Dulce Freire' s Future Classroom Scenarios - Learning diary

I'm Dulce Freire and I am a teacher of chemistry and physics in Fornos de Algodres Group of Schools a small school in a small village in the interior center of Portugal.I must confess that despite the enthusiasm for participating on this MOOC can not put aside the worry because this is all new to me.

1.1. Why should we change our classroom practices? Do you agree/disagree with Deirdre?

Reflection: We agree with Deirdre Butler. We live in a society that is constantly changing. Today's needs are not the same as tomorrow's needs. That is why it is necessary to prepare the students for the competences and the expertise of the 21st century. At the moment, many of our teaching practices do not meet the students’ needs: they are technological. Therefore, using technology as our ally rather than as an enemy will add value, making classes more motivating. When using the technology in the classroom, we are not only motivating the students but we are also preparing them for the future and helping developing skills that will be very useful in their careers. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

1.2. Past, Present and Future Classrooms. How do you see classrooms in the future? Will they stay the same or will we see a radical shift towards learning in open and flexible spaces?

Reflection: It's amazing comparison - school / factory! So if the factories were modernized, why didn’t the same thing happen with schools? After all, this is where it all begins! It seems to us that for 21st century students, 21st century classrooms are needed. But how do we do that? In our school, we do not even have functional internet. We agree that the physical space is important but we are also aware that it will not happen so soon. So it is important to start by changing the minds of those who are accustomed to the role of a sage on the stage and who refuse to apply new ways of working because they do not feel comfortable with ICT. When we change that, we are able to move forward. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

1.3. 21st Century Skills - What skills, competences, knowledge should we focus on in our classrooms? Do you agree with the focus presented by Roger in the video?

Reflection: We agree with Roger. The 4 C's are essential for the training of 21st century students for a changing society. With these skills we are giving them tools to become active and constructive citizens in an increasingly demanding age. It seems to us important that the student becomes the center of the learning process. However, it is necessary to start with the teachers. It is in them and in political power that the obstacle to change lies. Maybe this is due to historical or social reasons, economics, educational policies and even some insecurity by the teachers. As someone said, we are twentieth-century teachers, teaching in 19th-century classrooms to 21st-century students. Something is not right! Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

1.4. The Future Classroom Lab in Brussels - Could you organize your classroom around learning zones? If not, why not? How would you organize learning in the Future Classroom Lab? Which zones would you focus on or start out with?

Reflection: We have already had the opportunity to visit a future classroom lab and in fact it is a wonderful place to work at. However, even if we wanted, this would not be possible in our school. Our classrooms only have desks and chairs and there is a single computer in the teacher's desk. However, all classrooms have video projectors and some interactive whiteboards. Also, we, the teachers, are always changing classrooms, there is not a culture of having a class in the same room the whole day. Sometimes we go into a classroom, change the way the chairs and desks are organized and, 100 minutes later, we have to leave it the way it was before. So, it is not practical at all. What can we do!? Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

1.5. Activity: What does your classroom look like? For this first activity we would like you to share a picture, video, description or drawing of your own classroom. Post the picture here and then write two things you like about your classroom and would like to keep as well as two things you would like to change in your classroom. As you do this think about if you could setup your classroom differently to accommodate 21st Century Skills development? Can students collaborate in your classroom? What obstacles are there to changing how your classroom is organized?

Our classrooms:

Reflection: In our classrooms we would keep the computer, the video projector, the boards (white and interactive) but we would change the layout of the chairs and desks in order to create specific areas. We believe that the three major areas should be Develop, Investigate and Create. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

2.1.Future Classroom Scenarios: What do you think of these scenarios? What are the pro's and con's of each? Share your thoughts and ideas here.

Reflection: Very, very interesting this way of evaluating and learning. These scenarios are everything that we don’t do. Impressive informal learning. How does it work? We would like to know more ... They seem to be quite motivating for students. We consider as pros: it promotes a high level of student engaging, they are motivating, they put students at the center of learning using the new technologies they like and in the second video it promotes collaborative work. Cons: It requires a different way of working from the teacher, it requires some knowledge of new technologies, the curricula are too extensive and the parents / guardians demand the fulfillment of the same and assessment this form of learning is not easy. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

2.3. The role of trends and stakeholders: Do you agree that it is important to involve stakeholders? Which stakeholders do you think are the most important for achieving successful innovation in the classroom? Can and should we be considering trends if they change so quickly? Share your thoughts on Roger's points in the video.

Reflection: Yes, we agree with Roger. It is convenient to involve those who are in some way part of the educational process; only working collaboratively will we reach the school of the future and can effectively work the skills of the 21st century. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

2.4. Trends & stakeholders: the classroom of 2025: Who do you agree with in the video? Are these realistic visions of how classrooms will develop over the next decade?

