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M4.09.1 Diaries for Creative Use of Tablets in Schools

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M4.09.1 Diaries for Creative Use of Tablets in Schools

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Solène Faupin created this website with teachers from an online course proposed by European Schoolnet Academy: Creative use of Tablets in Schools (from April 13th to May 17th 2015).

You will find learning diaries from teachers sharing examples and reflexions about how to use Tablets in the classroom.

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Diaries for Creative Use of Tablets in Schools

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This is My Lesson Plan on the topic 'CLIL - Art Appreciation in French Foreign Language'.

The Lesson Plan has been created with http://learningdesigner.org .

The subject is '6 genius artists - 6 masterpieces - 6 emotions'.

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1) Pupils explore how artists can express their feelings. 2) Pupils are introduced to 6 genius artists of the Belle Epoque 3) Pupils understand how aspects of the artist's life can have an impact on his artistic production.

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M4.06 Apps for personalized learning and flipping the classroom

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M4.06 Apps for personalized learning and flipping the classroom

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Layar is an interesting app to add ‘augmented reality’ information to pages of the pupil’s workbook. When my pupils point at a picture with their smartphone or tablet, they are linked to a youtube video for instance.

I also use Socrative to create tests. Pupils use their smartphone or tablet to do the test. It may seem incredible, but pupils love being tested this way. The teacher doesn’t have to spend time marking as he gets the results in a downloadable form immediately.

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M4.05 Flipping the classroom with tablets

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M4.05 Flipping the classroom with tablets

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I’m convinced the Flipped Classroom model is very useful and motivating, but obviously there are some challenges and conditions. These aspects seem important to me.

1) Teachers should work in teams and share material as much as possible. Creating instruction videos takes a lot of your spare time.

2) My experience with pupils working in a personalized way taught me clear instructions and deadlines are fundamental.

3) Don’t panic as a teacher if at the beginning pupils have the impression they don’t really learn something and because of that feeling study less. Little by little they realize that they have to study, to rehearse (with quizlet for example), to reflect and to remake to deliver good work. They get the hang of it and at the end – in my case after two years with pupils aged 16 to 18 – they really love it and enjoy it. Finally graduates often come to see me to tell they really learned to work independently thanks to Flipped Classroom, which is a good preparation for their future learning experiences and for their future in general.

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M4.04
Introduction to the Flipped Classroom

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M4.04
Introduction to the Flipped Classroom

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Flipped Classroom is a very activating method. My pupils prepare 40 % of my lessons at home to be able to ask me questions, to ask for help and to work individually or with peers during class. I’m using this method since almost 10 years, but I didn’t use instruction videos from the beginning of course. I still don’t use tablets for all the assignments, but my pupils are always using computers and the internet. Since this school year they also can use smartphones for some tasks.

My pupils dispose of a list of more or less 40 assignments in French Foreign Language they have to fulfill during school year. When I first started experimenting with this method, pupils were free to choose when they completed which task, but that system was too complex for me to keep my administration. Also some pupils had problems to keep on track, so I add deadlines for each assignment or for different stages of assignments now.

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M4.03 Live
webinar – tablets and special needs

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M4.03 Live
webinar – tablets and special needs

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Some of my students  with dyslexia and dysorthographia prefer to use the digital version of my course on tablets before, during and after the lessons. In the era of reforms and challenges of inclusive education they even became my personal advisors for the creation of a more user friendly version of my syllabus and my website!

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TC M4.03 Tablet for special needs students 01

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M4.02 Personalising
learning with tablets

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M4.02 Personalising
learning with tablets

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The videos made me think of Gardner's Multiple Intelligences and the 8 associated Learning Styles. Each one of us has a personal learning style, so why not offer chances to excel to everyone?

My students use workbooks but I often want to offer additional information or related videos. Thanks to eTwinning Learning Events I learned how to use Aurasma, Layar and QR-codes to add links to illustrations. My pupils just have to scan the images or codes with their smartphones or tablets to have access to complementary information.

We also use padlet to gather information and online exercises, on a grammar subject f.i.. so pupils can choose which way they want to improve their French Foreign Language level according to their personal learning style.

