Учебни видео игри и стилове на учене и на играенеbbontchev
Презентацията описва накратко генерирането на адаптивни видео игри с платформата на проект АПОГЕЙ и тяхната връзка със стиловете на учене и играене, заедно с инструкции за попълване на анкети за определяне на стилове на учене и играене.
The document summarizes the activities of the "St. knyaz Boris I" Secondary School in Burgas, Bulgaria for their first year participating in an Erasmus+ project called "Help the Earth: reduce, reuse, recycle". Some of the key activities discussed include creating informational materials about the project, holding a logo competition, collecting plastic caps to help children with special needs, creating art from recycled materials for fundraising, researching local biodiversity and bodies of water, and participating in meetings in Finland and Spain with other schools involved in the project. The summary was created by two 7th grade students from the school.
Учебни видео игри и стилове на учене и на играенеbbontchev
Презентацията описва накратко генерирането на адаптивни видео игри с платформата на проект АПОГЕЙ и тяхната връзка със стиловете на учене и играене, заедно с инструкции за попълване на анкети за определяне на стилове на учене и играене.
The document summarizes the activities of the "St. knyaz Boris I" Secondary School in Burgas, Bulgaria for their first year participating in an Erasmus+ project called "Help the Earth: reduce, reuse, recycle". Some of the key activities discussed include creating informational materials about the project, holding a logo competition, collecting plastic caps to help children with special needs, creating art from recycled materials for fundraising, researching local biodiversity and bodies of water, and participating in meetings in Finland and Spain with other schools involved in the project. The summary was created by two 7th grade students from the school.
Within an Erasmus+ project called "Help the Earth: reduce, reuse, recycle", students at a school in Torun, Poland:
1) Organized various environmental activities like a logo contest, building a mock-up city, testing water from the Baltic Sea and Vistula River, and cleaning up local forests.
2) Created and maintained a school garden that involved students both in the Erasmus program and outside of it.
3) Conducted experiments to analyze properties of different types of water.
4) Held two "Erasmus nights" featuring video calls with partner schools and activities like making the mock-up city.
5) Participated in organizational meetings in Finland
This document summarizes the activities of a Slovenian elementary school involved in a 3-year international project called "Help the Earth: Reduce, Reuse, Recycle". The school has participated in meetings and activities in Spain, Bulgaria, Latvia, Greece, Turkey, Poland and Finland. Their first joint task was holding a logo contest for the project. They have since presented their experiences at meetings, conducted research on local water quality, started indoor plant collections in classrooms, and begun planning initiatives to promote environmental issues locally. Their involvement includes student mobility experiences and ongoing coordination with the other partner schools.
The document describes Energy Week activities at a secondary school in Burgas, Bulgaria in November 2016. Students from the 4th and 6th grades took on roles as "Energy Detectives" and discussed energy saving with the principal and other classes. The 4th graders presented to younger students on saving energy and discussed saving energy at home. They also created a "bio waste monster" from recycled materials for a school exhibition.
Greece - Local natural concern students' projectsEliAleks1
Farmers in the region grow crops like corn, sunflowers, alfalfa, cotton and sugar beets, and they rely on pesticides and fertilizers to increase production, though they are aware of the toxic effects. While some farmers take protective measures, pesticides still pollute water sources. Farmers would be interested in organic farming but cite economic barriers like lack of infrastructure and ability to sell at a profitable price.
Neos Skopos Junior High School is located in Serres, Greece, one hour from Thessaloniki. It has 143 students aged 12-14 across 7 classes and taught by 22 teachers. Most students come from surrounding villages by bus and their families work in agriculture or construction. The school participates annually in the Eco Festival held in Serres, where students present activities on environmental protection prepared throughout the year. Last year's theme was "Raise your voice, NOT the sea level". The school is also involved in numerous after school activities covering topics like culture, health, history, and vocational guidance, as well as an eTwinning project for which it received an award last year.