Reflection: 2025 is in 8 years, which is little time for radical changes. All these changes that we would like to see already require high investments, on the one hand, and when we look at most of our colleagues, we do not see them as willing to change. Why is it laborious? By insecurity? ... However, we are willing to try and convert those around us. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

Please see the video below:

2.6. Trying Slack in the classroom: Either if you already knew Slack, or if you decide to try it in your classroom, post a comment here answering the following questions: What have you used Slack for? Do you think Slack is a good tool to use in the classroom? Why? Why not? Give some examples. Thanks to all!

Reflection: We did not know the slack. It seems interesting, we have to try. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

3.2. Collaboration in the Classroom: Share your ideas about collaboration in the classroom. What do you think of the ideas presented by Deirdre and the iTEC teachers? What other strategies can you recommend to make real collaboration work in the classroom?

Reflection: We agreed with Deirdre Butler and the iTEC teachers. However a collaborative classroom is what we don’t have but for which we are starting to work. Collaboration is an essential process in the 21st century and for that we must begin by putting teachers to work in this way. Working collaboratively involves discussion, consensus, respect, peer evaluation learning. Together we learn more.The use of technology in the classroom is an asset because soon the enthusiasm students and motivated students are the best there is in a classroom. However, we repeat that this beginning is not easy. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

3.3. 21st Century Skill in Focus: Collaboration and Technology in the Classroom Collaboration and Technology: what are the pros and cons of using the technology tools Bart presents (if you know them). And what other technologies can you add to this list?

Reflection: We agreed with Bart. Regarding furniture, ours is old and whenever we change the layout of the tables and chairs at the beginning of the lesson in the end you have to put them as they were, as we already mentioned in this MOC, which leads to some loss of time. With regard to the use of technology for collaborative work we are beginning to use the Moodle platform where we create specific disciplines for each class. Here we include tutorials of some applications that the students can use, proposals of activities, for example, using the Powtoon and we have created a Padlet where students can share their work / ideas / conclusions. What we can verify is that we get the attention of the students they feel motivated. The use of these tools makes the shy students more confident and allows them to develop the ability to communicate. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

3.4. 21st Century Skill in Focus: Creativity and Technology in the Classroom 21st Century Skill in Focus: Creativity and Technology in the Classroom Creativity and Technology: what are the pros and cons of using the technology tools presented in the videos (if you know them). And what other technologies can you add to this list?

Reflection: The examples presented are phenomenal, at least for us who are now implementing collaborative work. It is very difficult to select this or that application because there are so many and we do not have the time we need to explore them. And we already realized that when we wanted to do a lot we started to lose focus. If this happens to us who are adults, so does the students. However, being of the zap generation, they reveal much more easily than we do to manipulate them and manage through technology to develop their creativity. They are really amazing, we think we have to start trusting them. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

3.5. Using Technology in the Classroom: Example Lessons Identify what you especially like about each of the lessons

Reflection: When we watch these videos, we feel that we are really far behind. They are very inspiring! What we like to see is the motivation with which the students work, the interest and dedication to the requested tasks, promoting the collaborative work, essential in the 21st century. This is considered to be the most powerful effect of ICT use in the classroom: Motivation. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

3.6. Activity: Our Innovation Maturity: Our Innovation Maturity. Discuss here the results of this activity

Reflection: We subscribe to the MOOC because we think we need to change our practice. Our results prove this, however, we expect to be working in a different way in a while. Although we still have difficulties to see the student as “co-designer” or taking control of learning or as ‘producer'. We have a great challenge ahead of us. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

3.7 Tool for Teaching: Aurasma Ideas for Aurasma - Do you have any experience of using Aurasma or have a great idea of how you would want to use it? Share your thoughts on this tool here.

Reflection: Although we have never used this application before, we were introduced to a workshop held during our visit to the future classroom in Mangualde (Edufor). Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

3.8. Tool for Teaching: Thinglink - If you have decided to give thinglink a try, then write a note in this padlet and tell us about it. Did you find it useful? Do you think you can use this in your classroom? How? Then, if you have decided to try the tool and create your own Thinglink image, please also share it with us! We are looking forward to seeing them!

Reflection: We already use thinglink, students like it. However the version we use (free) is somewhat limited. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

4.1. Introduction to iTEC Learning Activities: Do you have any questions or comments about Will's presentation?

Reflection: It seems interesting to us to develop learning activities that do not aim at a specific goal or curriculum although it seems a bit strange, however, we are curious. We need examples. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

4.2. Examples of iTEC Learning Activities: Can you identify some other Learning Activities that could be used in this Scenario? What activities do you do when moving the learning outside of the classroom or when doing an investigation?

Reflection: This activity is very interesting. We never did anything of this genre. Sometimes we make study visits, but at the end when they return to school, we ask them to respond individually to a small survey. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

4.3. Developing Learning Activities: The Edukata Process.

Reflection: Did not know Educata. We have to experiment, only then can we express an opinion. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

4.4. Developing Learning Activities: 21st Century Learning Design Rubrics -What do you think of the 21CLD rubrics? Can they help you in developing meaningful learning activities for 21st Century Skills? Can you provide examples of learning activities that achieve the highest score for one of the rubrics (explain why)?

