I am an English and Spanish as Foreign Languages teacher at the Six-Year Kugel High School in Holon, Israel. See video below.

Among other things, I am a developer and facilitator of several Israel's Ministry of Education's Teachers Professional Development workshops in English, Hebrew and Spanish.

I like to teach as much as I like to study. Accordingly, this course is one that I will certainly enjoy. 

If you want to learn a bit more about myself, please see more on my Blogger profile at http://eduardolina.blogspot.co.il/

I might add what I have been doing this year, or better yet create a new one for the 2014 - 2015 school year.

"The 2012 - 2013 Auxiliadora-Kugel Facebook Group English Project" - a project that brought together one school in Madrid and the Kugel High School in Holon, Israel

http://www.mapquest.com/maps?city=Holon&country=IL

MM3: Using Moodle to teach English as Foreign Language in Special Ed

Whole-school challenges may, in my case, be considered first from the school administration level, and then from the student's level. I must point out agai, however, that I have not used tablets at school yet, so I am not facing problems using tablets yet. 

This said, I do not foresee any resistance from the school administration. Quite on the contrary, it seems to me that the school is open to changes and will encourage me to use tablets. I doubt, however, that at this point it will encourage other teachers to do so, too, unless they are willing. There is no school policy regarding the use of technology at school, which means that policy regarding the use of thablets does not exixt either. It may well be that if I start using tablets, I will be called upon to come up with at least some important points to be included on a school policy paper. Who knows?

Most Kugel teachers are not yet at a point where they will embrace using tablets in the classroom. I have tried to help them use Moodle, but with most, my attemots with most have, unfortunately, failed so far.

Do I then anticipate whole school challenges? Yes,I do, but I prefer to take the issue as a challenge to prove that using tablets and a suitable Learning Environment can make our work as teachers in Kugel much better. It can really bring us to the 21st Century.

As could not be otherwise, this is where I aim.

I face some objections on the part of (some) students because of my insistence on using Moodle as a Learning Environment ( I favor Blended Learning). To be sure, this happened when I used EDMODO in the past, too. Once again, however, this is what I get from some students, while most seem to accept this either because I am consistent concerning my requirements, or because the like to learn this way.

It seems to me, however, that I will be able to overcome objections if i manage to engage pupils, and show them that using Tablets may help them learn better 9and even enjoy that!) even if they have to put in an extra effort. 

I am trying to get my pupils to use their cellphones to learn in and out of class (they were not the obstacle to doing so in the past: I was, as I didn't know what and how to so with cellphones / snartphones).

When I manage to show that there is a strategy behind my effort, and that it can also be fun, I may even get a lot of support from students. I hope to see soon whether I am right or wrong.

with Spanish as Foreign Language courses I teach as the courses on which to focus my work here

I have had students create digital content in the past, but without using Tablets. This section of the Module has taken me back nearly a year ago to an experience I had with a Special Education course I taught then (and am still teaching now). Incidentally, that experience was one outcome of yet another European Schoolnet Academy course (Future Classroom Scenarios) I was taking at the time. It goes without saying that it was quite successful.

I started teaching English that course at the beginning of last school year. Those pupils had not had the chance to learn English using New Technologies. All were familiar with using cellphones, smartphones and computers, but they had not been given the opportunity to learn English using technology (though that had happened, to a certain extent, on other subjects in Hebrew). Since Kugel High School is a school where teachers are encouraged to try any approach that can cater to students' needs, I put forward the idea that I would teach this course using technology as much as possible. I had Blended learning in mind.

I got the school administration, the home room teacher and the school advisor's support, and systematically taught using Moodle and other tools. The Future Classroom Scenarios' task I report here, and the work my pupils did is an example of a content that is similar to what I guess I can get pupils to do with Tablets. I can always ask pupils to do more complicated tasks, but then, at the time this task was one more way of getting my pupils to gain confidence producing and showing while they learned English.

Boosting pupils self-confidence was a byproduct of it all.

