This document provides a trilingual list of various food items, household items, appliances, furniture, plants, animals, and other common nouns in Polish, English and Romanian. It includes categories such as food/mâncare, fruits/fructe, vegetables/legume, kitchen/bucătărie, room/cameră, bathroom/baie, toys/jucării, pets/animale preferate, and birds/păsări. Each item is displayed with its Polish, English and Romanian translation to facilitate language learning across the three languages.
This document contains meeting minutes from a video chat between students in Malta, Romania, and Poland. The students introduced themselves and discussed topics like the weather, their ages, favorite activities and movies. They expressed interest in meeting again and learning more about each other's countries.
Here are some key points about investigations task cards in a post-CLT classroom:
- Investigations task cards provide students with choice and autonomy in their learning. They allow students to follow their own interests and pursue topics that engage them.
- The tasks are open-ended and allow for multiple solutions or outcomes. They encourage creative and critical thinking rather than a single right answer approach.
- Students can work collaboratively or independently on the tasks. This supports differentiated instruction and accommodates different learning styles.
- The tasks integrate language learning with real-world topics and problems. They make the learning relevant and authentic by connecting to students' lives outside the classroom.
- Inquiry and research are at the core of
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce stress and anxiety, boost mood, and enhance cognitive function. Staying physically active for at least 30 minutes each day is recommended for significant health advantages.
This document provides information about partner schools involved in a project titled "If you want to see the beauty of the world, first you have to find it in yourself". The project aims to enhance pupil communication, encourage English language learning, raise awareness of social issues, and allow pupils to express their creativity. It includes 40 poems composed by children from Romania and Malta on themes of childhood.
The document provides 21 tips for teachers to create a 21st century classroom using technology and web 2.0 tools. It encourages connecting students to real world experiences, collaboration, and developing key 21st century skills like digital literacy, critical thinking, communication and problem solving. Tips include using tools like Delicious for bookmarking, Gmail for communication, Google Docs for collaboration, and web 2.0 apps for creativity. It also suggests bringing the outside world into the classroom through cell phones, Google Earth, ePals and Skype to support learning. The goal is to prepare students for future success by teaching in a more digital, global, and engaging environment.
The document outlines a training schedule taking place over 5 days from Monday to Friday. Each day covers multiple modules related to project-based learning methodology, with topics like 21st century skills, designing projects, using technology, and assessment. Participants will go on a guided tour of Prague on Monday afternoon. They will work on a global project workshop on Wednesday and Thursday afternoons after morning modules. On Friday, participants will present their global project and participate in a final evaluation before the training concludes.
This document provides a trilingual list of various food items, household items, rooms in a home, toys, plants, and animals in Polish, English and Romanian. It includes common nouns organized into categories such as food, fruits, vegetables, flats/kitchens, bathrooms, and others. Animal categories include pets, birds, and insects. The purpose is to display comparable words across the three languages.
The document lists planned activities for each month from January to June. Some of the activities include painting, folk songs and dances, visiting an orphanage, Earth Day events, Mother's Day shows, art and writing contests, celebrating various holidays, sharing photos and puzzles, learning about different cultures, and forming project teams to learn about each other's schools and countries.
This document outlines a proposed project to compare and share experiences of childhood across Europe through art, presentations, and correspondence between students ages 7 to 14. Over the course of a year, students would send emails and create presentations, posters, drawings and paintings about topics related to childhood. The project aims to improve students' English vocabulary, foster new friendships between European students, and provide a better understanding of different education systems and cultures.
This document outlines a proposed project to compare and share experiences of childhood across Europe through art, presentations, and correspondence between students ages 7 to 14. Over the course of a year, students would send emails and create presentations, posters, drawings and paintings about topics related to childhood. The project aims to improve students' English vocabulary, foster new friendships between European students, and provide a better understanding of different education systems and cultures.
This document provides a trilingual list of various food items, household items, appliances, furniture, plants, animals, and other common nouns in Polish, English and Romanian. It includes categories such as food/mâncare, fruits/fructe, vegetables/legume, kitchen/bucătărie, room/cameră, bathroom/baie, toys/jucării, pets/animale preferate, and birds/păsări. Each item is displayed with its Polish, English and Romanian translation to facilitate language learning across the three languages.
This document contains meeting minutes from a video chat between students in Malta, Romania, and Poland. The students introduced themselves and discussed topics like the weather, their ages, favorite activities and movies. They expressed interest in meeting again and learning more about each other's countries.
Here are some key points about investigations task cards in a post-CLT classroom:
- Investigations task cards provide students with choice and autonomy in their learning. They allow students to follow their own interests and pursue topics that engage them.
- The tasks are open-ended and allow for multiple solutions or outcomes. They encourage creative and critical thinking rather than a single right answer approach.
- Students can work collaboratively or independently on the tasks. This supports differentiated instruction and accommodates different learning styles.
- The tasks integrate language learning with real-world topics and problems. They make the learning relevant and authentic by connecting to students' lives outside the classroom.
- Inquiry and research are at the core of
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce stress and anxiety, boost mood, and enhance cognitive function. Staying physically active for at least 30 minutes each day is recommended for significant health advantages.
