This eTwinning project involves elementary school students ages 10-12 from Turkey, Romania, Italy, Greece, and Romania. Over the course of 6 months, the students will learn about each other's customs and traditions by creating and sharing presentations, videos, photos, and other materials using ICT tools like PowerPoint, YouTube, and Skype. The goals are to improve the students' English, ICT skills, and pride in their own traditions while learning about other cultures.
eTwinning Project Plan Example
Founder
Co-founder
Partners
ROVENA HOXHA, Albania
Ofeliya Gafarova , Azerbaijan
IRINA-AMELIA BARSAN, Romania
Natalja Varkki, Estonia
Title Rights of the Child for the Digital Age
Short Description
The project’s main objectives evolve around the idea of developing and improving student’s language skills. This is thought to be achieved throughout interesting activities amongst which I understandably highlight posters and collages, short movies and documentaries, paintings, drawings and photographs. While the peak is supposed to be reached through motivating students into creating objects using recycled materials and modern ICT resources. Learning to code and to program, observing and analyzing are our main goals. Participating actively on international initiatives like 'European Code Week' and 'Hour of Code' will also be preferred
Languages
English
Age of Pupils From 7 to 16
Subjects
Art, Chemistry, Design and Technology, Environmental Education, Geography, Informatics / ICT, Mathematics / Geometry, Physics
Aims
The project’s main goal is to develop and enrich their language, communicative and digital skills throughout engaging on the project. In addition project-based learning and on interesting international initiatives will be held regarding to the topic.
This eTwinning project involves elementary school students ages 10-12 from Turkey, Romania, Italy, Greece, and Romania. Over the course of 6 months, the students will learn about each other's customs and traditions by creating and sharing presentations, videos, photos, and other materials using ICT tools like PowerPoint, YouTube, and Skype. The goals are to improve the students' English, ICT skills, and pride in their own traditions while learning about other cultures.
eTwinning Project Plan Example
Founder
Co-founder
Partners
ROVENA HOXHA, Albania
Ofeliya Gafarova , Azerbaijan
IRINA-AMELIA BARSAN, Romania
Natalja Varkki, Estonia
Title Rights of the Child for the Digital Age
Short Description
The project’s main objectives evolve around the idea of developing and improving student’s language skills. This is thought to be achieved throughout interesting activities amongst which I understandably highlight posters and collages, short movies and documentaries, paintings, drawings and photographs. While the peak is supposed to be reached through motivating students into creating objects using recycled materials and modern ICT resources. Learning to code and to program, observing and analyzing are our main goals. Participating actively on international initiatives like 'European Code Week' and 'Hour of Code' will also be preferred
Languages
English
Age of Pupils From 7 to 16
Subjects
Art, Chemistry, Design and Technology, Environmental Education, Geography, Informatics / ICT, Mathematics / Geometry, Physics
Aims
The project’s main goal is to develop and enrich their language, communicative and digital skills throughout engaging on the project. In addition project-based learning and on interesting international initiatives will be held regarding to the topic.
This is the Project Management For Youth (PM4Y) program we collaborate with secondary schools, junior colleges, polytechnics and universities in Singapore. The main objective of this program is to introduce the key principles of project management to the youth, and equip these important life skills to them to be successful in studies and future career.
This is the deck I used for my volunteer work to teach secondary school students in Singapore. The slides are not very elaborative and not much info, due to the nature of this workshop to the youth is mainly activity based.
This workshop is only part of the whole program that not only teaches key principles in project management to children and youth, but we also give the students an opportunity to apply the knowledge in real-life projects. And on-going, together with the teachers, our volunteer will be the mentor to the students in providing guidance and coaching in project manager's ethical conducts, or setting up Special Interest Group in PM in the school.
Etwinning project planning form, group 29Ivan Gabriela
This eTwinning project involves primary school students from Romania, Croatia, and other countries reading books and stories together over 5 months. The goals are to improve students' reading, writing, language, and cooperation skills through shared reading activities using ICT tools like blogs and chats. Students will read assigned books, discuss them, create images and music to represent stories, rewrite stories collaboratively, and publish an online newspaper about their readings and creative work. The project aims to connect students internationally while developing literacy and digital skills.