The document is about an initiative by students at Neos Skopos Junior High School in Serres, Greece to help the Earth by reducing waste, reusing materials, and recycling. The students created the initiative to promote more sustainable practices and environmental protection.
Zespół Szkół nr 34 is a primary and junior high school located in Toruń, Poland. The school was originally located in a small village called Brzoza, meaning birch tree, which is featured in the school logo. It was moved to Toruń in 1988 and renamed after famous Polish traveler Tony Halik. The school has approximately 200 primary students and 100 junior high students. It has modern facilities like a computer lab, language lab, and smart boards. Students participate in various sports tournaments and competitions in subjects like chess, football, and floorball. The school aims to promote activities like reading, environmental protection, and family values.
The school has been operating since 1985 and provides elementary and early childhood education. It aims to create a quiet atmosphere for learning and offers various extracurricular activities in the afternoon like basketball, dance, and martial arts. The school strives to educate students holistically by developing their academic skills as well as values like respect for the environment through different projects. It has a mission to provide innovative, high-quality education to help students contribute positively to the world.
Sanni introduces themselves and describes their school in Laajalahti, Finland. The school has over 300 pupils from ages 6 to 13 across 14 classes. It is a "Kiva school" which means there is no bullying, and it offers many after school clubs. The school also focuses on sports and physical activities. Sanni enjoys music, math, and PE classes and plays the piano in their free time.
Serres is an important commercial center in Macedonia with a population of around 80,000. It was first mentioned in the 5th century BC and was one of the most important Byzantine cities in the 6th century. Over subsequent centuries, Serres was conquered by various powers including the Crusaders, Bulgarians, Byzantines, Serbians, and Ottomans. Under Ottoman rule in the late Middle Ages, Serres prospered as a major commercial hub due to its fertile plains. However, in 1913 retreating Bulgarian forces burned the city down, requiring it to be entirely rebuilt.
The students visited Finland and learned about Finnish culture. They observed that Finns have saunas in most homes and go ice skating instead of swimming. Students in Finland do not wear shoes in school and eat lunch at school canteens. Contrary to expectations, the Finns they met were very kind and friendly. The trip included educational visits to a candy factory and recycling center. Education in Finland focuses more on practical skills like woodworking and music compared to the Polish system.
This document summarizes Daniela Dineva's experience participating in the Erasmus+ project from October 17-21, 2016 in Torun, Poland. She enjoyed meeting many new people from Bulgaria, Poland, Latvia, Greece, Slovenia, Turkey, and other countries. A highlight was visiting School N. 34, which had modern boards and students of varying ages. Daniela shares photos and positive descriptions of some of the many people she met, including her host Julka from Poland and students from Latvia and Greece who she found interesting, smart, and sweet.
The document outlines the meeting program for an ERASMUS+ exchange taking place from February 8-12, 2016 at Laajalahden School in Espoo, Finland. The schedule includes visits to local attractions focused on reducing, reusing and recycling like a recycling center and chocolate factory, winter outdoor activities, a guided tour of Helsinki with shopping, watching an ice hockey game, a farewell evening at the school with performances, and classroom observations. Teachers and students have separate programs in the evenings with teachers having dinner in local restaurants while students are with host families.
The document provides information about Erasmus+, an EU program that funds education, training, youth, and sport projects across Europe. It discusses the benefits of Erasmus+ for individuals and organizations, the different actions and types of projects it funds, eligibility criteria, and deadlines. It also summarizes the roles of various organizations managing parts of the program in the UK. Finally, it introduces EPALE, an online platform for adult learning professionals funded by Erasmus+.
The document outlines the schedule and activities for an international student exchange project meeting taking place from October 17-21, 2016 in Torun, Poland. On the first day, student groups from various European countries arrive and are picked up from airports to be brought to their host families in Torun. Over the next few days, the schedule includes welcome ceremonies, trips to local forests and gardens, workshops on recycling and the environment, visits to the old town and science museum, and presentations by the guest students. The final day involves farewell dinners and departures to return home for the student groups from Greece, Spain, Bulgaria, Slovenia, and Turkey while the Latvian students depart later by train and the Finnish students leave for Gdań
This document contains a lesson titled "Lesson 2" and then lists various objects including circle, ball, balloon, flower, spider, and cake. It appears to be teaching basic vocabulary words to a young learner through illustrations of common objects.
