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Save the Earth - Help Wanted!

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    Flipping the Classroom: Explained
  

      

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    Flipping the Classroom: Explained
  

      

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The Flipped Classroom as a Vehicle to the Future

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The Flipped Classroom as a Vehicle to the Future

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The Flipped Classroom as a Vehicle to the Future

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We describe how the Flipped Classroom has become the vehicle to change in our teaching practice.

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What is a Flipped Classroom Infographic Plus The Educator Guide to Flipped Classroom

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What is a Flipped Classroom Infographic Plus The Educator Guide to Flipped Classroom

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ProProfs presents you this info-graphic that introduces the concept of flipped classrooms. It offers you information on how teachers and students respond to this new idea of learning.

Also, you may want to check The Educators' Guide to Flipped Classroom, where you will find answer on how does a flipped classroom contribute to student learning, the top benefits and disadvantages of a flipped classroom, and last but not least, how to successfully Flip your classroom.

Finally, I highly encourage you to check:
Progressive Education: The Rising Power Of Student Voice
Read many current educational articles or twitter feeds, and it becomes pretty clear that progressive educationalists are gaining voice. Project based, constructivist, experiential, problem solving curriculum is lauded and promoted at every turn, and thankfully so. Learning becomes deeper and more meaningful when students participate in knowledge building. However, there are a few educationalists who are really pushing and disrupting the boundaries of progressive education. They are those who believe in student generated content.
A strategy for creating a School e-learning culture
Education is constantly changing the way students learn and how instructors teach. Technology is often the driving force behind many of the world's changes and innovations. In education, creating an e-learning culture is more about developing and tweaking what already exists, sharing a common vision, and doing things a little differently. The purpose of this article is to identify and outline a strategy for creating an e-learning culture within a school system ready to step away from traditional teaching.
The Concept of Individualized Learning Plans in eLearning
Individualized Learning Plans constitute a user-specific learning program or strategy that resembles a mapped academic plan, reflecting each learner's unique set of strengths, weaknesses, goals, needs, abilities, preferences, and interests. It constitutes an educational technique, undoubtedly easier to implement in the field of eLearning.

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What is a Flipped Classroom Infographic Plus The Educator Guide to Flipped Classroom - e-Learning Infographics

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ProProfs presents you this info-graphic that introduces the concept of flipped classrooms. It offers you information on how teachers and students respond to this new idea of learning. Also, you may want to check The Educators' Guide to Flipped Classroom, where you will find answer on how does a flipped classroom contribute to student learning, [...]

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Module 4 (4.6): Apps for personalized learning and flipping the classroom

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Module 4 (4.6): Apps for personalized learning and flipping the classroom

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Apps for personalization and flipping the classroom:

iMovie (Movie Creation)

Replay Note (Record Writing & Voice)

Pic Stitch (Photo Collage Maker)

Educreations (Creation of Instructional Videos)

Show Me (Recording voice-over whiteboard tutorials)

Audioboo (Sharing audio context online)

Animoto (Video Maker)

Keynote (Creating Presentations)

Knowmia (Planning and Recording)

Socrative (Assessment)

ClassDojo (Classroom Management)

Comic Strip (Creating Stories by adding snapshots)

Gravie (Creating Videos)

Phoster (Creating posters)

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Module 4 (4.5): What do you think are the key challenges to implementing the model with tablets in classrooms?

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Module 4 (4.5): What do you think are the key challenges to implementing the model with tablets in classrooms?

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The key challenges to implementing the flipped classroom model with tablets in classroom are:

Preparation of learning material (Teacher)

Necessary Equipment (Tablets – Software)

Internet Connection (Wireless)

Engaging of Stakeholders (Parents)

Positive Attitude (Students, Teachers, Parents)

Collaboration (Students, Teachers)

Changing the layout of the classroom

Assessment Methods (Teacher)

Technical Support (Both at school and home)

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7 Things You Should Know About Flipped Classrooms

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7 Things You Should Know About Flipped Classrooms

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Module 4 (4.4): Have
you tried out the flipped classroom model already? If so, share your
experiences here. You've never heard of the model before but are curious to try
it out? How would you start to implement it in your school and classroom
context?

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Module 4 (4.4): Have
you tried out the flipped classroom model already? If so, share your
experiences here. You've never heard of the model before but are curious to try
it out? How would you start to implement it in your school and classroom
context?

