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This is a fictional lesson plan for a beginner level class Russian as a foreign language.

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Log17 - Module4-Apps and tools for personalization and flipping the classroom

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Log17 - Module4-Apps and tools for personalization and flipping the classroom

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Edmodo

padlet

Thinglink

evernote

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Log16 - Module4-key challanges of flipped classroom

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Log16 - Module4-key challanges of flipped classroom

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The key challanges I see are:

1. Preperation This will take most od the time and effort. Preparing everything at home can be exhausting. Furthermore your flexibility as a teacher is lost.

2. Content For me as a language teacher it is simply not possible to give my students the instructions at home and do the task in class. I need to have an immediate feedback from my students in terms of understanding the task and my input.

3. Dealing with the lazy ones What do you do with students who didn't have the chance to prepare at home or who were simply too lazy to do it? Trying to integrate them into your actual teaching is hard and almost impossible.

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So far I haven't heard of the term "flipped classroom" before but after watching the introduction videos to it I have to say that in some way I already practice this technique. All my lessons are on powerpoint which I upload to the padlet for every student to see. Usually I upload them a few weeks before the actual content will be taught in the lesson. So students get the chance to preview the presentation to see what is next and to raise their questions in advance so that they can be answerd in class. There is still a lot to impreove to actually call my teaching style the flipped classroom. Here needs to be more preperation and more videos. Tasks are still communicated in the lesson which can be made beforehand. But even if I'd chance my style to a flipped classroom style, there still aren't any tablets so students won't be able to access everything 24/7.

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Log14 - Module4-Tablets and personalization

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Log14 - Module4-Tablets and personalization

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As many of my colleagues here, I haven't used tablets in class yet because our school simple hasn't any of them. But I can imagine using them for different forms of instructions, e.g. record the instructions (for audio visual learners) or type the instructions for other types of learners etc.

I can also imagine setting different goals for different kinds of students so that they can choose what to deliver as an output. This of cause needs a big load of preperation which you haven't got most of the time.

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Log13 - Module4-Learning styles of my students

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Log13 - Module4-Learning styles of my students

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Before I answer your questions about how to gather information about the learning style of my students I would like to thank you for mentioning me in the module introduction video. It is a great honor for me to be mentioned out of thousands of participants.

Regarding your question: On the first two days of a school year or on some other occasions we regularly test our students' learning type with questionaires. I think this is an appropriate method so I haven't felt the need for looking for other methods and haven't used other methods yet. Generally I try to cover different approaches of dealing with a topic so that every student gets involved.

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Log11 - Module3-apps for collaborative learning

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Log11 - Module3-apps for collaborative learning

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Edmodo

padlet

thinglink

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Besides self-assessment I have also used group assessment: I gave them a number of points based on my observation during the working process (e.g. 5 students - 40 points). Then they had to agree in the group how to distribute the points among themselves based on their individual participation and engagement. This acted out well although I also thought about fights within the group beforehand. So I have to say that the students acted in a very social way

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I haven't been involved in any etwinning projects yet, though I'm registered on the plattform. A colleague of mine is a very active etwinner and has won several quality seals for our school. So I'm very impressed by her enthusiasm and if I get the chance to work together with her in the future, then I will definitely take part in an etwinning project because motivation and engagement, taking responsibility and acting in an intercultural way is something that isn't easy to teach and therefore etwinning is a great opportunity for that.

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Log 8 - Module3-keeping students on track

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Log 8 - Module3-keeping students on track

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The best strategies to keep students on track have already been mentioned in the video: set them time limits and try to block everything that could distract them from working.

While collaborative working phases in my classes I have set time limits, of course, and sometimes I also tell them that I will grade the way how they work together in the group and combine this mark with their result.

Without using tablets I had my students working in groups on different aspects on Canada (geography, sports, famous people, etc.) in order to create a poster which then was presented in class. Here I also graded the process by self-evaluation of all group members.

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Forming groups for colaborative learning happens in various ways in my classroom. The students often decide themselves on who to work with. Sometimes I form groups beforehand. The form of group formation depends on my targets. We all know how heterogenious classes are nowadays.

A funny way to form groups which was already mentioned before is to offer different kinds of candy to the students and let them then find together based on their choice of candy.

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Log6 - Module2-students' content creation

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Log6 - Module2-students' content creation

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Unfortunately, I haven't used tablets in my classes, at least not for students' content creation. I once recorded my students while giving a presentation to show them how they acted and to improve their rhetoric skills. Due to privacy issues I am not allowed to upload my students. Sorry :(

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As I am still in the beginning of my teaching I haven't used this sheme for preparing lessons yet. They seem to be similar to theoretical approaches of lesson preparations though, which I have used before.

The concept itself seems useful to me and I will try to use it in the future.

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Personally I'm afraid of my students behavior when I present the tablets to them. When I see their smartphones with the cracked displays I assume that the tablets would look like this after a few lessons

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Trying to implement tablets at our school is like hurdling. The first obstacle is the money, the next is security issues. Further obstacles are our old teachers who - fortunately not all of them - are afraid of using technical devices in their classroom. Then there is the WiFi-problem. There is no WiFi at our school - no safe enough. There are many more problems.

Looking forward for help or advice.

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Andreas, Germany

So far, I haven't used tablets in class, but I'm motivated to do so in the future, because of

motivation,

flexible learning,

other forms of collaboration,

visualization,

and another way to support my students' creativity.

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Hi everybody,

I'm Andreas from Hildburghausen, Germany. I'm a student teacher, teaching English and Russian in grades 5-12. Currently I'm teaching a 5th grade and an 8th grade in English but hoping for more to come ;)