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This is my Lesson plan

http://v.gd/XVqmAv

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The lists produced by other course members cover everything I currently use and more. Very interesting reading. Well done everyone.

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You always get at least one student who hasn't engaged with the task at home. As the videos are short I get them to catch up while I progress with the rest of the class. I'm moving the whole concept through to flipped mastery in September.. now that will be fun. Essentially it will mean that there could be multiple different activities going on around the lab.

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I started flipping my classroom last year as my first year students had iPads. This year, both its and second year students have iPads. There was a bit of resistance to the idea from management as they perceived it as passing the buck. It allows me to use the classroom for meaningful learning. You don't have to create all the material yourself by the way.. there are many excellent youtube clips out there that can be used.. Here is one I did do though

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Tablets are excellent for jigsaw activities. i.e. this week my first year students had blood as a topic and rather than give them a didactic lesson, I split them into groups of 4, and let them research individually either plasma, platelets, RBCs or WBCs to feed into their group's presentation. In one class I selected the groups by drawing names in the other, a less confident group, I allowed them to self select. At the end of the activity each group presented to the rest of the class; most used picollage and the Apple TV . The follow up was for each group to come up with 4 exam style questions and to post them to me on edmodo.

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My students did an exercise called Science Across the World a number of years back where they collected and shared information about their diet.. They were very excited to get responses from other schools. it worked well. Enthusiasm and commitment are what is needed from everyone.

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I walk around the classrooms talking to my groups and make a point of asking each member of each group something about the task they are working on. I ask them to feed updates on paddle or on their websites. I tried using a group whiteboard app but that had problems in that they kept on accidentally overwriting each others work. I also ask for group summaries from groups through apple tv. Timing and deadlining is important. It is also a good plan to get the groups to try and develop a rubric for a successful task or successful collaborative session.. it keeps them thinking about what and why they are doing their work

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with first year students who are new to the school I usually allow them to form pairs of their own choice, possibly adding a third student if it is apparent that one is going to be isolated. Later on in the activity I join pairs together to form larger groups. This allows the students safe space. As students grow in confidence through the year I randomly assign them to groups using my 'sticks of doom' - lollipop sticks with their names on drawn from a cup. Once the students have worked with most, and probably all, their classmates it is very clear which groupings don't work. I like to allow the students as much autonomy with their group structure as possible as this increases their ownership of the task and motivates for better work but it is always a bad idea to allow disruptive friends to work together. I wouldn't like to impose my order on the group but would rather they negotiate their roles

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This is a little piece I made using screenflow on the skeleton

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My students use a number of apps to feed into Weebly, where they produce their own efolios for science. They use these for revision as the pics and videos they have recorded are much more relevant to them and remind them of the work they actually did. A virtual photo album of their life in the science class.

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TO INVESTIGATE LIVING THINGS. Aim: To investigate the variety of living things by direct observation of animals and plants in their environment, to classify living things organisms as plants or...

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The Learning Scenarios Concept is an excellent model for fostering student autonomy and 21st Century skills.

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The iPads were given to the students prior to the Summer Holidays so that they had that time to explore their use. There were some apps that I would have liked to see included in the basic package i.e. Pages but this wasn't included in the first roll out. Some students have purchased this and some have also gone for a keyboard to increase the iPad's functionality. All the current 1st years now have Pages. Picollage, Edmodo, Socrative, Padlet and Weebly would be the main apps I use with my students. Changing the learning space is the most difficult thing to do as I teach in a lab but with a little bit of planning it has been possible to move around the furniture to greater facilitate group work. Students know that I know what a quick swipe or double click on the home button mean and consequently I don't have any issues with other apps being used when they shouldn't. We also have a policy that although the iPad belongs to the student, they can be asked to hand it over to a member of staff at any time to check that it is being used as a learning tool.

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The comment about changing pedagogy after implementing the roll out of tablets is an interesting one. Some of my colleagues use the iPad purely as an ebook and teach as they always did, according to my students. Others, the minority it would seem, have found innovative uses for them in the classroom and beyond. This is no different from the pre-tablet whole school experience that students would have encountered and I would suggest that it is important to identify the tablet as a device that can support teaching and learning and the development of 21st century skills but is not, in itself, a magic bullet.

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I use Edmodo with my 1st and 2nd year classes as they all have iPads. I also have a dedicated website for them with a help line etc. This is used by the rest of my classes who have varying degrees of IT provision and connectivity at home. It is an excellent application and one well worth trialling if you haven't done so yet.

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Students are able to take photos and video of the work they do and use the web to support their learning. By making the process personal they have ownership of their knowledge and the reminder of a personal experience when looking at a recorded experiment helps with revision. The access to the web allows them to extend their learning in ways that are self determined rather than being restricted by a text book.

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My school rolled out iPads for 1st year students in 2013 and now all 1st and 2nd year students have their own iPad. There was some resistance from various members of staff to the initiative and interestingly this was not limited to a particular group but came from both new and established teachers. Prior to their implementation there had been a 'switch off' policy for mobile phones. Staff had expressed concerns that they might be photographed or recorded if students were allowed to use them in class. For a number of years I had allowed the unofficial use of these devices in my science classes so that students could photograph and video their experiments.

iPads were considered by many a way of cutting down on the bag weight for students by replacing textbooks with ebooks. Interestingly the average bag weight has increased because students can now put all their copies for all subjects in their bags with the iPad and don't use their lockers as much.

Some staff wanted the cameras to be disabled on the devices. This, thankfully was not done. Snapchat, messaging etc are not allowed and games can only be played in breaks in specially dedicated iPad rooms.

Two years into the initiative there are no real issues. Some staff use the iPad purely as an ebook and others allow the students much greater freedom. Students all have internet access and their are multiple wifi ports around the school. We have a couple of spare devices and these are used if an iPad gets damaged. Students work is backed up to the cloud automatically and if necessary a new machine can be cloned from this with all the saved work.

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My school is a community college and has about 750 students on roll. It is a co-ed establishment. The B building on the right of the picture is more recent but the A building to the left is over 25 years old and my classroom hasn't seen much change since then. I have two whiteboards however and bought myself a nice bright data projector and AppleTV recently so that my first and second year students, who all have iPads can use airplay to share their work with others. We have 100 meg broadband and wifi ports in every classroom. I use a number of apps with my classes including picollage, socrative, edmodo, padlet and weebly to name just a few.

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My name is Robert Clarke and I am a secondary school teacher in the Republic of Ireland. I originally trained in the UK and have been teaching for 25 years. While in the Uk I was aNew Opportunities for Learning (NOfL) Teacher Tutor for the integration of ICT into classroom pedagogies. I am currently a PhD candidate at Trinity College Dublin where the title of my research is "Flipped-Mastery in the Mixed Ability Classroom within the context of Second Level Science in Ireland". In my free time I walk my 3 dogs....My daughter likes to dress up Charlie the Dalmation.