2. Virtual Classroom Tour - VCT Global Forum.. Spain 2014 Let’s Lync Together Tamer, EGYPT

3. Name of Project: One Human....One Planet Educator(s) Tamer El_Kady – physics Teacher School Brief description of school context El_Sayed Mohamed Korayem national schools, multi stage school ( K.G -Primary – Preparatory – Secondary ), ( Boys – Girls ) The school lies in Smouha distract in Alexandria, the main port in Egypt. At school, there are multi-nationalities students ; the sons of foreign communities who have various attitudes and cultures At school, there are some special needs students The total number of students is 6,000 students served by 7 computer labs., each one has 20 sets ; one set to each 49 students as an average. School Website http://mohamed-korayem-schools.com/web/default.aspx http://www.facebook.com/groups/shabab.mks Content/Subject Areas Science, psychology, English, computer, agriculture activity, Industrial activity and art. Age/Grade level( 12- 18 ) Prep. and Sec. stages Project Objectives 1-Students identify that energy conservation is a consequence of our choices. 2- Become familiar with some ways to practice energy conservation - about “alternative energy” - solar, biomass, geothermal, wind, etc 3- Identify and study current issues concerning energy production, uses, etc 4- Engage all patterns of students specially smokers and drug abusers helping them keep going on while curing… using Technology and managing up-to-date learning strategies

4. Project Descriptio n Brief description of the project and the background. What are the stated objectives and learning outcomes? Is the learning activity long- term? Does it call on students to plan their work and assess their work over time? Please add background information files if needed. See how to embed documents in notes.

5. Project Descriptio n Brief description of the project and the background. What are the stated objectives and learning outcomes? Is the learning activity long- term? Does it call on students to plan their work and assess their work over time? Please add background information files if needed. See how to embed documents in notes.

6. Project Description Brief description of the project and the background. What are the stated objectives and learning outcomes? Is the learning activity long-term? Does it call on students to plan their work and assess their work over time? Please add background information files if needed. See how to embed documents in notes.

7. Design of the Learning Environment Examples of planning (e.g. pedagogic approach, links to resources used). Please highlight creativity and innovative teaching practices. Emphasize to what extent the planning for learning facilitates the development of different dimensions of 21st century skills e.g. knowledge building, use of ICT for learning, problem-solving and innovation, self-regulation, collaboration and skilled communication. It is a project to explain physics with engaging all types of students especially who hate learning and those who has bad habits like smoking or drugs abusing. It’s all about how to manage learning styles and strategies to let all students enjoy studying physics The objects and Outcomes : 1-The student understands the ways of conserving electricity 2- The student is able to analyze the problem. 3- The student is able to present solution to this problem. 4-Developing the collaboration inspirit and accepting the other. 5-The student is able to assess himself and his peers. Learning activities : Long term learning activities have been designed 1- Web site http://www.lync-together.com/ http://www.lync-together.com/ 2- Face book group : https://www.facebook.com/groups/1human1planet/ https://www.facebook.com/groups/1human1planet/ Planning and assessment 1- 1- beginning with surveys about smoking and drug abusers we got a shocking result more than 48% of our students are smokers or drug abusers and all of those hate learning literally.

8. Design of the Learning Environment Examples of planning (e.g. pedagogic approach, links to resources used). Please highlight creativity and innovative teaching practices. Emphasize to what extent the planning for learning facilitates the development of different dimensions of 21st century skills e.g. knowledge building, use of ICT for learning, problem-solving and innovation, self-regulation, collaboration and skilled communication. Planning and assessment 1- 1- Our training for administration- students – teacher started with SWOT analysis to determine our needs Note : some students, who were recuperating from drugs and others who were absent, attended our lessons using ” lync” and depending on virtual lab “ crocodile 605 physics “

9. Evidence of Learning Examples of products and outcomes created by the learners throughout the project – including use of ICT. What sort of ICT is used and how has it been used in the project. To what extent do students use ICT in ways that support knowledge building, collaboration, or learning beyond the classroom? Does ICT use enable new knowledge- building/collaboration/learning beyond the classroom opportunities that would not have been possible without it? Have digital tools been used in imaginative and ground-breaking ways to support learning processes? Please add files, videos etc. which documents clearly the learning process and evidence of students’ learning DescriptionTheory or Style DocumentationStudents feedback Watching ( 3 ) motivating videos Free discussion about how to be effective in your society Real life based learning 1.http://www.youtube.com/ watch?v=uH2y1sWAX5whttp://www.youtube.com/ watch?v=uH2y1sWAX5w 2.http://www.youtube.com/ watch?v=psgjh9jFyMshttp://www.youtube.com/ watch?v=psgjh9jFyMs 3.http://www.youtube.com/ watch?v=fXb3fTO4_9Yhttp://www.youtube.com/ watch?v=fXb3fTO4_9Y Excellent Need more DescriptionTheory or Style DocumentationStudents feedback According to Gardner’s multiple Intelligences we formed 8 Groups, 6 students each Gardner’s multiple Intelligences Thinkers – Judges – Engineers – Accountants – Inventors – Artists Publicity team – quality control team Categorizing for attitudes is brilliant

