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Specific Learning Objectives of the Course

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Specific Learning Objectives of the Course

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Introduce and share innovative and practical ideas in the field of Active Learning, developing practical competences in using ICT in the classroom;

Foster innovation and experimentation, employing a range of tools and apps you can use at once;

Connect and share with other teachers and build a Personal Learning Network;

Develop your digital judgement and integrate research findings into classroom practice.

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Learn about active learning, innovative uses of ICT and collaborative teaching and learning;

Receive advice from experts and peers, and practical suggestions that are easy to adopt;

See videos of inspiring practice and access a range of support material;

Build a community of student teachers like you who can support you while you develop as a teacher;

Reflect, discuss and share opinions on key topics in 21st-century education;

Use a variety of online tools and social media to communicate and engage in peer-review activities.

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The Networked Teacher - Course Introduction

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0:00 / 6:47•Watch full video

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What type of teachers do you see around you? (distribute 100 points)

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What type of teachers do you see around you? (distribute 100 points)

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menti result

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Interact with your audience using real-time voting. No installations or downloads required - and it's free!

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ACTIVITY 1-                       SOME REFLECTIONS ON THE  TEACHING PRO           

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ACTIVITY 1-                       SOME REFLECTIONS ON THE  TEACHING PRO           

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Write down your thoughts on being a teacher, using at least two of the following questions as prompts

*What will be most rewarding for you in your job as a teacher?
* My students feedback about  how I get them like English and  wipe off their bad experiences about learning a language

*What will the biggest challenges for you in your job as a teacher?
* The biggest challange is when  my students dont feel motivated to learn.

How will you organise your professional development?e
I m always passionate to learn and be a 21st century teacher so I learn on MOOCs or in webinars so ı ry to follow different educational programs and traşn myself

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0:00 / 6:47•Watch full video

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PADLET FOR THE REFLECTION ON THE TEACHING PROFFESSION

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PADLET FOR THE REFLECTION ON THE TEACHING PROFFESSION

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1.4 Twitter As a Tool for Lifelong Learning

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1.4 Twitter As a Tool for Lifelong Learning

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WHAT IS PLN?
A PLN is a tool that uses social media and technology to collect, communicate, collaborate and create with connected colleagues anywhere at any time. Participating educators, worldwide, make requests and share resources.

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Guest blogger Tom Whitby, a 40-year veteran of the teaching profession and an extremely connected educator, offers some basic, practical wisdom about what a PLN is and how to get one.

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2.2 Technology to support active learning

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2.2 Technology to support active learning

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Learning anywhere, any time

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ACTIVITY 3                          Have you experienced any of the 4 key points yourself as a learner in secondary or higher education? Explain. Why are these particular key points important?                                   

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ACTIVITY 3                          Have you experienced any of the 4 key points yourself as a learner in secondary or higher education? Explain. Why are these particular key points important?                                   

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Learning by creating

When I was at primary school, we were in the same classroom with 5 grades and only one teacher. While the 1st grade students drawing we, 5th grades, were studing another subject, and the other grades were busy with th other tasks. We had only our books and a blackboard. No I get surprised to myself that I was able to be a teacher and teaching is definetely more than just lecturing and we have to enable students to explore more and be creative with different classroom activities. You dont need to have complicated or expensive materials. Creative teachers wiil also let their students be creative with various tasks and activities. Learning by creating will let students be more confident, curious and motivated to explore more.

Using Engaging Technology

Since our students are digital natives they like learning through technology.However, teachers and adminisration should believe the power of technology and the they need to be trained about how they can effcienty integrate the technology for classroom use. In this way teachers will get more benefit from the technology to design their teachingand create a useful content.

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Developing learners’ soft skills:

As teachers we need to design activities that will let students improve their soft skills such as creative thinking, problem solving, decision making, communication abilities as well as networking, motivation, time management. İmproving these soft skills will let the students gain 21 st century skills.They will feel themselves more confident and independent to formulate their own learning. For example eTwinning projects can be one of the best ways of improving students’ soft skills with various kind of topic and activities integrated with ICT skills

Giving students independence and ownership over their learning: “

Improving the students sense of personal responsibility through collaborative tasks will give them independence over their learning. When the students share the roles to complete a collaborative task, they feel themselves important and more motivated to learn.In a group work with their peers they feel freer themselves to take responsibilities rather than completing a task indıvidually. Collaborative tasks are also the best of way encouraging and enhancing shy learners autonmy.

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USEFUL LİNKS

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https://shakeuplearning.com/blog/20-formative-assessment-tools-for-your-classroom
Edpuzzle allows you to turn videos into a quick assessment. Choose a video on YouTube, Khan Academy, Crash Course, or upload your own. Trim the video, insert a quiz anywhere and track your students progress. (Freemium, basic account is free, additional features available with paid accounts.)

Edulastic is a complete assessment dashboard. Teachers can create and track assessments, and even align with CCSS. They also offer a district wide-platform for sharing district-wide assessments. (Free for teachers, district-sharing requires a paid license.)

Flipgrid is a video discussion platform, that allows students to respond to questions, topics, and reflect using video. Students can also respond to each other, leave comments, and more. (Free!)

Some have said that Gimkit is Kahoot on steroids. Gimkit is another fast-paced quiz game, but with an extra element. Student earn in-game cash to spend on game upgrades. Check out Leslie Fisher's review and video to learn more.

Inside Google Classroom, you have the option to create a questions and share that with students. You can make this collaborative, or just have the answers viewable for you the teacher. This is not a robust threaded discussion tool like I wish it was, but it can be handy for formative assessments and to check for understanding.

