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Here is the link to my lesson plan : http://v.gd/Y0qbaQ

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Challenges of the Flipped Classroom : After watching how Monica set herself up for the
flipped classroom and hearing about other CCL teacher's experiences, what do
you think are the key challenges to implementing the model in classrooms?

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Challenges of the Flipped Classroom : After watching how Monica set herself up for the
flipped classroom and hearing about other CCL teacher's experiences, what do
you think are the key challenges to implementing the model in classrooms?

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I totally agree with Solène Faupin.
As mentioned in the lesson: It is crucial to include parents in the process. Parents must be aware of and support the flipped classroom model.
Unfortunately, we notice that for many parents, learnings take place at school, and only at school.
It is consequently hugely necessary to work with families on the notion of homework and learnings outside school. We should be able to provide students who do not do this part of individual work, or do not have the material resources to do it, with spaces and times where they can do it.

Another challenge is to bring teachers to cooperate and exchange resources. This is not always part of their professional practices.
The production of adequate contents for their students requires a lot of work. Let us hope that this will bring a change in current practises and that colleages will put their resources more in common.

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Challenges of the Flipped ClassroomAfter watching how Monica set herself up for the flipped classroom and hearing about other CCL teacher's experiences, what do you think are the key challenges to implementing the model in classrooms?

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Challenges of the Flipped ClassroomAfter watching how Monica set herself up for the flipped classroom and hearing about other CCL teacher's experiences, what do you think are the key challenges to implementing the model in classrooms?

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Without completely using a flipped classroom model, we are currently experimenting the platform called “les fondamentaux” (the basics), that offers animated movies/cartoons to facilitate the integration of the basic primary school’s learnings in French, mathematics, sciences and civics and citizenship education.

I do think that it is very important to include the parents in this process.
Unfortunately, a large number of pupils do not invest much time in learning outside of school, and it is necessary to find times during the class, for them to watch the videos for example.
It can moreover be difficult for some families to provide their children with the tools they need to carry out this work.

The question about the resources that teachers provide to the pupils is also very important.
The all-inclusive resources do not always suit them, and it is then necessary to think about creating content. In this regard, I believe that the tablet is an excellent tool that allows to easily produce multimedia contents. The school’s Virtual Learning Environment makes perfect sens in this teaching method, as a homepage for the educational community

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Tablets and Personalisation In both videos there are some concrete examples how the tablets have been used to personalise the learning and make the students more independent such as through using Aurasma for instructional videos and Edmodo for independently accessing information. What other ways can you think of how tablets can be used to personalise the learning experience of your students?

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Tablets and Personalisation In both videos there are some concrete examples how the tablets have been used to personalise the learning and make the students more independent such as through using Aurasma for instructional videos and Edmodo for independently accessing information. What other ways can you think of how tablets can be used to personalise the learning experience of your students?

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In history class, pupils used the learning process I had prepared for them.
They used the application Jog The Web (unfortunately unavailable since), and thanks to the guided browsing, researched content on a topic without having their attention drifting away.

The content was then formatted andshared on the School's Virtual Learning Environment.
This enabled the pupils to develop their autonomy and encouraged independent learning.

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To create your own jog, start by giving your jog a title, description and topic. Then you begin adding pages to your jog. The site provides a web browser extension for you to easily add these pages or sites to your jog.

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La théorie des intelligences multiples

Les 8 intelligences :L'intelligence interpersonnelle
L'intelligence corporelle/kinesthésique
L'intelligence logique-mathématique
L'intelligence musicale/rythmique
L'intelligence naturaliste
L'intelligence verbale-linguistique
L'intelligence visuelle/spatiale

L'intelligence intrapersonnelle

Parmi les nombreuses grilles d'intelligences qui ont été élaborées, la théorie des Intelligences Multiples d'Howard Gardner a le mérite d'être particulièrement simple à comprendre (car parlant bien à l'intuition) et pratique à utiliser dans une quelconque situation d'apprentissage.

Son succès dans le monde anglo-saxon depuis sa parution en 1983 a été considérable, en particulier dans les champs de l'éducation et de la formation permanente. Elle a fait l'objet de très nombreux livres d'application en langue anglaise.

Selon Gardner, on peut distinguer huit intelligences.

Des exemples pour aller plus loin :

Dans le cadre du Mooc Scenafor en septembre 2014 :
Approche par les intelligences multiples
Françoise Greffier et Federico Tajariol - Université de Franche-Comté
>> webinaire sur les intelligences multiples - livetweet

(Source Mooc Scenafor )

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ressources pour l\'élève & l\'enseignant

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Intelligences multiples (théorie, usages, avec tablette...)

