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Hello

I am one of your reviewer. i sent my review on 28th october but something didn't work and you may have received  a blank box. i have sent an email to the academy but they couldn't do anything.here is my review of your very interesting lesson plan

My comments

A very  motivating , inspiring lesson plan on a topical health issue . Moreover, the purpose is to raise awareness to teenagers’ health problems , which will make them more motivated ad more involved. The teacher seems used to resorting to technology and modern tools and makes good  use  and mix of them  as for instance : a Powerpoint presentation (uploaded from a Moodle platform) , facebook, Moodle , Padlet ; and Publisher.

What I liked in this lesson plan/project :

-the fact it ‘s a multiple and complex task involving different skills ( writing,speaking, creativity) : for example : the writing of letters, raising awareness thanks to posters , convincing  the others to addend a conference, organizing a conference, assessing others .

-The assignments are given since the beginning ,which is good as they know exactly what is expected of them and where they will be  heading to , what they do things for! this encourages involvement.

-The posters posted on the school facebook page and exhibited in the school entrance to celebrate the World Diabetes Day, November 14th.: a great idea! The facebook page : Innovative !

-their feedback to a questionnaire about the teaching methods and how they would improve their communication:wow very impressive and courageous!(I’m not sure I would be that courageous )

-The fact they will organize the conference from the beginning to the end.

-the fact  they will have a nurse as a conferencist: someone from outside the school is always positive!

-the feedback to improve  and the use of padlet  / padlet to write about the problems encountered

-their  assessing the tools used in the project

Questions  or possible “problems “ raised :

-the Presentation by the teacher = What types of documents  will be used? More details ?

What will the students do ? just read? -A 30mn of presentation: long??

-As for the students’ assessment of the teacher and the tools used: interesting !! but how ? what criteria will be used ? who decided  on them?  Did the teacher create the questionnaire?

-as for the “searching”:  where? How? ( in group of 5?)

-Each group produces material :what ? how? More details here?

-“they will practice on their skills for  60mn”=how ? what exactly?

- there are a lot of skills to assess: how will this be done ? any grid ?

-someone told me that : "Evaluate" does not refer to the assessment of the learning by the teacher, but to a task of high cognitive level which is demanded from the student.

Possible Tips/ideas:

-at the beginning: -After the anticipation = why not ask them what they know about diabetes ? this might be the occasion to  see what misconceptions they have about the disease, and  debunk some myths . (you might also ask them: What they want to know? What they want to know ? (at the end: What they have learnt?)

-at the beginning :you could give different documents to different groups , give them time to obserbe /analyse and report to the others, then collect all the information/ their questions  too; (the info could be collected on padlet too)

- The posters: why not ask them : what the must-have elements in an awareness campaign poster are?or possibly  use an example (but this might have been the case in the Powerpoint presentation?)

-speaking skill: why not ask them to pair up and each one will have to present its poster and te purpose , the other will write things down and give feedback, vice versa then collective recap: + aspects and the _ aspects (what is missing, the problems in their presentations

This is a lesson plan and a topic I would never have imagined implementing in class (as we don’t teach the same subjects but the same age group) but it was very inspirational as it gave me ideas for my English class to link health issues and awareness campaign, and this can lead to a transversal project( biology and English  for example). Many Thanks!I I may use your ideas for next year! If you don’t mind of course J    Your English was good!!! No problems!! If you are ready to answer my questions, give more details and attach some documents used in class, you can contact me at : Severine-Mariem.Groussard@ac-poitiers.fr.

I would very much enjoy attending your class during this project and see the results of the students‘ assessment of the teaching methods J

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Here is my lesson plan

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4.5. The teacher as a peer assessor and assesse

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4.5. The teacher as a peer assessor and assesse

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In self-assessement there's always some form of feedback and we can think about what we did and judge for ourselves if we are doing it wright and how can we improve it but is peer-assessement there's always the possibility to compare our work with our peers work and learn from their points of view in that subject.

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4.4. The Learning Designer experience of a Turkish teacher trainer and secondary school language teacher

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4.4. The Learning Designer experience of a Turkish teacher trainer and secondary school language teacher

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4.3. The Lening Designer experience of an italian secondary school teacher of English

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4.3. The Lening Designer experience of an italian secondary school teacher of English

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Anna Laghigna speaks of the most useful/ difficult things in preparing lessons with the Learning Designer. Learner-centred vs teacher-centred.

