Il Piano Nazionale Scuola Digitale [Italian National Plan for Digital Education]Damien Lanfrey
A 1.1Bn Eur investment plan for digital education (2015-2020) in Italian schools and a comprehensive policy framework, organized in 35 actions, framed in 9 areas.
Launched October 27th 2015.
Documentation about Marl by Antonio (Italian team)mariella
The traveler had a week-long stay in Marl, Germany where they participated in workshops, visited nearby cities, rehearsed and performed in a show, and made friends from multiple countries. Their time in Marl was memorable and sad to leave, having overcome a fear of public speaking and feeling the place and people would always be in their heart.
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Il Piano Nazionale Scuola Digitale [Italian National Plan for Digital Education]Damien Lanfrey
A 1.1Bn Eur investment plan for digital education (2015-2020) in Italian schools and a comprehensive policy framework, organized in 35 actions, framed in 9 areas.
Launched October 27th 2015.
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The traveler had a week-long stay in Marl, Germany where they participated in workshops, visited nearby cities, rehearsed and performed in a show, and made friends from multiple countries. Their time in Marl was memorable and sad to leave, having overcome a fear of public speaking and feeling the place and people would always be in their heart.
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The students traveled by plane to Marl, Germany where they met their partner students and host families. Over the next few days, they visited their partner school, had lessons in poetry and German, met the mayor of Marl, toured the city, visited other towns including Recklinghausen and its open air museum, and had rehearsals for a show. They performed the show at the Ruhrfestspiele and had a barbecue in a park as a final meal with their partners and host families before catching the train back to Rome.
The document outlines a 5-day itinerary for visiting various locations in and around the cities of Coburg and Nuremberg in Germany. The itinerary includes touring the City Hall of Coburg, visiting mountains and villages with a host family, exploring documentation centers and the Reichsparteitagsgelande, participating in a robotics workshop, conducting interviews at the library, and performing at a final ceremony choir workshop.
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This document summarizes the itinerary and activities of Italian students participating in an Erasmus+ exchange program in Coburg, Germany from May 5-11, 2019. The students spent each day participating in workshops on topics like sports, theater, and robotics. They went climbing, toured historic sites in Nuremberg, and had a final ceremony to celebrate the culmination of the cultural exchange. One student reflected that the experience allowed her to meet people from different countries and learn about Coburg while practicing languages and experiencing other cultures.
Erasmus+ week in Marinha Grande 27.1/2.2 2019 mariella
This document summarizes a trip to Portugal over 7 days, with photos taken each day. On the first day, a photo was taken early in the morning as the traveler was tired but excited to fly. The second day's photo showed the traveler happily with Caro, after eating bacalho for dinner. The third day, a photo of the University of Coimbra was taken, as the traveler found its history interesting. On the fourth day, a photo was snapped of the parents, Caro and the traveler after dinner in Leira. The fifth day included being shown a typical Italian restaurant in Coimbra. On the sixth day, a photo captured everyone together after a show. The seventh
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The student spent a week in Portugal as part of an ERASMUS+ exchange program. During their time there, they visited Lisbon on the first day, seeing sites like the Tagus River and shopping centers. On the second day, they had PE with local students and visited a beach. The third day included trips to Coimbra University, a museum, and Fatima. Their final few days consisted of visiting other cities and sites, saying goodbye to their host families, and returning home to Rome.
Erasmus+ week in Marinha Grande 27.1/2.2 2019 mariella
The writer spent time in Lisbon, Portugal from January 27th to February 2nd. They visited delightful places around Lisbon like "Hello darling" with friends, traveled to religious sites in Coimbra and Fatima, and experienced the emotional atmosphere. The trip culminated in celebrating a birthday with an unforgettable night out before returning home from the beautiful city they had come to enjoy.
Erasmus+ week in Marinha Grande 27.1/2.2 2019 mariella
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Erasmus+ week in Marinha Grande 27.1/2.2 2019 mariella
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Erasmus+ week in Marinha Grande 27.1/2.2 2019 mariella
Flavia went on a week-long Erasmus+ trip to Portugal where she met students from Spain and Portugal. Each day, the group visited different cities and sites around Portugal, including Lisbon, Coimbra, Fatima, and museums. Flavia formed strong friendships and had positive experiences learning about Portuguese culture, but was sad to return home to Rome on the last day.
Erasmus+ week in Marinha Grande 27.1/2.2 2019 mariella
1) The document describes a week-long Erasmus+ exchange trip to Portugal. It details each day of activities which included visiting sites in Lisbon, Coimbra, and Fatima, working on a school project, celebrating a student's birthday, and culminating in a final performance called "Sounds of Europe".
2) On the last day, the groups from different countries had an emotional departure from each other at the airport as they returned home.
3) The trip provided cultural and educational experiences through school visits and activities, sightseeing, and spending time with host families and partners.
