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saftey
Technology

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Teaching students how to use apresentation software

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doğadan çeşitli malzemelere toplanacak

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okul içi etkinlik olarak doğal malzemelerle hikaye anlatma etkinliği

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değerlendirme wordwall aracıyla yapılacak

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After in-school learning for a computer use class can be the assignment of a small scale project to the students.

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In school, students will have to discuss, based on what they had previously answered

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Students are going to watch a short video, and they have to answer questions while watching and after the video.

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As an asynchronous activity they watch a video to get familiar with the topic we will discuss.

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The evaluation of students takes place through an online quiz and through their research and presentation (for example with Prezi) carried out in groups of applications of the topic treated

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The students are divided in two groups and after a brainstorming they use digital tools like Geogebra and Desmos to work together

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The students watch video prepared by teacher in asynchronous activity and with the use of digital tools they have to make a conceptual map on the subject of the video

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Google searching about a topic

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Discussions in class about main topics

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I would ask my students to make a written project

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Focus on social aspects, as this is what students have been missing out in the last year. They might not be able to get close, but they are able to be in the same space!

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Flipped classroom, differentiated methods - a lot of examples have been named here!

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show examples of websites and games developed with javascript language to plan for the future lesson

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Tools: Teams, Zoom, Kahoot, Office.
Construction of the final proposal with the contribution of all the teams.

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Team meetings with the teacher to take stock of the situation, clarify doubts, work suggestions, indicate information sources (Scaffolding and Feedforward). (synchronous sessions).
Everyone can ask questions and share information
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Brainstorming - Questions/aspects to take into account for the elaboration of a reasoned opinion. Students' questions and doubts are answered.
A map is built of the tasks that must be carried out for the collection and processing of information, identification of information sources.
Working teams are built for distribution of tasks and preparation of the role-playing by assigning technical roles to each student and team.

A spokesperson is chosen for each team.

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Students work collaboratively on this task and write their interview, research on the details they want to add to it (in order to enrich the sketch) and memorize the information so as to make a sketch as real as possible. The sketch can be shown in class and/or filmed and shared with the whole group (via a closed youtube video shared on Google Classroom).

Follow-up project: adapt these steps to a hiking or bike trail near their living area.

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Students share their works with the rest of the group. Self-assessment and peer assessment by filling in a table for oral skills, electronic presentation, time management (the same goes for the teacher). Students select half of the presentations for the next step. Students will work in pairs (those whose works have not been selected will join someone whose work has) and they will produce an interview: someone has done the trail in question and will tell the interviewer about it (including any interesting facts, wild animals seen, places where they had a typical meal – and this asks for a little research.

Because we are now dealing with an interview about something that has happened, students will be using the past tense “Perfekt”. In order to review this topic, students listen to an example interview and fill in the blanks of its script. More exercises follow with some collaborative work (for the past participle and when to use “sein” or “haben”, for declaratives and interrogatives). Peer and group correction. The goal is to prepare students for coming up with the interview. Students prepare a strategy to work collaboratively on this task and are asked to be honest about their commitment with their peers.

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Students read one of the articles on "travelling" sent via Google Classroom for the German tasks (half of the students get one article, the other half get the other):

https://www.deutsch-perfekt.com/deutsch-lesen/transalp-auf-alten-wegen

https://www.deutsch-perfekt.com/deutsch-lesen/spreewald-viel-gruenes-gemuese

Both articles are related to the topic “Reisen” (travelling) and it’s two of them so there will be a little diversity for the following tasks; it’s not more than two so as not to weigh too much work on the teacher (and because these resources for an elementary level are scarce).

So each article is related to a touristic/historic trail. Each student is to prepare an oral description of this trail (of up to 1 minute) along with some electronic presentation (that could include maps, pictures, …). Because this is a landscape description, the tense used is the Present (Präsens). Students will show their work in class, but until then, they can use their regular electronic means of communication (Google classroom) to ask any questions or ask the teacher to review their written work and they can use Audacity to record their reading aloud and send it to the teacher to check pronunciation, so that both written and oral skills are prepared.

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Carrying out the work of group and individual autonomously.

Evaluation of the work carried out, through debate, opinion questionnaire or word cloud.

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Clarification of doubts and the origination of the students' work.

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Presentation of the Scenario to the students. Creation of virtual work rooms.

