1. Flipped classroom & gamification International experimentation on eTwinning & Edmodo Marie-Hélène Fasquel Webinar– LPM January 12 2015

2.  Language and Literature teacher, Lycée International Ile de Nantes, American OIB,  ICT trainer, Webinar presenter,  Microsoft Expert Educator (International Innovation Prize, 2014, Microsoft Expert Educator  eTwinning ambassador, eTwinning  UNESCO National Innovation Prize, 2013,  Writer (Ellipses & Hatier) 2 Biography

3. 3 Teacher’s needs Engaging the students (weak/shy), Promoting self confidence, Bringing out the students’ various talents. Students’ needs Having their work and efforts recognized, Studying in an innovative and creative way Having fun and enjoying the course. Birth of the project

4. Combining 4 essential motivation factors   ICT  collaboration, content creation, online publishing,   fun and engaging activities,   Opening onto the international  authentic communication,   learning with one’s peers from various backgrounds (8 countries). 4 Main objectives

5. 5 eTwinning partners

6. 6 Analysing the model, researching the topic, attending seminars (TESOL France – 32nd colloquium, November 2013 + numerous online webinars),TESOL France Online curation, Finding partners to exchange, experiment together and collaborate On eteachnet (setting up a mailing list)eteachnet On Agreg InkAgreg Ink On eTwinningeTwinning On esl printablesesl printables With 7 other Comenius partners On simple k 12,simple k 12 On a Ning: the flipped classroomthe flipped classroom Experimenting & researching

7.  Origin of the concept,  Definition,  Research,  Online curation. 7 What’s the flipped classroom?

8. 2 chemistry teachers started making videos for their absent students in 2007, Students (all of them) liked them so much that it started a concept! 8 Origin of the concept

9. 9 A definition Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. Source

10. 10 Research & online curation  Flipped classroom Flipped classroom  The flipped classroom – Ning The flipped classroom – Ning

11.  My definition  eTwinning project  Adaptation of the concept  Examples of shared resources & tasks 11 Experimenting

12. Ted ed lessons worth sharing Example: True gender equalityTrue gender equality What about you? Let’s share on: http://v.gd/Cyber_langueshttp://v.gd/Cyber_langues 12 Useful websites and online tools

13. Concept which allows teachers to share resources with their pupils and to collaborate easily with teachers from umpteen countries, Which gives the students an opportunity to study at their pace, to study differently depending on their learning styles (different types of resources are offered), Which allows them to work in groups and help each other, build their own learning and go further than they would in a traditional class. 13 My definition

14. 14 On eTwining Research/experimentation – 1-year- Project in 17 schools/8 countries,  Each partner experimented the flipped classroom and shared their resources, communicated online  Collaborative e-book – our conclusions, the strengths and weaknesses of the concept, the issues we faced, how we overcame them. Flipped classroom

15.  Sharing resources on Padlet  1 pad per unit  Resources: http://padlet.com/mhfasquel/let-s-fliphttp://padlet.com/mhfasquel/let-s-flip  Examples  http://padlet.com/mhfasquel/environment-lycee http://padlet.com/mhfasquel/environment-lycee  http://padlet.com/mhfasquel/whodunit http://padlet.com/mhfasquel/whodunit  http://padlet.com/mhfasquel/introductions-2nde http://padlet.com/mhfasquel/introductions-2nde  http://padlet.com/mhfasquel/esl-food (collaborative - eTwinning) http://padlet.com/mhfasquel/esl-food  http://padlet.com/mhfasquel/new-year-2nde http://padlet.com/mhfasquel/new-year-2nde 15 Adaptation of the concept

16. http://padlet.com/mhfasquel/protest-lycee http://padlet.com/mhfasquel/black-civil-rights http://padlet.com/mhfasquel/tax-havens http://padlet.com/mhfasquel/world-of-work http://padlet.com/mhfasquel/europe-cgo http://padlet.com/mhfasquel/internship-cgo http://padlet.com/mhfasquel/job-ads http://padlet.com/mhfasquel/europe-globalisation http://padlet.com/mhfasquel/new-technologies 16 Adaptation of the concept

17.  http://padlet.com/ http://padlet.com/  2 main uses  Collaborating /  sharing resources  1st example 1st example  2nd example 2nd example 17 Padlet – sharing resources

18.  Maria Gismondi’s website http://mrgismondi.weebly.com/ http://mrgismondi.weebly.com/  Our resources Our resources 18 Shared Resources

19. 19 Homework vs. classwork HOMEWORKSCHOOLWORK Studying 5 texts/videos in groups of 4 students maximum (reading and listening skills) while making notes. Different documents  leads to information gap in class. Sharing information on a topic (each group gives a short talk), the peers ask questions/interact. Alternately, each group can write a short article on FodeyFodey (speaking, writing skills).

20. 20 Homework vs. classwork HOMEWORKCLASSWORK Studying a video (Ted Ed video for instance) with varied tasks to complete before class.Ted Ed Discussing the answers and debating about the video. Explaining what was not understood. Going further.

21. 21 Homework vs. classwork HOMEWORKCLASSWORK Asking students to revise a specific grammar question (the passive for instance before studying the Black Civil Rights Movement). Having the students create a short play in groups using the passive voice.

22. 22 Homework vs. classwork HOMEWORKCLASSWORK Researching a topic sur as environmental issues. Getting ready for the main task: preparing a campaign for the environment. Making a colaborative online & interactive poster on Glogster edu or on Biteslide, New Hive…Glogster edu BiteslideNew Hive Alternately the groups can make e-books on issuu.issuu

23.  Easy-to-use websites:  Screencast-o-matic Screencast-o-matic  mybrainshark mybrainshark 23 Screencasting tools

24. Screencast-o-matic 24 Screencasting tools

25. Screencast-o-matic  Free  15 minutes’ limit  Web-based  Webcam 25 Screencasting tools

26. Mybrainshark PPt / documents / photos… + our voice can be easily added 26 Screencasting tools

27. Flipped lit   flipping an American OIB language and literature course  With partners from all over the world and more specifically from the USA. 27 2014-2015 follow-up project

28. http://www.diigo.com/user/mariehel2 flipped classroom ESL links ICT The flipped classroom – Ning Sophia.org Gamification 28 Useful links

29. The program Partners in Learning (PiL) allows educators to  Join a worldwide community of dedicated and innovative teachers &  Get free training (tutorials,webinars, resources). 29 International community

30. My profile Documents Feel free to contact me, to join the community (I will invite you), to work together or to ask further questions! Write your information (name/email address) on our Pad please? 30 International community

31. Feel free to contact me! mhfasquel@gmail.com On Twitter: @mariehel2@mariehel2 Slideshare My files on Slideshare. blog On Facebook, LinkedIn & Google+, eTwinning: Marie-Hélène Fasquel 31 Contact -- References

32.  Anglais, Entraînement Anglais, Entraînement et auto-évaluation, Compréhension Ecrite, Expression EcriteExpression Ecrite, Ellipses, Paris, 2010. Extract Contents 32 References

33.  Bac en Vue, Bac en Vue, Anglais, Spécial VocabulaireVocabulaire, Ellipses, 2011. Extract ContentsContents. 33 References

34.  Contrôle continu Contrôle continu terminale, Anglais terminale, Anglais, Ellipses, September 2014, Coordonné par Joël Cascade. Extract ContentsContents. 34 References

35. 35 Thank you very much for your attention!