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M3.08 Tablets for collaborative working - QUIZ & results

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M3.08 Tablets for collaborative working - QUIZ & results

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Our school, Immaculata Instituut Oostmalle, has implemented the virtual learning environment Smartschool which integrates tools for collaborative working. To work together pupils use also the chatbox from http://todaysmeet.com, Google Drive, http://quizlet.com, http://www.tricider.com/,  http://mindmeister.com...

For school to school collaboration and eTwinning projects we use also Twinspaces and http://etwinning.net, Facebook Groups, Skype, http://issuu.com,  http://padlet.com, http://educaplay.com, http://getkahoot.com, http://learningapps.org/ …

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M3.04 Assessment
of group work with tablets – Strategies & challenges

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M3.04 Assessment
of group work with tablets – Strategies & challenges

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To assess group work I always focus on the process and on the final product. Both process and product are generally evaluated by the teacher and by the student. To reward the pupils for good work in the self-assessment stage, 2nd (or 3d) versions of the product (texts, professional letters, review articles, presentations… in French Foreign Language) are evaluated with a score too. Students keep the results of bigger tasks in a portfolio/learning diary, which they comment at their oral exam.

The most difficult part of the self-assessment and peer-assessment is defining and elaborating the accurate rubrics and criteria for every kind of group work.

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M3.03 Success factors of school-to-school
collaboration projects

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M3.03 Success factors of school-to-school
collaboration projects

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‘Le petit géant’, an eTwinning project in French Foreign Language, was a tutoring project. Pupils from Secondary School (age 15 to 18) were helping Primary School children from different countries to learn French. You can find the different stages of the project in this Learning Diary ‘M2.01 Learning Scenarios’. In all stages of the project pupils and children were collaborating. In the show stage (n° 7), secondary students organised a video conference with several components: an online presentation, an online quiz and a virtual round table. Children were communicating and played the online quiz with tablets. You can find pictures, reports and recordings by clicking on this link http://twinblog.etwinning.net/60370/

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Charming Group Work Idea from Astrid Hulsebosch. I love this collaborative selfieposter with European Schoolnet Academy Teachers following MOOC 'Creative use of Tablets in Schools'! http://it.padlet.com/AstridVE/futureclassroom

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I have organised an Art lesson in French Foreign Language (CLIL) based on the ‘expert’s method’. A) Introduction, objectives, organization – 10 minutes – B) Working in 4 workshop areas – Subjects, assignments, material – 20 minutes – C) Useful structures for speaking – D) Listening to and working with experts – 10 minutes – E) Control, administration, evaluation – 10 minutes

All students were enthusiastic to contribute. In phase A teacher and pupils organised themselves and time limits were set. In phase B they worked together in workshop areas to become ‘experts’. In phase D pupils changed groups and shared information.

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I use various methods to form groups. The first is ‘self-selection’ or ‘student formed groups’. Not loosing time at the start of the Group Work is an advantage, but… it often creates inadequacy. Random assignment can be used once in a while, but it has the same inconvenient : uneven quality of the groups. Game or activity based methods to form groups can be very useful and can be fun. Assignment by student ability will create the most efficient groups.

Planning two or more group activities during one lesson offers an interesting possibility. For the first activity pupils from the same group get a small card of the same color. For the second activity groups have to be composed of pupils with different cards.

Finally TeamUp is a great tool to form groups.

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M2.03 What
kind of content pupils can create with tablets?

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M2.03 What
kind of content pupils can create with tablets?

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For the evaluation of their eTwinning project PLACE DES ARTS in French Foreign Language, my pupils created an online book with their Italian friends. As the subject of the project was art, the pupils wrote reports about expositions, a little festival they organized themselves, an art based game they created and last but not least, their videoconference with the Italian project partners.

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Issuu is a digital publishing platform that makes it simple to publish magazines, catalogs, newspapers, books, and more online. Easily share your publications and get them in front of Issuu's millions of monthly readers.

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For the international project ‘A la découverte de l’Europe’ my Secondary School Students produce class activities and games for Primary School Children to learn French Foreign Language. The fact that the games are based on the presentations of the children themselves makes the activities very challenging and the fact that the games are online gives the children the opportunity to make the exercises online and at home as well. To create the games the students used http://learningapps.org and http://quizlet.com for instance.