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I have tried once the flipped classroom model with my primary students. Firstly, students divided into groups (of two) and assumed a role (e.g. journalists of an imaginary magazine called “Friends of Planet”). Before the next lesson, I gave my students some work samples and videos of endangered species to watch at home. Students (in classroom) had to search online and found information (text and images) about endangered species. The final goal was to create a project similar to a newspaper article. The only disadvantage I have noticed in primary education is that some students are not enough responsible working alone at home (they need constant guidance).

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Module 4 (4.2): What other ways can you think of how tablets can be used to personalize the learning experience of your students?

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Module 4 (4.2): What other ways can you think of how tablets can be used to personalize the learning experience of your students?

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Although, I don’t use tablets with my classes, I think that Wi-Fi Internet Access (in School and outside of School), personalized learning plans (for each student), suitable learning environments (with digital tools) and different educational strategies (e.g. Project-based Learning) are the key factors with whom, tablets can be used to personalize the learning experience of students.

Some applications that can help teachers and students to personalize the learning environment are: ClassDojo (Classroom Management), Comic Strip (Creating Stories by Adding Snapshots), Phoster (Creating Posters), Gravie (Recording Video and Adding Text & Graphics on it) and Socrative (Assessing Students).

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What's Your Learning Style? 20 Questions

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What's Your Learning Style? 20 Questions

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Auditory

If you are an auditory learner, you learn by hearing and listening. You understand and remember things you have heard. You store information by the way it sounds, and you have an easier time understanding spoken instructions than written ones. You often learn by reading out loud because you have to hear it or speak it in order to know it.

As an auditory learner, you probably hum or talk to yourself or others if you become bored. People may think you are not paying attention, even though you may be hearing and understanding everything being said.

Here are some things that auditory learners like you can do to learn better.

Sit where you can hear.

Have your hearing checked on a regular basis.

Use flashcards to learn new words; read them out loud.

Read stories, assignments, or directions out loud.

Record yourself spelling words and then listen to the recording.

Have test questions read to you out loud.

Study new material by reading it out loud.

Remember that you need to hear things, not just see things, in order to learn well.

Visual

If you are a visual learner, you learn by reading or seeing pictures. You understand and remember things by sight. You can picture what you are learning in your head, and you learn best by using methods that are primarily visual. You like to see what you are learning.

As a visual learner, you are usually neat and clean. You often close your eyes to visualize or remember something, and you will find something to watch if you become bored. You may have difficulty with spoken directions and may be easily distracted by sounds. You are attracted to color and to spoken language (like stories) that is rich in imagery.

Here are some things that visual learners like you can do to learn better:

Sit near the front of the classroom. (It won't mean you're the teacher's pet!)

Have your eyesight checked on a regular basis.

Use flashcards to learn new words.

Try to visualize things that you hear or things that are read to you.

Write down key words, ideas, or instructions.

Draw pictures to help explain new concepts and then explain the pictures.

Color code things.

Avoid distractions during study times.

Remember that you need to see things, not just hear things, to learn well.

Tactile

If you are a tactile learner, you learn by touching and doing. You understand and remember things through physical movement. You are a "hands-on" learner who prefers to touch, move, build, or draw what you learn, and you tend to learn better when some type of physical activity is involved. You need to be active and take frequent breaks, you often speak with your hands and with gestures, and you may have difficulty sitting still.

As a tactile learner, you like to take things apart and put things together, and you tend to find reasons to tinker or move around when you become bored. You may be very well coordinated and have good athletic ability. You can easily remember things that were done but may have difficulty remembering what you saw or heard in the process. You often communicate by touching, and you appreciate physically expressed forms of encouragement, such as a pat on the back.

Here are some things that tactile learners like you can do to learn better:

Participate in activities that involve touching, building, moving, or drawing.

Do lots of hands-on activities like completing art projects, taking walks, or acting out stories.

It's OK to chew gum, walk around, or rock in a chair while reading or studying.

Use flashcards and arrange them in groups to show relationships between ideas.

Trace words with your finger to learn spelling (finger spelling).

Take frequent breaks during reading or studying periods (frequent, but not long).

It's OK to tap a pencil, shake your foot, or hold on to something while learning.

Use a computer to reinforce learning through the sense of touch.

Remember that you learn best by doing, not just by reading, seeing, or hearing.

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What's Your Learning Style? 20 Questions

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Auditory If you are an auditory learner, you learn by hearing and listening. You understand and remember things you have heard. You store information by the way it sounds, and you have an easier time understanding spoken instructions than written ones.