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Professor Diana Laurillard re-conceptualizes teaching as a "design science".

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Importância de peer review and self-assessment.

Actividade final

(voltar cá)

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MODULE 4 - Teachers as learning designers and peer reviewers

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MODULE 4 - Teachers as learning designers and peer reviewers

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The learning objectives for this module are:
1. Understand the principles behind the conception of the teacher as a learning designer, and be aware of the tools and techniques you can put into practice to be an effective learning designer.

2. Design a lesson plan/learning activity incorporating elements of technology-enhanced teaching using the Learning Designer tool, developed by the UCL Institute of Education in London.
3. Appreciate the principles behind teacher peer assessment, and be aware of useful tips as well as practices to avoid to ensure you are an effective peer assessor as well as peer assesse.
4. Exercise your peer assessment skills you have learned about during the course by reviewing three participants’ lesson plans/learning activities, created using the Learning Designer.

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3.8. Learning Activity - My experience with the Teacher Mentor Survey

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3.8. Learning Activity - My experience with the Teacher Mentor Survey

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1. What is useful and less useful about it?

The most useful things about the survey were being able to know what´s my starting point regarding TET competence and, the feedback on what to do to improve my skills.

The less useful is not being so concrete., specially regarding Pedagogy and ICT.

2. What did you find difficult or unclear?

Not being able to speak with my colleagues who are also doing it because none of them is or want to. Also

3. Were you surprised at the levels you reached?

-

4. Did you find the advice offrred useful?

-

5. What will you concretely now do in order to act on this advice to improve your level?

-

Set yourself a target by when you will implement these steps and retake the survey: I hope to do it by the end of this school year.

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3.8. Learning Activity - Teacher Mentor Survey - Digital Judgement

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3.8. Learning Activity - Teacher Mentor Survey - Digital Judgement

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3.8. Learning Activity - Teacher Mentor Survey - Digital Production

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3.8. Learning Activity - Teacher Mentor Survey - Digital Production

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3.8. Learning Activity - Teacher Mentor Survey - Digital Communication

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3.8. Learning Activity - Teacher Mentor Survey - Digital Communication

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3.8. Learning Activity - Teacher Mentor Survey - Pedagogy and ICT

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3.8. Learning Activity - Teacher Mentor Survey - Pedagogy and ICT

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3.6. A teacher of 15-17 year-old students experience of using the Greek B-Level Assessment tool

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3.6. A teacher of 15-17 year-old students experience of using the Greek B-Level Assessment tool

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Falta fazer um resumo - ver caderno e voltar cá.

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3.4. A teacher of 10-11 year-old pupils experience of using the Teacher Mentor

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3.4. A teacher of 10-11 year-old pupils experience of using the Teacher Mentor

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3.3. A primary school teacher of 6 year-old pupils experience of using the Teacher Mentor 

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3.3. A primary school teacher of 6 year-old pupils experience of using the Teacher Mentor 

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3.2. The Teacher Mentor - Norways self-reflection tool

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3.2. The Teacher Mentor - Norways self-reflection tool

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3.2. The Teacher Mentor - Norways self-reflection tool

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3.2. The Teacher Mentor - Norways self-reflection tool

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Gustein Egerberg explains how the Teacher Mentor self-reflection Survey has been developed and how it can help us identify our starting point and gain useful feedback to inform about the next steps to improve our level of technology-enhanced teaching competence. It also discusses the limitations and gives instructions for us to take the survey.

The Teacher Mentor is a resource for reflections in our own digital competence and it's divided in four areas:

- Pedagogy and ICT

- Digital production

- Digital communication

- Digital judgement.

Gustein also says it's a helpful resource because self-reflection is difficult for teachers as we aren't sure what we should reflect on. By offering advice we should take to improve in each area, it becomes a real helpful resource for all teachers. Neverthless we should remind our selves that the Teacher Mentor doesn't cover all possible aspects of the use of technology in the classroom and we should be able to self-reflect in what and how we learned.

To take the Teacher Mentor Survey we can acess in: www.larermentor.no and select the english version. We can do it on the Demo version.

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www.larermentor.no is registered, but the owner currently does not have an active website here. Other services, such as e-mail, may be actively used by the owner. Who owns the domain?

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As Caroline Kearney points out, most of us have the desire to more systematically engage in both self and peer-assessment regularly but face various obstacles, such as:

- Heavy work-load

- Lack of time

- Lack of self-confidence

- Fear of criticism

- Non-encouraging school-environment.

