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Module 4 Activity: 1. Preparing a lesson plan

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Module 4 Activity: 1. Preparing a lesson plan

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Here's my lesson plan FLIPPING MARY SHELLEY'S FRANKENSTEIN!!

As I don't see the resources in the Designer I add them here:

http://www.lacimetta.com/2015/02/21/4f-mary-shelleys-frankenstein/

http://www.lacimetta.com/2013/02/26/4e-the-monster-is-back/

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4.6 Apps for personalized learning and flipping the classroom

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4.6 Apps for personalized learning and flipping the classroom

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I've already posted my MindMomo with all apps. I'm adding here two ThingLinks with lots of iPad apps to improve your Englis. Hope you'll like it!

http://www.thinglink.com/scene/550347696049750016

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EDUCATIONAL APPS TO LEARN ENGLISH by lacimetta

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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4.5 Flipping the classroom with tablets. what do you think are the key challenges to implementing the model with tablets in classrooms?

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4.5 Flipping the classroom with tablets. what do you think are the key challenges to implementing the model with tablets in classrooms?

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It requires redefining the idea of teaching and learning. Challenges are:

time devoted to prepare videos or select the ones already available;

familiarity and self-confidence with the use of technology: e.g.screen capture apps like Screencastomatic;

planning carefully an clearly all activities to be done by students both  at home and in class;

making sure students have watched all videos and thus using apps like EdPuzzle or Zaption or EduCanon

setting measurable goals;

assessing the process and not only the final outcome

being open to learning new things every day!

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4.4 Introduction to the flipped classroom. Have you tried out the flipped classroom model already? 

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4.4 Introduction to the flipped classroom. Have you tried out the flipped classroom model already? 

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I've been flipping my classes of English Language and Literature - 10th, 11th and 12th form - for two years now. Here's a post in my blog dating September 2013, in Italian, explaining the flipped Classroom.

http://www.lacimetta.com/2013/09/13/flipped-classroom-o-classe-rovesciata/

http://www.lacimetta.com/2013/12/09/flipped-classroom-o-classe-rovesciata-in-action/

that contains also the video interviews to my students but it's in Italian, sorry.

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4.2 Personalising learning with tablets. 

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4.2 Personalising learning with tablets. 

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Iorder to personalize my students' learning experience I differentiate the activities and give them "choice". The easiest way to do that is by using a LMS like Schoology and, rather than focusing on all the possible apps that are useful to this purpose, I try to be very respectful of their mode of working and above all of their outcomes. To cut the long story short, If a student is mainly auditory, I always include in the lesson a song or a dialogue and accept if a student volunteers to do that. There's plenty of apps - Vokaroo, AudioBoo or simply activating audio reading to name just  few - to record their voice or make them listen to audio stories. If a student is more visual then I privilege some visual texts and expect the student to create a visual object in the form of an audio picture - Fotobabble -, video - MailVu, watchNow - or visual art - all photos . Last but not least, for the kinesthetic ones, I usually include some Role Plays or other activities that using tablets with apps like ExplainEverything, are usually the ones they love the most.

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4.1 Personalized learning. How do you know what types of learners there are? What are good strategies to identify this? Is it enough to simply ask the students as is done in the video above? Are the students, are we, always fully aware of how we learn best? 

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4.1 Personalized learning. How do you know what types of learners there are? What are good strategies to identify this? Is it enough to simply ask the students as is done in the video above? Are the students, are we, always fully aware of how we learn best? 

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Many years ago I attended a course on NLP at Pilgrims in Canterbury and therefore became familiar with the VAK styles of learning. I used a beautiful booklet "Knowing You Knowing me" by Delta publishing written by Jim Wingate. After years of practice I'm very attentive to the behaviors of my students when I meet them the first days of lesson together. To identify their learning styles I ask them some questions in a Discussion thread in Schoology and then I ask them to do this online test.  It's really good and then we discuss together on the results. very often students are not aware of the different learning styles but things are changing and some teachers, especially of English, work on this already at the primary or Intermediate school.

