Flip experimentation by marie helene fasquel

2014-15 Letâ&#x20AC;&#x2122;s flip together!

eTwinning project Experimenting the flipped classroom model in Europe & Turkey 25/06/2014

Let’s flip together!!!!

Teacher: Marie-Hélène Fasquel, Co-founder of the eTwinning project School: Lycée Giraux Sannier Country: France Age of the students: 15 to 10 (senior high school and accountancy students)

Please tell us - Why you chose to join the project: Actually I devised the project. Why did I choose this type of project? I wanted to engage my students in multiple ways: experimenting a model which seemed appealing to students and teachers alike, which I could relate to in an international context. Sharing, collaborating and learning with students their age from 8 different countries was a great incentive! Experimenting a new learning model too.

- How you experimented the flipped classroom (or why you could not do it in the end): I shared resources on Padlet and tried to make them as numerous and varied as possible to accommodate all students’ learning styles. Here are a few examples of the walls I used: http://padlet.com/mhfasquel/new-year-2nde

Let’s flip together experimentation booklet – eTwinning project – 2013-2014

http://padlet.com/mhfasquel/introductions-2nde http://padlet.com/mhfasquel/esl-food http://padlet.com/mhfasquel/whodunit http://padlet.com/mhfasquel/2a-short-story http://padlet.com/mhfasquel/flipped-class http://padlet.com/mhfasquel/new-technologies http://padlet.com/mhfasquel/writing-taskshttp://padlet.com/mhfasquel/listening-tasks http://padlet.com/mhfasquel/reading-tasks http://padlet.com/mhfasquel/speaking-tasks http://padlet.com/mhfasquel/grammar-tasks http://padlet.com/mhfasquel/voc-games http://padlet.com/mhfasquel/europe-globalisation http://padlet.com/mhfasquel/protest-lycee

- What the results of your experimentation are (advantages and drawbacks of this concept): Advantages My students were engaged, eager to study, learn and work. They enjoyed their ESL lessons, even the weaker ones (and those were the students who most learnt thanks to the flipped model). They were much more active and

Drawbacks Some students were boarders and it was more difficult for them to access the Internet (but they could use computers in the library as well as during the lab sessions so it was ok in the end). At first, the students were worried/ unsettled as this approach was new

Let’s flip together experimentation booklet – eTwinning project – 2013-2014

involved in the learning process.

(but they soon learnt to love it).

You can add links to your students' work, to your blog or where you shared resources for your students:  http://padlet.com/mhfasquel/glogs-2nde  Online content curation: http://www.scoop.it/t/classe-inverseeexperimentation-recherches  http://padlet.com/mhfasquel/games  Blog: http://sharingteaching.blogspot.fr/  Resources: http://padlet.com/mhfasquel/let-s-flip  http://padlet.com/mhfasquel/our-environment-2A-2

- Any pictures you like of your school, students, classroom:

Logo made by one of my students: Florian M.

Let’s flip together experimentation booklet – eTwinning project – 2013-2014

Gift and certificate of excellence for the best works of my students.

- Any colloquiums/training sessions you followed or organised on the topic of the flipped classroom: I followed many training sessions about the flipped classroom (2 at the TESOL France’s 32nd colloquium in November 2013, some online webinars including Russell Stanard’s on June 23, 2014, and so on). I gave a talk about the flipped classroom to my region’s trainers in May 2014 (at the request of my inspector). I will give a plenary talk at the Cyber-langues colloquium in August 2014 and will perhaps give one at the TESOL France’s 33rd colloquium in November 2015.

Teacher: Maria Rosaria Gismondi School: Liceo Scientifico Bruno Touschek Grottaferrata (Roma)

Let’s flip together experimentation booklet – eTwinning project – 2013-2014

Country: Italy Age of the students: 16

Please tell us - Why you chose to join the project: The topic proposed by the coordinator was very challenging and intriguing to me. I perceived that this new methodology could be the key to involve my students in their learning process more directly.

- How you experimented the flipped classroom (or why you could not do it in the end): During the summer I studied the theoretical background to the flipped classroom and I practiced the new tools needed to flip. I learnt to use Scoopit! To publish and share materials, as well as Padlet, Smore and many other tools. I designed my own website in order to share materials with my students and colleagues and to give instructions. The most interesting aspect was the training to the method, which was based on sharing information and expertise among the different partner teachers. I taught my students to use the twinspace and we started working on the different topics. They could find materials and instructions on my website, then at school we used the multimedia lab to implement activities and outputs. I asked my students to interact with their partners, for example by exchanging Christmas cards and experiences on celebrations in the different countries, or by solving games devised by the French team. The aspect of cooperation among students is the only one I would improve in the future, for example I would organize a Skype conference or other forms of exchange. My Scoopit! page javascript:(function(;scscript.type='text/javascript';scscript.src='https://www.sc Let’s flip together experimentation booklet – eTwinning project – 2013-2014

oop.it/resources/bklet/scoop.js?x='+(Math.random());document.getElementsB yTagName('head')[0].appendChild(scscript);document.sc_srvurl='https://www. scoop.it'})();