Evaluation criteria for National Quality Labels which you can apply for in the last stages of an eTwinning project or when it is completed.
It is made up of six evaluation criteria and their descriptions. Although these criteria are common for all countries that participate in eTwinning, each National Service can define and interpret them in accordance with the context or national priorities.
The document outlines the key roles and responsibilities of an Infrastructure Project Manager. It discusses managing projects through their definition, planning, execution and closure. Specifically, it covers responsibilities like securing resources, managing timelines and budgets, defining and communicating scope, ensuring quality, reporting on progress, managing risks, and leading project teams. The overall aim of an Infrastructure Project Manager is to successfully deliver projects by meeting requirements and exceeding expectations through teamwork and effective communication.
This document provides guidance for selecting appropriate technology to support learning by outlining key factors to consider in areas such as students, ease of use, cost and time, teaching and educational factors, interaction, organizational issues, networking, and security and privacy. Key questions are provided under each area to help evaluate technology options based on student needs and skills, ease of use, costs, pedagogical goals, opportunities for interaction and networking, and compliance with organizational policies. The goal is to select technology that best facilitates the desired learning outcomes and instructional strategies.
This document discusses baseline scheduling basics and provides guidance on schedule development and review standards. It recommends that schedules be developed with sufficient detail early, include all contractual requirements, and not include tricks to position for claims. If a schedule is not approved, the document advises examining legal risks and managing the project using the last submitted schedule. It also discusses early completion schedules, different types of calendars, and developing a standardized review checklist.
Cost management involves planning, estimating, budgeting, and controlling costs to complete a project within budget. Common cost estimating techniques include analogous, parametric, and bottom-up estimating. Earned value management is used to measure project performance by comparing planned, earned, and actual costs and schedules.
This is a presentation by a representative of Ethiopian Construction Project Management Institute (ECPMI) at the 3rd Annual East Africa Cement, Concrete and Energy Summit
This is the Project Management For Youth (PM4Y) program we collaborate with secondary schools, junior colleges, polytechnics and universities in Singapore. The main objective of this program is to introduce the key principles of project management to the youth, and equip these important life skills to them to be successful in studies and future career.
This is the deck I used for my volunteer work to teach secondary school students in Singapore. The slides are not very elaborative and not much info, due to the nature of this workshop to the youth is mainly activity based.
This workshop is only part of the whole program that not only teaches key principles in project management to children and youth, but we also give the students an opportunity to apply the knowledge in real-life projects. And on-going, together with the teachers, our volunteer will be the mentor to the students in providing guidance and coaching in project manager's ethical conducts, or setting up Special Interest Group in PM in the school.
Etwinning project planning form, group 29Ivan Gabriela
This eTwinning project involves primary school students from Romania, Croatia, and other countries reading books and stories together over 5 months. The goals are to improve students' reading, writing, language, and cooperation skills through shared reading activities using ICT tools like blogs and chats. Students will read assigned books, discuss them, create images and music to represent stories, rewrite stories collaboratively, and publish an online newspaper about their readings and creative work. The project aims to connect students internationally while developing literacy and digital skills.
Evaluation criteria for National Quality Labels which you can apply for in the last stages of an eTwinning project or when it is completed.
It is made up of six evaluation criteria and their descriptions. Although these criteria are common for all countries that participate in eTwinning, each National Service can define and interpret them in accordance with the context or national priorities.
The document outlines the key roles and responsibilities of an Infrastructure Project Manager. It discusses managing projects through their definition, planning, execution and closure. Specifically, it covers responsibilities like securing resources, managing timelines and budgets, defining and communicating scope, ensuring quality, reporting on progress, managing risks, and leading project teams. The overall aim of an Infrastructure Project Manager is to successfully deliver projects by meeting requirements and exceeding expectations through teamwork and effective communication.