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La théorie des intelligences multiples Les 8 intelligences :L'intelligence interpersonnelle L'intelligence corporelle/kinesthésique L'intelligence logique-mathématique L'intelligence musicale/rythmique L'intelligence naturaliste L'intelligence verbale-linguistique L'intelligence visuelle/spatiale L'intelligence intrapersonnelle Parmi les nombreuses grilles d'intelligences qui ont été élaborées, la théorie des Intelligences Multiples d'Howard Gardner a le mérite d'être particulièrement simple à comprendre (car parlant bien à l'intuition) et pratique à utiliser dans une quelconque situation d'apprentissage.

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Learning Styles of your Students

Reflect on how you gather information about the learning styles of your
students. How do you know what types of learners there are? What are good
strategies to identify this? Is it enough to simply ask the students as is done
in the video above? Are the students, are we, always fully aware of how we learn
best?

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Learning Styles of your Students

Reflect on how you gather information about the learning styles of your
students. How do you know what types of learners there are? What are good
strategies to identify this? Is it enough to simply ask the students as is done
in the video above? Are the students, are we, always fully aware of how we learn
best?

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The formal analysis of the various students' learning styles is notvery common yet in the French educational system.

It is in the context of researches on what support to give to pupils with learning difficulties that I started to work on this topic.

It is useful, although insufficient, to directly ask the pupils about their favourite or most efficient ways of learning, especially for the youngest of them.

However, we get more information by observing their strategies.

I am interested in Howard Gardner´s theory on multiple intelligences, on which I am gathering information putting it until I am able to put it into practice with my pupils.

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Success factors of school-to-school collaboration projects.  We know many of you on the course are already etwinners, so take this opportunity to share your successful school-to-school collaboration projects here, in particular if they involved tablets. And even if you are no etwinner yet, what do you think are the success factors for a school-to-school collaboration project?

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Success factors of school-to-school collaboration projects.  We know many of you on the course are already etwinners, so take this opportunity to share your successful school-to-school collaboration projects here, in particular if they involved tablets. And even if you are no etwinner yet, what do you think are the success factors for a school-to-school collaboration project?

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I have worked on school to school collaboration projects, but never in the framework of eTwinning. The information given in this course about the eTwinning projects and their environment really makes me want to work in this framework.
I think that the success factors are: -working on a common goal that really requires team-work and not exclusively an exchange
-precisely defining the stages of the project
-determining the common digital tools that will be used to make the exchanges possible.

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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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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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Wolfgang Ӧlzant’s experiment on team-work assessment seems very interesting to me, especially for the second group (for which the content produced counted for 40% of the final grade, the teacher’s observation for 30% and the students’ self assessment for 30%). It is important to define the evaluation criteria with the pupils beforehands.

This isnot always easy to do this with the youngest pupils, but it can be very beneficial for them if it is used regularly.

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How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task?

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How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task?

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Each pupil must know their role precisely, as well as the task that he or she has to carry out.

It is not always simple, but it is important to define a limited amount of time in which the task must be done.

The observation by the teacher of the work of the different groups is of course essential, although not always easy.

Using the "Tetraaide" "Tetrahelp" can be very useful; thanks to this visual system, the pupil will be able to let the teacher know that everything is going well, that he is being helped by someone else, that he has an non urgent question or that he needs help urgently.

This allows the teacher to intervene depending on the precise needs of the pupils, and this way, no pupil is stuck faced to a problem that he or she is not able to overcome.

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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? Why?

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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? Why?

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The setting up of the working groups can be done in several ways, depending on the objectives the teacher wants to achieve. It must be done after the “dream” phase, when the pupils have a good understanding of the common task that they will have to carry out. You can let the pupils free to form their groups themselves, form them randomly or on the contrary chose the members of the groups so that they are either consistent or mixed.

What matters is that the groups do not stay the same during the whole school year. It is also important to regularly change the way in which they are formed.

In my experience, groups based on affinities do not always function very well : pupils tend to chat too much, and are not always very productive.
You must also be careful not to bring together pupils who are too different (extravert/introvert), or who clearly do not get along (although this can be deliberatly chosen by the teacher with a view toward education to citizenship).

An idea for the setting up of the groups is to work on the different forms of intelligence drawn by Howard Gardner in his studies on multiple intelligences, at the beginning of the school year.