Formative is a free online assessment tool that is very robust. Formative allows teachers to choose pre-made assessments and edit to fit your needs, create your own from scratch, or even upload a PDF or doc to create. They also offer some fantastic data that you can track and intervene when needed. (FREE and integrates with Google Classroom!)

Google forms is a survey and quiz tool that is very easy to use. You can feed your form or quiz data into a Google Sheet for analysis and evaluation. Both Google Forms and Sheets also have many "add-ons" that give users even more capabilities that can power your formative assessments. (FREE)

InsertLearning is a Chrome extension that lets you turn any webpage into an interactive lesson. InsertLearning has this fantastic toolbar that will allow you to highlight text, add sticky notes, insert questions, videos, or even a discussion all inside the webpage! Learn more about InsertLearning here: 4 Ways to Blend Learning with InsertLearning. (InsertLearning is a freemium application, but you get your first five lessons for free.)

Kahoot! is a game-based learning and trivia platform that allows you to create very engaging quizzes for your classroom. Kahoot! is super fun and addictive. You can create your own kahoots, or choose from their library of games. Play live kahoots, in groups, issue challenges, or assign as homework. (FREE)

Mentimeter is an interactive presentation tool that allows you to poll your students, check for understanding, or ask students to vote. There are several different types of questions you can create, image-based, multiple choice, scales, open-ended, questions from the audience and more. You can even generate word clouds out of responses! (Freemium, some features are free.)

Nearpod is an interactive classroom tool for teachers to engage students with interactive lessons. Nearpod allows you to create and share lessons that sync across devices and encourage student participation, and evaluate student responses through comprehensive reporting. (Freemium, some features are free.)

Padlet is a super easy to way to create an online bulletin board that allows teachers and students to share and collaborate. What's great about Padlet is that it offers so much flexibility! It works on any device, and you can share just about any type of information-text, links, upload files, photos, videos, just about any kind of response. There are also many different ways you can design your pages. Customize the background, organize information in new ways. (Free trial available)

Pear Deck is a web-based formative assessment tool that allows you to create interactive lessons using G Suite tools. The Google Slides add-on has quickly become a favorite of mine. (I even teach it in my Google Slides Master Class!) Pear Deck offers a library of free templates that you can use to created interactive assessments in your slides. Pear Deck is also a freemium tool, some features are free, but you can get a 3-month Premium Membership with this special link for Shake Up Learning readers!

This assessment tool allows teachers to collect on-the-spot formative assessment data without the need to have students use devices or paper and pencil. Teachers create and print specially coded cards that students hold up in class as their response. The teacher uses the Plickers app to scan the cards and collect the data. (Free)

Poll Everywhere is a live audience polling tool that integrates into your presentation. You can ask questions during your lessons, see live data, and reports. (Freemium, free accounts are limited to 25 responses per poll.)

Quizizz allows you to conduct student-paced formative assessments in a fun and engaging way for students of all ages. Quizizz works on just about any device and offers a library of public quizzes that teachers can use in their classrooms. They also provide detailed class and student reports. (FREE)

Quizlet is a study tool that uses flashcards, games, and other "study sets." to help students. Quizlet Live is a collaborative quiz game where students are placed into teams to work together to answer the questions and learn together. (FREE)

Seesaw is a digital portfolio and communication tool that many teachers love! Seesaw works on any device shared or 1:1. Free for teachers. Teachers create activities for students. Students draw, take pictures and video, and capture their learning in their portfolio. Parents can view their students work and leave comments. (Freemium, some features are free.)

Socrative is a web-based formative assessment tool that allows teachers to create quizzes, ask questions, collect exit tickets and feedback. You can also create a competitive quiz bowl game, called, "Space Race," where students compete to get the most answers correct. (Freemium with up to 50 students per session.)

Spiral.ac is an interactive learning platform with a suite of collaborative applications. Deliver quick fire formative assessments, discussion, teams of students can work together to create presentations, and turn any public video into a live chat with questions and quizzes. (Freemium, some features are free.)

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https://shakeuplearning.com/blog/20-formative-assessment-tools-for-your-classroom Edpuzzle allows you to turn videos into a quick assessment. Choose a video on YouTube, Khan Academy, Crash Course, or upload your own. Trim the video, insert a quiz anywhere and track your students progress. (Freemium, basic account is free, additional features available with paid accounts.) Edulastic is a complete assessment dashboard.

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ACTIVITY 5                           How do you involve you students at home?                                 

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ACTIVITY 5                           How do you involve you students at home?                                 

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After studying figurative language and idioms in the classroom I let my students do the quiz  on an online tool (triventy.com) at home triventy. http://triv.in/110741)
I often use ICT tools to let them do the tasks and collaborate . eTwinning projects  are the best  way of connecting the students to the subjects through ICT tools.

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2.3  Tools to collaborate                        FORMATİVE ASSESSMENT ICT TOOLS              

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2.3  Tools to collaborate                        FORMATİVE ASSESSMENT ICT TOOLS              

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27 Formative Assessment Tools for Your Classroom

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In this post, you will find 27 Formative Assessment Tools for Your Classroom! Formative assessment is such an essential part of the learning process and student success, and many digital tools can help support this process.This list has a wide variety of features and options to help you solidify your formative assessment strategies! Many of the tools below are great for both formative and summative assessments.

