LEARNING IN THE REAL WORLD - ETWINNING LEARNING EVENT Learning paths with authentic elements: 1. Spring in our county Authors: Clapou Crina Luminiţa, Gazdac Vasilica, Lazea Ionela Camelia, Romania Students’ age: 3-4 years 2. Saving trees in Spring Authors: Gabriela Crisan, Romania and Pinar Altuncu, Turkey Students’ age: 8-9 3. Alive dictionary Author: Матанат Ахадова-Azerbaijan, Manuela Danescu-Romania, Yuliia ZakharchenkoUkraine, Funda Gülenser-Turkey, Katerina Dimou-Greece, Esra YILDIZ-Turkey, Eliza Bagalishvili- Georgia, , Marta Artetxe- Spain,Tamara Vidović- Croatia Students’ age: 9-12 4. Forrest in danger Authors: Stavrula Lada - Greece, Iwona Kowalik -Poland, Natavan Badalova - Azerbaijan, Μelahrini Papardeli - Greece, Aneliya Nikolova - Bulgaria; Ornella Pegoraro - Italy. Students’ age: 10-11 5. Let’s solve people’s problem Author: Işıl GÜLMEZ Students’ age: 11 6. Healthy lifestyle Author: Tatiana Rebas Students’ age: 12 -13 7. The American Revolutionary War: The first question in a storyline Author: Helene Møller Students’ age: 12-13 8. Conversation with mother tongue teachers Author: Chiara Sabatini (Italy) Students’ age: 13-14 9. Healthy food and young people Authors: Maria Chatzigiossi, Daniela Arghir, Tuğba Sağlam,Teodora Popescu, Brena Selcan, Adriana Laze
Students’ age: 13-15
10. Building Bridges Through Vocabulary Authors: Umit BARISKAN, Michael SEZGIN, Betul Ince, Burak TIRAK, Mehmet ONDER, Aleyna CARMAN Students’ age: 14 11. Food (eating habits, where does food come from, food shortage) Author: Andreea Goldschmidt Students’ age: 14-18 12. Let’s go shopping Author: Elif Buyukuysal Students’ age: 15 13. Food waste Authors: Daniela Grecu, Diana-Maria Honciuc , Evelyne Newby, Silvana Turcinovich Petercol Students’ age: 15-18 14. Water: the blue gold Authors: Kondylo Glarou/Greece, Alina Huma/Romania, Eva Toth/Hungary, Fotis Fotiadis/Greece and Adil Tugyan Students’ age: 16 15. Scientific meanings through the hydrobot “Argolith” Author: Karagiorgou Eleftheria Students’ age: 16-17
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
LEARNING PATH Names of authors/builders of this learning path: Clapou Crina Luminiţa, Gazdac Vasilica, Lazea Ionela Camelia, Romania Students’ age: 3-4 years School subjects integrated (curriculum): Science, Arts, and Language Skills and competences developed (curriculum): - Observing the changes in nature during the spring season on plants, birds, insects, animals and humans. - Training skills for manufacturing practical work with materials from nature: stones, sticks, grass Name of the learning path: Spring in our county
PHASE
1. Motivation
GOALS
ACTIVITIES
TOOLS
REFLECTION
-increasing children’s interest
- walks in the agricultural field
- boxes
- the children will
in seasons in general and
near the kindergarten.
- photo cameras
understand the
especially for spring
- walks in the park.
importance of the change
- educating children for
- observation of spring
of seasons and the
outdoor activities
agricultural work.
agrarian calendar of agricultural works.
2. Planning
- to identify the changes in the
- the children will be divided
- audio recordings
- changing concepts are
activity of plants, insects,
into four groups, each group
- short films.
similar for all categories
animals and humans
will receive a card with a
listed above.
symbol: a plant, animal, insect,
- identify similarities and
eTwinning Learning Event - 13th to 27th of April 2015 PHASE
Learning in the Real World
GOALS
ACTIVITIES
TOOLS
bird and will notice changes. - the children gather the
-
REFLECTION differences.
- the children will select the
- materials from nature
- help is being offered in
3. Search of
materials required and try to
materials and will return to the
- flashcards
finding new information
information
compile a spring landscape
classroom where they will
- boxes
and utility of these
with materials collected
work in groups.
- the children design the spring-
- each group participates with
- flashcards.
- the landscape’s content
landscape
their own material and help
- materials from nature
is analysed, part’s place
design the joint work.
- photo cameras
are changed or filled
4. Processing information
materials
- musical background
5. Sharing
- the children present their
- communicate the way the
- photo cameras
- the activity will develop
work to other groups of
landscape is realised, the steps
- video recording
the acquisition of
children in the kindergarten
and materials used
- film
language competences
- vote the best work
- proposing different
- take photos and post on the kindergarten’s Facebook page - design the exhibition with 6. Assessment
- presentation the exhibition to-
other materials produced on the parents and other teachers. same topic in other activities.
-
solutions on how to identify climate change in spring season.
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
LEARNING PATH Names of authors/builders of this learning path: Gabriela Crisan, Romania and Pinar Altuncu, Turkey Students’ age: 8-9 School subjects integrated (curriculum): Environment, Art Skills and competences developed (curriculum): 1. Orientation and movement in space relative to benchmarks / directions using phrases such as: in, on, over, under, beside, in front, back, left, right, horizontal, vertical, oblique, interior, exterior (2.2) 2. Solving problems by observing regularities in the immediate environment (3.1) 3. Showing care for correct behavior in relation to the natural environment (3.2) 4. Expressing the results of observations using several scientific terms, representations through drawings and logical operators "and", "or", "not" (4.1) Name of the learning path: Saving trees in Spring PHASE
1. Motivation
2. Planning
GOALS
ACTIVITIES
TOOLS
REFLECTION
-to increase the students interest for the natural environment -to educate children to be responsible and take care of nature
-going outside, in the park near school and observing trees - students will decide if trees need some help and they will make a plan for saving trees
-magnifier glasses
-students will understand that trees are need for help like humans
-to use correct the concepts: root, stalk, leaf
-students are divided in small groups, each group having to observe a tree: structure, pests, diseases (will be remembered this concepts) -they will write what they noticed on post-its
-magnifier glasses -post-its
-this concepts are useful for communicate correct -this concepts are the same for all plants
eTwinning Learning Event - 13th to 27th of April 2015 - to develop the critical thinking competence
after observing trees students will go in classroom and work in groups -what kind of disease has the tree by searching on Internet
-laptops -Internet -lİbrary
-this helps students to find new informations about nature
- to develop the problem solving competence
-drawing the trees (work in group) and writing the solution on flipchart
-paper and colored pencils -flipcharts
-this could be applied to all problems (making a sketch, analyzing and finding solution)
- to encourage the collaboration between partners
-all groups will present their tree and the measures taken for saving them -they will make pictures and will post on the blog
-photo and video camera
-this activity develops communication skills -forms friendships in classroom
-to use correct he phrases such as: in, on, over, under, beside, in front, back, left, right, horizontal, vertical, oblique, interior, exterior in the final presentation -to express the results of observations using several scientific terms, representations through drawings and logical operators "and", "or", "not”
-during all activities it will be assessed collaboration between students, the accuracy of the draws, final presentation of the solution, use of the phrases such as: in, on, over, under, beside, in front, back, left, right, horizontal, vertical, oblique, interior, exterior in the final presentation
-checking list for collaboration - a list with observations (for all students)
-what can I need to be a more responsible human being? -People need trees to breath. -They find different solutions to save trees.
