Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.

2. WHY GIVING CLASS WITH THE
FLIPPED CLASSROOM AND THE
EAS

3. Because it is a functional
method to learning
What we want to see is the kid seeking for knowledge,
and not the other way around. (George Bernard Shaw)

4. Sustainability is the characteristic
of a process or a status that can be
kept at a certain level for an
undefined period. Our teaching
method must result effective in
time and, therefore, it has to be
flexible in order to adapt to all the
social changes that overwhelm the
new generations.
Why our teaching method must be sustainable

5. Teaching through tecnology obliges
teachers to compare their traditional
and transmissive teaching method
with an antithetical world. The ITC
imply switching from the centrality of
the teacher, who transfers knowledge,
to the centrality of the pupil who
learns in a reticular, hyper-textual
and dynamic way; a way that is not
linear, static and ripetitive anymore: it
is a learning process born from the
social construction.

6. The teacher who aims to give a meaning to the didactic effect
and to the complex system where it operates, must consider
the new technologies as new contexts/environments of
teaching learning (Rossi 2009), as resources for the
educational action, getting to internalise all the diversity
elements that technologies introduce into the traditional
educational relation.

7. The School, and therefore the teacher,
must develop an “educated” approach
towards new technologies if it wants
to adequately reply to the new needs
of knowledge, expression and
communication of nowadays kids,
which are characterised by an anxiety
of connection and by a diffused
experience, personalised, immersive
and integrated through all the
different medias. (Rivoltella, 2006).
Today we talk about mobile
generation, who tests multitasking.

8. The teacher must
help students to
consciously use the
technological tool in
order to make it
become a real
educational resource,
not an intrusive and
confusional tool.

9. Synergy: didactic, tool, network
Didatti phase: control/evaluation
Context: inside a classroom with mobile devices
TeacherStudent in class and at home
with the device
•Sends the re-elaborated and
multimedia assignments (images,
video, audio)
•Read
•Comments
•Correct
•Evaluate
Added value: The corrected homework becomes a resource (also a
multimedia one) made permanently available
• to the student (study/recovery)
• To all the other students (if shared)
TEST
LMS
DROPBOX
DRIVE

10. Integrate mobile devices into didactic:
let’s try the Flipped Classroom and the
EAS
Exposing students to new technologies is not enough in order
to increase motivation, active participation, improve cognitive
levels ease the achievement of new skills etc etc…
……..so, let’s try to reconsider our “Education
through technology”
The network, the mobile devices and the 2.0 web tool ease the “didactic
operation” that promotes a “Know how to operate” which implies the
development of a set of skills

11. FLIPPED CLASSROOM AND EAS - Episodes
of Situated Learning
EAS
Portion of didactic operation from where to start and around
which develop a path that challenges skills, knowledge,
predispositions and duties.
It is a path where teacher and students are consciously
involved.
Traditional Didactic model Pedagogical Activism
Class: collect information
Home: Learning phase
Home: Collect information
Class: Learning phase
Let’s try to tip over the logic
From “Fare didattica con gli EAS” di Pier Cesare Rivoltella

12. THE SCHOOL MUST SOLVE THE PROBLEM
OF THE GAP IN BETWEEN
FORMALINFORMAL
● re-composition of the knowledge
● promotion of interactivity and
exchange
● make challenging and daring
proposals
● Raise questions
● Become a place of research
● Avoid to focus too much on the
cognitive aspect
● create colture by using several
languages
The school must
provide to..
A possible Didactic model
FLIPPED
CLASSROOM

13. 4 Key
concepts
F
L
I
P
Learning
Culture
Flexible
Environment
Intentional
Content
Professional
Educator

15. FLIPPED
CLASSROOM
what does
the student?
STUDIES
OUTSIDE THE
CLASSROOM
DEVELOPS
CONSULTS
MATERIALS
PUT AT
DISPOSITION
BY THE
TEACHER
USES VIRTUAL
COMMUNICATION
INSTRUMENTS
USING TABLET
PC
SMARTPHONE
TRANSVERSAL
AND
DISCIPLINARY
SKILLS
ANALIZES
COMUNICA
TES
CREAT
ES
COOPERATE
S
NEGOTIAT
ES
REASONS
USES
LANGUAGES
CONCEPTUALIZES
SYNTETIZES
NEGOTIATES
AND
SOCIALIZES
MEANINGS
WORKS IN GROUP
ASKS FOR SUPPORT TO
THE TEACHER
ELABORATES
PRODUCTS WITH
TECHNOLOGIES
MAKES QUESTIONS
WORKS IN
CLASS

