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https://biteable.com/watch/explainer-1-743304/d9d3c31d76dc5c13ff82a7962cc1a3d95e47b34a

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https://sway.com/oq20dmWGmRLUzyzx?ref=Link&loc=endofstory

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https://play.kahoot.it/#/k/b12fc9b4-3605-4223-a4d3-d50142265a67

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Modul 3Sizce en iyi öğretim modeli hangisidir ve neden ?

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Modul 3Sizce en iyi öğretim modeli hangisidir ve neden ?

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En iyi yöntem olarak değilde uygulanma açısından bakıldığında İşbirliğinr dayalı öğremne yöntemi en iyi öğretim modeli olabilir. Öğrencilerin akranlarına destek olması, her bireyin yeteneklerine göre bu işbirliğinde yer alması hem öğretmeni rahatlatacaktır hem de öğrenciler arasında destek olma, akran yardımı artacaktır. Sürekli bu yöntemin ders ortamında kullanılması düşünülemez. Diğer yöntemlerle birlikte kullanıldığında faydalı olacaktır.

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<iframe src="https://app.emaze.com/@AOROFQRWT/balkesir" width="960px" height="540px" seamless webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe><a href="https://www.emaze.com" target="_blank"><img src="//resources.emaze.com/mypres/css/images/embed.png" alt="Powered by emaze" style="margin: 5px; border: none;"></a>

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https://answergarden.ch/506097

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http://joom.ag/S7QL

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http://meetingwords.com/9ER6Pf2LoN

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http://recite.com/quotes/recite-fzy1u4.png

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ref="https://biteable.com/watch/explainer-1-743304/d9d3c31d76dc5c13ff82a7962cc1a3d95e47b34a">Explainer 1</a> on <a href="https://biteable.com">Biteable</a>.</p>

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https://mm.tt/926385346?t=LpXvonAqKG

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http://joom.ag/2XLL

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Balıkesir hakkında be biliyorsunuz? Survey

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Lütfen "Balıkesir hakkında be biliyorsunuz?" başlıklı anketi doldurunuz. Geribildiriminiz bizim için önemli!

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The modern teacher is a complicated individual, personally and professionally. One common fact is that the modern teacher is quick to embrace the technological transformation in the future of learning with the purpose to drive improvement within the school. A famous thought about the matter is that “Teachers will not be replaced by technology but teachers who do not use technology will be replaced by those who do.”

These are some of the characteristics of a modern teacher:

vulnerable - a modern teacher chooses to be open to criticism, moral attacks and other signs of weaknesses in order to understand and learn better;

co-learner - they see themselves as the individual or group they are teaching, not as teachers;

courageous - they don’t wait until they’re experts before they introduce something new, they build the courage to be smart and creative;

dedicated - they are committed to their work whatever it takes, they run towards their area of weakness;

interactive - the modern teacher allows their students to teach each other, she/he makes it an interactive session rather than the old-fashioned teaching technique;

tolerant - they step outside their comfort zone and easily adapt. They do not let any challenge deter their target goal;

dynamic - a modern teacher embraces change. Using advancements in the world of learning, they move into their student’s world and help them build a better and brighter future;

inquisitive - the modern teacher questions everything and believe they can conform to anything, given the right attitude and effort.

Source: https://blogs.flexisaf.com/

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21th century
Many teachers prefer to base their lesson on the traditional PPP (Presentation, Practice, Production) approach because it is safe and takes less time to prepare. It is also usually the easiest way to cover the lexical areas and grammar points in the curriculum. The problem is that PPP does not fulfil the needs of all the learners.

When we think about ELT, the traditional way of language teaching is almost always based on the coursebook and syllabus. For this reason a lot of teachers turn to more learner-centred approaches where the needs of the learner are central to the lesson content.

Some approaches to create a student-centered learning, which are also used in eTwinning projects, are Project Based Learning (PBL) and Collaborative learning.

What is PBL and why is it a modern method?