3. Search of information
4. Processing information
5. Sharing
6. Assessment
Learning in the Real World
eTwinning Learning Event - 13th to 27th of April 2015 - to solve the problem -to show care for correct behaviour in relation with trees
Learning in the Real World
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
LEARNING PATH Names of authors/builders of this learning path: Матанат Ахадова-Azerbaijan, Manuela Danescu-Romania, Yuliia ZakharchenkoUkraine, Funda Gülenser-Turkey, Katerina Dimou-Greece, Esra YILDIZ-Turkey, Eliza Bagalishvili- Georgia, , Marta Artetxe- Spain, Tamara Vidović- Croatia Students’ age: 9-12 School subjects integrated (curriculum): Foreign Languages, Literature, Geography, Computer (ICT), Art Skills and competences developed (curriculum): listening, speaking, writing, ICT skills, communication skills Name of the learning path: ALIVE DICTIONARY PHASE
GOALS The students....
ACTIVITIES
TOOLS
REFLECTION
show an online dictionary in use
1. Motivation
- learn to use authentic virtual resources
http://www.opdome.com http://www.merriamwebster.com/namethatthing/index.h tm
Ss understand how the dictionaries are useful .
1.choose the theme ( topic), 2. cut the paper into stripes 3. write the words on them 4.divide the ss into groups
strips of paper,
Ss learn to plan their activities
2. Planning
- learn the use of technology in real world conditions
- develop speaking skills - learn to search outside classroom for getting the information
1.go outside 2.find out the objects that you should find 3. take photos with the words and objects
Cameras, photos, Crayons, paper
They use of technology in real world conditions and
- develop speaking, listening skills
make your own word dictionary using the photos and recording your voice
http://www.audioboom.com http://www.fotobabble.com Laptop,internet,
3. Search of information
4. Processing information
-this activity develops communication skills -forms friendships in class
Through collaboration the ss learn to search the appropriate
eTwinning Learning Event - 13th to 27th of April 2015 PHASE
GOALS The students....
Learning in the Real World
ACTIVITIES
TOOLS
REFLECTION information
5. Sharing
- learn to present information and results of the work - learn to use web tools that support authentic learning
1.present your word before the class 2.demonstrate it on the padlet
self assessment or rubrics
6. Assessment
- students gain the knowledge and experience
PPT, https://ru.padlet.com school's blog
The students learn to share ideas, to motivate authentic tasks
Rubrics, certificates https://www.certificatestreet.com/te mplates/education.html -checking list for collaboration - a list with observations (for all students)
The project has a great success, because, mainly, of the knowledge and the experience that the students gain
Learning event LEARNING IN THE REAL WORLD
April, 2015
LEARNING PATH Names of authors/builders of this learning path: Stavrula Lada – Primary teacher - Greece, Iwona Kowalik - Primary teacher Poland, Natavan Badalova - Primary teacher, Azerbaijan Μelahrini Papardeli- primary school teacher -north Greece; Aneliya Nikolova - teacher of Biology, Chemistry and Primary School Education, Bulgaria; Ornella Pegoraro, secondary teacher, Italy. Students’ age: 10 -11 years old, School subjects integrated (curriculum): Science Skills and competences developed (curriculum): Name of the learning path: “Forrest in danger”
PHASE
GOALS
1. Motivation 1. Get to know flora and fauna of the forrest 2. Assess the utility of the forrest for the local area 3. Write down the
ACTIVITIES 1. Find information from the local library and the internet. Visit the forrest and write down the different species. 2. Write down the products of the forrest (chestnuts, mushrooms, wood and products of wood, fruits like berries, blackberries and strawberries)
TOOLS -Internet connection - visits in the forest interviews of habitants, firemen, the mayor - photo cameras and video
REFLECTION Pupils appreciate importance of forrests and they can list dangers.
Learning event LEARNING IN THE REAL WORLD
PHASE
GOALS dangers for the forrests 4. Describe human intervention
5. 2. Planning
3. Search of information
Finish the project in two weeks
1. Importance of forests 2. Looking for endangered species living in the forrest near our area (flora and
April, 2015
ACTIVITIES 3. Decide which are the dangers for the forrest after visiting it and interviewing the habitants near it. (fire, illegal logging, garbage) or asking the firemen of the region See if people have cut trees (deforestation), if there are houses inside the forrest (infrigement), if there are garbage in the area 4.Collect leaves and part of the plants and bring them to school for a better observation 5.Trying to make a collage using the leaves. 1. Division of students into teams 2. Schedule of the appointments with local authorities 3. Get equipped with photo and video cameras, notebooks, bags, gloves, magnifying lenses etc
1. 2. 3. 4. 5.
TOOLS
REFLECTION
cameras
Internet, notebooks, telephones tablets
WWF: http://wwf.panda.org/about_our_earth/about_forests/importance/ http://eschooltoday.com/forests/importance-of-forests.html http://www.wwf.pl/fakty_ciekawostki/galeria_wwf/10_najbardziej.cfm http://www.wwf.gr/?referer=wwfpl Visit Smithsonians National museum for national history: http://www.mnh.si.edu/mna/TeacherResources.cfm in order to learn about
Exercise of teamworking skills (small teams of 4-5 learners that are optimal for collaboration). Students share their ideas and determine common strategy.
Pupils explore the webs, they exercise critical thinking.
Learning event LEARNING IN THE REAL WORLD
PHASE
GOALS fauna) 3. Looking for ways of environmental protection.
April, 2015
ACTIVITIES
TOOLS
REFLECTION
biodivercity (There is a lesson plan) 6. Watch the growth of animal population in a forest in a virtual lab (with GoLab-online laboratory): http://www.golabz.eu/lab/mark-and-recapture
1
4. Processing information
1.Learn to organize information.
