Compendium for Best Learning Practices For Creative

Transcription

MASTER MODEL TO GAIN TIME
IN YOUR CLASSROOM
INTRODUCTION TO
THE CREATIVE
CLASSROOM
www.gaintime.eu
Project Number 2014-1-ES01-KA201-004401
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Partners:
www.cece.es
www.stucom.com
www.meb.gov.tr
www.agrariosereni.it
www.ipp.pt
www.erifo.it
www.opplandvgs.no
www.it-world.bg
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Content
INTRODUCTION ..................................................................................................................................... 9
ART BEST PRACTICES COLLECTION: "CREATIVE CLASSROOM .................................................. 10
Best practice I .................................................................................................................................... 10
ENGLISH BEST PRACTICES COLLECTION: "CREATIVE CLASSROOM ......................................... 13
Best Practice I .................................................................................................................................... 13
Best Practice II ................................................................................................................................... 16
Best Practice III .................................................................................................................................. 17
Best Practice IV ................................................................................................................................. 19
Best Practice V .................................................................................................................................. 22
Best Practice 6 ................................................................................................................................... 23
FRENCH, GERMAN, SPANISH BEST PRACTICES COLLECTION: "CREATIVE CLASSROOM ...... 26
Best Practice I .................................................................................................................................... 26
Best Practice II ................................................................................................................................... 28
GENERAL, PEDAGOGICAL BEST PRACTICES COLLECTION: "CREATIVE CLASSROOM ........... 33
Best Practice I .................................................................................................................................... 33
Best Practice II ................................................................................................................................... 35
Best Practice IV ................................................................................................................................. 39
Best Practice V .................................................................................................................................. 41
Best Practice VI ................................................................................................................................. 43
Best Practice VII ................................................................................................................................ 45
Best Practice VIII ............................................................................................................................... 48
Best Practice XI ................................................................................................................................. 56
Best Practice XII ................................................................................................................................ 58
Best Practice XIII ............................................................................................................................... 60
ECONOMIC, MATHEMATICS BEST PRACTICES COLLECTION: "CREATIVE CLASSROOM ......... 62
Best Practice I .................................................................................................................................... 62
Best Practice II ................................................................................................................................... 64
Best Practice IV ................................................................................................................................. 69
Best Practice V .................................................................................................................................. 70
Best Practice VI ................................................................................................................................. 73
Best Practice VII ................................................................................................................................ 74
Best Practice VIII ............................................................................................................................... 77
Best Practice IX ................................................................................................................................. 79
Best Practice X .................................................................................................................................. 81
Best Practice XI ................................................................................................................................. 84
Best Practice XII ................................................................................................................................ 87
Best Practice XIII ............................................................................................................................... 90
Best Practice XIV ............................................................................................................................... 91
Best Practice XV ................................................................................................................................ 93
Best Practice XVI ................................................................................................................................... 94
Best Practice XVI ............................................................................................................................... 96
MOTHER TONGUE, LITERATURE, GRAMMAR BEST PRACTICES COLLECTION: "CREATIVE
CLASSROOM ........................................................................................................................................ 99
Best Practice I .................................................................................................................................... 99
Best Practice III ................................................................................................................................ 103
Best Practice IV ............................................................................................................................... 105
Best Practice V ................................................................................................................................ 108
Best Practice VI ............................................................................................................................... 110
Best Practice VII .............................................................................................................................. 112
Best Practice VIII ............................................................................................................................. 115
MUSIC BEST PRACTICES COLLECTION: "CREATIVE CLASSROOM ........................................... 118
Best Practice I"................................................................................................................................. 118
Best Practice II"................................................................................................................................ 119
SCIENCE, TECHNOLOGY BEST PRACTICES COLLECTION: "CREATIVE CLASSROOM ........... 123
Best Practice I .................................................................................................................................. 123
Best Practice II ................................................................................................................................. 125
Best Practice IV ............................................................................................................................... 129
Best Practice V ................................................................................................................................ 131
Best Practice VI ............................................................................................................................... 134
Best Practice VII .............................................................................................................................. 138
Best Practice VIII ............................................................................................................................. 140
Best Practice IX ............................................................................................................................... 143
Best Practice X ................................................................................................................................ 145
Best Practice XI ............................................................................................................................... 146
Best Practice XII .............................................................................................................................. 148
SPORT, PE BEST PRACTICES COLLECTION: "CREATIVE CLASSROOM.................................... 150
Best Practice I .................................................................................................................................. 150
Best Practice II ................................................................................................................................. 152
EDUCATIONAL GAMES: TABLE GUIDE COLLECTION: "CREATIVE CLASSROOM", ART ........... 157
TABLE: GUIDE I .............................................................................................................................. 157
EDUCATIONAL GAMES: TABLE GUIDE COLLECTION: "CREATIVE CLASSROOM", GENERAL
PEDAGOGICAL .................................................................................................................................. 158
TABLE: GUIDE I .............................................................................................................................. 158
TABLE: GUIDE II ............................................................................................................................. 159
TABLE: GUIDE III ............................................................................................................................ 161
TABLE: GUIDE IV ............................................................................................................................ 162
TABLE: GUIDE V ............................................................................................................................. 164
TABLE: GUIDE VI ............................................................................................................................ 166
TABLE: GUIDE VII ........................................................................................................................... 167
EDUCATIONAL GAMES: TABLE GUIDE COLLECTION: "CREATIVE CLASSROOM", GEOGRAPHY
............................................................................................................................................................. 170
TABLE: GUIDE I .............................................................................................................................. 170
TABLE: GUIDE II ............................................................................................................................. 171
TABLE: GUIDE III ............................................................................................................................ 174
TABLE: GUIDE IV ............................................................................................................................ 176
EDUCATIONAL GAMES: TABLE GUIDE COLLECTION: "CREATIVE CLASSROOM", HISTORY,
SOCIAL SCIENCE .............................................................................................................................. 179
TABLE: GUIDE I .............................................................................................................................. 179
TABLE: GUIDE II ............................................................................................................................. 180
TABLE: GUIDE III ............................................................................................................................ 182
TABLE: GUIDE IV ............................................................................................................................ 183
TABLE: GUIDE V ............................................................................................................................. 184
TABLE: GUIDE VI ............................................................................................................................ 186
TABLE: GUIDE VII ........................................................................................................................... 188
TABLE: GUIDE VIII .......................................................................................................................... 191
TABLE: GUIDE IX ............................................................................................................................ 192
TABLE GUIDE X .............................................................................................................................. 194
TABLE GUIDE XI ............................................................................................................................. 195
TABLE GUIDE XII ............................................................................................................................ 196
EDUCATIONAL GAMES: TABLE GUIDE COLLECTION: "CREATIVE CLASSROOM", LANGUAGE,
LITERATURE ...................................................................................................................................... 201
TABLE GUIDE I ............................................................................................................................... 201
TABLE GUIDE II .............................................................................................................................. 202
TABLE GUIDE III ............................................................................................................................. 203
TABLE GUIDE IV ............................................................................................................................. 205
TABLE GUIDE V .............................................................................................................................. 206
TABLE GUIDE VI ............................................................................................................................. 207
TABLE GUIDE VII ............................................................................................................................ 208
TABLE GUIDE VIII ........................................................................................................................... 209
TABLE GUIDE IX ............................................................................................................................. 210
TABLE GUIDE X .............................................................................................................................. 211
TABLE GUIDE XI ............................................................................................................................. 212
TABLE GUIDE XII ............................................................................................................................ 213
TABLE GUIDE XIII ........................................................................................................................... 214
TABLE GUIDE XIV .......................................................................................................................... 215
TABLE GUIDE XV ........................................................................................................................... 216
TABLE GUIDE XVI .......................................................................................................................... 217
TABLE GUIDE XVII ......................................................................................................................... 219
EDUCATIONAL GAMES: TABLE GUIDE COLLECTION: "CREATIVE CLASSROOM", MATHEMATICS
............................................................................................................................................................. 220
TABLE GUIDE I ............................................................................................................................... 220
TABLE GUIDE II .............................................................................................................................. 221
TABLE GUIDE III ............................................................................................................................. 222
TABLE GUIDE IV ............................................................................................................................. 223
TABLE GUIDE V .............................................................................................................................. 225
TABLE GUIDE VI ............................................................................................................................. 227
TABLE GUIDE VII ............................................................................................................................ 229
TABLE GUIDE VIII ........................................................................................................................... 230
EDUCATIONAL GAMES: TABLE GUIDE COLLECTION: "CREATIVE CLASSROOM", MUSIC, DANCE
............................................................................................................................................................. 232
TABLE GUIDE I ............................................................................................................................... 232
TABLE GUIDE II .............................................................................................................................. 232
TABLE GUIDE III ............................................................................................................................. 234
EDUCATIONAL GAMES: TABLE GUIDE COLLECTION: "CREATIVE CLASSROOM", SCIENCE,
TECHNOLOGY ................................................................................................................................... 237
TABLE GUIDE I ............................................................................................................................... 237
TABLE GUIDE II .............................................................................................................................. 238
TABLE GUIDE III ............................................................................................................................. 240
TABLE GUIDE IV ............................................................................................................................. 241
TABLE GUIDE V .............................................................................................................................. 242
TABLE GUIDE VI ............................................................................................................................. 244
TABLE GUIDE VII ............................................................................................................................ 245
TABLE GUIDE VIII ........................................................................................................................... 247
TABLE GUIDE IX ............................................................................................................................. 250
TABLE GUIDE XI ............................................................................................................................. 253
TABLE GUIDE XII ............................................................................................................................ 254
TABLE GUIDE XIII ........................................................................................................................... 255
www.gaintime.eu
INTRODUCTION
An important part and the first Intellectual Output of this project was to collect good examples of Flipped
Classroom and Educational Games from each of the project partners. As Flipped Classroom is a quite
new methodology, the experience of the partners differed and it was quite a challenge to find 10 good
examples of both FCs and EGs. Flipped Classroom has been used actively by some teachers in some
schools, but it turned out that the majority of the project partners were not so familiar with the
methodology. In order to carry out this task some criteria identifying good examples were needed.
The most important criterion for Flipped Classroom activities is that a video of limited duration is the
starting point. After all, FC is based on the principle that the students prepare for class activities and get
the necessary introduction and knowledge of a topic by watching instructional videos at home.
Furthermore, it is crucial that an example of FC or EG provides a link to the site where the video can be
watched or the game is found.
Another criterion is that all the information given is relevant to the subject, topic and activities. It should
be easy to understand the information, and by reading it you should get a clear impression of how the
FC/EG is used in that particular subject and topic, in addition to stating what competencies the students
will gain and/or improve by doing the activities. It is also of the utmost importance that the FCs and EGs
address the target group, namely secondary school pupils/students.
Good examples of FC and EG should also represent innovation and provide good ideas to the world of
teaching. One final criterion is adaptability, that is, the FC or EG should be possible to modify and use
in other subjects and topics.
Among the criteria, the ones on innovation and adaptability are the most demanding, it seems. These
are criteria requesting a high degree of quality and creativity as far as the content of the FC/EG goes.
Despite the fact that some criteria were a challenge, in addition to the limited experience of using such
teaching methods, the project partners succeeded in collecting the examples of both Flipped Classroom
and Educational Games. In this compendium we have arranged the FCs and EGs according to
subjects/related subjects in order to make it easier to navigate and find what is most interesting for the
users
Master model to gain time in your classroom
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ART BEST PRACTICES COLLECTION: "CREATIVE CLASSROOM"
Best practice I
Name of the pilot and link (source)
Progettare e realizzare costumi di scena. (Theatre Costumes)
Istituto statale d’Arte “G. Sello” – Udine
http://gold.indire.it/nuovo/gen/show.php?ObjectID=BDP-GOLD0000000000235366
Purpose – what is it good for?
To promote the passage from the theoretical idea to the practical realization of final products by
graphical and written researches.
To improve the knowledge historical local culture.
To promote the collaboration with local organizations.
To develop the students autonomy in every step of the project.
Duration
4 months - First or second school term
Activity
The project is developed in 8 steps.
1.
2.
3.
4.
5.
6.
7.
8.
Collection of documents of different sources.
Graphical elaboration
Drawing the sketches
Drawing the image model
Written description of the costumes
Layout of the elaborated products
Realization of the costumes
Setting up of the finale exhibition
Method of work
Teaching learning – one to one teaching – cooperative learning
Target group
16-19 years old.
Technology
Internet - software about graphic to apply in the fashion fields – instruments of the textile sector to
decorate materials. PPT – Camera for Video documentation
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Materials needed
Materials - sewing kit and machines – material colours – sketches – papers.
Description of the experience
The work of the students of Istituto Statale d’Arte “Giovanni Sello” started with some research about
Adelaide Ristori (born in Cividale del Friuli, a nice little city near Udine, in 1822 and died in Rome in
1906), who is remembered as one of the most important Italian actresses of the 19 th Century. The
reason why it was chosen to go into depth on this topic was mainly because it might help us to
understand and know better the legacy which we leave through our lives and the professional
experience of a person who marked our local history. After having acquired the necessary amount of
knowledge about Adelaide Ristori, the students concentrated their interest on two different historical
characters: Elisabeth I, Queen of England, and Medea. Elisabeth I was a figure who dominated the
16th Century in Europe. The second character was Ernest Legouvé’s Medea (Paris 1856), a tragedy
play which was inspired by both the ancient Greek tragedy written by Euripides in 431 BC and the
Seneca version in 61-62 AD. Students made many sketches, which gave a personal impression of
the costumes wore by Adelaide Ristori to perform the two famous women. At the end a costume for
Medea was made. Two other costumes were made with the aim to summarize the main
characteristics of the costume during the reign of Elisabeth I: both are white, but one is made with
diverse fabrics and the other is completely made in paper.
Comments about usage and experience
This experience contributes to create fashion designers. Supported by a solid base culture, artistic
sensibility and ability to perform a project in due time. Students have been evaluated at the end of
every step project. The exhibition permitted to promote the creative work on the students outside the
school and to help their recruitment in the working world
This pilot helps to improve the following key competencies and how
How to find and select the proper documentation
How to get the professional abilities in the making-fashion world in every step for the idea to the
costume.
How to respect the time of delivery and how to join the individual and the cooperative work
Pilot contributed by
Partner: Agenzia Nationale per lo sviluppo dell’autonimia scolastica
Assessorato alla cultura di Udine
Musei Provinciali di Gorizia
Country: Friuli Venezia Giulia Italy
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What have you learnt as teacher?
To improve his role as a mediator between school and work sector ant to reinforce his ability as
teacher’s innovators to create educational flexible paths and to use new methodologies.
What is the students’ feedback?
Student’s consolidation of organization and planning skills
What have your students learnt?
How to face the world of work giving evidence of the creative skill in a guided path starting from the
school labs to the museum hall.
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ENGLISH
BEST
CLASSROOM"
PRACTICES
COLLECTION:
"CREATIVE
Best Practice I
English (advanced level)
http://learnbyblogging.jimdo.com/
The use of blogs as a tool to promote learning, sharing and self-expression in English with topics of
contemporary literature, music, advertising, social issues.
Duration
Three weeks (about 9 hours) for each topic chosen
Activity
The structure activity includes :
1. A written text , video and / or other multimedia materials to introduce the subject and / or author ;
2. Guided tours to stimulate critical thinking ;
3. Glossaries to facilitate understanding of the documents posted ;
4. Questionnaires understanding
5. Preparation of texts and materials research that students will post on the blog in small groups or
individually
Method of work
The learner - centred teaching approach enhances the different learning styles of students, promoting
their levels and attention spans through appropriate visual stimuli and / or hearing. Cooperative
learning and the structure of the blog let out to students more timid; feeling free to express
themselves, in fact, do not prove those states of anxiety often responsible and cause blockages in
the learning process. All blog encourages language skills in the context of reading, writing, as well as
part of the logic synthesis and also of non-verbal communication and non - verbal (video, music,
pictures, etc. . .). Preference is given arguments about literature as an ideal vehicle for learning
concurrent language, culture and ethical and moral values .
Target group
Students of English, advanced level, in upper secondary school (17-19 years old)
Technology
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Computers, http://www.altervista.org/, http://www.blogger.com/, http://it.wordpress.com/
Materials needed
Computers, internet connection, Deepening materials and exercises prepared by the teacher
In a context of learning fast, but with times of attention (concentration span) reduced the Blog is an
effective, engaging and flexible multimedia tool. Write on a blog fosters in students the desire to
communicate in L2: in this way, in fact, they write not only for the assessment, but for a wider audience
and, with this awareness, they use on their own strategies for proof-reading and editing. In addition,
the blog promotes an exchange of knowledge and skills among teachers and students in an
educational context creative, critical and cooperative. The teacher can guide their students to use
online resources targeted to their level of knowledge of a foreign language; This allows differentiation
pathways and make them thus more targeted capabilities, as well as the interests of individual
students.
Teachers believe the experience extremely positive both pedagogical and didactic ; they do ,
however, that the preparation of the necessary materials for on the subjects chosen and the
monitoring of the blog is quite time-consuming
Writing and communication skills in L2
- Drafting correct texts in English on topics of literature or topical
- Knowledge of research methods on - line
- Ability to critically evaluate the materials found at the end of their proper use
- Capacity and logic synthesis
- Ability to plan work and to respect deliveries
Partner:
Secondary School “M. Grigoletti” – Pordenone
Country:
Italy
The use of blogs and a multimedia approach allows better respect the times and learning styles of
the students; the use of the blog allows even the most timid to express themselves and create a
climate of greater cooperation between students and teachers.
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The use of blogs has allowed the creation of original courses that enhance the autonomy of the
students in the research and production of the materials to be posted. Read comments of classmates
and all other users of the blog allow greater comparison on the topics proposed. Watching videos in
English, the use of online dictionaries, the continued production of texts facilitate the learning of the
language, making it easier and more engaging.
They learned to use the English language to talk about different topics, strengthening the knowledge
of grammar and vocabulary; improved their critical skills in finding materials online and their autonomy
in work organization.
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Best Practice II
Foreign Language Training
http://www.okyanuskoleji.k12.tr/s/okyanus-ta-egitim/yabanci-dil-egitimi/ingilizce-egitimi
To learn Englısh ın a different and practıcal way. Corners are created: (Speech Corner), Reading Corner
(Reading Corner), Listening Corner (Listening Corner) and Writing Corner (Writing Corner), Students
have the opportunity to use theır knowledge they have learned. In English in a socıal way and for social
reasons
Duration in hours
4 hours per week
Activity
Establishing mutual dialogue with students to reinforce learning
Method of work
Learning English in dialogue and by doıng actıvıtıes as ın real lıfe
Target group
All Students
Technology
Internet, Presentations, Documents, Social Media
Materials needed
Any sort of materıal ıs useful
. All kinds of open issues related to the English are shared: Link, courses, books, whatever comes to
your mind ... because that ıs the way we learn a language
Very motıvatıng and help students to break the ıce and so they fınd ıt easıer to learn a language and
to speak ıt
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Self confıdence ın the process of learnıng a language by developıng real sıtuatıons
Partner:
ELAZIG CITY DEPARTMENT OF EDUCATION
Country:
TURKEY
As a teacher I have learnt that languages should be taught as real lıfe not only usıng books and
recordings but lıke lıfe ıs
What is the student’s feedback?
When doıng the actıvıtıes students feel so confıdent that they are not shy when speakıng the
language
That real sıtuatıons make easıer to learn a language
Best Practice III
Grammar – The Gerund – net based tasks
http://ndla.no/en/node/14827?fag=42&meny=179389
http://ndla.no/en/node/91502?fag=42&meny=1617# - animation
http://ndla.no/en/node/91503?fag=42&meny=1617# - animation
To learn the use of gerund, especially after prepositions, which seems to be a challenge for
Norwegian-speakers?
Duration
With repetitions altogether 1 lesson.
Activity
Watch video at home. Do exercises and sum up in class.
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Method of work
Introduction – exercise – conclusion.
Target group
Upper secondary school – 16-year-olds.
Technology
Internet and computers
Materials needed
Computers and paper to take notes.
Students get more motivated to learn grammar
This method makes it easier to make the students work with grammar
By seeing the logic development of the topic highlighted in colour animation the students learn
grammar more easily than by more traditional teaching and learning methods.
Partner:
Gausdal videregående skole – Pierre de Coubertin
Country:
Norway
I have learnt that I want to do this more often, because the students get more interested in learning
grammar, and they learn more easily this way.
What is the students' feedback?
The students want more of this, that is, flipped classroom teaching, because it is fun, motivating and
they learn more.
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Exam results will tell us the outcome, but it seems that the students learn more easily now, most likely
because they feel confident using video clips and computers.
Best Practice IV
English Language – self preparation for test examination
http://englishclassroombg.wikispaces.com/Our+Flipped+Classroom
Students prepare for the tests using multimedia posters (glugs), videos and interactive quizzes and
exercises that the teacher has prepared for this purpose in a systematic and orderly wiki page.
Students receive information about upcoming tests, effective reflect on it and prepare for it by actively
doing.
Duration
9 months/ 64 lessons
Activity
Students have access to the necessary educational content through the class blog and wiki. They
follow and perform tasks set by the teacher by training glug including video, audio or written
instructions, then have access to online preparation test for exercise. The educational glug explains
the theory and gives examples of application. Students are provided various opportunities to carry
out self-training for proof test - online, through various instruments (glister, learning apps, and English
exercises org) or in a notebook in a traditional way. The aim is that students can track the extent to
which they have acquired knowledge and improve them to achieve better results in the test. O pallet
board on a wiki platform they provide feedback to the teacher as a reflection of their self-learning.
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Method of work
Self-training for test assessment is an essential prerequisite for achieving good results on the test
itself. For this reason, students are supported by the teacher with various options, ways and tools
they make it consciously and responsibly in their homes.
Sample methodology:
Instructions for work students receive on multimedia poster – glug
Follows electronic test in which they exercise linguistic structures and track errors
Student reflection of the activity - pallet board, wiki
In actual class for test exam students use paper test and a pen.
The theory is taught by the teacher on a video lesson. Online tests give feedback on the extent to
which knowledge is absorbed. Students can practice them repeatedly and to trace their mistakes.
Actual classes are used for creative tasks and case studies. Work on the development of verbal
communication skills, language culture and enriching vocabulary. Used are new technologies and
applications that enable creative work.
Target group
Students 3/7 grade in secondary school
Technology
Camera, computer, internet connection
Materials needed
Computers, internet connection, online tests, creative applications like Glistered, Learning Apps,
English exercises org, etc.
In the classroom is used a lesson in the computer room, where the teacher facilitates activities of
students to carry out the stages of self-training, which they must do independently in their homes links, resources, work with them. Children work in pairs using a computer. In their homes they repeat
the activity as many times as considered necessary in order to achieve good test results using their
PCs, giving feedback to the teacher (their reflection on the work done) by pallet board with open
access. Flipped classroom allows the teacher to realize individual approach to learning by providing
educational activities tailored to the individual characteristics of their students - children can do at own
speed and in their own time in their homes to fulfil the tasks and successfully prepare for test.
The advantages of the inverted classroom for the teacher are that by tracking of children’s selfprogress he sees better their strengths and weaknesses, leading to the identification of new strategies
and tactics on his part to overcome the weaknesses and shortcomings and increase success.
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Preparation of teaching materials and teacher tracking students' reflections are time-consuming. The
results of students are higher. They are more confident and calm during the actual test.
Through the use of electronic test for self-study students understand the language and learn
grammatical structures and their applications much easier and faster thanks to better visibility and
interactive approach in solving them. The presence of the fun element in the testing itself further
engages and motivates them to be active. Besides targeting the knowledge of a foreign language,
students learn how to use language resources and computer effectively in their learning of a foreign
language - skills that will be useful for lifetime. Students acquire greater confidence in their knowledge
and overcome the stress of actual test successfully.
Partner: Association “IT World BG”, Bulgaria
Rositsa Mineva, teacher
5th Sec. School, Stara Zagora, Bulgaria
Country: Bulgaria
Flipped classroom allows for personalized approach by the teacher. Students can learn at their own
pace and in their own time and place. The teacher is the one who creates or selects resources,
organizes the process, assist, monitor and improve, depending on the results of student reflections.
The process is very dynamic, time-consuming, but the results are in favour of the students - they
receive more support from the teacher and less stress in self-study and reporting.
Students like this way of working. Because it is still unconventional they need a lot of guidance and
help from the teacher, while gaining skills and work habits of resources and meeting deadlines.
Students have learned the required curriculum knowledge. They feel secure because they are
prepared to deal with different types of tasks. Learned to be more autonomous, responsible and to
do analytical thinking.
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Best Practice V
Leçon du jour: Le passé composé
https://www.youtube.com/watch?v=mVAdruB1xu4
Getting a better theoretical understanding of passé composé (present perfect simple). The passé
composé is very clearly and briefly explained.
Duration
About 4 classrooms hours/one week.
Activity
No special activities/exercises, but in order to achieve learning results, the video requires that the
student listen to and watch the video. The listening comprehension of the student is practiced, too.
Method of work
Visual learning strategy: By visualizing the subject matter, it will be easier for the student to remember
it. This effect is probably increased by the fact that different colours are used in the video. Visualizing
the subject matter will generally lead to a better overview.
Target group
Students of French in secondary education
Technology
YouTube
Materials needed
A computer with internet is needed.
The students get a briefer and maybe more understandable overview of the passé composé. They
can play the video as many times as necessary, which is not the case in a usual classroom situation.
The speed of the learning process increases.
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Knowledge of passé composé. Grammatical skills are improved, as well as listening and reading
skills.
Partner: Gausdal videregående skole
Country: Norway
Students are more motivated to learn, and it seems that they learn more easily when watching videos
prior to the classroom activities.
The students get more motivated by watching a video. Colours and moving objects make learning the
passé composé more exciting.
The theoretical part of passé composé.
Best Practice 6
Flipping the Flipped Classroom
https://www.teachingenglish.org.uk/blogs/nikpeachey/flipping-flipped-classroom
Learning English
Duration
An academic year
Activity
Different activities: watching videos, taking quizzes, working in groups.
Method of work
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Instead of preparing my trainees with video input or lectures before the class, I’ve dropped them
straight into more practical activities in class and pushed them to face some of the challenges of
working with technology for language learning. This then has enabled me to follow up with plenary
and input materials that are far more discursive and interactive and which encourage much more
reflection on what the trainees have already experienced.
Target group
English language learners.
Technology
ICTs.
Materials needed
Computer with Internet.
Changed some elements of the flipped approach that are still PPP: ‘I’ll tell you what you need to
produce and then you produce it’ about it’. Thus, I tried to address this and push trainees to try to
work things out for themselves and then reflect on what they have learned.
I’ve tried to push trainees to try to work things out for themselves and then reflect on what they have
learned.
English language, insight, independent learning, creativity, coping strategies.
Partner:
Kahn Academy
Country:
UK
That in order to develop as teachers we need to step or be pushed a little outside of our comfort
zones, because that’s where we really start to learn.
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My trainees enjoy this approach and are much more engaged than they have been when I have
started with input.
They seem to be able to develop much deeper insights into some of the problems students will face
when working with technology, mainly because far more goes wrong in the classroom and they are
able to work out strategies for coping with this.
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FRENCH, GERMAN, SPANISH BEST PRACTICES COLLECTION:
"CREATIVE CLASSROOM"
Best Practice I
Konjunktiv I
http://www.sofatutor.com/deutsch/videos/der-konjunktiv-i?topic=627&back_button=1
Getting a better theoretical understanding of Konjunktiv I (irrealist mode).
Duration
About 4 classrooms hours/one week.
Activity
No special activities/exercises, but the video requires that the students watch and listen to the video.
Listening comprehension of the student is also practiced.
Method of work
Visual learning strategy: By visualizing the subject matter, it will be easier for the student to remember
it. This effect is probably increased by the fact that different colours are used in the video. Visualizing
the subject matter will generally lead to a better overview.
Target group
Students of German in secondary education
Technology
YouTube
Materials needed
A computer with internet is needed.
The students get a briefer and maybe more understandable overview of the Konjunktiv I. They can
play the video so many times as necessary, which is not the case in a usual classroom situation.
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The speed of the learning process increases.
Knowledge of Konjunktiv I. Grammatical skills are improved, as well as listening and reading skills.
Partner: Gausdal videregående skole
Country: Norway
The students are more motivated and keen on learning.
The students get more motivated by watching a video. Colours and moving objects make learning the
Konjunktiv I more exciting.
The theoretical part of Konjunktiv I.
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Best Practice II
Spanish grammar: pretérito indefinido og pretérito imperfecto: the differences
https://www.youtube.com/watch?v=jVD4I2eCO_Q
This is a video that explains the differences between the two forms of preterite in Spanish.
Duration
The video takes less than five minutes. Then the students have to do exercises where they choose
between the two different forms of preterite: 1 hour
Activity
Video lessons
Working with exercises and tasks in class.
Evaluation.
Test
Method of work
The students watch the video at home, and in class we do exercises using the two forms of preterite
in Spanish.
Target group
Students of Spanish (17-years olds).
Technology
Computers, internet connection
Materials needed
Computers, internet connection, exercises
Students can stop and rewind the video whenever they need to. They can reflect on the subject of
Spanish grammar at home, and they get more time in class to work with exercises.
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This is a short video about a topic in Spanish grammar; there are also many more videos about other
subjects in Spanish grammar. The lecturer explains the topic well.
-
It helps the students express themselves in the past tense, which will help those writing better
essays and understanding more Spanish.
Partner: Gausdal videregående skole – Pierre de Coubertin
Country: Norway
The students like variation and they liked to watch a video at home as homework. It is time-consuming
explaining Spanish grammar from the blackboard. When the students watch videos at home, we gain
time to practice more Spanish in class.
They like watching videos for homework.
They have learnt the differences between the two forms of preterite in Spanish.
Best Practice III
«Progettazione e sviluppo di un website in ambiente “Instant support for customer care»
Istituto Statale di Istruzione Superiore «Luigi di Maggio» Foggia Italy
http://www.isdimaggio.it/iiss/index.php?option=com_content&view=article&id=431:
esempio-di-best-practice&catid=45:catnotvarie&Itemid=74
this allowed the students to apply their knowledge according the method of “learning by doing”
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Duration
Two school years
Activity
Plan and creation of a website for “instant support for customer care for touristic firms in the territory.
Method of work
The method of work used was based on the problem solving, group working, troubleshooting.
Target group
Fifth year of Secondary school (ITT. L. Di Maggio) (17-19 y.o.)
Technology
Internet
Materials needed
PCs – School books – Touristic literature – Videos Description of the experience
They applied the planning of a website during an experience of school work altering at KnowK srl of
Foggia.The finale product is in Italian and English.
Students learnt, not only along the process of study itself, but also through the realization of the final
product as exactly in the field of work
The use of language in general, and in particular of the technical language, all the TIC skills , and a
deeper vision of several subjects such as history, arts, geography, and a better knowledge of the
territory resources.
Partner:
KnowK srl of Foggia
Country:
Italy
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Use of the school working shifting (ALS) and models of work experience related learning.
Totally positive: students are now more motivated in the TIC
The acquisition of new competences directly usable in the field.
Best Practice III
Cómo dar una clase al revés-How to teach with flipped methodology
http://justificaturespuesta.com/como-dar-una-clase-al-reves-o-flipped-classroom-en-5-sencillospasos/
To teach teachers how to develop a flipped classroom
Duration
5 hours
Activity
First content has to be created, about any topic that we want to teach but without using the traditional
book. So first we will create a video explaining the ideas of the unit/subject we want to teach.
We edit it, better in 2 parts if long, we upload it in YouTube. Then there is the control to see if students
have watched the video at home, for that he uses Moodle. Afterwards with Moodle or Google Drive
he prepares some questions that tell the teachers if the video has been watched, and then they can
mark the watching. Then when students come back to class doubts are solved using a smart board.
Then team work, groups of 4/5 students watch the video again and together reading the digital
textbook answer the questions the teacher presents
Method of work
First content has to be created, about any topic that we want to teach but without using the traditional
book. So first we will create a video, we need a tripod and a digital camera or mobile, explaining the
ideas of the unit/subject we want to teach. We edit it (iMovie), better in 2 parts uploads in YOUTUBE,
videos do not have to be longer than 10m. Then there is the control to see if students have watched
the video at home, for that he uses Moodle (https://moodle.org/?lang=en), there he uploads the video
he has prepared. Afterwards with Moodle he prepares some questions that tell the teachers if the
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video has been watched, and then can mark the watching by writing some questions using Google
Drive/Moodle. Then when students come back to class doubts are solved using a smart board. Then
team work, groups of 4/5 students watch the video again and together reading the digital textbook
answer the questions the teacher presents
Target group
Secondary students
Technology
Tripod, digital camera, smartphone, iMovie , YouTube, Moodle , Google drive, Smart Board, Digital
Book
Materials needed
Internet access , enough speed to download applications, Laptop/ipad /PC for teacher
Tripod, digital camera, smartphone , smartphone .The possibility that each student has access to any
of the following electronic devices: lap top, iPod, ipad, iPhone, tablet or smart phone
The experience has been very useful to him even if he has spent quite a lot of time preparing all
materials he thinks it is worth his aim has been to raise motivation and initiative among students.
Students work at their own rhythm, the student controls his/ her learning- Students are more active
in class. Team work is encouraged. Better management of time. Families take part in the learning
process
Team work as students after working individually at home watching the videos have to analyse it later
in class in groups of 4-5
Partner:
STUCOM
Country:
Spain
To create tools that can help students to learn in a better way following their rhythm.
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When they attend the classes they show more autonomy and feel more confident so they are more
motivated to take part in discussions and other activities
Self- confidence, security , independence , autonomy, creativity
GENERAL, PEDAGOGICAL
BEST
PRACTICES
COLLECTION:
Best Practice I
Teaching by LIM – ITIS Castell di Brescia Italy - Rivista di FormareNetwork ISSN 2037-0628
Building an open knowledge motivating and dynamic. To enhancement and inclusion of all abilities
of all students
Duration
The whole school year
Activity
Hot to exploit spaces of fast positioning: Wikis as Pbworks and wikispaces.
Method of work
Flipped classroom – cooperative learning
Target group
First 2 years of secondary school (14 – 16 y.o.)
Technology
Internet - as Pbworks and wikispaces
Materials needed
LIM - smart board
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The building up of a lesson together with students, using the web spaces as repositories at the
students' disposal that can be continually revisited in class and at home. Spaces intended as paths
of revision, consolidation and recovery of subjects.
Enhance the process of teaching and learning - Use spaces fast positioning in the web as Weebly as
an archive of the contents of mathematics.
Create multiple affiliations in operating; highlight the exploratory nature of knowledge and appearance
of the conservation of the insights.
Partner: ISS Veronica Gambara - Brescia
Country:
Italy
Improvement of the quality of lesson, you can also keep many lessons to re-use.
They are mostly satisfied with using LIM as a tool for teachers but also for students.
They learnt many multimedia languages, and how to study the lost lesson event at home. They also
have the opportunity to get visual and interacting lesson that are surely more appealing. This activity
can no doubt, be helpful for students far from school such as in the hospital.
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Best Practice II
Istituto comprensivo VIA BROCCHI-MILANO Milano MI
http://gold.indire.it/nuovo/gen/show-s.php?ObjectID=BDP-GOLD000000000019A09B
Develop strategies for learning disciplines through the use of concept maps and cooperative groups
Duration
The first months of school year (20 hrs.)
Activity
Guided creation of concept maps
Method of work
Cooperative learning, guided discussion, flipped classroom, observation and self-evaluation
Target group
11-14
Technology
Computer and smart board
Materials needed
Photocopies, post-it, colours, cardboards
The teacher :
- Chooses a topic disciplinary or interdisciplinary to use for exercise
- Prepares an example-map on the topic chosen as a model that can be proposed to pupils
- Explains to students how to build a concept map and proposes the introductory exercises
- Creates workgroups using criteria that encourage peer -education and cooperative learning, he/she
defines the rules of the activity and controls the execution of the work to help in case of critical situation
- Logs, alone or with the help of a colleague, the observations made during the development of the
activity
The students :
- They work by themselves on the text proposed by the teacher identifying the significant concepts
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- They are divided into groups and each of them build together a concept map
- They show a map to his fellows and proceed to self-assessment using the proposed grid p that
invites them to reflect not only on the aspects of content , but also on the relational dynamics within
the group
- They build a general final map integrated by the maps produced by individual groups
It is important to explain to the students that the map is a working tool that pushes themselves to a
work of construction and on-going review. Moreover the realization of the map is the result of personal
cognitive strategies that are not the same for everyone; at the same time, however the maps, to be
effective, must contain necessarily a certain number of concepts, linked each other by precise
hierarchical links that need to be clearly identified and explained. I order to get a proper final
evaluation, it is necessary to carry out a systematic observation of what happens during the proposed
activities, and return it in the group discussion, in order to evaluate both aspects related to learning
but also the relational dynamics within groups.
Learn to speak, listen , discuss (presentation and circle time)
Capacity for analysis and synthesis (individual and group activity on the proposed text)
Collaboration and team –work (creation of group maps)
Partner:
SMS Via Gallarate - Milano
Country: Italy
Use appropriate tools for the assessment of concept maps of students
Schedule work time and setting
Consolidate the role of the group leader using specific interventions to motivate students and assist
them in problem-solving
They liked :
- Making and using autonomously a tool that helps them in the study
- The group work in a serene environment
- The informal setting
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Be aware of their specific learning style
Interact positively with others
Work for the execution of a specific task, thus promoting the growth of self-esteem and perception of
self-efficacy
Respect the deliveries received
Use digital assets critically
Be aware of the importance of the error in the learning process
Best Practice III
CULTURAL EXCHANGE AND PARTNERSHIP
MIUR
http://www.romaest.it/news/01/2015/scuola-tivoli-un-esempio-di-best-practiceincontro-con-la-professoressa-francesca-cosentino/
1.
2.
3.
Experience a new culture
Improve linguistic competences
Personal development
Duration
1 school year
Activity
Planning the exchange with the students through main steps, such as




