy working in this way

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I sometimes ask my learners to read an adapted book at home and come up with a quotation that they found interesting/shocking/relevant in any way. At shool we explote/share the ideas they have and  make comments to get some results.

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Sometimes I have experimented flipped classroom. I have a blog, https://profcorbo.wordpress.com, in wich I post some materials (papers, video, links, etc.) and ask to my students to consult and follow. Then, in classroom, we discuss, we explore, we do activities. I think flipped classroom is a useful methodology, but is good non for all contents or topics. Teacher have to chose carefully materials for Flip and, if he produce them, must be accurate and clear.

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Flipped your A, B, C

I posted on Edmodo a video about A, B, C to be watched at home by my students. They had to propose some ideas and activities about spelling. In turn small groups of students had to involve the rest of the classroom in the activities. As a result of their work they had also to evaluate other groups work and to collect their experience in the form of a video through their mobile phone using adobe spark.  This is only one of the way I try to flip the learning, I know it's not enough but it's a simple way to start with!

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I have some experience in Science, History and Geography. The students like that kind of learning activities!

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It's been 3 years now I started to flip some of my lessons. I think it is an useful approach who helps teachers to change their roles and gives students responsibility on their learning. Here is one of my activities I do every year by using flipped classroom:

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Activity n. 1 on Present Simple. 09 'A day in my life' Song (Daily Routines) English on Tour. Activity n. 2. Present Simple. Exercises online. EAS- Daily

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What I find difficult about the flipped classroom is checking if the students watched the video.
I often prepare and  give questionnaires.

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Social network used to study!

I created different groups with my students by whatsApp/Messenger , we used them only to exchange of materials, videos, articles regarding lessons. I give them the links and the instructions about what they have to do, so they come to school prepared about topic. Then, I ask them to create a learning diary where they write their comments, impression, etc... and they have to share the link in our group. The communication is very quick in the social network and students appreciate it.

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we parctice everywhere in groups...we collect data and we have the final product for an eTwinning project or a feast...

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As some colleagues said, there are already video resources on several subjects that can be used in flipped classroom scenarios. Sometimes teachers and classes have blogs to share resources and tasks, important links or feedback. School books Editors have also online resourcs with videos, exercices, audio... I haven't really used a flipped scenario of my own. Again, it takes time to prepare, choose, record...
I will use the same learning activity example as in 4.4: a student’s discussion forum, about specific literary work or author. They watch videos about the author, litterarywork and specific novel and caractheristics. In class, they share opinions, argument positions and ideas.

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I often post materials on the class blog that the students at home can read or listen to.Then at school they do activities to elaborate materials provided under the teacher's guide and supervision

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Good teaching is always essential.

It's clear to me that good technology will never replace good teaching. In fact, professional teaching is one of the pillars of flipped learning, a testament to the role that teachers play in helping students define, discern, and discuss new knowledge as it flows across the information highway. That's not to say that educators need to embrace flipped learning as pedagogical salvation, but that the process of planning for and executing a flipped learning experience requires vast amounts of rigor, foresight, deep instructional knowledge, creativity, and risk-taking.

For teachers, flipped learning not replaces the act of teaching, because one thing's for sure -- unless it's designed for better outcomes, flipped learning is just plain upside down. But done right, I believe that it can turn the educational system on its head.

The coding with third-class pupils of primary school.

I thought of providing video-tutorial to introduce the use of ScratchJr in Italian and English:
https://www.youtube.com/watch?v=3PKJsBlf6GE

https://www.youtube.com/watch?v=6Y73bOhMJiw

https://www.youtube.com/watch?v=ciWPaEgscr0

https://www.youtube.com/watch?v=fcYq5WstN1g

Then in the classroom, in small groups, with the tablet create their designs using the commands required to perform different actions. The best students will gladly help the weak (peer to peer), together create the story of conversing project and deciding the choices of the various sequences.

During the activities the students work independently and correct (debug) errors, without any frustration. At the end of each group shows their project to the class explaining the essence and the difficulties in the execution of the code.

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Flipped classroom is more used than teachers can think. In Portugal, RTP (our national tv chanal) has created a page online: ensina.rtp.pt/ that presents videos, voice programs and texts about almost every subject taught in secondary school. This allows teachers to ask their students to prepare the content of the next class in a more stimulating way than reading the manual. However they must have at their disposal the instrumens: laptop, tablet or cellular with connexion to internet. Here we come upon a social problem: in Portugal not every student has this resources at home and we must look for solutions in the school... Moodle platform was used six years ago in my school but it's desactivated nowadays. I worked with students in this platform and we created online newspaper.

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​I heard a lot about the Flipped Classroom Method, and some teachers give the idea that is a good strategy and that the results are good.i?m interested in applying it .

