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Skolengo EMS in the service of innovative teaching practices

Published on March 16, 2021 - Updated on March 4, 2022

With Skolengo EMS, teachers can put innovative teaching practices in place. Discover several uses developed by teachers!


Setting up a flipped class

  • In Classic Literature

Blandine Hombourger, classics teacher in secondary school, in particular, uses flipped classes for fulfilling her teaching.

For example, for the chapter studied in year ten entitled “Utopia, dreams or nightmares?”, she gave the students the following point as a topic: “Why do fictional stories use the theme of utopia for us to think about our society? What future do they make us think about: an ideal city or a nightmarish city?”.

Through this chapter, she seeks to feed their imagination by lectures and analyses. Her students are invited to establish links between literary works and artistic works coming from different cultures and epochs: from Plato to Orwell.

The flipped class is held at the end of the sequence before writing a long essay about their own conception of utopia. Thus, it becomes a lever for writing. Each day, during the week, they will discover a grain composed of new elements that they must comment on, annotate, complete, test and assimilate via their EMS and their dedicated spaces, in order to be able to follow the work requested on the day when writing in class.

A QR-code is first placed in the organizer; it leads to the flipped class and direct them to the first capsule. The latter offers a first discovery period. A forum is also opened in the EMS so that students can make their own suggestions. Six steps await them each day.

Writing is thus facilitated; students feel confident and take on this demanding exercise calmly. I notice a clear difference between the work done around a flipped class and that without assistance. The productions are richer and especially better developed.
 

  • In Biology

Christelle Jacquemin, biology teacher in junior school in Moselle works with year 7 students on the concept of the cell. The students have to do many experiments: preparing a microscope slide/ observing with a microscope. This is new for level 7 students who have rarely seen a microscope.

She gives them a “flipped pathway” built using Genially that she puts in the blog of the class space, reserved for Biology in year 7. The first step is watching a video at home, followed by a quiz allowing her to check that they have understood how to use a microscope. A quiz is then given to the students via the organizer. Answers to the quiz allows her to form groups for the first observation in class.

The principle is the same through the sequence of flipped pathways: the theoretical knowledge is acquired in the form of a video at home, the practical aspects are done in class.

This practice allows time to be freed up in biology class for doing experiments. In addition, I immediately see (before the class) which students seem to be having difficulties and I can tailor the work that I give them to do BEFORE arriving in class. The flipped class allows me also to see what points of the lesson have been mostly understood and what points remain to be reviewed in greater depth.

Setting up an assisted class

With the MBN EMT (Skolengo solution), Marjorie Tonnelier developed an assisted class. Her goal is to help students develop autonomy. Unlike the flipped class, everything happens in the classroom with the assisted class. Students work alone or in pairs.

By means of these practices, the teacher can manage students with different abiities.

The teacher prepares long activities upstream in the teaching binder. The format of the teaching binder and the tools offered (integration of video, pdf, illustration and audio recording) allows the teacher to guide the student with the objectives of activities, instructions, videos.

Read the testimony

Setting up a Webradio

Bruno Conrard, a teacher of Geography-history-moral and civic education in secondary school, has created a webradio in his junior school.

His students get together two times a week to find subjects, write about them and then record them. Since the project was put in place, he has created a section that can be seen by all students, teachers and parents to simplify exchanges. For student writers, he has activated the blog, the forum, the agenda, shared binders and the pad. The blog allows students to prepare the subject of their intervention. With the forum, they can ask for information from others at any time. In shared dossiers, students share their research work and they can recover their files. Using the pad, they can produce collaborative articles remotely.

With all these features, the students learn how to participate in collaborative work.

These tools help them to write about their subject. Then, the students record their podcast with the help of a Radio host. The recordings are then broadcast on this radio.

In addition, for developing the communication around this webradio, Bruno Conrard also created a sidebar on the school home page, dedicated to it.