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Blog littéraire de Marie-Hélène Fasquel et Gabriel Erhart.

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At the end of this lesson, the students will have a better understanding of Hamlet - they will have learnt how to use video tools on their ipads, - they will share thier videos and - act a modern-day version of one of Hamlet's scenes

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29. One of my ted ed videos for literature or esl teachers

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29. One of my ted ed videos for literature or esl teachers

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Top 10 Notes: The Hound of the Baskervilles

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Lessons Discover video-based lessons organized by subject

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28. My favourite flipping the classroom app -- TED ed

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28. My favourite flipping the classroom app -- TED ed

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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The key challenge to my mind is to make sure they do their work at home. In my experience, it's all right for most of them though.<br>My second challenge was that some students felt they were not "learning", they were too used to traditional lessons!!!!!! But I converted them after a while! ;)

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26. Module 4 -- Flipped classroom research 

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26. Module 4 -- Flipped classroom research 

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Classe inversée -- Expérimentation -- Recherches

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Yes, I have experimented it in an eTwinning project with 16 colleagues from 8 different countries last year and it was verty positive. Here are the project slides if you'd like to learn more about this English language project :)

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Latest slides for tomorrow's webinar with Russell Stannard.

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Blog littéraire de Marie-Hélène Fasquel et Thierry Erhart, auteurs.

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What other ways can you think of how tablets can be used to personalise the learning experience of your students?
We can personalise the learning experience of our students in many ways: my students were working on an international speech contest. They worked in sub-groups and researched the Internet to see how to best perform a speech (on TED), have made their videos on the ipads.

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How do you gather information about the learning styles of your students?

I go from group to group and focus on what each student is doing and try and see how
things work best for them. I also ask them to fill questionnaires (not on how they work best but on which activities they liked best and so on and usually it
helps see what works best for the students.)
How do you know what types of learners there
are?
I observe them and ask them to fill in questionnaires.
What are good strategies to identify this?
Always focus on the students’ learning styles/ways.
Is it enough to simply ask the students as is done in the video above?
I don’t think so. Observing them, seeing what they are the best at helps a lot too.
Are the students, are we, always fully aware of how we learn best?

Definitely not!

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22. Module 3 -- What strategies have you used to assess group work? What are the main challenges for you when it comes to assessing group work?

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22. Module 3 -- What strategies have you used to assess group work? What are the main challenges for you when it comes to assessing group work?

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I have asked students to share the tasks, I have kept track of what they were doing separately and together but it's something I find very difficult (to assess group work).

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Know any other apps to support collaborative learning?
edmodo
google doc
titanpad

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I am an experienced eTwinner and have been devising eTwinning collaborative projects for several years The latest ones involved the flipped classroom and fighting for causes, as well as literature but no tablets.

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During collaborative projects (which all my projects are) I make sure all the students are on task and have a specific task by going fom group to group and asking them about their current activities and how I can help/support them in their endeavours.
It works pretty well generally speaking.
I also set time limits :)How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task? If you have organised a similar project share your experiences (positive and negative) here.

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How do you form groups of students for group work and why do you take this approach? Based on your experience what strategies of forming groups work and which do not work?
I usually form groups of small sizes as I think you work well in smaller groups (above 4 does not seem to work and there are bound to be excluded students). I ask students to choose their team as they will work better with people they enjoy working with. This always works. I've never tried selecting the teams myself. In a project, I want to give as much freedom to the students as I can in order to help them be creative and engaged. Selecting the team members would go against it.

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Share your content creations with your peers. Post your links, files, images, etc. here and add a short description of how you created it (what app, what type of tablet, etc.)
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Hello!

Here is the content I've just created for anyone who is interested in learning more about the course I'm teaching (American language and literature course). I did it with Issuu on my computer as I do not have any ipad with me (my school has only ipads) but I will try another app such as book creator when I'm back to school (I'm currently on holidays).

What I love about Issuu is the sheer easiness of the process. You include all the text and images you want in a word doc and then turn it into a pdf. Issuu does all the rest!

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Short introduction to the Nelson Mandela High School language and literature course. (American OIB section)

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What kind of content can you produce with your class?

