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This is my lesson plan created with learning designer.

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Apps and tools for personalizing and flipping the classroom

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Apps and tools for personalizing and flipping the classroom

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I’m just getting familiar with apps therefore I don’t know many of them, as I told on other occasions I find padlet very useful as well as book creator. I hope to be able to continue using them and practice with other apps.

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I think the most important challenge in flipping the classroom is creating video materials suitable for each lesson, creating material is time consuming and we don’t have so much time. Moreover I don’t have the proper competence for creating a good video. However I think that using material that can be found on the web or even simpler the material attached to their textbooks is equally advisable and can create interest and arise discussion in the following lesson.

I think that tablets work as well as computers and are more handy if each students is provided with one, moreover the possibility of using different types of apps may increase their ability to produce fine products which are satisfactory for them and for the teacher too.

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I have tried flipping the class after reading about it. I decided to adopt it in one of my classes to get them more involved in the lesson, actually they were becoming too passive and  I realized they weren’t learning much. I didn’t feel like making a movie of myself so I decided to send them presentations about the topic which would have been dealt with in the next lesson and to read the relevant pages on their textbook.

On the next lesson we discussed about the topic and it was quite involving for them because I could listen to their findings and provide them with new information that they could place in the framework they had created for  themselves  not all the pupils spoke during the lessons but they followed with interest. Then I asked them to work in groups  on some texts and provide a text analysis. They helped each other , and I was there to help them all. It was  such a success that I’m trying to repeat the experiment  whenever I can.

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I think that using tablets to personalize learning should be quite effective. I’ve only

tried with computers and all the students working on the different project assigned did a very good job. They could take their time to understand and go deeper in the topic they were developing, they had the opportunity  to work with their peers and get confirmation or advice about what they were doing . Finally they could prepare their own report carefully and get feedback from their mates before the official presentation.

I think that any subject can be dealt with through the use of tablets and the Internet. I mostly tried with history projects and literature. Now I’m trying to let the student share a story of their own invention using Book Creator. I hope it will come out funny.

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I often find in my books a section devoted to learning styles and I always decide to do it with my pupils. It is interesting for them to learn about the existence of different learning styles and to test themselves through the tests provided. I think it is useful for them because they become aware of their own learning style. However when I prepare my lesson plans I try to use strategies which involve all the learning styles of my pupils so that nobody will miss anything. Finally I have often found out that students may have a favourite learning style but they also learn through different ones so  why not practicing them?

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I don't know many apps, only the most common ones such as Prezi, I have learnt how to use Book creator and I liked it very much as well as Padlet that I consider great.

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Successful factors of school to school collaboration projects

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Successful factors of school to school collaboration projects

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I haven't had any e-twinner partner yet but I involved some of my classes in Comenius projects in the past years. They didn't have a tablet to carry on their activities therefore they used their e-mail or chatted on facebook. They introduced themselves and their families, they also talked about their schools and the activities they do at school, finally they agreed on what to do during the exchange program. It was exciting for them to come in touch with a new reality and they did all the activities agreed on with great enthusiasm and great results.
I think that any kind of contact with other pupils stimulates and motivate students in their studies, therefore the possibility to use tablet and get a more immediate communication and more instruments at their disposal would increase even more their desire to know and learn.

A photo of our last comenius project.

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I agree that a careful assesment of group works is quite time consuming infact the challenge I have to face during this kind of activity is following the work of each group, therefore my observation of the working students is usually limited to a lesson then they have to continue their work at home where I can't observe them. I am aware that the strongest pupils usually provide most of the content created but also the weakest are more motivated to work because they like this kind of activity. The next phase in class is devoted to the presentation of the final product; on that occasion I have the chance to evaluate the content produced, the way the studentsreport and their ability to satisfy their classmates questions and to raise their interest.

I think that I should try some instruments for self evaluation too to complete the assessment of group works.

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The first phase of the collaborative project is a discussion about the aims of the project, the topics they are going to develop and the outcomes they are supposed to produce. I also make clear that each group has to gain competence on the contents of the other groups and that this will be verified during the oral presentation where the members of the groups who are not reporting will be supposed to ask relevant questions to the reporting ones. At the end of the project there will be a written test on all the different topics dealt with.

Then the groups are formed and the tasks are defined. Each member of each group is responsible for a particular task which the students choose inside their group. (For example at the beginning of this school year we decided to revise the novelists of the Augustan Age. Each group had a novelist and each member a work or a particular aspect of the author's activity.)

After a phase of individual research and study, The students meet to organize their presentation and finally, on the established day, they present their product. The presentation is followed by a debate with the whole class taking part.

The last phase is a written test about the whole period examined.

Here is one of the students' presentations

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I usually form groups of four students and sometimes even more, giving each of the members his own task. They collect their findings in a common multimedia product, generally realized as a power point or prezi presentation. that they present to the rest of the class. I let them decide about the members of the group, provided that they are of mixed abilities, because they have to realize the final product at home so it depends on where they live and the possibilities they have to meet. Actually during school time we only have the opportunity to work on the organization and timing for the group work and obviously listen and discuss the final presentation which is evaluated according to the content provided and the attractiveness of their presentation.