Module 3 learning activity will be for us to take the Teacher Mentor Self-Reflection Survey which can be exported and downloaded and find out where we stand. The survey also provides advices in which next steps we should take to improve our level of competence. We should post the link for our survey in our learning diaries and answer the following questions:

1. What was useful/ less usefull?

2. What did you find difficult or unclear?

3. Were you surprised at the levels you reached?

4. Did you find the advice offered useful?

5. What will you concretely do to act on this advice to improve your level?

We should set ourselves a target deadline, implement the steps we chose and then, retake the survey to see if we have improved.

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MODULE 3 - Existing online assessment tools for TET competence

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MODULE 3 - Existing online assessment tools for TET competence

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Two tools:

- Norwegian self-reflection survey

- Greek certification tool

The MENTEP Project is currently developing a European-wide self-assessment tool for teachers technology-enhanced teaching competence.

Learning objectives of this module:

- Understand the design and objectives of the Norwegian and Greek assessment tools aimed at monitoring the progress of a teachers technology-enhanced teaching competence;

- Appreciate the benefits and limitations of the Norwegian and Greek tools for helping a teacher monitor and improve their technology-enhanced teaching skills;

- Exercise your self-assessment skills by taking the Norwegian Teacher Mentor Survey, keeping in mind all the self-assessment tips and principles discussed in the course so far.

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1. Why and how is self and peer assessment important to me?
Self-assessment is of the most importance because it allows us to reflect about our own practices and to challenge ourselves to improve from it. Peer-assessment gives us some feedback that provides a more fiable measure of our digital competences.

2. When I have engaged in self and peer assessment about my professional practice in the past, what were the most useful benefits I gained from the processes and outcomes? To answer this question you can reflect on your short self-assessment you did in module 1’s learning activity, and any other self or peer assessment processes you have engaged in.

Reflecting on our own practices is always very productive because it gives us the opportunity to change it and improve it. Peer-assessment allows to compare with others with similar teaching objectives. When I did that Diabetes poster activity I started by thinking about similar activitys I've asked other students to do in the past. The set of rules for the students was then adapted to what I thought was an improvement and facilitated their learning. Then when working with my colleagues, we understood that some of us did not have enough digital skills to teach students how to use Microsoft Publisher, so we started by having an informal meeting where me and a colleague showed how to do it and answered all the questions for the rest of the group. That way we all gained because the task was improved with everyone's feedback and we had all the 9th grader students doing the same task, with the same objectives and teaching goals, which also allowed measuring their performances.

3. And what about the aspects I have found most challenging when engaging in self and peer assessment?

Most challenging it must be peer-assessment because we all have some doubts about our work and feel that it might not be good enough when compared with other colleagues work. But if we keep in mind that we are getting and giving contructive criticism and that it is the only way to learn and improve in or practices.

In self-assessment, I think the most challenging is been able to correctly measure our own competences.

4. How often do I take part in self and peer assessment? What stops me from doing this more often (is this due to time constraints, to a lack of knowledge about the benefits or how to go about this effectively, or perhaps a school culture which doesn’t encourage this?) There can be many factors, but identifying what these are will help you think about how you might overcome them to allow yourself the opportunity to benefit more from self and peer assessment.
I take part in peer-assessment in the national educational sytem evaluation as I am in a grade that by law as to be assessed by peers. As we aren't progressing because of monetary constrains, I'm in that grade for more then seven years now, so I do it every other year. The effectiviness of this process equals almost zero, because we never meet with the two teachers that assess us at the same time. The outside of the school teacher doesn't need to gives us any feedback. He only meets with the school teacher once and they must produce together the final report. We get the final report after all the assessment process has finished and aren't expected to change our practices nor think about the competences we must/ should improve.
5. Finally, what precise gains do I expect to receive from being involved in self and peer assessment, and how can I ensure I obtain them? And what are my biggest concerns and fears in this regard? How might I find ways to overcome these? Being involved in this course is a good start.

- Reflect on my practices in order to improve my own teaching.

- Being able to evaluate how my practices can change students learning in a given subject.

- Receive constructive feedback from my peers.

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Useful literature:
Looney, J. (2015). Online self-assessment with MENTEP: A review of the literature, European Institute of Education and Social Policy.