Identifying country/target group/host school/host families for the exchange itself
Getting into contact with Chair Governors/ school Directors/ Host families
Planning the trip and defining the itinerary
Post Exchange experience Feedback
Method of work
Students take an active part in the process, they participate in all the activities planned and become
actors: Cooperative learning, sharing knowledge and learning by doing are the most used
teaching/learning techniques adopted.
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Target group
11-14 years old
Technology
Internet, LIM, emails, PCs
Materials needed
Leaflets, brochures, power point presentations, books and travel guides, Teacher’s hand-outs
All the students felts seriously engaged in the experience, for instance many of the so called “lazy
students”, became active and cooperative and this led to a better class management giving
performance successful results beyond expectations
At the very beginning of the experience some of the students felt inadequate or simply frustrated in
using the foreign language like their mother tongue, moreover some others felt homesick considering
the long term period of the exchange, but it was, all in all, a positive experience since they learnt how
to afford new situations in a completely unknown habitat, within a foreign environment where the urge
of communication was of primary importance. Therefore they adopted strategies to communicate,
recall memory, and learn suddenly new items. To sum up they built self-confidence and improved
self-esteem.
To enhance communication strategies/competences in real communicative foreign contexts.
To identify the effects of the project work in the development of the students' autonomy.
To develop self-evaluating skills.
To develop active citizenship and become culturally involved
Partner:
I.C. Tivoli II A.Baccelli, Rome; Charles III Institute of Montecarlo
Country:
Italy/Montecarlo
Teaching methodologies have to meet students’ needs since the more the Students feel engaged,
the better they learn
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Extremely positive
To develop strategies, both linguistic and behavioral in order to fit almost every kind of situation
Best Practice IV
Así flipeare mi Segundo año : http://www.theflippedclassroom.es/asi-flipeare-mi-segundo-ano/Second year flipping
This web shows how a biology teacher uses the flipped methodology for the second time and applies
it to his classes of the whole school year. He started the year before and realized that he had to do
some changes so the methodology can be more useful. It is applied to his biology classes but it can
be applied to any subject
Duration
A whole school year
Activity
First at the beginning of the school year flipped methodology is explained to all students. Second step
is the introduction of the new unit. Students watch a video the teacher has prepared and then fill in
an online questionnaire, the results show the teacher which part of the unit they have not understood
completely, after that they watch the video again and reply to the questions in the video while they
are also reading an iBook the teacher has created to get a deeper knowledge of the subject. When
they come back to class, the teacher replies to their questions. More exercises are done in class and
a project is developed about the unit.
Method of work
First at the beginning of the school year flipped methodology is explained to all students. Second step
is the introduction of the new unit in class 20-30 minutes; he has realized that it is much better for
students to have some hints before they watch videos at home on their own. Students watch a video
the teacher has prepared (YouTube) and then fill in an online questionnaire, the results show the
teacher which part of the unit they have not understood completely, after that they watch the video
again (Educator) and reply to the questions in the video while they are also reading an iBook the
teacher has created to get a deeper knowledge of the subject. When they come back to class, the
teacher replies to their questions. More exercises are done in class and a project is developed about
the unit. Some units need 2 or 3 videos depending on the degree of difficulty. They share questions
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and doubts in a FB group created for this aim, and share a Google Drive folder with all exercises,
teaching plan, project and links
Target group
Any secondary student
Technology
YouTube channel ; Educator; iBook: FB site and Google drive
Materials needed
Internet access, enough speed to download applications, videos, access social networks, internet, e
books,
etc.
Laptop/ipad
/PC
for
teacher
The possibility that each student has access to any of the following electronic devices: lap top, iPod,
ipad, iPhone, tablet or smart phone
This teacher has already used this methodology and the results have been so good that he is using
it again for the second year but has done some changes that after the feedback from the first year.
He no longer asks the students to watch videos previous to any explanation as he has realized the
get lost if they don’t have some prior guidance.
Very useful, students are actors and are involved during all the process; they have access to more
students and the teacher thanks to the common FB channel and their self-confidence raises and
consequently their academic results.
To help to design any flipped class
Partner:
STUCOM
Country:
Spain
That even the workload can be hard for the teacher to prepare all the year videos and questions, the
results are worth
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Students feel highly motivated and their marks are much better, they have the feeling they have a
private teacher for each one.
Self- confidence, security , independence
Best Practice V
Active Learning For The College Classroom
http://web.calstatela.edu/dept/chem/chem2/Active/
-To examine the the effectiveness of active learning.
-To explore the different types of active learning
-To motivates deeper thinking about the subject.
-To develop critical thinking and collaboration in group works
Duration
Per week 4 hours
Activity
Before starting the activity, the class has been divided into groups. Each member of a group is asked
to complete some discrete part of an assignment; when every member has completed his assigned
task, the pieces can be joined together to form a finished project. For example, students in a course
in Turkish geography might be grouped and each assigned a country; individual students in the group
could then be assigned to research the economy, political structure, ethnic makeup, terrain and
climate, or folklore of the assigned country. When each student has completed his research, the group
then reforms to complete a comprehensive report. In a chemistry course each student group could
research a different form of power generation (nuclear, fossil fuel, hydroelectric, etc.). Then the groups
are reformed so that each group has an expert in one form of power generation. They then tackle the
difficult problem of how much emphasis should be placed on each method.
Method of work
Active participation of the students in the process is supported all the time. They behave like the
actors of the planned activity and they work cooperatively while completing the tasks. Communicative
and cooperative learning methods are adopted. Learning by doing and sharing are among other
methods.
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Target group
High school students
Technology
Internet, PCs
Materials needed
Hand-outs about the economy, political structure, ethnic makeup, terrain and climate, or folklore of
the assigned country, colourful cartoons, glue, maps, materials for the presentation
Active learning is a model of instruction that focuses the responsibility of learning on learners. This
helps students to gain more confidence and to take part actively in the group works. Because, they
have to read, write, discuss, or be engaged in solving problems. The activities of discussion and group
work with the methods of cooperative learning also allow weaker students to make progress in the
discipline.
First the subjects were delivered randomly to students and some of them felt anxious because they
did have no idea about what they would talk about. But now, it is much fair as dividing the subjects in
categories and enabling the students choose the one according to their interest make the students
feel comfortable. They develop their cooperation with the members of the group and develop their
critical thinking as well as problem solving. They use their imagination and it helps them create a
positive group atmosphere in the classroom.
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-
Working collaboratively in a group
Critical Thinking
Knowledge building
Making investigations on the mentioned subjects
Group evaluation
Partner:
ELAZIĞ CİTY DEPARTMENT OF EDUCATİON
Country:
TURKEY
I experienced that students get more interested and involved in the group activities. The ability to
cooperate with the members of the group increases when they do the tasks all together. The
communication skills of the students get better.
They think that they developed their cooperation with the group members and exchanging ideas
created a good learning atmosphere for them. Different presentations enabled them to learn a variety
of subjects about the same topic.
Students get more motivated when they prepare some posters to show their classmates. They
develop some critical thinking methods what they can write about the subjects they are responsible
for. They developed their self-confidence as well as developing autonomy. Their creativity has
increased with independent working ability.
Best Practice VI
Best Practices in Training
http://www.turkiyeegitim.com/egitimde-iyi-ornekler-kalecik-anadolu-lisesi-43876h.htm
To help students and teachers to learn and to asses work and more and more easıly by using new
technologıes
Duration in hours
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8 hours per week
Activity
The process of learnıng should be mıxed by usıng
a) wrıtten texts
b) photographs or video recordings are recommended too
c) CD or flash drive must be delivered too.
Together wıth the use of new technologies
Method of work
Effective and efficient study is one of the most important factors that will lead a student to success.
The fact that every student is different from the other shows that we need to use dıfferent methods to
asses
students
work
and
to
help
them
ın
the
learnıng
process
This page provides information on the effective and efficient ways of working to assess and to provıde
students’ traınıng
Target group
All Students
Technology
Internet, PC, Social Media, Presentations
Materials needed
Technological infrastructure and presented
Education Reform Initiative (ERG) by 2004 in Education, held every year since Best Practices
Conference in our country, teachers bring together the different stakeholders of education especially
and education offers a rich dissemination of good practices of communication and collaboration
platform.
Educators will interact throughout the day, to share best practices and in the framework of formal
education and experience of 12 Best Practices in Education Conference, Saturday, April 11, 2015 will
be held in Tuzla campus of Sabancı University.
Thıs methodology can be used ın Science, Technology, Innovative Materials and Applications in
Engineering and Mathematics
• Language Teaching and Education
• Artistic and Sports Activities
• Early Childhood Education
• Participatory Decision-Making in Schools
• Counselling and Guidance
• Combating Discrimination in Education
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Socıal and cultural competences that wıll help chıldren to be prepared for adult life, at the end of their
compulsory education and training by helpıng them to feel a desire for learnıng Competence in
science and technology wıll ınvolve an understanding of the changes caused by human activity and
responsibility of the individual.
Partner:
ELAZIG CITY DEPARTMENT OF EDUCATION
Country:
TURKEY
That innovation ıs a key factor ın the learnıng process
They feel more confıdent and trust ın themselves ımproves after usıng thıs methodology
That self confıdence makes the learnıng process easıer
Best Practice VII
Artistic education and development of the students' creativity and autonomy in higher education.
Maria Philomena Perquilhas Baptista Afonso, 2013
Polytechnic of Lisboa
http://repositorio.ipl.pt/handle/10400.21/3328
Development of creativity and autonomy through artistic education namely in the validation of the use
of effective creative and autonomous thinking exercises through project work methodology.
Duration
1 year
Activity
To answer the initial questions of this study, we organized a project intervention with research-action
features. As a strategic option to develop creativity, we chose to execute streamlining exercises of
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creative thinking and developing autonomy. We also chose to use of project methods in the creation
and development of a project in arts education. The options were based on the learning acquired
during the 1st year of the Masters, particularly in the subject of learning and creativity, literature review
and the area of the syllabus statements expressions.
In the 2nd class we proposed a challenge to students: How did they teach an alien child what a piano
is? The goal was for the students to look at an object (piano) in a different way and try to find new
ways to define, in order to communicate with someone who does not have the same references.
In the following 3 classes, students had to solve an exercise that was a bit more complex. Each
student chose a word that would identify him/her. Then they would split into three groups that would
create one story from the word spoken by each of the elements. After the story is created, they were
proposed to create a drama in three stages: writing a script, test and presentation to the class.
From 6th to 9th grade, the students created a story from the creation of a mental map. Students were
told the definition of the mind map in order to know how to build it. The main theme was the class and
its evolution since they are first met (3 years ago).
The students formed three groups to choose from again. After creating the mental map, each group
took one or more branches and built a story changing the time and the space in which the action
unfolded. It concluded with the oral presentation of the history created. In the next 7 classes, (from
the 10th to the 16th) the challenge proposed to the students was the "Creation and dramatization of
a story regarding the number 'Seven': the subject would have to be related to this number, each group
would have seven members, each dramatization would last for seven minutes and the students would
attend 7 classes (50 minutes each) to prepare and submit the project. This exercise had several
objectives: the development of creativity (such as others), creating new class dynamics (students
were used to smaller groups and always work with the same colleagues), improved time management
(the accuracy of the number of school days to prepare the work required them to improve their
organization) and the development of specific skills related to expressions.
Each group began a brainstorming, with the number 7 as the base. The teachers gave some
examples: the seven seas, the seven musical notes, the seven hills of Lisbon, the seven gates of
Thebes, etc.
One group created a story from the Seven Dwarfs, bringing other elements concerning the number:
the dwarves worked in seven rivers in a company called Seven Crafts and would receive a message
from Cristiano Ronaldo (CR7).
The other group had a story that connected James Bond (007) and Seven Deadly Sins.
Method of work
The use of strategies to promote creativity.
Target group
Students in the second year of the course "Apoio Psicossocial" (Psychological and Social
Support), who demonstrated little creativity and autonomy in all tasks.
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Technology
Limited resource of technologies
Materials needed
This activity was carried out with the use of several PowerPoint files, computer, data show and
materials provided in the classroom that can useful for the execution of the work.
A drama was performed where each student played a role (including an alien) which he/she
embodied in the presentation of the solution.
In this activity, we used methods that helped analyse the problem from different perspectives,
enabling the release of mental locks in order to develop imagination and combine different ideas.
To verify if the promotion of creative strategies has effects on:
1.
2.
3.
creative flow, flexibility, and originality;
the application of those features in the planning and development of projects;
To identify the effects of the project work in the development of the students' autonomy.
Partner:
ISCAP/IPP
Country:
Portugal
What have you learned as a teacher?
Since it would be extremely difficult to always work with the whole class, we have chosen to divide it
into small groups.
These results allow us to conclude that the use of agile techniques of creative thinking contributed to
the development of creativity of our students.
The students had some difficulty in managing the time, which forced them to reformulate the project,
running fewer tasks than what was initially planned.
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What have your students learned?
The use of creative development techniques increased the students’ creativity and the project’
methodology applied to Artistic Education increased their autonomy.
Best Practice VIII
Facebook e Google, dependence or autonomy?
Dora Alice de Amorim e Silva, 2012
Elementary school Eça de Queirós
http://repositorio-aberto.up.pt/handle/10216/66514
It emphasizes the importance of teaching research techniques which allow not only to find fast
information on the internet, but also to use social media, especially Facebook, as the main way to
elaborate collaborative works.
In this case, this platform was used on the subject Spanish as a foreign language.
Duration in hours
3rd semester
Activity
The activity consists in the creation of a poster.
Method of work
This Project was developed in two high-school classes and was based on a research group work.
This one used Facebook as the main resource. The main objectives were: development of an
autonomous learning through social media; demonstration of the importance of Facebook on the
performance of cooperative works; increase of the skills related to research, using Google tools and
other techniques.
Target group
Students from the 11th and 12th grade.
Technology
The technology used is Facebook, Google, yahoo, asl.
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Materials needed
Computers with internet are required in order to develop this activity.
This experience was divided into three steps:
1.
2.
3.
to complete an individual survey concerning new technologies and the habits of students as users of
social networks and research tools;
to perform a collaborative group work performed through Facebook;
To complete a final survey through Facebook concerning the development of the work performed
and the final outcome of the project.
First it is important to emphasize the effort made by the different groups to use the Spanish language.
The majority of students wrote only the Spanish in the school context.
Second, the participation of each group in the execution of the work was remarkable. Aside from
always being on top of things, they made the final decisions together for the elaboration of the final
product: the poster.
This experience was helpful to improve several aspects, for instance, the capacity of reflection and,
above all, the autonomy of every single student.
Partner:
ISCAP/IPP
Country:
Portugal
The students are not used to reflect about the way they learn, nor about the strategies and resources
they may use. Therefore, it is crucial to develop more initiatives to promote more reflection moments
which are essential for the learning process. Finally, there are some difficulties in expressing by
written, which need to be acknowledged. On the one hand, students are conspicuous about their
limitations as Spanish communicators; on the other hand, this can work to review some
communicative functions.
The first conclusion that can be drawn is the positive feedback about this project. Thus, Facebook
was crucial. Actually, although 17% thought this experience was negative, more than ¾ emphasized
its positive part. As this platform was an important tool for self-learning, each student appreciates
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aspects such as space, time, simultaneous and speed. In fact, these last topics were very important
in every context.
In spite of this acknowledgment, only 16 students believe to be more autonomous in the use of
Facebook after concluding the group work.
Although some had learned how to share different files or had seen this platform has a way to
communicate in different interactions, others do not consider this as an autonomous achievement.
Best Practice IX
Education for Linguistic and Cultural Diversity
Olga Ferreira With the collaboration of Ana Gabriela Freire,2012
Portugal
http://www.coe.int/t/dg4/education/pestalozzi/Source/Documentation/TU/TU_DIV_Ferreira_EN.pdf
Collaborative learning to benefit from diversity in the classroom.
Duration
360 minutes + autonomous work (120 minutes)
Activity
Collaborative work, which requires skills of self-expression and interaction in diversified contexts.
Careful listening and observation during the activities is the starting point for teachers to develop
sensitivity to their peers' skills, abilities and knowledge. Discussing and sharing different points of
view in a cooperative way will lead to critical perspectives, promoting broader insights.
Method of work
Individual work and collaborative group work, involving projects, using pictures, literature, and the
internet to compare perspectives. All the sessions should catalyse trainees’ positive and constructive
attitudes aiming at values of tolerance and justice. The final goal should have its focus on personal
and social development, all the suggested activities pointing to a higher level of awareness about
multicultural issues in the present world. That is why observation and critical attitudes should be
present during all the sessions. In addition, assessment activities should always clarify and regulate
all the process. In this way, it would be interesting, at the beginning of the module, to give a
quiz to the trainees concerning their concepts and representations about multiculturalism. At the
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end of the module, trainees could respond to the same quiz, comparing both documents. (E.g., whom
would you share your apartment with and why? What do you think about immigrants in your country?)
Target group
Secondary level
Technology
The technology used is the internet and computer
Materials needed
In order to perform properly, there is essential material: pictures, literary pieces, internet products.
Activity 1: Negotiating the meaning of personal choices.
Choose one of the above options and display the items on a desk or on a board as appropriate.
a)
Each teacher observes the materials (selected according to one of the possibilities referred to above)
and chooses something in response to the following questions: What is (for me) the most significant
item on the board/table about our present world? Why is that the most important item? What does
it mean to me? (Individual work)
b) Activity 3: The participating teachers are divided into groups of 4 or 5. First, each group must share
the following tasks: who will take notes and make a synthesis? Who will present the results of the
group discussion in an oral report? Who will be the group’s observer? When this is decided, group
leaders and observers receive the appropriate worksheets. Then each teacher presents him/herself
to the group through his/her choice, explaining the reasons for choosing the selected item.
Everybody can ask questions about the choices made by each member of the group.
c) Activity 4: Group work: The same groups prepare to present and analyse the choices made. After
this presentation, the group observers talk about their observation notes to the whole class.
d) Activity 5: Whole class: Finally, the whole class discusses the choices made by the groups. The
different contributions to the discussion may reveal how the class can benefit from diversity as a
resource.
Activity 2: Discussing and clarifying concepts – identity, language and cultural diversity
Procedure:
a) Each participant is invited to read two poems (Appendix 5) individually.
b) 2. The class has to be divided into groups with one observer in each group of participants.
Worksheets have to be distributed and the observation and comments grid has to be given to the
observer in each group. The group members join to comment on the two texts. Each participant is
encouraged to express his/her own feelings about what he/she has read. Then, the group analyses
the different points of view. The team must discuss language, culture and identity in order to clarify
concepts.
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c)
The whole class discusses the concepts, giving examples and personal perspectives. Finally, the
observers give critical comments and remarks about interactions and possible prejudices and
stereotypes identified. They present a synthesis about the development of the activity of the team.
Activity 3: Exchanging ideas, making decisions and planning together procedure:
a)
Have teachers work in groups and agree on the most consensual choice in the group and underline
the main ideas, in order to obtain a media production related to diversity (e.g.: a power point
presentation, a video, an audio, a poster, a dramatic text, a medley of images, texts and/or songs, a
fashion presentation, an art festival, etc.) (For an example see Appendix 9).
b) Teachers develop and share ideas, present proposals. Different communities must understand this
final production. It is also advisable to use different languages taught in school.
c) In groups, teachers discuss and fill the planning grids and assign tasks.
d) Critical debate: Each group will present their planning grid to the whole class, taking notes on
practical suggestions. Each group’s observer will intervene and comment on the work done,
developing a critical perception and taking into account any prejudices or social stereotypes
observed.
e) Teachers revise their group’s planning grids.
f) Whole class: Display plans for everybody to see.
Activity 4: Researching and creating multicultural tools
a) Group activities will follow the pre-defined steps, either the Global Project Plan or the Week Plan.
b) Group members should agree on sharing tasks: research activities, materials production and the
writing of short reports. Doing research could involve reading bibliography, finding other support,
underlining interesting information, discussing ideas, choosing materials, making decisions, etc.
Producing materials mean sharing tasks according to each Global Project Plan (e.g.: writing texts
and/or reports, conducting interviews, compiling a news magazine, a website, a blog, organizing a
photo/arts exhibition, producing a video or a short movie, developing and performing art production,
a fashion presentation, an art festival, and so on. Some group members could be in charge of writing
short reports about the research process in order to promote group self-regulation.
c) Each group should introduce information about their findings using an e-learning platform to ensure
networking concerning intercultural issues.
d) The work should end with a group feedback session for the whole class
Activity 5: Presenting, sharing and passing on the material.
a)
Whole class discussion: Transform the project work into a public event. Link performing activities as
dance, theatre, sports, music and so on to the project results as appropriate and feasible. Provide
“marketing mix” initiatives in order to attract the audience: posters, flyers, radio advertisements and
so on. Coordinate the school event with the local community’s agenda. Develop a specific
coordination protocol with local authorities. Involve local grassroots associations.
b) Project presentation in the classroom as well as to the whole school and community.
c) Whole class: Final debate and assessment.
The teacher must learn to act as an organizer and as a facilitator of the learning process.
1.
Each activity corresponds to a different phase of a methodological process that enables teachers to
gain awareness about the potential of active pedagogical methods.
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2.
3.
The aim is to improve teachers' competences in the development of students' skills and abilities for
autonomous learning, as well as active participation in collaborative work.
Alternative activities are possible in order to explore, compare and evaluate concepts.
Expected outcome:
1.
2.
3.
to benefit from cultural and social diversity in the classroom and school;
to develop intercultural and plurilingual competences through collaborative work;
To become aware that managing different points of view in a creative way enhances knowledge and
contributes to problem-solving. Teachers should be able to help their students to develop better
choices and find creative responses to the challenges of living together and constructing democratic
multicultural communities.
Partner:
ISCAP/IPP
Country:
Portugal
This unit aims to raise teachers’ awareness of the educational process as inner development, based
on personal and emotional experiences enhanced by social dimensions. The path to achieving this
goal leads through collaborative work, which requires skills of self-expression and interaction in
diversified contexts.
The students with this activity acquire and develop the ability to talk naturally.
The students must increase their intercultural and plurilingual competences through collaborative
work and become aware that managing different points of view in a creative way enhances knowledge
and contributes to problem-solving.
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Best Practice X
La clase al revés “- History
https://sites.google.com/a/iesvirgendelcastillo.es/historia2bachillerato/home
To teach History to students of Secondary Education with the Flipped Classroom methodology.
Resources as videos, surveys, topics , programs, methodologies , exams are available in the site
Duration
It is planned for a whole school year
Activity
Videos and surveys , exams are available to make the teaching of History more appealing for
students
Method of work
Students take an active part in the process, they participate in all the activities planned and become
actors . The teacher prepares videos to be watched at home, at students’ speed. They have to
answer some questions after watching the video, later in class they do more research with classmates
groups of 4 or 5 students, students themselves create more contents that later have to be presented
to the entire group. Discussions are held while doing this discussions can continued by social
channels or whatsapp. The teacher evaluates all the steps,
Target group
Students of History in Secondary Education (16-17 years old)
Technology
PCs, smart phones, laptops
Google DriveImpress
Windows Live Movie Maker
Movenote
YouTube
Ivoox
Audacity
Dipity
Twitter
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Storify
Whatsapp
Materials needed
Google DriveImpress
Movenote
YouTube
Ivoox
Audacity
Dipity
Twitter
Storify
Whatsapp
History class may be something static but with this methodology it becomes active and the students
are no longer listeners but the take part in the whole process so the experience has changed
completely the results of students’ marks
Motivation increases a lot, not only for the student but for the teacher who feels even more motivated
Knowledge of History by the use of videos, Google +, and social networks. Self-evaluating skills. The
learning process becomes easier and faster at the same time
Partner:
Stucom
Country:
Spain
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A complete different way of teaching History where we can listen and share students' ideas.
They liked the methodology a lot because they could use social networks, videos and IT resources
that were more appealing to them that the standard class
The knowledge in History needed to pass the official exam that is done in Spain before to enter the
University and the skills needed to do research and present a topic to an audience.
Best Practice XI
Middelalderen i Norge (The Middle Ages in Norway) – two animations and a video
http://ndla.no/nb/node/139369?fag=52253
By using the animations and video the students get an overview of fundamental facts and important
events in Norway in the Middle Ages
Duration
8 lessons (4 weeks)
Activity
Watching videos as a point of departure, getting more knowledge by class discussions and writing
essays and doing tasks under the guidance of the teacher
Method of work
From overview (through animations and videos) to more insight and knowledge (discussions, essays,
tasks)
Target group
Upper secondary students (17-year-olds)
Technology
Materials needed
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Computers, internet connection, textbooks
Digital media like these are a good way to introduce a new topic/chapter, and it spurs the students
on, so that they get interested in finding out more. Students will most likely be more willing to take
part in discussions if they have had a good introduction to the topic.
A combination of videos and textbook information helps motivate the students. As there is no dating
back to the Middle Ages, animations are a good substitute and makes history more vivid.
-use digital tools to collect information from various media sources and assess the information with
an eye to being critical of sources in own presentations
- identify different historical explanations and discuss how such explanations can characterise
historical presentations
- elaborate on a selection of key economic, social, political and cultural characteristics of
developments in the middle ages
- elaborate on social conditions and development of the state in Norway from around 700 to around
1500 and discuss possible influences from other cultures, societies and states
- elaborate on a selection of key economic, social, political and cultural characteristics of
developments in the middle ages
Students are more willing and interested in discussing topics that are made "vivid" to them and
animations and videos that they can watch at home (instead of doing tasks) will help in this.
Partner:
Gausdal videregående skole, Pierre de Coubertin
Country: Norway
Students are used to "moving pictures", and by using animations and videos as an introduction to a
topic, we raise their interest and motivation to learn
They think it is easier to get an overview and understand when they watch animations and videos.
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The students have learnt what they are expected to know at a final exam (in this specific topic)
Best Practice XII
My country Bulgaria“
http://milanovaclass.weebly.com/1063108610741077108210981090-10801086107310971077108910901074108610901086.html





Construction of systematic knowledge of the cultural and national heritage of the Bulgarian people.
Refining utilization of concepts related to the study of the history and geography of Bulgaria.
Formation of basic skills for learning.
Create interest in the geographical and historical sciences.
Provoking parental interest and creating conditions for their active participation in the educational
process.
Duration
8 months/ 42 hours
Activity
Self-study – to get acquainted with educational content.
Class work - interactive activities related to understanding the concepts and historical events; Applied
and analytical tasks, games;
Extra-curricular activities - creative and research tasks; projects, trips, visits to museums.
Method of work
Video lecture, discussion, brainstorming, games, project
Target group
5-6 grade / 11-12 years old
Technology
Class site, video tutorial presentation, online games, programmable toys, multi-mouse software,
mobile applications
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Materials needed








Appropriate Web environment
Multi-mouse software - "Envision"
Tablets or smartphones
Multimedia projector
Laptop
Computer mice
Network Hubs
Programmable toys
This practice is a model of inverted training in the subject "Man and society" in Grade 3. It consists of
4 components:
1.
2.
3.
4.
5.
Organization of the online environment for self-learning.
Selection and organization of resources - presentations, quizzes, game applications, and video
tutorials. For the purpose of this project was used platform weebly.com, where are organized
educational resources. Used presentations of V. Petkova, lessons from the website "Ucha.se" and
educational games designed with Learningapps.org. Organized is a social group on Facebook with the
participation of parents.
Instructions
Instructions are tasks related to self-mastering of new knowledge. They give verbally and
demonstrated to students at the end of each hour, and to parents are described in the social group.
Work in class
Classwork is divided into several sections:
o Let's see what we have learned - fun quizzes with tablets and multi-mouse software.
o Research Laboratory - fun activities and games for the application of the lessons learned in
unusual situation; problem solving and case studies.
o Did you know ... - complementary information on educational content?
Extracurricular activities
o Work on the project "Bulgaria in 100 magnets"
o Excursions and visits to museums.
Diagnosis and tracking progress
o Organization of student portfolio
This pedagogical practice requires in advance pupils to create skills for responsible and safe use of
Internet.
It is desirable for pupils to study IT at an early stage.