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The evaluation will be done through a wordall game

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Following a
 video material, a short introduction to the lesson

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Ppt presentation, discussions based on the material presented

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- produce sth, a video, an essay

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- discuss on sth they produced
- collaborate

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- read sth
- listen to songs
- take notes based on those

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After school, ss would have to plan online meetings to work with web 2 tools and prepare an end product related to the topic we are working on.

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I love group work so I would have my students get into groups to brainstorm and work together to come up with ideas that would need further development after school.

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I agree with most of the ideas above and would probably provide video materials/articles for my students to study before coming to class. If I would go for a video, I would probably choose Edpuzzle to work with in order to make sure they watched it, or I might attach a short assigment to the article such as having the ss answer a short open ended question.

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They create their own lesson presentation.

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discussing about topic and then playing games together with wordwall or any other web 2.0 tool or in class other games . but game ! game is important especially in small age group.

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Watches a teacher created video, in video teacher ask some questions and Ss write their opinions asychrenous on padlet.

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Ss explore other famous people, connected to their country of origin and prepare a short PowerPoint presentation  on those people. They provide links to their resources and after the online presentation via Meet peers evaluate their peers

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A detailed preparation for the blended learning. Teacher asks Ss what type of equipment they have at home, if they have internet access. Teacher checks if she understands the tools Ss would be using. She prepares the material on famous people who shaped the world

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Group discussion about famous people who shaped the world. Discussing how they are role models and why they are important even today. They work in groups and make an assessment rubric for evaluating presentations.

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After the in-school session, I would provide the Ss with instructions for the following steps of the scenario via an LMS or anything similar. As a follow-up, I would conduct a video conference session to make sure that there are no ambiguities left. In this session I would ask ICQs and make the Ss create a joint document (Google Docs) in which they recreate the following working steps/instructions. After a certain amount of time given for the work on their group projects, I would conduct another in-school session in order to monitor the work the Ss have done so far.

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During a f2f session at school, I would ask them form small groups (or I would assign the groups myself if I consider it more appropriate) and share their mind maps with their peers. Based on a joint mind map they would have to come up with an issue to work on for the rest of the scenario. Their decision would be their exit ticket for the f2f session.

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In autonomous work, after class in-school, each student applies the control structure in practice through a set of exercises proposed by the teacher. They have to share their resolution in a folder common to the class and in the next session in-school they may be asked to explain to colleagues how they did it.

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Before I start the in-school learning, I would provide my Ss with with especially audio-visual materials to be digested before the f2f lesson. In order to make sure that the Ss watched the material, I would create a short quiz on platforms such as Kahoot! or Quizlet. Furthermore, I would ask them create a digital mind map of the things they learnt by watching the videos.

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During the class in-school, students share their doubts and together, with their teacher, analyze application cases in a practical context of the control structure (in programming) under study. The teacher requests that explanatory notes be made for each case of practical application discussed.

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Before in-school class, students should watch a video tutorial on the control structure (in programming) and its syntax. They are asked to write down doubts about the language and its form.

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Create a presentation, creative writing assignment, create a poster/book/etc.

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Discussion, debate, role play, presentations

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Stuents watch a video/listen to a podcast/look at a poster and create a mindmap

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Eman
After school, students can compete and interact through exchanges and questionnaires in the extent of their learning, mapping and sharing of concepts for thelesson.

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Eman/Jordan
Students learn in school through collaborative learning, meetings, energies, discussion in the exchange of opinions and ideas, and through tests and interaction.

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Eman
Students learn before school by listening and watching a video prepared by the teacher and accompanied by audio and video.

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- Enter 1 term at the group Glossary
- Discuss at the group Forum

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-Discuss the theme
-Create a Collaborative MindMap

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-Watch 2 videos
-Read 1 article
-Create an individual MindMap

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I would suggest an extension activity, and 2-3 examples of exercises on the topic studied by different levels of difficulty

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I will plan an activity to explain and apply the knowledge received before school. In order for students to check that they have understood the new knowledge and to test the knowledge, I will also offer them a formative assessment.
Moreover, as a teacher, I would develop the concept as students engage in the activity.

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Ask students to watch a video and focus on specific information related to the topic to be presented in class or to read some content about the given topic, please look for some information about the topic

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Art work

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1. Show a Youtube video with Edpuzzle for content review and discussion.
2. Group chalange with Quizziz.