Within an Erasmus+ project called "Help the Earth: reduce, reuse, recycle", students at a school in Torun, Poland:
1) Organized various environmental activities like a logo contest, building a mock-up city, testing water from the Baltic Sea and Vistula River, and cleaning up local forests.
2) Created and maintained a school garden that involved students both in the Erasmus program and outside of it.
3) Conducted experiments to analyze properties of different types of water.
4) Held two "Erasmus nights" featuring video calls with partner schools and activities like making the mock-up city.
5) Participated in organizational meetings in Finland
This document summarizes the activities of a Slovenian elementary school involved in a 3-year international project called "Help the Earth: Reduce, Reuse, Recycle". The school has participated in meetings and activities in Spain, Bulgaria, Latvia, Greece, Turkey, Poland and Finland. Their first joint task was holding a logo contest for the project. They have since presented their experiences at meetings, conducted research on local water quality, started indoor plant collections in classrooms, and begun planning initiatives to promote environmental issues locally. Their involvement includes student mobility experiences and ongoing coordination with the other partner schools.
The document describes Energy Week activities at a secondary school in Burgas, Bulgaria in November 2016. Students from the 4th and 6th grades took on roles as "Energy Detectives" and discussed energy saving with the principal and other classes. The 4th graders presented to younger students on saving energy and discussed saving energy at home. They also created a "bio waste monster" from recycled materials for a school exhibition.
Greece - Local natural concern students' projectsEliAleks1
Farmers in the region grow crops like corn, sunflowers, alfalfa, cotton and sugar beets, and they rely on pesticides and fertilizers to increase production, though they are aware of the toxic effects. While some farmers take protective measures, pesticides still pollute water sources. Farmers would be interested in organic farming but cite economic barriers like lack of infrastructure and ability to sell at a profitable price.
Neos Skopos Junior High School is located in Serres, Greece, one hour from Thessaloniki. It has 143 students aged 12-14 across 7 classes and taught by 22 teachers. Most students come from surrounding villages by bus and their families work in agriculture or construction. The school participates annually in the Eco Festival held in Serres, where students present activities on environmental protection prepared throughout the year. Last year's theme was "Raise your voice, NOT the sea level". The school is also involved in numerous after school activities covering topics like culture, health, history, and vocational guidance, as well as an eTwinning project for which it received an award last year.
The document is about an initiative by students at Neos Skopos Junior High School in Serres, Greece to help the Earth by reducing waste, reusing materials, and recycling. The students created the initiative to promote more sustainable practices and environmental protection.
Zespół Szkół nr 34 is a primary and junior high school located in Toruń, Poland. The school was originally located in a small village called Brzoza, meaning birch tree, which is featured in the school logo. It was moved to Toruń in 1988 and renamed after famous Polish traveler Tony Halik. The school has approximately 200 primary students and 100 junior high students. It has modern facilities like a computer lab, language lab, and smart boards. Students participate in various sports tournaments and competitions in subjects like chess, football, and floorball. The school aims to promote activities like reading, environmental protection, and family values.
The school has been operating since 1985 and provides elementary and early childhood education. It aims to create a quiet atmosphere for learning and offers various extracurricular activities in the afternoon like basketball, dance, and martial arts. The school strives to educate students holistically by developing their academic skills as well as values like respect for the environment through different projects. It has a mission to provide innovative, high-quality education to help students contribute positively to the world.
Sanni introduces themselves and describes their school in Laajalahti, Finland. The school has over 300 pupils from ages 6 to 13 across 14 classes. It is a "Kiva school" which means there is no bullying, and it offers many after school clubs. The school also focuses on sports and physical activities. Sanni enjoys music, math, and PE classes and plays the piano in their free time.