Barber W., S. King and S. Buchanan (2015). “Problem-Based Learning and Authentic Assessment in Digital Pedagogy: Embracing the role of collaborative communities” The Electronic Journal of e-Learning, Vol. 13, No. pp. 59-67, www.ejel.org.

Seery, N. C. Donal and P. Phelan (2012). “The validity and value of peer assessment using adaptive comparative judgement in design driven practical education”, International Journal of Technology and Design Education 22:205–226 DOI 10.1007/s10798-011-9194-0

Hughes, G., Okumoto, K., Wood, E. (2011). Implementing Ipsative Assessment, University of London, Centre for Distance Education, London. Available at https://cdelondon.files.wordpress.com/2011/11/tra6finalreport_g_hughes.pdf

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2.7. An italian secondary teacher of italian language, history and geography's experience of self-assessment

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2.7. An italian secondary teacher of italian language, history and geography's experience of self-assessment

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Monica participated in the Monitor e-Twinning Practice Project where she was required to do self-assessment. Here are some tips:

- Establish the starting point of the competence on the basis of a set of descriptors for each one of the five levels. It allows reflection on our practice as it makes us search for concrete examples that apply to each level.

- The self-assessment task could be divided in:

- Observation;

- Reflection;

- Organization of material.

- Produce a digital competences report.

Monica also refers the importance of peer-assessment as it allows to better measure our level of digital competences, giving it a more objective measure. In peer-assessment it is important that we provide detailed descriptions of the activities we carry out with our students

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2.6. A Swedish  primary teacher of students with speech and languages difficulties experience of self and peer-assessment - Part 2

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2.6. A Swedish  primary teacher of students with speech and languages difficulties experience of self and peer-assessment - Part 2

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Teresia gives concrete examples of aspects of her pedagogical and digital competence and how she tried to improve it.

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2.5. A Swedish primary teacher of students with speech and language difficulties experience of self and peer assessment - Part 1

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2.5. A Swedish primary teacher of students with speech and language difficulties experience of self and peer assessment - Part 1

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Teresia participated in the Monitor e-Twinning Practice Project where she was required to do self and peer assessment.

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2.4. A Greek primary physical education teachers experience of self and peer assessment

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2.4. A Greek primary physical education teachers experience of self and peer assessment

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Chrysa participated in the Monitor e-Twinning Practice Project where she was required to do self and peer assessment. She gives us her testimonial on how this contributed to change her practices and to improve on her teaching.

She gives us some tips about the questions we should ask ourselves when self or peer-assessing our digital competences:

- When doing self-assessment we must distance ourselves and work as observers;

- The self-assessment shouldn't be associated with the evaluation of the students or the teaching materials. All the questions that we make to ourselves should be focused on us;

- We should set important questions for us and our peers, such as:

- Where am I as far as my competences?

- What area do I want to improve?

- What is the target?

- How am I going to manage that?

- What progress have I made?

- What are the benefits after all this?

- There is no ‘’success’’ or “failure” in self-assessment. We do it for ourselves and just for us to be better.

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2.3. How can teacher self-assessment support innovative TET?

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2.3. How can teacher self-assessment support innovative TET?

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Janet Looney answers the following questions:
1. What is the nature of online self-assessment when you are learning about a subject where there are no "right" answers?

Teachers do:

- Adapt;

- Invent all the time;

- Innovate, as they begin to integrate technology into more teaching and learning situations;

- Don't have "right" answers.

So, teachers need to self-assess:

- To reflect in what works and what doesn't work in real teaching;

- So it becomes part of the learning process and of the process of innovation.

Teachers need to:

- Set goals;
- Test ideas;
- Monitor self progress;
- Adjust strategies.

So the process becomes essentially a formative assessment process.

2. Why is it important for teachers to develop self-regulation and self-efficacy skills for online self-assessment?

Self-regulation refers to the learner’s ability to:

- Set goals;

- Use effective strategies for learning;

- Monitor their own progress;

- Get and respond to feedback;

- To assess their own progress.

Researches say that learners who define goals that are personally meaningful are more:

- Effective;

- Motivated;

- Engaged.

The online learner collaborates with others who are also learning online, develloping a
dynamic and interactive relationship with some others. People who are able to collaborate well are also more likely to benefit from their peer’s feedback and to manage and assess their own learning effectively.

Self-efficacy refers to the confidence an individual has that enables him to tackle a new problem. Teachers using an online assessment platform will need to have a certain level of self-efficacy so they can:

- Work independently;

- Collaborate with peers online.