Reflection: We already know these rubrics. They makes sense if we want to draw a collaborative activity and make a careful assessment. This facilitates which to us seems complicated, monitoring and evaluation of the whole process, however, require a long time preparation that we don’t have. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

Ativity high score (collaboration) : our chemistry laboratories has four stands which requires that students have to work in groups up to four students. Our curricula provide for the realization of practical activities in the 3rd cycle and secondary education. In the previous class to the realization of the practical activity the group begins by reviewing the question- problem that is put to them, for example: "How to determine the volume and the number of existing molecules in one drop of water?" from here the students have to make use of the content covered to date on this subject and they have to discuss and decide the material / reagents they need; analyzing the procedure and build tables for data collection and respond to a particular set of pre-laboratory issues. So, I think that activity scores code 4 because, students DO have shared responsibility, and they DO make substantive decisions together about the content, process, or product of their work, BUT their work is not interdependent.

4.5. Activity: Learning Activities for the Flipped Classroom Scenario

Reflection: Although we already know, we never used the flipped classroom. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

4.6. Tool for Teaching: Socrative: Have you used Socrative before? Never heard of Socrative but know other tools that do something similar?

Reflection: Although we already know it, we never use it, however, we use Plickers with which we do real-time evaluation. Posted by Anabela Fernades, Dulce Freire, Isabel Cruz e Vítor Silva.

5.1. Introduction to Learning Stories: Unclear about all the iTEC concepts? Ask your questions here. Have ideas or experience of using iTEC Learning Activities or Stories?

Reflection: We never work on these concepts, new to us. However, it seems to us that this way of working is coherent when our activities are intended to be conducive to the development of 21st century skills. However it seems to us that it is time-consuming work. At this point we believe that we realize the idea. Posted by Anabela Fernandes, Dulce Freire, Isabel Cruz e Vítor Silva.

5.2. From Learning Activities to Learning Story: An example - Any comments or ideas linked to the above video and example?

Reflection: We are impressed. We are far, far from working this way. We have a lot of work to do and a lot to learn. Posted by Anabela Fernandes, Dulce Freire, Isabel Cruz e Vítor Silva.

5.3. Learning Stories in Action: Could you see these ideas working in your classroom? What elements of these Learning Stories did you particularly like? Have you done something similar before?

Refelction: When we think of the student as a builder of their learning the presented learning scenario model is fantastic. Yet quite honestly at this point we aren’t felling able to perform any, we need more time to study, experience and know all the technological panoply unknown for us. We believe that with time we’ll be able to adapt don’t say all but at least one in ours classroom and then will be the best time to make a reflection on this subject. It's hard to give an opinion on something that for us is unknown and never experienced. Assement all steps of the process seems to be complicated. However, it seems in order to prepare a collaborative learning activity according to the described scenarios take long and this is something that worries us. Posted by Anabela Fernandes, Dulce Freire, Isabel Cruz e Vítor Silva.

5.6. Tool for Teaching: Popplet- Any suggestions or ideas of how it can be used especially effectively? Have you used it before and want to provide some feedback or advice?

Reflection: We did not know the poplet. It seems simple and interesting to experience. Posted by Anabela Fernandes, Dulce Freire, Isabel Cruz e Vítor Silva.

What are the key messages, ideas, tools that you picked up from the course?

Reflection: It was a really interesting experience. we have now realized that it will take us a lot of hard work and we feel we still have plenty of learning ahead of us. Posted by Anabela Fernandes, Dulce Freire, Isabel Cruz e Vítor Silva.

6.1. Peer review in the classroom and as a tool for professional development: What do you think about these strategies? Do you agree that peer review of each other's lesson plans or peer observations in lessons can be a useful form of professional development? What experience do you have with these strategies? What about peer-review as a student activity? What tips can you give to make peer-review in the classroom more effective?

Reflection: We do agree. As long as the work is done in a serious way and hoping that the reviews are constructive. This way we can improve our performance on behalf of our students.Whether it is among teachers or among students we believe that peer review is always positive for it may lead us to a reflective and critical thinking which is essential in the building of XXI century skills. We do not have enough experience to give opinions on this subject. Posted by Anabela Fernandes, Dulce Freire, Isabel Cruz e Vítor Silva.

6.2. Final Activity/Assessment: Submission and Review of Learning Stories

My lesson plan: https://v.gd/GMetAf

6.3. Tool for Teaching: Stickymoose - Share any experiences or ideas for Stickymoose here

Reflection: We really don’t have any experience using this tool. Nevertheless, it seems very interesting to use as a brainstorming activity when introducing a new topic or to start a discussion among students. Posted by Anabela Fernandes, Dulce Freire, Isabel Cruz e Vítor Silva.

Made with Adobe Slate

Make your words and images move.

Get Slate

Report Abuse

If you feel that this video content violates the Adobe Terms of Use, you may report this content by filling out this quick form.

To report a Copyright Violation, please follow Section 17 in the Terms of Use.