Susanna documentation of the pupils' exchange in Portugalmariella
Lisbon is the capital of Portugal and an important city located on the Tagus River. The author visited Lisbon as part of an Erasmus project, staying in the small town of Marinha Grande. Over the trip, they visited several landmarks in Lisbon like the Jerónimos Monastery and Tower of Belém. They also traveled to other cities like Coimbra, known for its university, and Fátima, home to an important Marian sanctuary. The trip provided opportunities to learn Portuguese, experience local culture through food and performances, and meet new people from different backgrounds.
This document provides ideas for gamifying foreign language activities such as Cluedo and charades for a class of students. It includes instructions for a hangman game where students guess letters to solve a mystery word. The document was created by Karryl for an eTwinning project with a class of students in 2017-2018.
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The document describes a game of Cluedo where the victim was King Henry VIII, who was brought up in a female household, had a beard, was a sportsman, and was called the "golden prince." The suspects in his murder were his children Edward VI, Mary I, and Elizabeth I as well as his wives Jane Seymour, Anne Boleyn, and Catherine of Aragon. The document lists the suspects and objects used in the Cluedo game.
eTwinning project "Young European Journalists United" (2017-2018) mariella
This document summarizes an eTwinning project between the Liceo N. Machiavelli in Rome and other European schools. The project was called "Young European Journalists United" and took place during the 2017-2018 school year. It was organized and implemented by Martina Scurci and her classmates in Class II during that year. The project received contributions from several named students and was assisted by Professor Laura Mancini. The project focused on three perspectives - teacher, parent, and student - and addressed topics like the types of students, the role of parents, the importance of planning and studying in the right environment, and the enemies of study.
5. Erasmus+ week Final Ceremony _ Rome_6.10.2017 mariella
This is the presentation related to the final ceremony of the Erasmus+ week - from Oct. 1 to Oct. 7 2017 - organized by Liceo N. Machiavelli, Rome for the project "Making school a home for each student: unity in diversity". 51 delegates (10 teachers + 41 students) from Belgium, Germany,Luxembourg, Spain, Sweden.
Workshop part 2 (Sport&Citizenship-Skills for global citizenship-Drama&Arts&Citizenship)
2.5.18 Seminario eTwinning_Liceo N. Machiavelli_ Roma
1. eTwinning e il PBL
Seminario eTwinning
Liceo N. Machiavelli, Roma
2 maggio 2018
■M.R. Fasanelli – Ambasciatrice eTwinning –
Animatore Digitale Liceo N. Machiavelli
2. “La tecnologia nella
didattica potrebbe
anche non cambiare
niente”
P. C. Rivoltella
https://www.youtube.com/watch?v=DHA0q3mBOsk
from 0’8” to 1'02“
7. 21 c. skills (Binkley, M., Erstad, O., Hermna, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble,
M. (2012). Defining Twenty-First Century Skills. In Griffin, P., Care, E., & McGaw, B. Assessment and
Teaching of 21st Century Skills, Dordrecht, Springer.)
10. Lancio del
progetto: evento
stimolo+Driving
Question
Sviluppo di
conoscenze e
competenze per
rispondere alla DQ
Realizzazione di
prodotti e risposte
relativi a DQ
Riflessione e
revisione su
prodotti e risposte
relativi a DQ
Presentazione di
prodotti e risposte
relativi a DQ
11.
12. EVENTO STIMOLO DRIVING QUESTION
- cattura l’attenzione
degli ss.
- esempi: filmato,
dibattito, ospite, uscita
didattica
- a risposta aperta
- non “googlabile”
- con elemento di sfida
- stimola l’esplorazione
- connessa al mondo reale
- serve a capire “a che
serve?”
13.
14. Altri punti forti del PBL
Scelta degli studenti Riflessione e Revisione Competenze 21° secolo
Tipo di prodotto
Processo di sviluppo
Uso tempo concordato
Dare e ricevere continuo
feedback sul lavoro svolto
Aggiustare il tiro quando
serve
“Pubblico” reale
Problem solving
Pensiero critico
Comunicazione
Collaborazione
Creatività
Innovazione
15.
16. Link a Making school a home
for each student, part I
1
18. Useful Links
Materiali PBL
http://www.bie.org/for/teachers
Semplici video per capire cos'è il PBL
https://www.youtube.com/watch?v=LMCZvGesRz8
https://www.youtube.com/watch?v=08D0dBGIzYQ
Driving questions
https://www.edutopia.org/blog/pbl-how-to-write-driving-questions-andrew-miller
https://performingineducation.com/2017/03/driving-questions.html
https://learninginhand.com/blog/drivingquestions
Esempio di PBL applicato a progetto eTwinning
https://twinspace.etwinning.net/24949/pages/page/150959
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