5. Sharing
1. Learn to present information and results of work
1. Take species of 1. Watch this great video about plant mounting plants of the forest, (by natural history museum of UK): write down their http://www.nhm.ac.uk/natureinformation and online/collections-at-the-museum/making-partmake a book. collection/making-herbarium/index.html 2. Let’s PLAY! Great 2. Game sit of National Geografic: game for students to learn the names of http://kids.nationalgeographic.com/explore/nat leafs ure/name-that-leaf/
1. Create a plan of 1. tablets, presentation in Google Drive or presentation. PowerPoint, 2. Common create presentation. 3. Present to peers result of teamwork
Use of ICT in practise. Pupils can coose their favourite tools. They develop communication skills.
Learning event LEARNING IN THE REAL WORLD
PHASE
GOALS
April, 2015
ACTIVITIES
TOOLS
REFLECTION
Here we walk in the forest
6. Assessment
1. Give responses to the questions prepared by teacher (or solve quizz)
1. Check what pupils have learnt 2. Give a chance to our pupils to take control of their own learning
Test for all class in the same time -The Kahoot Google Forms,
Chance for compare of pupils’ knowledge. Teacher can find out what problems have to be repeated.
Learning event LEARNING IN THE REAL WORLD
April, 2015
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
LEARNING PATH Names of authors/builders of this learning path: Işıl GÜLMEZ Students’ age: 11 School subjects integrated (curriculum): Computer Science Skills and competences developed (curriculum): Making a project Name of the learning path: Let’s solve people’s problem PHASE
GOALS
ACTIVITIES
TOOLS
REFLECTION
Finding a problem about education that we can solve with technology
Researching for problems that we have in our daily life. Children will write down some problems they encountered
They will use problems they face.
Pupil’s interest
Planning a strategy to a problem step by step
Flowchart Pro
2. Planning
They will set a strategy to solve the problem.
Pupil’s encouragement
3. Researching for information
Using Internet to find out if solution was experienced.
Watching the videos about solution and projects on this subject.
http://learningdesigner.org/learn- Pupil’s enthusiasm more.php http://kipkaykits.com/
Finding a method for solution.
Students will set methods for solving the problem. And find materials for the project that can be found easily
Share what students learnt and designed learn by teaching
Sharing the videos,voices or etc with his/ her peers. Designing a web site if possible.
1. Motivation
4. Materials and Method
5. Results
www.prezi.com , www.edmodo.com, www.wordpress.com
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
LEARNING PATH Names of authors/builders of this learning path: Tatiana Rebas Students’ age: 12 -13 School subjects integrated (curriculum): English, ICT, Biology Skills and competences developed (curriculum): vocabulary concerning food and healthy lifestyle, collaboration skills, research skills, ICT skills Name of the learning path: Healthy lifestyle PHASE 1. Motivation
GOALS - make students interested in the topic - make students start thinking about the topic - generate ideas
ACTIVITIES - teacher asks whether it is important to have a healthy lifestyle and why - teacher asks students if their lifestyle is healthy and how they know that - teacher asks what a healthy lifestyle involves; students put their ideas on Padlet - teacher points to the differences in students' opinions on the topic - if there are no contradictory opinions teacher reads a couple of opinions she has found on the Internet to make students understand that there are different ideas on what 'a healthy lifestyle' means - students are told they are going to prepare a presentation/video on the topic of healthy eating, are divided into groups and are asked to
TOOLS Padlet, TeamUp
REFLECTION Students record their reflections at home using TeamUp tool
eTwinning Learning Event - 13th to 27th of April 2015 PHASE
GOALS
- discuss rubrics for peer and self-assessment - plan the work 2. Planning
- find out the information for the presentation 3. Search of information
4. Processing information
5. Sharing
- put the information into the place where each member of the group has an access to it - evaluate, select, organize, present the information
- share presentations - provide feedback - use the feedback to improve the presentations
ACTIVITIES think over the things that they have learned and they would like to investigate on the topic - teacher proposes criteria for assessment of the presentations; students discuss them - in groups students decide how they are going to divide their work and what they are going to do - students search the Internet, interview people who have healthy lifestyles, invite an expert to the classroom (perhaps virtually, via Skype) - in groups, students upload the materials they have gathered on RealtimeBoard - students collaborate on RealtimeBoard preparing materials for their presentations/videos - students prepare their presentations - students share their presentations with other groups and the teachers using RealtimeBoard - students provide the feedback on the work of the other 2 groups (teachers also provide their feedback)
Learning in the Real World TOOLS
REFLECTION
TeamUp
students record their reflections using TeamUp
The Internet, smartphones/tablets, Skype, RealtimeBoard, TeamUp
Students record their reflections on what they have done and want to do using TeamUp
RealtimeBoard, PPP, Windows Movie Maker, Animoto etc. (students can choose the tool for the preparation of the presentation), TeamUP
Students record their reflections on the work they've done
RealtimeBoard, TeamUP
Students record their reflections on the improvements they have made
eTwinning Learning Event - 13th to 27th of April 2015 PHASE
6. Assessment
GOALS
- assess the works of the colleages, conduct selfassessment
ACTIVITIES - groups improve their presentations (if necessary) - students assess the presentations according the criterias they have decided upon earlier -students presentations are uploaded on the school website
Learning in the Real World TOOLS
SlideBoom, YouTube, TeamUp
REFLECTION
- students record their reflections on the work they've done
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
LEARNING PATH Names of authors/builders of this learning path: Helene Møller Students’ age: 12-13 School subjects integrated (curriculum): History/social science and English Skills and competences developed (curriculum): History and geography in the US, English writing skills. Name of the learning path: The American Revolutionary War: The first question in a storyline.
PHASE
1. Motivation
GOALS
ACTIVITIES
TOOLS
REFLECTION
Curriculum: *Social science Grade 8, -Learn about the American Revolutionary War, the causes and consequences. *English Grade 8 -Aspects of history and geography in the UK and the US.
Storyline method: - Introduction to the storyline method - Lecture/presentation to help the students understand the setting for the storyline. - Students create their own character to play in the storyline. - Question the students need to answer to start the storyline.
-Evernote/Onenote or similar for the students to take digital notes and reflect upon the setting: The situation in the UK in the 1770s: Overpopulation. Seeking a better life in the USA.
Europe in the 1770s.
Assessment: Type of grading. Description of grades. Use digital tools for research and presentation of work.
Tasks for the students: Take digital notes from lecture Research the UK in the 18th century: Clothing, cities, and life in the USA in the 18th century. Create a character Write a diary entry in a blog
-Create their own cardboard character. Cut and paste. Study the clothing styles of the 1770s. Bringing materials to school to finish making their character. -Start with question 1: Who are you? (Age, Town, Family, Reasons why you want to go to the USA). Write a diary entry in English. This should be done online with WordPress or Blogger.