Serres is an important commercial center in Macedonia with a population of around 80,000. It was first mentioned in the 5th century BC and was one of the most important Byzantine cities in the 6th century. Over subsequent centuries, Serres was conquered by various powers including the Crusaders, Bulgarians, Byzantines, Serbians, and Ottomans. Under Ottoman rule in the late Middle Ages, Serres prospered as a major commercial hub due to its fertile plains. However, in 1913 retreating Bulgarian forces burned the city down, requiring it to be entirely rebuilt.
The students visited Finland and learned about Finnish culture. They observed that Finns have saunas in most homes and go ice skating instead of swimming. Students in Finland do not wear shoes in school and eat lunch at school canteens. Contrary to expectations, the Finns they met were very kind and friendly. The trip included educational visits to a candy factory and recycling center. Education in Finland focuses more on practical skills like woodworking and music compared to the Polish system.
This document summarizes Daniela Dineva's experience participating in the Erasmus+ project from October 17-21, 2016 in Torun, Poland. She enjoyed meeting many new people from Bulgaria, Poland, Latvia, Greece, Slovenia, Turkey, and other countries. A highlight was visiting School N. 34, which had modern boards and students of varying ages. Daniela shares photos and positive descriptions of some of the many people she met, including her host Julka from Poland and students from Latvia and Greece who she found interesting, smart, and sweet.
The document outlines the meeting program for an ERASMUS+ exchange taking place from February 8-12, 2016 at Laajalahden School in Espoo, Finland. The schedule includes visits to local attractions focused on reducing, reusing and recycling like a recycling center and chocolate factory, winter outdoor activities, a guided tour of Helsinki with shopping, watching an ice hockey game, a farewell evening at the school with performances, and classroom observations. Teachers and students have separate programs in the evenings with teachers having dinner in local restaurants while students are with host families.
The document provides information about Erasmus+, an EU program that funds education, training, youth, and sport projects across Europe. It discusses the benefits of Erasmus+ for individuals and organizations, the different actions and types of projects it funds, eligibility criteria, and deadlines. It also summarizes the roles of various organizations managing parts of the program in the UK. Finally, it introduces EPALE, an online platform for adult learning professionals funded by Erasmus+.
The document outlines the schedule and activities for an international student exchange project meeting taking place from October 17-21, 2016 in Torun, Poland. On the first day, student groups from various European countries arrive and are picked up from airports to be brought to their host families in Torun. Over the next few days, the schedule includes welcome ceremonies, trips to local forests and gardens, workshops on recycling and the environment, visits to the old town and science museum, and presentations by the guest students. The final day involves farewell dinners and departures to return home for the student groups from Greece, Spain, Bulgaria, Slovenia, and Turkey while the Latvian students depart later by train and the Finnish students leave for Gdań
This document contains a lesson titled "Lesson 2" and then lists various objects including circle, ball, balloon, flower, spider, and cake. It appears to be teaching basic vocabulary words to a young learner through illustrations of common objects.
1. ОУ „ Св. княз Борис I” , гр. Бургас
Първа работна среща по проект на тема
“Help the Earth: reduce, reuse, recycle”
„Да помогнем на Земята:
да намалим разходите, да използваме
повторно,
да рециклираме“
по европейска програма „Еразъм+“,
направление „Стратегически
партньорства“
в гр. Еспоо, Финландия
8.02. – 12.02.2016 г.
2. Място на провеждане:
•Град Еспоо, Република Финландия;
•в партньорското училище Laajalahden koulu, като домакин на работната
среща;
Период: 8-12.02.2016 г.;
Участници: Координатори на ниво училище , директори, учители и
ученици
•от 8 партньорски училища от Европа – Испания, Полша, Финландия,
Словения,
•България, Гърция, Турция, Латвия;
Участници от нашето училище:
Г-жа Галина Жишева – директор на училището;
Елисавета Иванова – координатор на проекта; старши учител в
начален етап;
Валентина Костова – член на екипа за управление на проекта,
Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
3. Задачи:
•Обяваване на победителя в Конкурса за лого на проекта;
•Участие на учениците и учителите в конкретни задачи по тематиката на
проекта,
•посещение на обекти за рециклиране , наблюдение на природни и
туристически обекти;
•Учениците попълват дневник, т. н. Logbook http:// Logbook, с поставени задачи
за описание
•и наблюдение.