- What the results of your experimentation are (advantages and drawbacks of this concept): Advantages More involvement in students Integration of the project in the curriculum Better school results

Drawbacks Sometimes technology at school doesn’t work properly Lack of adequate tools Difficulty in using Twinspace

Opportunity of using foreign languages for real communication Experiencing technology for different purposes Exchanges of expertise among teachers Building a virtual community Building a sense of European citizenship …and much more You can add links to your students' work, to your blog or where you shared resources for your students:  http://mrgismondi.weebly.com/ My website  http://padlet.com/mariarosariagis/class3fliceotouschek Introducing the class group Let’s flip together experimentation booklet – eTwinning project – 2013-2014

 http://padlet.com/mariarosariagis/celebrationstouschek Our contribution to the module: Celebrations  http://padlet.com/mariarosariagis/jb8dol9rmu Our contribution to the module Food  http://padlet.com/mariarosariagis/olivertwist3D Our contribution to the module Films

Let’s flip together experimentation booklet – eTwinning project – 2013-2014

 Our contribution to solving games

Let’s flip together experimentation booklet – eTwinning project – 2013-2014

- Any pictures you like of your school, students, classroom:

Let’s flip together experimentation booklet – eTwinning project – 2013-2014

- Any colloquiums/training sessions you followed or organised on the topic of the flipped classroom: In the month of March 2014 I organized a meeting in the townhall of my municipality on the theme of flipped classrooms. I invited the authar of the book “La classe capovolta” Maurizio Maglione, and we discussed on the topic. Many teachers of our area were present.

Locandina La classe capovolta (2).pub

Let’s flip together experimentation booklet – eTwinning project – 2013-2014

I joined the Fecebook group “La classe capovolta” and I interact with my experience and outcomes. June, 16 2014

Maria Rosaria Gismondi

HOW DID I FLIP MY CLASSROOM? Before mentioning about how I flipped my classroom, I would like to give some information about the environment of our school. Our school is located in a small village in Mersin, Turkey. The economic situation of the parents is not very good; the income is from the agriculture. Most of the students don’t have computers or internet connection in their house. I learned about the project via this project. And I strongly believe that this is a wonderful approach. The idea is coherent with the technological developments of the era. Pupils of this period love using the technology and this approach turns this fondness into an advantage. Students learn easily by using their computers, tablets or mobile Let’s flip together experimentation booklet – eTwinning project – 2013-2014

phones. It is the first time I have heart about this approach via this E-twinning Project “LET’S FLIP”. I have been eager to use this approach in my classroom. But unfortunately, I have had some problems while using this method. As I mentioned before, my pupils do not have computers, tablets, or internet connection in their houses. Therefore, they only had the chance of using the computers at school. They stayed at school after their lessons finished and started the documents I had given them. We had these problems but the results were very good. They were glad to be working with computers and they had the chance of studying on their own. They were both teachers and students! This idea made them more enthusiastic about the project and learning new things. Before the lesson, I prepared some documents, videos, records for the students. They studied them after school. They studied on their own, they repeated and repeated. As I mentioned above, they loved studying alone and controlling their studies. After I became sure that they totally understood the subject, we solved some questions about the subject and prepare some ppts, videos, or records. We also prepared this padlet to show our school and some of our studies. We hope to improve the conditions next year and use this method with other classes, too. OUR WORKS AND PHOTOS OUR COMPUTER CLASSROOM AT SCHOOL -OUR SCTUDENTS ARE STUDYING

Let’s flip together experimentation booklet – eTwinning project – 2013-2014

OUR INTROUDUCTION BOOKS – OUR PUPILS MADE A BOOK INTRODUCING THEMSELVES

Let’s flip together experimentation booklet – eTwinning project – 2013-2014

OUR PUPILS ARE PREPARING PUZZLES

Let’s flip together experimentation booklet – eTwinning project – 2013-2014

HERE YOU MAY FIND THE WORKS ABOUT OUR PROJECT http://tr.padlet.com/nesecelik499/letsflip

Carlos Amarante High School, Braga, Portugal http://www.esca.edu.pt/ - school website According to the data collected earlier in the year, all my students have a computer with Internet access at home, own a mobile phone or smartphone and some of them have also a tablet. These conditions proved ideal conditions for the development of Flipped Classroom methodology. For the activities of the classroom students who have smartphones and tablets use them and the school also provides students with eight tablets. Let’s flip together experimentation booklet – eTwinning project – 2013-2014