I find group work a very useful way to enhance self confidence in weaker students and self satisfaction in the strongest ones. All of them like doing them and they usually produce consistent products and interesting presentations.

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I found very interesting this piece of content

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I found very interesting this piece of content

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WHAT KIND OF CONTENT CAN WE CREATE WITH TABLETS

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WHAT KIND OF CONTENT CAN WE CREATE WITH TABLETS

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My students have often produced power point presentations about writers of the English literature, working in groups to give the opportunity to weaker students to emerge and be selfconfident with the support of their stronger peers. Their production was generally delivered off line because we are still waiting for a more efficient internet connection.

I’ve beenexploring different apps and I think they can be quite effective and stimulating for our students. They are very easy to use even if I had some problems in finding a way to transform my example creation into a link to post here but I managed at the end and I’m very proud of it.

The e-book whose link you will find here attached was created with “Book creator “ which I think gives many opportunities for content creation. It is a lesson about Alexander the Great that I delivered to my students a few days ago. I hope you enjoy it.

http://www.dropbox.com/s/jd4m6z5j1voossv/Alexander%20the%20Great.epub?dl=0

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WHAT KIND OF CONTENT I CAN PRODUCE WITH MY CLASS

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WHAT KIND OF CONTENT I CAN PRODUCE WITH MY CLASS

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I think every kiind of content can be produced with a class provided it is relevant for their studies and interesting for the students at least as regards the tools they will use to produce it. Tablets can be motivating and a new platform such as padlet can be fun to use. My idea is to involve my class, where tablets are available, in collecting all their works, produced during the school year in power point presentations, on a padlet in order to show them to teachers and parents. It would be a nice and useful instrument for them to revise the ancient history they have been studying during this school year and a point of reference for their following studies of the ancient Greek language.

As regards what I have already done: last year I accompanied a class on a school trip to Florence and they produced several presentations in Prezi and Power point according to the choice of the different groups. They provided pictures and texts to report on the monuments and museums they visited. Here I've posted one of these works as anexample.

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I have never heard about learning scenarios but I can say that I have been doing something like this with my pupils on different occasions and in particular during the preparation, realization and follow up activities of school trips. I didn't properly follow the seven stages but I can recognize some of them in the planning of those activities.

1. Dream: we chose the destination of our trip and divided the class into different group each one with its task: a monument, an artist or a specific cultural aspect of the place to visit.

2. Explore: the student explored the internet to find information about their own task.

3. Ask: we went on the trip and visited the place with guides who were another source of ideas and information.

4. Map: the students structured their ideas and provided the pictures they had taken during the visit.

5. Make: the student realized power point presentations relevant to their task.

6: Show: they presented their work to their classmates, some of the class teachers and the headmaster.

The steps are not in the same order and the remake one is missing but I think I can try again following your steps and applying the process to a curricular activity such as the CLIL in history that we are experimenting with the new international course whose pupils are provided with tablets.

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Why do I want to use tablets in my class?

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Why do I want to use tablets in my class?

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In my school one of my classes is endowed with tablets, one for each

pupil and obviously one for each teacher of the class. So I don't have to convince anyone to invest to buy them. However I perceive the endless possibilities of having such a devise at our disposal. The pupils are much more motivated and curious about learning through it it is fun for them. They may be able to surf the internet and research and find information of any kind which is great. The students may become more independent in learning and also more conscious of the proper activities which can be carried on the internet with the appropriate guidance of their teachers.

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This is me

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This is an example of what I send my pupils via e-mail to prepare a discussion about Eliot and Dante.

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My scool is a Liceo Classico that is a secondary school with special concern for classical studies and humanities. It is located in Bari, South of Italy, which is the same town where I live and it is a very ancient and traditional school therefore innovation and alternative methods are not always welcome. The age range of teachers is rather high as a consequence our competence in ICT is not very good. However we are trying to do our best, we have a lab with tablets at our disposal and 2 of our classes, who are involved in an international course, have tablets for each pupil.We want to use these new devices in the best way therefore we have great expectations from this course.

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WHAT CHALLENGES DO I ALREADY FACE USING TABLETS?

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WHAT CHALLENGES DO I ALREADY FACE USING TABLETS?

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We have been using tablets since last September and we meant to use them in place of

the text books finding further material on the internet in the provided book extensions, unfortunately we soon realized that we had problems with the possibility of consulting books on tablets and with the internet connection which was too slow and too weak to support  all the students’ tablet accessing the Internet. Hopefully we should have a faster internet connection soon and this will solve one of the problems. The other problem is a proper planning of the work with tablets that we have never done. I hope to get more information from this course in order to be able to convince my colleagues  to spend some of their time on this very important issue.

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I've never used Edmodo and I didn't actually know about it. As a matter of fact I have a facebook account and I don't use it so much especially with my students. I communicate with them via email but I understand that it's no more a modern system and the students prefer social networks. I will try to get more experience with edmodo.