The document provides information about tools available for purchase from a hardware store or warehouse. It lists over 67,000 items under categories such as routers, sanders, grinders, planers, drills, saws, and more. It describes the features of sample tools in each category and provides the stock keeping unit number and price for each. The document encourages customers to shop in-store, online, or call to order if an item is needed but not in stock in the store.
This document discusses eTwinning and how it can benefit language learning. It provides the following key points:
- eTwinning enables teachers and students across 32 European countries to collaborate online using ICT. It is free to register and find partners to work on curriculum-based projects.
- Some benefits of eTwinning include celebrating different cultures through native speaker contact, using authentic materials, and having a real audience to motivate students.
- Teachers can register with eTwinning, find partner schools, submit project ideas for approval, and use tools like Twinspace (an online space) and real-time communication options to collaborate with partners. Successful projects can earn quality labels and awards.
This document discusses eTwinning 2.0, which aims to build the community for schools in Europe through online collaboration. Some key points:
- eTwinning provides an online platform and support infrastructure for teachers and students to collaborate on projects across Europe. It helps bring the European dimension into education.
- The eTwinning platform at etwinning.net serves as a meeting point for teachers and provides resources like project ideas and teaching materials to support European collaboration.
- eTwinning helps facilitate teachers' professional development by enabling interaction with colleagues from other countries through online and offline training opportunities. It fully integrates social networking tools to better support collaboration.
- The eTwinning community is growing as more
This document provides an overview of the various functions and capabilities of eTwinning Live, an online platform that allows eTwinning users to communicate and collaborate in real time. It describes sections like People, Projects, Partner Forums, Events, Groups, and Professional Development. Users can search for other eTwinning members, projects, and partners, view and participate in online events, join discussion groups, and access professional development opportunities like online seminars and learning events. The document guides participants through exploring these eTwinning Live features and provides examples of tasks to complete on the platform.
Motivation and motivating in the foreign language classroomFlorencesuri
1. The document discusses motivation theories in foreign language classrooms proposed by researchers like Gardner and Lambert in the 1960s-70s who developed the Attitude/Motivation Test Battery (AMTB).
2. More recent motivation theories focus on intrinsic/extrinsic motivation and intellectual curiosity rather than just social and pragmatic dimensions. Other constructs examined include integrative and instrumental motivation, knowledge/friendship/travel orientations, and intrinsic vs. extrinsic motivation.
3. Motivation is analyzed at the learner level considering factors like need for achievement, self-confidence, and at the learning situation level considering course, teacher, and group specific factors.
The document provides information about tools available for purchase from a hardware store or warehouse. It lists over 67,000 items under categories such as routers, sanders, grinders, planers, drills, saws, and more. It describes the features of sample tools in each category and provides the stock keeping unit number and price for each. The document encourages customers to shop in-store, online, or call to order if an item is needed but not in stock in the store.
This document discusses eTwinning and how it can benefit language learning. It provides the following key points:
- eTwinning enables teachers and students across 32 European countries to collaborate online using ICT. It is free to register and find partners to work on curriculum-based projects.
- Some benefits of eTwinning include celebrating different cultures through native speaker contact, using authentic materials, and having a real audience to motivate students.
- Teachers can register with eTwinning, find partner schools, submit project ideas for approval, and use tools like Twinspace (an online space) and real-time communication options to collaborate with partners. Successful projects can earn quality labels and awards.
This document discusses eTwinning 2.0, which aims to build the community for schools in Europe through online collaboration. Some key points:
- eTwinning provides an online platform and support infrastructure for teachers and students to collaborate on projects across Europe. It helps bring the European dimension into education.
- The eTwinning platform at etwinning.net serves as a meeting point for teachers and provides resources like project ideas and teaching materials to support European collaboration.
- eTwinning helps facilitate teachers' professional development by enabling interaction with colleagues from other countries through online and offline training opportunities. It fully integrates social networking tools to better support collaboration.
