CCL work being done at a national level in Lithuanian classrooms. Good practice examples for the other teachers Virginija Bireniene, LT Lead teacher, Brussels 16-06-2014

Lithuanian personalisation scenario Our personalised approach is based on iTEC school innovation maturity model We seek the highest levels of this model: (3) Enhance – based on scientific research; (4) Extend – based on personalisation; and (5) Empower – based on intelligent methods and technologies Therefore, first of all, before creating any scenarios we: (1) Identify students’ learning styles; and (2) Create their personal learning environments consisting of suitable learning components, i.e. learning activities, methods, content, tools, and apps

___________________________________________ 5: Empower Redefinition & innovative use Technology supports new learning services that go beyond institutional boundaries. Mobile and locative ICT support ‘agile’ teaching and learning. The learner as a ‘co-designer’ of the learning journey, supported by intelligent content and analytics. 4: Extend Network redesign & embedding Ubiquitous, integrated, seamlessly connected ICT support learner choice and personalisation beyond the classroom. Teaching and learning are distributed, connected and organised around the learner. Learners take control of learning using ICT to manage their own learning 3: Enhance Process redesign Teaching and learning redesigned to incorporate ICT, building on research in learning and cognition. Institutionally embedded ICT supports the flow of content and data, providing an integrated approach to teaching, learning and assessment. The learner as a ‘producer’ using networked ICT to model and make. 2: Enrich Internal Coordination ICT used interactively to make differentiated provision within the classroom. ICT supports a variety of routes to learning. The learner as a ‘user’ of ICT tools and resources 1: Exchange Localised use ICT is used within current teaching approaches. Learning is teacher-directed and classroom-located. The learner as a ‘consumer’ of learning content and resources ___________________________________________

Lithuanian personalisation scenario We implement personalised learning approach by dividing students into distinct groups according to their learning styles. We use learning styles (or preferences) grouping method proposed by Honey & Mumford (1992), namely, Activist, Theorist, Pragmatist, and Reflector: Activists learn by doing; their preferred activities are: brainstorming, problem solving, group discussion, puzzles, competitions, and role-play Reflectors learn by observing and thinking about what happened; their preferred activities are: paired discussions, self-analysis questionnaires, personality questionnaires, time out, observing activities, feedback from others, coaching, and interviews Pragmatists need to be able to see how to put the learning into practice in the real world; their preferred activities are: time to think about how to apply learning in reality, case studies, problem solving, and discussion Theorists like to understand the theory behind the actions; their preferred activities are: models, statistics, stories, quotes, background information, and applying theories

Lithuanian personalisation scenario We have developed e-questionnaire and software to automatically establishing students’ learning styles – students fill in the e-questionnaire using tablets We have interconnected learning styles with suitable learning activities, types of learning objects, and tablets’ apps. This approach guarantees that, in their groups, students could learn using suitable learning activities, content, and apps We have prepared a number of typical problem solving sets of activities (i.e. scenarios) based on personalised learning approach using Web 2.0 based group work, flipped classroom, outdoor study, and content creation methods for piloting in Lithuanian CCL schools

Lithuanian personalisation scenario iOS (Apple iPad) Android (e.g. Samsung) iOS / Android Suitable LO types Idea Sketch – lets you easily draw a diagram – mind map, concept map, or flow chart - and convert it to a text outline, and vice versa. You can use Idea Sketch for anything, such as brainstorming new ideas, illustrating concepts, making lists and outlines, planning presentations, creating organisational charts, and more Mindjet for Android – rated as one of the best mind mapping apps for Android. Create nodes and notes, add images of your own or icons provided, and add attachments and hyperlinks. Sync to your Dropbox Mind Mapping – lets you create, view and edit mind maps online or offline and lets the app synch with your online account whenever connected. You can share mind maps directly from the device, inviting users via email. You can add icons, colours and styles, view notes, links and tasks and apply map themes, drag and drop and zoom Application, Broadcast, Enquiry-oriented activity, Glossary, Open activity, Presentation, Reference, Role play, Simulation, Tool, Website Interconnection of Activists Brainstorming learning activity with suitable apps and LOs types