Differentiating and knows different sources of knowledge
Able to work with historical and geographical map and use it as a source of knowledge
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




Knowledge of the national symbols
Makes connections between human interactions and the environment
Orientation in the time of events
Able to work independently and in a team
Narrates, analyses and draw conclusions
Antoaneta Milanova, Sr. Teacher
Sec. School „Pilot Hristo Toprakchiev”, Bozhurishte, Bulgaria
Country: Bulgaria
As a teacher I learned a precise planning and organization of educational process "of greater demand
towards educational content and information on the Internet" a critical look on the didactic possibilities
of educational platforms.

Surveys, tests, observations and interviews
To learn to independently use the Internet for educational purposes.
Best Practice XIII
Out-of-school-time programs.
https://www.khanacademy.org/partner-content/coach-res/for-other-environments
Fill in gaps in their education, get extra practice on skills learned in school, or accelerate their studies.
Duration
Whatever the user decides.
Activity
Videos and exercises on-line.
Method of work
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Students can access math videos and exercises either through our library or our personalized
learning experiences, missions. In addition, we have an interactive, creative programming platform
in which students of all ages can learn how to code as well as content from a variety of subjects, from
Art History to Cryptography. Students can explore and progress through subjects at their own pace,
which is especially useful for out-of-school settings.
Target group
All ages students.
Technology
Website of the project.
Materials needed
Computer and internet connection.
Each student receives a custom learning dashboard that lets them practice skills based on their level
and teacher’s assignments. Students can see how they’re doing and also receive fun rewards along
the way like badges and points. Everyone works toward mastery at their own pace, so no one gets
left behind and no one gets bored.
Every Khan Academy account is both a “learner” account and a "coach" account, so all the features
available to learners are also available to you as a coach.
Learner and teacher competences, by the cooperative learning and the tools it provides to contact
mentors and students, and competences on the areas students are interested in.
Partner:
Institutions like NASA, The Museum of Modern Art, The California Academy of Sciences and MIT.
Country:
UK.
-Explore gaps in students’ understanding of key concepts.
-Identify students who are struggling with a specific topic or concept.
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-Diagnose learning challenges.
It is a more interesting, fun and attractive way of learning.
Subjects in which they are interested on their own without the help of a teacher.
ECONOMIC, MATHEMATICS BEST PRACTICES COLLECTION:
Best Practice I
Mathematic
“Matematica online”
https://www.educatornetwork.com/Resources/LearningActivities/Details/39effe11-4f8e-4037-ae0f94f3a05b4d6d
The use of an online learning space permit to:



Develop critical thinking
Utilize digital technologies to reach the objectives of disciplinary learning
Share, co-create, collaborate non only in presence in institutional spaces and times, but also online
in extra-curricular spaces
Duration
This online learning space is normally used in every class during the maths –lessons
Activity
During the lessons, students are given a video to watch at home, and in the following day, with the
instructor, they summarize and explain through different templates and formats according to the
contents and concepts of the video. Finally, students do some exercises, discussion, brainstorm or
work together in groups to learn and understand the topic. At the end, the instructor summarizes the
content and adds whatever was missing in the topic.
Method of work
This online learning space is made of a class repository created with SkyDrive where the students
share resources and work together with Word documents, Power Point presentations, Excel spread
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sheet in order to co-create knowledge. The learning environment archive on the network is integrated
by a class wiki (Works) where are deposed the files of the lessons through an interactive board
integrated by a flipped lesson or EAS (Episode di Apprendimento Situato=EPISODES OF LEARNING
LOCATED). The learning space is integrated with the use of Microsoft web app of different devices
by the students following the BYOD/BYOT view and adding OneNote to gather notes and share them
both in the traditional (text) way but also digital (image, graphs, video attached).
The online learning environment (present in the students extra-curricular time when they play the
computer or watch videos on You Tube) uses also some instruments of instant messaging and Voip
(Messenger and Skype Pro) for the synchronous extra-curricular activity and sometimes as tool of
collaboration and real-time tutoring (Scribblar). Students, in extra-curricular dedicated times and/or
previous fixed appointment (required through a specific format and file), attend individually or in a
small groups online lessons (online help desk) with the instructor. He helps the students do their
homework, explains and reviews some material or helps in preparing tests and exams about the
competences the students have acquired after studying the shared material in the repository and wiki
(LIM lesson and flipped lesson). Besides the synchronous interaction (text, video, vocal) sometimes
registered, it was tested the production of contents (graphs, calculus exercises through a disciplinary
software chosen among the ones available on mobile such as Microsoft Mathematics 4.0, Geogebra,
Desmos, Wolfram), shared on a pc desktop (Windows 7, Windows 8, and Skype Pro), sent to the
instructor (through Skype), and attached to the learning space online (shared in SkyDrive and/or wiki
of the class).
Target group
Students of maths, secondary school (14-18 year-olds)
Technology
PC, Electronic white board
Materials needed
Math Worksheet Generator, Microsoft Excel, Microsoft Mathematics 4.0, Microsoft Office online,
Microsoft One Drive, Microsoft Powerpoint 2010, Skype
The variety of tools and resources available in this learning environment allows each student to
participate and interact with the teacher and with the colleagues; each of them can choose the tools
thought to be more friendly and suitable to help its learning experience. The activities of discussion
and group work with the methods of cooperative learning also allow weaker students to make
progress in the discipline. Autonomy and individual responsibility are also favoured in the online help
desk: the student chooses the topic of every learning help desk as well as the learning duration and
progression of the material.
The powerful visualization tools help to capture students’ imaginations and keep them engaged,
allowing their comprehension to rise exponentially.
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Students play all the topics covered by the programs of the individual years of the course ; innovation
consists in the use, in all classes of a specific online learning space; it allows the students to learn
also in informal settings developing skills as collaboration, knowledge building & critical thinking
Partner:
IIS ˝B.Castelli˝ (Brescia), secondary school
Country:
Italy
The importance of personalized learning and direct instruction to the educational success
They appreciate the opportunity to work in collaboration with the teacher , you can use modern
technologies for learning; the new habit of sharing digital notes also in class as historic memory born
from the creation of knowledge to share through social network was emphasized by the portability
and use of smartphone where this knowledge is really available and readable at anytime and
anywhere
The students are in charge of their own learning process through tools and devices chosen by
themselves; this methodological approach help them to learn better what they are expected to know
of the annual program of mathematics and what they should know to pass the final exam.
Best Practice II
Flippeando la balanza de pagos- Balance of payments
http://www.theflippedclassroom.es/flippeando-la-balanza-de-pagos-24/
To teach the Balance of payments using flipped methodology
Duration
1-2 hours
Activity
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The teacher sends exercises and activities to the students with a video and “Ezpuzzle” the teacher
can also follow all the results of the students’ activities. The questions that the teacher uses in the
video help to set up the rhythm of the students. If students watch the video first at home when they
go to class they participate more and afterwards discussion can be held
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Method of work
The teacher sends exercises and activities to the students with a video and “Ezpuzzle” the teacher
can also follow all the results of the students’ activities. The questions that the teacher uses in the
video help to set up the rhythm of the students. If students watch the video first at home when they
go to class they participate more and afterwards discussion can be held
Target group
Secondary students
Technology
Ezpuzzle: http://www.epuzzle.info/
Materials needed
materials he thinks it is worth his aim has been to raise motivation and initiative among students.
Students participate much more in class. The subject becomes more interesting for them
He explains how to create an example of flipped methodology, using “Ezpuzzle” as a tool. Thanks to
this motivation and autonomy increases in students
Partner:
STUCOM
Country:
Spain
How a simple tool can change the behaviour of the students towards the subject
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When they attend the classes they show more autonomy and feel more confident so they are more
motivated to take part in discussions and other activities
Self- confidence, security , independence , autonomy, creativity
Best Practice III
Pítagoras modo Flipped _ Pythagoras
http://www.theflippedclassroom.es/pitagoras-modo-flipped/
To teach students Pythagoras theorem following the Flipped methodology
Duration
4 hours – 2 at home , 2 in class
Activity
Watching videos explaining theory and history
Watching videos in class, and at home
Watching videos with exercises to practice
A final game
Method of work
First students watch some videos at home about, the theorem and some examples, to add the
questions in the videos; “educannon” application is used. Once the students have watched at home
the go to class and the teacher spends 15 minutes asking for doubts about the videos watched and
to focus on the doubts the students had. After that the students are divided in groups and play the
game , the game was created using “flip quiz”
Target group
Students of maths, secondary school (14- 15-year-olds)
Technology
Computers and to download: http://www.educanon.com/and “flip quiz” http://flipquiz.me/
Materials needed
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Computers, internet connection, http://www.educanon.com/and “flip quiz” http://flipquiz.me/
Students have already watched at home what is going to be explained in class, so it is easier for them
to understand the concept. They can work at their own speed, watching the times needed the videos.
Afterwards they come to class ready to ask for doubts so explanations by the teacher are easier and
faster. They enjoy later playing the game in teams, and there is a team work where all can help each
other.
The teachers spends time preparing the class but later explanations are easier and results are much
better
The good academic results are worth the amount of time spent preparing the lesson and the level of
motivation in students rise quite a lot,
Pythagoras theorem and history of Pythagoras
Partner:
STUCOM
Country:
Spain
Lessons become much more dynamic this way and motivation increases a lot. More time is needed
to prepare the activity but results are worth
Motivation and good results have increased, they enjoyed the methodology
Self- confidence, independence. They have seen that they can work on their own to learn
mathematics with the help of media and the flipped method,
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Best Practice IV
Semejanza de triangulos – Triangles
http://matematicas11235813.luismiglesias.es/2014/03/22/la-clase-al-reves-en-matematicasmetodo-vr/
To teach students to review triangle similarity using flipped methodology
Duration
2 hours
Activity
Watching videos at home and reading the notes written by the teacher the student can clarify and
review concepts learnt in class
Method of work
This is a review activity to clarify concepts , the student at home has the notes of the teacher in PDF
format and watches a video listening to him explaining mathematic problems
Target group
Students of maths, secondary school (14- 17-year olds)
Technology
Geogebra : https://www.geogebra.org/
Movenote : https://www.movenote.com/
Materials needed
books,
etc.
Laptop/ipad
/PC
for
teacher
This activity is to clarify doubts when teaching in math problems in class using the flipped classroom
method.
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It is very useful, the students feel the support of having a private class at home, he can then clarify
any doubt he has, and he has access to the teacher’s notes too.
To help to solve problems on similarities among triangles, by using a different sort of video tutorial
with and the teacher’s notes ( PDF )
Partner:
STUCOM
Country:
Spain
Those students feel more confident and more relaxed and open to learn when they come back to
class because they know they can have the video-note support when they review the subject.
Students feel highly motivated , mainly the ones who have more difficulties when attending to class
or when solving maths problems
Best Practice V
Trigonometric - Trigonometric functions
http://sitios.itesm.mx/va/dte/cvie/apps/04_14.htm
To teach students :
Identity and graphic function of a straight line, exponential function, an exponential function
transformations, laws of logarithms, exponential and logarithmic equations, measuring an angle in
degrees, measurement of an angle in radians angle and angle conterminal reference congruent and
similar triangles, basic trigonometric functions, obtaining values of trigonometric functions
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Duration
3- 4 hours
Activity
Watching short videos at home presenting the subject
Asking doubts in class , after watching at home
Exercises in class in groups of 4 /5
Short test at the end of class to check if results are achieved
Method of work
First students watch a video at home. The estimated duration of each video time is between 15 and
20 minutes, a longer video seems difficult to assimilate by students.
The day after watching the video, the class session begins with a clarification of doubts. As students
have already seen the video, become active participants when any questions that arise. This takes
a period of approximately 10 minutes.
Considering that trigonometry class is 50 minutes a day, the remaining 40 minutes of class students
take practice topic through a series of exercises which can be solved in pairs, in small groups of up
to four people or even individually. Within the same session the assimilation of the subject is
checked by a quick review of two or three questions using clickers. It takes a period of
approximately 10 minutes and the statistics generated by the application of clickers give a very
good idea of whether students are ready on the issue or if there are still questions to be solved.
These questions are addressed individually .When the student is ready, a series of exercises that
account for grading are done. They can be solved in pairs, in small groups of up to four people or
even individually. Finally, to ensure individual learning, a quick test can be applied using clickers or
paper is made.
Target group
Students of maths, secondary school (14- 17-year olds)
Technology
Doceri: http://doceri.com/
Educreations: https://www.educreations.com/
Quick Graph: https://itunes.apple.com/es/app/quick-graph-tu-calculadora/id292412367?mt=8
Socrative teacher. http://b.socrative.com/login/teacher/
Facebook.
YouTube
MindMeister : http://www.mindmeister.com/es
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Materials needed
Classroom equipped with cannon, screen or whiteboard.
books, etc.
Laptop/ipad /PC for teacher
Connection cable between the barrel and the lap top teacher
Right furniture for collaborative work of students.
Support staff to address technical issues of interconnection with electronic devices.
To teach Trigonometry is a hard tasks as the concept is not easy to understand by students, using
this method , the subject becomes easier and students’ results are much better
A lot of time is required to prepare the lesson but he good academic results are worth and motivation
in students rise in a great way.
Identity and graphic function of a straight line, exponential function, an exponential function
transformations, laws of logarithms, exponential and logarithmic equations, measuring an angle in
degrees, measurement of an angle in radians angle and angle conterminal reference congruent and
similar triangles, basic trigonometric functions, obtaining values of trigonometric functions Pythagoras
. By watching videos and doing the group and individual exercises.
Partner:
STUCOM
Country:
Spain
A method that is a real challenge but which is notably worth ,
Motivation and understanding of difficult concepts and good results have increased, moreover they
can use the techno devices the like most and use more.
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Self- confidence, independence, self- evaluation, team group skills and Trigonometry.
Best Practice VI
Friday math movie - Dan Meyer: Math class needs a makeover
http://www.intmath.com/blog/videos/friday-math-movie-dan-meyer-math-class-needs-a-makeover4574
Many math classes (and text books) are boring, and it doesn’t have to be so. Dan Meyer points out
some of the problems with the mind-numbing way math is often taught, and provides some
suggestions on how to change that. Today’s math curriculum is teaching students to expect — and
excel at — paint-by-numbers classwork, robbing kids of a skill more important than solving problems:
formulating them.
Duration in hours
2 hours a day
Activity
Make applications to improve the students’ motivation
Method of work
Mutual dialogue
Target group
All students
Technology
Social media, internet and other documents
Materials needed
All techological materials for students to motivation
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To prepare students psychological and to teach them the lesson study method
To prepare students psychological and to teach them the lesson study method
Teachers share their experiences with students
Partner:
ELAZIĞ CITY DEPARTMENT OF EDUCATION
Country:
TURKEY
Working methods to teach students and help them
Students overcome their fear, lessons better understand
Students overcome their fear, lessons better understand
Best Practice VII
Mathematics R1 (advanced level), functions
To differentiate functions
Campus Inkrement
http://campus.inkrement.no , videos in chapter 8
It is a tool designed especially for flipped classroom in mathematics. The students watch the videos
at home, and the students learn the theory at home. In class they get more time to do exercises and
tasks.
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Duration
5 weeks (about 25 lessons) for the entire course in differentiating functions + final test
Activity
Video lessons and interactive control tasks after each video.
Video lessons with examples.
Evaluation.
Test
Method of work
All theory is being taught by videos recorded by another math teacher. There are videos for the entire
curriculum, but here chapter 8 is explained. Chapter 8: “Differentiating of functions” is divided in 9
video lessons. The students get a plan where they can see which video they have to watch to be
prepared for the next class. After each video there are some interactive control tasks, so the students
can see if they have understood the theory.
Campus Inkrement (R1) is especially designed for flipped classroom. There are teaching videos about
how flipped classroom works. The teacher can register the pupils and follow their progression during
the term. The teacher can also make his own teaching systems with a tool that is included in Campus
Inkrement. The teacher can also receive reports about the progress of his pupils.
Target group
Students of maths, advanced level, in upper secondary school (17-years olds).
Technology
Materials needed
Computers, internet connection, exercises (in textbooks and online)
I have used this method and these videos in my group of students in advanced mathematics. My
pupils have watched videos since the start of last term. They are very satisfied, and now they don`t
want to listen to me explaining theory from the blackboard. They save time by focusing on doing
exercises in class. They can rewind the videos if the topic is difficult, and it is easier to catch up if the
students have been absent from class.
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This is a great tool and it`s been very helpful for me and the pupils this year. The lecturer explains all
the theory very well, and he also uses Geogebra in a very skilful way to explain mathematics. So this
is easy and saves the teacher a lot of time also.
Knowledge of how to differentiate functions in advanced mathematics.
The aims of the studies are to enable pupils to
-
model practical situations by converting the problem to a differential equation, solving it and
interpreting the result
-
solve the first order linear and separable differential equations by calculation and give an account of
some important areas of application
-
solve homogenous second order differential equations and use Newton’s second law to describe free
oscillations by periodic functions
-
solve differential equations and draw vector diagrams and integral curves, and interpret them using
digital tools
Country: Norway
We have gained a lot of time to do tasks in the class room. The pupils are satisfied with the videos,
because they can use the stop-button and rewind if they don`t understand the first time they watch it.
It is important that the lecturer in the video is interesting to listen to, and that there is some technology
in the videos. In these videos we see a small window where the lecturer is talking, and what we see
in addition to this is the screen on his computer when he is working on for example geogebra or
maxima. I think the videos would be less interesting if they only contained a teacher solving
mathematical problems on the blackboard.
They are mostly satisfied with using these videos. Some are very satisfied, and others are medium
satisfied. A few of them find it hard to remember to watch the videos at home, and therefore they are
unprepared for the tasks we do at school. But they don’t want to listen to their teacher explaining a
lot of theory.
My students get good grades in advanced mathematics, and they have the possibility to watch the
theory of the chapter explained in detail, again and again. They don`t get bored listening to me, and
everybody can do their homework. They don`t need help to do the tasks at home, because their
homework is to watch some videos.
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Best Practice VIII
Mathematics R1 (advanced level),Geometry
https://sites.google.com/site/bjvmatematikkr1/geometri
By watching the videos at home the students will get the necessary knowledge of geometry and how
to use that knowledge in practice, and they will get more time in class to do exercises and tasks under
the guidance of their teacher.
Duration
5 weeks (about 25 lessons)for the entire course in geometry + final test
Activity
Watching videos explaining theory and formulas.
Watching videos on exercises.
Evaluation.
Test.
Method of work
Basically, all theory (incl. an introduction to/repitition of geometry) is being taught by videos recorded
by the maths teacher.
The teacher has divided geometry into 9 sections/subtopics, and the students focus on two every
week.
The maths teacher also records videos on how to do exercises.
Most of the lessons in school will be used to do exercises under the guidance of the maths teacher.
Students work together in pairs/small groups or individually.
Target group
Students of maths, advanced level, in upper secondary school (17-year-olds)
Technology
Computers, http://www.screencast-o-matic.com/
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Materials needed
Computers, internet connection, exercises (in textbooks and online)
Gained time: Students can focus on doing exercises in class, and the teacher gets more time to help
them. Students who need help, and are waiting for the teacher, can watch the videos one more time
while waiting.
Students can stop and rewind the videos whenever they need to and watch again what they think is
difficult.
Students who have been absent from a class or two can more easily catch up with the others than in
an "unflipped classroom".
Both students and teachers have fun doing geometry this way, according to the maths teacher and
the feedback she has got from her students.
The maths teacher is on the whole very satisfied, but points out that making the videos is quite timeconsuming, especially when you do it for the first time.
Knowledge of geometry in advanced level classes
Students and teacher get more time together to work with exercises, rather than spending most of
the time in class on theory.
The teacher can more easily help all the students, not only a few of them.
It is easier to help both clever and not so clever students.
Competence aims:
Use lines and circles as geometric loci together with congruence and the inscribed angle theorem in
geometrical analysis and calculations
• execute and analyse constructions defined by straight lines, triangles and circles in the plane, with
and without the use of dynamic software
• derive and apply the intersection theorems for the heights, angle bisectors, perpendicular bisectors
and medians in a triangle
• give an account of different proofs for Pythagoras’ equation, in terms of cultural history as well as
mathematics
• visualize vectors in the plane, both geometrically as arrows and analytically in co-ordinate form
• calculate and analyse lengths and angles to determine the parallelity and orthogonality by combining
arithmetical rules for vectors
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Partner:
Country:
Norway
Flipped classroom gives "quality time" with the students; instead of "feeding" them with theory, you
can help them use the theory to do exercises and tasks, that is, using maths the way they are expected
to at the final exams.
Students are more easily motivated to learn if they can use computers and videos, and they
appreciate getting more direct help by their teacher.
Students have learnt what they should know to pass the final exams and what they are expected to
know according to the syllabus of mathematics, A-levels.
Best Practice IX
Mathematics 2P
To understand modelling of functions
http://lektorjakobsen.no/2P/005_Modellering_funksjoner
It is a tool designed for flipped classroom in mathematics. The students watch the videos at home,
and the students learn the theory at home. In class they get more time to do exercises and tasks.
Duration
7 weeks (about 25 lessons) for the entire theme in modelling of functions + final test
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Activity
Video lessons.
Evaluation.
Test
Method of work
All theory is being taught by videos recorded by another math teacher. There are videos for the entire
curriculum, but here the modelling of functions is explained. The chapter is divided in several short
videos. The students get a plan where they can see which video they have to watch to be prepared
for the next class.
Target group
Students of maths in upper secondary school (17-years olds) who choose "practical math"
Technology
Materials needed
Computers, internet connection, exercise in textbooks.
The students save time by focusing on doing exercises in class, instead of listening to time-consuming
theory explained by the teacher in class. They can rewind the videos if the topic is difficult, and it is
easier to catch up if the students have been absent from class.
This is a good tool to help explain the theory of maths to the students. The students like watching
videos instead of listening to their teacher.
Knowledge of how to make mathematical models
Modelling


make measurements in practical experiments and formulate mathematical models based on the
observed data
analyse practical problems related to daily life, economy, statistics and geometry, find patterns and
structures in different situations and describe relationships with help from mathematical models
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

explore mathematical models, compare different models that describe the same practical situation,
evaluate the kinds of information the models can provide and what areas of validity and limitations
they have
use digital tools for exploration, model building and presentations
Functions in practice


use digital aids to investigate combinations of polynomial functions, rational functions, exponential
functions and power functions that describe practical situations by determining zero, minimum or
maximum and gradient, average rate of change, and approximate values for instantaneous rates of
change
use functions to model and discuss and analyse practical relationships
Country: Norway
We gain a lot of time to do tasks in the class room. The pupils are satisfied with the videos, because
they can use the stop-button and rewind if they don`t understand the video.
They are mostly satisfied with using these videos. Some are very satisfied, and others are medium
satisfied. A few of them find it hard to remember to watch the videos at home, and therefore they are
unprepared for the tasks we do at school.
The students have learnt how to model functions. They have the possibility to watch the theory of the
chapter explained in detail, again and again. They don`t get bored listening to the teacher and
everybody can do their homework. They don`t need help to do the tasks at home, because their
homework is to watch some videos.
Best Practice X
Pattern problem solving tasks as a mean to foster
Creativity in mathematics
Isabel Vale, Teresa Pimentel, Isabel Cabrita, Ana Barbosa , Lina Fonseca
Polytechnic Institute of Viana does Castelo, University of Aveiro.
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http://www.academia.edu/6334184/PATTERN_PROBLEM_SOLVING_TASKS_AS_A_MEAN_TO_
FOSTER_CREATIVITY_IN_MATHEMATICS
This practice contributes to the development of mathematical ability and creativity for all students.
Duration
1 semester
Activity
The activity is to examine, through some classroom episodes, the contribution of pattern tasks to
promote creative solutions for students.
Method of work
In this case, a qualitative exploratory approach will be used with elementary pre-service teachers, in
order to understand in what way a didactical experience through challenging tasks, grounded on
figural pattern problems, is a suitable context for promoting creativity in students’ solutions,
particularly in getting creative ways of expression.
Target group
This activity was targeted to a mathematics class attending the 3rd academic year.
Technology
Presented by digital documents.
Materials needed
The data collected in a holistic, descriptive and interpretive way that includes classroom observations,
notes and documents (e.g. Worksheets, tests, individual works).
This experience was based on three pattern tasks that required producing various and different
responses.
E.G.
This type of task requires students to see the arrangement in different ways, connecting previous
knowledge about numbers, relationships and their connections with basic geometric concepts. There
are different ways to count the arrangement of the shells and each calculation can be written
through a numerical expression that translates what the students are thinking and seeing.
The next figure illustrates the summary of the most common resolutions, with the expressions
corresponding to each way of “seeing”.
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These expressions can be verbalized as the following: “I see the shells in horizontal rows each one
with 4, 4, 6, 6, 6, 4 and 4 shells” or “One rectangle with 2 and 4, another rectangle with 2 and 6,
another with 2 and 6 and a last one with 2 and 4” or “I see ten squares of 2 and 2”.
It is important that teachers allow students to discover that each expression illustrates one way of
seeing but they are all equivalent and correspond to the same number of shells, 40.
The following picture illustrates the most original responses.
The expectations of students’ creativity in this task lay in the different original ways of seeing/counting
the number of shells.
It is intended that students look for a pattern in a figurative sequence, describe it, and produce
arguments to validate it using different representations.
In this experience, the creativity is a field that we are just starting to explore but this allowed
us to experience the construction of some tasks that, in addition to the mathematical concepts
and processes they involve, mainly generalization, allow students multiple solutions.
However the major difficulty found was how to measure creativity.
In the work of counting tasks in figurative settings, it can be a particularly good way to develop skills
of seeing (identification, decomposition, rearrangement) to promote similar processes in increasing
pattern tasks.
Partner:
ISCAP/IPP
Country:
Portugal
This activity should be used in classes in order to develop student’s creativity.
Challenging tasks usually require creative thinking and our recent work in a project about patterns
in the teaching and learning of Mathematics showed that patterns can contribute to the
development of mathematical ability and creativity of students.
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Nonetheless, students need to be encouraged to seek unusual and original responses, since this
strategy represents a way to get solutions to difficult problems or a path to creative solutions.
The most successful problem solver is the individual who can apply diverse approaches. It is
important that future teachers become themselves creative thinkers and they must be aware to act in
the same way with their own students. They need to recognize that both flexibility and originality
encourage divergent thinking, which promotes higher-level
It is possible to notice that what students learn is greatly influenced by the tasks they are given.
As a matter of fact the students were actively involved in the activity. They developed an increasing
mathematical ability that allows them to solve the different problems they face inside and outside
school.
This experience allowed the students to develop creative approaches to solve any problems and think
independently and critically.
Best Practice XI
Let’s count
http://flipmath.zohosites.com/
This practice is a model of inverted training in Mathematics. It will help students to know with polynumbers and decimal positional system. To read, write and compare properly poly-numbers and
easier to remember the names of the classes.
Duration
5 weeks/ 11 lessons
Activity
Students are instructed by the teacher how to use resources organized.
Their homework is to watch the videos and compare their contents with the contents of textbooks in
mathematics.
They check whether properly mastered knowledge by solving proposed by the teacher online tests
and tasks. As a feedback is used chat that is available in the program content.
Method of work
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The work is divided into weeks that meet the thematic distribution of educational content. Students
acquire new knowledge at home; solve tests and tasks assigned by the teacher. Through them they
can independently make their self-assessment and identify things that hamper it.
In classes, students ask questions to the teacher on the content, which is difficult for them. Teacher
support better management of educational content through further clarification tasks of various types,
entertaining and practical problems. It allows for additional interesting information.
Target group
Students in 4/5 grade, 11/12 year old
Technology
Internet connection and computer at home
Laptop
Materials needed
Appropriate web environment, site / blog of the teacher, video lesson presentation.
Using lessons from the site "Ucha.se" games and tasks made with Learningapps.org, j2e.com,
zoho.com
This practice of inverted education for teaching mathematics is designed to help students more easily
remember the way of formation of poly-numbers, reading of numbers in decimal positional system
and their writing.
The program provides viewing of explanatory videos of the students as homework. Working with
abacus, problem solving and games. In the classroom teacher checks the learning through additional
tasks of various type. He has more time to analyse the degree of learning by students and focus their
efforts on problem areas.
The teacher is required to properly distribute educational content. To select relevant tasks, games
and activities to stimulate learning and to make the process of absorption of the concepts easier to
understand.
The teacher is favoured since all the lessons from this section of the educational content are filmed
in Ucha.se. The only difficulty is enough selection of quality games and activities on the Internet, and
the creation of online tests and quizzes to check and self-knowledge.
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1. Knows the names of the numbers above 1000 can store them in the line of natural numbers and
may move from one record to another.
2. Able to count:
- Consecutive using ordinal numerals names;
- By tens, hundreds, thousands, etc.
3. Know the link between the lines in record numbers in decimal positional notation system.
4. Ability to present the learned numbers as the sum of units of different rows.
5. Can compare two numbers and to record matches with the character>; <; =.
6. Can order the numbers in ascending and descending order.
Country: Bulgaria
As a teacher I learned precisely to plan and organize the learning process, to show greater demanding
to educational content and information on the Internet.
Students said that this type of training they like, since they can repeatedly watch instructional videos
and to test their knowledge. This made them more responsible and critical about themselves. Taught
them better analyse their opportunities. Gave them an opportunity to pre-identify areas of difficulty
and then into class to get better support from the teacher and their classmates, thus their gaps are
being drastically reduced.
To become independent learners, can be self-reflective, to ask the right questions and accurate. My
students learned the way of formation, reading, writing and comparing the poly-numbers. They
received additional information on the number of systems in mathematics and usage. Learned more
about the history of numbers and can now calmly and consciously switch to mastering arithmetic
operations.
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Best Practice XII
Construction and integration of digital format content in the field of
Mathematics - a pedagogical experience
Berta Simão, 2013
Middle school Dr. Ginestal Machado
http://revistas.ua.pt/index.php/ID/article/view/2418/2289
This activity consists in the creation of educational software, which would not have much impact on
student learning if it had not been supported by Geogebra.
The construction of this digital resource intended to contribute to the achievement of
objectives:
1.
2.
3.
4.
5.
6.
to lead the students to create their own knowledge;
to get the learner to describe the cube intersection for a given plan and hold the know how to build
and draw a representation of the obtained intersection;
to develop learner specific geometry and soft skills;
to help overcome the difficulty stated by many students concerning spatial visualization;
to motivate students to learn mathematics;
To provide collaborative learning space.
Duration
1 year.
Activity
This activity develops software to help the students improve viewing and representation skills, through
figures that are necessary for the study of other Mathematics subjects.
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This software was linked to other geometry contents contained in curricular plans of elementary
education, such as: ways to define a plan, criteria of parallelism and perpendicularity of straight lines
and plans to calculate perimeters and volumes.
Method of work
The method used for this study was developed in the classroom focusing on a quality evaluation of
a particular situation and thus exploring the software: Determined
Sections in a Cube by means of a Plan.
The gathering of data was performed by means of questionnaires, half-structured interviews, reports
and formative evaluation worksheets.
Target group
The target group was 10th grade of a Portuguese school.
Technology
The technology used was GeoGebra because of this software's advantages: to promote the use of
tools that are intuitive and allow mark dots, draw straight lines, parallel lines and/or perpendicular
and, it is available on the Web to download for free and thus is easily accessed by the public.
https://tube.geogebra.org/
Materials needed
This activity consists in the application of a digital support in the mathematics class, so the material
required is the computer.
The activity is developed through the use of a digital support in the classroom, applied in a 10 th-grade
class, creating an interaction between new and old information.
The collection of data was prepared through a qualitative research, using the questionnaires, semistructured interviews, reports and formative evaluation forms.
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The goal of this activity is to increase the meaningful learning of programmatic content and, at the
same time, develop necessary skills for life, such as, work in a group, good judgement and learning
skills.
Another goal is to enhance the subject, motivating the students.
This motivation exists because the computer is a tool that creates social learning dynamics.
The students were the creators of their own knowledge and the use of this software allowed the
knowledge to reach all students in the class.
The purpose of this experiment is based on distinct goals, such as:
1.
2.
3.
4.
5.
6.
the students were the builders of their own knowledge;
the students put an intersection cube for a given plan, build and draw a representation of the
obtained intersection;
develop specific geometry and transversal skills;
help overcome difficulties concerning spatial visualization felt by many students;
motivate the student to learn mathematics;
Provide a collaborative learning space, learning concept and use the method: "perspectiva cavaleira".
Partner:
ISCAP/IPP
Country:
Portugal
According to the results, we may conclude that this educational software had a great impact on the
students in what regards the process of learning the previously mentioned subject, therefore acquiring
geometrical competences.
It is worth mentioning that these students went through a new experience in the classroom, being
encouraged to acquire and share ideas both with their classmates and their teacher, which
contributed a lot to the importance of Mathematics.
The students' opinions were divided in: 50% of students answered "partially agree"; 50% "totally
agree" and no student disagreed on the positive influence of this activity in the construction of their
knowledge.
The use of this software contributed for a focused training and enabled the study of geometry.
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It also promoted many skills such as: spatial visualization, critical thinking, responsibility and solidarity
that contributed to their personal growth.
Best Practice XIII
K-2 math
https://www.khanacademy.org/partner-content/coach-res/k12-classrooms