The Monarchy as a form of government The USA in the 1770s. Reasons for migration: -Before -Now Blogging Writing skills in English Sharing Connecting to authentic audience
eTwinning Learning Event - 13th to 27th of April 2015 PHASE
GOALS
ACTIVITIES
TOOLS
REFLECTION
Tasks for the students: -Decide which digital tools for taking notes. Deadline: Last lesson at the -Decide how much time to spend end of these two weeks: doing research on the UK in the Finish notes, research, 18th Century: clothing, cities, cardboard character, and life in the USA in the 18th presentation and diary Century. entry in blog by the end of -Decide how much time to spend the last week. making a card board character Criteria for assessment: -Decide on which tool to use Grades and criteria for when writing a diary entry in a assessment: What does blog, and the time to finish this above average, average and task. below average products -Decide tool for presentation. look like? -Decide which quality standard to go for in the activities.
-Take notes from lecture: They can use Evernote, OneNote or similar tools for digital notes. -Use Wikipedia, Encyclopedia and/or YouTube to do research about the 18th Century: Clothing, cities. Life in the USA – 18th Century. -Cardboard, yarn, paint, buttons: Create character. -Write a diary entry in a blog. WordPress, Blogger or similar. - Google slides, Powerpoint, Prezi, YouTube video or similar tools for making a digital presentation.
-How to plan the work so that you have finished the tasks at the right time? -How to plan the work so that your products meet the quality standard that you want to achieve?
-Achieve understanding of aspects of life in the UK and the USA in the 18th Century. -Find material to include in a group presentation. Including sources. Digital citizenship. -Find out if there is an expert we can have a Skype session with. -Field trip to Bygdøy Folkemuseum in Oslo. http://www.norskfolkemuseum.no/en/Collections/
Textbooks Lectures Film: Excerpt from “The Patriot” Library Internet: Wikipedia, encyclopedia, YouTube, blogs, broadcasting corporations, news, social media and more. Field trip to Bygdøy museum Skype session – Invitation to expert, and questions.
What was it like to live in the UK and in the USA in the 18th Century?
Timeframe: 4 weeks = 16 lessons
2. Planning
3. Search of information
Learning in the Real World
-Doing research on the UK in the 18th Century: clothing, cities. -Research life in the USA in the 18th Century. -Invite expert to Skype session, and prepare questions. -Fieldtrip to local museum to learn more about life in Norway in the 18th Century, to help us understand this time in the world.
What could be reasons why anyone would want to move from the UK and to the USA at the time? Why do we need to include sources and beware of copyright?
eTwinning Learning Event - 13th to 27th of April 2015 PHASE
GOALS
ACTIVITIES
TOOLS
REFLECTION
Work in groups of 3-4 to make a presentation of life in the UK and in the USA in the 18th Century
Make a presentation about life in the UK and the USA in the 18th Century. Make a cardboard character with clothes that reflect fashion or traditions in the UK and the USA in the 18th Century. Prepare to present their character in class. Write a diary entry of a day in the life of their character in the 1770s, with reasons why they want to move to the USA.
Google slides, Powerpoint, Prezi, YouTube video or similar tools for making a digital presentation.
What do they need to know and include about life in the 18th Century in the UK and the USA to make a believable character and diary entry?
Learning more about life in the UK and in the USA in the 18th Century.
Give their presentation about life in the UK and the USA in the 18th Century in class. Present their cardboard character and their digital diary in class. Receive feedback from authentic audience.
Powerpoint/Prezi/YouTube video or similar shared in: Google docs Twitter Facebook groups Google+ SlideShare
Consider aspects of the other students’ presentations that are new, similar or different from their own work?
Self-reflection of own performance and work in a group. Including what they were really happy about, and also an idea of how to improve own performance in the future.
Hand in document with reflection in Learning Management System, like itslearning or Fronter or similar, for teacher to approve or not approve.
Compare own reflection to teacher’s feedback and grade: Similarities and differences?
4. Processing information
5. Sharing
6. Assessment
Learning in the Real World
Receive feedback from authentic audience.
Assessment from teacher: Type of grading of written blog and group presentations. Description of grades. Self-reflection for the students. Approved or not approved. Quiz: How much do they know about life in the UK and the USA in the 18th Century?
Participate in quiz about life in the UK and the USA in the 18th Century.
Use Kahoot to make quiz about life in the UK and the USA in the 18th Century.
How to improve own work in the future, for the next assignment?
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
LEARNING PATH Names of authors/builders of this learning path: Chiara Sabatini (Italy) Students’ age: 13-14 School subjects integrated (curriculum): English, History, Geography Skills and competences developed (curriculum): Speaking skills in English, history and geography of the UK Name of the learning path: Conversation with mother tongue teachers PHASE
GOALS Curriculum: English (13-14 year-old sts) - Oral interaction with British people in English History - Aspects of the history of the UK and of Italy
1. Motivation
Geography - Aspects of the Geography of the UK and of Italy - ICT Use of ICT tools to research info and to make a presentation of the learning path at the end of it. - Assessment
ACTIVITIES
TOOLS
-The mother tongue teachers introduce themselves and include historical and geographical elements referring to the place where they come from.
- Google earth (to see towns) - Create a padlet where students and teachers introduce themselves - Powerpoint, prezi (to start gather the info)
- Students use internet and google earth to see the mentioned places. - Students ask questions about the UK and personal questions to the teachers. - Mother tongue teachers ask questions about Italy and personal questions. - Posters with pics and notes about the teachers and the students
REFLECTION - Find similar and different elements - Different form of government between Italy and the UK
eTwinning Learning Event - 13th to 27th of April 2015 PHASE
GOALS
ACTIVITIES
Learning in the Real World TOOLS
REFLECTION
Fluency in conversation, improved speaking skills 6 months (2 lesson per month- 12 lessons) Outputs - Cardboard posters - Power point presentations - Prezi presentations 2. Planning Assessment Evaluation of the outputs taking into account: - participation of each students in creating the presentations; - language used.
