Показ дописів із міткою ідеї. Показати всі дописи
Показ дописів із міткою ідеї. Показати всі дописи
субота, 16 травня 2015 р.
Flipping
Подивитись
http://elearninginfographics.com/what-is-a-flipped-classroom-infographic-plus-the-educator-guide-to-flipped-classroom/
http://www.emergingedtech.com/2013/06/8-great-flipped-class-videos/
Оцінювання роботи в групі
For his first group work, the content produced counted for 75% of the final grade, the observation
of the group work by the teacher counted for 15% and the students’ self-assessment for 10%. For the second
group task, the content produced counted for 40% of the final grade, the teacher’s observation counted for 30%
and the students’ self-assessment for 30%.
---
Peter Stöckelmaier experimented with the app ‘Timelapse’. He started the app on the tablet and placed it
so it could film the work of one group. A picture was taken every 15 to 30 seconds. These pictures can then be
shown as a video. Watching this video helped to see which group member stayed engaged in the work and which
turned away from the group. The students knew in advance that they would be filmed. The ‘Timelapse’ video
helped the students to reflect on their own participation. Those who were less engaged accepted it as a proof
of their lower level of engagement and as a motivation to be more engaged in the next group work
---
One possible way to organise a self-assessment is to ask each member of a group to write a learning diary. In this
protocol, the student had to write down what the goal of the lesson was, in how far the group reached this goal
and what their own contribution was. He was also able to compare the protocols of several team members of
one group to check if the information was correct.
of the group work by the teacher counted for 15% and the students’ self-assessment for 10%. For the second
group task, the content produced counted for 40% of the final grade, the teacher’s observation counted for 30%
and the students’ self-assessment for 30%.
---
Peter Stöckelmaier experimented with the app ‘Timelapse’. He started the app on the tablet and placed it
so it could film the work of one group. A picture was taken every 15 to 30 seconds. These pictures can then be
shown as a video. Watching this video helped to see which group member stayed engaged in the work and which
turned away from the group. The students knew in advance that they would be filmed. The ‘Timelapse’ video
helped the students to reflect on their own participation. Those who were less engaged accepted it as a proof
of their lower level of engagement and as a motivation to be more engaged in the next group work
---
One possible way to organise a self-assessment is to ask each member of a group to write a learning diary. In this
protocol, the student had to write down what the goal of the lesson was, in how far the group reached this goal
and what their own contribution was. He was also able to compare the protocols of several team members of
one group to check if the information was correct.
четвер, 14 травня 2015 р.
Про що треба подумати
- Використання тільки планшетів - де дістає в-ф
- Робота в малих групах - наприклад, спільна робота над презентаціями
- Полювання за скарбами, QR-код на станціях
- Блоги як щоденник роботи над проектом
- Спільне ведення блогу
- Розв'язування ланцюжком онлайн
- Створення колажів
- Онлайн-лекція в декілька класів з питаннями по скайп (історики або щось таке)
- Тема мультимедіа в 11 - відео на планшетах. Треба якусь цікаву програму з ефектами
Місце, де можна зберігати дані
Спілкування в процесі
(можна поставити на всі скайп або щось інше, здавати готові файли через нього)
Збереження даних - ?
Аккаунти на планшети - шкільні або особисті
Закріпити планшети за учнями - ?
Технічна підтримка
Навчити декількох учнів в кожному класі
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