Teachers who have managed to tackle problems effectively in previous learning will be confident to take on a new task.

In an online learning environment, both self-regulation and self-efficacy are important. There are a lot of teachers that don’t have that much experience of working online, so we will need to build up our confidence over time. In this course we have the advantage to work in a supportive environment with others and to build our skills for online learning.

3. How can e-portfolios, rubrics, exemplars and games-based learning support online learning and assessment?

When we are taking on a subject that doesn't have the "right" answers, it is important to have some guidelines and exemplars to enables us to assess the quality of work. Tools to do it in an online environment:

- E-portfolio - Allows us to use mobile technologies to record or to upload examples of the work we're doing. Teachers can create a data repository and that enables us to go back and see what we've been doing, so we can reflect on our learning and see if we:

- Have developed new competences;

- Can identify different areas of improvement;

- Can identify areas to improve in the future.

E-portfolios and rubrics are often used together.

- Rubrics - Sets out the caracteristics of quality work and we assess on how our own work matches up. The criteria used on rubrics can be fairly broad because there's not a "right" answer. A good rubric should have a scale for different levels of expertise in specific areas of knowledge. That would allow us to :

- Identify areas where we might want to improve;

- Develop strategies to do it.

The Norwegian Teacher Mentor tool uses a rubric and we will use it to experiment this tool.

- Exemplars - Correspond to examples of expert work with common caracteristics with the work teachers develop. It helps to set standards.

- Games-based learning - The most appropriate games for teachers to learn how to use new technologies in the classroom include:

- Immersive environments, where we participate in the game through an avatar;

- Simulations;

- Multi-player problem-solving platforms;

Where we could simulate how to respond to a demanding classroom situation or challenge our peers to find different ways to use technology in distinctive teaching tasks.

- Tracking tools - For example: Graphs or progress charts that will allow us to see where we have been and how far we are from the goal that is set.

4. What do we know about online assessment tools which are integrated within existing online learning platforms?

- Adaptative Comparative Judgement - It was developed to support learning about design processes and requires the learners to create an electronic portfolio.

The quality of the electronic portfolio is judged by different online pairs of peers. Each peer must judge two different portfolios. Then the judging peer rates the complexity and impact of the work shown in the portfolio in a rubric. There is a "pairs engine" that ranks portfolios.

This approach works best when learners see this as a learning process and value their mistakes and weaknesses as learning opportunities.

- Digital Moments - It's a tool used to support problem-based learning and assessment within a professional learning community. The learners choose tasks, collaborate, and consult with peers who have expertise in that particular area.

Digital Moments logs individual and collective progress and it's supposed that the learners share stories of their learning every week, in order to helps them to recognize what they have learned.

This approach works best with learners who want to work collaboratively to develop their own assessment tools, including rubrics, portfolios of course work, journals and peer comments.

5- What would be your 3 top tips for teachers online self-assessment?

1. Make use of online tools for self-assessment, such as:

- E-portfolios;

- Rubrics;

- Exemplars;

- Games;

- Tracking tools

For they all provide a way for us to evaluate the quality of our work and to see where we might want to:

- Make improvements;

- See how far we have improved;

- See where we want to go next with our learning.

2. Take advantage of the fact that we are working with a collaborative online community, where we and our peers are able to:

- Bring new points of view;

- Provide feedback on each other’s work;

- Be able to benefit from the "wisdom of the crowd".

3. Remember that this is a learning opportunity, where we are able to:

- Get more familiar with online learning;

- Build confidence in this area;

- Test out new and innovative approaches to using new teaching, learning and assessment methods with the support of your online peers.

Finally, we mut remember that ours self-assessment are a very important part of this online learning.

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2.2. What are the principles of effective teacher self-assessment

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2.2. What are the principles of effective teacher self-assessment

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Teachers can benefit from online self-assessment in their professional development.

To help us understand this, Janet Looney answers the following questions:

1. What is the use of assessing your own work?

In the context of online self-managed learning, the teacher is performing all the roles they would when working with students in a classroom. They are setting:

- goals,

- deciding on the most effective learning strategies,

- tracking their own progress,

- responding to feedback from peers,

- assessing their own progress.

Teachers are also innovating because they:

- think about how to integrate new methods in their teaching,

- are assessing the impact,

- are identifying ways in which they can best help their students.

