I am a math teacher in a high school.

My students are 14-18 and the classes are of 25-30 students. 

I have whiteboard but I haven't tablets or laptop computers in classroms. I have access to laboratory pcs, where I could take students during lessons. There is access to the Internet but the bandwidth of the network is limited, so it is not practicable teamwork.

My school is an higher education institution with courses about Economic sector. The Economic sector is divided into the following: "Administration, Finance and Marketing and Technologich sector"-AFM and SIA, "Tourist sector" -TUR. The profile of the economic sector is characterized by the technical-economic-related areas: economics, business administration, finance, marketing, social economy and tourism.

The new technology must be shared before his purchase and use by the families of the students, teachers and the local community.

Piupils use it for fun: listen to music, take pictures.

I have not seen enough interest in using web resources for learning.

The use of the tablet 1: 1 with the support of the school and its use in teaching practice will determine a great innovation.

An example of iterative lesson concerning "Triangle Congruence" In the project lesson there are some links that allow an extension of the argument and an iteration with specific programs of mathematics. All the stages are easily performed by the students through the tablet and directly controlled by the teacher.

https://drive.google.com/file/d/0B15aoOBAqZljSlg4Z09fYWVyMzA/view?usp=sharing

Instructors should form teams rather than allowing students to self-select.

To form small groups of 2 or 3 members. The smaller is the group, the more this encourage interaction and interdependence.

Forming teams whose members are diverse in ability levels and who have

common blocks of time to meet outside class

Establishing expectations: set out a clear set of guidelines for team functioning and for the members a common set of expectations of one another.

In the group work accordance with the criteria of "collaborative learning" resources and the origin of learning are mostly from students. Students help each other, determine the pace of their work, they corrected and evaluated each other. The teacher is mainly a facilitator and an organizer of learning.

This teaching method is facilitated by the use of media resources, such as the tablet, because it facilitates you to find information.

Sometimes the groups are not working.

Refusal to cooperate, a student is forced to do all the work and do not get cooperation from other members of the group. 

There are interpersonal conflicts between group members. Usually students solve problems among themselves or with the help of the teacher.

Groups containing all weak students are likely to flounder aimlessly or reinforce one another’s misconceptions, while groups composed entirely of strong students often, parceling out and completing different parts of the assignment individually and putting the products together without discussion.

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

The activities of the working group will then be divided into the following phases

-Decision the objectives of the lesson, the classroom accommodation, planning educational material

-communication pupils of the task and the evaluation criteria of the job.

-facilitation initially, addressing the students of the group: discussion of common problems entrusted to the comparison of answers  (Positive Interdependence and Face-to-Face Interaction),

3. What strategies have you used to assess group work? What are the main challenges for you when it comes to assessing group work?

Use the following shortened URL to share the design 

http://v.gd/2PbHvd

http://v.gd/2PbHvd

Tablets Course | M1 Introducing Students to Tablets

4. Using tablets for personalising learning & flipping the classroom

4.7 Additional resources

Additional videos:

• CCL teacher Luc Viatour (in French): http://matele.be/a-ciney-des-eleves-de-saint-joseph-apprennent-les-maths-a-l-envers#.UwHKSXa898E
• Official Portuguese video: https://vimeo.com/agtel/review/126608516/48c6f8ca0f
• Official CCL video Lithuania: https://youtu.be/Fpo3zTsFN_0
• Official CCL video Lithuania: https://youtu.be/zB_4U--Izbo
• Italian teacher Rosa Palmizio: https://www.youtube.com/watch?v=ZK6QMSgIg0E
• Tablet use outside, Lithuanian school: https://www.youtube.com/watch?v=Np_48_uhUUY#t=31

Course library

• CCL Learning Story on Flipped Classroom
• CCL guide:  Learning Story Flipped Classroom + checklist
• CCL Learning Story on Personalisation
• CCL guide: Learning Story Personalisation + checklist
• CCL Learning Story on Liberating Learners (independent learners)
• CCL guide: Learning Story Liberating Learners + checklist
• http://flippedlearning.org/FLN
• Flipped Classroom Infographic
• 8 videos about the Flipped Classroom
• http://www.edutopia.org/blogs/tag/flipped-classroom
• http://mathinverses.weebly.com (French) 

http://it.padlet.com/gosiagarkowska/xybekuti0xy1

http://it.padlet.com/akougiou/k8yf1jmw79xv

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