Ders sonrası uzaktan eğitim: Ailelere çocukların evde oynayabilecekleri bir oyun gönderilir.

-          sharing notes

-          discussing ideas

-          planning activities

-          sharing their knowledge

-          promoting behaviours

-          drawing people’s attention

-          becoming active citizens

Go to WWF website - endangered species and choose one to know more about it (facts, why they matter, threats, what is being done to save/protect the species). Use the padlet to post the information (individual or group work).

Name: Social Studies/History 

Topic: Human Rights - Flipped Classroom 

Learning time: 3 hours 

Designed time: 3 hours 

Size of class: 15 

Description: This lesson teaches Fundamentals of Human Rights to 9th grade. 

Mode of delivery: Blended 

Aims: Students will be able to: Identify the Fundamentals of Human Rights 

 At home - Activities planned for before in school learning happens 

As a teacher I first define and explain what it means: Fundamentals of Human Rights, including a brief overview of the lesson before beginning content instruction by recording my voice over PowerPoint slides and export it as a video. Then I construct a resource list using Google Docs to include supplemental materials for students on this topic. This list include image collections, YouTube videos, website links, and more. Both the recorded lesson and Google Doc will be posted to the class page on the learning management system (Moodle). Students will be taking notes and exploring resources from the resource list. After that students create a graphic organizer in Bubbl.us to summarize what they learned. At the end I will create an online discussion using a Padlet letting students interact with each other and discuss what they found impressive about Human Rights.

I would split the group into pairs and have them take an online quiz through Quizizz based on what they learned about Fundamentals of Human Rights. After results are in, I would review any concepts that students struggled with and post the discussion questions on the board for students to respond to. A think-pair-share approach is being used. Then I would explain the objectives of this discussion, using this collaborative learning strategy where students work together to solve a problem or answer a question on a certain topic. This strategy requires students to (1) think individually about a topic or answer to a question, (2) then compare their responses with a partner (pair) and come up with a solution or an answer. (3) Some pairs share their ideas with the entire class.

After creating an assignment page on the class page of the LMS tool for students to submit completed work, tthey will be asked to make their own video explaining everything they have learnt about Human Rights, using pictures, video clips and/or graphs from the internet or draw their own. 

When students submit their videos on the platform, have them comment on each other's work in a form of peer-review activity. Students are encouraged to use the rubric attached, and evaluate their peers. Not only will they be inspired by their peers’ work but also, equipped with skills to self-assess and improve their own work in any similar future activities. .

Each student will be able to express their preferences and ideas

Comparison between female character in different books and authors

After the presentations, students vote for their favourite brand in Tricider. The teacher shares a link with them to vote from their mobile phones. The writing activity of next session is connected to the winning brand. 

A short presentation video, some suggested readings and an observation of its own community practices to get awareness on that subject. 

(Group option – Adult education) Creation of a proposal for intervention in the community.

Considering that I am working in adult education, in a special process of Competences acknowledgement (secondary level), there are a set of personal conditions of adults that require adjustments on the learning and tutorial process.

Students become aware of the nature of the hybrid learning model. 

Furthermore, learning outcomes and course objectives are specified and students were informed about what is expected from them during blended learning course. 

 The teacher creates a lesson in which she explains the topic and the content. Presenting a brief overview of the lesson. Presenting students resource list that includes Youtube videos, website links and image collections.

 Students should take notes and explore resources from the resource list.

As an asynchronous whole group exercise, students should put their comments on a padlet.

Students create an online discussion using Nearpod- trying to answer these questions:

What small steps do you take to help protect the environment? Think of four things that you do every day, or on a weekly basis. Write about it .

The topic will be «The sea» for kindergarten children. Age:5-6

In order to learn about the Sea they will watch on the LMS (Open eClass) platform the painting of Spyros Vassileiou “People at the beach” and they will paint they own picture and take two photos of the beach which they will post on the platform.

Finaly, on Liveworksheets, students check the correct answer to creating strong passwords, hard to be cracked, at small groups of max 3, on their computer

With the help of the teacher the students will be divided into groups

Collaborate, the second step

The teams will work together to define their area of ​​research.

Investigate, the third step

Each group will undertake to explore an energy axis.

The next step, practice 

Students divided into their groups will get acquainted with the measuring instruments (temperature, carbon monoxide, brightness, etc.) and will become familiar with their use, guided by the teacher.

The teams with the help of measuring instruments will record the measurements related to their axis of responsibility.

Last step, produce

The groups will evaluate their measurements in relation to the permissible limits and each group will propose measures for the school ecocode. At the same time, each group will prepare its presentation in plenary.

 

Representatives from each group will compose the overall form of the eco-code, which was created in the previous phase of the lesson by the group work. An information and awareness flyer will be printed.

The teacher presents the assignments and tools that each team are going to use.

2) Do you like watching videos? I guess, you do. But we can learn something new, repeat the phrases and revise everything you have learnt earlier watching videos. Didn`t you like watching the video? So, enjoy watching a video and answering some questions while watching it. 

2) So, you`ve done your best! Congratulations! But there is one more surprise for you. Learning this unit you have to fill your diary. At the last lesson you`ll have your travelling diary completed!