2. How can we be sure that self-assessments are valid and reliabe?

Any assessment needs to be valid and reliable.

- Validity refers to the degree to which assessments measures what it is intended to measure. In the context of online professional learning, validity may include the degree to which the task being assessed is complex and "authentic", as well as the impact that the teacher’s efforts to integrate new approaches to using technology in the classroom has had on students learning.

- Reliability refers to the consistency and stability of results across different assessment exercises.

But to what extent are we able to be objective about our own performance? Some researchers have found that learners self-assessment skills may improve with experience and over time.

Over time self-assessment skills increase the consistency of judgements and needs to:

- Include specific ideas for improvement.

- Reflect a good understanding of what counts as high-quality.

3. How do you asset yourself or your peers when there is no "right" answer?

By learning how to use technology to support their teaching, teachers are also developing new and innovative approaches and adapting to the needs of their students. Online learning needs to reflect this "real life" context because it's an "authentic" learning environment, where there is no "right" answer.

There are a number of assessment tools that can set the parameters for assessment and provide a clear way for the teacher to track his progress and learning needs:

- E-portfolios,

- Rubrics,

- Tracking tools,

- Games.

Online peers can also provide valuable feedback and insights to help us improve our assessment skills.

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The learning activity for this module is to write a reflection on the process of self and peer-assessment in our Learning Diaries. To help us with that we should answer these questions:

1. Why and how is self and peer-assessment important to me?

2. When I have engaged in self and peer-assessment, what were the most useful benefits I gained?

3. What are the aspects I have found most challenging?

4. How often do I take part in self and peer-assessment; what stops me from doing this more often?

5. What precise gains do I expect to receive, and what concerns do I have?

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MODULE 2 - How can TET competence be meaningfully assessed?

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MODULE 2 - How can TET competence be meaningfully assessed?

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This module learning objectives are:

- Understand the principles of effective teacher self-assessment.

- Appreciate how teacher self-assessment can support innovative technology-enhanced teaching.

- Reflect on the process of self-assessment, and in engaging in it yourself, identify what you find personally challenging and how you might improve on these aspects.

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National and International Technology-Enhanced Teaching Frameworks:
UNESCO’s ICT Competence Framework for Teachers: http://unesdoc.unesco.org/images/0021/002134/213475e.pdf
ISTE Standards for Teachers: http://www.iste.org/STANDARDS
European Pedagogical ICT Licence (EPICT): http://www.epict.co.uk/
E-learning Competency Framework for Trainers and Teachers (EIFEL European Institute for e- learning): http://www.eife-l.org/publications/competencies
European e-competence framework: http://www.ecompetences.eu/e-cf-overview/
EUCIP IT trainer: http://www.eucip.org/
Ncca ICT framework: http://www.ncca.ie/uploadedfiles/publications/ict%20revised%20framework.pdf
NAACE (ex BECTA) self-review framework: http://www.naace.co.uk/ictmark/srf
DIGIEULIT: http://www.jelit.org/65/01/JeLit_Paper_31.pdf
Common European Framework for Teachers Professional Profile in ICT EDUCATION - Utrainer: http://www.cnr.it/istituti/FocusByN_eng.html?cds=102&nfocus=20
Useful videos:

At this link, besides some of the examples already showcased in Module 1 of this course, you can find various other videos showing how teachers have integrated technologies into their teaching and learning in the classroom: http://linked.eun.org/web/guest/videos

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It's the EU Code Week. Took my 7th graders to the code lesson planned by the 11th graders ITC students. We all got our Certificate of Completion and it was really fun.

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This lesson was made with Active Inspire and has notes to guide the teacher through it.

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1.5. Using a Smartboard to teach literacy and numeracy

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1.5. Using a Smartboard to teach literacy and numeracy

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After doing the course on Smartboards back in 2010 I've been placed in schools with no smartboards in my classroom so I didn't think about it again until last year. Now, I have a Smartboard in almost every classroom. I've been using the students interactive manual with the younger students but have to start producing my own materials again because Smartboards allows to change the way we teach allowing it to be much more fun and collaborative between teacher and students

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1.4. Using Game Maker and Flash to teach programming and creativity

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1.4. Using Game Maker and Flash to teach programming and creativity

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The example given is to use games to teach how to program. The students have an assignment to make a game and they work in groups which allows colaborative work, added interest and creativity. I think this is really a great way to teach but, as in everything, we must first think what do we want to teach them and how is the games-based learning going to improve the students competences and skills. How can we do it and still be adapted to the students age group.