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George Lucas Educational Foundation

Editor's Note: The multiple intelligences quiz has been removed from Edutopia. While the test was a useful tool to explore different ways in which intelligence can be understood, research calls into question whether results were being interpreted and used appropriately.

To learn more, please see this 2018 article on some common misunderstandings about multiple intelligences theory and learning styles.

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The theory of multiple intelligences has captured the attention of many educators who are interested in how students learn. While the theory hasn't been corroborated by research, many teachers find it helpful to better understand the abilities of their students.

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I've created this MindMomo with all the tools I use for collaborative learning. I made it for a teacher training course - I was the trainer - on the "use of digital tools in education". That's why it's in Italian :) It took me so long to make it but it helped me reflect on the reasons why I use some apps rather than others and I therefore became more aware of my teaching strategies.

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Strumenti tecnologici nella didattica - Mind Map

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Tutto quanto può servire per realizzare una didattica collaborativa usando la tecnologia. A cura di Laura Cimetta, CONDIVISIONE, CREARE UNA LEZIONE, INFOGRAP...

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Module 3.4 Assessment of group work with tablets

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Module 3.4 Assessment of group work with tablets

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I usually try to "listen" to my students and in order to do so I often use SOCRATIVE by devising quizzes administered in an anonymous way so that they can speak their mind and focus, in a critical but neutral way, on the difficulties and flaws of their group work and Collaborative skills. While doing a PBL I use assessment RUBRICS my students fill in group and at a second stage I hand out to them my own assessment rubric. I usually find the two rubrics pretty consistent. Here's an example carried out using the website Rubistar. The main challenge I found when it came to assessing group work is the difficulty in being "objective" as some "hidden behaviors" and "teenagers' relationship dynamics" if I may say so - by this I mean the habit of teenagers of covering their friends' lack of collaboration as a way of showing their support and friendship - are very often hard to define or modify. It's definitely a very slow process of growth that requires time, understanding and a great deal of communication skills.

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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

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Module 3.3 School to school collaboration

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Module 3.3 School to school collaboration

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I've never taken part in an E-Twinning Project and I'd love to. Some years ago I did an exchange project with a school in Sacramento, USA and the success factors for a school to school collaboration project, as all my colleagues have already written is: desire to communicate, shared goals and commitment, respect of cultural differences and deadlines, involvement of parents and strong support of the school in terms of technology and organization.

Here'a a Prezi done by one of my students to present their experience of Study Tour in Broadstairs and share it with the other class and that school.

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A wonderful and pleasant study tour in Broadstairs!

Teachers
Trips
Families
Conclusion
Studying abroad definitely challenges you on a personal level.
Any doubts? Leave your country and go!
Debating whether or not to face a study tour?
Debating whether or not to study abroad?

learn to be fully independent and see what you can do on your own
immerse yourself in a totally different culture.. you might really like it
improve your knowledge and your pronunciation
At the English Centre in Broadstairs the teachers were fantastic!
Each of them had his own style or way of motivating their students.

They could be defined as someone who pushes students to want to do their best while at the same time trying to make learning interesting as well as creative.
They were helpful, understanding and their lessons engaging!
Canterbury, one of the most glamorous cities of Kent
London, unique.
The excitment as you look around you and see crowds of people from all over the world.
It makes you really think how one place can attract so many people; skyscrapers, fabulous clothes shops, beautiful monuments.
Canterbury Cathedral, one of the most important Christian buildings in England
Flowless families
Houses perfectly clean and tidy (even the picky persons can feel good in an other house)
House design carefully planned
With a little luck even some young kids in the family!
Imagine the greetings of a kid in the morning like: "hey guys, breakfast is ready" with his sweet voice!
By the time you return home, you may feel like a super hero: you can do anything!
Check out these three simple reasons why you should leave as soon as possible to a study tour:
Or when you're having dinner and a kid says: "no vegetables, no this, no that!"
Or even some tearful hugs at the end of your stay!
Some people would rather spend more time at their school, some have many doubts about studying abroad.
Motivation plays an important part in a student's success in learning and development.
Whether you consciously realize it or not, you develop a greater self-confidence, independence and self-reliance.