Learn mathematics at their own pace,

Master mathematics skills that are challenging and appropriate for their level,

Reinforce mathematics and prior skills.
Duration
A school year.
Activity
Mathematics exercises.
Method of work
Use hints and videos immediately when they need help, earn points and badges, and unlock fun
avatars as an added motivation.
Target group
Grade-school students.
Technology
Materials needed
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The adaptive character and the ease and fun of learning.
Mathematics and independent learning: they can skip ahead if they understand something and don't
need to spend time on something they already understand.
Partner:
Country:
UK.
Students can learn at their place.
They like mathematics better and change their (bad) attitude towards it.
Mathematics on their own without the help of a teacher.
Best Practice XIV
Flipped learning using ‘hegarty maths’ and peer-to-peer learning in class
http://www.nesta.org.uk/sites/default/files/flipped_learning_-_research_report_0.pdf
Learning mathematics with ease and fun.
Duration
3-8 minute videos and 1 h practical lectures.
Activity
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Not special activities, but watching videos in preparation for lessons and group support for classroom
activities.
Method of work
Visual learning strategy and cooperative work.
Target group
13-14 middle ability students.
Technology
Materials needed
During a topic on ratios, students were set homework to watch videos in preparation for lessons.
Some students did not complete the homework and needed support from the teacher and from other
students in class to catch-up on the information they had missed. However, the majority of students
came into the classroom and ‘hit the ground running’ because they had watched the videos and were
able to progress through the lesson plan of worksheets more quickly.
The website is easy to use, the videos are enjoyable and the students can help one another.
Mathematics, as the videos and exercises are directed that way, and peer cooperation, as they have
to work in groups in the classrooms, enriching the others this way.
Partner:
https://hegartymaths.com/
Country:
England
The flipped learning approach helped to develop independent study skills where students engaged
with the preliminary homework.
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They could hear different explanations and enjoyed working in groups and explaining concepts to
each other, which deepened their understanding.
Mathematics, monitoring their own learning process, helping their classmates and working in groups.
Best Practice XV
Higher education math
https://www.khanacademy.org/partner-content/coach-res/higher-ed
Create a personalized learning resource -learning anywhere not getting bored, as it’s addapted to
anyone skills and knowledge.
Topics: Algebra I , Algebra II, Calculus (Differential, Integral,
equations, Linear algebra, and Probability & statistics.
and Multivariable), Differential
Duration
The time students need to achieve the knowledge they need.
Activity
Math videos and exercises.
Method of work
The website provides a range of problems and exercises for students to complete to practise and
develop their learning of concepts. These exercises are delivered using an ‘adaptive’ approach, which
responds to students’ performance and alters the questions delivered based on their previous
answers. The system also records and tracks students’ activities and performance to provide
information for teachers on what they are doing and how well they are progressing.
Every problem has interactive hints, step-by-step solutions, and videos, so students can get extra
help when they need it.
Target group
College students who have gaps in knowledge can struggle in math, especially within courses that
build on previous learning and on placement exams . These students need relevant, high-quality
resources that can be accessible at any time.
Technology
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Materials needed
Computer and Internet.
The adaptive character and the ease and fun of learning.
Self-learning and math, by relevant, high-quality resources in the website, and by motivation through
‘missions’ and free tutors.
Partner:
Country:
UK
-Explore gaps in students’ understanding of key concepts.
-Identify students who are struggling with a specific topic or concept.
-Diagnose learning challenges.
71 percent of students reported that they liked using Khan Academy and 32 percent said they “liked
math better”.
Maths on their own without the help of a teacher.
Best Practice XVI
Name of the project
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Flipping the Classroom for Students with Special Needs.
http://www.flippedclassroomworkshop.com/
http://www.inov8-ed.com/2013/02/flipping-the-classroom-for-students-with-specialneeds/
“Do things differently” (such as using interactive screencasting for delivering content to students that
they can pause and replay) and “do different things”, such as using interactive screencasting for visual
support and multi-modality learning and then focus classroom time on social skills training.
Duration
As the teacher decides.
Activity
Math problem solving and financial literacy.
Method of work
-Outside of the classroom only (content curation and interactive screencasting)
-Inside and outside the classroom (screensharing, interactive polling).
-Inside the classroom (digital storytelling, blogging/microblogging, concept mapping).
Target group
K12 and high-school students with special needs.
Technology
Internet.
Materials needed
For the students with learning challenges, this is the cat’s meow. As special educators, this is a
wonderful strategy to help general education teachers explore. When our normal approach has more
of an approach to lecture/provide the lesson at school and the project at home. In the flipped
classroom, the teacher is more of a facilitator.
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Rather than instruct students throughout the school day and expect them to put the material into
practice in the form of homework, have them do the practical, hands-on work at school, under
teachers’ supervision and at their own pace. Then, have them pick up the concepts by watching
videotaped lectures at home.
Problem solving and financial literacy through many technological devices and by turning the teacher
into an assistant.
Partner:
Inov8
Country:
UK
The teacher is more a facilitator.
It uses time differently and more effectively, in ways that can profoundly benefit all learners, including
students with learning disabilities
Problem solving and financial literacy.
Best Practice XVI
Turning block-taught learning upside down
https://www.dur.ac.uk/business/executive-education/customprogrammes/corporate-mba/flipped-classroom/
Learning business at university through a flipped methodology, using the time in the lectures for other
activities rather than learning theory.
Duration
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Sporadic activities during the MBA studies.
Activity
Different activities involving watching videos in advanced and working in groups, doing simulations
and analysis, among others, in the lectures.
Method of work
Provide students with online lectures in advance. These introduce key tools and concepts so that
students are ahead of the game when they arrive at class. This means they are in a position to practice
applying those tools and concepts, rather than spending valuable classroom time learning them.
With classroom time freed up for more experiential learning, group activities, simulations and analysis,
our faculty can act as ‘learning coaches’, rather than standing on stage delivering lectures.
Target group
MBA students.
Technology
Internet to watch the videos.
Materials needed
We are committed to the technique which we believe is more practical and grounded for the typical
MBA student. We are also convinced that it leads to deeper learning and enhanced student
performance.
The ‘flipped classroom’ technique is at the cutting edge of teaching practice around the world. The
idea is to prime students before they attend classes. This means that precious classroom time can
be put to the best possible use.
Deeper business knowledge.
Partner:
Durham University – Bussiness School.
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Country:
UK
It is more practical and grounded for the typical MBA student, and it leads to deeper learning and
enhanced student performance.
Positive, as they can make the most of the classroom time and learn deeper.
This gives students the maximum benefit of their skills and practical experience.
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MOTHER TONGUE, LITERATURE, GRAMMAR BEST PRACTICES
COLLECTION: "CREATIVE CLASSROOM"
Best Practice I
USR Rome – Lazio
Video documentation
The activity allowed students to rework in a creative and personal way the contents learnt during the
lessons dedicated to the reading and the analysis of Alessandro Manzoni's novel "I Promessi sposi".
Duration
Two workshop sessions (5 and 3 hours)
Activity
Creating collage from phrases taken from the reading of Alessandro Manzoni’s novel “I Promessi
sposi”
Method of work
Guided discussion, circle time, observation and self-evaluation
Target group
15-16
Technology
Smart board (if needed)
Materials needed
Scraps of newspapers and magazines, cardboards, scissors, glue, markers
Students were invited to write down significative phrases and passages of the novel on their significant
notebook; they had also to cut out images from newspapers and magazines that have hit their
imagination. In the first lab session, lasting five hours, pupils are required to choose only two
sentences among those selected, to look carefully at pictures set aside over the months and try to
compose them in collage on coloured card: the goal was to translate visually the content of the
sentences.
The teacher, after giving deliveries, observed the students during the course of work; while remaining
available to clarify any doubts or help overcome difficult moments but not involved in the creative
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process of the students. The fundamental aim of this workshop activity was indeed to encourage the
process of learning through a metacognitive approach, not rational but emotional, to the subject
content thanks to inner resonance, associations, personal experience and desires.
In this conception, the manipulative-sensory experience, typical of artistic production, plays a central
role in key developmental and hand - so Maria Montessori - can be considered a sort of "prosthesis"
of the mind. Cutting out, trying to compose images, in a climate that promotes serenity and
concentration, allows students to improve the skills of observation, memory and imagination that
strengthen their critical thinking and problem solving. The realization of a final product, a result of their
efforts, also allows an instant gratification that enhances self-esteem and motivation.
In the second workshop, lasting three hours, organized as circle-time, students described their
companions the work done and they discussed all the issues raised.
It’s very important that the teacher carries out a systematic observation of what happens during the
proposed activities, and returns it in the group discussion, in order to evaluate both aspects related
to learning but also to the creative processes.
Concentration and reflection in individual work
Speaking, listening, discussing
Capacity for analysis and synthesis
Ability to understand and use several languages
Partner: ITA “E. Sereni” – Roma
Country: Italy
Use appropriate tools for the assessment of concept maps of pupils
Schedule work time and setting functional activity proposed
Consolidate the role of the group leader using specific interventions to motivate students and assist
them in problem-solving
Enhance and promote education and training paths able to leave plenty of room for creativity and
imagination
They liked :
- Having learned to make and use autonomously a tool that helps them in the study
- Group work in a serene environment
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- Informal setting
- Creative works with the images
-
Use different expressive languages Interact positively with others
Work for the execution of a specific task, thus promoting the growth of self-esteem and perception
of self-efficacy
Respect the deliveries received
Importance of silence and concentration
Importance of the imagination in the learning process
Angeli e Demoni nei Monti Sibillini
I.C. Amandola (FM) Italy
http://www.icamandola.it/Gold/introduzione-1.html
Reading and appreciate the classics of Italian literature
Reflecting on the changes of Italian language
Improving usage in different communicative situations
Knowledge of the different languages (video, music, drawing) in an interdisciplinary view
Knowledge of the local territory through the literary references of classics (Dante “La Divina
Commedia)
Duration
From November 2007 to March 2008
Activity
Realization of a short movie in which some passages of the Divina Commedia are set on the Monti
Sibillini that for their characteristics can recreate the otherworldly Kingdoms described by the author
Method of work
Cooperative learning
Problem Solving
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Target group
Student of the secondary low level school 12 years old
Technology
Camera – Videocamera
Specific software for shooting and film making
PC
Materials needed
Bibliography
Pencils and colours
Costumes
Cinema accessories
Audio CD (Marco Frisina works)
The experience has been divided into three phases.
I.
II.
III.
Reading, guided analysis and thorough examination of selected passages of the text. Here
students listened to recorded and alive passages performed by professional actors.
Excursions on the Sibillini Mounts to find the settings and realization of costumes
Screen adaptation, storyboard, shooting and post production activities for the realization of the
short film.
The realization of this work let the students to expertise the fusion different of the multidisciplinary
and multimedia languages. In particular the musical research.
Text reading and comprehension
Text analysis
Discussion on the text and personal critical reflection
Understanding the artistic value in the context where it was written and nowadays.
Partner:
Guides of the Parco Nazionale dei Monti Sibillini
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CAI - sez. di Amandola (FM)
Technicians of the “Consorzio del Tennacola”
Country:
Italy (Marche region)
Organization of the work and the realization of a final product in an informal learning context.
Totally positive
They approached la realization of a product with a suitable language of young people that facilitated
the study of a really complex text like the Divina Commedia. So they appreciated the richness of the
language and the style very close to a shooting script
Best Practice III
Literatura Medieval- Middle age Literarure_
http://albordedelalengua.blogspot.com.es/2014/03/flipped-classroom-literatura-medieval.html
To teach Literature to Secondary students with the help of Flipped methodology to reach their interest
in a subject that is not very appealing to them
Duration
It is planned for teaching a unit, Literature in the Middle Ages : 5 hours
Activity
Creation of Videos , Mind Maps , Tests , Google , Drive and other tools to research and to present
Literature in the Middle Ages
Method of work
Students and teachers work together when preparing Literature in the Middle Ages; they create tests,
present videos, mind maps and share and discuss all the information among the target group. At the
end students take part in a contest with their classmates to prepare and to answer the questions the
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other students have prepared about the subject. They also need to listen to some records that have
been recorded by the teacher.
Target group
Students of secondary School ( 16 years old)
Technology
Google Drive
YouTube, Prezi, Power-point
Materials needed
Access to Google Drive
YouTube, Prezi, Power-point
Medieval Literature is a compulsory subject in Spain for Secondary students , many of them are not
motivated to learn about it so the author developed a new way of teaching it by the use of different
resources used in Flipped Classrooms methodology and applied it to the teaching of Literature
Marks were higher, motivation rose a lot and students shared their experiences with their classmates
Knowledge of Literature in the Middle Ages and IT skills
Partner:
Stucom
Country:
Spain
A methodology that can be hard to use at the beginning because you have to invest more time to
prepare the subject but that later it is worth as motivation and results improve a lot
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Never had they become the ‘teachers in the class’ so that was really appealing and they could use IT
tools, and they love that.
They have learnt how to do research and how to present using Flipped Classroom tools, so they have
also learnt about creativity and new IT tools
Best Practice IV
Flipped Classroom: A contribution to the learning process of Camões’ poetry
Gisel Pinto Teixeira, 2013
New university of Lisboa
http://run.unl.pt/handle/10362/11379
This practice contributes to analysing poems and to interpret texts / oral and written discourse,
recognizing their different purposes and the communication situations in which they produce.
In the same way, it also develops the ability to understand and interpret texts/speeches with a strong
symbolic dimension. Those have several aesthetic and rhetorical effects, including literary texts, but
also concerning the field of advertising and media information;
Duration
1 semester
Activity
The flipped classroom learning approach using video and podcast in a b-learning environment.
Students watch the lectures outside the classroom via videos and/ or podcasts as a homework
strategy while classroom time is used for problem-solving activities, project-based learning and
collaborative work applying the concepts learned at home.
Method of work
In this activity, we implemented a case study. In order to understand properly the case study, two
search methods were used: qualitative methods, such as interviews, field notes, direct and
participant observation, open question survey, and quantitative methods, such as closed question
survey using Likert-type scale. With the semi-structured interviews and the open question survey,
the participants were expected to reflect further on the experience and broadly expose their
perceptions on that matter.
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Target group
This activity was intended for a 10th-grade Portuguese Literature class.
Technology
The presentation of this activity was made through Moodle platform, PowerPoint, audacity and
camtasia (the latter may be replaced by another free screencast program, such as Screencast-oMatic)
Materials needed
Digital teaching tools, such as video graphic material, videos, podcast and interactive presentation,
for instance, PowerPoint are used to develop the activity in the classroom.
https://www.youtube.com/watch?v=t23m9r70zls&list=PLGJ6IO8Cgc_FJBr3KZyOdXTF43VQ0e8cDescription of the experience
The experiment consisted of several strategies, such as the viewing of podcasts on the homework
unit, collaborative work in class on the analysis of new texts and preparation of podcast. A summative
evaluation was performed through questionnaires on podcasts seen at home, creative text production
with autobiographical characteristics (in class), podcast production of a poem (the couple) and final
test unit.
This b-learning model increases the interaction between teacher-student, placing the technology at
the service of pedagogical-didactic situations such as the classroom. Moreover, it allows the
development of more effective strategies of differentiation and individualization of learning.
The students went through an initial stage of adaptation to a different learning method than they were
used to and it developed their sense responsibility towards self-learning; The use of watching the
podcasts demanded more concentration and the development of organizational strategies such notetaking and flagging questions and doubts. This strategy proved to be effective for the development of
strategies to organize texts, To develop or apply skills in ICT (TIC), to increase various
communications strategically, and citizenship skills and to gain text analysis techniques.
Partner:
ISCAP/IPP
Country:
Portugal
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The flipped classroom approach is an efficient strategy to achieve the benchmarks in a literature unit
such as the study of Camões’ poetry. The use of podcasting is a major asset for revising content and
promoting self-paced learning, due to the "pause" and "repetition" features, as well as its ubiquitous
online availability. This activity enabled more collaborative work and activities in class without
sacrificing the breadth of the curriculum; As a matter of fact, the interaction student-student and
teacher-student increased, which promoted a socio-constructivist approach to learning. Therefore,
the role of the teacher changed, since she became more of a tutor and guide of the students'
performance, which resulted in a different way of structuring class time. The use of podcasts and the
implementation of the flipped classroom method, such as researcher-teacher, gave students more
responsibilities. After all, the use of the flipped classroom method enabled the development of
collaborative activities in class.
One of the disadvantages focused on the fact that students were frustrated because teachers wouldn't
immediately answer their questions. Indeed the use of podcasts showed that 84% of students
considered it important, although 95% of the respondents drew a conclusion that the use of this
method influences their learning. Despite its relevance, 52% disagreed with the assertion that the use
of podcasts is a good resource for learning new material. Only 53% of the class claimed a greater
understanding of the subject when resorting to podcasts, which demonstrates some discomfort in the
use of this material to learn new contents outside the classroom. The conclusion above is supported
by the graph 5, but 89% claimed a greater understanding of the matter when it was explained by the
teacher in classroom; 85% of the class regarded as a disadvantage the inability to hear the matter
explained in other ways or words. It is also important to consider the impossibility of asking questions
while viewing the topics, which was another disadvantage presented by 95% of students. This
impossibility of interaction has also been found by Cannod et al (2007) when comparing the use of
podcasts in flipped classroom. In face of this, 89% of the group stressed the positive contribution of
hearing and viewing podcasts to a better understanding of the content, and 79% of the students
concluded that its use is more effective, rather than merely reading texts. Most of the class (95%)
considered podcasts a good resource to review material, and stressed the increasing improvement
and motivation concerning learning strategies. However, 53% of the students considered that the task
of viewing podcasts outside of the classroom lacked total motivation. Nevertheless, 84% of the class
acknowledges that the use of this teaching tool raises expectations. To conclude, this tool is more
effective if it is used as a teaching resource, such as homework, rather than being viewed in the
classroom. Although many students weren’t particularly motivated by learning through podcasts, most
of them considered it to be didactic outside school hours.
This method show a digital reality of the students, adopting digital learning strategies teaching
students to use them properly in interactive learning activities, while interact with teacher. The model
flipped classroom was found as a strategy that allows the support more effective students who have
some difficulties. Furthermore, the model of a different management behaviours classroom space
and there was an increase in student-student interaction in collaborative strategies and building
knowledge.
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Best Practice V
Bulgarian language and literature. Verb tense
http://www.daskalo.com/milandnik
Students watch videos at home and seek to learn new knowledge. On the video lessons, the teacher
teaches new knowledge as it is done in the class. This makes the transition from one environment to
the other is smoother.
Duration
4 weeks/ 8 lessons
Activity
Watching the video explains the theory and gives examples of application. After each video there is
online feedback test, which students can track the extent to which they have acquired knowledge?
Used is a blog platform where students can ask questions of the teacher.
Method of work
The theory is taught by the teacher in a video lesson. Online tests give feedback on the extent to
which knowledge is absorbed. Students can practice them repeatedly and to trace their mistakes.
Actual classes are used for creative tasks and case studies. Work on the development of verbal
communication skills, language culture and enriching vocabulary. Used are new technologies and
applications that enable creative work.
Target group
Students in 5-6 grade of secondary school.
Technology
Camera
Computer with Internet connection
Materials needed
Computers with Internet connection, online tests, textbooks and handbooks on Bulgarian language,
creative applications: GlogsterEdu, ToonDoo, etc.
Flipped classroom allows the teacher to concentrate its efforts on the development of speech and
communication skills of students to work on their language culture, vocabulary and style.
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It does this by organizing discussions on cases, assigns creative tasks that students practice the
acquired knowledge at home. In this way students can see scientific theory applied in different
contexts.
Students are assigned individual creative tasks and project team work by applying the learned
language norms.
The teacher is pleased with the work, although the preparation and shooting videos is quite time
consuming.
Knowledge of the verb tenses in Bulgarian language and their correct use in speech.
Formation of Competences:
- Understanding the importance and functions of the verb in the text; determine grammatical signs;
know its conjugation.
-use correctly and appropriate basic verb tenses (present, past tense, past imperfect, future).
- Understand and use the basic transmission and use of the present tense (present instead of the
past, present instead of the future).
Country: Bulgaria
Mirror classroom provides an opportunity to focus on the creative development of students. The
teacher can focus their attention on the enrichment of vocabulary, to work on the style of the language
and thus achieve better results. The theory is videotaped lessons that students can watch at any time
when they need to review it.
Students are less stressed because they can solve online tests repeatedly and thus feel more
confident in their knowledge.
Students have learned defined in the curriculum knowledge. They feel secure because they are
prepared to deal with different types of tasks.
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Best Practice VI
Interactive poster
http://classplus.blogspot.com/2014/07/blog-post_1673.html
http://classplus.blogspot.com/2014/08/blog-post_27.html
http://classplus.blogspot.com/2014/09/10_58.html
This practice is a model of an inverted training in the subject "Literature" in high school.
The student learns to:
•
•
•
•
•
•
Select and read fiction literature.
Collect and organize important information.
Train skills for public speaking.
Understand the language of gestures.
Becomes socially engaged.
Supports continued interest in books.
Duration
12 weeks/ 24 lessons
Activity
Understanding the activities and goals that it will pursue.
Stand-alone operation - “Thinklink” program awareness using the proposed instructions.
Reading a book.
Find more information about the selected book on the Internet.
Presentation in class.
Extracurricular activities - organizing the corner "Travelling book", "Give a Book to younger friends”,
sharing a school site for reading.
Method of work
Utilizing a blogging platform, which organizes online environment for learning? The teacher presents
the learning content that students should familiarize as interactive poster made with “Thinklink”. Each
interactive poster is placed as a new blog entry platform. The publication shall specify the tasks that
students must do as homework.
Used groups of classes on Facebook for the rapid exchange of information.
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Target group
Students in 10/11-th grade
Technology
Laptop
Materials needed
Appropriate web environment, site / blog of the teacher, video lesson, presentation.
This practice is a model of inverted training in the subject "Literature" in high school. It consists of 4
components:
1.
Organization of the online environment for learning.
For the purpose of this project was used platform bloger.com, where are organized educational
resources. Used also groups of the classes on Facebook for faster exchange of information.
2.
Instructions
Instructions are tasks related to self-absorption of new knowledge. They are given orally or by blog
post of the teacher.
3.
Work in class
Class work consists in presentation of the final product of the students; monitored and analyzed are
the skills for public presentation, answering questions from the public without preliminary preparation.
4.
Release of the book – book-crossing zone.
Marking the day of Kindness gifts of books in kindergarten.
Sharing continues in the pages of newly created site "I love to read."
5.
Diagnosis and monitoring of progress
Interest in books and reading.
This pedagogical practice requires additional skills from teacher and students to work with tools and
reasonable and correct use of the Internet.
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This pedagogical practice covers the following key competences:
•
•
•
•
Skills for selection of fiction literature.
Collection and systematization of important information.
Improving the skills of public speaking and understanding the language of gestures.
Social commitment and continued interest in literature.
Petya Georgieva, sr. teacher
Sec. school “Hristo Yasenov”, Etropole, Bulgaria
Country: Bulgaria
As a teacher I have learned that students expect from the modern school newer and unconventional
ways of working. The teacher must constantly learn - from the experience of the colleagues or from
Internet. Thus to be successful and effective requires preparation and good planning.
For feedback are used questionnaires, discussion with groups and parents. They liked their work,
said they would apply the lessons learned in other subjects. In a task of this nature they respond
immediately and results are always very rewarding for both the students and the teacher.
To become independent learners, to use the computer for educational purposes, improved skills for
presentation to an audience, waiting for new challenges.
Best Practice VII
For you seven-graders
http://classroome.blogspot.com/p/blog-page_24.html
This practice is a model of flipped training in the subject "Literature" in junior high school stage. Its
implementation will result in:

Enrichment of linguistic and literature culture and awareness of the level of linguistic and literature
competence.
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