I’m trying to do some changes at my classroom but it’s not easy. Usually i don't pass homework to my students as i teach philosophy and psychology, so they resist and say that they have no time to see the videos because they have a lot of home works from other subjects. I use Moodle platform with many resources and, if they use it, they would access to many information and they could formulate ideas and link them one another. Class could be far more interesting!

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TURKEY

My school is not technically sufficient. Not all my students have an internete. The major obstacle to implementing this method

But a great vision for me

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I made a timeline on Sutory https://www.sutori.com/, with videos of Hitler, Staljin and Musolini speaches, an with their quotes. I asked students, without teaching them about this before, to answer, and discuss in the comments provoking questions like "Do we need freedom", Do you agree with this statements..., as a homework. At school, they were much more motivated to do their group reaserch about the emergance of the totalitarianism. Much more efficiant then me just lecturing, or giving them tasks without motivating them.

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I do not have experience with  the flipped classroom method, but I find it perfect. That way the classroom is no more expositive, so exhausting for the teacher and much more interesting for the students. It has dynamics!

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A possible learning activity for the Flipped Classroom Scenario would be the Preparation for Physics’contest or exams by using video-lessons and other e-class style resources. According to this scenario, the teacher prepares not only his Power-Point Presentations but also records them creating appropriate videos. These video-lectures accompanied with the corresponding Power-Point Presentations are included in the e-class of the subject. The students may prepare the forth coming lesson with them and ask their teachers about its difficult parts. The teacher can answer them in classroom, in his blogs or via e-mail. As a result, the vast majority of the available class time may be used for collaborative problem-solving or for making experiments. Note that for many of the chapters of the C Class’ Physics are available as video-lectures on the official site of the reek Ministry of Education, while for other important chapters similar videos may be found on the sites of many Universities worldwide.

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I have never tried the flipped classroom method, but I find it perfect to develope the 21st century skills. I am sure that I'll try it in the nearest future. In my lessons I use just some elements of the flipped classroom method, e.g. pre-preparation tasks for activities in the lesson (research, reflection on the video/article, etc., but I need to link all elements in one.

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I am trying to implement the flipped classroom while teaching the so-called-supplementary subject. I even prepare a WIX platform for students with broadcast, etextbooks, videos etc. The students' aim is just to remind somtehing the had already learnt - and only few is interested. Sometimes I think that students are crushed by the system of external exams and they lost the joy of learning.

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I believe that the class should be a knowledge-building workshop. I present to the class the cognitive challenge and documents to read and some videos. There are some questions to answer and a real task to develop.

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I am not sure that what we did last year is  a Learning activity for a Flipped classroom, but students from 6th grade took an interview from a local farmer in greek language (their mother language is turkish). They themselves divided into groups and some of them wrote down the questions, some organised the interview, some took the interview and some prepared the video which was posted in you tube.

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when recording myself I use Screencast O matic and then I post it on myyout ube account and give the address to my students. They quite like it but some never watch. The others do the exercises and enjoy going there.

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I never heard and haven`t experience in flippclassrrom . But I will try to understand and to do in practice.

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I never heard and haven`t experience in flippclassrrom . But I will try to understand and to do in practice.

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I do not know if this is considered Flipped classroom but it is the only thing I could propose for kindergarten teacher with safety. so I give then "homework" in collaboration with the parents to find information in a certain project, searching the internet, books, the press, bring items from home that are familiar with the subject and after bring everything to the classroom for discussion and further inquiry.

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As i teach language... working in groups and evaluating collaboration oftes come up. Most of the times i give videos to watch at home on the subjecti i want us to discuss and through guidance students work on comprehension, lexis and attitudes. In classroom we discuss the findings and each team presents a part of the lesson. Most of the times these videos are given as startup (get into the matter) or in the end (as going a step further)

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I´m using Flipped Classroom in my Hygiene Class.We are studying the subject nosocomial  infections. One of the main contents is why, when and how to wash and scrub the hands. Students are asked to work collaboratively on these themes and to explain it to the all class. They organize themselves in working groups, share tasks, make substantial decisions and make interactive presentations. At the end of the activity the teacher makes a final assessment using a Kahoot activity.

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I can recommend the tool #Edpuzzle for flipped learning activities (especially with explanatory videos). The platform allows teachers to use youtube, vimeo etc. or your own videos and let's you post questions within it. Students have to answer the question first, before they can continue with the video. Teachers will see students answers and can immediately mark them. That way flipped learning enables students as well as teachers to really profit from it and make sure that learning takes place. Before I got to know edpuzzle, I had a hard time to understand to what extent students watched the explanatory videos and actually understood them. 

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I can recommend the tool #Edpuzzle for flipped learning activities (especially with explanatory videos). The platform allows teachers to use youtube, vimeo etc. or your own videos and let's you post questions within it. Students have to answer the question first, before they can continue with the video. Teachers will see students answers and can immediately mark them. That way flipped learning enables students as well as teachers to really profit from it and make sure that learning takes place. Before I got to know edpuzzle, I had a hard time to understand to what extent students watched the explanatory videos and actually understood them. 