This document provides information about partner schools involved in a project titled "If you want to see the beauty of the world, first you have to find it in yourself". The project aims to enhance pupil communication, encourage English language learning, raise awareness of social issues, and allow pupils to express their creativity. It includes 40 poems composed by children from Romania and Malta on themes of childhood.
The document provides 21 tips for teachers to create a 21st century classroom using technology and web 2.0 tools. It encourages connecting students to real world experiences, collaboration, and developing key 21st century skills like digital literacy, critical thinking, communication and problem solving. Tips include using tools like Delicious for bookmarking, Gmail for communication, Google Docs for collaboration, and web 2.0 apps for creativity. It also suggests bringing the outside world into the classroom through cell phones, Google Earth, ePals and Skype to support learning. The goal is to prepare students for future success by teaching in a more digital, global, and engaging environment.
The document outlines a training schedule taking place over 5 days from Monday to Friday. Each day covers multiple modules related to project-based learning methodology, with topics like 21st century skills, designing projects, using technology, and assessment. Participants will go on a guided tour of Prague on Monday afternoon. They will work on a global project workshop on Wednesday and Thursday afternoons after morning modules. On Friday, participants will present their global project and participate in a final evaluation before the training concludes.
This document provides a trilingual list of various food items, household items, rooms in a home, toys, plants, and animals in Polish, English and Romanian. It includes common nouns organized into categories such as food, fruits, vegetables, flats/kitchens, bathrooms, and others. Animal categories include pets, birds, and insects. The purpose is to display comparable words across the three languages.
The document lists planned activities for each month from January to June. Some of the activities include painting, folk songs and dances, visiting an orphanage, Earth Day events, Mother's Day shows, art and writing contests, celebrating various holidays, sharing photos and puzzles, learning about different cultures, and forming project teams to learn about each other's schools and countries.
This document outlines a proposed project to compare and share experiences of childhood across Europe through art, presentations, and correspondence between students ages 7 to 14. Over the course of a year, students would send emails and create presentations, posters, drawings and paintings about topics related to childhood. The project aims to improve students' English vocabulary, foster new friendships between European students, and provide a better understanding of different education systems and cultures.
This document outlines a proposed project to compare and share experiences of childhood across Europe through art, presentations, and correspondence between students ages 7 to 14. Over the course of a year, students would send emails and create presentations, posters, drawings and paintings about topics related to childhood. The project aims to improve students' English vocabulary, foster new friendships between European students, and provide a better understanding of different education systems and cultures.
This certificate recognizes that Ana Tudor successfully participated in an eTwinning Learning Event from April 12-24, 2010 focused on exploiting Web 2.0 technologies for eTwinning and collaboration. The event was managed by Anne Gilleran of the Central Support Service as the Pedagogical Manager of eTwinning.
Poveștile pentru copii au un rol complex și benefic în dezvoltarea lor, le vor oferi nu doar divertisment, ci și oportunități de învățare și creștere personală.
Proiect transfrontalier„Povestea are fir bogat”..AngelaButnaru1
Copiii învață din povești cât de mult contează bunătatea, empatia și prietenia, dându-le ocazia să facă diferența între comportamentele pozitive și cele negative.
Românismul de la Mihai Eminescu la Grigore Vieruinachirilov
Proiect “Educație online fără hotare” 2023 - 2024,
implementat de Direcția Generală Educație, Tineret și Sport a municipiului Chișinău în cadrul Proiectului “Educație online”
PROIECT DE PARTENERIAT TRANSFRONTALIER „Educație online fără hotare”DusikaLevinta1
Colaborarea la nivel transfrontalier prin împărtășirea opiniilor, practicilor, metodelor și strategiilor de lucru cu cadrele didactice Republica Moldova și România pentru îmbunătățirea procesului educațional cu finalități comune.
OBIECTIVE Contribuirea la dezvoltarea unei educații de calitate;
Încurajarea formării continue a cadrelor didactice și manageriale;
Facilitarea accesului transfrontalier la resurse educative;
Promovarea dimensiunii interculturale a educației;
Încurajarea inovărilor în elaborarea materialelor didactice;
Utilizarea noilor tehnologii în educație.
2. Nume si prenume Nr. crt. Bratu Teodor Andrei 1. Baciu Andreea Vasilica 2. Ciobanu Maria Georgiana 3. Darie Maria Andreea 4. Dina Iulian Cosmin 5. Dinc ă Marian 6. Firaru Mihăiţă Florin 7. Ionescu George Cătălin 8. Iordache Marius 9. Militaru Sara Elena 11. Lăutaru Iosif 10.
3. Văduva C-tin Nicolae Gabriel 22. Vasile Cosmin Ionuţ 2 1 . Todiruţ Ionela Lavinia 20 . Stancu Flavius Marian 1 9 . Prioteasa Vergil Alberto 1 8 . Pîrvescu Răzvan Georgian 1 7 . Pandele Elena Alexandra 1 6 . Olteanu Oana Maria 1 5 . Nenciu Maria Mădălina Elena 1 4 . Neagu Raluca Georgiana 1 3 . Neacşu Elisabeta Miruna 1 2 .