Perception of fiction literature as a value, forming a conscious need to communicate with it.
Stimulate language skills of students in seventh grade.
Forming a conscious desire for education and self-study in seventh graders in classes of Bulgarian
language.
Giving an objective assessment and self-assessment of language and literature competence.
Closing gaps in language skills.
Development of autonomy and responsibility in the performance of linguistic and literature tasks.
Successful final testing in Bulgarian language and literature (BLL).
Duration
14 lessons
Activity
Training and self-training - to get acquainted with educational content through posts made on the blog
of the teacher.
Class work - traditional and interactive activities to stimulate language and literary education.
Extracurricular activities - creative and research tasks, projects, optimal use of new technologies to
support teaching BLL.
Method of work
Essentially the work is organized in modules that cover the educational content for one class or
section. Operating instructions given in class and further spelled out in the publication made by the
teacher. Students prepare for the educational content by watching video tutorials from the site and
check Ucha.se learning through interactive online tasks set by the teacher. In the class is used
teamwork to solve problems and tasks, and work on projects that are integrated knowledge of
educational content.
Target group
Students in 7 grade
Technology
Laptop
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Materials needed
Appropriate web environment, site / blog teacher, video lesson, presentation.
Using lessons from the site "Ucha.se" videos from YouTube, texts from slovo.bg and language
exercises created with Learningapps.org
For the purpose of this training is used platform Blogger.com, where are organized educational
resources from the site "Ucha.se", videos from YouTube, texts from slovo.bg and language exercises
created with Learningapps.org. Students are given instructions that are associated with self-study of
the new knowledge. They are given orally or in writing and demonstrate to students in the classroom
when needed. Reminding is used in the Facebook group of the class.
-
-
Let's see what we have learned - demonstrate the results of learning in standard (workbooks or oral)
and non-standard form (screenshot of the task performed online or read QR code, voice selfrecording).
Mutual assistance and cooperation - teamwork to overcome the difficulties in mastering the language
and literature competence.
Did you know ... - complementary information of the educational content.
This pedagogical practice requires students to create skills for responsible and safe use of Internet.
Students are generally familiar with IT but they do not maximize their opportunities.
The student:
-
Differentiating and knows various sources of knowledge in Bulgarian language and literature.
Able to work with multimedia and interactive applications and use them as a source of systematic
knowledge of languages and literature.
Know and practice the language norm.
Ability to create their own and reproductive texts.
Able to work independently and in a team.
Analyse and make adequate self-assessment of their linguistic and literature competence.
Tsvetana Spasova, sr. teacher
Sec. School “Hristo Yasenov”, Etropole, Bulgaria
Country: Bulgaria
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As a teacher I learned precisely to plan and organize the learning process, to show greater rigor to
educational content and information on the Internet, to be the most accurate in the use of didactic
possibilities of educational platforms.
Students in seventh grade are the most solicited and sincerely entertained with non-standard classes.
They share that published online materials for self-study are useful and they are very interesting. Most
seventh graders approve non-standard forms of training and make the most of them.
To become independent learners, to use the Internet for educational purposes. To prepare for the
national external evaluation and to achieve good results on it, which will allow for better
implementation and greater choice in continuing education in high school?
Best Practice VIII
Written skills for creative writing
Maria de Lurdes Coelho de Figueiredo,2013
University of Coimbra
https://estudogeral.sib.uc.pt/jspui/handle/10316/23619
To develop the writing skills.
Duration
1 semester
Activity
The activities concern written skills were the starting point towards the production of creative
texts. This constituted the main objective of the developed work, once it is believed that no one is
able to write creatively when there are difficulties regarding linguistic correction and if the textual
cohesion and coherence are not mastered. Considering the principle that creativity establishes
itself as a fundamental tool in the writing learning process, we endorse the importance of
appropriate strategies according to students’ needs.
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Method of work
With this main aim, the project was divided into three stages:
1.
2.
3.
the first one corresponded to the production of an individual text to assess;
the second stage corresponded to the production, in groups of two, of three written texts to solve
writing problems;
The third stage consisted in the individual production of two creative texts: the first was a narrative/
tale based on the tale "O Tesouro" from Eça de Queirós, and the second was a free text (narrative or
poetic) that was based on the analysis of some poems about love/ passion and the issues of love in
young peoples' lives.
This case study was effective since the student’s demonstrated true motivation, which reflected great
progresses.
Target group
8th-grade class.
Technology
This activity doesn't require the use of technology.
Materials needed
On the other hand, we needed support texts.
Several activities were implemented in the classroom and were divided into 3 groups:
1.
2.
3.
individual work: preparation of a report;
three sets of work to develop and improve the written skills: prepare an interview, a news item and
a letter;
creative writing: development of a creative text based on the analysis of a story ("O Tesouro") and
production of a free text about the issues of love or lack of it, through the analysis of poems.
The experiences approached in the classroom were written, with the focus on the creation process
and not on the product. We promoted a simplified strategy using dictionaries and informative records
regarding the discussed contents.
Initially, we identified some constraint from the students.
The students' biggest difficulties were focused on the written skills, therefore, the approach was to
create activities and strategies that could help overcome such difficulties.
Based on several studies we can conclude that, nowadays, written skills are not regarded as a
product, but rather as a phased process in which students should feel implicated.
This process implies three text production stages – planning, writing and reviewing.
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The critical analysis is very important for the awareness concerning cohesion and consistency
mechanisms and construction of phrases.
The success of this learning was related with the bond with the teacher.
This experience provided high progress, excluding some cases which did not demonstrate interest in
learning or working.
This activity improved the student's general and specific skills.
Partner:
ISCAP/IPP
Country:
Portugal
What have you learned as the teacher?
Regarded as such, writing is no longer a mere mean used for evaluation purposes, but also a learning
content and a skill to develop. Adding to this, we consider that we cannot teach how to write in merely
one way: each class has a distinctive context and each student has distinctive realities.
The students actively participated and followed the proposed steps.
We verified an evolution regarding the creativity and originality in the elaboration of the texts, but also
some weaknesses in the students.
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MUSIC BEST PRACTICES COLLECTION: "CREATIVE CLASSROOM"
Best Practice I"
To learn how to play an instrument
instrumentchamp.com
You can learn how to play instruments, for example guitar, keyboard and drums. It is like guitar hero,
but with real instruments. You can buy songs and try to play the songs, and then you get your score,
or your musical points. You build a career as a musician.
Duration
You decide the duration yourself, the minimum duration is the minutes it takes to play a song.
Activity
You can buy songs and try to play the songs, and then you get your musical points. You can challenge
your friends and play with them or against them. You can form a band and play together.
Method of work
Learning to play a musical instrument requires a lot of practice. Often this is boring for the students.
Using instrument champ they can connect with their friends, family, school and favourite artists online.
They can learn to play with their friends in a band. They can learn how to play a song without reading
sheet music.
Target group
All ages, but very useful for secondary school pupils who are expected to learn how to play an
instrument.
Technology
Computer, internet, USB
Materials needed
Free download at instrumentchamp.com, some songs cost something when you download them and
some songs are free. Instrument, computer, internet, USB
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This program is excellent for teaching people how to play an instrument by playing a computer game.
The game can listen as a digital music teacher and give instant feedback on how you play.
Many people dream about learning to play an instrument, and this is the chance to learn it at home.
Some students in upper secondary school choose music, dance and drama instead of more traditional
subjects, and this method ought to be an excellent tool for many of them.
Learning how to play an instrument.
Country: Norway
I haven`t used this as a teacher, but I see great potential for music teachers! This is an easy and fun
way to have homework in music.
Best Practice II"
Exploration and Improvisation:
The Use of Creative Strategies in Instrumental Teaching
Lídia Moreira, Sara Carvalho, 2010
Aveiro University, Portugal
http://ria.ua.pt/handle/10773/8053
In music, instrumental classes share a set of common skills to other music subjects, in which
the use of musical exploration and improvisation activities can be presented in various ways:
1. to understand if the musical exploration and improvisation influence the development of technical
and expressive skills;
2. to verify if, in the introduction to an instrument, musical exploration and improvisation can help
solve technical and musical difficulties;
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3. to observe, analyse and evaluate the technical and musical evolution of the students involved
in the study.
Duration
5 months
Activity
This activity was conducted for 5 months of cello lessons without musical exploration and
improvisation activities. During this period the students had a 30 minute individual lesson per
week, however, they always watched each other's lesson.
Next, the 2 students had approximately 3 months of cello lessons with musical exploration and
improvisation activities. During this period the students had 20 minutes of individual lessons
per week, and they always watched each other’s lesson, and in the remaining 20 minutes they
had a joint lesson with musical and improvisation exploration activities.
Method of work
The strategies used for classes without musical exploration and improvisation were based on the 1 st
year. Grade of the Cello Curriculum, and the exercises were carried out individually. At the end
of four months of classes, sessions with musical exploration and improvisation were included at the
beginning of all students' instrumental classes.
Target group
This research focused on two case studies with two students, one was 10 years old (Student A)
and the other 14 years old (Student B), both in the 1 st year of cello study of the Portuguese
Conservatory System).
Technology
No technology
Materials needed
To achieve this activity musical instruments are required.
This experience contributed:
1.
2.
3.
4.
to explore sounds that the body can produce;
to transcribe those sounds as graphic notation;
to find equivalent sounds in the cello;
to organize those sounds as a “story”, in a sequence.
The aim of this session was to reduce muscular tension, which remained present after the first 5
months of lessons. At the end of the lesson, the student should know the different timbers
that his instrument can produce and should have the notion that his body can be considered
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an instrument. As a consequence, he will be told to think that his instrument can be as natural as his
body and that the student should have the same naturality when playing the cello.
In music lessons, there is still a predisposition to adopt some educational practices, where the
teaching is still centred on the teacher, and the student's role is to "imitate" and learn the
music exercises brought to class. By doing so the teacher is neglecting the student's musical
development as there is a unidirectional skill transfer, and the student does not participate directly
in the process.
Therefore, using creative strategies in class may be a striking and important element, that can
both create student participation and also allow different dynamics within the classroom.
Partner:
ISCAP/IPP
Country:
Portugal
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The paper concludes that the students who attend classes with the use of creative activities as a
teaching strategy obtain more positive results and success.
The teacher/student relationship also benefited from this experience and created a deep bond
resulting from the relaxed atmosphere that this type of activities provide, as this is probably a
motivating experience in learning how to play an instrument.
Activities with musical and improvisation exploration have an influential impact on the student’s
technical and musical evolution. This impact, which was observed in this study, was progressive
and came to complement the instrument development of the students.
With this experience, the technical and expressive skills have been developed.
The child does not only progress through several given concepts, but also constructs an own
experience, as he/she participates at an emotional, cognitive and operational level.
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SCIENCE, TECHNOLOGY
BEST
PRACTICES
COLLECTION:
Best Practice I
“Tempo alla Fisica Spazio alla Matematica”
Physics
http://tempospazio.liceobrotzu.it
http://www.youblisher.com/p/343709-Vademecum-per-la-documentazione-didattica-Cl-ssi-2-0/
Foster an innovative approach to teaching physics through the active involvement of students in the
design and construction of laboratory experiments and mentoring of students in lower classes through
the methodology of Peer -education
Duration
20 hours for each of the three topics chosen
Activity
1. Experiment physics through the implementation - starting from zero and with the aid of simple
materials availability - of a series of physics experiments of easy execution and reproducibility, though
without renouncing to the rigor of the conduct and interpretation , and to execution , when possible ,
of the measures on important parameters .
2. To train the boys , so that they themselves become capable :
- To pass on to others their experience , presenting the experiments made , framing them from a
general point of view and describing them with adequate scientific language ;
- To ' teach ' others how to design and build an experiment , highlighting the technical and practical
aspects and difficulties encountered
Method of work
They were chosen three modules of study of the physics curriculum that have been addressed in the
lab with the teacher's guidance. Through specific demonstration experiments students interacted in
person with the phenomena studied, approaching to a way of ' doing science ' pleasant, attractive
and capable of arousing curiosity .
The students made the video to document the experience and to reflect critically on the work
performed; they have finally prepared lessons on the subjects studied who proposed to pupils of the
lower classes.
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Target group
Students of physics, intermediate level, secondary school (16-17 year-olds)
Technology
Physics laboratory , computer , internet connection , video camera
Materials needed
Computers , materials necessary for the realization of the experiments
Students are involved directly in the realization of the experiments and conduct the lesson. The
experiments are made using common materials and easy to work, so as to stimulate the attitude to
do, to exercise creative and design skills, to learn by trial and error, to develop manual skills. In
rotation the students prepare educational videos to use both to repeat the arguments not clear and in
the tutoring lessons with pupils of the lower classes. In some cases were prepared articles and reports
published on the school website. Teachers and students interact creatively in preparing the lessons.
The planning of the project activities requires considerable organizational work , but the variety of
proposals allows involving all students and enhancing their resources and capabilities.
Three topics :
Waves: good or bad?: generation and detection of waves, wave types and their representation, light
and electromagnetic waves, interaction between electromagnetic waves and biological tissues.
The climate is changing: gases and their laws, the temperature and the heat, status changes, liquids,
emission from hot bodies.
The energy: electricity, heat, cleans: electrical charges and currents, electric and magnetic fields,
energy in different forms ... ..
The mastery of the material acquired during the workshops allowed students to propose the topics
discussed with other students, to train them in the design and implementation of experiments, to
present the experiments themselves during specific scientific events
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Partner:
Secondary School “G. Brotzu” – Quartu Sant’Elena
Country:
Italy
Improve instructional strategies to engage students and to stimulate their active participation in the
processes of teaching/learning; raise professional their psycho-pedagogical-didactic skills; plan and
implement experimental activities also outside spaces traditionally dedicated; propose a comparison
/ exchange on experimental teaching among teachers of schools of the same order and of a different
order; turn in all the schools involved in the project groups of teachers willing to transfer the learning
experience in different fields and contexts
Hanno apprezzato, in particolare, le metodologie learning by doing e peer-education, la
partecipazione a eventi e manifestazioni esterne alla scuola durante le quali hanno avuto la possibilità
di presentare i loro lavori.
They have learnt: develop the motivation to study thanks to a teaching more engaging and addictive
that makes learning more rewarding; discover their own learning style by making use of manual skills;
develop both operational and reasoning skills related to scientific-experimental methodology, which
allow them a critical understanding of the natural world and technology ; identify, build and connect
concepts and meanings recognizing the similarities between physical phenomena and mathematical
models ; understand the importance of collaboration and teamwork to cognitive and socio – affective
growth.
Best Practice II
«Progettazione e sviluppo di un website in ambiente “Instant support for customer care»
Istituto Statale di Istruzione Superiore «Luigi di Maggio» Foggia Italy
http://www.isdimaggio.it/iiss/index.php?option=com_content&view=article&id=431:
esempio-di-best-practice&catid=45:catnotvarie&Itemid=74
this allowed the students to apply their knowledge according the method of “learning by doing”
Duration
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Two school years
Activity
Plan and creation of a website for “instant support for customer care for touristic firms in the territory.
Method of work
The method of work used was based on the problem solving, group working, troubleshooting.
Target group
Fifth year of Secondary school (ITT. L. Di Maggio) (17-19 y.o.)
Technology
Internet
Materials needed
PCs – School books – Touristic literature – Videos Description of the experience
They applied the planning of a website during an experience of school work alterning at KnowK srl of
Foggia.The finale product is in Italian and English.
Students learnt, not only along the process of study itself, but also through the realization of the final
product as exactly in the field of work
The use of language in general, and in particular of the technical language, all the TIC skills , and a
deeper vision of several subjects such as history, arts, geography, and a better knowledge of the
territory resources.
Partner:
KnowK srl of Foggia
Country:
Italy
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Use of the school working shifting (ALS) and models of work experience related learning.
Totally positive: students are now more motivated in the TIC
The acquisition of new competences directly usable in the field.
Best Practice III
Nucleótido en detalle: https://www.educanon.com/public/1409/13250
This web shows how to explain a science lesson about Nucleotids using Educator, a tool used in
flipped classrooms.
Duration
1-2 hours
Activity
First : design a preparation of classes with “Keynote”
Second uploading the lessons with YouTube but to get a more accurate visualization of the video he
uses Educator and so he can asks his students questions about the subject.
Method of work
First : design a preparation of classes with “Keynote”
Second uploading the lessons with YouTube but to get a more accurate visualization of the video he
uses Educator and so he can asks his students questions about the subject. The questions appear
gradually and at the end the program gives the teacher the right questions answered by the students.
Target group
Any secondary student
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Technology
YouTube channel ; How To Make A YouTube Channel 2014 - YouTube
Educator : http://www.educanon.com/ ;
Keynote : http://www.keynote.com/
Materials needed
materials he thinks it is worth.
Very useful, for the students as academic results become much better and the students with more
learning difficulties can watch the videos all the times they need
He explains how to create an example of flipped methodology , using “Educator” as a tool
Partner:
STUCOM
Country:
Spain
That even the workload can be hard for the teacher to prepare all the year videos and questions, the
results are worth
Students feel highly motivated and their marks are much better, they have the feeling they have a
private teacher for each one.
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Best Practice IV
Me and the Nature
http://milanovaclass.weebly.com/1063108610741077108210981090-1080108710881080108810861076107210901072.html
1.
2.
3.
4.
5.
6.
Formation of relationship to nature - receptivity, curiosity, open-mindedness, criticism etc..
Development of cognitive, communicative and practical skills such as recognition, comparison, use
of different sources of information, grouping by a particular feature, ability to work in a team,
promoting communication, care of plants and animals
Develop interest in the phenomena and processes in inanimate and animate nature.
Utilisation of educational research methods such as observation and carrying out experiments
Developing skills for self-learning.
Refining utilization of concepts related to natural phenomena and processes in animate and
inanimate nature.
Duration
8 months/ 36 lessons
Activity




Activities are divided into three categories:
Self-study - self introduction to educational content through presentations and training videos.
Work in class - Interactive activities: attempts, experiments, research, case studies, and practical
activities.
Extracurricular activities - work on projects.
Method of work
Flipped classroom: discussion, experiment, brainstorming, mind map, talk
Target group
5-6 grade / 11-12 years old
Technology
Website, GlogsterEDU, Programmable toys multi-mouse software „Енвижън“, Video Tutorials Ucha.se presentations (Veska Petkova), online whiteboard (HTML5), online games.
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Materials needed
Multimedia projector, laptop, tablets, computer mice and hubs, training laboratory
This practice is a model of flipped training in the subject "Man and Nature" in 3. Grade. It consists of
4 components:
1.
Organization of the online environment for self-learning.
Selection and organization of resources - presentations, quizzes, game applications, and video
tutorials.
For the purpose of this project was used platform weebly.com, where are organized educational
resources.
Used presentations of V. Petkova, lessons from the website "Ucha.se".
Organized is a social group on Facebook with the participation of parents.
2.
Instructions
Instructions are tasks related to self-mastering of new knowledge. They give verbally and
demonstrated to students at the end of each hour, and to parents are described in the social group.
3.
Work in class
- Let's see what we have learned - fun quizzes with tablets and multi-mouse software.
- In the laboratory - performing field tests, experiments and research.
- Natural detectives - presentation of independent research and studies related to educational content.
Working with GlogsterEDU.
- Did you know ... - complementary information on educational content.
4.
Teamwork on mini projects related to research on environmental issues in the hometown: "Water
sources in the homeland", "Ecosystems in the homeland", "Action - pure nature" and others.
5.
Diagnosis and tracking progress
Organization of student portfolio GlogsterEDU
This pedagogical practice requires in advance pupils to create skills for responsible and safe use of
Internet.
It is desirable for pupils to study IT at an early stage.
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Acquiring knowledge about:








main characteristics of bodies and substances and substance use in related to their properties;
distribution and importance of air and water;
life processes feeding and movement;
grouping the animals and plants in certain features;
connection of living organisms with their environment;
the need for nature conservation;
structure of the human body;
Hygiene rules and health care.
Sec.School „Pilot Hristo Toprakchiev”, Bozhurishte, Bulgaria
Country: Bulgaria
This practice is assured that there is no complete and lasting knowledge of what pupils acquire
through experience and discovery.
Questionnaires, tests, portfolio
Students learned to work independently and in a team, be responsible towards their tasks, perform
them precisely and within the deadline. To use the Internet and mobile devices for educational
purposes, to analyse and synthesize the results of their own studies and experiments to make
accurate conclusions and generalizations. Pupils build interest in science and a positive attitude
towards nature and presentation skills to an audience.
Best Practice V
Programming – easy and fun
https://sites.google.com/site/zpgit1/
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Inverted (flipped) training and mostly the developed practical guide allows students to overcome
programming languages learning difficulties. Many tasks included into the guide are solved at home
solutions and tested in class, commented are any errors. Time for the theoretical formulation on any
topic is minimized. Lesson is aimed at changing of already written code, debugging, search of short
solutions to various problems, creativity in the creation of algorithm and writing the code for its
implementation. Students reflect on their learning and able to ask questions and enrich their
knowledge. They realize that programming can be enjoyable.
The proposed practice is applicable to various forms of training - daily, part-time, evening. It is
especially useful for self-study and individual forms, where the student is self-preparing and takes an
exam of Informatics.
Duration
10 weeks/ 19 lessons
Activity
Watching the video explains the theory, gives examples and assigns tasks to fulfil as
homework. Feedback is through usage of quizzes, polls and individual conversations.
Trainees can ask questions and make comments on the site of the Practical Guide.
Satisfaction of this approach to learning can be seen also from this video:
https://www.youtube.com/watch?v=z5kouRWWRo
Method of work
Students learn the theory at home and carry out their tasks assigned in the video tutorial.
Work in the class is focused on review of the learning’s, testing of actual home program
code, error analysis in teams, and program implementation of additional tasks.
Reporting the results of training – presentation of the developed programs, discussions of
the approach to their programming and their application.
Target group
Students from 9-th grade of secondary school.
Technology
-
-
Internet connection and availability of a computer at home
Computer room with a separate workspace for each student and access to Internet
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Materials needed
-
Computer room with a separate workspace for each student and access to Internet
Programming environment SmallBasic
Described practice is a model of flipped training in object-oriented programming language SmallBasic,
which is a close relative of Basic, distinguished from other modern languages with greater simplicity
and easy management interface. For its realization was done the following:
1.
2.
3.
4.
5.
Development of a practical guide and its publication as a Web site. The Guide itself is suitable for
beginner programmers and can serve as a transition to Visual Basic. For its developments was used
additional information from Microsoft, the developer of the programming language. It presents
solved problems used in teaching programming in this language and the languages BASIC or Pascal.
Publication in Google sites. The site includes 19 lessons that are in support of the inverted training.
Guidelines – brief instructions at the end of class related to the theme which is to be learned next.
Working in class - an overview of lessons learned, test of the code prepared at home, error analysis
in teams, coding of additional tasks.
Reporting the results of training – presentation of programs developed to discuss the approach to
their programming and their application.
1.
2.
3.
4.
For a successful training it is required a continuous preparation of the teacher
To start study of Visual Basic it is necessary to start with a lighter programming environment
Students learn to program more easily by seeing pre-written code, test it and change it.
They learn more quickly to detect errors in the ready written code






Develop skills for lifelong learning
Developing digital competences
Develop algorithmic thinking
Creating skills to solve problems with ICT
Introduced in object oriented programming
Create a lasting interest in writing code
Dina Kirilova, Head Teacher
Professional agricultural high school, Sandanski, Bulgaria
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Students need a supportive environment in which to reflect calmly source code. Inverted training
enabled me to provide such an environment for my students. They were able to realize algorithms
alone, to discover and understand the mistakes. They had more time to experiment with the code,
which arouse in them a greater and lasting interest in programming.