•Те попълват дневниците си на английски език, публикуват цитати от него в
платформата на eTwinning;
•Стартиране на дейностите във връзка с изследване и грижа за природната
вода в местния
•район;
•Обсъждане на предстоящите задачи , запознаване с плануваните дейности
Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
4. Финландияе държава, разположена в североизточна Европа. Граничи с Балтийско море на
югозапад и с Финския залив на югоизток. Съседните ѝ страни са Швеция,
Норвегия и Русия.
Население - 5, 5 милиона;
89% - финландци
5% -шведи
5% - други
Площ - 338 145 км²;
Столица – Хелзинки
Знаме –
Герб –
Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
Хелзинки
630 000
жители
Хелзинки
630 000
жители
Еспоо
270 000
жители
Еспоо
270 000
жители
Тампере
225 000
жители
Тампере
225 000
жители
Вантаа
214 000
жители
Вантаа
214 000
жители
6. Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
Финландия
Мика Хакинен
Пилот Формула 1
Световен шампион
Nokia
7. Уусимаа.
Разположен е в непосредствена близост до Хелзинки, на брега на Финския
залив;
270 000 жители; вторият по големина град и община във Финландия,
провинция Южна Финландия, област Уусимаа.
Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
Град Еспоо
Сградата на Nokia
Спортен център Тапиола
8. Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
https://
Търговски център Sello
Хотел Hellsten
9. Обичайни ситуации през
зимата ....
Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
10. Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
Laajalahden
kouluУчилището е основано през 1950 г. в контекста на всеобщата училищна
реформа във Финландия. През 1977 г. от начално училище то е преобразувано в основно.
Сега учениците учат от 1 до 6 клас.
То носи името на квартала, в който се намира.
Ако се потърси в Google, името означва Широк залив ...
11. Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
Laajalahden koulu
12. Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
Laajalahden koulu
Учителската стая
Кабинет по трудово обучение
В час по английски езикРаботно бюро на учителя
13. • 300 ученици;
• 15 класни учители, 5 учители по
учебни
• предмети или учители на деца
• със специални образователни
потребности
• 3 учители-помощници;
• Директор на училището Kimmo;
• Секретар, медицинска сестра,
• Психолог, curator - връзка с
родителската
• общност
• 191 учебни дни
от 12 август до 4 юни
Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
Laajalahden koulu
Координаторът
Tuomas Suhonen
Директорът Kimmo
14. Предучилищна възраст - 5-6 –годишни
Училището започва, когато децата са на 7 г.
От 7-16 г. - общообразователно училище,
след това - гимназия или професионално училище;
Университет или колеж
От 1 до 6 клас обучават класните учители
по повечето учебни предмети;
от 7 до 9 клас обучават учители-специалисти;
Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
Основни аспекти на Финландската
образователна системаУчебни предмети:
Финландски език
Математика
Научни дисциплини – Физика,
Химия,
Биология, География
Физическа подготовка
Музика
Изкуство
Религия (UE, UOM UI, UK, ET)
Ръчно изработване на предемти,
занаяти
Английски език (от 3 клас)
Шведски език (от 4 клас)
15. Често срещани причини:
Качествено обучение на учителите, те са
велики!
Учебната програма е гъвкава;
Качеството е едно и също навсякъде, във
всяко
училище;
Особено се набляга на обучението по
финландски език и математика;
Писането и говоренето при изучаване на
финландски език са много близо като учебни
дейности;
Предучилищното обучение дава стабилна
база за следващите класове;
•Учителят не е сам. Той работи в екип с
учител на деца със СОП,
помощник-учители и др.
Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
Защо Финландия е успешна в PISA?