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1.3. Games-based learning for teaching foreign languages

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1.3. Games-based learning for teaching foreign languages

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An english teacher showed us how he used games-based learning to teach spanish or french. It seems to be a way to motivate students to learn a new subject they aren't familiar with. It helps to motivates them because in the end they'll have to learn it in order to be able to play the game.

European Schoolnet as a MOOC on Games. Must find the time to go there and learn it and see if I can come up with games to use in teaching sciences, specially for the younger students.

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We should use ICT moderately in schools, specially in these contexts:

- To support individual learning

- In formative assessment

- In collaborative and project-based approaches.

Schools aren't yet good enough in most of these pedagogys to make the most of technology. Adding 21st century technologys to 20st century teaching practices will not improve the effectiveness of teaching.

TET competence refers to

- Proficiency in using ICT in teaching

- The ability to apply pedagogic and didactic judgement

- Having awareness of the implications for learning.

What can help us?

The report DIGCOMP: A framework for developing and understanding digital competence in Europe defines digital competences in citizens.

The ISTE Teachers Standards (2007) defines the following digital competences for teachers:

- Facilitate and inspire students learning and creativity

- Design and develop digital age learning experiences and assessments

- Model digital age work and learning

- Promote and model digital citizenship and responsability

- Engage in professional growth and leadership.

The UNESCO ICT competency framework for teachers says it's not enough to have ICT competences and being able to teach them to students. Teachers should help students to become collaborative problem-solver creative learners through learning ICT. There's 3 stages in students competences:

- Technology literacy

- Knowledge deepening

- Knowledge creation.

Spain developed their own framework (INTEF 2014) and points five areas that define teachers digital competences:

- Information
- Communication
- Content creation
- Safety
- Problem solving.

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Before I start my self-reflection I have to say that I only had one year of english and sometimes that might not be enough to express my thoughts. Please, feel free to correct it if you want, I thank you in advance.

1. The added value of using this technology for teaching about Diabetes was:

- getting the students to feel confortable about doing things they aren't used to do, such as showing their work to everyone in the school, trying to teach others with their own findings.
- learning how to use a new tool: Microsoft Publisher
- programming their work in smaller tasks with time schedules.

2. This task allowed the students to understand that there are some subjects that interest everybody else and they can participate in it by promoting that disclosure. It also allowed them to think about the choices they make (eating, sleeping and physical activity) and how it can affect their health in the future. By choosing a poster exhibition they were able to pass the message and get the audience they wanted for their work.
3. and 7. We did not use the technology to its full potential for two reasons:

- First I didn't teach them how to search in creative common sites. Although most of the material they have is, in fact, creative commons, some of it might not be and I wasn't aware of it nor knew how to search for it. I've only asked them to give the credits for everything they would use.
- Second, they forgot to add the credits of the images into their posters and that might be because the time for this task wasn't enough, both for me and them to mature about what we were learning.

4. I don't think they learned by themselves using this technology. The time we had for this task was really small and they followed my instructions to use this program and didn't tryed to learn more about it in order to improve their results. But, neverthless, I had some students that didn't even know how to search the internet and by the end of this task, all of them were able to do it on their own, so one of the main objectives of my teaching using this technology was fully reached.

5. The students weren't only consumers while learning about Diabetes, they were also producers of their own learning. We started this activity by watching a movie about Diabetes I and then I showed them a powerpoint with a summary about Diabetes I and II. In their searches, some groups found out about Diabetes on pregnancy (I wanted them to know about it but didn't speak of it to see who would do a complete research about the subject) and also, some groups came with news on innovations in the treatment of Diabetes. The oral presentation prior to the exhibition was a real success and the nurses who assisted were really happy to see how well this theme was presented by the students to the school community.