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Teachers Trips Families Conclusion Studying

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A wonderful and pleasant study tour in Broadstairs!

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A wonderful and pleasant study tour in Broadstairs! TeachersTripsFamiliesConclusionStudying abroad definitely challenges you on a personal level.Any doubts? Leave your country and go!Debating whether or not to face a study tour?Debating whether or not to study abroad? learn to be fully independent and see what you can do on your ownimmerse yourself in a totally different culture..

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Module 3.2 Student collaboration.How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task? If you have organised a similar project share your experiences (positive and negative) here.

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Module 3.2 Student collaboration.How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task? If you have organised a similar project share your experiences (positive and negative) here.

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Well, I usually give clear instructions, step by step, either in a post in my Blog or in Schoology, a clear deadline, but I also give them some sort of CHOICE. I learnt this during a seminar on NLP at Pilgrims in the Canterbury and find it valid for myself: if students can choose the topic, the app to carry out their final project, or are given any other kind of choice, they work much better. I also also provide them, from the very beginning, with an assessment rubric where also Collaborative Tasks are taken into account so that they are aware of the skills involved in their learning process and can report if, within the group, somebody is not bringing to class their material or not collaborating thus slowing the group down. Nevertheless, I find it very difficult to efficiently modify that behavior. What happens in reality is a kind of "natural selection" so that when the students choose who to work with - and I'm compelled to accept this mode since we do not have tablets for all students but only BYOD in class, with slow wi-fi and students come from different villages and have to work from home in the afternoon and I cannot impose on them the partner to work with - the lazy ones, so to speak, understand that they have to commit, otherwise they are left behind. It may seem cruel but in most cases, after speaking vis a vis with the student, they understand they need to commit more and in order to be accepted by their peers, they get more involved and make an effort in carrying out their task.

This is my PBL on Human Rights just finished.

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It was December 12th when I published the first post of our PBL on Human Rights and after 4 months of class and individual work we have now finished r esearching, selecting and collecting materials and it's about time to see the students' groups' final works and oral presentations. I'm very proud of my students when watching and listening to them presenting their Prezis and Emazes I realize how much they have improved in these 4 (or 2 in the case of 3M) years together. It's amazing the quality of some of their works that show a great deal of creativity and that was exactly what I aimed at. In spite of all their complaining, attempts to postpone the deadline and their handing in at the latest minute 😉

Every work should contain:

1. reference to the Human Right chosen and some of its violations stated with clear reference to the source of information;

2. a chosen photo from Mittica's exhibition - taken or from the website Living Toxic - analyzed with gathered information on the disaster, slavery or violation of the human rights it depicts and reports.

3. a "digital" sharable learning object, raising civic awareness on the importance of respecting the basic Human Rights, whose target is teenagers in the form of Prezi, Emaze presentations, PowToons, Videos, Posters, interactive images Fotobabbles, Thinglinks, Animotos

to inform the reader ;

to convince to take action;

to involve emotionally.

Here's the ASSESSMENT RUBRIC and the two Padlets that contain all their works.

This entry was posted in Contemporary issues, Didattica web2.0 by lacimetta. Bookmark the permalink.

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PBL on HUMAN RIGHTS Students' final works!

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It was December 12th when I published the first post of our PBL on Human Rights and after 4 months of class and individual work we have now finished r esearching, selecting and collecting materials and it's about time to see the students' groups' final works and oral presentations.

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Module 3.1 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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Module 3.1 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 use different strategies to group students depending on the activity. At the beginning of the year I allow them to chose their partner.  The lay-out of my classroom desks is in islands of 4 students each - so that I can observe them and their way of learning and interacting. After a while this way doesn't work any longer as the students tend to isolate themselves from the others and create "close" groups of friends. Then, when I know them better, when we do Project Work I group them either by level of competence - if I give them different tasks according to their language level, that is to say for ex. different readings of graded language complexity, - or I create "mixed ability" groups so that each student can contribute to the activity according to their capabilities. Within the group one acts as facilitator, summarizer, presenter and recorder. This is the way I prefer as each student can learn from the others and help the ones who encounter some difficulties in the spirit of "cooperation".