(Програма за международно оценяване на учениците)
https://
16. • 93% от финландците завършат средно
образование.
• 66% от учениците се приемат в
университетите
• (най-висок процент в Европа).
• Въпреки високите резултати, финландските
ученици
• прекарват най-малко време за учене.
• Междучасията в началното училище са цели 75
минути.
• Всички деца, умни или не, се обучават в едни и
същи класни стаи. Разликата между слаби и
силни ученици тук е
• най-малка в света.
• 30% от деца получават допълнителна
доброволна помощ от учителите - „частните
уроци“ са забранени.
• Рядко се дават домашни, няма класни и
контролни, само
• при завършване на средното образование има
• Учителите се подбират от 10%-те най-
добри от
• завършилите.
• През 2010 г. 6600 кандидати са се борили за
660 места в начални училища.
• Учителите сключват само едногодишни
договори, с
• възможност за удължаване. Заплатата им е
• около 5 000 евро. Социалният статус на
учителите е като на лекар и адвокат.
• Във финландските училища има две
допълнителни
• разновидности на образователния процес:
• Подпомагащо обучение за по-слабите
ученици –
• учителите доброволно се занимават
допълнително по време на урока или след
него;
• Коригиращо обучение – свързано е с
устойчиви общи
Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
Защо Финландия е успешна в PISA?
(Програма за международно оценяване на учениците)
17. • Децата в един и същи клас
изпълняват
• упражнения с различни нива на
трудност. И се оценяват според
персоналното си
• ниво. Ако ученикът се справи
отлично,
• утре ще му се даде по-сложна
задача – ако не успее – няма
проблем, следващия път
• отново ще получи проста задача.
• Финландците казват: „Или ще се
подготвят за живота, или – за
изпити. Ние избираме
• първото.“ Затова изпити във
финландските училища няма.
• Но финландските деца от малки знаят
какво е
• договор, портфолио, банкова карта. Те
знаят как
• да изчислят данък наследство или ДОД,
• да създадат сайт-визитка.
• Няма проверки на учителите, няма
• инспектори. Има единна образователна
• програма, но тя съдържа само общи
насоки, а всеки учител използва такъв
метод на
• преподаване, който смята за подходящ.
• . В класната стая, учениците могат да
• избират с какво да се занимават.
• Например, ако в урока е включен
образователен
Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
Защо Финландия е успешна в PISA?
(Програма за международно оценяване на учениците)
18. • Децата не са длъжни да седят на чинове,
• а могат да седят на пода (върху килим).
• Някои училища, класните стаи са обзаведени с дивани,
кресла.
• Изискват се други обувки вътре в училище, но
• малките предпочитат да тичат по чорапи.
• В топло време, уроците често се провеждат на открито,
просто на тревата или на пейки,
• специално разположени амфитеатрално до
• училището.
• Домашни рядко се дават. Децата имат
• нужда от почивка. И родителите не трябва да бъдат
ангажирани с уроците на децата си,
• учителите препоръчват вместо домашни,
• семейно посещение на музей, сред природата или на
басейн.
• Децата на Финландия не мразят училището, не мечтаят
колкото се може по-бързо да се
• отърват от него, не страдат от нервно
• пренапрежение за следващия изпит.
• Те са спокойни, внимателни и щастливи,
• четат книги, играят компютърни игри,
• обичат природата, забавляват се и се радват на
живота. И учат.
Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
Защо Финландия е успешна в PISA?
(Програма за международно оценяване на учениците)
19. • Посрещане на делегациите,
музикална
• програма от финландските
деца,
• обяваване на победителя в
конкурса
• за лого на проекта.
Първа международна среща в Еспоо, ФинландияПърва международна среща в Еспоо, Финландия
Работна програма
Полша
Българският екип
20. Работна програма
Работна среща на учителите,
учениците са в час, посещение
на център за рециклиране на
материали „Plan B”
21. • В спортен център Тапиола – на ледената
пързалка; посещение на къща-музей на
• природата Villa Elfvik;
• дейности на открито в зимни условия
Работна програма