1. My Special Education Course will be working on a Mini - proect in which they have to introduce themselves, thei hobbies, the food they like, etc. The idea is that they produce content and then present it orally to the class. Their next task will be collaborating (working in teams) using another tool (I guess i will choose any of those apps suggested on this EUN coursee). Whatever pupilsproduce will be uploaded to our Moodle Learning Environment for future use.

2. My Spanish as Foreign Language pupils (beginners) have been asked to do something similar in Spanish. I expect to get the same work done, including collaborating.

I have asked those pupils who have tablets to use them and bring them to class.

o talk in the Foreign Languages I teach (Spanish and English)

The following video clip I created shows how to work with the app (it’s easy) and how to upload the image onto Moodle) https://youtu.be/-aSxzHFm7jM

Here’s a short review of the app http://www.kids-software.com/2009/04/create-a-wild-avatar-on-buildyourwildselfcom/

Screencast-O-Matic -

http://www.screencast-o-matic.com/  

The tool I use to create videos recording screenshots and / or sharing what I have on my desktop.

Here’s a short review of the tool: http://download.cnet.com/Screencast-O-Matic/3000-13633_4-75734109.html

Screencast-O-Matic is a handy tool for recording screenshots and sharing them with friends or colleagues for a number of different purposes. With just a few clicks, you can start recording your screen, and once you're satisfied with your video, you can upload it directly tfrom here.

"If you have organised a similar project share your experiences (positive and negative) here.

I have not done something using Tablets, but I can share examples of student collaboration using Technology.

Here is one:

I have had pupils work on collaborative projects, but without having them use Tablets (I have not used the yet).

Example: Children’s Rights and Responsibility project.

This is the way I did it:

I introduced the project by means of a series of activities that exposed pupils to the subject. These activities involved 

some pair work (pairs were chosen randomly so that pupils learn about the subject, share ideas,  present to the whole class, etc.

I then allowed pupils to form teams of or groups of three, based on their own choice. 

Pupils did some hands on (no digital technology involved) work related to the subject,  which I then scanned and kept for later use.

Having decided on who they would work with, I provided specific information concerning the project (layout, due dates, etc.) I asked pupils to hand in a short written text on which they let me know the topic  they would be doing research on, and the sources they thought that they would use.

I asked pupils to start working during the summer recess (most, however, didn’t)

Work on the project continued at different times during the school year. Pupils discussed what they were doing with the class.

Pupils handed in their project and presented it  (the project was part of their English External Oral Matriculation Examination)

Unfortunately, and this was due to time pressure, i could not have pupils presenting their finished work to the whole class. That was something I regret.  

that my 10^th grade English Foreign Language pupils will be doing starting Sunday, May 3^rd 2015. Snice pupils have recently studied S. Maughan's  "Mr. Know All", which among other things focuses on Stereotypes, there has been some whole class discussions on the subject.

To help pupils find an adequate research question for their mini-project, pupils have been exposed to the following examples[i]:

What kinds of characteristics are included in stereotypes?

Why do people form and use stereotypes?

What makes us think in stereotypes?

What influence do stereotypes have on the way we judge people

What influence do stereotypes have on the way we act / take action?

Can we overcome stereotype effects?  

Useful terms

stereotype

A mental representation or impression of a social group that people form by associating particular characteristics and emotions (feelings) with the group

prejudice

A positive or negative evaluation of a social group and its members

discrimination

Any positive or negative behavior that is directed toward a social group and its members

 Examples of possible research questions:

What is the influence (= effect; = impact) of ……………………………. on ………………………?

(example: What is the impact of the way adults see teenagers on how they behave to teenagers?)

RELATED QUESTION:

How can you break that stereotype?

How do the way people think of (name a group) affect the way they behave towards (that group)?

What is the connection between stereotypes of …………… and …………….?

Group formation

 I have allowed pupils to form groups of four the way they want, without forcing anyone into any group (but making sure no-ne is left out). As a result, all but on pupils are members of a pair, or a group of three (the pupil who wants to work on her own has just firmly stated that that is her wish for this mini-project)

Learning Scenario

In the classroom:

“Dream” phase: Having formed the groups, I will have students brainstorm, think freely and share ideas on how to their project (for example, what question they will work on; which stereotype they will take up and ten "break"; how they will divide the work; what technology, such as PC, Smartphones, Laptops, Tablets they will use), etc.