3. Search of information
- Get to know the UK from historical and geographical point of view - Improve the knowledge of the same aspects concerning the area where the students live and being able to present them in English
Students - Decide how many groups in which the class will be divided - Decide which tools to use for the presentations (power point, video with iMovie, animoto etc., prezi, glogster , thinglink …) - Decide the questions to ask to the mother tongue teacher (historical, geographical, personal, some of the questions can be prepared in advance, some other will be asked during the lessons)
Glogster, Animoto, Youtube, Prezi, powerpoint, Thinglink;
- The way students choose teams - They way they plan the work to be done - Respect the deadline - The way the plan and work in order to create meaningful and god products (both concerning the language and the presentation)
- The students ask questions to the mother tongue teachers about the UK, search on the internet, look at videos - The students go around their village together with the mother tongue teachers to be “tourist guides” - If possible, the students have a skype session or a chat session with some English people from the same town of the teachers so that they can ask questions
Textbooks, internet (yutube, sites on the town of the mother tongue teachers), skype, facebook (for the chat session), google earth
- Importance of quoting the websites where we take the info for the presentations
eTwinning Learning Event - 13th to 27th of April 2015 PHASE
GOALS
ACTIVITIES
Learning in the Real World TOOLS
REFLECTION
to them too.
4. Processing information
5. Sharing
6. Assessment
- The students make some presentations of the UK and their village using all the info from the previous steps working in groups.
- Poster with historical info on the UK and their village in Italy - Poster with a map of the UK with symbols and interesting elements and of their village in Italy - Power point (to create a presentation on UK – geography and Italy) - Prezi (to create a timeline about the UK – history and on their village)
- Cardboard, colors - Glogster, powerpoint, prezi, …
- Importance of quoting the websites where we take the info for the presentations - How the students work in group (self reflection)
- Share all the info and the experience with the other students of the school and with some students of the shool of the town of the mother tongue teachers (if possible)
- Show the presentations to the students of the school - Show the presentations to a school of the same town of the mother tongue teachers - Share all the works in the English teacher blog and in the school website
- school website - English teacher’s blog
Interact with the other students
Teacher: Grades the works Students: - Give feedback on the project - Quiz on the UK and Italy (with the info the sts searched)
- Students give their opinion on the project and the activities in answergarden - Students create a quiz and play the game in groups -Students reflect on the project in groups and with the teachers (both the Italian teacher of English and the mother tongue teachers)
- answergarden, surveymonkey (for the quiz)
- Compare students and teachers opinions on the project - Compare self reflection with the marks given by the teacher
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
LEARNING PATH Names of authors/builders of this learning path:Maria Chatzigiossi, Daniela Arghir, Tuğba Sağlam,Teodora Popescu,Brena Selcan, Adriana Laze Students’ age: 13-15 School subjects integrated (curriculum): foreign languages: English, German, home economics, environmental education Skills and competences developed (curriculum integration): learning in the foreign language vocabulary of the topic food and skills of reading, writing and listening with authentic materials, awareness of habits for healthy food by the students, awareness of environmental problems Name of the learning path: Healthy food and young people PHASE
GOALS
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motivation of the students about the topic the critical reflexion of the students to educate the student about self care
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1. Motivation
ACTIVITIES
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showing to the students videos about fast food and the negative impact on our health showing to the students videos about management of the waste produced from our food showing to the students an interview with a kitchen chief
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brainwriting and collecting ideas about fast food, healthy food and the right management of the waste produced of our food
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REFLECTION
youtube vimeo ebook with photos of bad foods and healthy foods.
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on tricider they discuss the pro/contras of the fast food http://www.tricider.com/ on answergarden they collect ideas how to manage the waste produced of our food http://answergarden.ch/
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2. Planning
awareness of habits for healthy food by the students awareness of environmental problems of the waste produced from food
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Collaborative work between students from different countries
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planning the project with the partners, choose the topics they want to investigate, present and work on
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on mind42 http://mind42.com/
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Students are divided in mixed language groups and each group investigates each country’s eating habits.
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They collect their material from the internet and present it on pearltree ( http://www.pearltrees.com
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3. Search of information
TOOLS
Motivation of the students about the topic The students have second thoughts about unhealthy eating habits and about the environment They express their ideas in a foreign language and exercise the writing skill They learn organising a project They learn to organize their day and then their life They collaborate each other and with their partners
eTwinning Learning Event - 13th to 27th of April 2015 ●
Learning the foreign language with creative and
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4. Processing information
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collaborative activities to use authentic virtual resources to use web tools that support authentic learning intercultural approach by the language learning
creative writing and
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collaborative activity intercultural approach by the language learning visit a station where the rubbish is recycled learning outside classroom Support student autonomy, initiative, engagement and ownership of their learning
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they investigate about healthy eating, for example about the mediterranean diet the investigate about fast food and the negative impact on our health The students can show to each other the video where their mothers can cook a healthy food for them. The students can visit a local organic greenhouse to see where and how fresh produce is grown. They can share the photos/videos to all groups a virtual tour on a collaborative map. They form a weekly menu, based on healthy eating, which results to the creation of a monthly menu. They collect the solutions and proposals about recycling and present them in the class organize a healthy breakfast in the school , select all rubbish after eating to recycling them organize a dinner together, prepare traditional receipts, share each other the materials which every has to bring with and organise a dinner with the partners sharing the class and they select all rubbish after eating to recycling them
Learning in the Real World or popplet ( http://popplet.com/ ). ● They collect their material from the internet and present it on pearltree (http://www.pearltrees.com/) or popplet ( http://popplet.com/ ). ● adding placemakers(text/images/ videos)on https://www.google.com/maps/ ●
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They work with students from different countries They search for information with critical thinking They get familiar with ICTs tools They work outside the classroom To enrich the school curriculum with facts and references.
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they work on titanpad https://titanpad.com/ or google.docs https://docs.google.c om presentations on a padlet ( http://padlet.com/ or on prezi ( http://prezi.com/ .
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on answergarden they collect the material needed to be bought for each person http://answergarden.ch/ sharing the class with skype
They collect their material from
What should be the healthy week menu? What do the partners from different countries eat for breakfast? What are the traditional receipts in other countries? What healthy snacks can we eat in our day? How can we recycle the rubbish of food? Acquire new friends and develop communicative and collaborative skills. Acquire European and intercultural awareness and behavior through the differences and similarities
eTwinning Learning Event - 13th to 27th of April 2015
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5. Sharing
exchange ideas sharing ideas awareness of habits for healthy food awareness of environmental problems of the waste produced from food
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create a catalog with healthy snacks for young people and create a menu for the school
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They present their material to all groups Students display the menu for healthy eating on the notice board and aiming to inform all the students of the school about it All presentations are collected in an ebook that is available on the homepage of the school They’ll prepare a slogan for healthy food and prepare a poster and display it on bulletin boards.
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6. Assessment
to assess the project
students prepare a questionnaire asking the partners pointing to the two topics: healthy eating and management of the rubbish produced from food
Learning in the Real World ●
the internet and present it on pearltree ( http://www.pearltrees.com or popplet ( http://popplet.com/ ). ●
presentations on a padlet ( http://padlet.com/ or on prezi ( http://prezi.com/ .