The essential PBL elements are:

key knowledge, understanding and success skills. The project is focused on students’ learning goals, including standard based content and skills such as critical thinking, problem solving, communication, self-management and collaboration;
challenging problem or a question. At the beginning the project is framed by a meaningful problem to solve or a question to answer at the appropriate level of challenge;
sustained inquiry. Students are engaged in a process of asking questions, finding resources, and applying information;
authenticity. The project features real world context, tasks and tools, quality standards or impact – or speaks to students’ personal concerns, interests and issues in their lives;
student’s voice and choice. Students make decisions about the project including how they work and what they create; 
students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of students’ work, obstacles and how to overcome them;
critique and revision. Students give, receive and use feedback to improve their process and products;
public product. Students make their project work public by explanation, displaying and presenting it to people beyond the classroom.
 

What is Collaborative learning and why is it a modern approach?



Collaborative learning or group work is an instructional method that emphasizes students working together in small groups to complete a task or reach a common goal; in some cases students may be responsible for each other's learning.

The benefits of Collaborative learning are:

developing higher level of thinking skills;
enhancing student's satisfaction with the learning experience;
promotion of a positive attitude towards the subject matter;
developing communication and social interaction skills;
building student's self-esteem;
creating an environment of active, involved and exploratory learning.
 

Two more 21st century appoaches will be examined in the next two modules.

Sources: 

https://www.teachingenglish.org.uk/

http://www.curriculumdecisions.com/project-based-learning/

http://www.bie.org/

https://www.edutopia.org/

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21th century
Many teachers prefer to base their lesson on the traditional PPP (Presentation, Practice, Production) approach because it is safe and takes less time to prepare. It is also usually the easiest way to cover the lexical areas and grammar points in the curriculum. The problem is that PPP does not fulfil the needs of all the learners.

When we think about ELT, the traditional way of language teaching is almost always based on the coursebook and syllabus. For this reason a lot of teachers turn to more learner-centred approaches where the needs of the learner are central to the lesson content.

Some approaches to create a student-centered learning, which are also used in eTwinning projects, are Project Based Learning (PBL) and Collaborative learning.

What is PBL and why is it a modern method?



The essential PBL elements are:

key knowledge, understanding and success skills. The project is focused on students’ learning goals, including standard based content and skills such as critical thinking, problem solving, communication, self-management and collaboration;
challenging problem or a question. At the beginning the project is framed by a meaningful problem to solve or a question to answer at the appropriate level of challenge;
sustained inquiry. Students are engaged in a process of asking questions, finding resources, and applying information;
authenticity. The project features real world context, tasks and tools, quality standards or impact – or speaks to students’ personal concerns, interests and issues in their lives;
student’s voice and choice. Students make decisions about the project including how they work and what they create; 
students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of students’ work, obstacles and how to overcome them;
critique and revision. Students give, receive and use feedback to improve their process and products;
public product. Students make their project work public by explanation, displaying and presenting it to people beyond the classroom.
 

What is Collaborative learning and why is it a modern approach?



Collaborative learning or group work is an instructional method that emphasizes students working together in small groups to complete a task or reach a common goal; in some cases students may be responsible for each other's learning.

The benefits of Collaborative learning are:

developing higher level of thinking skills;
enhancing student's satisfaction with the learning experience;
promotion of a positive attitude towards the subject matter;
developing communication and social interaction skills;
building student's self-esteem;
creating an environment of active, involved and exploratory learning.
 

Two more 21st century appoaches will be examined in the next two modules.

Sources: 

https://www.teachingenglish.org.uk/

http://www.curriculumdecisions.com/project-based-learning/

http://www.bie.org/

https://www.edutopia.org/

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PLNs are an essential part of lifelong learning for teachers. A PLN consists of the people you informally learn from and share ideas with, as well as the resources, tools, and materials that support your learning.