16. EAS: Episodes of Situated
LearningsThe 3 macro-actions of the operational didactic:
communication, projecting, evaluation
EAS PHASES TEACHER’S ACTIONS STUDENT’S
ACTION
DIDACTIC’S
LOGIC
PREPARATORY In class
• Gives tasks
• Designs and exhibits
concepts
• Incentivate
• Gives assignments
At Home
Studies: listens,
reads and
understands
Problem solving
OPERATING •Defines the timing of
the tasks
Organises the work for
the single students or
for a group of students
In class
Produces and
shares the outcome
Learning by doing
RESTORATIVE Evaluates all the
outcomes
Corrects the
misconception s
Fixes the key concepts
In class
Analyses critically
the outcome
Develops
considerations on
the activated
processes
Reflective learning
From “Fare didattica con gli EAS” di Pier Cesare Rivoltella

17. EAS PHASES TEACHER’S ACTIONS STUDENT’S
ACTION
DIDACTIC’S LOGIC
PREPARATORy
Incentive
Situation
Designed
Video
Image
Online document
Manual Chapter
At Home
Studies: listens,
reads and
understands
Seeks and finds:
enters in contact with
the information
already codified
(designed)
OPERATING
Production
Designing
Artefact (micro-
production): video,
map, glossary, ppt
presentation, podcast..
In class
Produces and
shares the artefact
Elaborates and
operates:
breaks up and re-
assembles concepts,
makes them visible
and communicable
Designing
RESTORATIVE
Debriefing
Evaluation
Redesigned
Discussion over the
artefacts
Fixation of the
concepts
Evaluation of the
artefacts
Considerations of the
process used
In class
Analyses critically
the outcome
Develops
considerations on
the activated
processes
Reflects through
sharing:
Re-composition of
the knowledge
(redesigned)
(cognitive and
metacognitive side)
Da “Fare didattica con gli EAS” di Pier Cesare Rivoltella
EAS: Episodes of Situated
Learnings

18. EAS: Didactic strategies and
technologies
EAS PHASES Activity TOOLS/ENVIRONMENTS
PREPARATORY
At home
or/and in class
Problem
solving
Reading: analysing the preview
of a content (text, documentary,
film, short video, video,
interviews, commercials..)
Research: seek and collect
information on manuals and
online
Analysis: seek for solution to
problems
Experience: work on the results
of an experience: stages, trips,
visits to a museum etc
eLearning Moodle/Edmodo
Platform: place for the
collection of readings and
incitements.
Drive/Dropbox: to collect and
share artefacts/ contents
Tools for researches and
repository:
Wikipedia
Rai Scuola
242MovieTv
YouTube
Vimeo
Khan Academy
British Film Institute
BBC
Gotham TV
…

19. EAS PHASES Activity TOOLS/ENVIRONMENTS
OPERATING
Learning by
doing
(esperienza)
Preparation of an artefact:
1. a glossary
2. a conceptual map
3. a grid
4. a short video
5. a ppt presentation
6. an audio presentation
…..
Drive
Dropbox
Wiki
Blog
Slideshare
Audacity
Youtube
Screencast o’matic
Geogebra
Mindmap
Webquest
…
LIM – tablet – netbook –
laboratory
EAS: Didactic strategies and
technologies

20. EAS PHASES Activity TOOLS/ENVIRONMENTS
RESTORATIVE
Reflective
Learning
(self awareness)
It involves:
• beginning the discussion
starting from the products of
the students
• highlighting what is missing
and what must be analysed
further in depth
• indicate new path of research
and links with future EAS
• Help to reflect on the
undertaken path
Conduction Strategies:
- check-list
- conceptual map
- brainstorming
- key-words
- Posters
-…
For presentation: LIM
For internal collection:
Drive/Dropbox platforms
For external pubblication:
Youtube
Slideshare
Anobii
Scribdt
Prezi
…..
Active and transformative process: reconducts concepts to their own organic
synthesis – evaluation of knowledge, ability and skills – publication
EAS: Didactic strategies and
technologies