It will then be possible to form groups taking into account the cognitive profiles of the pupils.

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I did not know the concept of the learning scenario, it is yet quite similar to the different steps of project pedagogy.
I think that the proposed stages are relevant.
I would nevertheless add the issue of the assessment of the project.
This assessment must be formative and must be based on criteria drawn by the pupils.
This may be difficult for the youngest of them.

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What classroom challenges do I already face or do I
anticipate facing when using tablets?

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What classroom challenges do I already face or do I
anticipate facing when using tablets?

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The main challenge in my opinion, when one isn’t in a “one-to-one” project, or does not have a sufficient number of tablets in order for all pupils in a class to simultaneously use them, is to bring teachers to change their teachings methods, sometimes based on a frontal pedagogy,  and to progressively introduce the practise of studying in working groups.

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What does research say about tablets in schools - Isa Jahnke, Abdul Chohan and Siv Svanæs

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What does research say about tablets in schools - Isa Jahnke, Abdul Chohan and Siv Svanæs

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What kind of content can you produce with your class?

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What kind of content can you produce with your class?

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In this project, pupils follows the daily life of a sailor couple travelling around the world. The main axis of this project will be geography (physical and humane), fauna and flora, and sustainable development.
The pupils will create a blog based on exchanges between the class and the travellers (photos, videos, emails, skype...).
They will also write and publish articles on a few topics on which they would like to do more.

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1. Getting started with tablets at school

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1. Getting started with tablets at school

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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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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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In this project, the 4-5 year-old pre-school pupils use the app Voice of Adobe (iOS).

Dream : The teacher notices that most pupils do not wash their hands the right way. The pupils, who have already used Voice to present in detail a cooking recipe, suggest to use it again to produce a presentation explaining how does one wash his hands, which they would then be able to present to the other classes.

Explore: in small groups, we go to wash our hands, we observe and analyse.
We agree on the right steps to wash our hands correctly.

Map: we detail the different stages of the project: taking the pictures, recording...

Make: with the tablets, the pupils take the pictures. They then choose the pictures that they will use and decide what will be said on each slide. This stage offers the opportunity to carry out activities entailing the language of evocation and the verbal language, as well as time structuring. In small groups, children choose the background, the music. They add the photos and record themselves.

Ask: productions are presented to other pupils of the school in the same grade. This make it possible to get some feedback, for example we can’t understand what is said or some steps have been reversed.

Remake: the pupils take into account the remarks made by their classmates in order to improve their creations.

Show: The creations are presented once more in various classes of the same grade, and are published on the school’s blog.

Pupils of this age learn how to use this app easily, and use it autonomously very quickly. It allows them to work on many ICT skills.

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Regarder la vidéo "We learn how to wash our hands" envoyée par JF_Blondelle sur dailymotion.

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I have been a teacher in France for 25 years.

I live near Thonon Les Bains, between the Geneva lake and the the Alps.

I'm a headmaster and ICT advisor.

I'm particularly interested in the educational uses of tablets and virtual learning environments.

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What whole-school challenges do I already face or do I anticipate facing when using tablets?

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What whole-school challenges do I already face or do I anticipate facing when using tablets?

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Training teachers to the use of a new tool seems crucial to me.
A single presentation is not enough; you have to take the time to train the team to this tool and its possibilities.
Introduce a short list of essential applications and discover their educational uses.

Using the tablet not only as a reading tool anymore, but also to produce resources.

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What is your main reason for using or wanting to use tablets in your classroom?

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What is your main reason for using or wanting to use tablets in your classroom?

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The use of ICT is fully integrated in today’s teaching programmes. It is therefore necessary to provide pupils and their teachers with the tools that will enable them to concretely integrate this use in their learnings.

Tablet, because they are mobile and movable, will make it possible to easily diversify material organisations. They are quickly launched and easy to use.

It is a tool that can be used by the teacher to enhance his lessons, as it can be connected to a video projector to display and manipulate several sources of different formats. It also allows the teacher to differentiate and individualise his teaching methods to each pupil.

This tool should also be used by pupils for their learnings. They will be able to access educational resources online and use applications dealing with specific subjects, but also to use applications that will enable them to develop creative skills, as tablets are a pure concentration of multimedia.

Tablet, thanks to its accessibility, can facilitate the integration of pupils with specific needs.
Tablet are easy to use, and allow teachers to focus on the educational aspects rather than on the technical ones.

It will nevertheless be necessary to think about the maintenance of this tool, which although different, is not simpler than that of a managed computers system.