In the 21st century, an EFL teacher’s PLN usually includes both face-to-face and virtual professional connections. Face-to-face PLN members might be people you know in your own teaching institution or from local, national, and international TEFL professional organizations.  Meanwhile, your PLN’s virtual components are not limited by time and geography.  You can access parts of your virtual network at anytime from anywhere using a variety of internet-based media and social networking tools.  These virtual tools allow you to instantly connect with teachers from around the world and to access information you need to enhance your teaching.

It is important to remember the “P” in “PLN.” Unlike formal, structured professional development contexts like graded university courses, you decide which people and data sources to include in your PLN, as well as which tools to use to interact with your connections.  These decisions are shaped by your professional goals, the time you can dedicate to learning and sharing, and, occasionally, your access to and familiarity with different types of technology. Therefore, your network will evolve as your professional development aims change, and as new tools and resources become available.

How to develop your PLN options?

1. Develop face to face connections.

While time is a scare resource for teachers and the ideas below do require some effort to coordinate, the relationships you develop while collaborating with local contacts are priceless.  Since the connections are local, these PLN members will be aware of the unique issues and challenges for teachers in your area.

2. Build your PLN through Professional Support Networks and Associations.

Professional support networks for EFL educators often include teachers from several schools or organizations in a community, region, or country. They are all designed to help EFL teachers exchange ideas, share information, and mentor each other.

Here are some ideas to build your PLN: sharing your expertise and experiences by presenting at a conference or workshop, writing an article or a teaching tip for an organizational newsletter, participating in online or face-to-face discussion groups, volunteering at professional events, taking on a leadership role in an organization.

3. Develop your virtual PLN

It is important for EFL teachers to think about how virtual resources and online connections can support their lifelong learning efforts. Today’s number of virtual learning opportunities and resources is growing rapidly.

What are the benefits of a Virtual PLN?

connecting anytime, anywhere, with anyone, using the web can help you overcome networking barriers related to time, place, and social distance;

opportunities to reflect: online discussion forums, blogs, and courses can encourage you to reflect on and comment on your teaching practice;

finding information or support:  as a consumer of information in your network, your virtual PLN can help you solve classroom challenges, learn about new methodologies and teaching techniques, locate resources, and find mentors who might not be available locally;

sharing your expertise and ideas: as a producer of information in your virtual network you can help others by talking about your experiences, classroom lessons learned, and research findings.  You can also mentor others;

modeling how to be a master learner:  building an online presence and learning how to work with e-tools shows your colleagues and students that you are intellectually curious and willing to invest time in your own professional learning;

developing your professional reputation and identity:  establishing an online presence and participating in virtual discussions and e-courses helps others in our field get to know you. Depending on the media you use (blogs, social media tools, collecting e-certificates from online courses, etc.), you create a visible record of your commitment to professional development and lifelong learning, information that may be of interest to colleagues and prospective employers.

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https://docs.google.com/spreadsheets/d/1kTRE3LtqGuJsWsv_BuV26LO6Eb6Gqv0XFqXBhctd9zI/edit?usp=sharing

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"Flipped classroom" is a modern approach of teaching, also known as "inverting the classroom". It is a kind of blended learning that transfers the homework before the classroom activities and allows children to learn with their own pace. In a traditional classroom, the new content is described by the teacher during the lesson. In a flipped classroom, teachers prepare videos to present the new content before the lesson. Children watch the videos at home and interact with the content in order to give feedback to the teacher. When children come to school, they are already familiar with the new content. They have time for discussions and practical activities, for exercising what they have learnt at home. Usually students are devided into groups and do different tasks based on project-based or inquiry-based learning, collaborative learning, reflection and assessment. In other words, in the flipped classroom mode, what teachers usually do at school (present the new content), is done by children at home and what children usually do at home (do exercises on the content), they do at school.

It all started in 1997 when Eric Mazur,  a physicist and educator at Harvord University, published his book called "Peer instruction: A users manual". In this book Mazur explains that through the "peer instruction" approach students learn from their classmates instead of listening to the teacher's lecture.

In 2000, a team of three educators, Lage, Platt and Tregian presented their research on flipped classroom at the college level in the book called "Inverting the classroom".