10. Knowledge Building & Critical Thinking Examples of how the learning activities require students to move beyond reproducing what they have learned to building knowledge through interpretation, analysis, synthesis, or evaluation. Extended Learning Beyond the Classroom If the learning experience is not bound by classroom walls, time-frame of conventional lessons, subject parameters – please show examples of this. If the project addresses real world issues (i.e. authentic situation and data from outside the classroom) or has meaningful impact on communities locally and / or globally please show examples of this. DescriptionTheory or Style DocumentationStudents feedback Student form a managing team to run sessions in a ( court style ) Self-directed learning http://www.youtube.com/wa tch?v=GET6-rwYbkA Collaboration learnt us accepting the other Students search for 1 day about the topic they saw the video on and discuss( in court style ) to choose the start point ADDIE & Self-paced learning Bing, youtube, skydrive, Lync It’s somehow difficult but wonderful as it’s new for us DescriptionTheory or Style DocumentationStudents feedback Problem boundaries, Planning, Timeline, project idea, spreading ADDIE & Blooms wheel High standards Vitual labs, Facebook, twitter, Microsoft office, PIL-network http://youtu.be/3dvLIhalWP8 We feel ourselves Every team has a mission and a task to accomplish with Tech. aid ADDIE & Venn Diagram We have a vision

11. Collaboration Examples of how the students work with other people, sharing responsibility while making substantive decisions for developing a joint product, a design, or an answer to a complex question. Students may be collaborating with their peers in the classroom, or with students or adults outside the classroom DescriptionTheory or Style DocumentationStudents feedback They apply what they deduced and test to get feedback ADDIE CRISS & Project-based Learning We are decision maker DescriptionTheory or Style DocumentationStudents feedback They apply what they deduced and test to get feedback ADDIE CRISS & Project-based Learning We are decision maker

12. Cutting Edge Use of Technology for Learning The learning activity involves students’ use of ICT – whether or not the use of ICT helps students build knowledge/collaborate or learn beyond the classroom, and whether or not students could build the same knowledge/ collaborate or learn beyond the classroom in similar ways without using ICT actDescriptionstrategy documentation Flow of work Bing search engines, Bing translator, Microsoft Word, Excel, PPT,Virtual labs, Visual basic, Flash Excel, Access, Facebook, outlook, kydrive, PIL- network,Moviemaker, Painting, autocollage, songsmith, Kodu Collaboratively (( work and assessment )) Communication 1- Lync 2- social network Synchronously Asynchronously 1- https://www.facebook.com/ groups/1human1planet/ https://www.facebook.com/ groups/1human1planet/ 2- http://www.youtube.com/w atch?v=TPJXFOWg8w4 3- http://www.lync- together.com/ Embaded hobbies with learning Songsmith Kodu game autocollage Self-based learning

13. Educator as Innovator and Change Agent In environments where innovative teaching is challenging, have innovative teaching practices and ICT been used in instrumental ways to change how students learn. Does the educator demonstrate evidence of continuous improvement in their professional practice, model lifelong learning and exhibit leadership in their school and professional community by supporting other educator’s development and understanding of the impact on learning of the effective use of digital technologies? Collaboration was one of the main bases of the project. Most of the chosen students for the project weren`t alike which created challenge to achieve the best results The chosen student wasn`t able to do a full individual work because all the tasks were designed to be done by more than two students to create more collaboration. Even singing, which may be thought as an individual task, other students were responsible for electronic change, load on the internet, assess it. So all the task must be done through teamwork The abstracts of using technology : At school where we suffer lack of technology and computer sets we depended on one data show and one laptop and one desk top. We used lync to communicate with those who are absent and used virtual labs to practice physics electrical circuits. Students took turns to use laptop and others assess till their turn comes http://www.youtube.com/watch?v=TPJXFOWg8w4 Also we used interactive websites such as : http://www.stefanelli.eng.br/ The leading role of the school and guiding other schools to the role of technology in affecting the attitudes and prefrences of the students, this is shown in this link https://skydrive.live.com/?cid=2c98fd50149ad42e#!/view.aspx?cid=2C98FD50149AD42E&resid=2C98FD50149AD42E%21263&app=Wor d https://skydrive.live.com/?cid=2c98fd50149ad42e#!/view.aspx?cid=2C98FD50149AD42E&resid=2C98FD50149AD42E%21263&app=Wor d For more information, Documentation, Pictures or more plz surf : https://skydrive.live.com/?cid=2c98fd50149ad42e#cid=2C98FD50149AD42E&id=2C98FD501 49AD42E%21392