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using the issuu ( http://issuu.com /)
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using syrveymonkey https://www.surveymonkey.com /
tool,
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They present their work to each other and in the school and they are very satisfied of the result of their presentations They share their ideas and experiences on their families and other friends by their discussing .
They assess the project and think what they liked most in the project,about the difficulties,what they want to make better next time, ect..
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
UMIT BARISKAN – MUSTAFA ADIYAMAN O.O. ANTALYA TURKEY
LEARNING PATH Names of authors/builders of this learning path: Umit BARISKAN, Michael SEZGIN, Betul Ince, Burak TIRAK, Mehmet ONDER, Aleyna CARMAN Students’ age: Burak TIRAK ( 14) , Mehmet ONDER ( 14), Aleyna CARMAN ( 14), Betul Ince (14) School subjects integrated (curriculum): Empathy and Personal Goals (unit 11-16 – UNIQUE 8 Official Coursebook) Skills and competences developed (curriculum): Performing and responding to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way. Dealing with common aspects of everyday living such as travel,lodgings, eating and shopping. Name of the learning path: Building Bridges Through Vocabulary
PHASE
1. Motivation
2. Planning
GOALS
ACTIVITIES
TOOLS
REFLECTION
Finding a job through newspaper advertisements as if you were a member of a particular vocation.
Warm up activities to show or express how important it is to motivate yourself.
Newspapers’ white pages or iternet websites that are sutibale for job hunting.
The learners realize that it is a very complex task to find a suitable and a well-paid job nowadays. So they feel that they should improve their skills in order to cope with such difficult tasks in the future.
The learners will be assigned to choose a job for themselves.
Exchanging resources and brainstorming with your classmates and even with you family members.
Resources like websites and useful advertisements on newspapers. Bringing some documents and/or newspapers will elp the learners for more advice.
They like the idea of going online in a classroom and search the net for a job. It is very challenging for most of them. They envy the idea of creating or dreaming of their ideal jobs and trying to find a company to work for.
eTwinning Learning Event - 13th to 27th of April 2015 PHASE
3. Search of information
4. Processing information
5. Sharing
Learning in the Real World
UMIT BARISKAN – MUSTAFA ADIYAMAN O.O. ANTALYA TURKEY
GOALS
ACTIVITIES
TOOLS
REFLECTION
Trying to search for information is a quite challenging task for most learners so they are guided thoroughly and briefly. They are directed to certain websites and newspapers so that they will not be lost.
Team, pair, group work can be applied in this activity. Also individual work is necessary for internet search and scanning the news ads.
Skimming and scanning the texts are required so they can use programs like search engines for better results on the web.
Working individually may discourage them so working at least together with a classmate may motivate them and encourage them for more creative work.
Planning and outlining is essential in such works as going through the process may be phased one by one and in each step they can process the details and eliminate the unnecessary information.
Outline is a good way of summarizing your work. So the learners must supply an outline in which they should state the process and the steps they will have.
Definitely Microsoft Excel and a word processor is necessary for organizing your lists. Sometimes gathering information from different sites is also useful as you have an idea what the others are doing. And finally putting everything together in sheets is the main target in our routine work.
Publishing your list in the twin space will certainly creates an overwhelming feeling for most of the learners as they feel like they create and publish something as a real author or a famous writer.
Sharing is caring and encouraging your friends in a way that they can get more ideas out of it.
They can make posters for their study. Creating calendars is also a good way of showing your works to others. We have had the experience of making and publishing calendars of students’ works and it gives a satisfaction both to students and their parents as they feel like they do something worthy and absolute.
Websites, twin spaces, school bulletin boards are mainly useful tools for sharing your work.
Sharing your work makes it more common and it mostly attracts more attention than expected and it also encourages the rest of the students to participate in one of these activities next time.
eTwinning Learning Event - 13th to 27th of April 2015 PHASE
6. Assessment
Learning in the Real World
UMIT BARISKAN – MUSTAFA ADIYAMAN O.O. ANTALYA TURKEY
GOALS
ACTIVITIES
TOOLS
REFLECTION
The project brings standard success as it has many things to do with the curriculum, students’ needs and parents’ view. Everyone feels they are doing something useful and educative so they spend enough time for learning new vocabulary and creating ways to accumulate it. They learn the alternative ways to keep in mind and have visuals for the next time they need to remember those words. On behalf of school they also get grades for being a part of it and they not only learn and have fun, but also they get high scores depending on their work.
Making posters, Creating slogans, Commenting on pictures and dealing with different kinds of puzzles are all attractive and challenging in language learning and teaching so depending on their age all the learners can be added to this project. We have our 2nd grades in this project. They have been asked their leading fears through a poster and their reaction was unbelievable.
Using posters, Coloring, Designing twin space, and definitely computers are essential in that kind of a project so the younger students must be guided well in order to be successful.
The kids loved it. Teenagers mostly tackled with the subject so the choice should be very attractive. If you don’t make a good choice they may not participate or be eager to involve in it. But if you are good enough to find good and attractive topics then they create endlessly. Then you start to record everything for your future reference. You may see the examples of our project and participate if you like on e-twinning. The name of the project is BUILDING BRIDGES THROUGHVOCABULARY. My user name is umitbariskan, and my mail address is: umitbariskan@hotmail.com. Just simply send me an email explaining the details, then I will add you to the project.
APRIL 2015 UMIT BARISKAN ENGLISH TEACHER / HEAD OF ELT MUSTAFA ADIYAMAN O.O / PRIVATE ADALYA COLLEGE ANTALYA - TURKEY
Names of authors/builders of this learning path: Andreea Goldschmidt Students’ age: 14-18 School subjects integrated (curriculum): English, Citizenship, Economics, Skills and competences developed (curriculum): English, ICT, problem solving skills Name of the learning path: FOOD (EATING HABITS, WHERE DOES FOOD COME FROM, FOOD SHORTAGE)
PHASE
GOALS
ACTIVITIES
TOOLS
MOTIVATION
-To be more responsible when it comes to local food - to start thinking about importance of healthy eating - to start thinking about food shortage
-Brainstorming -group work -survey at the supermarkets and local food market -discussions with family -observation
-pen and paper -camera -tablet -phone
PLANNING
-to develop SS planning and observation skills
Facebook (they create 3 groups)
SEARCH OF INFORMATION
-to go outside and take notes on how others relate to food.