Post at least one idea for content you could produce together with your students that has a wider purpose and meaning than just the classroom activity. Make sure this is realistic and - very importantly - something that you think your students will care about. Maybe you have already done something similar in the past (with or without tablets), so why not share examples on the padlet and tell us about your experience.

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I could ask my students to produce an ebook about literary movements (collaborative work) as a class and share it with my other classes.

I have asked my students (and students from different countries) to write collaborative ebooks to defend the environment and it could be done differently with tablets now! Here is a link to one of the collaborative ebooks.

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Turkish & French essays, poems & short stories. project asignment.

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I love kahoot

thanks for the message !:) Marie H

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Hello! I have used a similar scenario in some of my projects but espacially in the project I'll share with you as an attachment.

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TESOL Spring Presentation. May 17, 2014.

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TRAVAILLEZ OÙ QUE VOUS SOYEZ

Gardez les informations importantes à portée de main : vos notes sont automatiquement synchronisées sur tous vos appareils.

Rendez les notes plus utiles en ajoutant du texte, des images, de l'audio, des numérisations, des PDF et des documents.

TRANSFORMEZ VOS TÂCHES EN MISSIONS ACCOMPLIES

Rassemblez vos notes, vos tâches et vos plannings pour avancer plus facilement dans vos projets.

TROUVEZ RAPIDEMENT CE QUE VOUS CHERCHEZ

Accédez aux informations dont vous avez besoin quand vous en avez besoin grâce à des capacités de recherche puissantes et flexibles.

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La meilleure application de prise de notes - Organisez vos notes avec Evernote

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TRAVAILLEZ OÙ QUE VOUS SOYEZ Gardez les informations importantes à portée de main : vos notes sont automatiquement synchronisées sur tous vos appareils. Rendez les notes plus utiles en ajoutant du texte, des images, de l'audio, des numérisations, des PDF et des documents.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Make sure to check out my "FREE App of the Day" board, too!

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10. The 50 best education apps for Android tablets 

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10. The 50 best education apps for Android tablets 

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Mobile learning. Tablets in the classroom. Apps replacing textbooks.

Apple may have started the craze, but the trend is now platform and device-agnostic. While iOS remains the system of choice for most developers (if for no other reason than the wild-west of the Google Play Marketplace versus Apple's more streamlined iTunes store), learning-with-apps is as accessible on Android devices as it is on the venerable iPad.

The following 50 educational apps-a mix of learning simulations, games, organization tools, and traditional learning apps-is a great place to get started.

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Mobile learning. Tablets in the classroom. Apps replacing textbooks. Apple may have started the craze, but the trend is now platform and device-agnostic. While iOS remains the system of choice for most developers (if for no other reason than the wild-west of the Google Play Marketplace versus Apple's more streamlined iTunes store), learning-with-apps is as accessible on Android devices as it is on the venerable iPad.

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My edmodo profile -- feel free to connect!!:)

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I have used it especially for older students (university, trainees...) as I use eTwinning for my classes and don't want to use 2 different virtual environments for them :) But I love Edmodo because it's easy to use, the students love it (it's very similar to Facebook), it's easy to find like-minded motivated teachers from al over the world to collaborate!:)

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By joining eTwinning, teachers and other school staff will become part of the 'Community for schools in Europe' and benefit from endless opportunities.

Collaborate with and get inspired by other colleagues in Europe

In eTwinning, teachers organise and run on-site and online activities with their students along with colleagues from countries participating in the Erasmus+ programme. They engage in collaborative projects with the support of the TwinSpace environment. National Support Organisations are responsible for validating user registrations for becoming eTwinners, thus keeping the platform safe, providing support and guidance, and recognising teachers' work with National and European Quality Labels. The annual eTwinning book features the most innovative projects. Excellent projects are rewarded eTwinning European Prizes and become part of the project gallery.

Share with peers

The eTwinning community is made up of thousands of teachers and educators who share a vision of inclusive schools, using information and communication technology in a meaningful way, and making the most of 21st-century skills. eTwinners meet and network online, at school, at eTwinning events and conferences, and wherever they can inspire other teachers to better educate students. On the European School Education Platform, the eTwinning area offers project kits, practice examples, testimonials, and an online environment where eTwinners can communicate, create projects, share, and learn together at their own pace in line with their interests.