This document provides guidance for selecting appropriate technology to support learning by outlining key factors to consider in areas such as students, ease of use, cost and time, teaching and educational factors, interaction, organizational issues, networking, and security and privacy. Key questions are provided under each area to help evaluate technology options based on student needs and skills, ease of use, costs, pedagogical goals, opportunities for interaction and networking, and compliance with organizational policies. The goal is to select technology that best facilitates the desired learning outcomes and instructional strategies.
This document discusses baseline scheduling basics and provides guidance on schedule development and review standards. It recommends that schedules be developed with sufficient detail early, include all contractual requirements, and not include tricks to position for claims. If a schedule is not approved, the document advises examining legal risks and managing the project using the last submitted schedule. It also discusses early completion schedules, different types of calendars, and developing a standardized review checklist.
Cost management involves planning, estimating, budgeting, and controlling costs to complete a project within budget. Common cost estimating techniques include analogous, parametric, and bottom-up estimating. Earned value management is used to measure project performance by comparing planned, earned, and actual costs and schedules.
This is a presentation by a representative of Ethiopian Construction Project Management Institute (ECPMI) at the 3rd Annual East Africa Cement, Concrete and Energy Summit
Bu doküman Esen Sandıraz (Mersin Özel Toros Koleji İngilizce Öğretmeni / Uluslar arası Proje Koordinatörü) tarafından Özel Toros Koleji öğretmenleri için eTwinning hazır proje kitlerinden yararlanılarak hazırlanmıştır.
Uzaktan eğitimin uluslararasılaşmasının kültürel etkileri idealist ve realist bakış açılarına göre uzaktan eğitimin yönetim boyutu bağlamında tartışılmıştır.
KUŞAKLAR ARASI BİR ÇALIŞTAY NASIL DÜZENLENİR?
Yetişkin eğitimcileri için kuşaklar arası eğitim araçları
Erasmus + K204 Strategic partnership for Adult Education – Exchange of good practices
“Intergenerational Bridge: Connect to Create”.
12 15 yaş grubunda 1.lik ödülü ve 2012 yili e twinning yilin projesi̇
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12-15YAŞ GRUBUNDA BİRİNCİLİK ÖDÜLÜVE 2012YILI eTwinning
YILIN PROJESİ
PROJENİN ADI: ATASTE OF MATHS ATOM (MATEMATİĞİNTADI)
PROJENİN HEDEFİ: Öğrencilerin, matematiğin gündelik hayatımızdaki yerini ve
önemini somut nesneler aracılığıyla keşfetmesini sağlamak.
PROJENİN AMAÇLARI: Günlük hayatla matematik arasındaki bağlantının kurulması,
öğrencilerde matematiğe karşı merak uyandırılması ve cesaretlerinin arttırılması,
yabancı dili kullanma becerisinin geliştirilmesi, bilgiye ulaşmada bilişim teknolojilerinin
kullanımının sağlanması, işbirliği içinde çalışmanın öneminin kazandırılması.
KONULAR: Eşleştirmeli Müfredat, Drama, BilişimTeknolojileri, Geometri/Matematik,
Tarih, KültürTarihi, Medya Eğitimi
PROJEORTAKLARI: Çek Cumhuriyeti, Hollanda, İspanya, İtalya, Romanya,Yunanistan
PROJENİN DİLİ: İngilizce
ÖĞRENCİLERİNYAŞ ARALIĞI: 12-16 yaş
KULLANILAN ARAÇLAR: Chat, forum, e-mail, MP3, diğer yazılımlar (Powerpoint,
video, resim ve çizim), video konferans, sanal öğrenme ortamları, web yayıncılığı
ÇALIŞMA SÜRECİ: Matematiksel ifadelerin yiyecekler, tarih-edebi eserlerle anlatıldığı
afiş, broşür, sözlük, kitapçık gibi materyallerin blog ve eTwinning portalı üzerinden
paylaşılması.