21. Centrality of the guidance role of the teacher
EAS: the teacher’s role
Preparatory phase The teacher has a guide function when he/she
chooses the stimulus-situation and presents the
conceptual framework
Operating phase
Restorative phase
The teacher has an “orienting role” by giving
suggestions information and answering to doubts of
the students.
The teacher manages the results of the activity,
clarifies the concpts, reconducts everything to a
conceptual framework, encourages to travel
through again the iter towards a transferability
of the process in other learning situations
(learning to learn)

22. EAS adresses to the first classes of middle school
and it aims to develop:
• Linguistic skills
• Digital skills
• Relational skills
EAS: « Glasses to read… the fable!»

23.  The students will learn about the fable‘s
structure and how to recognize the
character roles and the logical development
of the plot
 They will learn how to use the web in order
to create detailed researches
 They will learn how to cooperate in a group
and to add value to the assigned task.

24. 1^ Preparatory Phase: the teacher shows the framework
projecting on the e-board a fable, showing them its structure.
Afterwards, the teacher divides the work between small groups or
single individuals (in case they have a tablet to use) and he/she asks
the students to take a look at the power point presentation uploaded
by SAMSUNG SCHOOL. Then students will have to do a research on
Vladimir Prop on the web, watch the cartoon about " Little Red
Riding Hood" and answer to the questions about it. Lastly, the final
task will be to to change the story about little red riding hood
starting from the original story, using the program Storybird.
Didactics Logic : problem solving
Learning model: acquisizione/ricerca

25. 2^ Phase: the student creates the work and shares it.
After Phase one, the students share their materials through a
guided process so that the teacher makes them find all the
aspects of the fable. Then they’ll start to work on their own
fable starting from the original one.
Didactics Logic : learning by doing
Learning Model: practic/collaboration

26. 3^ Phase:
- The teacher recalls all the key points, gives the instructions
to study, corrects the student’s work, marks them and fixes
all the misconceptions.
- The student analyzes and shares his/hers work with the
classroom, self-assesses his/hers work confronting it with
the others.
Didactics logic: reflective learning
Learning Model: discussion/ collaboration

27. How to evaluate
The evaluation will be shared through the assessment
book: the teacher will evaluate the homework, how the
work group was organised and structured and, lastly, check
if the delivery deadlines have been respected. On the final
output the teacher will evaluate the coherence of the text
and the adequacy of the images chosen.

28. Competenze Dimensioni Criteri Indicatori
I
Competenza linguistica:
comunicare nella lingua madre
Conoscere ed usare le
strutture testuali proposte
Conoscere la struttura del
testo della fiaba
Riconoscere e riprodurre gli
elementi caratterizzanti la
fiaba
Scrivere in lingua madre Sa utilizzare la propria lingua
in modo funzionale alla
narrazione
Usa correttamente le strutture
morfosintattiche.
Sceglie il registro ed il lessico
adatto
Competenze sociali e civiche Comunicare in modo
costruttivo in ambienti diversi,
mostrare tolleranza e
comprendere diversi punti di
vista
Sa relazionarsi con i membri
del gruppo/compagni
Comunica in modo costruttivo
con i membri del gruppo
Sa organizzare il proprio
lavoro rispettando le opinioni
degli altri per la buona riuscita
dell’artefatto
Offre il proprio contributo al
gruppo
Competenza digitale Utilizzare correttamente i
media
-Sa navigare nei siti proposti
e ragionare sulla rete come
luogo di ricerca di
informazioni utili per ampliare
le proprie conoscenze.
-Sa usare tablet/PC
-Svolge correttamente la
consegna reperendo le
corrette informazioni.
-Accede senza problemi
all’account
proposto(Storybird)
-Dimostra di aver appreso e
utilizzato in modo coerente
l’app.

