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Workshop we teach_other

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WE TEACH EACH OTHER (TOGETHER)

WE TEACH EACH OTHER (TOGETHER)

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  • 1. WE TEACH EACH OTHER (TOGETHER) Viseu Boskovice Portugal Czech Republic Arminda Malho Eva Trnová
  • 2. INTRODUCTION
    • Escola S/3 de Viriato, Viseu
    Gymnázium Boskovice
  • 3. The name of Project
    • The Czech teacher taught the Czech students .
    • The Czech teacher taught the Portuguese students .
    • The Portuguese teacher taught the Portuguese students .
    • The Portuguese teacher taught the Czech students .
    • The Czech students taught the Portuguese students.
    • The Portuguese students taught the Czech students.
    • The Czech teacher taught the Portuguese teacher.
    • The Portuguese teacher taught the Czech teacher.
    • We taught each other – together.
  • 4. DESCRIPTION
    • Topic: Photosynthesis
    • Connection with curriculum
    • Age of students: 16
    • Duration : teachers 6 months
    • students 3 months
    • Partnerships : we met at conference in Portugal
  • 5. OBJECTIVES
    • motivate the students to learn about photosynthesis;
    • develop knowledge and skills relevant to this topic;
    • improve the interactions among students, between teacher and students and finally, encourage interaction between the teachers –
    • (all together)
  • 6. TOPIC SELECTION
    • All science topics are not equally suitable for this kind of eTwinning project.
    • We used the following criteria for the topic selection:
      • the position of the topic in the curriculum of the countries,
      • the importance of the topic for students’ cognitive development,
      • the level of interest for students.
    • Based on mentioned criteria, the topic chosen was “photosynthesis”.
  • 7. SELECTION OF STUDENTS
    • The factors important for the selection of students were age and ability .
    • The students should be approximately the same age, promoting an interest to collaborate, communicating in the English language and skilled in the use of ICT.
    • Students were selected from secondary schools and 15-16 years of age.
  • 8. COMMUNICATION:
    • e-Twinning - TwinSpace
    • Skype
    • Video-conference
    • E-mail
    • ICQ, Facebook….
  • 9. CRITERIA OF COMMUNICATION IN WEB-ENVIRONMENT
    • W ay of communication strongly influences the collaboration between teachers and students.
    • To communicate internationally, the students and also the teachers used email, ICQ, Skype, and video-conferencing
    • TwinSpace - prepared and safe web-environment
    • To communicate face to face in the web-environment it is necessary to determine the time for comunication.
    • The teachers prepared a schedule of their own and their students´ activities for each of the collaborative lessons.
  • 10. HOW DID WE WORK?
    • J oint preparation of materials
    • Power-Point Presentation
    • Experiments
    • Tests
    • Questionnaire
  • 11. WORKSHEETS - Topics
    • Which factors influence the rate of photosynthesis?
    • How does chemosynthesis occur?
    • Chemosynthesis vs. Photosynthesis - What are the similarities and differences?
    • Which characteristics of photoautotrophic beings enable them to convert the luminous energy into chemical energy?
    • What photosynthetic pigments exist in plants?
    • What is the relationship between the materials used in photosynthesis and the resulting products?
    • What is the significance of different visible light radiation on photosynthesis?
    • Starch formation and photosynthesis - what is the relationship?
  • 12. Pigments in plants
    • Procedure:
    • 1. Put in a pestle 20 grams of fresh leaves of the plant selected and add a small amount of fine sand.
    • 2. Crush the leaves with the aid of mortar, gradually adding 50 ml of alcohol. Mix. Record the colour of the solution (see Fig. 5).
    • 3. Filter the mixture to a beaker, throwing away solid waste in order to obtain "crude chlorophyll."
    • Chromatography :
    • 4. Place the filtrate of a Petri dish. Introduce a rectangular piece of folded chromatography paper, as shown in Fig.6.
    • 5. Wait 15 minutes and observe.
    • 6. Using pencils make a diagram that describes exactly what is shown on the paper.
  • 13. FIGURERS
  • 14. STUDENTS´DISCUSION
    • Examples of students´ discussion on-line using Skype after implementation of the activity:
    • A Czech student asked: Why did you crush the leaves?
    • A Portuguese student explained: It is necessary to extract the pigments found in the thylakoid membranes of the chloroplasts.
    • A Czech student asked: Why is alcohol added?
    • A Portuguese student explained: Alcohol is used to extract the pigments from the leaves.
  • 15. ON LINE ACTIVITY
    • The on-line joint implementation had the form of activities which were done by both groups at the same time together and they consulted each other about their results.
    • The Czech and Portuguese students put plants in a dark place on the same day.
    • They implemented the hands-on activity described below.
    • They communicated during their work using Skype, e-mail, they consulted and helped together. All groups took photos for documentation.
    • At the conclusion of the hands-on activity all groups of students presented their results by means of video-conference.
  • 16. VIDEOS
    • We are presenting results of our work
    • We are solving the problems
    • Video-conference
  • 17. REFLECTION
    • Based on our findings :
    • observation,
    • questionnaire,
    • pre-test and post-test
    • this method of explanation was very effective and motivational for students and teachers as well.
  • 18. Visit of Portugal – at school
  • 19. We are together in Viseu
  • 20. T HE MAIN ADVANTAGES of OUR PROJECT
    • 1. Strong motivation of students and teachers especially by communication with colleagues in other countries, new information, applications of knowledge from abroad, personal contacts etc.
    • 2. Exchange of experiences between teachers (teaching methods) by comparing curricular material (textbooks, learning tasks, experimentation etc.).
    • 3. Inserting of new educational methods
    • 4. Acquisition of subject knowledge and skills.
    • 5. Team collaboration among teachers inside the partner schools (support with ICT, English, organisation of lessons etc.).
    • 6. Team collaboration among students within the partner schools (support with ICT, organisation of lessons etc.).
  • 21.
    • Thank you for your attention.