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- PowerPoint presentation (including hyperlinks of videos, e.g.) with the topics that will be covered in this lesson with some tasks/ exercises for students to make their first approach in students' Google Classroom.

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quiz

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presentation and discussion

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video

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- essay

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- debate

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- video and some questions

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With the content discussed at school, students write their work and reflections on a PPT to show the other students

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With the content discussed at school, students write their work and reflections on a PPT to show the other students

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With the help of the teacher, focus the main important sentences of the activity

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With the help of the teacher, focus the main important sentences of the activity

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watch a video a try to understand the topic of the new activity

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watch a video a try to understand the topic of the new activity

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Science:"Temperature-Heat: Two Different Concepts
1) Rating of
student's work and discussion
2)I ask questions of generalization of the individual conclusions in relation to heat transfer and temperature.
3)We extend these conclusions to other examples of everyday life.
4) Students self-assess

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Science:"Temperature-Heat: Two Different Concepts

1) Presentation of the problem. 2)Discussion about the cognitive content related to the problem. 3)Highlighting students' ideas and predictions.
4) Assignments
5)Synchronous presentation
of the frame and its
problem on which students will be invited to work
6)Dialogue on cognitive content, the virtual experimental devices
and experiments demonstration
7)Division into groups and assignment of team work
8)Submission of assignments by students and conducting digital tests

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Science:"Temperature-Heat: Two Different Concepts"
1) All students measure their temperature the day before and record the number (common during the pandemic).
2) post a lesson plan on the e-class (the asynchronous teaching platform)
3)I upload the relevant educational content and the links of the teaching packages

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After school the students will be guided to engage in an quiz. The concept is taught during the school through student-led active learning and formative and summative assessment will be conducted at the school. Therefore, a game or quiz to rehearse what was learned will be incorporated as an after school activity.

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I will plan an activity to dive in the knowledge received before the school. So that students understand whether they have understood the new knowledge and to test the knowledge I will give them a formative assessment too.
Further, as the teacher i would elaborate the concept as students engage in the activity.

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I would plan for some activities that students can read watch and listen to understand what we would learn on the next day.
You tube videos, PDF presentations, a educational website with a similar theme Etc.

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Learning activity related to the theme of BL to be explored in an educational context, with a simulated practice.

