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http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml

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QR code link

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short URL link

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4.5 Flipping with tablets - the challenges

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4.5 Flipping with tablets - the challenges

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The challenge is in ensuring that all students have access to this information; for the student with no wifi, and the student with no iPad, how can I make this content available to them?

Do I just expect them to read the examples in their texbook (which may not explain the ideas, concepts, processes and skills in the way that I want them to?

Do we make a space in the school available for the students to use to watch the content, maybe at lunchtime?

What about students who do their homework in supervised study, where watching video and listening to audio is not permitted?

I have already used Explain Everything, YouTube and Edmodo together, to push content at students, in the form of examples of questions, in particular, exam questions, but not all students choose to engage with it. Do I need the rest to access it, or are they fine without it?

Here are playlists of screencasts that I have uploaded:

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Videos about Mathematics. Constructions, Geometry proofs, plus other stuff. Created by Mr Chaney of C.B.S. Thurles, in Ireland, for the Project Maths syllabi.

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This section challenges me in what I might do, going forward.

Whilst Creative tasks do not suit the Maths Classroom environment, flipping the classroom does. In fact, it is the perfect subject for it, and fits into the irish education system well.

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VLEs and hand-in services:

edmodo

Showbie

Schoology

Google Classroom

Content Creation

Explain Everything

Notability

Curation

Educanon

others that escape my memory! There's loads !!

Content Consumption

YouTube

Khan Academy

Aurasma

TED-Ed

Interacting with learners

Socrative

Quizlet

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Instructions outside of class

teacher selects or creates:

videos

documents

presentations

screencasts

teacher acts as:

content creator, tutor, initiator and manager of the learning outside school

adviser, communicator, animator, coach and observer

students:

study the materials and resources as a self-learning activity at their own pace outside of a lesson.

identify areas they find difficult and topics to be clarified with the teacher during the next lesson.

are more in charge of their own learning

act as organisers of their own learning as explorers, reflectors, reporters and presenters.

engage with the material repeatedly if needed to gain understanding and prepare questions to be addressed in class

Homework in class

aims to make the most of face-to-face time in classrooms for discussion, sharing, and deepening of the gained knowledge

Concerns
Access online is a key barrier:

if students don't have wifi at home

if they have supervised study after school for several hours to complete most work - the environment wouldn't allow for students accessing video/audio content

if some students (or their parents) choose to not have devices, or if they have been banned from their use due to misuse, then they cannot access the content.

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The challenge for schools is finding an appropriate online service that meets the needs of the learner, the teacher and the school.

In the UK video, they described the good use of EPACE. Unfortunately, this service costs money. In fact, many services such as mymaths and IXL cost, and increasingly, even Edmodo premium features are beginning to appear with a price tag attached.

The introduction of Augmented Reality with the use of Aurasma was superb.

This could be used in Science with equipment or experiments; or in any display, to add content to static items, e.g. a poem or image could have a reading or enactment added.

In Art, once a student has finished a piece of work, they could create a video that gives further info on the piece.

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Creative Classrooms Lab - Tablets in schools - UK

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The Creative Classrooms Lab project (2013-2015) is working with 45 schools in eight European countries and policy-makers to collect evidence on the implementation, impact and up-scaling of 1:1 pedagogical approaches using tablets. The project, funded by European Commission's Lifelong Learning Programme, is coordinated by European Schoolnet, and has 10 partners.

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Students have a feel for how they best learn, however they would find it hard to analyse what is subjective and anocdotal, and would not appreciate the different standard styles (VAK, Gardner's 8 intelligences) unless they were introduced to them.

The first step is to give them a simple test, and then discuss the different types

VAK quiz:

http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml

Gardner's Intelligences:

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support

develop a variety of learning plans

research

design

facilitate

evaluate

propose individual learning plans

propose targets

offer several modes of learning

support students to make appropriate groups according to personal interests and levels

encourage students to self-evaluate

encourage students to define personal goals

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they become:

reflectors

presenters,

explorers

evaluators

they gain:

ownership over their learning

a sense of personal responsibility for their learning

an awareness of their own learning skills

an understanding of differences in learning styles with other students