How can they prepare before the class
Overcoming the fear of writing code
Felt that programming can be fun
More thoroughly rationalized the need to study the course "Informatics"
Developed skills in algorithmic thinking and how to use programming environment for problem
solving
Got prepared for the transition to Visual Basic
Students are motivated to program computer code, do not feel the embarrassment of errors in
experiment. They have created sustainable ideas about the nature of programming and programming
languages and can start working with Visual Basic.
Best Practice VI
Creativity and Communication Science:
Creative strategies to communicate basic heredity notions, in the scope of the subject Natural
Sciences in the 9th-grade in elementary school.
Rita Sofia Santos Anastácio, 2006
University of Aveiro
Basic Heredity Notions. – The game “A Herança do OVO”
The study aims to demonstrate a possible way of improving the communication process through the
creation and implementation of creative communication strategies in the classroom context.
Duration
90 minutes
Activity
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Rules:
1.
2.
3.
The students focus on the team registration sheets. The aim is to coordinate efforts in order to build
a model of an animal cell.
Each team was asked to build the history of egg formation or zygote, using images that were already
sorted. (It is not strictly required, but the students are expected to use the words: information,
nucleus, gametes, sperm, oocyte II, egg or zygote.)
This task is more complex. The students should be aided in the construction of the molecule.
Although phosphoric acid and deoxyribose are not represented, these components are essential for
the formation of the double helix. Special attention is also given to nitrogen bases, for their sequence
sets the information of triplets.
Students have to be autonomous, but they may be assisted at first.
The teacher can exemplify, but the goal is for students to reveal their capacities throughout the
process. In the end, they should be able to understand how can DNA be part of the nucleus.
Each team tries to complete the text using the projected disorganized words. This text can be found
in the record sheets.
Method of work
Creative strategies were built, adopting Bellón (1998) and Lopes (2004) models, guided by the
assumptions:
1.
2.
3.
teachers can promote scientific learning (they can allow or block that process);
Children between the ages of 14-15 express a scientific spirit in their attitude: they detain a critical
thought, curiosity for knowledge, ability to speak about their experience and knowledge and good
debating skills.
When the teachers create and develop creative strategies, they are promoting the development of
their scientific spirit and of the learners'.
To organize this experience, were implemented contexts of experiment in the classroom and collected
data from two surveys filled by the students, in three distinct moments, before and after the experience
in the classroom.
Target group
Creative strategies implemented in the scope of the subject Natural Sciences in the 9th-grade in
elementary school.
Technology
A computer with a Windows operating system is required because PowerPoint is the base for this
process. It will also need a projector to show the slides.
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Materials needed
The situation needs to be mainly interactive and dynamic to work.
A large list of materials was required:
1. record sheets;
2. trays with: bags of various gums, plastic bags such as those used to store food, a gelatine container,
embroidery threads of various colours; big clips or washers; scissors; toothpicks; camera (disposable);
3. data-show and computer
4. audio or video recorder
5. chronometers – watches
The school can provide the game so that the students do not to adopt conformist social behaviour,
but rather enjoy the invention skills, curiosity and diverse experiences.
The Simpsons were used to explore particularly, the notions of heredity, because they represent a
family, with parents and children, which can convey the notion of transmission and generation.
Once this subject concerns the transmission of characteristics from generation to generation,
therefore implicating the family concept, it was decided that choosing a family would be ideal.
The Simpsons is an animated sitcom which airs in Portuguese channels like
RTP1 and RTP2, and currently on cable channel FOX.
An example of how Genetics and Heredity are present in this TV series appears whenever Lisa says
she must have been adopted because she is too smart when comparing with Homer or Bart.
Fieldwork started from the following reasoning: think - prepare - apply in the pilot class Remake - apply in the target class.
The first phase consists of structuring the strategy for a creative class.
In this case, the strategy proposed is the submission of a game, in PowerPoint, that includes multiple
tasks and steps for the construction of knowledge on the subject Basics Heredity [NBH].
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The actors have the capacity to express themselves, to play, be creative, imaginative and original.
The students are welcome to experience a unique situation which would provide them the learning
with joy. The teacher is intended to provide the art of education effectively.
The school, teachers, parents and students were receptive and contributed in the process.
The teacher promotes and develops creativity and playfulness strategies that improve the
development of the scientific spirit and learning.
The students between the ages of 14-15 express a scientific spirit in their attitude: they detain a
critical thought, curiosity for knowledge, ability to speak about their experience and knowledge and
good debating skills.
Partner:
ISCAP/IPP
Country:
Portugal
The results obtained support the efficiency of the creative strategies in the learning process of heredity
and genetic concepts.
The teacher is a promoter of scientific learning and, therefore, he enables or blocks the development
of scientific learning.
The students were involved in the implementation of the strategies and their opinion revealed a desire
to experiment similar lessons, with resource to creative strategies.
Learners were able to play effectively, produce creative writing (revealing these skills) expressed
through the answers contained in the record sheets and through photography (the products of media
education).
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Best Practice VII
ICT
http://it-5ou.weebly.com/
Student’s skills in ICT are very different. I created a website with educational materials to enable each
student to work in their own pace from anywhere with internet access.
Duration
The materials in this site are for the school year./ 32 lessons
Activity
For each section:
Watching materials explaining ICT
Watching examples and exercises.
Evaluation.
Test.
Method of work
For each section:
The teacher uploads on website all necessary materials - video, presentations, screenshot, working
files. Students may anytime from anyplace to work with the materials. In lessons students are working
with computer individually.
Target group
Students 11-14 year olds
Technology
Computers, licensed software, internet connection, online resources, work files.
Materials needed
Computers, internet connection, textbooks
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Gained time: Students can focus on doing exercises in class, and the teacher gets more time to help
them. Students who need help, and are waiting for the teacher, can watch the materials one more
time while waiting.
The ICT teacher is on the whole very satisfied, but points out that making the website is timeconsuming, especially in the beginning.
Knowledge of ICT Students and teacher get more time together to work with exercises. The teacher
can more easily help all the students, not only a few of them. It is easier to help both clever and not
so clever students.
Partner:
Dimka Shivacheva, Lead Computer Room
Fifth Primary School “Mateo Stanev”, Stara Zagora, Bulgaria
Country: Bulgaria
ICT online classroom gives "quality time" with the students; instead of "feeding" them with theory, you
can help them use the theory to do exercises and tasks, that is, using ICT the way they are expected
Students are more easily motivated to learn if they can use computers and online resources, and they
Students gain knowledge and skills needed in school and in life
Website: http://it-5ou.weebly.com/
e-mail: [email protected]
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Best Practice VIII
Questions of high school students:
Promoting active learning
Maria João Gracias Vieira Pinto, 2012
University of Aveiro
The study aimed to articulate/ interconnect the teaching of sciences with the promotion of active and
student-focused learning.
Duration
1 semester
Activity
Focused on the design and implementation of strategies that allow the development of the students'
inquiring spirit and the impact of those strategies on the students.
Method of work
The methodology adopted aimed to develop and implement a variety of teaching strategies that
promoted the students' questions. This was a study of action-inquiry. We collected data from
observation of classes, analysis of the students' productions (written questions and explanations for
the placement thereof) and interview the six participants of the study students. The questionnaires
presented by the pupils were analyzed according to three quality indicators: the cognitive level, type
of question and orientation of the question.
Target group
10th grade Physics and Chemistry students.
Technology
No technology.
Materials needed
Experiments.
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To achieve our goals, we presented three cases of situation-problem in different classes and students
were asked to formulate questions and to write them.
Students did not know strategies were being implemented in the classroom in order to encourage the
questioning, to promote their spontaneous behaviour, facing these problem situations.
The quality of the questions was based on the dimensions set out in its classification, which were:
1.
2.
3.
cognitive level;
type of the question
orientation of the question.
In all the questions in the three situations - problem (N = 151), most were high cognitive level (n =
86), 60 low cognitive level and 5 did not fit into any of the categories considered in relation to cognitive
level.
The predominant type of the questions was academic (n = 138) and the direction that most of the
questions revealed was directed to explain the problem situation (n = 99) and 51 state-oriented
description of the data.
As already mentioned above, situation one focused on "Preparation of solutions" and questions
should be asked before the laboratory students undertaking the activity.
In choosing this theme, we intended that the student realized that the "know-how" must stem from
the understanding of the previous "theory". That is, a student should know how to prepare a solution,
understand the concept of concentration and how it is expressed.
Most of the questions raised by the students, although classified as low-level cognitive questions,
were based only on the "theory" of the situation, ie the calculation of the mass of the concentration of
the presented solution. Hence the fact that the orientation of the questions in this situation is mostly
towards the problem of data.
The situation 2, the preparation of butter, consisted of a laboratory achievement, where students
should ask the questions after performing the same.
Situation 3 refers to news about ozone; focus on a current topic that comes up quite often in the
media.
Students felt a bigger curiosity in these two situations presented.
In the preparation of butter, they had the opportunity to prepare a food that is part of your daily diet
and the fact that they registered the different transformations that the cream suffered, stimulated the
formulation of questions that have required some cognitive structuring.
Situation 3, to treat a subject also related to their day-to-day, and probably because it was already
addressed in class, the students' interest in the questions was implicit when they tried to establish
relations with previously acquired knowledge.
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The study also suggests a clear connection between students' questions and active learning,
as the strategies allowed them to improve their questioning abilities/skills, namely high cognitive
level questions, which are proven indicators of active learning.
The strategies implemented allowed students to develop the quality and amount of questions. It also
enabled us to draw conclusions about the development of the students' questioning skills over the
period in which we implemented the study, connecting it with active learning. Through the correlation
established between the three analysis variables, we concluded that most of the questions were high
cognitive level, academic and character oriented explanations of the problem. Questions oriented to
the data problem or description was nearly all low cognitive level questions. These results showed
that there was a huge student commitment in the resolution of problem situations, which allowed us
to infer that the implemented strategies allowed the development of the students' questioning skills.
Partner:
ISCAP/IPP
Country:
Portugal
This result enables us to infer that the students seem to be more motivated to ask questions, more
interested in problem situations and less worried about the problem-situation. The analysis of six
students' interviews worked to complement some information. For example, the students interviewed
acknowledged that when the problem situations are submitted to them and they have to ask
questions, they feel the need to be more attentive and are "forced" to think more. They showed their
appreciation for this type of activities and allowed us to infer that although the students show
commitment during the implementation of the proposed activities, some are more active and receptive
for different teaching strategies and others show some passivity in the face of having to "think about
what they are doing."
Those students engaged in the classes in a very positive way, which was supported by the amount
and quality of the questions asked. Ninety-six per cent of the students made at least one higher
cognitive question, 66% of the questions were focused on the explanation of the problem and 91%
were almost exclusively academic.
Developed the questioning ability and the complexity of the acquired knowledge.
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Best Practice IX
Facebook e Google, dependence or autonomy?
Dora Alice de Amorim e Silva, 2012
Elementary school Eça de Queirós
It emphasizes the importance of teaching research techniques which allow not only to find fast
information on the internet, but also to use social media, especially Facebook, as the main way to
elaborate collaborative works. In this case, this platform was used on the subject Spanish as a foreign
language.
Duration in hours
3rd semester
Activity
The activity consists in the creation of a poster.
Method of work
This Project was developed in two high-school classes and was based on a research group work.
This one used Facebook as the main resource. The main objectives were: development of an
autonomous learning through social media; demonstration of the importance of Facebook on the
performance of cooperative works; increase of the skills related to research, using Google tools and
other techniques.
Target group
Students from the 11th and 12th grade.
Technology
The technology used is Facebook, Google, yahoo, asl.
Materials needed
Computers with internet are required in order to develop this activity.
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This experience was divided into three steps:
1.
2.
3.
to complete an individual survey concerning new technologies and the habits of students as users of
social networks and research tools;
to perform a collaborative group work performed through Facebook;
to complete a final survey through Facebook concerning the development of the work performed
and the final outcome of the project.
First it is important to emphasize the effort made by the different groups to use the Spanish language.
The majority of students wrote only the Spanish in the school context. Second, the participation of
each group in the execution of the work was remarkable. Aside from always being on top of things,
they made the final decisions together for the elaboration of the final product: the poster.
This experience was helpful to improve several aspects, for instance, the capacity of reflection and,
above all, the autonomy of every single student.
Partner:
ISCAP/IPP
Country:
Portugal
The students are not used to reflect about the way they learn, nor about the strategies and resources
they may use. Therefore, it is crucial to develop more initiatives to promote more reflection moments
which are essential for the learning process. Finally, there are some difficulties in expressing by
written, which need to be acknowledged. On the one hand, students are conspicuous about their
limitations as Spanish communicators, on the other hand, this can work to review some
communicative functions.
The first conclusion that can be drawn is the positive feedback about this project. Thus, Facebook
was crucial. Actually, although 17% thought this experience was negative, more than ¾ emphasized
its positive part. As this platform was an important tool for self-learning, each student appreciates
aspects such as space, time, simultaneous and speed. In fact, these last topics were very important
in every context.
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In spite of this acknowledgment, only 16 students believe to be more autonomous in the use of
Facebook after concluding the group work. Although some had learned how to share different files or
had seen this platform has a way to communicate in different interactions, others do not consider this
as an autonomous achievement.
Best Practice X
The “Flipped Classroom” for GCSE Physics in Dulwich College
https://www.london.gov.uk/sites/default/files/the_flipped_classroom.pdf
Learning physics through a flipped methodology.
Duration
An academic year
Activity
Method of work
The general idea was that the students had full access to all the resources used for a topic, with
extension material available. Typical homework tasks entailed watching and taking notes from a
simple video outlining the key concepts with some examples, and then taking a quiz of ten or so
multiple choice (MC) questions (automatically marked online) based on the video. This would be
followed up in class by issuing the same quiz, as a group task, where any misconceptions could be
ironed out, initially by peers and, finally by the class teacher.
Target group
Students from Years 10 and 11 -containing boys with a range of abilities, approximately three of
whom wanted to study Physics beyond GCSE.
Technology
Internet (https://www.tes.com/lessons?redirect-bs=1 for creating the lessons).
Materials needed
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Having covered the theory at home, time was free up in class to do extended practical investigations,
such as using pasco tracks to investigate the conservation of momentum in collisions and explosions
and broader consolidation activities such as translating the principle of conservation of momentum
into the wide variety of mother tongues within the group
Cooperative learning, ICTs use and Physics knowledge.
Partner:
Southwark Schools’ Learning Partnership
Country:
UK
Flipped learning allows teachers to differentiate by support and mark work with instant feedback.
Beside, to create videos available to anyone online.
They are glad they can complete written problems they would historically have completed for
homework and have acquired different abilities.
The have learnt more about physics through a different methodology and to learn cooperative among
peers with different backgrounds and mother tongues.
Best Practice XI
The “Flipped Classroom” for GCSE Physics in JAGS
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Learning physics through a flipped methodology.
Duration
An academic year
Activity
Method of work
The teacher set half of the homework in a flipped way, and involved students making notes on new
material using online videos, sometimes using their textbooks as well. The other half of the homework
were ‘traditional’.
Target group
Mixed ability Year 11 classes.
Technology
Website phys.mrgravell.com for recording videos, general Internet.
Materials needed
I recorded the flipped homework tasks and video links on a simple website at phys.mrgravell.com that
students could access from school and home. In addition to setting the flipped homework online I also
recorded all classwork and normal homework tasks online too - this led to benefits that were additional
to those that may have arisen from the flipped classroom approach alone.
Most of the students found the approach benefitial and showed enthusiasm, but some of them didin’t
get the approach or preferred a less independent learning.
ICTs use and Physics knowledge.
Partner:
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Southwark Schools’ Learning Partnership
Country:
UK
Flipped approach gives me more time in lesson, so we can do practical work, and when the students
were answering questions or doing a practical activity I gave them less support than usual.
51’52% think their approach to learning Physics has improved them since they started doing these
types of homework, 1’52% thinks it has got worse, and 46’97% refers “meh”.
About the Physics contents I wanted, and also others, as the videos leaded them to other related
videos and some of them watched them.
Best Practice XII
The Blended Learning Design Tool
https://www.imperial.ac.uk/medicine/study/e-learning/blendt---blended-learning-design-tool/
Learning medicine through a flipped methodology and using ICTs.
Duration
Intermittent activities during the university period.
Activity
Different activities throughout the academic year.
Method of work
e-learning, where three different blended learning approaches are recommended. These approaches
are suggested depending on whether the learning outcomes focus more on Instructionist activities
(that are best delivered using self-guided materials), or learning activities that focus more on
constructivist/collaborative activities that encourage learners’ discussion and reflection - either online
or face-to-face.
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Target group
Undergraduate medicine students.
Technology
Internet.
Materials needed
Computer/iPad with Internet.
It identifies the learning outcomes that lend themselves to interactive self-guided online learning,
following an Instructionist approach. It also identifies the learning outcomes that are best suited for
face-to-face delivery or online delivery following a Constructivist/Collaborative approach.
Cooperative learning, ICTs use and medicine knowledge.
Partner:
Imperial College London
Country:
UK
It provides more opportunities to teach and use in a better way the time during the lectures.
Positive, it’s a practical and significant way of learning.
More about medicine in a practical way.
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SPORT, PE BEST
CLASSROOM"
PRACTICES
COLLECTION:
"CREATIVE
Best Practice I
Flippeando el balonmano / Handball
http://www.theflippedclassroom.es/flippeando-el-balonmano/
To learn about the technical, tactical part of handball, the roles played by each player according to
the position and team offensive and defensive structure. The aim of this unit is that kids get organized
as a team, everyone develops his / her tactical role within his/her team , defend and attack with
tactical strategy and collectively,
Duration in hours
Around 20 hour to prepare and develop the good practice
Activity
To create a video tutorial on the tactical principle of attack and defence in handball, to post the
video in “ Google Classroom” , then students watch the video, afterwards tactical session are studied
in class with the PA teacher The last three sessions they play game in PA classes , teams take
turns to play .
Finally the whole activity is assessed and evaluated.
Method of work
The first part is to create a video tutorial on the tactical principle of attack and defence in handball,
explaining the main features of this game, the roles played by each player in his/her position, and
how to to defend and attack playing as a team. This video was done with the “APP Explain
Everything”, Second the video is posted in “Google Classroom” a platform in which we create our
virtual classroom where students present their work and show the teacher the tasks assigned to them
assigned them as well as videos and news of interest to share. Once the video is posted students
have a weekend to view it at home and ask the teacher questions during the following week. During
this phase of the individual viewing at home, each student can watch the video as many times as
needed Afterwards the teacher made several subsequent sessions working tactical operations and
using some constraints, "junior version", ie game very similar to the real game, but adapted exercises
to strengthen the tactical contents we wanted to consolidate The last three sessions they play the
they are devised and organized in attack and defence, teams take turns to play .Finally and as an
assessment, students stay in the classroom and through Puzzle, I they played the video who was
watched the first day of the unit with 10 questions about the content and the activities worked in the
class , this website allows you to edit a video putting questions in between of all kinds, it also gives
you a report of each student
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Target group
12-16 years old students
Technology
Handball court , computer, video camera or mobile
Materials needed
Handball court , computer, video camera or mobile , the “APP Explain Everything”,
Google Classroom, Puzzle
At the beginning the teacher needs time to prepare the activity but the results are with students can
watch the videos at home as many times they need , they can work at their own pace so when they
come back to class they are more prepared to understand the lesson and to enjoy with it, Students
who could not attend the class have access to all information and can also work at their own speed
when they are ready to attend again There is a constant feedback between the teacher and the
student. The teacher can evaluate and assess the activity in a more objective way.
At the beginning the preparation of the activity may need extra time for the teacher but later once it is
created the benefits it brings in quality , motivation are worth the time spent
This new methodology focus on handball and the tactical part of the game, the roles played by each
player according to the post occupied in the team in the attack and defensive roles, The aim of this
unit is that kids get organized as a team, everyone develops his /her tactical role . So team and
indivual competences in handball in PA classroom are improved,
Partner: STUCOM
Country:
Spain
That a flipped classroom can be used also in a PA class, with real positive results.
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Students like to work at their own speed so the time given to them to do that raised their motivation a
lot
Students have learns about handball in a theoretical and practical way and have learnt to work in
teams
Best Practice II
National centre for food, health and physical education
http://mhfa.no/nettressurser/omvendt-undervisning-i-kroppsoving-utholdenhet/
This site uses flipped classroom for physical education. It means that the students watch a theoretical
lesson on a video in their home, so that there will be more time for practical activity in school.
By watching the videos at home the students will get the necessary knowledge of different topics in
PE and learn how to use that knowledge in practice, and they will get more time in class to do
exercises and tasks under the guidance of their teacher.
Duration
Timeframe: The videos are given as homework, and one video can last from 5-8,5 minutes. And then
the students will conduct the exercise plan (60-70 min. activity) in the subsequent PE lesson. The
students will also need some time to put themselves into the exercise plan ahead of the education .
Duration can vary from topic to topic, for the entire course in endurance it will last for about three
weeks, plus a final test.
Activity
Watching videos explaining theory, rules, tactic and methods. Watching videos on exercises. Working
with exercises and tasks in class, in the gymnastic hall, or on the field Evaluation. Test.
Method of work
The teacher has divided PE into different topics, and the students focus on the topic for about 3
weeks. Basically, all theory (incl. an introduction to/repitition of physical education) is being taught by
videos recorded by the teacher. The PE teacher also records videos on how to do exercises.
Most of the lessons in school will be used to do exercises under the guidance of the PE teacher.
Students work together in pairs/small groups or individually
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Target group
Students of PE, advanced level, in upper secondary school (17-year-olds) and for pupils in secondary
school.
Technology
Computers, internet, smart phone, tablet
Materials needed
Computers, internet connection, exercises (in textbooks and online) different equipment for the sports.
Gained time: Students what to do before the lesson starts, and will save time getting started. Students
can focus on doing exercises in class, and the teacher gets more time to help them. Students who
need help, and are waiting for the teacher, can watch the videos one more time while waiting.
Students can stop and rewind the videos whenever they need to and watch again what they think is
difficult. Students who have been absent from a class or two can more easily catch up with the others
than in an "unflipped classroom". Both students and teachers have fun doing PE this way, according
to the PE teacher and the feedback he has got from his students.
Students that have access to the learning material on mobile units as smartphones, tablets also show
a wider interest for, and dedicates more time to, the learning material. The PE teacher is on the whole
very satisfied, but points out that making the videos is quite time-consuming, especially when you do
it for the first time.
This method has as a goal to increase the motivation of the students to participate in PE. The method
and resource also have an intention to increase the learning of theoretical knowledge about
endurance, and give the students a bigger repertoire of activities that they can use to enhance their
endurance. This method will release time used for theoretical lessons to more practical activity. The
teacher will have time for more individual guidance. Students and teacher get more time together to
work with exercises, rather than spending most of the time in class on theory. The teacher can more
easily help all the students, not only a few of them. It is easier to help both clever and not so clever
students.
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Partner:
Country:
Norway
Flipped classroom gives "quality time" with the students; instead of "feeding" them with theory, you
can help them use the theory to do exercises and tasks, that is, using PE the way they are expected
Students are more easily motivated to learn if they can use computers and videos, and they
Students have learnt what they should know to pass the final exams and what they are expected to
know according to the syllabus of PE, A-levels.
Best Practice III
Let’s start a circle dance
http://flipdancebg.zohosites.com/
This practice is a model of inverted training in Physical Education and Sport - type "Dancing". It will
help students to become better acquainted with Bulgarian folk dances and learn to play them. The
practice is a kind of tutorial, suitable for all ages and for every community that wants to learn to dance
folk dances and maintain a healthy lifestyle at home. The practice encourages users not only to study
and learn the steps of Bulgarian folk dance, but it is a rich source of knowledge for Bulgarian folklore,
music, customs and traditions. Doctors and psychologists have long been confirmed positive and
invigorating effect of dancing on the emotional and physical health.
Duration
8-10 weeks/ 16-20 hours
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Activity
Activities begin with instruction on how in which they should approach to their training. Instruction may
be given orally by the sports teacher or read online training. Students listen to music, which can play
a relevant folk dance or dance. Watch inspiring videos and explore dance with the help of detailed
video tutorial. When students alone are acquainted with the rhythm and metrics of the dance, explore
basic steps and can perform them under the musical accompaniment, then the teacher can focus on
the creative interpretation of the dance and to explore dance combinations. In time students alone
could create on choreographing of one dance or another.
Method of work
The practice requires students to study independently the basic steps of Bulgarian folk like watching
instructional videos. To learn about different dance interpretations of famous Bulgarian dance
ensembles. Self-learn to determine the size of the dance, and understand different national folk
dances.
Target group
Students from grade 4-6; adult education and all who love to dance.
Technology
Laptop
Materials needed
Video tutorials, music and concerts from YouTube, organized in playlists. Wikipedia, sites of artists,
ensembles and music teachers. Appropriate dance environment - (wide room, gym or dance hall),
appropriate clothing and shoes, a towel, a lot of desire and a good mood.
It is very important before students move to self-studying of Bulgarian folk dances that they create a
positive attitude towards the national folklore. The teacher can bring students to a concert of Bulgarian
ensembles, visit the Festival of Bulgarian folklore, to invite prominent musicians, choreographers and
instructors dances. It is good before the first lessons to do a demonstration to students on how to
learn - through clap timing, explore the different metrics, fusion of beats and overall performance.
Students explore by themselves the folk footsteps of folk dances, and in time they are showing off
what they have learned and used class hours for creative work on the dance composition and
choreography.
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From the teacher is required to properly distribute educational content. To select relevant tasks,
games and activities to stimulate learning and to make the process of absorption of the concepts
easier to understand.
The teacher is favoured since all the lessons from this section of the educational content are filmed
in Ucha.se. The only difficulty is enough selection of quality games and activities on the Internet, and
the creation of online tests and quizzes to check and self-knowledge.
The student: Perform rhythmic movements, folk and dance elements with different accompaniment
(vocal, timing, instrumental). Improvised dance steps and combinations from learned folk dances.
Prepared to play in school events and concerts. Building habits for healthy and natural lifestyle.
Improves physical and mental health.
Sonya Bekirska, choreography
Secondary School, Bozhurishte, Bulgaria
Country: Bulgaria
To seize the opportunities that allow digital technology and Internet network for forming healthy habits
in students. To encourage involvement of students in the Internet with something different from the
usual communication, searching for information and entertainment. Work on the organization of
learning resources is difficult as having to comply with and respect copyrights, but at the same time
rewarding, because the topic is pleasant and a favourite of the majority of students.
The students said that they have truly enjoyed when learning folk dances. They are satisfied with the
selected resources and assess them as very interesting and intriguing. Many students say they have
used the situation to gather and explore together the people at home and it has ignited the enthusiasm
of their parents. They say that after practicing dance felt more relaxed, free and energetic.
Students learned to recognize Bulgarian folk dances according to regions; to recognize the size of
the dance, and determined beats; to play them correctly, as it brings true satisfaction and positive
emotion; build in themselves habits for proper physical activity and hygiene during the day, to lead an
active and healthy lifestyle.
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EDUCATIONAL GAMES: TABLE GUIDE COLLECTION: "CREATIVE
CLASSROOM", ART”
TABLE: GUIDE I
TITLE of the Educational Game
El impresionismo - Impressionism
Sources
http://ntic.educacion.es/w3/eos/MaterialesEducativos/mem2006/impresionismo/xhtml/12juegos/12.htm l
Keywords
Impressionism, art
Impressionist masters
Neo-Impressionism
Post-Impressionism
Target Audience
Students of secondary education with basic knowledge of art
Aim
To learn about impressionism through interactive activities
Evaluation
Questions follow each content it is explained to the students and teachers can evaluate if the concepts are
clear or need to be reviewed.
Prerequisite for learning
Intermediate knowledge of Art
Learning environment/Resources
Internet Explorer, Mozilla/Firefox JAVA
Flash Player 7; Acrobat Reader.
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CLASSROOM", GENERAL PEDAGOGICAL”
TABLE: GUIDE I
Kahoot (quiz)
Sources
www.kahoot.it
Keywords
Quiz about anything
Try a quiz made by others
Make your own quiz
Target Audience
Anybody, but Kahoot has been a success when used in secondary schools
Aim
A. Raise attention and motivation for learning
B. Test how much the students have learned
Method/Learning strategy
Testing knowledge
Immediate feedback (no need to wait for the result)
Can be used in all subjects taught in school
Evaluation
The students get immediate feedback, which they seem to prefer, rather than waiting for the teacher to
correct tests. Students compete, and the current score is shown on a screen, thus raising attention and
excitement Can be used as a part of and/or test after Flipped Classroom session
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Internet connection
Computers/mobile phones/tablet PCs
Introduction to the game (instructions given by the teacher)
Nothing special, apart from internet connection and a computer/tablet PC or a mobile phone.
Can be used in class, at home and pretty much everywhere, provided there is an internet connection.
Other things to consider
This game is easy to use and very motivating for learners at any age.
Students are normally keen on competing, and this game is an excellent tool to test their knowledge. It
can be combined with music, videos and texts.
TABLE: GUIDE II
In the World of Fantasy
Sources
http://switchzoo.com/SZOLoader.swf
https://play.google.com/store/apps/details?id=air.com.tubehead.switchzoo.free
Keywords
Creative thinking, Fantasy
Fiction, World of animals
Target Audience
Secondary school pupils/students – 11/13 years old
Aim


Improving writing skills, spelling and style
Developing emotional intelligence
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Forming a positive attitude to create their own texts.
Improving the text with a view to its continuity, richness and diversity of expression. Making different
expressions by using the expressive potential of names and pronouns.
Creating their own narrative and descriptive texts and commenting on the use of different tenses.
Editing mistakes in their classmates’ texts related to improper use of direct and figurative meaning of the
studied tenses.
Evaluation
This is a fun game where students can unleash their imagination and create fun and fantastic images of
animals. They can to describe their own animal or write story about it. Next, they can save their story by
printing. Students can read their literary works out in class, edit and enrich them with the aid of their
classmates and teacher.
Internet connection
Computer / printer / mobile phone or tablet
Knowledge of English
Introduction is made by a teacher who explains and demonstrates the working tools, then the task.
(Creation of narrative or descriptive text about fantastic characters)
Skills:


Good keyboard writing skills.
Knowledge of English (at least A1 level)
Internet connection, computer, printer
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This game is going to develop in students a positive attitude to perform tasks associated with creating text
by themselves. The students themselves not always love these tasks.
TABLE: GUIDE III
Class craft
Sources
http://www.classcraft.com/
Keywords
Role playing game
Universal application
Transversal competences
Target Audience
Secondary school pupils/students - 12 years old and older
Aim
Team working
Assessing and self-assessing
Making decisions
Improving academic knowledge
Improving discipline
Increasing motivation
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Communicating with students on active forums. Stimulating activity and success by scoring. Possibility of
differentiated and personal oriented training. Statistics and analysis of results. Informing parents.
Evaluation
‘Class craft’ game stimulates students, because the risks and benefits of the game are real. For any their
activity they earn points that can unlock the power in class awarded to them by the teacher. ‘Class craft’
game can be played teams that help in socializing students.
Internet connection Computer, tablet, mobile phone (smartphone)
Guidelines and instructions given by the teacher. Good English. Good strategic and organizational skills
of the teacher.
Good Internet connection, computer, tablet or mobile phone (smartphone), multimedia projector.
Students can play and gather power both in class and at home.
This game can be used in all subjects. Students have an opportunity to increase their theoretical
knowledge as gain real power set by the teacher. To play the game, each student must be assigned a
role: mage, warrior or healer. Every one of these roles has a specific function. During the game these roles
can be changed. Students can play teams. Management of the game takes about 5-10 minutes. It can be
played in background with a computer, projector or tablet.
TABLE: GUIDE IV
TinyTap
Sources
http://www.tinytap.it/
Keywords
Interactive questionnaires, games, quizzes, progress monitoring, self-preparation
Target Audience
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Secondary school pupils/students – 11+ years.
Aim
1.
2.
3.
4.
5.
Improve own results
Track the performance of individual students
Development of creative thinking and imagination
Building a digital competence
Create a positive attitude to learning and stimulating the activity of the students.
Personalization of the training. Reporting progress.
Evaluation
“TinyTap” is a tool with which the teacher can create their own games, fun quizzes, tests or presentations.
It can use also ready games from the platform website. With “Smarter” the teacher can track progress and
activity of students.
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Internet, mobile devices.
Suitable for independent work – improving learning outcomes and creating own products by teachers and
students.
Good internet connection, tablet or smartphone. The tool has its own cloud storage where created
resources can be organized.
The tool is suitable for use in all subjects. It has a rich collection of images, backgrounds, shapes.
Enables text input and sound, and creating their own collection of materials. Operation is intuitive.
Students can create their own products and to share them.
TABLE: GUIDE V
ClassDojo
Sources
https://www.classdojo.com/
Keywords
Control on behaviour, improve behaviour, stimulating, motivating
Target Audience
Secondary school pupils/students – 11/12 years old and older
Aim
1.
2.
3.
4.
Motivating students to perform well at school
Stimulating activity and entrepreneurship
Improving students’ results
Improving contacts between teachers and parents
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Evaluating the work on educational content and behaviour. Tracking individual student’s success and
progress. Including the parents in life of the class. Tracking the progress of the class.
Evaluation
ClassDojo is a platform where students are evaluated for their work and behaviour at school. The
evaluation is done by the teacher based on the work done by the student in class and at home. Evaluations
are in the form of points. Every assessment can be customized with different weight (number of points).
Students can track their results from the website or via a mobile app, notifying them every time they are
modified. The platform offers mobile applications for teacher and parent.
Internet connection
Computer, mobile device, projector
Guidelines and instructions given by the teacher. Introducing rules and privileges. Reporting results.
The platform is applicable to all subjects. It allows teachers to collaborate between them and track student
performance and to orient themselves in students’ interests and abilities.
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TABLE: GUIDE VI
eQuizShow
Sources
http://equizshow.com/
Keywords
Evaluation and rewarding students, organizing games, motivating
Target Audience
Secondary school pupils/students 11+ years old.
Aim
Increase motivation
Building a positive attitude to learning
Achieving academic goals
Assessment of students;
Self-learning;
Motivation and encouragement;
Feedback
Evaluation
“eQuizShow” – create your own quizzes based on templates from the well-known television game. It can
be used in all subjects. The site offers a collection of ready games. They are divided into categories. The
teacher can edit the question accordingly and add his rating (points).
Internet connection, computer, multimedia projector (when working in class). Pre-selection of quiz
categories, or create their own product by the teacher using the online generator.
Suitable for exercises in class, learning or group work. During the lesson, it can be used frontally with prior
instruction by the teacher and to enact scenarios of TV games. At home can be used as a simulator to
improve the academic performance of students.
Good internet connection, a computer, tablet or smartphone, multimedia projector.
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The tool can be used to evaluate the results of students in all subjects, and to stimulate their active
participation in classes, improve their communication skills and teamwork. To develop strategic thinking
and improve their self-esteem. Students can work in teams or individually, at the discretion of the
teacher.
Such games can be made in Google spread sheets with the following add-on:
http://www.flippity.net/QuizShow.asp
TABLE: GUIDE VII
Challenges Game: a dynamic game in the teaching process
Ricardo Monteiro and Helena Barbosa, 2014
University of Aveiro, Portugal
Sources
Keywords
Game; Creative process; Motivation.
Target Audience
Professional Course of Technical Design.
Aim
This game aims to improve the collaborative process in the teaching activity and stimulate critical and
creative thinking.
The main objectives of the game "Challenges Game":
1.
2.
3.
play a guiding role in teaching and learning;
stimulate the creative process for students and teachers;
provide an active and collaborative participation of all participants in the class.
This game had multiple steps:
1.
2.
3.
4.
5.
the teacher presents the game; the students acknowledge and identify the materials;
under
standing the rules of the game;
“play the game" to ensure that the students understand the rules;
pedagogical intervention and analysis of the moves;
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6.
7.
8.
game registration;
written intervention;
Play with skills, develop strategies and find solutions for the problems.
This process was divided into 6 lessons. The teacher selects the topics, defines the challenge, matches
each theme with a letter, and defines the workgroups (4-6 members) and the stages of the game.
However, the students throw the dice, explore the issues together, complete and describe the subject in
the individual registration form, develop the theme based on the record, fill the group registration form,
solve the group challenge, defend the resolution of the challenge and score the game.
Evaluation
This game has proved to be beneficial in the process of teaching and learning, and also promoted the
creative process for students, the ability to concentrate and organize in activities and stimulated the
acquisition of skills and knowledge by the students.
The students must be willing to learn and demonstrate a dynamic, collaborative and creative posture.
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Didactic and pedagogical action, needs game dices.
The application of the game was effective.
However, the biggest difficulties were:
1.
2.
3.
4.
5.
6.
the ability to develop themes that did not involve a defined task,
the articulation of subjects to solve the group challenge;
the application of knowledge and skills acquired in other subjects;
the time management in the development of the tasks;
the concern in obtaining
the "right resolution", undermining the process itself.
Most of the students demonstrated an improvement and an efficient resolution of the problems.
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CLASSROOM", GEOGRAPHY”
TABLE: GUIDE I
TITLE/LANGUAGE of the Educational Game
Food origins
Sources
http://www.educationworld.com/a_lesson/03/lp325-03.shtml
Keywords
Columbus, explorers, origin, food, timeline, plants, map, New World, Old World, colonies, colonial, crops,
media literacy, products, consumer Target Audience
Students of the first year of ITA Sereni – 14 y.o.
Aim
Learning Subject/ Geography Agriculture
field/ skills
Specific
Goals: Students will