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Are you looking for ideas, resources and material to introduce ICT in your future classroom? The MOOC is designed for student teachers to share knowledge and experience with their peers from across Europe on the pedagogical use of Information and Communication Technologies in the classroom. The course starts on 14 October, is free, online and can be taken at your own pace. Register here: http://bit.ly/networkedteachermooc

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Are you looking for ideas, resources and material to introduce ICT in your future classroom? The MOOC is designed for student teachers to share knowledge and experience with their peers from across Europe on the pedagogical use of Information and Communication Technologies in the classroom.

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ACTIVITY 6                    describe how non-formal and/or informal learning play a role in your life now.                       

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ACTIVITY 6                    describe how non-formal and/or informal learning play a role in your life now.                       

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Now available: Recognising Non-Formal and Informal Learning: Outcomes, Policies and Practices
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People are constantly learning everywhere and at all times. Not a single day goes by that does not lead to additional skills, knowledge and/or competences for all individuals. For people outside the initial education and training system, adults in particular, it is very likely that this learning, taking place at home, at the workplace or elsewhere, is a lot more important, relevant and significant than the kind of learning that occurs in formal settings.

However, learning that occurs outside the formal learning system is not well understood, made visible or, probably as a consequence, appropriately valued. Until this OECD activity on the recognition of non-formal and informal learning involving 23 countries on 5 continents, it has also been under-researched (see also ongoing EU work). Most research has focused on learning outcomes from formal education and training, instead of embracing all types of learning outcomes; allowing visibility and portability of such outcomes in the lifelong learning system, in the labour market or in the community.

In 1996, the OECD education ministers agreed to develop strategies for "lifelong learning for all". The approach has been endorsed by ministers of labour, ministers of social affairs and the OECD Council at ministerial level. The concept of "from cradle to grave" includes formal, non-formal, and informal learning. It is an approach whose importance may now be clearer than ever and non-formal and informal learning outcomes are viewed as having significant value. Policy-makers in many OECD countries, and beyond, are therefore trying to develop strategies to use all the skills, knowledge and competences - wherever they come from - individuals may have at a time when countries are striving to reap the benefits of economic growth, global competitiveness and population development.

Formal learning is always organised and structured, and has learning objectives. From the learner's standpoint, it is always intentional: i.e. the learner's explicit objective is to gain knowledge, skills and/or competences. Typical examples are learning that takes place within the initial education and training system or workplace training arranged by the employer. One can also speak about formal education and/or training or, more accurately speaking, education and/or training in a formal setting. This definition is rather consensual.

Informal learning is never organised, has no set objective in terms of learning outcomes and is never intentional from the learner's standpoint. Often it is referred to as learning by experience or just as experience. The idea is that the simple fact of existing constantly exposes the individual to learning situations, at work, at home or during leisure time for instance. This definition, with a few exceptions (see Werquin, 2007) also meets with a fair degree of consensus.

Mid-way between the first two, non-formal learning is the concept on which there is the least consensus, which is not to say that there is consensus on the other two, simply that the wide variety of approaches in this case makes consensus even more difficult. Nevertheless, for the majority of authors, it seems clear that non-formal learning is rather organised and can have learning objectives. The advantage of the intermediate concept lies in the fact that such learning may occur at the initiative of the individual but also happens as a by-product of more organised activities, whether or not the activities themselves have learning objectives. In some countries, the entire sector of adult learning falls under non-formal learning; in others, most adult learning is formal. Non-formal learning therefore gives some flexibility between formal and informal learning, which must be strictly defined to be operational, by being mutually exclusive, and avoid overlap.

Because non-formal and informal learning is happening everywhere all the time, this OECD activity could not address all the issues related to non-formal and informal learning in general. In consultation with the participating countries, it was agreed to focus solely on the processes that make visible this learning that has not been formal. Therefore, this OECD activity focuses on the process of formal recognition of non-formal and informal learning. Whether through the awarding of a full certification, a partial certification, a right of access to the higher education system or to any programme in the formal lifelong learning system or any recognised document (portfolio of competences, competence passport...): this activity makes the case that individuals engaging in a recognition process for their non-formal and informal learning outcomes must be awarded a document that has social value and is widely recognised so that they can benefit from it, now or later in life, when returning to the formal lifelong learning system or to the labour market.

The assumption behind the work reported here is that all learning has value and most of it deserves to be made visible and recognised. It is a clear possible option, and a plausible alternative to formal education and training, to have non-formal and informal learning assessed. The real question is under which condition(s) the learning that has not been recognised can be codified, and lead to the awarding of a document. There are issues of cost and motivation of individuals that are somewhat difficult to address.

Nevertheless, many countries are putting recognition of non-formal and informal learning at the top of their policy agenda and the time has come for a thorough evaluation of what it entails. This is what this OECD activity attempts to do, in collaboration with the 23 countries, using the existing literature, the scarce data in the field and fact-finding study implicit in the thematic review visits carried out in 16 countries.

The recognition of non-formal and informal learning is an important means for making the 'lifelong learning for all' agenda a reality for all and, subsequently, for reshaping learning to better match the needs of the 21st century knowledge economies and open societies.

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assessment of higher education learning outcomes (ahelo)

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Recognition of Non-formal and Informal Learning - Home - OECD

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Data & research on skills beyond school, higher education & lifelong learning inc. Assessment of Higher Education Learning Outcomes, Higher Education Programme, Skillls Outlook, PIAAC, VET, The recognition of non-formal and informal learning is an important means for making the 'lifelong learning for all' agenda a reality and, subsequently, for reshaping learning to better match the needs of the 21st century knowledge economies and open societies.

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ACTIVITY 8                           Post an idea of a Learning Activity where the learners don’t just listen and answer the questions of the teacher, but where they actually create a product, with their hands or digitally, in the classroom.