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Here I am. I'd like to introduce myself using an Avatar with Tellagami.

And using Voki, introduced by my dog Kobe:) I used this with my first form of a Liceo. http://www.voki.com/pickup.php?scid=10253358&height=400&width=300

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I've created a ThingLink with all Apps my students could use to create their final "digital object"within our PBL on Human Rights.

TASK: Create your own campaign from your chosen human right and Mittica’s photograph.

to inform the reader by creating a POSTER, an INTERACTIVE IMAGE, A PREZI;

to convince to take action by creating a video or a poster;

to involve the reader emotionally by adding a poem or a text, writing as if you were the person in the photograph.

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APPS to make your final DIGITAL OBJECT by lacimetta

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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MOULE2.1 & 2.2 USING TABLETS FOR CONTENT CREATION 

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MOULE2.1 & 2.2 USING TABLETS FOR CONTENT CREATION 

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Today I've learnt what a Learning Scenario is in when put into practice.

This website is a well of inspiration and materials. http://creative.eun.org/scenarios http://creative.eun.org/c/document_library/get_file?uuid=42357fbe-1cc1-4d6e-bc13-0077ab251a02&groupId=96459

It's important that the activity is an authentic task with all copyright rules and privacy rules respected. At the end it's important that the students create their PORTFOLIO.

Although only a few of my students use tablets in class, during this academic years I worked with my 11th and 12th grades on a PBL on Human Rights and this is the post in my Blog with a Padlet of all their final products - using Prezi, Emaze, Tellagami, UtellStory, ThingLink, Animoto. As I worked with two classes and originally should have cooperated with two colleagues from different schools and a class from Denmark who unfortunately dropped the Project for lack of time and difficulties they encountered, the great thing is that the students could see the works of the other class' classmates and that's a way of somehow overcoming the boundaries of the classroom walls.

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It was December 12th when I published the first post of our PBL on Human Rights and after 4 months of class and individual work we have now finished r esearching, selecting and collecting materials and it's about time to see the students' groups' final works and oral presentations. I'm very proud of my students when watching and listening to them presenting their Prezis and Emazes I realize how much they have improved in these 4 (or 2 in the case of 3M) years together. It's amazing the quality of some of their works that show a great deal of creativity and that was exactly what I aimed at. In spite of all their complaining, attempts to postpone the deadline and their handing in at the latest minute 😉

Every work should contain:

1. reference to the Human Right chosen and some of its violations stated with clear reference to the source of information;

2. a chosen photo from Mittica's exhibition - taken or from the website Living Toxic - analyzed with gathered information on the disaster, slavery or violation of the human rights it depicts and reports.

3. a "digital" sharable learning object, raising civic awareness on the importance of respecting the basic Human Rights, whose target is teenagers in the form of Prezi, Emaze presentations, PowToons, Videos, Posters, interactive images Fotobabbles, Thinglinks, Animotos

to inform the reader ;

to convince to take action;

to involve emotionally.

Here's the ASSESSMENT RUBRIC and the two Padlets that contain all their works.

This entry was posted in Contemporary issues, Didattica web2.0 by lacimetta. Bookmark the permalink.

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PBL on HUMAN RIGHTS Students' final works!

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It was December 12th when I published the first post of our PBL on Human Rights and after 4 months of class and individual work we have now finished r esearching, selecting and collecting materials and it's about time to see the students' groups' final works and oral presentations.

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I'm not using Edmodo but a similar LMS: Schoology. I've been using it for 3 years now. You can use it to launch discussions, share ideas on contemporary topics or videos, as a repository of materials - I teach English and post links to grammar sites, videos, literature - you can create polls, quizzes, set assigmnents with a transparent deadline, share photos of school-trips, share the students' presentations, post the videos for the Flipped Classroom remind students of assignments or events ... it' like a super virtual classroom, a social network but protected and without the distractions of Facebook!