Talking about the flipped classroom, it also is worth to mention a well known Khan Academy - a nonprofit organization created by Salman Khan in 2006.  It first started in 2006, when Salman Khan, developed educational website from the remote tutorials for his cousin in Lousiana. Now Khan Academy provides a free, world-class education for enyone, anywhere.

In 2016, Jonathan Bergmann and Aaron Sams launched the The Flipped Learning Global Initiative, led by Errol St.Clair Smith. In the video bellow, they talk about flipping the classroom.
To learn more, you can visit the websites below and join the flipped classroom communities:

Bergmann's website: http://www.jonbergmann.com/

Books: http://www.jonbergmann.com/speaking-training/jonspublications/

Flipped institute: http://ww1.flippedinstitute.org/

Flipped learning: https://flippedlearning.org/

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There are various ways to flip the classroom. Some of them are:

Create your own videos, explaining those small part of the lesson that you want to flip. To do this, you can use your own camera or screen capture software, for example Screencast - O - Matic.

Use videos, created by other educators who shared them as open educational resources (OER).

Adapt open educational resources created by other teachers: add questions, voice, discussions.

There is a difference between lecture capture and flipped class videos. A lecture capture is basically a long video recording of everything teacher does to teach the lesson. The videos for flipped classroom are short and focused on a specific topic rather than on a whole lecture. The visuals are prepared to interact with the students while they are watching the video. That's why before asking students to watch the video at home, teach them how to watch it. Students can pause the video, watch it as many times as they need to understand the content, discuss and give feedback. Flipped video allows students to learn with their own pace and feel more confident when they are in class, working and succeeding in doing practical tasks, based on the theory they are already familiar with.

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Screencast-O-Matic is a free online screen recorder. You can use it to capture any area of your screen and add narration from your microphone and video from your webcam. Teachers like Screencast-o-matic because it doesn’t require you to Sign up or Log in. The only thing you should do is to launch a recorder. It’s fast and easy. The first time you do this you may have to click on allow, etc. If you have a mike, it will start to detect your voice. There are options for webcam, screencast or both. The maximum time of your recorded video is 15 minutes. You can change the size of the recorded window, too.

You can show students, parents or colleagues how to use a website, for example. You can also record things that are not in a bowser window, even you can minimize your browser and record what is on your desktop. Any time you can record and pose, then continue recording. If you don’t like what has been recorded, you can delete it on the spot and start over. When you’re done, you can preview the video. Also, you can cut the beginning and the end of the video. If you like the video, you can save it as a mp4 file on your computer, you can upload it into the screencast-o-matic storage place. The other options are to upload it into YouTube, Vimeo, Google Drive or Drop Box.

Please, watch the tutorial below.

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SScreencast-O-Matic is a free online screen recorder. You can use it to capture any area of your screen and add narration from your microphone and video from your webcam. Teachers like Screencast-o-matic because it doesn’t require you to Sign up or Log in. The only thing you should do is to launch a recorder. It’s fast and easy. The first time you do this you may have to click on allow, etc. If you have a mike, it will start to detect your voice. There are options for webcam, screencast or both. The maximum time of your recorded video is 15 minutes. You can change the size of the recorded window, too.

You can show students, parents or colleagues how to use a website, for example. You can also record things that are not in a bowser window, even you can minimize your browser and record what is on your desktop. Any time you can record and pose, then continue recording. If you don’t like what has been recorded, you can delete it on the spot and start over. When you’re done, you can preview the video. Also, you can cut the beginning and the end of the video. If you like the video, you can save it as a mp4 file on your computer, you can upload it into the screencast-o-matic storage place. The other options are to upload it into YouTube, Vimeo, Google Drive or Drop Box.

Please, watch the tutorial below.

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TED-ED  is a category of TED talks that creates explanatory animation videos on various concepts for children. Many famous educators and animators collaborate with TED–Ed in order to create these short animated lessons. Current advisers for TED-Ed are Aaron Sams, Jackie Bezos, John Hunter, Jonathan Bergmann, Sir Ken Robinson, Melinda French Gates, and Salman Khan.