29. Dimensioni Livelli
Avanzato/advance Intermedio/intermediate Base/basic Iniziale/beginner
Conoscere ed utilizzare le
strutture testuali proposte
Utilizza correttamente ed
in modo originale gli
elementi che
caratterizzano la fiaba.
Utilizza in modo adeguato
gli elementi che
caratterizzano la fiaba
Riconoce gli elementi
della fiaba,crea uno
sviluppo semplice e
aderenti al modello
proposto
Riconosce a stento gli
elementi della fiaba e
riesce a creare uno
sviluppo coerente solo
con la guida
dell’insegnante.
Scrivere in lingua italiana Usa in modo corretto ed
articolatomle strutture
morfosintattiche,
l’ortografia è corretta ed il
lessico specialistico.
Usa in modo corretto le
strutture
morfosintattiche.
L’ortografia è corretta ed
il lessico adeguato.
Usa in modo non sempre
corretto le strutture
morfosintattiche .
L’ortografia è abbastanza
corretta ed il lessicoè
semplice.
Us ain modo non corretto
le strutture
morfosintattiche, con
diversi errori ortografici.
Il lessico è semplice e
ripetitivo.
Competenze sociali e
civiche
Si relaziona
correttamentein modo
costruttivo con i membri
del gruppo.
Organizza il proprio
lavoro rispettando le
opinioni degli altri.
Si relaziona
correttamentte con i
membri del gruppo.
Organizza il proprio
lavoro rispettando le
opinioni degli altri.
Si relaziona abbastanza
correttamente con i
membri del gruppo.
Organizza il proprio
lavoro rispettando le
opinioni degli altri.
Non si relaziona
correttamente con i
membri del gruppo.
nel lavoro non rispetta le
opinioni degli altri.
Competenza digitale Naviga con sicurezza nei
siti proposti e ragiona
sulla rete come luogo di
ricerca di informazioni.
Utilizza con facilità l’app
proposta.
Sa usa re con
dimestichezza il PC
Naviga adeguatamente
nei siti proposti.
Sa esplorare l’app
proposta.
Sa usare il PC /tablet
Naviga in modo
essenziale nei siti
proposti.
Sa esplorare
sufficientemente l’app
proposta.
Sa uasre il PC7tablet
Navigacon difficoltà nei
siti proposti.
ùSa esplorare con
difficoltà l’app proposta.
Sa usare in modo base il
PC/tablet

30. Un altro esempio
Partiamo dal compito di realtà:
La DS chiede la compilazione del CV a
tutti i docenti, per censire le risorse e le
competenze esistenti nella sua scuola
per l’anno scolastico 2016/17.

31. FASI AZIONI DOCENTE AZIONI STUDENTI
Fase
preparatoria:
tempo -1 h
Presenta il frame work e
fornisce lo stimolo attraverso
link(www.youtube.com/watc
h?v=WcbwB_Hcvb8) per
iniziare a trovare cos’è un
CV, scrivere la lettera di
presentazione(www.formand
opercorsi.it/buongiorno-mi-
presento-ma-senza-
saperlo/ ) e propone di fare
uso di ciò che sanno a
riguardo, cercare nuove
informazioni ed ipotizzare
soluzioni.
Con tablet o PC a cas o a
scuola cercano di trovare
informazioni per costruire
il proprio CV e la lettera di
presentazione
(autoapprendimento)

32. AZIONI DOCENTEAZIONI
STUDENTE
Fase operatoria Concorda il prodotto -
artefatto che gli alunni
devono realizzare,
definisce gli elementi
del setting, predispone
spazi e tempi, sostiene,
incoraggia e suggerisce
( Europass-
www.youtube.com/watch?
v=pZH5vkDOll0
Dopo aver compreso la
situazione da affrontare
, esaminato e
confrontato con
docente e compagni le
informazioni raccolte,
operano sui dati
acquisiti, li smontano e
li ricompongono nella
costruzione del proprio
CV

33. Phases: TEACHER’S ACTIONSSTUDENT’S
ACTIONS
Fase
ristrutturativa
Fissano i concetti,
correggono le
misconoscenze solo a fine
percorso, precisa le loro
riflessioni ed eventualmente
le completa riconducendole
al frame work iniziale
Presentano il proprio
lavoro o artefatto e lo
confrontano con quello dei
loro compagni nel
procedimento di co-
scoperta e co-costruzione
del sapere

34. THANK YOU FOR
YOUR
ATTENTION!