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Thanks to eTwinning we are familiar with Learning Scenarios. To realize international projects teachers and pupils need structured Learning Scenarios from the beginning of the project. We try to respect the 7 phases of dream, explore, map, make, ask, remake and show. It always should be possible to change or to add ideas or activities during the project - also teachers are learning from each other and from the students ;-) - but project partners always need to contact each other before making decisions.

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General Learning Scenario from our eTwinning project ‘Le petit géant’

1.  DREAM
Our village has several giants. Maybe villages in other countries have giants or legendary figures too. A ‘little giant’ could unite our schools and we could learn foreign languages together.

2.  EXPLORE
Looking for other schools to create an eTwinning project together. Who can help us with the coordination of the project. Which project activities could we plan together to learn French.

3.  MAP
Primary School Children found a Secondary School Group for tutoring activities. The students will help to plan the project activities for the children, with http://learningapps.org and http://quizlet.com for instance. They will organise a videoconference for and with the Primary Schools. They promise to keep a multilingual blog so teachers, children and parents stay informed.

4.  MAKE Children create posters, glogsters, videos to present themselves, the school and their country. Secondary students create learning activities in French Foreign Language.

5.  ASK Children comment their creations, make online exercises in basic French, etc.

6.  REMAKE
Secondary Students evaluate how the children progress in French Foreign Language Learning and announce creations in blog posts in French.

7.  SHOW
During a videoconference students and children present project contributions. The Secondary Students organize an online quiz with tablets based on http://getkahoot.com . Children have little conversations in French Foreign Language during a Skype session.

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I would definitely use tablets to flip my classroom (more often) in order to personalize the students’ learning  and to give them the opportunity to learn (foreign languages) more independently. Thanks to tablets youngsters could also learn to appreciate art in a more personal way. Tablets can support creative learning too, but to be creative it’s not a condition ‘sine qua non’, as is shown in the picture…

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Développer son état d'esprit 02 Isabelle & Esther

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As we have been exploring and using almost all the possibilities of Smartschool since many years, I never felt the need to use EDMODO until now. But the example of ‘the house’ made me think of a practical application of the tool. We could set up in Edmodo specific groups of pupils taking part in projects such as eTwinning or cultural exchanges for instance. In that case some advantages of Edmodo are the library, the progress section and eSafety. For the study of foreign languages however I think the ‘longer answer’ option in the marking section of Edmodo is rather limited, which makes it less interesting.

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M1.04 Tablets in classrooms - what I need to know

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M1.04 Tablets in classrooms - what I need to know

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What classroom challenges do I have to face when using tablets? The most challenging areas will be the planning of scenarios (TIME!) and the examination, but it’s a great relief to notice that our pupils are familiar with many ideas Diana Bannister issued. Lists of ‘I can’-statements, rotating tasks, students trainers, lessons with more than one teacher, assessment of the individual student progress based on self-reflection… with or without tablets, it works!

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M1.03 Tablets in schools - what I need to know

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M1.03 Tablets in schools - what I need to know

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One of the whole-school challenges we have to face is the physical environment. I’d like to convince the school leader to invest in more mobile furniture and in tablets for at least one whole class group.

Some of the issues addressed by Diana are already familiar to us. Thanks to our colleague Bart Verswijvel for instance, students are supporting teachers during small training sessions  since more than 5 years now. Most of the teachers are very eager to learn to work with all kind of tools and apps. We don’t dispose of enough tablets yet, but thanks to wireless connectivity in the whole school area, pupils can use their own devices during lessons. Actually we have been experimenting a lot with smartphones lately.

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In our school we have easily access to computers, almost whenever we want to. As WIFI covers the whole school campus, it would be useful to have more tablets though, so we can use the Internet at any moment. Teaching can be more flexible and supporting. Learning can be more personalised and more independent. We already use tablets once in a while and pupils seem to be more engaged: the more responsibility youngsters get, the more critically they think.

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Immaculata Instituut Oostmalle  is a technical and vocational secondary school for business and commerce. We also have a fashion department. Our school is situated in a rural area in the province of Antwerp (Dutch speaking part of Belgium). My students are between 16 and 18 years old.

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Hello, I’m Marie-Leet Bens, teacher and eTwinning ambassador from Belgium Flanders. My subjects are French Foreign Language and History of Art (in Dutch and in FFL as CLIL). In my opinion, not only at school but also in everyday life, positive thinking is very important. I believe Art can bring people together and learning foreign languages is fun.