TED-Ed also has “The TED Student Ideas" program to supports learners to discover, explore and present their big ideas in the form of short, TED-style talks. Only students who are 13 years of age or older can create a TED-Ed account.

TED-Ed platform provides a great opportunity to build a lesson around any TED-Ed Original, TED Talk or YouTube video. Students can watch the video, answer questions, read additional materials and discuss on the topic. See an example here

The lesson usually has five parts:

Watch: Students are required to watch the video, selected by their teacher.

Think: They do a quiz with questions (multiple choice & open answer questions).

Dig Deeper: Students read some more information.

Discuss: They can also have a guided discussion or open discussion initiated by their teacher.

And Finally: Closing thoughts for the lesson.

According to the need of your lesson, you can build it in five parts or less: “Watch and Discuss” or “Watch, Think and Discuss”.

In the presentation bellow you will learn  how to create an interactive video following a few simple steps.

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Educreations is an interactive whiteboard and screencasting tool. Teachers can create short instructional videos, share them with students in a safe and private classroom environment and provide rich feedback on students’ work. On the other hand, students can show what they know by creating their own videos. In order to test the tool, you can start with the Basic plan, which is not paid.

Ezvid  is a fast and easy screen recorder and video creator. It is free. You can record your voice, add text or music, draw on the screen and capture whatever appears on your computer screen: Web pages, games, applications and so on. When you are ready with your video, you can save it for later, or upload it directly to YouTube.

Mysimpleshow allows you to create explainer videos. It is paid, but it provides a Classroom Account which is free of charge for persons associated with educational institutions.

Edpuzzle is easy-to-use video platform that helps teachers boost classroom engagement and improve student learning through video lessons. It’s completely free! You can take videos from YouTube, Khan Academy, Learn Zillio or re-use other teachers’ video-lessons from EDpuzzle in order to create your video lesson. You can crop a video, explain it with your own voice and embed quizzes. You are also able to create your class, invite students and assign them. EDpuzzle allows students to learn by doing. You can assign a project to your students and let them create the video lesson.

PlayPosit is an online learning environment to create and share interactive video lessons. Teachers begin with any online video (screencasts, Khan Academy, TED, etc.) and transform what is traditionally passive content into an active experience for students, with time-embedded activities. PlayPosit is designed for K-corporate, flipped, and blended environments.

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The skills for creating effective videos come with the practice. However, we have to start from somewhere. :-)

Here are some practical advice to keep in mind when you create your video lessons:

Start with a small part. If you don't have any experience of flipping the classroom, start with flipping a small part of your lesson.

Create a short video. Students get bored easily. Most flipped educators recommend that videos shouldn't be longer than 10 minutes. Acording to them, the best video length is 5 - 7 minutes.

1:1 One video, one concept. Don't explain too much in one video. This way students will know what they are learning. It is better to have a few short videos instead of one long explaining the whole content.

Focus on production, not perfection. If you make a mistake while recording, keep on going as you will do if you teach in your classroom.

Check the sound. Make sure that students can hear your voice clearly.

Make it more accessible. Use as many pictures, diagrams or infographics as you need to explain the lesson in the best way. Visualize the content. A picture is worth that a thousand words.

You can learn more things about creating effective videos in the publications below:

"How to make great videos for your class: an infographic by Joel Speranza: link

"10 tips for creating a great video lesson" by Heather Belbin: link

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Storytelling has existed since human beings started to communicate. People tell stories from the beginning of their life until its end. Storytelling is the life itself. We communicate and interact with other people through stories. Storytelling is also the oldest way of teaching. Stories help people to understand the Universe, relationships, to express their thoughts, values, fears, hopes, and dreams. Stories can change our mood and behaviour. Stories connect people, societies, generations and nations. Storytelling is a living art with the most vivid building materials: our words, gestures, mimics and intonation.

