The Hundred Languages No way. The hundred is there. .docxrhetttrevannion
The Hundred Languages
No way. The hundred is there.
The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.
The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only by the holidays.
They tell the child:
to discover the world already there
and of the hundred
they steal ninety-nine.
They tell the child:
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.
Loris Malaguzzi
Reggio Emilia Founder
(translated by Lella Gandini)
Italy is a country with a long tradition of
appreciating beauty, art, food, family, and
communication.
Of utmost importance in Italian culture is the
celebration of the family as the core of any
community.
New ideas about education emerged after
World War II in the small, wealthy, northern
Italian town of Emila Romagna (Reggio
Emilia).
In this area of Italy, the people value their
culture and traditions. Both parents and the
community work together in the
education process.
The approach has inspirations
from Vygotsky, Dewey, and Piaget.
Loris Malaguzzi (1920-1944) ,
is the theorist and innovative
educator who is considered to
be the founder of the Reggio
Emilia approach.
Malaguzzi, along with some
parents, came together to
create a publically funded
school for young children.
The program started to provide
care for children after the war
while their mothers went back
to work. It is now a well
respected and developed
program all over the world.
They have a project approach to curriculum where
subjects are not separated. The curriculum is
integrated.
The focus of the curriculum is in-depth project
work emerging from the interests of the children.
It’s a child initiated approach where they are free to
explore and investigate projects. They can do their
own research through internet, guest speakers,
field trips, parents, people in the community, etc.
Projects emerge from children’s
ideas and/or interests.
Projects should be long enough
to develop over time, to discuss
new ideas, to revisit and see
progress.
They should be personal from
real experiences and impor.
How to use CLIL based activities to teach art and Italian in Primary Education.MMeasso
ARTE...Amore mio!! Art...my love!! The project I presented at the "Primary and Secondary MFL Conference" at the Westminster University in London on the 28th of June 2014.
This project for Primary School children aims to use CLIL (Content and Language Learning Approach) to teach Italian and Art. The work of modern Italian artist Bruno Munari is used to enhance students' motivation and interest. He was a gifted, talented artist, fond of painting, sculpture, graphic and industrial design. His free and vivid creative art is very inspirational for young learners.
The Hundred Languages No way. The hundred is there. .docxrhetttrevannion
The Hundred Languages
No way. The hundred is there.
The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.
The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only by the holidays.
They tell the child:
to discover the world already there
and of the hundred
they steal ninety-nine.
They tell the child:
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.
Loris Malaguzzi
Reggio Emilia Founder
(translated by Lella Gandini)
Italy is a country with a long tradition of
appreciating beauty, art, food, family, and
communication.
Of utmost importance in Italian culture is the
celebration of the family as the core of any
community.
New ideas about education emerged after
World War II in the small, wealthy, northern
Italian town of Emila Romagna (Reggio
Emilia).
In this area of Italy, the people value their
culture and traditions. Both parents and the
community work together in the
education process.
The approach has inspirations
from Vygotsky, Dewey, and Piaget.
Loris Malaguzzi (1920-1944) ,
is the theorist and innovative
educator who is considered to
be the founder of the Reggio
Emilia approach.
Malaguzzi, along with some
parents, came together to
create a publically funded
school for young children.
The program started to provide
care for children after the war
while their mothers went back
to work. It is now a well
respected and developed
program all over the world.
They have a project approach to curriculum where
subjects are not separated. The curriculum is
integrated.
The focus of the curriculum is in-depth project
work emerging from the interests of the children.
It’s a child initiated approach where they are free to
explore and investigate projects. They can do their
own research through internet, guest speakers,
field trips, parents, people in the community, etc.
Projects emerge from children’s
ideas and/or interests.
Projects should be long enough
to develop over time, to discuss
new ideas, to revisit and see
progress.
They should be personal from
real experiences and impor.
How to use CLIL based activities to teach art and Italian in Primary Education.MMeasso
ARTE...Amore mio!! Art...my love!! The project I presented at the "Primary and Secondary MFL Conference" at the Westminster University in London on the 28th of June 2014.
This project for Primary School children aims to use CLIL (Content and Language Learning Approach) to teach Italian and Art. The work of modern Italian artist Bruno Munari is used to enhance students' motivation and interest. He was a gifted, talented artist, fond of painting, sculpture, graphic and industrial design. His free and vivid creative art is very inspirational for young learners.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. Where in the world?
The most famous places in the world are famous for some
sculpture (pyramids, churches, bridges, buildings, castles, etc.)
people are striking to know new places and what makes them
unique. there are famous places anywhere in the world, but ...
some are not known by name, if not ... for their sculptures, but to
travel to them it is important to know their country, city, and
location point and maybe ... speak a little of the language that is
spoken to where you travel.
Brainstorm: my town and my school, my house,
my town.
To learn English, it is fundamental to start learning the
vocabulary; we can start with the things that we find in the
house, school, work and community, then go to professions,
countries, etc… (Start with the main thing and then which is
related to them).
Places at school
Talks about the specific vocabulary of the school, remember that
I told you earlier that to learn English is essential to know the
vocabulary of the first areas where we are ?, because here you
will learn the vocabulary of the school in English, sure to learn
basic things like (book, glue, pencil, book, chair, blackboard) are
the materials used in class, then begin to learn to listen carefully
what the teacher says to give you instructions and to do an
activity, be careful, treats to be reviewing what you learn,
because if we stop practicing this could forget us and all the
effort we have made to learn it would go to waste, beware! surely
after learning the main vocabulary, later you will learn how to use
it in a sentence and how to form it; verbs, pronouns, times, etc.