- The eTwinning community is growing as more
This document provides an overview of the various functions and capabilities of eTwinning Live, an online platform that allows eTwinning users to communicate and collaborate in real time. It describes sections like People, Projects, Partner Forums, Events, Groups, and Professional Development. Users can search for other eTwinning members, projects, and partners, view and participate in online events, join discussion groups, and access professional development opportunities like online seminars and learning events. The document guides participants through exploring these eTwinning Live features and provides examples of tasks to complete on the platform.
Motivation and motivating in the foreign language classroomFlorencesuri
1. The document discusses motivation theories in foreign language classrooms proposed by researchers like Gardner and Lambert in the 1960s-70s who developed the Attitude/Motivation Test Battery (AMTB).
2. More recent motivation theories focus on intrinsic/extrinsic motivation and intellectual curiosity rather than just social and pragmatic dimensions. Other constructs examined include integrative and instrumental motivation, knowledge/friendship/travel orientations, and intrinsic vs. extrinsic motivation.
3. Motivation is analyzed at the learner level considering factors like need for achievement, self-confidence, and at the learning situation level considering course, teacher, and group specific factors.
The document provides guidance on using the features and tools available on the TwinSpace online platform for eTwinning projects. It explains how to set up pages, forums, and multimedia galleries to organize project content and discussions. Instructions are given for inviting students and teachers, setting permissions, and using chat and other communication features.
This document provides information about Małgorzata Garkowska, a math teacher of 25 years who has been involved with eTwinning since 2006. It discusses tools she uses for teaching like Google Maps, Google Earth, Google Tour Builder, and GeoGebra. It provides examples of student activities and projects that can be done with these tools including creating maps, virtual field trips, and interactive math constructions. Hands-on instructions are given for students to collaboratively create maps, tours, and complete math tasks using the tools.
This document provides information about Małgorzata Garkowska, a math teacher with over 20 years of experience who has been involved with eTwinning since 2006. It then discusses several free online tools that can be used for educational purposes: Google My Maps for creating customized maps; Google Earth for virtual exploration of places; Google Tour Builder for creating geographic storytelling tours; and GeoGebra for interactive math learning. Instructions are provided on features and functions of each tool. The document concludes with directions for partners to work together using the hands-on tasks of creating maps and tours with Google tools, and constructing geometric shapes and graphs with GeoGebra.
The European Commission has selected the 2012-1-ES1-COM06-52752 project "Why Maths?" as a "success story" based on its impact, contribution to policy-making, innovative results, and creative approach. As a result of this selection, the project will receive increased visibility on Commission websites and social media, and at conferences. The project coordinator may also be contacted by ECORYS, the Commission's contractor for disseminating and exploiting project results, to provide additional materials about the project. The selection recognizes the commitment, enthusiasm, and high-quality work of the project partners.
1) Se presentan ecuaciones diferenciales ordinarias que involucran funciones trigonométricas como seno, coseno y sus derivadas.
2) Se resuelven las ecuaciones aplicando técnicas como separación de variables y sustitución de funciones.
3) Se obtienen expresiones para las funciones desconocidas en términos de constantes.
1) Se presentan ecuaciones diferenciales ordinarias que involucran funciones trigonométricas como seno, coseno y sus derivadas.
2) Se resuelven las ecuaciones aplicando propiedades de las funciones trigonométricas y técnicas de resolución de ecuaciones diferenciales.
3) Se obtienen las soluciones en función de constantes arbitrarias y el intervalo de definición indicado para cada una.
THIS BROCHURE WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA
COM
3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
Maths in Art and Architecture Why Maths? Comenius projectGosia Garkowska
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS ( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
This document contains trivia questions and answers about mathematics, art, geography, and astronomy related to the Comenius project involving schools from Portugal, Spain, Italy, Belgium, Poland, and Ireland. There are over 100 multiple choice and short answer questions covering topics like the capital cities and populations of the countries involved, famous artists and their use of mathematical concepts in works of art, properties of planets and galaxies, and principles of map making and geography.
The document provides guidance on using the features and tools available on the TwinSpace online platform for eTwinning projects. It explains how to set up pages, forums, and multimedia galleries to organize project content and discussions. Instructions are given for inviting students and teachers, setting permissions, and using chat and other communication features.