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ACTIVITY 8                           Post an idea of a Learning Activity where the learners don’t just listen and answer the questions of the teacher, but where they actually create a product, with their hands or digitally, in the classroom.

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I get my students use  ICT tools such as voicethread, padlet, postermywall, jıgsawplanet,  etc. After the class ı get them prepare simple games or activites through ICT tool which increase fun and better learning .I also  provide online  activities and  get them participate in the tasls actively. For example I prepare a video task on Edpuzzle and add some important questions on the video and get them answer pausing the video . It is a good way of increasing their movivation with interesting videos and ICT tools

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Ways to bring the world into the classroom

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ways to bring the world into our classroom

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outdoor classroom day suggestions

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Lesson suggestions of inspiration to spark ideas for what you can do on the day and all year round.

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You can't take your students with you on vacation as you travel the world, but you can take them on virtual trips as you explore different cultures together. Lesson plans on travel give you the opportunity to delve into topics like culture, geography and even math as you plan for travel expense. With a travel theme, you can dig into literature, help students embrace their inner artist and give them a love and passion for a new and exciting location. Whether you are digging into a country for a detailed unit study, want to diverge from the curriculum for some fun travel-themed lessons or simply want to give your students a love for travel, here is a list of resources that can help you embrace travel without leaving the four walls of your classroom.

Grades K - 5

Middle and High School

Spain: A Cultural Profile (Grades 11-12) - This lesson touches on the main geographic features of Spain. It will also discuss the cultural features of the country and its people. This lesson works best for an advanced Spanish language class.

Destination: England (Grades 6 and above) - This ESL lesson plan uses guided visualization to teach students about the sights and icons of England, with a focus on London.

German Food and Eating Customs (Grades 6 and above) - What is the food like in Germany? Find out in this hands-on lesson plans for upper and middle school grades from the Alabama Learning Exchange.

Travel Brochures: Highlighting the Setting of a Story (Grades 6-8) - Students will create travel brochures to highlight the setting of a story they are reading. The lesson plan uses Al Capone Does My Shirts but can be adapted for any story with a well-defined setting.

Budgeting for a Trip (Grades 6-8) - Travel is expensive. Students will learn to plan and budget for a round-trip vacation trip several international destinations.

Four Days in Paris (Grades 6-8) - This activity encourages children to create a travel journal about a hypothetical four day trip to Paris, discussing important landmarks and cultural activities.

Global Trek (Grades 4-8) - Use technology to tour foreign countries and learn more about cultures and people around the world.

The Next Top Travel Agent (Grade 12) - Students use available resources to play the role of travel agent to get clients to designations within budget.

Bicycle Education Lesson Plans (Grade 6) - Aimed at middle school students, this five-lesson unit discusses all things cycling, including safety and health benefits.

Amazing Race (Grades 9-12) - Students use maps of a city to create an Amazing Race game in the classroom for their classmates to play.

Where Shall We Go? (Grades 8-12) - A collection of activities centered around international travel that gets kids involved in the geographic side of travel.

High School Road Trip (Grades 9-12) - Students will plan a virtual road trip using commuter or long-distance passenger rail service as the main transportation option.

Vacation Time (Grades 11-12) - Students will create travel brochures for their hometown while discussing and identifying careers connected to the travel and hospitality industries.

Spanish Travel Brochures (Grades 9-12) - Students will use online resources to create travel brochures for a chosen Spanish-speaking country.

All Grades

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Explore The World in The Classroom | Lesson Plans | Fat Tire Tours

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You can't take your students with you on vacation as you travel the world, but you can take them on virtual trips as you explore different cultures together. Lesson plans on travel give you the opportunity to delve into topics like culture, geography and even math as you plan for travel expense.

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Have you about had it with those four walls, two windows, and the stench of those white board pens that always seem to dry out?

If you are a teacher who answered yes to these questions it's about time you bust a move and take your class outside for some good ol' fashioned learning. Why outdoors? It's hard for kids to sit still for long periods of time and taking breaks to go out and explore education in nature can help keep your students engaged, refreshed, and can promote creativity. Not to mention, subjects like math, science, art, and language arts can be applied in various outdoor activities. When students get the opportunity to look, feel, touch, smell (maybe taste if your school has a garden!) their experiences in lessons become memorable and something they can relate to.

But what will I teach, you may ask. Fear not! There are several avenues you can go when it comes to teaching outdoors. Here are some ideas that are broken up by subject:

Language Arts:

Write poetry outside and allow nature to be your student's inspiration! Being outside can help your students practice their descriptive writing. Encourage your students to pick up, observe, and feel items like leaves, rocks, etc.

Teach about similes. Have students compare things in nature and compare themselves to nature. Have them answer questions like, "How is a tree like a flower?".

Art:

Sketch outdoors either with pencil or charcoal. This is a great opportunity for your students to practice observation drawing. Remind them to pay close attention to light, shadow, and texture.

Math:

Play sidewalk chalk addition and subtraction.

Learn about x and y axis with sidewalk chalk

For young students, learn how to count and learn the difference between small, medium, and large by collecting acorns or pinecones.

Learn about measurements and fractions by making mud pies from nature. Provide your students with measuring cups, bowls, stirring spoons. Don't forget the recipe! Example: 1 cup dirt, 2/3rds cup weeds, 1 1/4th inch long piece of bark, etc.

Science:

Create a butterfly garden by planting flowers that butterflies are attracted to.