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Giving study linkes to the students as an alternative of the lesson videos ... The students are given the study links of the next lesson's subject which are already put on the net by other teachers. Besides the video lesson by their own teacher. They can study the subject from either of the resources they choose or both the resources before they come to classroom. When they come to the classroom the teacher evaluates the students' knowledge using a tool such as kahoot or socrative classroom .  According to the results the teacher can make personal feedback and encourage them for the peer learning and make them study in groups to prepare a digital presentation such as e-book about the subject they have just learned to be shared on the school website.

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I have used flipped classroom in an etwinning project with other schools, but I do not know how to take it to practice. So my lack of knowledge in this way of teaching does not allow me to take advantage of it.

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I have used the flipped classroom in my history class. I had recorded the history chapters of the book and the students had to study them at home. The next day in the classroom, they had to work in teams, creating mind maps or posters or create games like kahoot on the topic.
It was a  quite good experience for the students, but it was exhausting for me because of the preparation. As for the evaluation, I feagured out that those who studied before the "flipping" way, studied also afterwards. But there were some students who weren't prepared at home. They were then striving to collaborate. Nevertheless, I plan to use the method in Math soon and improve it.

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I did not know Flipped Classroom Scenario, but after researching, I believe that it is important to guide us in the construction of learning activities that, with the help of ICT technologies, and to innovated the processes of teaching and learning to involve more students in the same process.

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I've never use this methodology in my classroom, but I'd like to try it soon. I think it's necessary to plan in a very accurate way all the learning activities to do at home and at school.

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I'm experimenting a small flipped classroom activity in my 5th grade of primary school. Pupils are really involved and interested, but some of them are not autonomous enough to work on English by their own at home. The groups produce the most of the work in class

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I have recently started to adopt the flipped classroom technique in one of my classrooms. It is a great learning approach: students are really involved and interested. I asked them to work in small groups and to research about some topics to showcase their material to the classrooms. They could use any webtool to present their work: slides presentation, videos, etc. Finally students shared their work in the Classroom supported by Google for Education and in Google Drive.

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I've no experience in flipped classrooms. I'd like to do this experience because I think that it should be really motivating for both students and teachers.

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I`ve heard about flipped classroom but I didn`t know what exactly it is. Now I know about it, I like the idea. A very good lesson preparation is necessary as well as often online contact with my students. I`m thinking about having my own blog and giving my students the link to it, so they could follow my lectures or do their homework.

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I HAVE NO EXPERIENCE WITH FLIPPED CLASSROOM  I WANT TO SHARE WITH YOU THIS VIDEO ABOUT OUR SCHOOL AND HOW INNOVATION IS UNDERSTOOD IN OUR EDUCATIVE COMMUNITY.https://www.youtube.com/watch?v=nETb2U0ylMoFLIPPED CLASSROOM: nuove metodologie didattiche all'ITE Lenoci di Bari - servizio RAI3

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I HAVE NO EXPERIENCE WITH FLIPPED CLASSROOM  I WANT TO SHARE WITH YOU THIS VIDEO ABOUT OUR SCHOOL AND HOW INNOVATION IS UNDERSTOOD IN OUR EDUCATIVE COMMUNITY.https://www.youtube.com/watch?v=nETb2U0ylMoFLIPPED CLASSROOM: nuove metodologie didattiche all'ITE Lenoci di Bari - servizio RAI3

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I build a website for my class as usual. After presenting the topic, they select two videos to watch from home, and scientific journal articles. The boys pose three questions that give answers. The next day at school the children are subjected to activities that may consist of practical tests such as: teacher for a day, build a sundial, etc.

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I have flipped classroom via the etwinning projects but I haven't try in my class yet

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I have already flipped the classroom using Edmodo as well. I selected a short video and some articles about the Victorian Age for my students. I created simple multiple choice questions or T/F questions related to the video and articles students could do within an established date. When we met at school, each student could tell the whole class and me what they had learnt about the subject.

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I like flipped classroom! I use Edmodo for communication with my students. Video that I use are not mine. I use Ted.ed to find the most suitable videos and I make my own vocabulary, grammar or similar exercises. Sometimes I as my students to write for and agains essey on a certain topic they watched in the choosen video.

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I like flipped classroom! I have some experience in Science and History. 

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I like flipped classroom! I have some experience in Science and History. 

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I have never had any experience of flipped classroom. I have heard first time here. But I would like to do.

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I have some experience in Math, and in Science. In Science I have had bettr results than in Math

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I have never had any experience of flipped classroom, but I'd like to start it with my pupils in little time 

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I have never had any experience of flipped classroom, but I'd like to start it with my pupils in little time 