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http://fcl.eun.org/toolkit

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http://v.gd/OWHTGD

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The tablets with internet  give the students access to a lot of information. But for example, with the DRIVE application from google the teacher can give the students personalized feedback and orientations for the work of each student of each team. The teacher can create a folder where he and the students can share material.

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 M4  Apps and Tools for
Personalisation and Flipping the Classroom

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 M4  Apps and Tools for
Personalisation and Flipping the Classroom

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Google Drive, Some educational websites, youtube and vimeo, Classflow, blendspace, moodle, edmodo...

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I have not tried this model as it is described yet, but I have worked with a similar methodology. Students had different resources, some built by me, and they had guidance about where to look for the information they needed, following a script provided by me. I also give them some exercises that  they should do. My role was just answer questions, putting the most often questions that let students to get beyond them.

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The main challenge it’s to make all the students do their homeworks. Some students can´t have a tablet or a laptop at home or access to internet.

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M3     3.      What strategies have you used to assess group work?
What are the main challenges for you when it comes to assessing group work?

 

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M3     3.      What strategies have you used to assess group work?
What are the main challenges for you when it comes to assessing group work?

 

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That is the hardest to me. But I use different strategies. I observe the work of the sudents at the class and I have some guidelines to do that. I also use a regular peer assessment.

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M3     2.       How do you keep your students focused and on track
during collaborative projects? How do you ensure all students contribute to the
task?

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M3     2.       How do you keep your students focused and on track
during collaborative projects? How do you ensure all students contribute to the
task?

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I observe the work of each group, and when I see that a student isn't working, I speak with him privately and I also give a task inside the work of group for that student. I give too regular feedback about individual work and how they are contributing for the work of the group for they know what they have to improve.

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 M3    1.      
How do you form
groups of students for group work and why do you take this approach? Based on
your experience what strategies of forming groups work and which do not work? Why?

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 M3    1.      
How do you form
groups of students for group work and why do you take this approach? Based on
your experience what strategies of forming groups work and which do not work? Why?

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I form groups with TeamUp and after I adjust the groups, togheter with students in a negotiation.

When the students have to do a more elaborated task, I think it's important work togheter, because all can contribute for the work. The students can produce a better work and develop important skills like collaboration and comunication. If I form groups with only one student strong (in terms of knowledge) and individualist, the group doesn't work, because that student does everything alone. If the members of the group have different skills they can contribute better for team work.

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M2   2 .An actual piece of content that you can use as an example for a content creation project in your classroom 

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M2   2 .An actual piece of content that you can use as an example for a content creation project in your classroom 

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This could be used for the first Class of the school year. A funny way to start with the students

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Presentation for the first class on year

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Watch the video: Presentation for the first class on year by zuzartesilvia on GoAnimate.

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M2   1. An idea for a piece of content  can produce with your  class that has a purpose beyond the classroom activity

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M2   1. An idea for a piece of content  can produce with your  class that has a purpose beyond the classroom activity

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The students could produce a website for support the learning of a subject. Here is an example of content produced by my students.

http://estatisticasqn.webnode.pt/

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Webinar: School-to-School Colaboration  - 7 april

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Webinar: School-to-School Colaboration  - 7 april

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Nonpublic Special Education School Secondary Transition Planning Webinar

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CCL webinar: School-to-School Collaboration, 7 April 2015

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The webinar is organised by the Creative Classrooms Lab project that is focusing into the use of tablets for teaching and learning. In this webinar Petra Boháčková, the project's lead teacher in Czech Republic is telling on her experience on School-to-school collaboration. More information and videos at http://creative.eun.org

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M1   3.   
What classroom
challenges do I already face or do I anticipate facing when using tablets?

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M1   3.   
What classroom
challenges do I already face or do I anticipate facing when using tablets?

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The teachers have to clarify the rules of using the tablets. The teachers should have the Plan B if the internet fail or the students forget their tablets. The different system of tablets that the students use could be a problem. It´s necessary the teacher to antecipate this, asking the kind of tablets which the students have and ensure, for example that the app that will be used work correctly on the different devices.

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M1  2.   
What whole-school
challenges do I already face or do I anticipate facing when using tablets?

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M1  2.   
What whole-school
challenges do I already face or do I anticipate facing when using tablets?

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The main problem that I antecipate is the internet acess, because that is already a problem with the computers.

The other problem is the collaborative work with teachers of diferent subjects, because that isn't a tradition in my school.

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M1  1.   
What is your main
reason for using or wanting to use tablets in your classroom?

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M1  1.   
What is your main
reason for using or wanting to use tablets in your classroom?

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Society is changing and in our days more and more students have their own tablets, because they are cheaper and lighter than computers and have touch screens, what is still rare in most computers. In addition it´s easy to access to internet and there are numerous educational platforms and software available for these devices that can provide a environment that facilitate innovation in teaching and learning for the development of the 21st century skills.

Many of the students who have already tablets bring them to school. However,  not all students have access to tablets. If the school doesn’t have some tablets to that students,  once again the school maintains social inequalities instead of alleviate.

My school doesn´t have any tablet. But, not long ago, my students had to search for works of art with symmetry as inspiration for the work they will create. One of the working groups had a tablet, that one of the group members bring to school. The tablet was used by this group for this research. They showed me several pictures on the tablet, passing from one to another quickly. Coincidence or not, these students group were the most motivated for their own creation, in this case a mosaic. The production was performed on GeoGebra. Here is a photo of the object they created and how it looks on the pavement

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My School - Escola Secundária de Casquilhos

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My School - Escola Secundária de Casquilhos

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http://aecasquilhos.pt/

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I´m a Math teacher in a Secondary school in Barreiro, Portugal. I´m also an Ambassador Future Classroom Lab in my country. I participate in a iTEC projet since pré-pilot of cycle 3.