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Module 4 (4.1): How do you know what types of learners the students 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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Module 4 (4.1): How do you know what types of learners the students 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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Intelligence is not unique, but consists of separate, distinct and independent units which are found in different parts of our brain. For Howard Gardner there are eight intelligences which are: Verbal - Linguistic, Logical - Mathematical, Musical - Rhythmic, Visual - Spatial, Bodily - Kinesthetic, Naturalistic, Interpersonal and Intrapersonal Intelligence. No one has only one kind of intelligence. We allhave and eight kinds, to different grade. Depending on our interests and goals some kinds of intelligenceevolving further or less.The school focuses on the cultivation of only two (Verbal - Linguistic, Logical - Mathematical) leaving in second place the rest. So, it is not enough to simply ask the students what type of learners they are, especially when there is a large number of students (I teach 14 classes with a total of 342 students). It is important to use a mix of strategies to knowing them better. Questionnaires at the beginning and during the school year, different learning activities with continuous observation of their progress and discussion with students’ parents are some of them.

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Module 3 (3.5): Apps for collaborative learning

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Module 3 (3.5): Apps for collaborative learning

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Apps for collaborative learning:

Padlet (Create & Share)

Google Docs (Create & Edit documents online)

Tricider (Social Voting Tool)

ScreenChomp (Recordable whiteboard)

Google Drive (Store & Share data)

TeamUp (Forming Teams)

Toontastic (Storytelling)

Popplet (Mind-Map Tool)

PowToon (Creating Presentation)

Glogster (Creating posters)

Tackk (Create & Connect)

Voice Record Pro (Recording Audio)

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Module 3 (3.4): 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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Module 3 (3.4): 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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At the end of each collaborative project, I create rubrics that help me observe and assess my students’ technological skills (depends on the software used for each project), social skills (respect, teamwork, responsibility, assertive behavior, adaptation to the environment, control of emotions, interpersonal skills and consistency) and cognitive skills (active class participation, ability to concentrate, formulate well-aimed questions, exploration of knowledge, completion of tasks, developing arguments). Also, at the end of each project a self-assessment is taken place between the members of each group (about their work and their relationship during the project).

The main challenge is that some classes have a big number of students (28), which makes it difficult to observe the progress of all groups.

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Module 3 (3.3): What do you think are the success factors for a school-to-school collaboration project? 

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Module 3 (3.3): What do you think are the success factors for a school-to-school collaboration project? 

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Although I’m not an Etwinner, I think that the success factors for a school-to-school collaborative project are:

Interesting topics

Collaboration & Communication between teachers

Collaboration & Communication between students

Project Planning

Clear goals and objectives

IT technical support

Internet Connection (both wired & wireless)

Laboratory Equipment

Collaborative Software

Active engagement of stakeholders

Willingness of students and teachers to engage

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Module 3 (3.2): 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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Module 3 (3.2): 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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The most important factors to keep my students focus during a collaborative project and ensure that all of them contribute to the task is to clearly define the final goal, the subtasks and all the objectives of the project. Also, all the tasks are time-limited to ensure that no one will waste his time and all students are given a specific role. At every step, students are given clear instructions and feedback (according to the objectives and the final goal of the project). Sometimes students are given the opportunity to use their own touch in some tasks, so that they feel really engaged with the project. At the end of each project a self-assessment is taken place between the members of each group (about their work and their relationship during the project) and all groups discuss and express thoughts and feelings.

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Module 3 (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 (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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At the beginning of the school year I form practice groups (for the newcomers) of students (usually groups of two), until I find out students’ abilities and interests (first week). After the first week I form the final groups by taking into account students’ characteristics, abilities, prior knowledge and knowledge level. Most of the groups are a mix of students’ of different knowledge level (one strong and one weak student) and each student is being assigned with his role. During the school year, groups constantly changing by giving students the opportunity to select their own peers.

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Module 2 (2.3): What kind of content can we create with tablets?

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Module 2 (2.3): What kind of content can we create with tablets?

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My 8 year olds students are using the Internet and other digital tools to learn about the life of animals. They are introduced to animal classes and try to find information about eating habits, habitat, appearance, young and threats of animals. They learn about Frog Life Cycle and Butterfly Life Cycle and try to sequence the stages correctly. Below is attached the link of a video created in PowToon (“Life Cycle of the Frog”).

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Module 2 (2.2): What kind of content can you produce with your class?

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Module 2 (2.2): What kind of content can you produce with your class?