Stories can be about everything. Some stories are told for entertainment and others - for educational purposes.

In this module we are going to deepen our understanding about the storytelling as a didactical tool for improving students' English language skills as well as their skills to work in teams, to produce meaningful content, to develop digital and social skills.

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Storytelling as a teaching method in English language classroom

or

Why to use storytelling in ELT?

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Storytelling as a teaching method in English language classroom

or

Why to use storytelling in ELT?

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There are many reasons why to use storytelling in English foreign language classroom (EFL). For the English language teachers the goal is obvious: to develop the students’ linguistic skills: speaking, reading, listening and writing and  interaction. But you can find much more reasons why storytelling should be carried out in your English lessons. Here are some of them:

Storytelling introduces students to literature and folklore of all cultures.

Storytelling involves students with different learning styles.

Storytelling develops students’ imagination and creativity. Children become personally involved because they identify themselves with the characters.

Storytelling develops different types of thinking: social thinking, flexible thinking, humorous thinking, creative thinking, imaginative thinking, reflective thinking, investigative thinking, problem-solving thinking.

In the video and list below you can find out how eight intelligences, defined by Gardner, can relate to storytelling.

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Elements of a story

Plot: The main events of the story.

Exposition: In this part we understand a little bit about the characters, the settings and the plot: Who are the main characters of the story? When does the story develop? Where?

Rising action: In this part characters face some obstacles. The conflict is presented.

Climax: The most suspenseful and intensive part of the story. The heroes go through the obstacles.

Falling action: It is a section of the plot following the climax in which the tension decreases.

Resolution: How does the story finish? The end is the resolution of all conflicts.

Characters: The people/animals/things the story is about. The author reveals the characters through their thinking, actions, feelings.

Setting: When and where a story takes place.

Conflict: A problem character faces in the story and struggles with.

Theme: What is the story about?

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here are many ideas of using storytelling in your eTwinning project. Through storytelling students from different countries can connect, communicate and collaborate in a meaningful way working on various topics and school subjects.

Bellow you can find some ideas for collaborative writing in eTwinning projects:

Transfer the plot development: from the present to the past, or from the present to the future.

Remix a story: Mix together characters from different films, books, comics, cartoons and create a new story. Children's favourite book hero could become a hero of their favourite video game, film or TV show.

Change the well known story: the end of the story or the whole story. In the following example, children from the eTwinning project "Think" in mixed international teams changed the fairy tale "The Little Match Girl" in order to have a better ending.

One team writes the beginning of the story. The second team writes the middle, the third one - the end of the story.

One team suggests 5 key words. The other team writes the story.

One team suggests a picture with a character (characters). The other team writes the story. What is the story behind the picture?

Writing a poem. The next example is from the eTwinning project "Inside the rainbow". Children were divided into seven international teams according to their favourite colour. Then each team continued several lines beginning with the setted verbs to express the voice of the colours  - "If the colours could speak, what would they say?". Children learned to express in Eglish their thoughts, feelings and states of mind.

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Tools to create digital stories

Digital Storytelling Websites and Applications

https://www.storyjumper.com/   How to create stories: see here.

https://storybird.com/  How to create books,see here .

https://app.edu.buncee.com  How to use, see here.

https://scratch.mit.edu/  Scratch tutorial: link

https://www.scratchjr.org/  for young children (ages 5-7)

http://www.makebeliefscomix.com  Create comix strip, see here.

https://toontastic.withgoogle.com/, see here .

https://www.toonytool.com  How to create cartoons, see here.

http://www.toondoo.com/    How to create comics see here

https://www.storyboardthat.com

https://www.pimpampum.net

http://www.slidestory.com

http://https://www.pixton.com/

https://www.canva.com/

https://boomwriter.com/

ZooBurst see link

Sock Puppets     link   See here

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Online tools for collaborative writing:

http://meetingwords.com/

https://www.google.com/docs

https://www.storyjumper.com/

https://app.edu.buncee.com