Workshop we teach_other


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Workshop we teach_other

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