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A good idea for content creation could be a project for “Multicultural approach in Food”. Students create various constructions, about the historical development of the production of goods in different countries and the changing food habits in these countries. They use various sources for searching and collecting their material and create questionnaires with regard to the culture and origin of products in Greece, at earliest days and today and the collection of national and traditional recipes. Also, they conduct interviews in markets and to friends and relatives. Then, organize the material they collected through the inquiries and the interviews, by creating mind maps.

Teams of students create photo collage from the material they found, a blog with recipes that were collected by the interviews and a timeline that shows the historical development of the production of goods in different countries.
Afterwards, students with the guidance of a known chef try to experiment in cooking following the recipes that were collected. The whole process is video captured and students, to take its final form, are editing the video. Then, they share the blog, the photo collage and the timeline with their parents and other students in school and upload the final version of the video with the chef in YouTube or Vimeo.

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Module 2 (2.1): What do you make of the Learning Scenarios concept?

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Module 2 (2.1): What do you make of the Learning Scenarios concept?

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Ι had heard about the concept of Learning Scenarios in the “Future Classroom Scenarios” course of European Schoolnet Academy. I think that Learning Scenarios improve students’ creativity, critical thinking and collaboration and help them to take control of the learning process, under the safe guidance of teacher. The Learning Scenarios concept is quite similar with the Project-Based Learning approach using to my lessons. I try to divide my lesson time to different steps (some of these steps referred to Learning Scenarios) for enhancing students’ collaborative lab work.

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Developing the Use of iPads to Support the Learning Process – An Innovation Project

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Developing the Use of iPads to Support the Learning Process – An Innovation Project

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The Pros & Cons of Using Tablets in Classroom

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The Pros & Cons of Using Tablets in Classroom

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Module 1 (1.5): App for Teaching: Edmodo

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Module 1 (1.5): App for Teaching: Edmodo

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I have never used Edmodo in the past but it seems alike with a Learning Management System (e.g. Moodle) and a Social Networking Site (e.g. Facebook). This blend of technologies may help teachers and students organize and accomplish collaborative projects. Edmodo can be used in my classroom for managing the e-portfolios of my students, sharing digital content and giving feedback to them. Safe communication and maintenance of privacy are two notable characteristics of Edmodo.

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Module 1 (1.4): What classroom challenges do I already face or do I
anticipate facing when using tablets?

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Module 1 (1.4): What classroom challenges do I already face or do I
anticipate facing when using tablets?

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Although I don’t use tablets in my classroom the first and only challenge I anticipate facing when using tablets will be the lack of students’ attention when working in tablets, for instance, browsing webpages irrelevant to lesson or playing games.
To deal with the above challenge:

Ground school and classroom rules should be set up, preventing students using tablets for irrelevant to lesson reasons.

Students and parents should be informed about e-safety issues when students using tablets for indoor and outdoor learning activities.

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Module 1 (1.3): What whole-school challenges do I already face or do I
anticipate facing when using tablets?

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Module 1 (1.3): What whole-school challenges do I already face or do I
anticipate facing when using tablets?

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The three biggest challenges when using tablets in school are the lack of teachers’ ICT knowledge,
the lack of appropriate educational content and the reaction of parents.
To deal with the above challenges:

Teachers’ continuous training and support is essential. Teachers will become familiar with new teaching styles.

New educational content suitable for tablets should be used. This new content can be created by teachers themselves.

Parents should be involved in this new educational process. Providing information and training will help parents monitoring their children.

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Module 1 (1.2): Why do you use or want to use tablets in your teaching?

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Module 1 (1.2): Why do you use or want to use tablets in your teaching?

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I want to use tablets in my classroom in the near future because:

Tablets introduce fun into learning. Students being attracted more easily into the educational process with the help of tablets.

Tablets strengthen the possibility of anytime anywhere learning and help outdoor learning activities.

Tablets increase the motivation and the participation of students. Student-centered learning supported more easily.

Tablets support personalized learning. Self-paced learning help students confront their own needs in learning.

Tablets help students to communicate and collaborate with their peers and their teacher(s).

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Teaching Context - School - Classroom - Technologies

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Teaching Context - School - Classroom - Technologies

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The last 3 years I am working at Saint Joseph Hellenic-French School (Athens), as an ICT Teacher at Primary Education.<br>My students are aged between 6 and 12 year olds.
I have my own computer lab that is equipped with a projector, a Multipoint Server and 20 clients.

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My name is Emmanouil Karekos.
I was born in Mytilene (Greece) the capital of Lesvos Island.

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Boats and boating--Equipment and supplies