The T divides the class in three groups, each group dealing with a different activity. The Ss divide in three groups: one will deal with eating habits, One will deal with where food comes from One will deal with food shortage. All groups discuss between themselves and then choose one spokesperson to present their
Internet Supermarket Local market School Home
REFLECTION Students will notice the differences in eating habits and the importance of looking at the expiry date on the products. They will reflect on the topic and its importance in our real life. Then students will realise that too much food may be wasted and will start to think about solutions. The Ss reflect on the way of accomplishing their activities and talk about weak and strong points. SS start feeling responsible for what they buy and understand the importance of “responsible buying”
PHASE
PROCESSING OF INFO
SHARING
ASSESSMENT
GOALS
-to talk freely about a common subject -to raise awareness of the quality and coherence of the gathered information. -to raise awareness of the importance of rational buying and of food shortage.
-to self-assess -to peer evaluate
ACTIVITIES conclusions. They go to the supermarket and the local market and study the expiry dates, what people buy, what the supermarket managers are doing with the food that doesn’t sell. The Ss discuss on their findings, they analyse the information together with the whole class.
Each group presents its findings and conclusions. Then they discuss what can be done to solve the problems of unhealthy eating and of increasing the local market with products made in our town or village. Results evaluation
TOOLS
REFLECTION
PPT, Google Drive, Hangout
Making logical conclusions, think about the results
PPT presentations
The SS realize the importance of food produced locally and they try to promote it.
quizzes
Reflect about what can be improved in the learning path and what was great and what wasn’t.
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
LEARNING PATH Names of authors/builders of this learning path: Elif Buyukuysal Students’ age: 15 School subjects integrated (curriculum): English Skills and competences developed (curriculum): Speaking Name of the learning path: Let’s go shopping PHASE 1. Motivation
2. Planning
3. Search of information 4. Processing information
GOALS
ACTIVITIES
TOOLS
REFLECTION
Indicating a learning event
Brainstorming
http://tr.padlet.com/elfthecurious/ob192z2z42cq Pupil’s curiosity
Enable to emphasize themselves in a clothes shop
Planning to go to a shopping mall
A real shop
Pupil’s encouragement
Using the net to find out realias
Watching real life videos
https://www.youtube.com/watch?v=Q1tfWzHgOA
Pupil’s enthusiasm
Using the language itself
Going to a clothes shop
http://www.postermywall.com/
Sharing the videos,voices or etc with his/ her peers.
www.prezi.com , www.emaze.com
To Make a short quiz on shopping
https://getkahoot.com/
5. Sharing
Share what you learnt , learn by teaching
6. Assessment
To learn how much they learnt and taught
LEARNING EVENT : LEARNING IN THE REAL WORLD April 2015
Names of authors/builders of this learning path: Daniela Grecu, Diana-Maria Honciuc , Evelyne Newby, Silvana Turcinovich Petercol
Students’ age: 15-18 School subjects integrated (curriculum): English, Chemistry, Citizenship, Economics, Skills and competences developed (curriculum): English, ICT, problem solving skills Name of the learning path: Food waste PHASE
1. Motivation
2. Planning
GOALS - to start thinking about the problem of food waste from an every day fact : the pupils trays after the meals at the canteen - to become more responsible
Develop students’ planning,
ACTIVITIES
- groups go to the canteen to survey the trays - Brainstorming - group discussion
TOOLS In the canteen : - camera to take photos of the trays - pen and paper to note their remarks In the class room - linoit, padlet , mindmap
Group work in small groups they first - Google drive share their ideas , then a spokesperson for each group explains the activities they want to do to find a solution to the
REFLECTION Reflect on the topic and its importance in our real life. Students will realise that too much food may be wasted and will start wondering why.
reflect on the strengths and weaknesses of the planned activities, the contents, and possible problems
problem solving, and mediating skills
3. Search of information
Gather meaningful data and information on the topic
problem of food waste. When all the different groups have had a chance to express their views , they negotiate / agree on the best activities to be carried out
Team and group work, Students’ field research a- learning about the food we buy :Students go to a food shop, check the sell-by dates and the contents on the packaging labels, and see if they contain substances that are unhealthy(harmful additives, fats, too much sugar, etc), the food origin (locally grown food, imported, etc), the quality (organic, GMO,etc) They also look at the vegetable/ fruit counter to see where these come from. Some students can also research on the net what policies supermarkets have in other countries regarding sell-by dates for example. b- Food waste at the canteen
Internet : web articles, http://www.foodwaste.ie/ http://ec.europa.eu/food/safety/food_waste/index_en.htm ( on this one you can choose your language ! ) http://www.epa.gov/waste/conserve/foodwaste/ http://www.ehow.com/how_8109555_food-give-out-homelesshungry.html
Real life
raise the feeling of responsibility among the students for the content exploration and the learning outcomes
Over a period of time, ( ie a week or two ) students can monitor how much food is wasted after each meal. c- Trying to find out what is being done with unsold goods Students can ask supermarket managers what they do with unsold goods, they can also do research on the net. They can contact people from les restos du Coeur or other similar charities and soup kitchens. They may have heard about chefs in gourmet restaurants who have willingly cooked meals with products past their eatby-dates.
4. Processing information
raise students’ awareness of the quality, coherence and relevance of the obtained information
Students analyse and select the gathered information (coherence, relevance, etc), Students’ discussion
Google Drive, multimedia presentation (Prezi or answergarden )
comparing and reflecting on results, making logical conclusions
Presentation
5. Sharing
Dissemination of results, increase awareness of real life problems among peers
Each group will prepare a powerpoint display with their findings . This should then encourage students to discuss and hopefully find solutions to improve things. What can be done in the canteen to reduce waste ? Should we change our buying habits ? What is being done in other countries ?
PPT presentations on www.slideshare.net
reflect on the importance of taking a stand regarding real life issues
The powerPoint displays could be shown to other students in the school. 6. Assessment
students’ compilation of survey, analysis and interpretation of the results
Evaluation of results, learning from mistakes
Quizzes, Tests, online google questionnaire reflect on learning (http://www.readwritethink.org/files/resources/interactives/crossword/ performance ( what worked and didn’t ) and on how the learning path could be improved
Students will think over the whole process and be able to comment on what has worked and not. A Google questionnaire can be put to them ( prepared by the teacher ) . Did you like working on a project? What was your favourite activity? Was it interesting to learn things about authentic things in France ? Was it interesting to learn things about authentic things in other countries ?