Upskill together

Lifelong learning is essential for teachers and eTwinning community members benefit from webinars, short and long online courses (including MOOCs), self-teaching materials, conferences, and other on-site professional development opportunities where they meet experts in many fields and improve their skills. These events allow teachers to network, learn together, and feel part of the same community.

eTwinning also provides opportunities for future teachers to get support when starting their careers.

Promote and celebrate

Like all communities, eTwinning has key events. A yearly theme is the focus of two online campaigns - in spring and autumn - where eTwinners share ideas, plan projects, produce materials, and learn together. And every year on 9 May, the community celebrates Europe Day as eTwinning Day with activities that make eTwinners feel part of something unique, wherever they are.

Become a protagonist

eTwinning Ambassadors are the pillars of the community. They are selected at a national level, provide training and support and share their energy and enthusiasm, making eTwinning grow every day. Get information from your National Support Organisations about how to become one of them!

The schools that are awarded the eTwinning Schools Label are models of the principles that inspire eTwinning, shared leadership, collaboration and sharing, students as agents of change, inclusion, and pedagogical innovation. Stay tuned to see when applications open!

Anyone can become an eTwinning Ambassador, and any school can get the eTwinning School Label.

How to join eTwinning

Register as a user today on the European School Education Platform using EU Login ( access here) and request to be validated as an eTwinner by the National Support Organisation in the country where your school is.

What does the eTwinning platform offer?

eTwinners can network, share, and collaborate with other registered eTwinners and schools by connecting through the social networking features offered, and by engaging in Rooms, eTwinning groups, and European projects.

Rooms are micro-groups that allow eTwinners to take part in video-conferencing sessions supported by a forum and a file archive.

eTwinning groups are virtual places where eTwinners meet and discuss specific subjects, topics, or other areas of interest. Featured Groups are groups coordinated by the CSS and moderated by experienced eTwinners).

eTwinning projects include activities on different topics and key competences involving two or more teachers and their students. Each project has its own TwinSpace, a free-to-use, safe platform that is only accessible to other eTwinning members in the project, your selected guests, and your selected pupils.

eTwinners can also join the online professional development opportunities organised by the European School Education Platform. Some of these offers will be tailored to the specific interests and needs of eTwinners and be available exclusively to them:

Short online courses are intense and enjoyable and introduce teachers to a topic, stimulate ideas, and help them develop their skills.

MOOCs (Massive Open Online Courses) are 4-6 weeks in length and require 12 - 25 hours of learning time during this period. Participants are free to conduct the activities at a time of their convenience during the duration of the course. A certificate is offered upon successful completion.

Webinars are live one-hour long online video sessions where teachers have the chance to learn about and discuss a variety of themes.

Webinar series are two webinar sessions that are connected by an interactive online activity.

Online conferences and events are designed for and dedicated to specific target audiences and themes.

You are not eligible to join eTwinning?

Only school staff can join the eTwinning community. If you are not a member of staff at a school, you can still enjoy and network in other sections of the European School Education Platform free of charge. Discover all these opportunities here. eTwinners can invite non-eTwinners to specific projects.

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Collaborate with and get inspired by other colleagues in Europe In eTwinning, teachers organise and run on-site and online activities with their students along with colleagues from countries participating in the Erasmus+ programme. They engage in collaborative projects with the support of the TwinSpace environment.

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The most challenging issues are now: making sure all the students are on task, and not on Facebook for instance, and are working collaboratively and not hoping their team will do all the work!

To address this issue, I walk around and help all the groups who need my assistance and try and make sure they're all on task and ok!

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I have started using tablets in my school. And the main challenges so far have been getting access to the tablets (only about 80 for the whole school, which need to be booked, got and returned within the class time frame) and of course teacher training. Moreover the students cannot get access to the tablets outside of class.

How to address these issues?

I am addressing the problem of teacher training right now thanks to this awesome course!

I have also taken part in a one-day training session at y school and have been doing online curation about tablets for years.

For the number of tablets, I try to only book them when I absolutely need them as we need to share with all the other interested teachers.

