The document summarizes the activities from several meetings of the HESTIA project. In the first meeting in Athens, participants discussed practical organization, visited historic sites, and shaped their manifesto. The second meeting in Maastricht included workshops on refugees, migration, bullying prevention, and stereotypes. School visits showed contrasting approaches to educating migrant children. Additional workshops covered human rights, diversity, empathy, and recognizing emotions. The third meeting will take place in Brindisi, Italy in March.
Entering the World of Virtual Exchange: Learning from Teachers’ Experiences Robert O'Dowd
Keynote presentation of the International conference of the KA2 Erasmus project Intercultural Communicative Competence –
A Competitive Advantage for Global Employability
International Conference in Prague, 22-23 June 2017
COIL initiatives across university education: Learning to learn from each otherRobert O'Dowd
My plenary talk for the first-ever European Conference on Collaborative Online International Learning on December 1st and 2nd 2016 at the Hague, Holland.
Moving from Intercultural Contact to Intercultural Learning in Virtual Exchange Robert O'Dowd
Keynote presentation at Sixth International Conference on the Development and Assessment of Intercultural Competence:
Intercultural Competence and Mobility: Virtual and Physical
Establishing the Impact of Virtual Exchange in Foreign Language EducationRobert O'Dowd
This plenary talk was given at the National Forum for English Studies 2019 at the Faculty of Education and Society, Mälmö University, Sweden 10-12 April 2019.
Entering the World of Virtual Exchange: Learning from Teachers’ Experiences Robert O'Dowd
Keynote presentation of the International conference of the KA2 Erasmus project Intercultural Communicative Competence –
A Competitive Advantage for Global Employability
International Conference in Prague, 22-23 June 2017
COIL initiatives across university education: Learning to learn from each otherRobert O'Dowd
My plenary talk for the first-ever European Conference on Collaborative Online International Learning on December 1st and 2nd 2016 at the Hague, Holland.
Moving from Intercultural Contact to Intercultural Learning in Virtual Exchange Robert O'Dowd
Keynote presentation at Sixth International Conference on the Development and Assessment of Intercultural Competence:
Intercultural Competence and Mobility: Virtual and Physical
Establishing the Impact of Virtual Exchange in Foreign Language EducationRobert O'Dowd
This plenary talk was given at the National Forum for English Studies 2019 at the Faculty of Education and Society, Mälmö University, Sweden 10-12 April 2019.
Encouraging Digital Writing Equity in Pre-K-12 Classrooms: Current Practices ...Clif Mims
In this presentation four research teams extend their published studies from the Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, highlighting equity issues regarding: 1) Writing with WEB 2.0 and Social Media, 2) Writing with Photography and Multimodal Technologies, 3) Integrating Technology with Writing Instruction, 4) Preparing Educators to Teach Digital Literacies. Following these presentations, participants will break into groups to discuss their own and future research.
A handbook with activities that have been designed, restructured or chosen by the teachers taking part in the Erasmus+ project Odysseu- Migration and its Influence on Teenagers (OMIT); a sum of five different teachers, 5 different countries and 5 different ways of approaching the immigration phenomenon, from 5 different socio-historical perspectives.
The audience for this presentation is K-12 teachers. The focus is English learners, but could be applied to any learners that are digitally excluded. The bottom line of the message is "Media should not compete with literacy."
Ακολουθώντας και εφαρμόζοντας τη «Στρατηγική συμμετοχής των παιδιών» του Eurochild, το πρόγραμμα EURODIPLOMATS εστιάζει στο να ενδυναμώσει τα παιδιά να ενεργούν ως πολιτιστικοί διπλωμάτες για μια εύρωστη Ευρώπη ικανή να αντιμετωπίσει νέες προκλήσεις και πιθανές «απειλές».
Η επίτευξη του στόχου του προγράμματος βασίζεται στην προσέγγιση της πολιτιστικής διπλωματίας και στη χρήση νέων τεχνολογιών και καινοτόμων και δημιουργικών μεθοδολογιών, όπως η συνεργατική τέχνη, η συλλογική αφήγηση και η ποίηση και η ψηφιακή-πολιτισμική παιδαγωγική.
The WYRED (netWorked Youth Research for Empowerment in the Digital society) project has celebrated its fifth face-to-face meeting in Istanbul (Turkey) from November 19th –. This represents the work done by TAU partner regarding young people research projects done in Israel
Encouraging Digital Writing Equity in Pre-K-12 Classrooms: Current Practices ...Clif Mims
In this presentation four research teams extend their published studies from the Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, highlighting equity issues regarding: 1) Writing with WEB 2.0 and Social Media, 2) Writing with Photography and Multimodal Technologies, 3) Integrating Technology with Writing Instruction, 4) Preparing Educators to Teach Digital Literacies. Following these presentations, participants will break into groups to discuss their own and future research.
A handbook with activities that have been designed, restructured or chosen by the teachers taking part in the Erasmus+ project Odysseu- Migration and its Influence on Teenagers (OMIT); a sum of five different teachers, 5 different countries and 5 different ways of approaching the immigration phenomenon, from 5 different socio-historical perspectives.