6. Although in a real simple way I believe this task gave the students some transversal 21st century skills such as:

- Research skills

- Technology skills

- Collaboration skills

- Organizational skills

- Presentation skills

- Critical thinking skills

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Students poster created with Microsoft Publisher

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Trabalho de grupo Teresa, Luis, Rita, Sapo, Maria (2)

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Students poster created with Microsoft Publisher

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This poster was made as part of an exhibition of posters made by one of my 9th grade classes to raise awareness for Diabetes. The exhibition started on November 14th - the World Diabetes Day. Back in 2013/2014 I was the teacher of all the 9th grade classes in my school. The science subjects for the 9th grade are all about the human body and, together with all the students, we decided to participate on the Health Education Program* and raise awareness to some desease or health problems students aren't normally aware of. Each class chose two deseases/ problems and worked each theme with the main objective of letting the subject be known by all the school students, teachers and other staff. They all also had to work on Diabetes as a 3rd theme, chosen by me. They worked in teams of four students and had to present their results using a medium/ program/ presentation they have never done before. These posters where the choice of one of the classes. I taught them how to use Microsoft Publisher to make them and they had some time to work with me and then, some time to finish their work on their own time. During this task they all used emails to send their first draft to be reviewed.

In the end of this poster there is a list of actions the class selected to be done to celebrate WDD and they are:

1. Wear blue

2. Use the Diabetes pin

3. Walk with friends

4. Take the Diabetes test (another class organized with the nurse an open to the community center to take the test and receive health advices if needed)

5. Don't eat sweets

6. Dance

7. Raise awareness for Diabetes

8. Eat with schedules

9. Speack with someone who can explain about the desease

10. Draw the Blue Circle somewhere

11. Watch the Smurfs

12. Eat an apple

13. Take a test for early detection of the desease

14. BE HAPPY!

* We have a protocol with the Palmela Health Center and have two teachers of the school who make the liason with it and propose different activities related to health issues.

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Caroline Kearney tells us what this module will be about. We will be seeing some examples by teachers of schools in different countries who are already using technology-enhanced teaching in their classrooms and lessons.

For this first module, we will be asked to do two activities:

1. Learning activity: We should upload some evidence of our technology-enhanced teaching. We can use whatever nature and format we want.

2. Learning diary: We must create an entry where we should describe the evidence we uploaded, including a link to it and explain the context it was used and how it affected ours or our students use of technology and did it allow to achieve the intended learning outcome?

To do this self-reflection we can answer these questions:

- What was the added value of using technology for this teaching or learning task? What did it enabled me or my students to effectively do?

- Did I effectively integrate the technology into my lesson plan linking it clearly to the learning objectives?

- Was the technology used to its full potential and did I or my students had the sufficient digital skills to benefit from it? If not, why?

- Did the technology support learner choice and personalised learning? Did the students used technology to manage their own learning by choosing the appropriate resources or tools to support their work?

- Did the way I used the technology allowed the learner to be a co-designer of their learning and not only a consumer, but also a producer?

- Did my use of technology allowed my students to go beyond learning traditional subject-based competences and develop more transversal 21st century skills such as colaborative problem solving?

- Did I allow enough time for students to work with the technology and what could I have done to make the activity run more smoothly?

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MODULE 1 - What is Technology-Enhanced Teaching (TET) Competence?

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MODULE 1 - What is Technology-Enhanced Teaching (TET) Competence?

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The objectives of this module are:

1. Understand that Technology-Enhanced Teaching is a new and not fixed but constantly evolving area, in which frameworks do exist but are of limited value. Appreciate that through teachers practice and self and peer-assessment we can better understand this evolving area.

2. Appreciate how games-based learning, games design, a programming tool and an Interactive Whiteboard can be effectively used for Technology-enhanced Teaching in different subjects areas and with varying age groups.

3. Create a Learning diary to log learning activities, reflections and resources from the course.

4. Upload evidence of Technology-enhanced Teaching and reflect on it critically and constructively.

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I'm a sciences teacher with a degree in Geology and a two years specialization in Biology and Geology highschool teaching. For the past four years I've been working at Escola Secundária de Palmela with classes from the 7th grade to the 12th grade.

This year I'm responsible for a Science School Project in the environment area and should work with students from all grades who want to be volunteers.

My classes are:

- 7th Grade - Natural Sciences. I'm also the headteacher for this class;

- VET (Vocational Teaching) - to obtain the 9th grade diploma - Environmental Sciences - I'm responsible for the curriculum of this class;

- VET (Professional Teaching) - to obtain the highschool diploma, currently 11th grade - Communication and Interpersonal Relashionships.

This is the view from the teachers room balcony. You can see part of the school buildings on the left. LIsbon can be seen on the horizont.

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I am a portuguese mother of two beautiful twin boys and a little younger girl, living in Setúbal, a city where the Atlantic ocean meets Sado river and the beautiful Arrábida mountains.