As for students getting access to tablets outside class time, this needs to be addressed with the IT technicians.

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Liens vers les outils en ligne étudiés en stage (TICE et 5 activité langagières).

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The main reason is that I truly believe that our first goal as teachers is to help students think critically and become creative. Using tablets is one of the best ways to succeed. It is also engaging and engaging students is the first step required to help them improve and enjoy their learning.

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4. Resource 2 -- scoop it about flipped learning

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4. Resource 2 -- scoop it about flipped learning

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Classe inversée -- Expérimentation -- Recherches

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3. Resource 1 -- scoop it about literature and IT

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3. Resource 1 -- scoop it about literature and IT

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How do I write a book review?
Want to write a great book review? Two of the Guardian's top children's book reviewers, Philip Ardagh and Linda Buckley-Archer, share their expert tips to help you get started
Philip Ardagh, Linda Buckley-Archer

Thu 26 May 2011 16.10 BST
First published on Thu 26 May 2011 16.10 BST

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A display of oversize books
Philip Ardagh

Roald Dahl funny prize-winner Philip Ardagh is probably best known for his Grubtown Tales series, and for the Eddie Dickens Trilogy. He writes books, and for TV and radio.
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1. Do you make notes as you read?

No, I know some reviewers do, but I ain't one of them. I want the reading to be as much like an ordinary reading-for-pleasure experience as possible, and I don't usually read with a pencil and notebook in hand. If there's a page that I think is of particular interest - for, say, characterisation/plot twist/great dialogue/confusion! - I'll bend down the corner of the page... something I'd NEVER do to a book under normal circumstances, I must confess.

When I've finished the book, I'll go back a revisit the dog-eared pages. If it isn't instantly obvious what I turned it down for in the first place, it's probably not worth incorporating into my thinking when writing the review.

2. How much of the review should explain the story and how much be your opinion of it?

I'm a great believer in saying as little as possible about the story itself. I write in broad strokes. I'm more interested in mentioning the themes tackled in a book rather than the specifics. It's usually themes which attract readers, and the details - and the skill in which the author tells it - that keeps them reading. Of course, I offer opinions but reviews are NOT the place to put forward your pet hates. If you don't like the themes or genre, you probably shouldn't be reviewing the book or, if you HAVE to review it for some reason, you role is to decide whether the author achieved what they set out to do and whether their goals were interesting ones.

3. What about spoilers (giving away crucial bits of plot)?

Avoid them at all costs. If it's the lynchpin to the whole plot, NEVER tell. If it's a little bit of a spoiler, treat it as I did in a recent Guardian review:

"My job of reviewing When You Reach Me would be almost impossible without giving certain aspects away, though. So if you don't want to know more – for fear of spoiling it – other than that it's a well-written and engaging read (for which the author, Rebecca Stead, has been garlanded with numerous awards in her native US, including the coveted Newbery Medal), then stop HERE. The rest of you, come with me..."

4. Do you try to read other books by the same author?

Sometimes that can be REALLY useful!

5. What if you really don't like the book at all?

Ask yourself why you're reviewing it. I get to review books for the Guardian in a variety of different ways. For example, I might be asked by the paper if I'd like to review a particular book, or I might have read an advance copy of a book sent to me by a publisher which I'd then ask the paper if I could review.

In the case of a book I want to review, it's going to be what I consider a good one, which appeals to me. In the case of the paper asking me, I might say, "I'm not a big fan of their writing," for example. "How about something else?" Such a small amount of space is given over to reviewing children's books in newspapers - which is why this website, and those like it, are such a FABULOUS idea - why waste what little space you do have with dissing a book you don't like, when you could be reviewing one you'd like people to rush out and try for themselves.

That's not to say that all parts of all of my reviews are nice, nice, nice. I might say that I really enjoyed the plot but that not all the characters were believable, for example, Or that the dialogue was a bit creaky in places...

6. What must you include, if anything? The age group?

Honest opinions. Don't write what you think you should write about a book. Write what you really think and feel.

Have fun!

Linda Buckley-Archer

Linda Buckley-Archer's Time Quake, final installment of The Time Quake Trilogy, is now out in paperback, published by Simon & Schuster.