I start post short video lectures online on class blog for students to view at home prior to the next class session. I promote student-centered learning and collaboration with quizzes, podcasts and games. Podcasts help students to prepare reading manual texts. In the first reading and pronunciation assessment students who trained at home showed better performances in terms of diction, fluency and rhythm than those which trained little or nothing. At the beginning of the method application students showed some scepticism, but the data collected indicate that they understood the methodology and recognize the videos and podcasts benefits to learning. While most students show interest in anticipation of the contents on the blog, few showed some resistance, because they have no study habits outside of school. The inverted classroom requires student works at home to be well prepared for classroom activities. Also requires self-student organization and autonomy to work outside of class, and these were the main constraints to the development of this methodology. During the project development we try to reverse the traditional model, saving time in the classroom with creative activities, discussion, deepening interaction and collaborative projects. Some students still prefer passive learning experiences, so we must continue to provide opportunities for active learning, in which all students participate and are involved. Teacher – Adelina Moura Grade – 9ºA

Teacher: Adelina Moura adelina8@gmail.com School: Escola Secundária Carlos Amarante Country: Portugal Age of the students: 14-15 Let’s flip together experimentation booklet – eTwinning project – 2013-2014

Please tell us - Why you chose to join the project: I chose to participate in the project because the title pleased me and some time ago I planned to try the concept of flipped classroom in my school practices. I like to provide students with technological rich learning environments, and innovate in the classroom. My priority is my students and their educational success. I always seek new approaches that help me to prepare students for the challenges of the digital age. So eTwinning was the best for that, it allows and facilitates the integration of digital resources in teaching practices, because it enables schools across Europe to link online each other’s and engage in ICT-based learning.

- How you experimented the flipped classroom (or why you could not do it in the end): To develop this project I created the class blog who served to support and complement classroom and home activities. There are several apps for iOS and Android those allow us to record audio and all activity that occurs on the tablet screen, in video format, suitable for inverted classroom methodology. For creating videos with explanation of curricula contents I chose the free app for iPad – Educreations. As teacher, it seems to me very easy to use, and to publish de videos on the class blog. This app lets record what I’m writing on the screen and my voice with the explanation, as occurred in the traditional classroom model. So students have the opportunity to learn new content online by watching teacher video lectures at home, and practice at school. Let’s flip together experimentation booklet – eTwinning project – 2013-2014

To practice reading and pronunciation, I recorded in podcast format reading the texts of the manual, with Vocaroo application, after I published on Podomatic portal and I inserted with the html code on the blog. The students can listen to the recordings of the texts of the manual as often as necessary, when and where they want. It is an opportunity to be better prepared before reading for assessment in the classroom. Others tools (you can find it on the class blog): I used classtools.net to create electronic games to learn vocabulary and grammar, I used Arcade Games editor. Also, I used Educaplay, for quizzes, cross words, maps, and so on. I used EduCanon to explore youtube videos and quizzes. For clickers system I use Gosoapbox and kahoot. At school students used their mobile devices to work, I adopted BYOD program.

- What the results of your experimentation are (advantages and drawbacks of this concept): Advantages Students:

- like to view the videos and listen to podcasts at their pace;

- agree that learn independently is better than being forced in class; - consider it is useful to see the lesson materials at home before to work at school. - think it is a very useful methodology for learning French language.

Drawbacks Some students reported problems with internet access at home. There are no way to force students to see the resources at home, as there are students that not working at home, because they did not have time for it, as saying by some students. There is additional work for teacher to prepare resources. As we must prepare students for the national exams, it is

Letâ&#x20AC;&#x2122;s flip together experimentation booklet â&#x20AC;&#x201C; eTwinning project â&#x20AC;&#x201C; 2013-2014

One student considers that flipped classroom is very different from traditional classroom method, but the learning only improves when students take seriously the work of the teacher. Another student said that it is a good method to study alone.

difficult to reconcile this methodology in most lessons. - This method increase the number of hours at the computer to study and some students complain about that.

Other student refers that to see the video lectures at home is very comfortable, because he can pause and continue when he want. You can add links to your students' work, to your blog or where you shared resources for your students:  My class blog http://8aesca.blogspot.pt/  In twinspace there are others resources. - Any pictures you like of your school, students, classroom:

Let’s flip together experimentation booklet – eTwinning project – 2013-2014

- Any colloquiums/training sessions you followed or organised on the topic of the flipped classroom:

http://www.slideshare.net/linade/flipped-classroom-uma-metodologia-paraa-aula-de-lnguas http://www.slideshare.net/linade/aula-invertida-34510816