learn about changes that occurred in the New World and Old World as a result of early exploration.
use library and Internet sources to research food origins. (Older students only.)
create a bulletin-board map illustrating the many foods that were shared as a result of exploration.
The early explorers to the Americas were exposed to many things they had never seen before. Besides
strange people and animals, they were exposed to many foods that were unknown in the Old World. In
this lesson, teacher might post an outline map of the continents on a bulletin board. Have students use
library and/or Internet resources to research some of the edible items the first explorers saw for the first
time in the New World. On the bulletin board, draw an arrow from the New World (the Americas) to the Old
World (Europe, Asia, and Africa) and post around it drawings or images (from magazines or clip art) of
products discovered in the New World and taken back to the Old World.
Soon, the explorers would introduce plants/foods from the Old World to the Americas. You might draw a
second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or
images around it.
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Evaluation
Multiple choice tests
Low secondary school level of Geography and Science
Classroom – Multimedia lab
- library and/or Internet access (older students only)
-
outline map of the world (You might print the map on a transparency; then use an overhead projector to
project and trace a large outline map of the world onto white paper on a bulletin board.)
magazines (optional)
teacher has to consider the students with special needs in particular the SLD, giving them the proper
instructions. All the students must help each other’s with the support of the teacher. The teacher has to
stimulate the problem solving strategy
TABLE: GUIDE II
Application of didactic games in history and geography classes
Joana Cruz
Faculdad de Letras, University of Porto
Sources
Keywords
Game, Game Pedagogy, Teaching, Playful, History, Geography; Didactics.
Target Audience
Students attending the 7th-grade in Elementary school.
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Aim
This proposal aims to be a diversified, attractive and motivational tool that stimulates the interest, the
creativity, the autonomy and the dialogue between teacher-student and student-student.
To analyse the impact of the game as a tool to consolidate the syllabus provided.
Consolidate history and geography knowledge in an entertaining way.
The research methodology used was the direct observation and the analysis of samples collected
during my internship, not only with my supervisors, but also from my experience as a teacher. Data were
analyzed quantitatively. The results showed the success of the consolidation process concerning the
contents of both areas in game situations.
1st Moment: The students get acquainted with the game’s material;
2nd moment: Understanding the rules;
3rd moment: the “ game for game “ – playing to ensure the rules;
4th moment: verbal pedagogical intervention;
5th moment: game registration ;
6th moment: written intervention;
7th moment: play with skills.
The game used for this activity was "Game of Goose" and present some rules:
1.
2.
3.
4.
5.
6.
Maximum of 25 participants or 5 groups;
Whoever (participant or group) gets the higher number when the dices are rolled gets to start the game;
The game’s penalties and prices must be respected throughout the game;
The participant who reaches the last square first (square 32) wins.
Win the participant or player who arrives first to last house, more precisely the number thirty-two;
If they guess the question wrong, they have to go backwards to the previous square. If they guess correctly,
they stay in the same square.
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Evaluation
The assessment is performed under three methods: correct answers; partially correct answers; incorrect
answers. This division is different from the game’s rules, where answers would be either correct or
incorrect.
The students got the questions 1, 3, 7, 14, 15, 17 and 18 wrong.
These questions concerned the history knowledge.
Most of the students answered question number 8 in a partially correct way.
We must also emphasize that all students answered the questions 2, 6, 10, 11, 12, 13 and 19 correctly.
These questions regarded the history knowledge and interpretation of sources.
Basic history and geography knowledge.
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This game was performed in the classroom (replacing exercises).
The results stressed the importance of the game as a teaching tool in these two subjects. Thus, effective
learning aims to prove that students can acquire knowledge through game activities. An educational
game can provide the students a rich and complex learning environment, and also develop their reflective,
active and critical perspective.
TABLE: GUIDE III
Journey around the world
Sources
https://geoguessr.com/
Keywords
Geographic quiz
Geographical areas, deductive reasoning, geography of the world, working with Google Street View
Target Audience
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Secondary school pupils/students - 12 years old and older
Aim
1. Orientating on a geographical map
2. Recognition of climatic areas
3. Working with ‘Google Street View’
Teaching students to think analytically, to orient themselves in the geographical areas of the world using
their knowledge, to rationally use online maps and mobile navigation applications.
Evaluation
The game allows students to improve their skills in geography of the world, stimulating them to collect
points and keep their good performance.
Internet connection
Computer, tablet, mobile phone (smartphone)
Instructions given by the teacher. Good English. Good strategic and organizational skills of the teacher.
Students can play and gather points both in class and at home.
This game can be used not only in geography classes. It can be used in mathematics as students were
encouraged to create tasks related to variety of challenges. It can be used for the development of creative
imagination in Bulgarian Language classes - students describe their travels in one game. Also it is
applicable in art and technologies classes, where different kind of guides based on their game can be
created.
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TABLE: GUIDE IV
The game 3rd World Farmer with Promoter Skills in Geography
Paula Simões
Universidade Aberta
José Bidarra and University of Algarve, Portugal
Sources
http://www.google.pt/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCcQFjAB&url=htt
p%3A%2F%2Fwww.fpce.uc.pt%2Fejml2014%2FAtas%2520EJML2012.pdf&ei=sq_YVKSWEYflUvKyhNAD&usg=AFQjCNFNL12OJBYKucln4I_qHTZMGZjtrg&sig2
=ZygKI_nmPa5W2eVhJsJKmQ
http://3rdworldfarmer.com/
Keywords
Computer games, internet, geography
Target Audience
Students attending the 9th grade
Aim
This game aims to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
understand the educational potential;
promote geographical skills;
correct use of the geographical vocabulary;
use of geographic concepts;
analysis of data / documents;
analysis of actual problems;
critical reasoning;
thinking geographically;
work cooperatively;
respect the work of others;
reflect on the decisions, etc.
These skills include the geography subjects and the students' attitude, but there may also be factors
unable for us to see.
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The game has only one level of difficulty and one single way to play.
The students play the role of the African farmer and at the beginning of each year, they decide the best
way to spend the available money.
Each student has a family, a couple, children, a house, five lands and $50 to start.
During the game it is possible to verify the years passed and sell the goods if money is needed.
The goods are divided into several plantations, sorted out by price, name and advantage of that product.
The members of the family have features, such as name, age, gender and information concerning
education, health, fertility and marital status. Only one element can be the head of the family.
The application of the game involved some steps:
1.
2.
3.
4.
5.
definition of the rules and objectives;
creation of the groups;
analysis of the tasks;
implementation of the game;
discussion of ideas.
Evaluation
The students revealed some weaknesses, lack of movement and the characters' attitude was considered
passive.
No need for specific knowledge, just follow the rules.
The 3rd World farm is a free online game and uses flash technology. In order to play, one will need a
computer and internet.
This game has a motivational factor towards learning and clearly contributed to the development of skills
in geography in 9th grade.
However, we found some limitations. It is very important to create rules to play the game, which implies
consistent decisions associated with reality. Therefore, in the end we may be able to observe and register
logical and positive outcomes
.
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CLASSROOM", HISTORY, SOCIAL SCIENCE”
TABLE: GUIDE I
Historias del Cielo. Astronomía a través de los mitos / Spanish – Histories of the sky – Astronomy
through myths
Sources
http://ntic.educacion.es/w3/eos/MaterialesEducativos/mem2009/historias_del_cielo/index.html
Keywords
Milky Way. Constellations: Eagle, Argos, Auriga, Bootes, Centauro, Swan, Coma, Corona, Southern
Cross, Dolphin, Draco, Eridano, Hercules, Hydra, Lira, Ursa Major, Ursa Minor, Triangle, Aquarius,
Aries, Cancer, Capricorn, Scorpio, Gemini, Leo, Libra, Ophiuchus, Pisces, Sagittarius, Taurus and Virgo.
Mythological legend of Perseus and Orion mythology legend with the astronomical description of the
stars involved in them. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Dwarf
Planets, all with curios, photographs, astronomical description, related myth, activities and some artwork,
painting or sculpture in which appears the planet considered .
Target Audience
Students of secondary education who study science range 12-17
Aim
To study astrology and related myths
Interactive game which shows theoretical and interactive activities where planets and myths are related.
The game is designed to be used after the subject about planets have been presented by the teacher so
it reinforced the theoretical part taught by the student in a more dynamic way , making the learning more
active. Moreover by linking planets to myths, history and science are combined
Evaluation
The students knows his/ her performance after each step of the game, he can play again or look for the
solution, there is a final score
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Basic knowledge on Science and Mythology and about the use of Macromedia tools
Macromedia Flash5 y Swish.
Adobe photoshop 5.5
Corel Draw 8 + Corel 8 ClipArt
Microsoft Word + ClipArt & Fonts II for Windows 95, US Dreams Inc.
No specific skiils are needed to play the game. It reinforces content so it is useful as a review after the unit
has been taught.
TABLE: GUIDE II
Hitler Game
Sources
http://www.johndclare.net
Keywords
Political parties – Nazism – Germany – Trade Unions – Middle Class – Democratic – Communistic
Target Audience
Students at the end of their course – last year – 17/18 y.o.
Aim
Learning Subject/ The German political situation in 1928 – 32
field/skills: History.
It helps the students understand WHY people in the past acted as they did.
Specific
Goals: students are pot into an historical complex situation,
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The teacher gives out the information sheets on the aims of the political parties in Germany.
For more able pupils you may also wish to give out the list of the Nazis’ Twenty-five points. Then the
teacher asks the pupils to suggest which elements were designed to appeal to Workers/Patriots and
Nationalists/Racists/Small traders etc. and why Hitler had so many ideas in his manifesto. (It may be
profitable to revisit the events of Hitler's Rise to Power through to the year 1928).
The teacher prepares ‘character cards’ for the different ‘people’ of the political scene, and gives out one
character card to each pupil. Then he asks the pupils to think about who they are, and how they would
vote. Stressing to the pupils that these are imaginary people is important.
The question at this stage is ‘Would you vote Nazi?’ asking the pupils to explain their choices.
Take in the 1928 character cards. Explain that the year is now 1932. You may wish to revisit the event of
Hitler's Rise to Power in the years 1929-32. Give out the ‘character cards’ for 1932, as before.
Ask the pupils to think about who they are, and how they would vote.
At this stage, require the pupils to choose a party. Ask them again to explain their choices. Take a vote;
who is elected? If students ‘get it wrong’ is exactly what really happened in Germany that was full of people
who voted for a party completely unsuited to their situation (as today).
Evaluation
it is vitally important to evaluate the this game is followed by an extensive discussion/exposition-plenary,
where the teacher reinforces the message and puts relevance for their course/exam of what they have
experienced in the game.
Students need to know the historical and political situation at the beginning of 1900 in Europe.
Classroom – characters cards – history textbook – photocopies Other things to consider
The teacher has to consider the students with special needs in particular the SLD, giving them the proper
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TABLE: GUIDE III
The Congress of Vienna
Sources
K. Dawson – History dept. Haberdadashers’ AAskes School, Elstree. UK
Keywords
Napoleonic Wars – France – Prussia – Austria – Russia - Great Britain - Europe
Target Audience
Students aged 17 – fourth class of the secondary technical school of Agriculture:
ITA “E. Sereni” Rome - Italy
Aim
Learning Subject/ field/ skills
Stimulate the participants (singles or groups) to get informed about Europe of the XIX° century. How to
relate into a group facing problems. How to manage feeling of ambition – aggressiveness – dialectic –
falseness. Specific Goals
The group class is divided into 4 groups representing Great Britain, Prussia, Russia and Austria. Two more
students will represent France. Each group elect a responsible of the delegation. The Teacher introduces
the European situation at that time and he/she stops his/her activity. The general activity is demanded to
the class. It will be divided into three phases: planning – plenary sessions – negotiations among countries.
A president (representing Austria) is elected during the plenary sessions. France can speak but can’t vote
(Talleyrand). Obviously all the activity should be similar to the main features of the original agreement.
After the games all students write a report giving an interpretation of the congress from “their country” ‘s
point of view. Now the teacher teaches a lesson on historical agreement signed in Vienna.
Evaluation
Group discussion – Drawing maps – multiple choice answers
Historical elements of France and Europe in general before the Congress of Vienna.
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One classroom – a certain number of tables to create a bigger one. Three sessions of one hour each.
Historical maps of Europe before and after the congress.
TABLE: GUIDE IV
Entdecke Europa! (Let’s explore Europe!)
Sources
http://europa.eu/kids-corner/explore_de.html (DE)
Keywords
European Union, member countries, culture, languages, geography, history, famous persons, science,
vocabulary
Target Audience
Students of upper secondary school
Aim
To test the knowledge of the European Union in a foreign language (German)
This board game is about the European Union and the member countries. The student can play as an
individual player or with classmates/friends. It’s useful in a German class to practice the language and to
repeat vocabulary and lesson material connected to the topic.
Evaluation
A helpful game. Good for advanced learners, for practicing the language, developing basic knowledge
about the member countries of the European Union.
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Intermediate or advanced knowledge of a foreign language (German)
Tablet, laptop, computer, speakers/headphones, internet
The game is easy to use, motivating, funny, attractive, and colourful.
TABLE: GUIDE V
Aplication of didactic games in history and geography classes
Joana Cruz
Faculdad de Letras, University of Porto
Sources
Keywords
Game, Game Pedagogy, Teaching, Playful, History, Geography; Didactics.
Target Audience
Students attending the 7th-grade in Elementary school.
Aim
This proposal aims to be a diversified, attractive and motivational tool that stimulates the interest, the
creativity, the autonomy and the dialogue between teacher-student and student-student.
To analyse the impact of the game as a tool to consolidate the syllabus provided.
Consolidate history and geography knowledge in an entertaining way.
The research methodology used was the direct observation and the analysis of samples collected
during my internship, not only with my supervisors, but also from my experience as a teacher. Data were
analyzed quantitatively. The results showed the success of the consolidation process concerning the
contents of both areas in game situations.
1st Moment: The students get acquainted with the game’s material;
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2nd moment: Understanding the rules;
3rd moment: the “ game for game “ – playing to ensure the rules;
4th moment: verbal pedagogical intervention;
5th moment: game registration ;
6th moment: written intervention;
7th moment: play with skills.
The game used for this activity was "Game of Goose" and present some rules:
1.
2.
3.
4.
5.
6.
Maximum of 25 participants or 5 groups;
Whoever (participant or group) gets the higher number when the dices are rolled gets to start the game;
The game’s penalties and prices must be respected throughout the game;
The participant who reaches the last square first (square 32) wins.
Win the participant or player who arrives first to last house, more precisely the number thirty-two;
If they guess the question wrong, they have to go backwards to the previous square. If they guess correctly,
they stay in the same square.
Evaluation
The assessment is performed under three methods: correct answers; partially correct answers; incorrect
answers. This division is different from the game’s rules, where answers would be either correct or
incorrect.
The students got the questions 1, 3, 7, 14, 15, 17 and 18 wrong.
These questions concerned the history knowledge.
Most of the students answered question number 8 in a partially correct way.
We must also emphasize that all students answered the questions 2, 6, 10, 11, 12, 13 and 19 correctly.
These questions regarded the history knowledge and interpretation of sources.
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Basic history and geography knowledge.
This game was performed in the classroom (replacing exercises).
The results stressed the importance of the game as a teaching tool in these two subjects. Thus, effective
learning aims to prove that students can acquire knowledge through game activities. An educational
game can provide the students a rich and complex learning environment, and also develop their reflective,
active and critical perspective.
TABLE: GUIDE VI
Ancient inhabitants of our lands
Sources
http://learningapps.org/index.php?category=9&s=
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Keywords
Bulgarian history; development of memory
Target Audience
9/12 years, primary and secondary schools, students with learning difficulties
Aim
History, concepts, dictionary
- Learners must remember the names of most ancient inhabitants of our lands.
- Learners must remember the most important lifestyle, religion and way of life of the most ancient settlers
on our land.
- Learners must learn to distinguish artefacts from various eras and to be able to associate keywords to
the respective inhabitants lived in Bulgarian lands.
Acquisition (I will explain content to the learners)
Imitation (I will show the learners how to do
things related to this content, i.e. I will be a model for them)
Discovery (I will provide the necessary artefacts for the learners to find out / discover a specific knowledge
on their own. I will organize guiding activities and provide tips)
Participation
(I will give the students an opportunity to practice self-play of their own mobile devices)
Experimentation - Narrative description of the game plot
Goals



Improving glossary of students
Improve memory
Automating knowledge about tribes inhabited Bulgarian lands in ancient times
Characters - none
Scenes - Group assignment
Before the game: In the classroom – Scan QR, instruction and demonstration by the teacher.
•
•
at home – provide individual access to the application, the availability of written instructions.
at distance – QR code and individual access to written instructions / online, etc.
During the game: In the classroom / at home / at distance / online, etc. – students sign in and perform
individual requirements of the game. Teacher monitors their achievements in the teacher panel.
After the game: In the classroom / at home / at distance / online – Note the students’ results. Follow the
typical mistakes. Analyse.
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Evaluation
Test / exam
Personal portfolio
Feedback from students
Reading with comprehension
Keywords from text
Learning Resource Type:
-
Material / model for observation and repetition of others’ experience
Time / Space resources:
-
In the beginning of the class check the knowledge. No more than 4-5 minutes.
One classroom
TABLE: GUIDE VII
The potential of electronic educational games: A study in the subject civic education
Natália Marques
Direcção Regional de Educação da Região Autónoma da Madeira, Funchal (Madeira)
Bento Silva
University of Minho, Braga (Portugal)
Sources
https://videojogos.wordpress.com/
http://repositorium.sdum.uminho.pt/handle/1822/18292
Keywords
Electronic games, games, education, civic education area
Target Audience
9th -grade, the public school of Madeira
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Aim
The goal is to analyse the educational potential of electronic games, focusing the attention in the area of
civic education.
In the scope of education concerning morals and ethics, all students unanimously agreed that Sim City
promotes the understanding and the acquisition of important attitudes and habits inherent to one’s
lifestyle: responsibility, respect, managing expenditures and citizen rights.
In this experience was used the video game “Sim city”, simulation and strategy game.
One of the experiences is for a player (student) to simulate the role of Mayor in a town and take the first
steps in the world of urban planning, through the creation of the metropolis of your dreams and creating
healthy relationships with the citizens.
This activity was developed through five lessons of civic education, proceeding to a descriptive and
exploratory study to observe and evaluate the behaviour of a group of students while they are using video
games in an educational context.
The data collection techniques used in this study:
1.
2.
3.
4.
5.
inquiry;
direct observation;
observation grids;
record of frames;
self and peer evaluation.
Evaluation
This experiment was divided into five sections:
1.
2.
3.
4.
5.
Filling out a survey and a discussion with the students about citizenship.
Introduction and analysis of education software “Sim City”, sample composed of 12 elements and 12
computers, though the students worked in groups;
Students started building their cities (some moments in this session were registered in photographs, like
the students’ reactions and attitudes.
Continuous work;
The students completed their cities.
In the last moment, the students conducted a self-assessment and peer-evaluation concerning the
construction of cities and filled out a survey regarding the use of this game in class.
Computer knowledge, including electronic games.
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“
Sim Citty” was classified as a simulation game that offers some possibilities of real life simulations and
strategy management functions.
The player takes over as Mayor and will be responsible for the Sims’ well-being.
Their functions consist of creating a home for everyone to live in and to be sensitive regarding their actions.
The Mayor will be informed if a house is destroyed or if the toxic waste dump is affecting the residents of
the neighborhood.
The Sims inform if they are satisfied or not satisfied with the education, health and safety of city.
The player will be supported with other sources of information concerning the way their decisions affect
the lives of the residents. So the Mayor has a lot on his hands.
The performance of the Mayor will be evaluated by the score in the services, so he must create a good
and appealing educational system.
We concluded that the relationship between technology, electronic games and the syllabus is associated
with the perception of a new reality, incorporating innovative strategies capable of sustaining the students’
cognitive and cultural bases.
According to the students, this game promotes comprehension and acquisition of good attitudes and
morals.
The lessons can be much more interesting and motivating with the use of this tools.
The use of video games can be a double challenge:
1.
2.
for students: interactive and collaborative experience
for teachers: the games’ suitability concerning the syllabus
The aim is to, through the use of new technologies, prepare young people for active citizenship.
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TABLE: GUIDE VIII
Digital game "Gloria" : A study concerning the involvement of students in elementary teaching
Hugo Martins, Sónia Cruz, 2012
E.B. 2,3 Frei Bartolomeu dos Mártires- Viana do Castelo, Portuguese Catholic University, Portugal
Sources
http://www.google.pt/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCcQFjAB&url=htt
p%3A%2F%2Fwww.fpce.uc.pt%2Fejml2014%2FAtas%2520EJML2012.pdf&ei=sq_YVKSWEYflUvKyhNAD&usg=AFQjCNFNL12OJBYKucln4I_qHTZMGZjtrg&sig2
=ZygKI_nmPa5W2eVhJsJKmQ
Keywords
Games, History, Digital Game, Interactive learning
Target Audience
Students attending the 6th and 9th-grade
Aim
The goal is to finish the game first.
The purpose of the game is to help students learn history.
This game is the famous board game that involves rolling the dices for the player to move forward or
backwards.
This game was adapted to a digital format, but works the same way.
The game is available for download and contains a virtual board with virtual squares, the sun and the
snake. After rolling the dices the students are asked questions.
If the answer is wrong, the player goes backwards. If the answer is correct, he moves to the next square.
The player that ends first wins the game.
Evaluation
The game was implemented in the digital world with the creation of the software supported by
Windows and Linux.
Although it was considered an interesting activity for both age groups (94% and 93%, respectively) there
was a high involvement from the students' part. However, the activity produced more effects with the 6thgrade students because they consider it a challenging activity that demonstrated mutual assistance.
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History knowledge and computer skills.
The students will need a computer to download the game. (for free)
While the younger students emphasized mutual assistance, older students emphasized the
competitiveness in the activity.
We verified a great support from the students, who considered it a mean to consolidate knowledge.
Although the students have shown interest in making the game, some students were resistant to the
introduction of games in the classroom, because they think teachers carry an important role in the learning
process.
TABLE: GUIDE IX
David Copperfield
Sources
Liceo Amaldi Rome Italy
Keywords
Middle Class – Justice – Injustice – Right – Wrong
Target Audience
Students from the third year of the Lyceum Amaldi Rome Italy 15 y.o.
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Aim
Learning Subject/
English
field/ skills : Literature
Specific
Goals: it aim to teach students about social injustices, and how one can rise above poverty.
David Copperfield is a novel normally read by students of the Italian Lyceum, teacher can implement this
games to reinforce what was learned after the book was completed. First, teacher can break the students
up in to two groups. The first group can create a map that represents England in the 1800′s. The second
group should create a map of what England looks like today. Compare the two and shout out similarities
and differences. Finally, since David Copperfield was a writer, have each student create a short story about
good versus evil, a theme that was prevalent throughout David Copperfield. Read each one aloud and
vote on the top three stories. Additionally, teachers can put together a David Copperfield spelling list and
students can use this list to practice not only their spelling, but also their knowledge of the book.
Evaluation
Discussions – tests
Students must