1. Is there a set way to write a review?

No. It's great that you want to try your hand at reviewing. The important thing is that you express what you think about the book. In case you want some help getting started this Q&A offers some suggestions.

2. So, you've read the book - what's the next step?

Make sure the book is fresh in your mind. If it has been a while since you read it, perhaps it might be a good idea to re-read it. It is amazing how knowing that you are going to write a review makes you focus on the story.

3. Do you make notes as you read?

I do. I use a folded-up piece of paper which I use as a bookmark and scribble on it when something strikes me while I'm reading. This is usually when I think something is great or I think something is annoying. It's a mass of illegible writing by the end with bits underlined and circled and asterisked. I think it is very important to ask yourself questions as you read. If you find you can't turn the pages fast enough, why is that? Is the story dragging for you? Why is that? I also note down quotes that really sum up the book.

4. How much of the review should explain the story and how much be your opinion of it?

I think it is your duty as a book reviewer to describe the kind of story it is well enough for readers to be able to say "Yes, I might give that one a go" or "No, I would not touch that one with a barge pole." But a review is not just about the story it is about your reaction to it. So be sure that you say how you feel about the story, too.

5. What about spoilers?

I would never, ever include spoilers in a review. I don't think it is fair to give out information that would 'spoil' the reader's enjoyment of the story. I suspect the author might be a little cross, too!

6. Do you try to read other books by the same author?

Sometimes, especially if the book is in a series. However, even though it can be interesting to draw comparisons between books by the same author, it is certainly not necessary to read everything an author has ever written in order to make comments about a particular book.

7. What if you really don't like the book at all?

I suspect that if you didn't like the book at all you probably would not have got to the end of it. If you finished the book and didn't like it but still want to write a review then it is important to say why. Was the book just not to your taste or did you identify faults in the story?

8. What must you include, if anything? The age group?

The only pieces of information you must absolutely give are the title of the book and the author's name. Lots of books appeal to a wide age-range. However, if you think it would be useful to say that a book is aimed at younger/ older readers, go ahead.

9. Do you write your review straight away or do you allow your thoughts to develop?

Writing reviews is like baking bread. You add the yeast to the flour and let the dough rise. Then you give it a jolly good kneading and let it rise some more and only then do you bake it. Personally, I leave at least a day between finishing the book and starting the review. Then, once I've written it, I have to leave it another day and look at what I've written with fresh eyes. I always want to change something – make something clearer, tighten it up, add something...

10. Do you tend to review the same kind of books or do you explore genres you would not normally read?

Sometimes I review books that I would not normally read. I never regret it. It is always fascinating to dip your toe in new waters.

11. Do you think about the reader of the review while you are writing it?

Yes. I think it is helpful to remind yourself that you have an audience and that your audience has needs.

12. Are there any benefits of writing reviews for the reviewer?

Writing reviews is a terrific way to sharpen your reading skills and it can introduce you to writers whose books you might not have tried otherwise. The more you know about how books work - how words on a page can create worlds and change your life - the more you'll get out of the whole experience. Last, but not least, learning how to get across your views to someone else is empowering and very satisfying.

Good luck!

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I teach 15 to 17-year-old students. My school is brand new and we have labs, tablets which we can ask for (about 88 for the whole school).

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Blog littéraire de Marie-Hélène Fasquel et Gabriel Erhart.

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1. Marie-Hélène Fasquel -- Language and literature teacher (American OIB course)

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1. Marie-Hélène Fasquel -- Language and literature teacher (American OIB course)

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Hello! I teach literature in a flipped learning context. I use flipped resources in a very personal way (the way which meets my student's needs and mine. I'm shaing a link to slides explaining my teaching context. And my second post will be a link to my teaching blog. Looking forward to working with you, collaborating and sharing!

I am an IT enthusiast and keep trying teaching in innovative ways with colleagues from all over the world. We were 16 from 8 different countries last year.

Marie.

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Flipped classsroom webinar slides- updated

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Flipped classroom International experimentation on eTwinning Presenter: Marie-Hélène Fasquel Hosts: Russell Stannard/Jurgen Wagner Lycée International Nelson M...