The audience for this presentation is K-12 teachers. The focus is English learners, but could be applied to any learners that are digitally excluded. The bottom line of the message is "Media should not compete with literacy."
Ακολουθώντας και εφαρμόζοντας τη «Στρατηγική συμμετοχής των παιδιών» του Eurochild, το πρόγραμμα EURODIPLOMATS εστιάζει στο να ενδυναμώσει τα παιδιά να ενεργούν ως πολιτιστικοί διπλωμάτες για μια εύρωστη Ευρώπη ικανή να αντιμετωπίσει νέες προκλήσεις και πιθανές «απειλές».
Η επίτευξη του στόχου του προγράμματος βασίζεται στην προσέγγιση της πολιτιστικής διπλωματίας και στη χρήση νέων τεχνολογιών και καινοτόμων και δημιουργικών μεθοδολογιών, όπως η συνεργατική τέχνη, η συλλογική αφήγηση και η ποίηση και η ψηφιακή-πολιτισμική παιδαγωγική.
The WYRED (netWorked Youth Research for Empowerment in the Digital society) project has celebrated its fifth face-to-face meeting in Istanbul (Turkey) from November 19th –. This represents the work done by TAU partner regarding young people research projects done in Israel
Bettina Lindmeier: Experiencing History: Treatment of People with Intellectua...Beitissie1
Prof. Lindmeier describes a joint project for students and people with disabilities, which focused on attitudes towards people with disabilities in Nazi Germany
Europeana Strategy meeting “Migration and culture: how can our past educate ...Europeana
Europeana Strategy meeting
“Migration and culture: how can our past educate our present”
on 23 & 24 May in Malta 2017. Presentation: Teaching multiculturalism by Lleif Magnussen
Diversity is important. All of us are different and we live in the same world.
It is very important for children to understand we have to share lots of things with classmates, friends, different people around us…. These differences should be understood and appreciated.
Asks 3 important questions:
1. How has the digital revolution changed society?
2. What has it done to the ways in which people access and process information?
3. How do educators adapt to these new modes of learning?
Broszura wypracowana w ramach projektu pt: "The Social Challenges - Solidarity Heroes". Jest to zbiór aktywności, zabaw, warsztatów i innych metod wykorzystywanych przez wszystkich wolontariuszy zaangażowanych w ten projekt wolontariatu, w pracy z grupami defaworyzowanymi. Projekt został sfinansowany ze środków Komisji Europejskiej w ramach Programu Europejski Korpus Solidarności.
Depicting migration in art - A selection of paintingszervoum
Activity A48 from the Erasmus+ project HESTIA Helping Students In Acceptance (https://kavafisschool.wixsite.com/hestia) by the 6th primary school of Egaleo, Greece.
Παρουσίαση για τους QR κώδικες από την εκπαιδευτικό αγγλικής γλώσσας Κωνσταντίνα Ζαμπούλη στην ημερίδα "Διαδραστικότητα στην ψηφιακή τάξη" που διοργάνωσε το 6ο Δημοτικό Σχολείο Αιγάλεω (7/11/2015)
Παρουσίαση για το Kahoot από τις εκπαιδευτικούς Μάγδα Ζερβού και Νάνσυ Τσιτούρα στην ημερίδα "Διαδραστικότητα στην τάξη" που πραγματοποίησε το 6ο Δημοτικό Σχολείο Αιγάλεω (7/11/2015)
Activities on the element of Air carried out by the 6th primary school of Egaleo, for the Comenius project "Living with the elements" (March - June 2013).
This is a first sample of the work carried out so far by the 6th primary school of Egaleo, Athens, regarding the element of Air, as part of our Comenius project.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Thesis Statement for students diagnonsed withADHD.ppt
E magazine holland 1st edition
1. - Page -1
HESTIAHELPING STUDENTS IN ACCEPTANCE
“ Every big project needs a logo “
The first challenge of our alliance was to
“create a nice logo which represents the
meaning of our HESTIA project.
Without any doubt each country started
working very hard giving beautiful results.At
the end, the best logos from all countries were
put up for election where pupils, parents and
teachers voted.And the winner was: ….
“Portugal”
Greece -Athens
… We also had some nice workshops. How
are Greek schools dealing with the
refugees crisis? The headmaster Mr
Christos Tsiatsianas, shared his experience
and knowledge with us. The meeting with
the UN Communication Officer for Greece
and Cyprus, Mr Dimitri Fatouros, was very
interesting. It’s clear that all of us definitely
need to make work of the sustainable goals
of the United Nations. A mission we will
implement in our schools
Another workshop was about educational
drama.This was nice because the teachers
and us got to see examples of how to add
more “drama” in our daily lessons :)
During our meeting, we shaped our
manifesto.This was a successful 1st meeting
and the project promises to be an
incredible experience for all of us.
Double edition
First stop: Athens “Greece”
The kick off of our project started here in Athens,
After months of communicating by e-mail we
could finally meet for the first time in real life.
Our meeting took place from 21 till 25
October’18
The Acropolis was the perfect location to get to
know each other and build our group.We got to
see as well the temple of Poseidon. Both are
impressive sites were ancient architecture made
an statement.