Lithuanian personalisation scenario Lithuanian learning stories / scenarios: Archimedes’ Principle, or Why do Ships Flow? (Physics, Klaipeda) Why Materials Change in Nature? (Biology, Kaunas) How to Help a Friend Choose a New PC? (IT, Kaisiadorys) Research on Phenomena with One Variable Properties (Math, Siauliai) Why the Clothes Become Dirty? (Physics, Vilnius) Detailed information available on Lithuanian CCL website http://ccl.emokymasis.com/

Archimedes’ Principle, or Why do Ships Flow? Physics, Klaipeda Simon Dach Pro-gymnasium http://ccl.emokymasis.com/klaip279dos-simono-dacho-progimnazija.html Duration – 10 lessons Grade – 7th Age of Students – 13 years old Activities – Dream, Explore, Flipping, Outdoor study, Make, Show Devices – iPads4 (1:1), IWB Apps and Tools – Keynote, iMovie, iBookAuthor, iBooks, Qrafter, TeamUp VLE - Edmodo

Why Materials Change in Nature? Biology, Kaunas J. ir P. Vileisiai secondary school http://ccl.emokymasis.com/kauno-j-ir-p-vileiscaroni371-vidurin279-mokykla.html Duration – 5 lessons Grade – 6th Age of Students – 12 years old Activities – Dream, Explore, Flipping, Make, Show Devices – Androids(1:1) VLE – Edmodo Apps and Tools – SimpleMind Free, TeamUp, Stic Draw

How to Help a Friend Choose a New PC? ICT, Kaisiadorys Algirdas Brazauskas gymnasium http://ccl.emokymasis.com/kaiscaroniadori371-algirdo-brazausko-gimnazija.html Duration – 7 lessons Grade – 10th Age of Students – 16 years old Activities – Dream, Explore, Make, Show, Ingeneering, Outdoor study Devices – BYOD VLE – Classdojo, Edmodo Apps and tools – Prezi, Flipstick, Blogger

Research on Phenomena with One Variable Properties Mathematics, Siauliai Didzvario gymnasium http://ccl.emokymasis.com/scaroniauli371-did382vario-gimnazija.html Duration – 8 lessons Grade – 9th Age of Students – 15 years old Activities – Dream, Explore, Flipping, Make, Show, Working with experts Devices – iPads (1:1), IWB Apps and Tools – Geogebra, Educreations, GoodGrapher, CropFor Free VLE – Edmodo

Why the Clothes Become Dirty? Physics, Vilniaus Jėzuitų Gymnasium http://ccl.emokymasis.com/vilniaus-j279zuit371-gimnazija.html Duration – 7 lessons Grade – 7th Age of Students – 13 years old Activities – Dream, Explore, Flipping, Make, Show Devices – Androids (1:1) VLE – Edmodo. Apps and Tools – GoogleForms, Simplemind, SamsungSchool.

Lithuanian examples of good practice General approach: e-Questionnaire and software to automatically establishing students’ learning styles using tablets Interconnecting learning styles with suitable learning activities, types of learning objects, and tablets’ apps Using a proper sequence of personalised teaching and learning methods (problem solving, group work, flipped classroom, outdoor study, and content creation) to achieve higher students motivation and better learning outcomes in terms of improving both subject and general competences

Lithuanian examples of good practice Using multiple teaching and learning methods in a proper way makes learning more qualitative by effective use of the best educational features of tablet devices: Using different activities and assignments for different learners having personal devices Using suitable apps to personalise / improve learning Possibility to perform outdoor studies (e.g. museums) Making films and photos for research and presenting the results etc.

Lithuanian examples of good practice Using suitable tools: Using Qrafter (QR code identification tool) to analyse students’ learning styles Using TeamUp tool to create students groups Using Popplet tool to improve students mind mapping skills Using suitable apps for suitable activities both in iOS (i.e. Idea Sketch, Mind Mapping) and Android (e.g. Mindjet for Android) operating systems

Thank you for your attention Virginija Bireniene, LT Lead teacher Virginija.Bireniene@gmail.com