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1.4 Tablets in classrooms - what I need to know

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1.4 Tablets in classrooms - what I need to know

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The most challenging issue in my classroom, if I were using tablets, would be providing all students with a device, succeeding in planning PBL activities shared by the colleagues of other subjects and having an efficient wi-fi connection. As regards the space I've already implemented a different layout with desks arranged as island where students collaborate. The frontal lesson doesn't belong to my teaching practice any longer and I've been using the Flipped Classroom. Still, the issues I mentioned above are still a great challenge to my daily teaching.

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1.3 Tablets in schools - what I need to know

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1.3 Tablets in schools - what I need to know

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The greatest challenge, I believe, is involving all members in a shared planning and assessing of the process and I mean students, colleagues, parents, head teacher and technical support. Cooperation is not something we're used to in the Italian educational environment, nor the sharing of resources, ideas and achievements. In order to succeed in the creative use of tablets, the following issues must be addressed in my school. It's therefore necessary:

1. teacher training for a new vision of "learning" and therefore "teaching" may be done by teachers who already have a good knowledge on the "creative"use of tablets and pass it on to other colleagues who are interested ;

2. a fast wi-fi connection;

3. a clear policy about safety and privacy;

4. new spaces such as subject classrooms:

5. "taking off" with one monitored class

6. having more that one "technician" for a whole school and facility of 1,400 students.

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Because I want to enter the future and not go back to the past. Because I want to have FUN with my students and I want to be more creative and assess not my students' memory but their fantasy, powerful imagination and independent thinking. In order to do that we need to overcome the individualistic approach of our school system and learn to collaborate and share our knowledge and works. In a word we need to think GLOBAL and respect each student's learning need and pace of learning. And also because they allow all this

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My name is Laura Cimetta and I teach English language and literature at a Liceo Linguistico in the North East of Italy. I've been teaching for 25 years and love integrating technology in my Humanistic Approach. I lived in Ireland for two years and loved it! My passions are literature, poetry, movies, music, travelling, blogging, my husband and and son and l'asta but not leastmy dog Dream. Here's my Blog "Bloggish".

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HI! Summer Holidays are called that's why I'm not assigning any homework but reading a classic in English and to have fun - but you can do it now or in September to revise, certainly not at the seaside or when travelling! - the creation of a VIDEO on a literary topic you've particularly loved so that it can be useful for the future students. 3CLIN (check yourGoogle shared doc for books recommended by your friends)

Mary Shelley as a classic and the others from your own recommendations in your shared Google docs. Free here also with audio

Emily Brontë Wuthering Heights

Jane Austen, Pride & Prejudice

(check yourGoogle shared doc for books recommended by your friends)

Here at Project GUTEMBERG you can find books downloadable for free. 500 Free Ebooks 🙂 Check it out! It's very important that you keep practicing every day, not to forget all the things you've learnt so far JWatch movies in the original language with subtitles as much as you can.

Lyrics Training with music videos. Here's the link to the post to make the video (withTutorials and Padlet) STUDENTS AS TEACHERS Last but not least here's a screenshot of some Apps for the iPad to practise your English. 🙂

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HI! Summer Holidays are called that's why I'm not assigning any homework but reading a classic in English and to have fun - but you can do it now or in September to revise, certainly not at the seaside or when travelling!

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I teach 4 High School classes of 25 students each at Liceo Linguistico "m.Grigoletti" where students study English, German, Spanish and Russian. My school is not a school 2.0 but we've got a computer with an online register in each classroom.

I have my own "English classroom" - shared with my collegue Cristiana - endowed with a Computer, an Interactive Board and wi-fi but it's a pretty slow network as we haven't got a fiber optic broad band. Sometimes I work in a BYOD mode and Flipped Classroom but few students have got a tablet. I've got an iPad and a Mac at home and have been using a Blog for many years now.