Italian learning event at Marl project meeting - October 2011
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The document discusses a Comenius project event taking place in Marl, Germany from October 10-15, 2011 about European multicultural society and citizenship. It focuses on using informal education strategies to complement formal schooling by promoting positive attitudes, values, and behaviors towards diversity through experiential learning activities. Examples provided include icebreakers and semantic dominoes to encourage communication, group dynamics, and personal and social development.
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29.1.2020 Diretta EU parliament Liceo Machiavelli, Roma
Students and teachers from Liceo N. Machiavelli in Rome follow the 29.1.2020 EU streaming session
Documentation about Marl by Antonio (Italian team)
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.
Documentation about Marl by Daniele (Italian team)
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.
Coburg mobility documentation by Fiamma
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.
Coburg mobility documentation by Francesca Myriam
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
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
Erasmus+ week in Marinha Grande 27.1/2.2 2019
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
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
Fabio documents his travel adventures in Portugal in his diary. He visits several cities including Lisbon and Coimbra, seeing local attractions like museums and spending time with new friends. While there, he participates in ice-breaking activities, visits universities, museums, and enjoys local food. By the end of his trip, Fabio has met beautiful people who will always have a special place in his heart.
Erasmus+ week in Marinha Grande 27.1/2.2 2019
Irene took a trip to Portugal from January 27th to February 2nd where she visited several sites in Lisbon and Coimbra with new international friends, including the Mosteiro dos Jeronimos, the University of Coimbra library and bats, and the Mosteiro de Batalha church. She also enjoyed a memorable dinner with Italian, Portuguese, and German friends in Coimbra, saw the high waves at Nazare beach, and had a final party before sadly saying goodbye to new friends with the hope of meeting again in 9 months or the following summer.
Erasmus+ week in Marinha Grande 27.1/2.2 2019
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
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 Portugal
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.
Ho to gamify languages by Karryl
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.
Guess who on English Middle Age and Renaissance kings and queens
A pupil from 3 H 2017-2018, Liceo Niccolò Machiavelli, Rome has gamified some historical figures studied in our English classes for the eTwinning project "Young European Jounalists United"
Tudors Cluedo
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.
Skills for global citizenship presented to target group
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29.1.2020 Diretta EU parliament Liceo Machiavelli, Roma
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Documentation about Marl by Antonio (Italian team)
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Documentation about Marl by Daniele (Italian team)
Documentation about Marl by Daniele (Italian team)
Susanna documentation of the pupils' exchange in Portugal
Susanna documentation of the pupils' exchange in Portugal
2.5.18 Esercizi Laboratorio eTwinning_Liceo N. Machiavelli_ Roma
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2.5.18 Laboratorio eTwinning_Liceo N. Machiavelli_ Roma
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Italian learning event at Marl project meeting - October 2011
- 1. Comenius project Marl 10-15 October 2011 European multicultural society and citizenship
- 2. Italian learning event: INFORMAL EDUCATION Why this choice? - From Rome to Marl: Etwinning focused Education Within our research work about education , we have learnt about the theory and practice of informal education We believe that the formal education developed within the school may take advantage from the use of strategies of informal education
- 3. Why does school need informal education? Kids and young people from majority groups need to learn how to live together with others in a positive, creative way. Intercultural education has to enable young people to discover the origins and mechanisms of racism, intolerance, xenophobia Informal education can help favour positive attitudes, values and behaviour
- 4. To favour positive attitude and behaviour means: - promote such values as recognition, acceptance, active tolerance, respect, peaceful conflict resolution and solidarity. - develop parallel qualities like honesty, cooperation, communication, critical thought.
- 5. The educational approach Informal education involves working with aspects of human nature such as attitudes, feelings, perceptions, values and experiences. These aspects can not be reached solely from an intellectual approach, they require also an experimental dimension.
- 6. Informal education activities help form and create a good group atmosphere and reinforce communication skills and group dynamics. They include icebreakers. are based on the belief that everyone grows through experience and that experimental learning is fun, enjoyable, rewarding and positive and leads to personal and social development.
- 7. Examples of semantic areas for dominoes Likes/dislikes about food Hobbies Physical appearance Kinds of people you love/hate Likes and dislikes about books and movies
- 8. Olanda Svezia Spagna Germania Italia