understand the main points of clear standard input on familiar matters regularly encountered in work,
school, leisure, etc.
produce simple connected text on topics that are familiar or of personal interest.
describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations
for opinions and plans.
Classroom – papers – markers – David Copperfield (Wordsworth Classics) Paperback
The teacher must use items which include a mixture of items that the students are familiar with and
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TABLE GUIDE X
Muck and Brass
Sources
http://www.bbc.co.uk/history/interactive/games/victorian_muckbrass/index_embed.shtml
Keywords
England – History – Town – Industrial Revolution
Target Audience
Kids
Aim
Learning Subject: British History
field/ skills: Industrial Revolution
The player becomes an advisor to a town councillor who made his fortune in cotton. He is bursting
with civic pride but the city’s image leaves much to be desired. The player must guide the
councillor through some difficult decision which will have a direct impact on the look of the city
and the lives of its people.
Evaluation
While playing the game, based on the players decision.
Basic knowledge about history.
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TABLE GUIDE XI
Paint the cathedral - English
Sources
http://www.bbc.co.uk/history/british/middle_ages/launch_gms_paint_wells.shtml
Keywords
History – Art – Cathedral – Middle Ages - Restore
Target Audience
Kids
Aim
Learning Subject: History
field/ skills: Art
Specific Goals: Restoring an architercture building
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Firstly, the game tells some basic information about the cathedral. Afterwards, the player can
restore Wells Cathedral to its former glory, painting the building in its original medieval colours,
step by step.
Evaluation
Comparison between the performance of the person and to the original one.
No prerequisites.
TABLE GUIDE XII
Women’s Rights - English
Sources
http://www.bbc.co.uk/history/interactive/games/victorian_women/index_embed.shtml
Keywords
History – Great Britain – Victorian period – Women - Rights
Target Audience
Kids
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Aim
field/ skills: Human rights
First, the game provides basic information about the Victorian period, the queen and the human
rights. Afterwards, the player (which in the game is characterized as a woman) can open different
doors called “divorce”, “job”, “study”, “money”, “vote” and “children”, which expose statements
such as: “you have separated from your husband. You have a right to custody of your two
children”. The player can choose whether it is true or false, and then the game sais if the answer
was right or wrong, with a brief explanation. Once completed all the questions in one period, the
player travels some decades to the future and tries to guess, again, if the statements are now
true or false.
Evaluation
While answering every question with true or false.
No prerequisites.
Computer plus Internet.
TABLE GUIDE XIII
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Vikings - English
Sources
http://www.bbc.co.uk/scotland/education/sysm/vikings/
Keywords
History – Scotland - Vikings
Target Audience
Children aged 7-9.
Aim
field/ skills: Vikings
Specific Goals: learn more about Vikings, building up your own Longship or Longhouse.
The player first chooses a character which leads him or her to one part of the game. There, he
or she has to answer the question and look at the evidence, and can take notes on a notepad
below. The questions are presented in the way Figure 1 shows. When choosing an option, the
answer will show up together with a brief explanation (as Figure 2 shows), and will lead the
student to an evidence (which can include videos or other interactive material) (Figure 3).
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Figure 1. Question
Figure 2. Answer
Figure 3. Evidence
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Evaluation
After answering every question.
Basic knowledge about Vikings.
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CLASSROOM", LANGUAGE, LITERATURE”
TABLE GUIDE I
Dictionary deception
Sources
www.educationworld.com/a_lesson/friday/friday024.shtml
Keywords
downy mildew – powdery meldew – white blister – mosaic – rust – rot Target Audience
This game has been done to a fifth class of the Agricultural School. English as a second language.
Aim
Learning Subject/
field/ skills
Learn the meaning of difficult plant diseases names
Specific
Goals
This game is based on a popular box game. To start the game, the teacher chooses a word for which no
student will know the meaning. The teacher writes the word on the chalkboard and writes the definition of
the word on a sheet of paper from a small pad. Then the teacher hands a sheet from the same pad to
each student. The student must write on that sheet his or her name and a definition of the word. The
teacher collects all the definitions. One by one, the teacher reads the definitions. Students consider each
definition. Then, as the teacher rereads them, the students vote for the definition that they believe is the
real meaning of the word. Students earn a point if they guess the definition correctly; they also earn a point
each time another student selects their (fake) definition as the true meaning of the word. The person with
the most points at the end of the game wins.
Evaluation
Multiple choice tests – discussion point - translations
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This game requires third-level competency (B1) per the Common European Framework of Reference for
Languages. Knowledge of main kinds of vegetable and elements of Agronomy.
This game can be done in the classroom. You need the chalkboard, sheets of paper. After that a
promenade in the school farm can be the best prize.
TABLE GUIDE II
Front pages
Sources
Ilea Resources Service
Keywords
title subtitle lines advertisement newspaper pages characters news information . journalism
Target Audience
Students of the Second year of technical secondary school 15-16 years old ITA Sereni Rome Italy
Aim
Learning Subject/
field/ skills
Improvement of communication, evaluation of material, collaboration, in changeable situations.
Knowledge of media. The main aim is to communicate as adults. Writing skill is of paramount importance.
Specific
Goals
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The participants have the role of editors of the local newspaper. They divide themselves into 3/4 groups
of them. Each group receive:
1.
2.
3.
a communication from the director (Teacher) about the errors of the previous issue.
A plan of the front page with suggestions about the place where to put the editorial. (the plan of the page
must be accomplished during the game). The editors have to choose the best positions of the several news
with the appropriate titles.
They have to organize themselves with a chief editor who assumes the responsibilities of the work. Time
is an important factor, they have to respect a considerable amount of time(2 or 3 lesson time). The
simulation must be divided into three phases of 15 minutes each (as it is not possible for the typographers
to do the work in one shot). During these phases the paragraphs must be sent to be printed. During the
different phases the editors receive fresh news that affect their previous decisions and evaluations. At the
end they decide the page plan the articles and the titles and the newspaper is ready to be print.
After the working activities all the students can discuss and make reflections and considerations about the
topics.
Evaluation
Group discussion on real topics. Grammar tests.
Reading comprehension of a medium level.
Use of basic grammar
The best learning environment would be the multimedia lab, with one pc and one printer for each group.
Teacher must know the journalistic field, techniques and have a clear idea of the newspaper plan. The
TABLE GUIDE III
Interactive English
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Sources
http://ntic.educacion.es/w3/eos/MaterialesEducativos/mem2001/ienglish/index.html
Keywords
Definite and indefinite articles; present continuous, simple and perfect; some, any & no compounds,
comparatives and superlatives; past simple and continuous. Games: colours, numbers, hang the rat
,descriptions, clothing, time, categories (nouns, adjectives, verbs, etc.). Passive voice; future; Modal
verbs, there is / there are and some / any , prepositions; personal and possessive pronouns; irregular
past. Games: crosswords; idioms
Target Audience
Students of secondary education who need to review English grammar
Aim
To review English grammar playing games and answering contests
Interactive games and which show theoretical and interactive activities related to the English grammar
needed for a Secondary learner who wants to study English . The teacher first explains in class the
grammar points to be studied and the students review later by playing the game
Evaluation
According the results of every game the teacher can know to review any grammar point is needed or not
A1 Level of English and to basic knowledge of IT as a user to be able to play
Adobe photoshop 5.5
Basic knowledge of English in needed to start to play
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TABLE GUIDE IV
Figuras literarias ; Literary devices
Sources
http://www.educa.jcyl.es/educacyl/cm/gallery/recursos_educativa/metrica/oa5.html?utm_source=tichin
g&utm_medium=referral
Keywords
Tools, activities, reading, literature, devices, methods. Poetry.
Target Audience
Students of secondary education who study communication and who are Spanish native speakers
Aim
To learn about literary and the Spanish languageMethod/Learning strategy
Interactive game with theoretical and practical exercises to review the devices used by writers when writing
poetry or and genre. .
Evaluation
clear or need to be reviewed
Spanish speakers and knowledge of Spanish literature and grammar
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TABLE GUIDE V
El viaje de Odiseo y Eneas – Odiseo and Eneas’trip
Sources
http://recursos.cnice.mec.es/latingriego/Palladium/odiseo/index.html
Keywords
Greek and Latin. Alphabet, morphology and syntax. Lexicon, the Romance languages Greece and
Rome, The Greek and Roman literature. The Greek and Roman art: painting, sculpture, ceramics, Doric,
Ionic and Corinthian. Greek and Latin mythology and religion.
Target Audience
Students of secondary education with knowledge of Greek and Latin and of Classical culture
Aim
To learn about Greek and Classical Culture by means of an interactive game that checks by means of
exercises the knowledge that students have got
Interactive game and which shows theoretical and interactive activities related to the Greek and Latin
times
Evaluation
By answering the questions that the game provides the teacher can know if any content of concept has to
be reviewed.
Basic knowledge of Greek and Roman culture
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TABLE GUIDE VI
Play comic
Sources
http://ntic.educacion.es/w3/eos/MaterialesEducativos/mem2009/playcomic/index.html
Keywords
English, comics, Spanish
Target Audience
Students of secondary education who want to learn Spanish – English creating cartoons
Aim
To learn to write in Spanish and English using cartoons as a methodology
Interactive game and which interactive activities related to cartoons are used to learn English
Evaluation
the students and teachers can evaluate if the concepts are clear or need to be reviewed if the cartoons
designed and created are right or not.
Basic knowledge of Spanish and English
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TABLE GUIDE VII
The price is right
Sources
http://jetprogramme.org/wp-content/themes/biz-vektor/pdf/publications/1toc.pdf
Keywords
Big numbers in English
Target Audience
Second year of ITA Sereni technical secondary school 14/15 y.o.
Aim
Learning Subject/ English as a Second language L2
field/ skills reading - speaking
Specific
Goals: Telling big numbers – prices Method/Learning strategy
The teacher gives students a hint sheet about reading big numbers, introducing the way to read big
numbers. Students will make pairs. Teacher gives a memo sheet. A number will be shown on a poster. In
pairs, one student will look at the screen and read the number. The other student, who is not allowed to
look at the poster, writes down the number on his memo sheet. The students will switch roles and practice
a few times. The numbers will get bigger and bigger. The students will now make groups of four. Each
group is given a small whiteboard and a marker. The students will play the game "The Price is Right". The
teacher will show a picture of an item (I used everything even houses or jewels),they must guess the price
and write the number on the board and read out the number. The group which guesses the price closest
to the original price of the item gets a point.
10. The group which gets the most number of points at the end of the game wins and gets a reward
Evaluation
Exercises written and oral – tests from the book
Students must know numbers from 1 to 100. And basic English grammar
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Memo sheets - posters - small whiteboards and markers
The teacher must use items which include a mixture of items that the students are familiar with and
TABLE GUIDE VIII
Learn English with Games
Sources
http://www.ingilizceoyun.com
Keywords
Learning English, teaching, reading, listening, active participation
Target Audience
Students of High School
Aim
To create a virtual environment for students to learn English
Method/Learning strategy/
By using different kinds of visual materials, presentations, videos, games, grammar exercises, students
will learn English in a good atmosphere and they will develop more positive reactions to language learning.
Evaluation
Students will be able to review and practice the units previously taught in class, after the results the teacher
knows if he / she needs to review any concept.
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Having an intermediate level of English
Internet Explorer, Presentation, Flash Player, Acrobat Reader, YouTube
TABLE GUIDE IX
Ba Ba Dum
Sources
http://babadum.com/
Keywords
Vocabulary, vocabulary trainer, pronunciation, spelling, foreign languages, pictures, Italian, German,
Polish, British English, American English, Spanish, French, Japanese, Russian, Swedish, Greek,
Portuguese, Lithuanian
Target Audience
Aim
To learn and to repeat new vocabulary
This beautifully designed game contains 5 different interactive games in 13 languages based on pictures,
1500 words and pronunciation:
1.
2.
3.
4.
5.
The student selects the right picture from the word shown
The student selects the right word from the picture shown
The student selects the right picture from the word spoken
The student spells the word using the letters given that describes the picture shown
Mix of all previous games
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Evaluation
Easy, helpful, good for beginners and advanced learners, language learning and practice.
Basic knowledge of a foreign language (German)
The game is easy to use, motivating, and funny.
TABLE GUIDE X
Bavardons – Compréhension
Sources
http://parlons-francais.tv5monde.com/webdocumentaires-pour-apprendre-le-francais/Jeux/Niveaudebutant/p-299-lg0-Bavardons.htm#.VMft--cwzog
TV5monde: French television channel
Keywords
Conversation, listening comprehension, reading comprehension
Target Audience
A1/A2- level secondary school students
Aim
Understanding a simple (everyday) conversation, both orally and in written form. Giving an acceptable
answer to the questions that are posed in the conversation.
Visual learning strategy
Could be a real situation for the student
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Evaluation
Useful exercise where students have the possibility to improve their reading and listening skills and/or
repeat basic conversation phrases.
Be able to produce and understand basic conversation phrases, both orally and in written form.
Preferably an individual exercise. Computer with internet is needed
TABLE GUIDE XI
Conjugation présent verbes simples
Sources
http://www.logicieleducatif.fr/francais/conjugaison_grammaire/conjugojunior1.php
Keywords
Verb conjugation, present tense, first verb group of the present tense, ER-verb
Target Audience
Students of French in secondary education
Aim
To conjugate verbs of the first group in the present tense (ER-verb).
Interactive game where students have to write in the right conjugation of the present tense. The students
do not just have to choose the right answer; they also have to write the whole word, which improves their
writing/orthographic skills.
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Evaluation
Guarantor for publication: Gildas Croyal, specialized and qualified teacher and teacher trainer.
Basic knowledge of the conjugation of verbs of the first verb group (ER-verb) in the present tense.
Preferably an individual exercise. Computer with internet is needed.
TABLE GUIDE XII
Memo-Spiel: Sie verstehen doch Deutsch!?
Sources
http://www.goethe.de/ins/si/lju/lrn/onl/de10470531.htm
Goethe-Institut
Keywords
Listening comprehension, reading comprehension
Target Audience
A1-level secondary school students
Aim
Learning basic vocabulary
Visual learning strategy
Repetition and passive learning: By not remembering the right place of the words in the chart, the student
will automatically hear or/and see the words several times.
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Evaluation
Useful, funny and motivating exercise to learn/repeat vocabulary.
None.
Preferably an individual exercise. Could be used as a competition between two students, too. A computer
with internet is needed.
TABLE GUIDE XIII
Entdecke Europa! (Let’s explore Europe!)
Sources
http://europa.eu/kids-corner/explore_de.html (DE)
Keywords
European Union, member countries, culture, languages, geography, history, famous persons, science,
vocabulary
Target Audience
Aim
To test the knowledge of the European Union in a foreign language (German)
This board game is about the European Union and the member countries. The student can play as an
individual player or with classmates/friends. It’s useful in a German class to practice the language and to
repeat vocabulary and lesson material connected to the topic.
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Evaluation
A helpful game. Good for advanced learners, for practicing the language, developing basic knowledge
about the member countries of the European Union.
Intermediate or advanced knowledge of a foreign language (German)
The game is easy to use, motivating, funny, attractive, and colourful.
TABLE GUIDE XIV
Uhr ablesen mit Worten (auf Viertelstunden genau)
Sources
http://learningapps.org/view628916
Keywords
Time, clock, hour, minute, German
Target Audience
Aim
to learn to tell the time
This is a racing game to practice to tell the time. The students can play it alone or with classmates/friends
or other users. The student shall look at the clock and choose the right answer.
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Evaluation
Easy, helpful, good for beginners
Basic knowledge of German
The game is easy to use, motivating, and funny.
TABLE GUIDE XV
I want to learn...
Sources
http://www.babbel.com/
Keywords
Learning foreign languages online.
For beginners as well as advanced users (options)
14 different languages.
Target Audience
Secondary school pupils/students.
Aim
A. Learning basic words and expressions in the language you have chosen.
B. Extending your vocabulary and learning more advanced phrases (advanced learners).
Learning words, spelling and pronunciation online.
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Evaluation
correct tests.
Students like such games, because they can use their computers/tablet PCs or mobile phones.
It is a simple and effective way of learning new words, and it proves to be quite popular.
The students normally compare their scores, which is also a kind of evaluation.
Test: The students use the words they have learnt to form sentences and/or they have a test to show how
much they have learnt.
Internet connection
Skills: A. Beginners should have some basic knowledge of the language. B. Advanced learners are
expected to have enough knowledge of the language to use the game on their own.
However, you can use the game for free only to a certain extent; after some time you are invited to register
and pay if you want to go using it.
TABLE GUIDE XVI
Digital Dialects
Sources
http://www.digitaldialects.com/
Keywords
Learning foreign languages online.
For beginners
More than 70 different languages.
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Target Audience
Secondary school pupils/students or anyone that wants to learn a foreign language
Aim
Learning basic words and expressions, numbers, colours, alphabets and verb conjugation in the language
you have chosen.
Learning words, spelling, pronunciation, numbers etc. online.
Evaluation
correct tests.
It is a simple and effective way of learning, and it proves to be quite popular.
The students normally compare their scores, which is also a kind of evaluation.
Test: The students use the words they have learnt to form sentences and/or they have a test to show how
much they have learnt.
Internet connection
Skills: some basic knowledge of the language
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TABLE GUIDE XVII
Online English
Sources
http://www.ingilizce.tk/
Keywords
Distance Education
Target Audience
Students of High School who study Social Sciences, Language and Maths
Aim
To learn English online with a variety of exercises and games
Interactive games and exercises which enable students to study more on grammar, listening, reading and
intonations.
Developing English Language Learning
Internet Explorer, Presentation, Flash Player, Acrobat Reader, YouTube
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CLASSROOM", MATHEMATICS”
TABLE GUIDE I
Fraction BINGO
Sources
http://www.brighthubeducation.com/middle-school-math-lessons/122210-make-complex-math-simplewith-games
Keywords
Fraction – addition – subtraction Target Audience
Students of first year of secondary school. 14 y.o.
Aim
students are working with fractions and integers, and they are beginning to learn algebra. Math games
will help students master these important math skills that are often needed to solve real life problems.
Provide each child with blank, nine-square bingo game cards.
Create calling cards by writing a variety of fraction addition or subtraction problems on the calling card.
For example: 2/3 – 1/3 and 5/8 + 2/8, and then the teacher will write the answers to the problems on the
board such as 1/3 and 7/8.
Instruct students to copy the fraction answers from the board onto the blank bingo cards. The teacher will
call a fraction addition or subtraction problem. Using a piece of scratch paper and pencil, the students will
solve the problem and place their bingo marker on the correct answer on their bingo board. Continue until
somebody has a full card and calls “BINGO.”
Evaluation
Test
Knowledge of elements of maths related to the first year of Secondary school
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The classroom - bingo game cards. Black board - scratch paper – pencils – bingo markers
TABLE GUIDE II
Wolfram Alpha
Sources
http://www.wolframalpha.com/
Keywords
Problem Solving, Mathematics, Learning
Target Audience
All the Students
Aim
To gain students the ability to calculate the numbers as quickly as possible
Method/Learning strategy/
By using a calculation system called ‘Wolfram’, students will make quick decisions and write what they find
to the online site. This will help students develop a deeper problem solving ability.
Evaluation
Students will pass the other stages after finishing the previous one, so they have to complete the stages
one by one so the evaluation is in a process.
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Basic Mathematical knowledge
Internet Explorer, Presentation, Flash Player, Acrobat Reader, YouTube.
TABLE GUIDE III
Geometries history (History of Geometry)
Sources
http://ndla.no/nb/node/49713
Keywords
Learning geometry
Game with tasks, rewards and "games in the game"
Target Audience
Math students (intermediate level), upper secondary school (17-year-olds)
Aim
Learning/repeating geometry by doing tasks and exercises.
Learning and repeating by playing a game and triggering competitive skills.
Evaluation
correct tests.
It is a simple and effective way of learning and repeating geometry, and the students can compete by
comparing results. Excellent tool to prepare the students for a test or an exam, and it is a good idea to use
this after a Flipped Classroom session of geometry.
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Internet connection
Introduction to the game (instructions given by the teacher, but there is a "help" function in the game as
well)
Skills: The students should have some knowledge of geometry.
This game is quite easy to use, but users should have some knowledge of geometry before they try it.
The game can be used many times by the same user, because the tasks given will vary each time.
TABLE GUIDE IV
m-Learning: An experience using the Quizionarium
Fernando Manuel Benzinho Ferreira de Melo, 2007
University of Minho
Sources
Keywords
e-learning, m-learning, education, games
Target Audience
Mathematics students attending the 8th-grade in Funchal.
Aim
Learning basic concepts and definitions through the game.
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Quizionarium: a game with multiple choice questions.
4 weeks.
The first stage regarded the appreciation of the learning evolution which involved basic concepts, related
to the themes approached in the game.
This would be the most interesting and important part of this study, for it aims to examine the implications
of Quizionarium in the learning of basic, though essential concepts inherent to the taught subjects.
Evaluation
After a period of 4 weeks, during which the experimental group was exposed to m-learning and to
Quizionarium, we performed a second test to both groups involved in this project. After that, we assessed
the examinations and analyzed the outcomes.
Through the analysis of the outcome data, we verified an improvement in the groups’ average grades,
which resulted from the work performed in class during this period.
Basic mathematics knowledge.
Aside from the Flash application (the game), which is also available for mobile devices, there is also a
possibility for the teachers to monitor the students’ results, like their score, but also their score of right and
wrong answers or which questions got more wrong answers.
This project is based on the principle of cooperation, thus it is essential for the teachers to participate, with
the introduction of questions (created by themselves) in the game’s database, through its Internet page.
As compensation, when a user is playing he will get a wide set of questions concerning a certain subject,
thus making the game more motivating.
The game is very versatile, and provides different game sets, allowing the user to choose in which theme
he wants to play or if he wants only his teacher’s questions. On another hand, the teacher has the
possibility of creating games for his students, using only his questions.
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To move to the next level, the player will have to answer to 9 questions correctly or answer a mystery
question, which will grant him immediate access to the next level, as well as a higher score. But, to every
risk there is a consequence so, in case the player fails, he loses one life and the points will be worth only
half. The surprise question has an unknown and more difficult theme, which increases the level of
complexity.
An administrator from the school can validate his teachers and create classes. A teacher will have the
possibility of inserting, consulting and changing his questions. He will also have access to a set of reports
that indicate the student’s performance in their games.
The development of Quizionarium is an ambitious project and therefore involves several elements in its
execution.
In the current context, it is necessary to create an educational software, mainly to enjoy mobile phones as
teaching tools.
It is important to make this prototype real, easy and intuitive to all of those interested in its use.
TABLE GUIDE V
“Pythagoras Code” : an educational game for blind and visually impaired students
Frederico Diogo Carvalho Ferreira, 2014
New University of Lisboa
Sources
http://run.unl.pt/handle/10362/14296
Keywords
Educational games, interactive learning, hearing interface, Software for blind and visually impaired
Target Audience
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Blind and visually impaired students from the 9th grade of the Portuguese educational system.
Aim
The goal of this experience is to develop an educational video game to learn mathematics and motivate
learning and promote the motivation of blind and visually impaired students towards mathematics.
Although this is an accessible game for blind youngsters, it includes a graphical component to motivate
sighted students to play.
The learning mode is what distinguishes the game "Pythagoras Code" as an educational tool.
The materials included in the game "The Pythagorean Code" are:
1.
2.
3.
Probabilities;
proportionality (forward and reverse);
Functions (1st and 2nd degree).
The answers help players progress in the treasure hunt, when solving the exercises for each challenge
with the answers that will unlock this track.
Each track has information on the location of the next track and the last track reveals the key to the treasure
room.
This game used 6 monuments to learn and provide several educational opportunities but without
overwhelming the player.
The game's story was adapted from of adventure and mystery book.
Moreover, with the purpose of increasing the students’ motivation without compromising the moments of
learning.
This game captures the interest and curiosity of students, includes a score system which introduces a
healthy competition.
If a student answers a question incorrectly, the game will explained (through video and audio systems),
the correct way to solve the problem.
Evaluation
It is important to identify the requirements necessary to make a proper evaluation of the educational games:
1.
2.
3.
4.
Level of complexity (usability);
the level of teaching and learning needs (effectiveness);
time required for students to achieve a good educational performance (efficiency);
if the game’s features comply with the proposed educational objectives (functionality).
The blind students loved to hear the characters’ voices, indicating an increase in their autonomy, criticizing
the fact that obstacles were not easily identifiable.
The correction of wrong answers is very important and useful. We found that even students who did not
like math played the game to the end.
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The game combines age-appropriate elements, such as a story of adventure/treasure hunt and characters
with which the students may identify with, contributing to greater motivation to play “O Código Pitágoras”.
The materials needed to develop the game:
1.
2.
3.
4.
5.
RPG Maker (www.rpgmakerweb.com);
Flash Develop (www.ﬂashdevelop.org);
FlashPunk (useﬂashpunk.net);
XNA Game Studio (www.dreamspark.com/Product/Product.aspx?productid=3);
Group of small images related to each other used in the construction of sets.
This game promotes a greater integration of blind and visually impaired students in their classes and on
society in general, while allowing them to simultaneously have the same opportunities as their sighted
colleagues.
TABLE GUIDE VI
PlayBrighter
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Sources
http://playbrighter.com/
Keywords
Improving students’ skills in mathematics. Improving performance. Individual and team working
Target Audience
Aim
Improving the skills in mathematics.
Mastering the terminology of mathematics
Learning at own pace.
Personalization of learning
Personalized learning – assigning individual tasks to the students, according to the degree of their
progress. Team working, communication and mutual aid. Motivation and formation of positive attitudes
towards mathematics as a science. Keeping relationship with the parents.
Evaluation - Оценка
The game has prepared questions that the teacher can customize and ask their students as a mission that
they can perform in a variety of game themes - conspiratorial, journey and laboratory. Upon completion of
the mission students accumulate points that allow them to use additional privileges in their profile. The
game gives to the teacher precise statistics which can be printed out and sent to the parents.
Prerequisite for learning – Предпоставки за учене
Internet connection
Guidelines and instructions given by the teacher. Good English.
Learning environment/Resources – Ресурси за обучение
Students can play and gather points both in class and at home.
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The game is suitable for children of primary educational level and lower secondary level. It supports both,
those who have problems with mathematics education and those who do well. It is motivating and allows
to be practiced with mathematics and English.
TABLE GUIDE VII
The Game of Statistical cannon and learning in the context of mathematics and reality
Ivone Máximo and Isolina Oliveira, 2014
Universidade Aberta, Portugal
Sources
Keywords
Learning; Mathematics Education; Digital games; Motivation.
Target Audience
Learning course of Solar Thermal System Technician between the age of 16 and 24 years of age and
masculine gender.
Aim
The project consists of the application of digital games in mathematics classes, studying measures of
central tendency, measures of dispersion and two-dimensional distributions (graphical and intuitive
approach).
The students work in groups and each game contains a guide with the rules, educational goals, and tables
to complete with the scores and questions to answer during the game.
This game allows to combine entertainment with learning statistical concepts and has some steps, such
as:
1.
2.
3.
4.
exploration of the game's rules;
formation of work groups;
analysis of the task within this game (from an elaborated script);
debate and articulation of the game's objectives.
Evaluation
The results show that digital games in formal learning environments promote the understanding of
concepts, increase interest and motivation to learn mathematics.
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Previous knowledge of mathematics and technologies.
A multimedia educational software.
The opinion of the students was very positive comparing with the expectations.
Although only 38% of students stated that this game contributed to the increased interest in mathematics,
62% said it was the same thing. However, no students mentioned any decrease of interest.
The students participated actively in the organization of debates and articulation of ideas. Only one student
failed to answer the questions.
This activity allowed a better understanding of the content and a dynamic, motivating and interactive
learning.
It has been proved that the use of digital games is beneficial for students in mathematics education.
TABLE GUIDE VIII
ExitTicket
Sources
http://exitticket.org/
Keywords
Improving the skills of students in mathematics. Improve results. Individual and group work.
Target Audience
Aim
Checking student achievements in real time
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Accelerating achievements by differentiating instructions in real time
Check how students understand educational content.
Tracing the level of class.
Personalized learning - assigning individual tasks to the students, according to the level of their progress.
Immediate feedback and opportunity for correction. Self-evaluation and comparison of results. Sharing of
results between teachers.
Evaluation
ExitTicket is a quick check system of the knowledge that can be applied to all subjects. It enables the
teacher to see the extent of the acquired knowledge, which is obtained in class or at home in real time.
The system has the ability to track the progress of a student or the entire class.
Internet, mobile devices, teacher registration, questionnaire
Guidelines and instructions given by the teacher. Technical knowledge.
ExitTicket runs on Internet connected common classroom technology with BYOD or 1:1 devices for each
student.
The platform integrates with Class Badges. It allows the teacher to award badges as a reward to quickly
advanced students. All teachers are able to apply for an ambassador, after passing beginner and
advanced training courses.
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CLASSROOM", MUSIC, DANCE”
TABLE GUIDE I
Flamenco
Sources
http://ares.cnice.mec.es/flamenco/
Keywords
Flamenco, music
Target Audience
Students of secondary education who study or want to study music and its history
Aim
To learn about flamenco and the history of music by means of a game.
Interactive game of adventures and which interactive activities related to Flamenco
Evaluation
No
TABLE GUIDE II
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Musiqueando / Playing music
Sources
http://contenidos.educarex.es/mci/2006/33/PrecargaPresentacion.swf?utm_source=tiching&utm_medi
um=referral
Keywords
Music, instruments, dance,
Target Audience
Spanish secondary students who study the history of music and dance
Aim
To learn about the history of music an musical instruments
Using the Trivial game model , students learn about music and dance and their history
Evaluation
Basic knowledge of music and Spanish language
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TABLE GUIDE III
JamClass HD / English
Sources
http://www.telegraph.co.uk/education/educationnews/10708756/Class-of-tomorrow-theresmore-to-tech-than-games.html
Keywords
Music – Guitar – Instrument – Lessons - Bass
Target Audience
Students aged 9 to 13
Aim
Learning Subject: Music
field/ skills: Playing instruments
Specific Goals: playing famous songs songs fast, easy, and accurately.
Pupils work in groups of four in separate “pods”, each of which houses an iPad and Alesis
docking station connected to a keyboard, which is wired up to a JamHub.
Pupils can play keyboard guitar, bass or any live instrument or vocal sound, and each pupil has
a set of headphones to create their own mix.
Evaluation
While performing what they are learning.
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No prerequisites, it has beginner, intermediate and advanced level.
iPad, keyboard, classroom.
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Where it gets really clever is that each pod is wired to one central teacher console, which allows
me to listen in and talk back to them about how they are progressing.
Pupils can also listen to other peer groups.
CLASSROOM", SCIENCE, TECHNOLOGY”
TABLE GUIDE I
El problema de Einstein / Einstein’s problem
Sources
http://ntic.educacion.es/w3/eos/MaterialesEducativos/mem2003/logica/
Keywords
Logic , logic laws, deductive calculation , physic, modern physics
Target Audience
Students of secondary education with knowledge of logic and physics
Aim
To learn about Einstein’s theory using logic
Interactive game and which shows theoretical and interactive activities related to Einstein theory . Theory
is shown and it is followed by exercises the students have to reply
Evaluation
Each step, each question of the game shows if the student has understood the concept and if the teacher
needs to review or not .
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Basic knowledge of Physics
TABLE GUIDE II
Historias del Cielo. Astronomía a través de los mitos / Spanish – Histories of the sky – Astronomy
through myths
Sources
http://ntic.educacion.es/w3/eos/MaterialesEducativos/mem2009/historias_del_cielo/index.html
Keywords
Milky Way. Constellations: Eagle, Argos, Auriga, Bootes, Centauro, Swan, Coma, Corona, Southern
Cross, Dolphin, Draco, Eridano, Hercules, Hydra, Lira, Ursa Major, Ursa Minor, Triangle, Aquarius,
Aries, Cancer, Capricorn, Scorpio, Gemini, Leo, Libra, Ophiuchus, Pisces, Sagittarius, Taurus and Virgo.
Mythological legend of Perseus and Orion mythology legend with the astronomical description of the
stars involved in them. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Dwarf
Planets, all with curios, photographs, astronomical description, related myth, activities and some artwork,
painting or sculpture in which appears the planet considered .
Target Audience
Students of secondary education who study science range 12-17
Aim
To study astrology and related myths
Interactive game which shows theoretical and interactive activities where planets and myths are related .
The game is designed to be used after the subject about planets have been presented by the teacher so
it reinforced the theoretical part taught by the student in a more dynamic way , making the learning more
active. Moreover by linking planets to myths, history and science are combined
Evaluation
The students knows his/ her performance after each step of the game, he can play again or look for the
solution, there is a final score
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Basic knowledge on Science and Mythology and about the use of Macromedia tools
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Adobe photoshop 5.5
No specific skiils are needed to play the game. It reinforces content so it is useful as a review after the unit
has been taught.
TABLE GUIDE III
Juegos didácticos Proyecto Newton (Didactic Game , Newton Project )
Sources
recursostic.educacion.es/newton/web/juegos.php
Keywords
Electric current, Electrical Phenomena, Heat and Temperature, Heat engines and Machines, Linear
momentum , Matter, Movement, Optics, Pressure,Rectilinear movement, the magnetic field , work power
, energy
Target Audience
Students of secondary education , who study physics and chemistry
Aim
Learn about Chemistry and Physics with games
Interactive games and which shows theoretical and interactive activities related Chemistry and Physics
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Evaluation
It is very useful to review and practice the units previously taught in class , after the results the teacher
knows if he / she needs to review any concept
Previous basic knowledge of Chemistry and Physics
TABLE GUIDE IV
Our Virtual School
Sources
http://www.sanalokulumuz.com/fen-ve-teknoloji
Keywords
Science and Technology
Target Audience
Students of High School
Aim
To develop interest and learn more about Science and Technology
Finding lectures on Science and Technology Lecture page enables students to revise or learn the topics
when they are missing the course. Using presentations, videos, different kinds of exercises are among the
methods used in this activity game. Developing problem solving and creative thinking are the learning
strategies used in the mentioned game.
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Evaluation
Lecture topics with sample questions will allow the students to consolidate solutions for the next steps.
Having basic knowledge about Science and Technology.
Internet Explorer, Presentation, Flash Player, Acrobat Reader, Edius
TABLE GUIDE V
Feed the Dingo
Sources
http://pbskids.org/plumlanding/index.html
Keywords
Natural Sciences, balanced ecosystems
Target Audience
Students, 7-12 years old
Aim
The subject of the learning scenario is related to the curriculum for:
-
Natural Sciences Biology, Zoology, Ecology
Here are suggested ways to engage students with this interactive and with activities related to biodiversity
and ecosystems.
Acquisition (I will explain content to the learners)
Imitation (I will show the learners how to do things related to this subject)
Participation (I will organize sessions in which learners will discuss for learning a specific subject and I
will facilitate the interaction between them)
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Experimentation (I will Organize activities in which Learners will understand, Learn how-to, practice, and
exercise)
In the game students have to build and maintain a desert ecosystem. The game begins with a blank slate
to which students have to add plants and animals. The game plays out over twelve virtual days. Scenes
– desert, inhabitants of the desert ecosystem
Before the game: In the classroom, online; Instruction and talk about the desert ecosystem
During the game: In the classroom online, Discuss options, group work, guidance by the teacher
After the game: In the classroom online, Overview, discuss results.
Evaluation
Examples on how learning impacts will be measured:



Group discussion
Project based assignment
Feedback from students


Previous skills, such as English reading
Interdependent Relationships in Ecosystems
-
Material / model for observation and repetition of others’ experience
Asking Questions and Defining Problems
Obtaining, Evaluating, and Communicating Information
One classroom
Support Materials and Educational Standards
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TABLE GUIDE VI
Educational potential of commercial games in the natural sciences
Andrea Iliana Martins Junqueira, 2010
University of Porto, Natural Sciences
Sources
http://ensino.wix.com/ensino
repositorio-aberto.up.pt/bitstream/10216/59009/1/000143909.pdf
Keywords
Digital games, technological devices, natural science
Target Audience
The game was applied in three schools in the Aveiro district:
1.
2.
3.
Escola Secundária João da Silva Correia;
Escola Secundária da Mealhada;
Escola Secundária de Vale de Cambra.
Aim
The goal was to verify whether commercial digital games can be adopted in the educational context and
if it benefits the student’s learning process.
Game in the classroom context, divided in 3 lessons.
The game’s goal is to develop a microscopic unicellular organism, reaching different complexity levels in
order to achieve an earthly environment. The next goal is to create a tribe and develop it so that it can
reach the city. At last, conquering the Universe! Throughout this game, the students recreate evolution
processes in different life forms, in the conquest of the earth environment, the creation of tribes and
civilizations and conquest of the universe.
Evaluation
The assessment method was regular, and the goal was to determine the influence of participating in the
game. Given the students’ grades, we did not find any clear pattern concerning the influence of the game.
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Basic science knowledge.
To develop the activity is required a computer and a game – “Spore”
This game was developed for Electronic Arts Inc. (EA) in 2008 for children over the age of 12.
The game was chosen based on the following criteria:
1.
2.
3.
4.
Suitability concerning the syllabus of Natural Sciences;
the graphical aspect;
the narrative;
navigation.
Commercial digital games can be successfully introduced in Portugal’s education system and
increases the student’s motivation, knowledge acquisition and maintenance if a suitable syllabus is
adopted and monitored.
Given the outcomes, we believe that digital games may be considered educational tools, capable of
improving the learning process in the Natural Sciences subject.
TABLE GUIDE VII
The multimedia game as a cooperative and collaborative work tool
Cátia Magalhães, Fátima Oliveira and José Alberto Lencastre, 2014
University of Minho
Sources
Keywords
Collaboration, Cooperation, Motivation, Positive Competition, Game
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Target Audience
12th grade, 2nd and 3rd semester of science and technology and visual arts classes.
Aim
With the application of this game we tried to:
1.
2.
3.
4.
5.
6.
promote collaborative/cooperative learning intra-class;
explore the Scratch programming software as a Multimedia system;
explore image editing software / video and sound treatment;
explore the Web 2.0 tools for inter-class interaction outside the classroom context;
promote cooperative learning to improve the positive competition;
promote cooperative / collaborative learning as a motivational strategy.
The scratch was used to create the game, using simple and intuitive programming and multimedia areas.
Scratch enables the creation of stories, animations, simulations, games and other multimedia products
with resource to sets of colourful blocks placed in a relational way (script), has if creating a project with
LEGO blocks.
The game has 4 levels, in similar scenarios to school and with characters created from the students'
photographs.
The goal is to end the zombie invasion in school and the main character to overcome obstacles/challenges
that emerge throughout the game with the help of an NPC (Non-Player Character).
Evaluation
In this experience were used several techniques for data collection, such as observation-investigation,
interviews and analysis of a portfolio.
With this activity had positive effects gradually.
We concluded that students were motivated and increasingly autonomous in seeking information for their
problems.
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For this task, we required a computer, internet and computer knowledge.
The interaction between groups was performed using Web 2.0 tools, including Facebook, Drop box and
Moodle.
The games are considered a pedagogical tool with strong potential to achieve goals.
The project was divided into tasks:
1.
2.
the class of Visual Arts created the images (scenarios and characters), sounds and promotional
videos;
the class of Science and Technology developed the game's programming.
The pedagogical goal based in the promotion of cooperative inter-class learning was achieved, and the
scratch proved to be a good programming tool, but with limitations on the media level.
TABLE GUIDE VIII
Electric Circuits – English.
Sources
Keywords
Cells, Coulombs of Charge, Ammeters, Lightbulbs.
Target Audience
Year 9 students.
Aim
Learning Subject: Electric circuits.
field/ skills: Physics.
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Specific Goals: Learn how electricity works through a role play.
Watching videos and enact a role role play where the students played the part of “Cells”, “Coulombs of
Charge”, “Ammeters”, “Lightbulbs”. The “Coulombs” (laminated signs around their necks) had to collect
Joules (laminated pictures of weetabix) from the 1V “Cell” (another person holding a tray of Joules) and
work out how to deposit them in the “Lightbulb” trays, given a number of different series and parallel
configurations. The “Ammeters”, placed in different locations counted the “Coulombs” in a time period and
worked
out
the
current.
Then,
completed questions on series and parallel circuits, which were corrected in real time.
Evaluation
In the real time.
Basic knowledge about electricity –learnt through the video.
Computer with Internet, classroom, laminated signs, trays.
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they
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The role play plays a motivational factor as it is practical and students can see it in the real time,
so it reinforces the memory.
TABLE GUIDE IX
Momentum - English
Sources
Keywords
Collisions, Explosions, Velocity, Kinetic Energy, Centre of Mass, Momenta Diagram.
Target Audience
Middle ability Year 10 class.
Aim
Aim: to study Physics and learn how concepts such as velocity, mass… influence objects.
Specific Goals: work in groups, ICTs use.
Watching videos for homework and, following these, complete in groups a practical on ‘Collisions
and Explosions’. Afterwards, complete an IT worksheet on Phet Collision Lab, and the
subsequent lesson was to complete the booklet question on Collisions and Explosions with
teacher and peer support.
Evaluation
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Simultaneous to the lessons’ activities.
Doing the homework: watch a video, write their own notes and complete 10 Multiple Choice
questions.
Computer with Internet, Classroom.
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At the begginig some students found the homework a bit hard but, after some support, the
misconceptions were addressed more efficiently.
TABLE GUIDE XI
Converging Lens Ray Diagrams - English
Sources
Keywords
Ray Diagrams, Convex Lens, Converging Lens, Properties of the Image, Curved Mirror.
Target Audience
Year 11 students.
Aim
Learning Subject: Physics – Ray Diagrams.
Specific Goals: learning Physics through ICT use and practical work.
Homework was to watch and make notes on the first half of goo.gl/oYzvuz (up to 6:20),
making sure they drew all the diagrams. The followup activity in class was to check knowledge of key
terms (e.g. ‘principal axis’) and then get straight on with some questions to construct ray diagrams, which
extended to producing virtual images. Plus, students drew an object on tracing paper which was
illuminated with a lamp, then used a converging lens of known focal length, a screen, and a metre rule to
investigate the properties of the image for different object distances.
Evaluation
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Students’ progress was monitored in realtime, mistakes were corrected, and those who finished quickly
were given a task to draw a ray diagram for a curved mirror (beyond our syllabus). We then reinforced the
conclusions about the image properties for different object distances.
Basic Physics.
Computer with Internet, classroom.
Having saved time by not having to explain how to draw the ray diagrams, plenty of time was then available
to do a practical to verify the results from the ray diagrams.
TABLE GUIDE XII
Moments - English
Sources
Keywords
Mass, Balance, Centre of mass, Toppling point, Stability and Units.
Target Audience
Year 11 students.
Aim
Learning Subject: Physics.
Specific Goals: learning about masses and balance of the objects in a practical way.
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Homework was to explore the Phet Balancing Act simulation goo.gl/O7Zpks. As the simulation was used,
students were asked to consider if there was more than one way to get two objects with identical masses
to balance? They were then asked to get two objects with different masses to balance. In completing this
exercise, pupils were building a recognition that what might be common sense given experience of levers
or time on seesaws could be explained numerically.
In the followup lesson, pupils were immediately
presented with meter rules pivoted at the centre with moveable masses to be placed at various points.
Firstly pupils were asked to calculate where known masses could be placed to allow the ruler to balance,
and then, as a final challenge, to establish the mass of an unknown object.
Evaluation
Simultaneous to the activities.
Watching the videos.
Computer with internet, classroom, meter rules.
The same topic could be taught using, for example, a Pathe video clip of doubledecker bus toppletesting.
Using an interesting reallife example, pupils can be asked questions about concepts such as centre of
mass, toppling point, stability and units without previously covering them in class. Any followup practical
in
class,
or
written
problems
are then quick to implement with pupils having already been introduced to the ideas.
TABLE GUIDE XIII
Serious EdGames (SEdG) / English.
Sources
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set,
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http://www.ucisa.ac.uk/blog/?p=914
Keywords
Environment, Plot, Land, Law, Applications, Control
Target Audience
University students.
Aim
SEdG is a game developed for built environment professionals with the aim to develop students’
understanding of topics that include planning law, planning applications and planning controls.
The learners use an avatar to explore and survey a plot of virtual land with the goal of deciding
alignment of a trunk road. Developed using Construct 2, the game also presented students with
a series of questions to respond to. These are presented as a basketball game with a correct
answer resulting in a ball through the basket and an incorrect answer resulting in a miss.
Evaluation
During the game, it gives students simultaneous feedback.
Be a university student wanting to become an environment professional.
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Student responses to the project evaluation were mixed; 47% of the respondents agreed that
they enjoyed learning through SEdG more than they did through traditional methods, whereas
21% disagreed. Other evaluation findings included 29% learners stating that the game facilitated
more focused learning compared to books as opposed to 24% who didn’t. 29% of respondents
said that the game helped them retain information as opposed to 24% who didn’t.
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BE CREATIVE
BE INNOVATIVE
FLIP TO GAIN TIME
Project Number 2014-1-ES01-KA201-004401
This project has been funded with support from the European Commission. This
publication reflects the views only of the author, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.

Compendium for Best Learning Practices For Creative

Transcription

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