Learn about the water cycle! The teacher is the sun, hula hoops are Nimbus clouds, and (depending on where you are outside) the ocean can be the sand kickball area or bark playground. Learn how to play the water cycle game here!

Start a composting project! Set up compost bins outside. Teach students about the importance of composting and how it can help plants grow. Once your compost pile is in full swing, let your students identify the types of organisms that live in the compost. Here is a helpful resource for classroom composting.

Create a school garden or explore the garden your school already has! Check out our last post on school gardens.

Cover Image: Eric (EJP Photo) via Flickr

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Taking Learning Outside: Outdoor Classroom Activities

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Have you about had it with those four walls, two windows, and the stench of those white board pens that always seem to dry out? If you are a teacher who answered yes to these questions it's about time you bust a move and take your class outside for some good ol' fashioned learning.

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Quality Forest School is delivery which holds to all six key principles that shape and govern the Forest School ethos. There are many forms of outdoor education and all have enormous value, however, Forest School is unique in its reach, delivery and effect. These six principles are:

1. Forest School is a long-term process of regular sessions, rather than one-off or infrequent visits; the cycle of planning, observation, adaptation and review links each session.

2. Forest School takes place in a woodland or natural environment to support the development of a lifelong relationship between the learner and the natural world.

3. Forest School uses a range of learner-centred processes to create a community for being, development and learning.

4. Forest School aims to promote the holistic development of all involved, fostering resilient, confident, independent and creative learners.

5. Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves.

6. Forest School is run by qualified Forest School practitioners, who continuously maintain and develop their professional practice.

See the full principles and criteria for good practice
It is only when we see the 6 principles working together do we truly see the value of Forest School. Underpinning our principles are some positive core beliefs. These can be summarised as, learners are all:

* equal, unique and valuable
* competent to explore & discover
* entitled to experience appropriate risk and challenge
* entitled to choose, and to initiate and drive their own learning and development
* entitled to experience regular success
* entitled to develop positive relationships with themselves and other people
* entitled to develop a strong, positive relationship with their natural world

Forest School's learner-centred approach interweaves with the ever-changing moods and marvels, potential and challenges of the natural world through the seasons to fill every Forest School session and programme with discovery and difference. Making each session and every experience a valuable one.

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Quality Forest School is delivery which holds to all six key principles that shape and govern the Forest School ethos. There are many forms of outdoor education and all have enormous value, however, Forest School is unique in its reach, delivery and effect.

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ACTIVITY 10 GAMIFICATION HOW you add gamification elements to your teaching. Explain briefly what you do exactly. If possible mention the type of technology as well. In the third column you you write down WHY you think gamification is imporant. 

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ACTIVITY 10 GAMIFICATION HOW you add gamification elements to your teaching. Explain briefly what you do exactly. If possible mention the type of technology as well. In the third column you you write down WHY you think gamification is imporant. 

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I get my students use  ICT tools such as voicethread, padlet, postermywall, jıgsawplanet,  etc. After the class ı get them prepare simple games or activites through ICT tool which increase fun and better learning .I also  provide online  activities and  get them participate in the tasls actively. For example I prepare a video task on Edpuzzle and add some important questions on the video and get them answer pausing the video . It is a good way of increasing their movivation with interesting videos and ICT tools

The best way of rewarding is declaring the winner and congratulating him/her.  I thin k the students shuldnT have an expectation of getting a prize.  The main focus must  on  learning with fun. When they have fun they wont care about any prize

Gamification enriches the class and helps learning through collaboration, fun, excitment and even adventure. It increases the student motivation and includes even the shiest student.

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ACTIVITY 9                          What do you think of a medium like Twitter? Do you have an account? Will you make one to give it a try? Do you believe in its potential power for professional development? Do you think there are better social media tools where you can learn as a teacher?                                      

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ACTIVITY 9                          What do you think of a medium like Twitter? Do you have an account? Will you make one to give it a try? Do you believe in its potential power for professional development? Do you think there are better social media tools where you can learn as a teacher?                                      

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I ve been using twitter for  mostly educational purpose. I can follow my colleagues and their events through hastags so it is inspiring and  it has a great power for professional development. Of course there are other social media tools where we can learn as teachers but Twitter is the best and it simplier You can just  focus on the event/person you want to follow and dont get lost among lots of unnecessary visuals and information.

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ACTIVITY 1                         Share a picture(s) from your own environment that illustrates comfort and well-being at a school. You can add pictures of classrooms, other spaces at school outside the classroom, or a picture of just a small detail or part.        

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ACTIVITY 1                         Share a picture(s) from your own environment that illustrates comfort and well-being at a school. You can add pictures of classrooms, other spaces at school outside the classroom, or a picture of just a small detail or part.        

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My students are collaborating for the online  the task. Using digital tools let  them  participate in the activities  so they can easily engage  the class.

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ACTIVITY 2 - Living the Classroom Effect                      Would you dare to transform your classroom into a homelike environment, like the science class you saw in the introduction movie?               

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ACTIVITY 2 - Living the Classroom Effect                      Would you dare to transform your classroom into a homelike environment, like the science class you saw in the introduction movie?               

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Homelike learning environment will enhance learning by creating a relaxing and non-stress atmosphere so that the learners can motivate better . However, it requires a vast amount of financial support  It is the result of cooperation between teachers, school anministration and the ministry of education, evem the parents not a single teacher achievement. On one hand, I would really like to have a space like that for my students but it seems hard to achieve.