BEKLENEN SONUÇLAR:
> Öğrencilerin ders notlarının yükselmesi,
> Web sayfası oluşturulması,
> Proje blog sayfasının hazırlanması,
> Proje materyalleri ile sergiler düzenlenmesi,
> Poster, broşür ve kitapçıklar hazırlanması,
> Bilişim teknolojilerinin kullanılmasının geliştirilmesi,
> Sosyal beceri ve takım ruhunun geliştirilmesi,
> Ders müfredatları arasında bağlantı kurulması,
İ k i n c i B ö l ü m : İ y i P r o j e Ö r n e k l e r i
İ y i P r o j e Ö r n e k l e r i
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> Hoşgörü, farklıklar ve kültürlerarası diyaloğa katılımın sağlanması,
> Öğretmen ve öğrencilerin kültürel perspektiflerinin geliştirilmesi.
PROJENİNUYGULANIŞI: Son derece detaylı bir şekilde hazırlanmış proje çerçevesinde
ilk olarak her ülkenin okul takımları kurulmuştur. Okul takımları kendilerine ait logo
ve isim belirledikten sonra, gerek okul takımlarının gerek projede çalışan her bir
öğrencinin görev ve sorumlulukları açıklanmıştır. Öğrencilerin birbirleriyle iletişim
kurmalarını sağlamak amacıyla web/blog sayfası hazırlanmıştır. Ayrıca hazırlanan blog
da kullanılmak üzere tüm ülkelerin öğrencileri arasında logo yarışması yapılmıştır.
Teknik alt yapının sağlanmasından sonra matematik ve gündelik hayat arasında
bağlantı kurmayı sağlayan materyallerin toplanmasına başlanmıştır. Bu çerçevede
dini ve ulusal bayramlara ait yemekler ile atasözlerinde, hikâyelerde ve şiirlerde geçen
yemeklerin bilişim teknolojilerinden faydalanılarak bulunması sağlanmıştır.Toplanan
görsel ve yazılı materyaller diğer ortaklarla paylaşılmıştır.
Yunan takımına“Pisagor’un Mutfağı”ismiyle BüyükYunan Matematikçilerinin
tanıtılması görevi verilmiştir. Diğer ülkelerin öğrencilerinden de hazırlanan bu tanıtıma
yorum yapmaları, benzer şeyler bulmaları ve elde ettikleri sonucu resmetmeleri
istenmiştir.
Proje çerçevesinde öngörülen yemek tarifleriyle matematik konularının anlatılmasında
her ülkeye bir tarif verilmiştir. Örneğin; geometrik şekiller, nesneler, hacim, ölçüler,
sayılar, grafikler, oran-orantı gibi konular yiyecekler kullanılarak anlatılmıştır.
Yemek tariflerinde kullanılan matematiksel terimler için“MatematikTerimleri Sözlüğü”
eTwinning portalı üzerinde İngilizce ve katılımcı ülkelerin dillerinde oluşturulmuştur.
Yapılan tüm çalışmalar öğrenciler tarafından öğretmen, öğrenci ve velilere
sunulmuştur.
Valentina Cuadrado Marcos, IES Alonso De Madrigal (İspanya, Avila)
MariaTeresa Asprella, Liceo Classico“E. Duni”(İtalya, Matera)
Erik Atsma, Hervormd LyceumWest (Hollanda, Amsterdam)
Eva Bauerová, ZŠ Majakovského (Çek Cumhuriyeti, Mizerov)
Helen Karavanidou, 1st Lykeio Elefsinas (Yunanistan, Elefsinas)
IrinaVasilescu, Scoala cu clasele I-VIII , nr 195 (Romanya, Bükreş)
Efi Loupaki, 1ο ΓΕΝΙΚΟ ΛΥΚΕΙΟ ΕΛΕΥΣΙΝΑΣ, Ελευσίνα (Yunanistan, Elefsinas)
İ k i n c i B ö l ü m : İ y i P r o j e Ö r n e k l e r i
Projeyeilişkinbilgilerwww.etwinning.netadresindenalınmıştır.
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1> 2> 3> ATaste of Maths projesinin
Berlin Konferansındaki stant
görüntüleri
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