Teacher: Ria De Wilde School: Sint-Janscollege B.Bertenplein 32 8970 Poperinge Country: Belgique Age of the students: 17-18 Please tell us - Why you chose to join the project: J'avais entendu parler de la classe inversée et je voulais tester cela avec mes élèves: apprendre le français n'est pas facile et les élèves ne sont pas toujours motivés. Je voulais savoir si inverser la classe aiderait à mieux apprendre le français comme langue étrangère. Alors quand j'ai vu sur le site eTwinning que Marie-Hélène Fasquel voulait commencer un projet qui s'appelait 'Let's flip together', je lui ai demandé si je ne pouvais pas participer parce qu'elle voulait travailler en anglais et moi en français. Mais il s'agissait de la méthode qu'on voulait tester, si moi, je trouvais un autre prof FLE, je pouvais donc aussi participer. Mme Adelina Moura du Portugal Let’s flip together experimentation booklet – eTwinning project – 2013-2014

avec laquelle j'avais encore travaillé auparavant et qui veut toujours innover dans sa classe de langues, a consenti à participer. - How you experimented the flipped classroom (or why you could not do it in the end): J'ai utilisé la classe inversée surtout pour l'apprentissage du vocabulaire: 22

dans la classe de français, nous utilisons le manuel Arcades Réseau. Il y a beaucoup de vocabulaire à étudier. Normalement les profs parcourent ce vocabulaire en classe. Mais je ne voulais plus faire cela, c'est un travail ennuyeux et il y a trop d'élèves qui ne font pas attention. Alors j'ai enregistré ce vocabulaire avec http://screencast-o-matic.com/ (http://screencast-omatic.com/channels/cIQ6bkf4R ) Ensuite les liens étaient mis sur la plateforme électronique de notre établissement (Smartschool: https://sint-janscollege.smartschool.be/ ) où les élèves pouvaient retrouver les enregistrements pour les écouter afin de compléter les traductions dans leur propre cahier et afin d'entendre la bonne prononciation des mots. J'ai tenu bon jusqu'à la fin de l'année scolaire bien que beaucoup d'élèves n'aient pas aimé cette manière de travailler. En général ils préfèrent la vieille méthode: parcourir le vocabulaire ensemble en classe avec le prof. J'ai fait un petit sondage dans la cinquième année chez 37 élèves pour avoir une idée plus globale. Les résultats se trouvent dans le cadre ci-dessous. En général, c'étaient les filles qui aimaient écouter les enregistrements, pas les garçons. Et une autre constatation: les élèves les plus intelligents qui apprennent le français le plus facilement n'aiment pas du tout cette méthode et veulent qu'on parcoure le vocabulaire en classe. Un élève disait même: "A la maison, un enfant devrait faire autre chose." J'ai quand même l'intention de continuer dans cette direction. La prochaine étape sera d'expliquer la grammaire et de l'enregistrer. Il serait bon de laisser les élèves créer des enregistrements. Peut-être ils seraient plus motivés. J'ai aussi découvert Educaplay que j'ai utilisé seulement quelques fois. Let’s flip together experimentation booklet – eTwinning project – 2013-2014

- What the results of your experimentation are (advantages and drawbacks of this concept): Advantages

Drawbacks

- les élèves peuvent écouter à plusieurs reprises les enregistrements! C'est ce que certains élèves ont aussi noté dans le sondage.

- Certains élèves ne parcouraient pas le vocabulaire à la maison (par paresse) et n'étaient donc pas préparés à faire les exercices de vocabulaire dans la classe ou à comprendre le texte qu'on lisait par après. Pour obliger les élèves à faire le travail à la maison, on devrait donner un petit test ou faire un petit contrôle, ce que j'ai fait seulement quelques fois.

- Bon pour les élèves dyslexiques qui n'arrivent pas toujours à noter correctement les informations en classe; à la maison, ils peuvent le faire plus à l'aise. - Autre remarque donnée par une des élèves: on ne peut plus jamais dire qu'on ne sait pas comment il faut prononcer un mot. - Dernier avantage selon une autre élève: on peut tout retrouver en ligne quand on n'a pas pu noter en classe ou quand on a oublié ses notes.

- Beaucoup d'élèves préfèrent qu'on parcoure le vocabulaire comme on le faisait avant: avec le prof en classe. - Quelques élèves ont dit qu'écouter les enregistrements était surtout utile quand on devait se préparer à un examen oral, pas pour un test écrit. - Les auteurs de notre manuel ont aussi créé un CD-rom et certains élèves préfèrent travailler avec ce CDrom pour apprendre le nouveau vocabulaire. - Finalement, il y a des élèves qui utilisent le site wrts.nl pour l'apprentissage du vocabulaire.

You can add links to your students' work, to your blog or where you shared resources for your students. Let’s flip together experimentation booklet – eTwinning project – 2013-2014

- Any pictures you like of your school, students, classroom:

Let’s flip together experimentation booklet – eTwinning project – 2013-2014