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JİGSAW

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equality of religions 2 - jigsaw puzzle (18 pieces)

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ACTIVITY -3                         What initiatives could be taken to give students agency in making a school a homelike environment? (Bir okulu ev ortamı haline getirmede öğrencilere yetki vermek için ne gibi girişimler başlatılabilir?) What could they be responsible for? Share your views and comment on those of others.                                          

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ACTIVITY -3                         What initiatives could be taken to give students agency in making a school a homelike environment? (Bir okulu ev ortamı haline getirmede öğrencilere yetki vermek için ne gibi girişimler başlatılabilir?) What could they be responsible for? Share your views and comment on those of others.                                          

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In a home like environment the students can take many responsibilities such as decorating the furnıture, tidying up the materials, cleaning, refreshing the space in turns.

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3.4 DIGITAL FOOTPRINT                  It paints a picture of who you are on the Net. Whatever you do online, you are leaving a digital footprint behind. Hence, it is important that you know what kind of trail you are leaving, and what the possible effects can be.

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3.4 DIGITAL FOOTPRINT                  It paints a picture of who you are on the Net. Whatever you do online, you are leaving a digital footprint behind. Hence, it is important that you know what kind of trail you are leaving, and what the possible effects can be.

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https://www.commonsensemedia.org/recommendations/watch

https://www.internetsociety.org/

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Common Sense Media improves the lives of kids and families by providing independent reviews, age ratings, & other information about all types of media.

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4 Reasons to Care About Your Footprınt

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Four Reasons to Care About Your Digital Footprint

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ACTIVITY 10                      Digital Footprint Voting                         

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ACTIVITY 10                      Digital Footprint Voting                         

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I m in 3

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ACTIVITY 11-                      READ THE STORT AND COMMENT ON IT                                                        I teach IT in high school and some of my pupils befriended me on Facebook. Yesterday, I noticed that one of my students joined a group called “Legalise Marijuana”. Even though I have no direct evidence, I cannot help but wonder if he is using it. Should I have a word with his mum and dad or maybe it’s just nothing and I should keep this to myself?                       

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ACTIVITY 11-                      READ THE STORT AND COMMENT ON IT                                                        I teach IT in high school and some of my pupils befriended me on Facebook. Yesterday, I noticed that one of my students joined a group called “Legalise Marijuana”. Even though I have no direct evidence, I cannot help but wonder if he is using it. Should I have a word with his mum and dad or maybe it’s just nothing and I should keep this to myself?                       

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Although we create bonds with our students on social media or at school, we are not friends with them, we just guide or help them. We need to react professionally, and do not judje the student for his/her post, it may be just for curiosity or for a school work; we must be attentive , on the other hand, we can advise him/her or inform the schol counselling service for professional guidance.

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2.4Inclusive Classroom Activity 15                     COLUMN 1: What are your questions, concerns regarding inclusion in the classroom? If you have a suggestion to answer the question                                                       

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2.4Inclusive Classroom Activity 15                     COLUMN 1: What are your questions, concerns regarding inclusion in the classroom? If you have a suggestion to answer the question                                                       

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How to encourage a student that has habit spasms such as rapid eye blinking,facials tics or nose scrunching?

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https://www.betterinternetforkids.eu/web/portal/resources/videos/detail?articleId=1607721

There are amazing videos which are didactical for parents and teachers. I take my lesson really at the very first video indeed, I definetely see myself about how I ruin my time with my kid answering the phone during our time. Videos are just the reflection of what is really happening in real life. I find them didactical and informative .

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2.4 Inclusive Classroom ACTIVITY 15                            2.4                COLUMN 2: Do you have experience with inclusion in the classroom? Share your good practice and ideas. Add comments to suggested ideas.- Write your first name and your country in the title.                              

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2.4 Inclusive Classroom ACTIVITY 15                            2.4                COLUMN 2: Do you have experience with inclusion in the classroom? Share your good practice and ideas. Add comments to suggested ideas.- Write your first name and your country in the title.                              

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have at a few student with special education need in y classrooms . ı give them  simple responsibilities that they can do and feel themselves better and more confident in the task. Sometimes their task can be the easiest such as handing out the sheets to the teams . This simple responsibilities support their self confidence to take more responsibilities.

Designing the activities with ICT tools can also be helpful becuase, for example, with  a collaborative online tool, shy students can attend the lesson in a way that they can express themselves indirectiy without revealing completely what  they really dont know.

Beside I let mt students take part in eTwinning projects where they can colaborate, work in groups/in pairs or induvidually.

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0:00 / 2:49•Watch full video

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ACTIVITY 6                                 WEB-SITES for REUSABLE CONTENT

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ACTIVITY 6                                 WEB-SITES for REUSABLE CONTENT

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* https://www.oercommons.org/
* http://lreforschools.eun.org/ *https://education.microsoft.com/find-create-and-share-a-lesson/lesson-plans

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Educator Center Overview - Microsoft Learn Educator Center

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Microsoft Learn for Educators takes the best of Microsoft Learn online learning paths and helps you to bring instructor-led training materials from Microsoft into your courses. This program provides members with access to Microsoft ready-to-teach curriculum and teaching materials aligned to industry-recognized Microsoft Certifications.