Working on this project has helped me...learn new words / learn new things about ICT / improve my communication skills / with my motivation / widen my knowledge about a real life problem What do you prefer? Learning from a text book / project based learning Would you like to work in this way again ? What topic would you like to work on ?
eTwinning Learning Event - 13th to 27th of April 2015
LEARNING PATH
Learning in the Real World
https://docs.google.com/document/d/1R3kQHz5unbluWQuSXc1MzFUfUW6VoBlU7COz9IM1Xf8/edit
Learning Path "Water the blue gold"
Names of authors/builders of this learning path: Kondylo Glarou/Greece, Alina Huma/Romania, Eva Toth/Hungary, Fotis Fotiadis/Greece and Adil Tugyan Students’ age: 20 students at the age of 16 School subjects integrated (curriculum): Chemistry, Geography, Environmental Education, Aesthetic education, Music, English/French as a Second Language Skills and competences developed (curriculum): Work outside the classroom, Communication, Collaboration, Interdisciplinarity, Conferences , Use of foreign languages, Research and information, Critical thinking and Problem solving, Global awareness, Feedback, Technology and Presentation skills, Writing skills Name of the learning path: “Water: the blue gold” PHASE 1. Motivation
2. Planning
GOALS
ACTIVITIES
TOOLS
REFLECTION
The water, after the air is the most important property for the maintenance of life. The overuse and contamination of drinking water leads to water scarcity.
Going outside the classroom to the nearest river or lake. Experiments Water sports
Binoculars Ph Meter Observe flora and fauna of the river or lake Augmented realityusing Aurasma and ColAr Observation using mobile phones Calculation of the pH
Split into 5 groups of 4 pupils. Each group will have a different activity. We may collaborate with a teacher of
Drafting questionnaires, worksheets Realizing a short dictionary about the flora/fauna or water sports in a foreign
Work sheets -
Communication
Questionnaire
Collaboration
Feildwork
Interdisciplinary Tape recorder
Conferences
eTwinning Learning Event - 13th to 27th of April 2015 Science or Geograpgy
language (15 words) Interview of the head of municipality for water management Invitation of experts at school and then make a short report in a foreign language (80-100 words)
3. Search of information
4. Processing information
Learning in the Real World Camera
Use of foreign
Video camera
languages
KWT table using lino
Writing skills
Setting up the question they want answers to
To learn about water in our body and planet
The water circle. The fresh water on the school books Earth. To learn that clean, safe The accessibility of fresh Internet drinking water is vital for water. all known forms of life Water management in school library and it is in our hand. your region Water management in interviewing specialist To make a research to your home find out the use of Use of water in personal research water. agriculture Use of water as energy To learn about the source. Is there a case water scarcity. of water pollution in your region? To learn how important Water scarcity in the it is save water. world. In the classroom the groups presents their outcome to each other.
Send a message about Sketch block and the value of water or markers make a short poem in a foreign language, using Use of ICT this model: First - line consists of a single word Using mobile phones
Research and Information
Critical thinking and Problem solving
Global awareness
Feedback
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
that denotes the subject. Social media Second - line consists of two words that define the characteristics of the subject (two adjectives). The third verse, consists of three words that express actions (verbs gerund). The fourth verse, consists of four words that express our state to the subject. The fifth verse consists of a word that shows the basic feature of the subject. With a picture send your message about save water. 5. Sharing
6. Assessment
Photo sharing School opening to the local community presentatation to the other pupils of the school , their families and local community
Pictures exhibition posters/short poems ppt presentation - video
Proposals and suggestions
Articles to the local press for save water, notifications
Use of ICT
Technology and Presentation skills
Music Sway, padlet
Use of ICT Class Badges, self and peer evaluation
Writing skills
eTwinning Learning Event - 13th to 27th of April 2015
Related VIDEO A Letter Written In 2070 https://youtu.be/1VBeiJ_YNn8
Learning in the Real World
eTwinning Learning Event - 13th to 27th of April 2015 Fotis Fotiadis and Adil Tugyan (http://meetingwords.com/95OmQCMHNm)
Learning in the Real World
eTwinning Learning Event - 13th to 27th of April 2015
Learning in the Real World
Karagiorgou Eleftheria
LEARNING PATH Names of authors/builders of this learning path: Karagiorgou Eleftheria Students’ age: 16-17 School subjects integrated (curriculum): ICT, Biology, Physics Skills and competences developed (curriculum): Understanding through Authentic Learning some scientific meanings Name of the learning path: Learning Path for the comprehension of scientific meanings through the hydrobot “Argolith” PHASE
1. Motivation
2. Planning
GOALS
ACTIVITIES
TOOLS
REFLECTION
1.Leaving classroom in order to experience a real world Learning 2. Experiencing authentic tasks
Testing the hydrobot "Argolith" underwater in Lithaios River
Hydrobot "Argolith", Arduino Uno sensors for measuring temperature and luminosity underwater, tablet, and camera for recording underwater
The use of technology in real world conditions
1. Creation of hydrobot 2. Testing hydrobot in water 3. Plug the sensors into hydrobot 4. Programming the Arduino Uno microprocesor 5. Real Condition testing Each students has its role in the project
1. Creation of hydrobot, according the instructions 2. Test the hydrobot into a basin 3. Using water proof case in order to put the sensors and the microprocessor 4. Testing using the underwater camera and recording
1. glue, wax, drilling tool, nuts and bolts 2. basin and water 3. waterproof case, Arduino Uno microprocessor, sensors for temperature and luminosity 4. underwater camera, tablet
The students learn to share ideas, to motivate and to experience authentic tasks
eTwinning Learning Event - 13th to 27th of April 2015 PHASE
GOALS
ACTIVITIES
REFLECTION
Exploring the web
A range of websites, eg. hydrobots.gr Programming the Arduino Uno with "Wiring", a kind of programming language
Collaboration of the students and critical thinking choosing the appropriate information
1.Make videos by the underwater camera 2. Publishing in our facebook account and in our website the results
Open account to facebook and to youtube
Using Movie Maker
The result is shown in our Youtube Account https://www.youtube.com/channel/UCltmIB5iz3QemUlce03mS3g In our website http://7lyk-trikal.tri.sch.gr/ In our facebook account https://www.facebook.com/7geltrhydrobot The engagement of the students is necessary in order to achieve the goal The result is shown in our Youtube Account https://www.youtube.com/channel/UCltmIB5iz3QemUlce03mS3g In our website http://7lyk-trikal.tri.sch.gr/ In our facebook account https://www.facebook.com/7geltrhydrobot
5. Sharing
6. Assessment
TOOLS
Karagiorgou Eleftheria
Through Internet 3. Search of information
4. Processing information
Learning in the Real World
The project had a great success, because, mainly, of the knowledge and the experience that the students gained
Our students, the hydrobot team, are proud of participating in this project because the experience earned is unforgettable. But for the teachers, also, was a great experience which demanded a lot of hard work.