Besides talking about the practical stuff like
finance, organisation, meetings…
2. - Page -2
PROJECT MEETINGHELPING STUDENTS IN ACCEPTANCE
University of Maastricht
From 21 till 26 January we had our 2nd
meeting in Maastricht, The Netherlands. All
week long we received very interesting and
professional trainings about refugees and
migration.
The presentation about the basics of migration
by Prof. Melissa Siegel made us understand and
see the bigger picture about this topic.
Also the presentation of Veronika Fajth gave
us some useful insights about different
approaches of integration and migrant
identities.
The Netherlands - Maastricht
Bullying
Preventing and dealing with bullying must
happen in every school. Mr. Loek
Schoenmakers told us about KiVa, a
successful method used in Finland that
brought down bullying in 75% in Finnish
education.
Martine Delfos
Achieving social cohesion in diverse
classrooms and mental health issues faced
by migrant and refugee students was the
topic of the workshop of Mrs. Delfos. A
very inspiring woman that with her
experience, voice and stories made of the
2nd day a day to never forget.
School visits
We also had the chance to visit some
schools.The United World College of
Maastricht was in big contrast with the ISK
school for migrants.
The stories and motivation of the refugee
children made a deep impression to all of
us.Their motivation and strength were
remarkable.We were also impressed by the
way the teachers apply methods to teach
very fast and efficiently the national
language. Incredible job they are doing!
Stereotypes
On the 2nd day of our project meeting we met
the Cell Foundation Group.We had a engaging
debate about challenging stereotypes and
prejudices. We realised about the influential
role the mainstream media and social media
platforms play in this issue. We should be all
aware about the phenomenon of “fake news”
and teach our children more than ever to read
all this online information with critical eyes.
3. - Page -3
WORKSHOP
ABCs of Human Rights
WORKSHOP
CHILDREN OF THE WORLD
8th ACTIVITY, 2ND YEAR
7th ACTIVITY, 2ND YEAR
SomeWORKSHOPS
At the end of this session students
were able to:
• know, understand and learn their rights through coopera5ve ac5vi5es
• sensi5ze and familiarize pupils with concepts such as racism, exclusion, xenophobia,
inequality…
• foster pupils crea5vity and imagina5on through various ways of expression
The descrip5on:
• firstly, the pupils see and chant the ABC.
• pupils are split in groups, write a rela5ve word about Human Rights and they draw it.
Their drawings are put under the correct leHer.
• lastly, pupils choose some of these words and mime them.
At the end of this session students
were able to:
• find similari5es regardless of race, culture or ethnicity
• iden5fy the differences and understand the significance of diversity
The descrip5on:
• pupils collect pictures and photos. They group them based on gender, race,
age, life-style etc.
• then, pupils are asked to spot 3 similari5es and 3 differences, such as need of
food, roof and educa5on. They write down what they found emphasizing on
the basic needs (love, food, educa5on etc.).
• they are urged to iden5fy how different and beau5ful our world is due to
diversity and how boring it would be if everyone was iden5cal.
• A classroom discussion follows about the different country each student
4. - Page -4
WORKSHOP
EVERYONE DIFFERENT, EVERYONE EQUAL
At the end of this session students
were able to:
• Learn about the Human Rights Declara5on
• Connect human needs to human rights
The descrip5on:
• We ask pupils to imagine that they have to take care of a pet (e.g. dog). We give it
a name. We ask them what it needs. We write down the pupils’ responses in a
chart.
• We ask them who is responsible for the liHle dog.
• We confirm what the dog needs to live (food, water, shelter). We pose the
ques5on: if the dog has these needs, has it got the right to them?
• We follow the same process and replace the dog with a child using the same
chart we used before. We write down the pupils’ responses (shelter, food, water,
family, toys, educa5on, love, medical care, aHen5on, friendship).
• We ask ques5ons such as: Who is responsible for children’s needs? Children who
need all the above, have they got rights to them? Who is responsible to make
sure that children enjoy these rights? We show Unicef’s Children Rights poster
and compare the chart pupils made before with the official Declara5on for
Children Rights. We explain that the Declara5on exists so as to protect and take
care of children.
WORKSHOP
THE MASKS
At the end of this session students
were able to:
• to recognize the others’ emo5ons
• to foster their empathy skill
The descrip5on:
• Pupils, divided into groups of four, randomly choose a mask, wear it and talk with each
other for a few minutes behaving according to what their mask writes. Then, in plenary
they discuss their impressions, how they felt playing the role of another person, how they
would like others to treat them. Finally, pupils say if they managed to understand the role
of the pupil siXng opposite them.
8th ACTIVITY, 2ND YEAR
7th ACTIVITY, 2ND YEAR
WORKSHOPS
5. - Page -5
Whats Next?
• 3rd project meeting in Italy, Brindisi, from 10 till 17 March 2018
• Activities: Making an identity card - Living in Flowerville - You and Me, We
are - We can make it all together
More information
HESTIA website
HESTIA Facebook
In collaboration with