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ACTIVITY 7                                                Share an idea for a Learning Activity

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ACTIVITY 7                                                Share an idea for a Learning Activity

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You can make any video a course content by editing and adding questions to the video . It is a great way of helping the  comprehension ability with a visual and audial material adapting the it into your curriculum. Be careful with the copyrıghts because after some time your content can be deleted automatically

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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ACTIVITY 8                     Creative Common Materials                      

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ACTIVITY 8                     Creative Common Materials                      

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https://creativecommons.org/about/program-areas/education-oer

http://europeana.eu/

https://www.flickr.com/creativecommons

http://freemusicarchive.org/curator/Creative_Commons

http://pixabay.com/

http://comicbookplus.com/

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ACTIVITY 9                                                        Picture Play (Fun activity) - SEC - [U4-A9]

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ACTIVITY 9                                                        Picture Play (Fun activity) - SEC - [U4-A9]

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I GET THE ORİGİNAL PHOTO FROM  AND DESİGNED IT IN GLOGSTER https://unsplash.com/photos/QHBEEOpjCDQ

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3 REASONS FOR WHY TO PROMOTE ITE LAB COURSE.
*MOTIVATING
*COLLABORATIVE
*INFORMATIVE

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ACTIVITY 4                                                                    Do you think pupils should be allowed to bring their own devices and use them for learning? 

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ACTIVITY 4                                                                    Do you think pupils should be allowed to bring their own devices and use them for learning? 

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I think bringing the devices may some cause trouble especially when the classroom is crowded . Another important point is some parents may not afford the device or they may not let them use it at school so in this case some  students may feel disappointed. At my school the students deliver their smartphones and the devices are locked up until they leave the school as we have many troubles because of misuse of the telephones during the lesson.  On the other hand my personal view is banning encourages them breaking the rule so they should use their devices for classroom use and administratıon should take some precaution for the troubles or schools should provide the device for learning.

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ACTIVITY 10                         How do you assess the instructions of the teacher when students enter the classroom? What would you do if a pupil suddenly shouted or threw a wad of paper? Is it a good idea to wait until there is silence? Is the teacher to blame for the chaos?                               

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ACTIVITY 10                         How do you assess the instructions of the teacher when students enter the classroom? What would you do if a pupil suddenly shouted or threw a wad of paper? Is it a good idea to wait until there is silence? Is the teacher to blame for the chaos?                               

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For the effective Classroom management  a teacher should set the rules at the beginning of the year and should also remind the rules in case of chaotic situations. If there is   still a  trouble maker , then  we can talk to him/her privately and explain how we feel in that situation . In case of the repetition of the same situation we can ask for help from  the school counselling service and get into contact with the parents because usually this kind of problematic students may have some family matters and they may need professional help.

In the video the teacher looks so helpless. She shows no reaction  for the unwelcomed behaviours. She seems she doesnt care  or doesnt know what to do.

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  ACTIVITY 12-                        MY REFLECTION ABOUT PLN?          

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  ACTIVITY 12-                        MY REFLECTION ABOUT PLN?          

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https://www.theguardian.com/teacher-network/2017/apr/20/teachers-on-twitter-why-join-get-started-social-media

I definetely agree with the power of using PLN because  most of the time I get inspired by the other teachers . Collaborating, sharing can vey well contribute to self development.Througn PLN  Im always aware of the works of others teachers or new approaches in education and technology. It s an opportunity to socialıse with the other colleagues, get inspired and  enable proffessional development

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I've been using Twitter for six months and it's already one of the best career decisions I've made.

For a while, it seemed that my relationship with teaching was going to be short lived (the first rush of excitement and energy was gone and in need of resuscitation). But thanks to some of the inspiring educators on Twitter, I have fallen back in love with teaching.

Earlier this year, a colleague (@historychappy) presented a 10-minute continuing professional development session on how to expand your personal learning network. By the end of the session I was convinced by his ideas, andhave since found Twitter to be an excellent way to develop professionally

Over the past few months, I have learned so much, not only about classroom teaching but also about wider educational debates. Here's why I think all teachers should join the conversation, and some tips for getting started.

Whatever resource you are about to make, stop - open Twitter and explore what is already available. Chances are that another teacher will have created something that is perfect for you, and is using strategies you've never thought of.

The productivity and generosity of teachers on Twitter is inspiring and I have also become more efficient in creating and sharing resources. Collaborating with online colleagues is an enlightening experience and as teachers we should want all students to learn, not just the ones in front of us.

The blogs of some incredible teachers have taught me far more about my profession, and given me more practical ideas, than my MA in education did. There is some incredibly useful research being carried out in education, but I didn't encounter any of it until joining Twitter and following groups such as The Learning Scientists (@AceThatTest).

And after a few days of reading blogs on everyday practice, my approach to lessons was re-energised. I've taken many useful pointers from Rebecca Foster (@TLPMsF) especially, who blogs weekly about practical ideas for the classroom.

It's fair to say that teachers are cruelly generalised. We are often portrayed as a miserable bunch, constantly striking and always angry about the latest injustice imposed on our education system. Even to me, the word "teacher" conjures an image of an exhausted, underpaid and overworked drone, counting down the years until retirement.

But this is not the case. Teachers of all ages and nationalities come together on Twitter and they are excited about the profession, their subjects and the students they teach. I've found that if you choose to associate yourself with these types of people, you might well become one.

Looking at teachers' Twitter accounts will show you that we're a diverse group and that many reject some of the prescriptive ideas instilled by PGCE training about how to be an outstanding teacher. Some of us have come to feel that much of the advice was just preventing us from being bad teachers, rather than encouraging us to be the unique teachers we wanted to be.

Early in my career, I had a suspicion that I liked didactic teaching. My PGCE experience made me afraid of "teacher talk" but Twitter made me realise that I was not alone and that there are schools built on the principles of didactic teaching. Without Twitter, I would never have read the blogs of their wonderful head teachers reassuring me that I wasn't meant for the dark ages.

There are so many incredible teachers, each with their own approach that they are happy to share. Twitter has opened my eyes to the fact that there isn't just one teaching style. I am proud to say that I've embraced different ideas and believe my teaching has improved as a result.

