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THE HISTORY OF LOGISTICS,

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The tool is based on the six learning types from Diana Laurillard's Conversational Framework - a model of the conditions necessary for learning to take place. The six learning types are: Read/Write/Listen (or Acquisition), Inquiry, Practice, Production, Discussion and Collaboration. In principle, a good learning design will contain a mix of all of these types of learning.

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MODULE THREE LESSON PLAN:DAILY ROUTINES: after flipping my students with this lesson plan, I got them  through the final project work( INTERVIEW)  and I assessed  their product with the following GRID

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MODULE THREE LESSON PLAN:DAILY ROUTINES: after flipping my students with this lesson plan, I got them  through the final project work( INTERVIEW)  and I assessed  their product with the following GRID

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MODULE THREE WHAT'S a COLLABORATIVE learning system?

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MODULE THREE WHAT'S a COLLABORATIVE learning system?

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Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts.  In every classroom, instructional activities are aimed at accomplishing goals and are conducted under a goal structure.  A learning goal is a desired future state of demonstrating competence or mastery in the subject area being studied.  The goal structure specifies the ways in which students will interact with each other and the teacher during the instructional session.  Each goal structure has its place (Johnson & Johnson, 1989, 1999).  In the ideal classroom, all students would learn how to work cooperatively with others, compete for fun and enjoyment, and work autonomously on their own.  The teacher decides which goal structure to implement within each lesson.  The most important goal structure, and the one that should be used the majority of the time in learning situations, is cooperation.

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MODULE THREE TEACHING AND LEARNING: A COLLABORATING SYSTEM:Collaboration between students is very important, but collaboration between teachers (although more difficult) is even more important. Etwinning gives the amazing opportunity to collaborate and my teaching practice has improved due to engagement and collaboration in eTwinning projects. The seven benefits of collaborative learning are very important, but the one I find more important is "development of 21st century skills" specially: leadership, teamwork, collaboration and cooperation. The challenge in my opinion is time management: cooperative learning requires more time.About digital tools I cannot immagine collaborative learning without ICT

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MODULE THREE TEACHING AND LEARNING: A COLLABORATING SYSTEM:Collaboration between students is very important, but collaboration between teachers (although more difficult) is even more important. Etwinning gives the amazing opportunity to collaborate and my teaching practice has improved due to engagement and collaboration in eTwinning projects. The seven benefits of collaborative learning are very important, but the one I find more important is "development of 21st century skills" specially: leadership, teamwork, collaboration and cooperation. The challenge in my opinion is time management: cooperative learning requires more time.About digital tools I cannot immagine collaborative learning without ICT

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A BOARDING GAME : which team is the winner? 

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A BOARDING GAME : which team is the winner? 

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ASSESSMENT GRID OF LOW AND HIGH LEVEL GROUP WORK

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Collaborative learning scenariosA Learning Scenario consists of 7 phases which  help you, as a teacher,  plan and structure your learning activities in advance. They are: Dream, Explore, Map, Make, Ask, Remake and Show. Dream students can brainstorm, think freely and share ideas.  Explore, students collect information on a certain topic.Map , students structure their thoughts and ideas and seek to understand how they are related. Make students develop or create a product or practise an activity. Ask  students  interview experts and stakeholders.Remake  students replan or revisit their product, on the basis of the feedback or further information they received.Show students publish and present the results of their work.

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Collaborative learning scenariosA Learning Scenario consists of 7 phases which  help you, as a teacher,  plan and structure your learning activities in advance. They are: Dream, Explore, Map, Make, Ask, Remake and Show. Dream students can brainstorm, think freely and share ideas.  Explore, students collect information on a certain topic.Map , students structure their thoughts and ideas and seek to understand how they are related. Make students develop or create a product or practise an activity. Ask  students  interview experts and stakeholders.Remake  students replan or revisit their product, on the basis of the feedback or further information they received.Show students publish and present the results of their work.

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The 4 Collaboration Questions refer to what is the quality of the collaboration:1.Are they working in group?2. Are they making substantive decisions?3. Is their work interdependent?4.Do they share their responsibility?

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The 4 Collaboration Questions refer to what is the quality of the collaboration:1.Are they working in group?2. Are they making substantive decisions?3. Is their work interdependent?4.Do they share their responsibility?

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MODULE 2 The two learning activity objectives for Module 2 are:1.Understanding how to embed collaborative learning into lesson design2.Appreciating the four dimensions of collaborative learning concerning group work, shared responsibility, making substantive decisions, and interdependent work3.Understanding how the 21st Century Learning Design Collaboration Rubric and Learning Scenarios can help you reflect and design collaborative learning activities4.Assessing the two collaborative learning activities you described in Module 1, using the 21 CLD Rubric, and report in your Learning Diary

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MODULE 2 The two learning activity objectives for Module 2 are:1.Understanding how to embed collaborative learning into lesson design2.Appreciating the four dimensions of collaborative learning concerning group work, shared responsibility, making substantive decisions, and interdependent work3.Understanding how the 21st Century Learning Design Collaboration Rubric and Learning Scenarios can help you reflect and design collaborative learning activities4.Assessing the two collaborative learning activities you described in Module 1, using the 21 CLD Rubric, and report in your Learning Diary

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3AL LESSON PLAN ICON

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Students from the 3rd year of a Technological High School, specific course LOGISTICS, have been asked to produce a group presentation about the History of Logistics using their own device according to the BYOD.
Before they started working in team, I got them to work on the following lesson plan
https://app.box.com/s/w8c9ozkat66khxp72ymt2z0boxkb8sii

so they became familiar with this topic.
As usual they were asked to  comment on it while showing.