"Explore" phase: students will begin collecting information on their chosen topic.

“Map” phase: students will structure their thoughts and ideas and seek to understand how they are related. I will ask them to show me what they have come up with so far.

“Make” phase: students develop or create their product (on Padlet). They will share the link with me so that I can monitor, help and guide them

“Ask” phase: students will interview people on the topic. These people can be "experts" whom they may access via internet or directly (face to face). Students will decide who these experts are. They will report to me so that I can monitor, help and guide them.

"Remake” phase: students”, students will replan or revisit their product, on the basis of the feedback or further information they received.

 “Show” phase: students will publish on Padlet and present the results of their work to the whole class.

[i] http://psypress.co.uk/smithandmackie/resources/chapter.asp?ch=05

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?

My answers:

"Getting to know students is part and parcel of our work at teachers. As such, we have what is called "Pedagogical meetings" (attended by all the teachers of any given class, and led by including the home room teacher and and school advisor responsible for a class) at the very beginning of the school year. This meeting is held to provide teachers with any information that may sffect a pupil's performance at school. Of course, when there is anything that needs special consideration, this comes up. More often than not, something related to the learning style of a given pupils comes up. This meeting is by no means the only one, as it is followed by others. Teachers exchange information sometimes on formal meetings, but also informally. This adds up to what any individual teachers has to do: find the strneghts (and weaknesses) of pupils and try to help where needed. That is as difficult as engaging students all the time, but is part of the follow uop that can make a difference. Using technology is also a way to find clues to a puoil's learning styles, appealing to as many sense as possible. I, for example, like to use Moodle as it allows me to do a lot of things without sending pupils to endless apps and tools (I can always direct them to watch videos, listen to recordings, read text, fill out forms, carry out a survey, etc. without leaving the learning environment). To make a long story short, engaging pupils catering to different learning styles may look too demanding a task, but ultimtely it is something benefitial to all involved (including teachers)" Ah, obviously, talking to pupils is a must, too

Eduardo Lina, Israel

As I see it, a far as teachers are concerned, the key challenges have to do with careful planning and implementation of the model. This involves changing the habits of most teachers because they have to carry out more than the usual planning on a (paper) gael: teachers create digital stuff, such as videos, to flip the classroom; they have to take care of technical problems involving the use of technology, as these come up; they have to engage pupils in a different way; they have to get used to interacting with pupils in a different way... It's a whole new world that demands a new approach. Since the focus on this course is on tablets, teachers will have to get used to working with them (this certainly includes me, as a matter of fact, because I am not even nearly profficient on that, having used mostly PC and Laptops so far)

For pupils, on the other hand, is getting used to the idea that technology (includin tablets) is not there just for entertainment, but also for school (including homework). They will have to get accostumed to a different way of taking up school stuff. For many, that wil be a key challenge, I guess.

So as not to mention some apps i have sen mentioned by colleagues, I will add a couple I like vey much:

Screencastomatic to create videos (I still have to see if it works on a tablet)

Voky to do all sorts of stuff that may engage pupils, especially voice recording

Read & Write gor Google - Text Help - great to use for LD pupils (but not only!)

Vicaroo - again to record voice and above all, the learning environment I like best: Moodle

If we want apps to really cater to our pupils' need, then some paying some money has to be taken care of. Accordingly, if school authorities, or THE POWERS THAT BE want us teachers to do a good job, then they have to invest / pay that money, or at least part (I have found it useful to pay for Voky and Screencastomatic, for example, but the school has invested on Moodle)

Text read aloud - PoodLL on Moodle

Here is an example of what Read&Write can do (I will place other examples of other stuff on my Learning Diary). The following is a Reading Comprehension Text I used the app for - It was meant for LD pupils who are false beginners in English as Foreign Language

Modelling the task so that participants can see how to carry it out

http://v.gd/ZCLYeD

opy and paste the link, please

https://drive.google.com/file/d/0B4yEVtoedNZCRnBWRU81eENIczR2YjA2TzR1WmloSnIweldj/view