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Global projects in the EFL class

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Global projects in the EFL class involve collaboration between classrooms or individuals in different global locations  to exchange thoughts and perceptions by undertaking different tasks to apply,  illustrate, or supplement classroom lessons, integrating different new technology tools. Learners research and try to answer questions about a theme or topic creating collaboratively a final product that later is shared and discuss with others on line.

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Global projects in the EFL class

  1. 1. Global Projects in the EFL Class O . .. O . Dr. Doris Molero EFL teacher, Teac| ‘ainer & ELT Consultant ’ talks in for “'7
  2. 2. > filobal Project 0 Involves collaboration between classrooms or individuals in different global locations to exchange thoughts and perceptions by undertaking different tasks to apply, illustrate, or supplement classroom lessons, integrating different new technology tools. Learners research and try to answer questions about a theme or topic creating collaboratively a final product that later is shared with others on line.
  3. 3. y gi/ lobWa| :|irojects are classroom? 0 Students: 0 Teachers 0 Experience cross-cultural 0 Improve professional connectionsand friendships, learning and growth through 0 address global issues through ? °“3b°1'3fi°n 0011938035 online collaboration, 111 °th"—1' munmesr 0 develop leadership and ' 51_1a1'e °f‘“—‘xP‘f1'fi-“>3 techno1ogYski]]s_ of Innovative and . Getmotivated, ggnnggggaiggjlmcehm 0 leinforces the value of leamin a Ian e I Add Ielevanoe and g guag to lessons 0 prepare learners to play a positive role in society.
  4. 4. CONNECTED GLOBAL AWARENESS ~ : flC'. ‘H, at Q -1:735 , J ”
  5. 5. My Face for peace: an EFL global project 99999999999 Project Title: My Face for Peace SubjectAreas: Social Studies, Language Classes, Global Studies Collaborators: My Face for Peace, people around the globe Project Summary: Students share photos with their faces and messages promoting peace- Through sharing photm in social networks with the world, writing and reading each other's messages, students leam about empathy, culture of peace, connectness, global issues, digital literacy, how language use promote peace, and exercise critical thinking. They discuss how world events impact the life in our countries. Teacher Reflection: “Students will be able to experience how we all are part of the world and connect through the use of language and social networks by seeing other points of view on peace and build up a culture of peace to have better relationships with others. Through asking questions and discussing them with their peers, contributing to spread messages of peace they will have tolerance to accept the other. ‘ — Doris, Venezuela - EFL Professor
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  7. 7. wnn is over. IF you-wlurr fl fl; ’ -7 V7 _<llC| K‘lH0"l( (VIE NETIEILJNDV. > 10000 Faces For Peace > Successful crorwdtundrng acion for the Peace Book > Publishing of the Face Book “My Face For Peace" MFFP Nngena MFFP Canada MFFP The Netherlands MFFP Germany Ml-‘FF Bhutan l. lFFF’ Japan MFFD New Zealand > surung Workshops 5 Lncmns MFFP Croatia LIFFP 5732!! MFFP P3l€‘$l| n€ HFFP Egypt LIFFP Israel LIFFP Pakistan HFFP our Area 5""""“°"” MFFP Morocco Temla" Hamburg MFFP Venezuela IJFFP USA MFFP Tunisia MFFP Ngnanrslan MFFP Algena MFF9 Llexlco MFFP Cameroon > starting My Face For Peace '-‘F59 53“9‘30€5“ msrp sn Lanka l. lFl-"P Indra MFFP Europe
  8. 8. Fa k Avatars for Peace: An Ell Language Project in Virtual worlds 1 , , , , , v.. m,, :_, g, ; y. ’,v E MY FACE for PEACE Vonozuola - ¢ - r T _”i__, ,—)“ Myluurrorrnu lmr, |.u i. . 7» r 4. Ll-. Null: .n. m +llvuVrI-I up ». .. . . .-. _‘ ' ' ‘V H7 . H _, Wuravou '' null l - . .r: .. ‘J . '.r l‘ll . x l. '_j: rr: ,1.r-r 00!) RED « «gm . C0t0R [MAI “ “Mic” : ‘r V LOOKS (.000 ' . , &‘jp'y"E nAy v _ . , roun rum DEMO, , P£—_QPL .4.. . nun! rm yourself. 13° , ’_'s-mus [PhotoIVldoo E httpszllwwwficehmkmml - . _§W‘-I _ =3-l°l52573333535353-957015-54?-4953573¢YPe=3
  9. 9. My far 0 for Peace 'I1| Thrsrl 2,. jn, l fitu fl mu] -, '.: n,u f? ,[F~'_§ for ; ;.: r;, :.: on ll 'i ‘7., .—7,v[~A- Him‘. , l. ;., ,_ ~ _ r l ; _ . , ML» n . . 1.», Fl 0 I 7 1:‘ Jrnr Hnrlwr ~ . 1 . (': , Jeni Horl-r-r '| l rhat 3 v. --arrdwtu‘ tarruv I" ‘ D-rrn Mule: -~ -A W hr l 3 1-: .-re It-err. P"’ r~1lllllI‘l‘l| $(l| |'[Z—’1 l l r .1v. .r>. M.: l.. L _ . l‘ ‘-I. lg. Velrr-n 4' a'rrl. nn3s E‘. -= aunrul f3'r’rl-,1 Tl-. ~,r rl-. .-. ; .. , .:», :_r; .r. 'mr, -7'. ll mg 1» - -: h r: .l In-_ M,
  10. 10. ha . , vlljlrfji-r ‘Ii ‘ e . .°~‘- ~ ‘.2 ‘ ~~ .3 13- ~ ‘ :9 ‘
  11. 11. Doris Molero, Insl: ructor Rafael Belloso Chacin University ‘ , -;': arn- Follow me on Twitter: @doris3m, we're using the hashtag #doris3meflcm1terforthis course. You can visit our class blog: . " :15 "l 3 " as ; a ‘:2 it E : -1: 1 A p Youcanalsofollow me on acebook: . _- 7' 7:, ]oinourclassFacebookgroup: : _. 1»-,1 . V‘ ». - __, - v . ._" . _ . ,. p . . g‘- __ -J)__ . —_ u? .'~. -’, ~~. ’.- . . 'r; - . ~. " ~ 4 . . 4‘ . ". .4 _‘ . . , , L __. ‘ . o . ,

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