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Students from the 1st year of a Technological High School have been encouraged to produce in class a FAMILY TREE using their own devices according to BYOD in pairs.Then they have been asked to present their own LEARNING object in front of their schoolmates.
Here is the link to the lesson plan they've been learning for one week  (3 hours lessons) at the beginning of the current school year, as a revision activity:
https://app.box.com/s/3a2ck8csdx61kmfavot632sgx8apeyir

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WHO I AM:                   My name is Marta Battocchia.   I'm married andhave two children aged 14 and 11.  I have been teaching English in secondary public schools for more than twenty years.  Currently, I teach English at Marconi , a technological  institute in Verona, Italy.  My decision toteach as a profession originates from a strong commitment to share experiences, competence, skills and knowledge.The reason I' m writing this short note goes back toa distant experience (in 2008) when I had a sort of "school breakdown".   In short, I realized I couldn't  continue to teach my students in the same way that I had been taught so many years before.   In those days, I  used to wake up  in the morning totally "discharged."Each day, I would experience my students "speaking a new language" , that was very removed from mine -  and I barely managed to connect with them.   Eventually Iattempted to get closer to them by teaching my unitsin a more ludic , creative manner.   I began using the smart board during my lessons.  The studentsare very good at manipulating any technological toolutilized, ie. USB , PC, digibooks, etc. and these useful links became the starting point of many lessons.This was not easy for me because I 'm not a "digital native", but my students were very patient!!At that point, the iPad entered my family life.  Both my husband and my sons  enthusiastically started using it as frequently as they could . I was envious of their  technological skills and at the same time I felt estranged.  I was however, very curious,  especially when I noticed that some of my colleagues were using the IPad in school, as a didactically essential tool.So step by step, I attended my first timid meetings with the "unknown tablet" and very quickly I became familiar with "him ".   He became my best friend. On the April 1,  2012 , a memorable day,  I was given  my own ipad.  My husband  bought the latest model and I inherited his old one.  It was a second hand tablet, butthis made no difference to me!   I didn't know how many gigabytes it had, nor even what a "giga" is, but thatwasn' t important;  I had become the owner of an Ipad. Immediately I realized that this powerful and magic object would change my life both personally and professionally. I had been given the most precious tool to accomplish my goals:  learning, teaching, communicating and sharing.I've been exploring education technology now for several months.   I still don' t know what my future holds, but one of my colleagues who I have dubbed "the advanced  one for excellence", persuaded me to open this BLOG . The only thing I am sure of is that the iPadwill help me organize my teaching materials andto become a better and more "up to date" teacher.  I ' m now confident that I will turn every endeavorinto a success.   I  promise! 

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WHO I AM:                   My name is Marta Battocchia.   I'm married andhave two children aged 14 and 11.  I have been teaching English in secondary public schools for more than twenty years.  Currently, I teach English at Marconi , a technological  institute in Verona, Italy.  My decision toteach as a profession originates from a strong commitment to share experiences, competence, skills and knowledge.The reason I' m writing this short note goes back toa distant experience (in 2008) when I had a sort of "school breakdown".   In short, I realized I couldn't  continue to teach my students in the same way that I had been taught so many years before.   In those days, I  used to wake up  in the morning totally "discharged."Each day, I would experience my students "speaking a new language" , that was very removed from mine -  and I barely managed to connect with them.   Eventually Iattempted to get closer to them by teaching my unitsin a more ludic , creative manner.   I began using the smart board during my lessons.  The studentsare very good at manipulating any technological toolutilized, ie. USB , PC, digibooks, etc. and these useful links became the starting point of many lessons.This was not easy for me because I 'm not a "digital native", but my students were very patient!!At that point, the iPad entered my family life.  Both my husband and my sons  enthusiastically started using it as frequently as they could . I was envious of their  technological skills and at the same time I felt estranged.  I was however, very curious,  especially when I noticed that some of my colleagues were using the IPad in school, as a didactically essential tool.So step by step, I attended my first timid meetings with the "unknown tablet" and very quickly I became familiar with "him ".   He became my best friend. On the April 1,  2012 , a memorable day,  I was given  my own ipad.  My husband  bought the latest model and I inherited his old one.  It was a second hand tablet, butthis made no difference to me!   I didn't know how many gigabytes it had, nor even what a "giga" is, but thatwasn' t important;  I had become the owner of an Ipad. Immediately I realized that this powerful and magic object would change my life both personally and professionally. I had been given the most precious tool to accomplish my goals:  learning, teaching, communicating and sharing.I've been exploring education technology now for several months.   I still don' t know what my future holds, but one of my colleagues who I have dubbed "the advanced  one for excellence", persuaded me to open this BLOG . The only thing I am sure of is that the iPadwill help me organize my teaching materials andto become a better and more "up to date" teacher.  I ' m now confident that I will turn every endeavorinto a success.   I  promise! 