| Activity Title | Junior Science - Volcanism in augmented reality.
| Name of the author (s) | José Manuel Vilela Lobo
| Target Audience | 7º Ano - 11 a 14 anos
| Brief Description of the Activity | - "Simulation of an explosive and effusive volcanic activity in a virtual practical experimental activity in augmented reality" - Augmented Reality Practical Lesson on the structure of a central volcanic apparatus, and on the types of volcanic eruptions. - Visualization of contents (multimedia tools and open educational resources); - Viewing a video; - Exploration of AI platforms (information search and selection); - - Discussion of the video content (analysis of points of view, opinions and conclusions). - Presentation of the Experimental Protocols carried out by the students (Quiz) and appreciation of their adequacy to the theme “The characteristics of the types of volcanic activity”.
| Learning objectives | General - Stimulate students' critical thinking; - Develop students' problem-solving skills; - Encourage students' communication skills; - Expand students' access to information skills; - Extend the skills of access to T.I.C. from the students; - Motivate and involve students. Specifics: - Motivate and involve students in virtual practical activities ensuring better learning and understanding of didactic content, with the use of smartphones and open applications of augmented reality, and AI.
| Uptime | A synchronous class at Teams: 30 - 40 minutes Face-to-face class: 40 - 50 minutes
| Prerequisites | - Critical Thinking (Basic); - Troubleshooting (Standard); - Communication (superficial); - Information Literacy (Basic); - Literacy in T.I.C. (Basic).
| Activity learning space | At each student's home, in an online space - synchronous video class with video screen sharing made by the teacher explaining the scientific context of the experience. Classroom - inverted class. A video made by the teacher explaining the scientific context of the experience was previously sent. with Mentimeter and Padlet).
| Activity Resources | - Multimedia resources: images, graphics, texts, videos (construction of knowledge);
| Activity preparation time | - Computer room at home: printer, computers / internet (searching for information, organizing information and building knowledge);
| Activity Preparation | Preparation of multimedia resources (images, graphics, texts, videos). Send to the student's mail / Teams in advance the PDF image of the volcano to print Sending / sharing the video on the scientific principles of the activity and the experimental protocol in AR for the class via Stream for students
| Step-by-step description | Augmented Reality is an innovative technology that makes it possible to combine the virtual environment with the real world, ensuring better learning and understanding of scientific and didactic contents, without the need to acquire the object under study. Quiver combines physical coloring with augmented reality technology to offer you an extraordinarily magical experience, in the areas of Natural Sciences (volcanism). With this class students will take advantage of their digital technology to evolve in their scientific knowledge. In this scenario, project-based learning strategies, mobile learning, with the support of T.I.C. resources were used. (open educational resources, digital platforms, artificial intelligence, game mechanisms, etc.), in order to develop students' collaboration skills, critical thinking, problem solving, decision making, communication, information literacy, T.I.C. literacy and creativity. It was intended that the teacher assumed the role of mentor and support to students, encouraging their autonomy and promoting their skills (adjusted to the 21st century).  The student's role is no longer a mere spectator of knowledge and becomes part of the construction of his knowledge. And these are fundamental elements for the development of skills and abilities. The evaluation criteria were discussed with the students. Self and hetero-assessment was used. A grid for observing the performance of students was also implemented.
| Activity Evaluation | At the end of the activity, a link to the Mentimeter platform will be sent in the chat of the synchronous class at Teams with a quiz to assess and understand the objectives and skills of the activity, as well as the students will post their opinions in the Padlet. The Experimental Protocol (where each question has a score) will be sent by mail for later formative evaluation. - Student performance observation grid; - Self-evaluation; - Hetero-evaluation;
| Extra | http://www.quivervision.com/wp-content/uploads/2016/03/Q_Education_Volcano_page.pdf https://www.youtube.com/watch?v=UrtdKA_zXUI

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Appeal to the creativity and multiple skills of students to develop an individual work that presents a concrete case of a natural catastrophe that had its origin in the increase of the greenhouse effect (location, consequences and preventive measures).

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Presentation to the class, followed by a debate, of the extreme weather situations that the students researched, using digital media.

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Motivational activities, based on the analysis of videos showing concrete situations of effects that global warming has on the world. Research by students (in groups of two) of concrete situations of extreme climates.

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Students are actively involved in picking their next landscaping challenge. Their work is dissiminated through the school's website.

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At the school, the students groups present their solutions and get constructive criticism and feedback. Other possible solutions are presented by the teacher. The winning solution is then chosen to be built in reality. The landscaping students then materialize their creations on paper.

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I start with a semi-synchronous, autonomous approach, creating a virtual space with a 360 camera. Then after the images are stitched together, interactive clues are sewn into the virtual tour to guide the students to  plausible solutions. The challenge presented (as I am a landscaping teacher) is how to create a sustainable living space in a flooded area. They work in groups, brainstorming and coming up with a written solution form, including a presentation.

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since asyncronous and synchronous practices must be included must be implemented I will start with a virtual tool and procced with in -class discussion and implementation of the target. After the whole stage is completed I will let students offer  their opinions and share feedback.

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Finally, I can ask them to divide this information into small groups and to share it. (For example, they can shoot a video)

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Then in class I can evaluate it with google forms.

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Once the pupils know hot to use the adecuate tools, It is the moment to do the learning by discovering through videos, games, tutorials and so

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I can get prior information and comments about the event with an online meeting.After getting the information, I can share the information they need to know via drive.

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It is the moment when one has to explain the main theory, activities, and get them involved in the tools they have to use, solving every doubtes

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Before in-school learning is an important preparatory work.
We have to select info, interesting videos and some tools we will use, likewise instructions to get familiar with them

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every student get to do the task individually, and sent feedback about it, if they had any problem solving the task, what was the problem, how did solve this problem working in pair

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answer to the students feedback question, analyse quiz results, students in pair do the tasks about the materials they did research, they colaborate in doing this schoolwork

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prepare presentation and materials to introduce topic, students explore materials, do the quiz and sent feedback about the what they didn't understand, if they didn't.

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The student report on their investigations of the topic. To be shared among the whole group as the basis for new rounds of dialogue.