With marking, meetings, parents' evenings, administrative tasks and exam entries, teachers aren't left with much time to discuss teaching practices with colleagues. But we want to talk about what works. On Twitter, it's refreshing to get an outside view, away from the politics and day-to-day conversations of your own school.

First, set up a profile. Most teachers seem to use their real names, but you can make your account private, so that students can't find you.

You'll be asked to select areas of interest: choose education, schools and anything else that takes your fancy.

Add your interests to the "About You" section, so that people with similar interests can follow you, and you can build mutually beneficial professional relationships.

Follow everyone to begin with, then narrow it down. Twitter will then recognise the types of people you engage with and refine its recommendations. I've learned so much from @MrsSpalding, @FKRitson, @fod3, @mr_englishteach and @shadylady222 about teaching English. For wider educational debates, @DavidDidau and @JamesTheo are always posting interesting thoughts.

Take part in discussions, read blogs and see what resources are around. Teachers seem to be on Twitter and chatting on weekday evenings, and most subject areas have a specific chat period. For English, @engchatuk sets up a discussion on Monday evenings that anyone can host.

Use and follow hashtags. As an English teacher, #teamenglish is essential, and you can find hashtags for your subject areas and more here .

Think before you type and remember your Ps and Qs. Remember that the veil of a screen does not mean people won't be offended.

Be a radiator, not a drain. Don't just take resources, share them too. The lovely education bubble on Twitter can only exist for as long as we keep sharing ideas and resources.

If you're already a teacher on Twitter, thank you. If you're not, I hope I've convinced you to join. I promise that Twitter will save you more time than it will ever cost you.
Follow us on Twitter via @GuardianTeach. Join the Guardian Teacher Network for lesson resources, comment and job opportunities, direct to your inbox

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Teachers on Twitter: why you should join and how to get started

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I've been using Twitter for six months and it's already one of the best career decisions I've made. For a while, it seemed that my relationship with teaching was going to be short lived (the first rush of excitement and energy was gone and in need of resuscitation).

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ACTIVITY 11                        Have you been filmed while teaching? What is your experience? Is video a good tool to get feedback and learn from your mistakes? Does it cause extra stress?                                

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ACTIVITY 11                        Have you been filmed while teaching? What is your experience? Is video a good tool to get feedback and learn from your mistakes? Does it cause extra stress?                                

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I don't have a video capturing experience. It can be a way of getting feedback about our teaching but I think it will cause extra stress on me. After the class, I always think about my performance and can realise my mistakes so I try to choose a better way to teach for the next time. We're teachers not super heros and learn from our mistakes  so no need to do video capturing to become a perfect teacher indeed, that's my opinion.:)

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ACTIVITY 12                      During your study to become a teacher, you will have come across many tools and templates for self-reflection and peer review. What works best, according to you?                                

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ACTIVITY 12                      During your study to become a teacher, you will have come across many tools and templates for self-reflection and peer review. What works best, according to you?                                

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Interacting and learning from others can be an effective way. Sometimes a colleague give a feedback about what we cant realise about our performance or as a way of motivation .

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https://education.microsoft.com/courses-and-resources/courses

Teachers should be aware of  dyslexia and help dyslectic students  and support their families.

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Dyslexia Awareness: In partnership with Made By Dyslexia

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Microsoft and Made By Dyslexia have a shared mission to empower every person with dyslexia to reach their potential, and we have partnered to create tools to help make this happen. Empowering teachers, educators, and parents with knowledge is the first step to unlocking this potential, so we are working together to create free training which will be available globally on the Microsoft Educator Community.

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ACTIVITY 16                           MY BADGE ON CANVA            

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ACTIVITY 16                           MY BADGE ON CANVA            

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https://www.canva.com/design/DADVcjRtdT0/Sv0lklttJyrys5lc9Eqb1g/view?utm_content=DADVcjRtdT0&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton

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U 2.3   ACTIVITY 8               Post an idea of a Learning Activity where the learners don’t just listen and answer the questions of the teacher, but where they actually create a product, with their hands or digitally, in the classroom. Be specific, so that other course participants can use this idea                             

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U 2.3   ACTIVITY 8               Post an idea of a Learning Activity where the learners don’t just listen and answer the questions of the teacher, but where they actually create a product, with their hands or digitally, in the classroom. Be specific, so that other course participants can use this idea                             

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I get my students use  ICT tools such as voicethread, padlet, postermywall, jıgsawplanet,  etc. After the class ı get them prepare simple games or activites through ICT tool which increase fun and better learning .I also  provide online  activities and  get them participate in the tasls actively. For example I prepare a video task on Edpuzzle and add some important questions on the video and get them answer pausing the video . It is a good way of increasing their movivation with interesting videos and ICT tools

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U2 ACTIVITY 17 -  WHAT IF YOUR CLASSROOM IS NOT WELL EQUIPPED?                                 [U2-A17] What do you do if you only have a few devices for a whole group of students? 

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U2 ACTIVITY 17 -  WHAT IF YOUR CLASSROOM IS NOT WELL EQUIPPED?                                 [U2-A17] What do you do if you only have a few devices for a whole group of students? 

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My classrooms are not well equipped. For example we have smart boards but there is no internet connection. Most of the time I use my own connection through wi fi or I prefer materials which are not online.  When they have a few devices I fom mixed ability groups and let them get benefit of this devices as much as possible. After the lessons , I  sometimes ask them to go online at home  giving links/codes to revise the subject at home .