This document provides information about Małgorzata Garkowska, a math teacher of 25 years who has been involved with eTwinning since 2006. It discusses tools she uses for teaching like Google Maps, Google Earth, Google Tour Builder, and GeoGebra. It provides examples of student activities and projects that can be done with these tools including creating maps, virtual field trips, and interactive math constructions. Hands-on instructions are given for students to collaboratively create maps, tours, and complete math tasks using the tools.
This document provides information about Małgorzata Garkowska, a math teacher with over 20 years of experience who has been involved with eTwinning since 2006. It then discusses several free online tools that can be used for educational purposes: Google My Maps for creating customized maps; Google Earth for virtual exploration of places; Google Tour Builder for creating geographic storytelling tours; and GeoGebra for interactive math learning. Instructions are provided on features and functions of each tool. The document concludes with directions for partners to work together using the hands-on tasks of creating maps and tours with Google tools, and constructing geometric shapes and graphs with GeoGebra.
The European Commission has selected the 2012-1-ES1-COM06-52752 project "Why Maths?" as a "success story" based on its impact, contribution to policy-making, innovative results, and creative approach. As a result of this selection, the project will receive increased visibility on Commission websites and social media, and at conferences. The project coordinator may also be contacted by ECORYS, the Commission's contractor for disseminating and exploiting project results, to provide additional materials about the project. The selection recognizes the commitment, enthusiasm, and high-quality work of the project partners.
1) Se presentan ecuaciones diferenciales ordinarias que involucran funciones trigonométricas como seno, coseno y sus derivadas.
2) Se resuelven las ecuaciones aplicando técnicas como separación de variables y sustitución de funciones.
3) Se obtienen expresiones para las funciones desconocidas en términos de constantes.
1) Se presentan ecuaciones diferenciales ordinarias que involucran funciones trigonométricas como seno, coseno y sus derivadas.
2) Se resuelven las ecuaciones aplicando propiedades de las funciones trigonométricas y técnicas de resolución de ecuaciones diferenciales.
3) Se obtienen las soluciones en función de constantes arbitrarias y el intervalo de definición indicado para cada una.
THIS BROCHURE WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA
COM
3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
Maths in Art and Architecture Why Maths? Comenius projectGosia Garkowska
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS ( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
This document contains trivia questions and answers about mathematics, art, geography, and astronomy related to the Comenius project involving schools from Portugal, Spain, Italy, Belgium, Poland, and Ireland. There are over 100 multiple choice and short answer questions covering topics like the capital cities and populations of the countries involved, famous artists and their use of mathematical concepts in works of art, properties of planets and galaxies, and principles of map making and geography.
2. Pierwszym krokiem do rozpoczęcia współpracy w ramach
Programu eTwinning jest rejestracja szkoły i nauczyciela na
stronie www.etwinning.net.
3. Każdy nauczyciel może posiadad własne, indywidualne
konto, bez względu na to ile osób z jego szkoły już się
zarejestrowało.
Wszystkie dane zamieszczone w formularzu można
później edytowad i w razie potrzeby modyfikowad.
Rejestracja placówki nie zobowiązuje do nawiązania
współpracy.
Rejestracja odbywa się w 2 etapach.
4. Pierwszy etap to krótki formularz wstępny, w którym należy podad
swoje imię, nazwisko, adres mailowy oraz utworzyd dla siebie login
i hasło. Każde z nich powinno składad się z co najmniej 6 znaków.
Zarówno hasło jak i login powinny byd łatwe do zapamiętania, np.:
nazwa użytkownika – janinakowalska, hasło – janinak.
Równie ważne jest podanie prawidłowego adresu e-mail. Błędny
adres uniemożliwi dokooczenie rejestracji.
5. Po wpisaniu danych należy kliknąd Wyślij.
Na podany w formularzy wstępnym adres e-mailowy przyjdzie e-mail
z linkiem do strony, na której będzie można dokooczyd rejestrację.
Procedura ta służy weryfikacji użytkowników oraz ich adresów
mailowych.
E-mail powinien pojawid się w skrzynce w przeciągu kilku minut od
wysłanie pierwszej części formularza. Jeśli nie pojawi się w przeciągu
30 minut, należy najpierw sprawdzid w Spamie, a jeśli tam też nie
będzie tego e-maila trzeba poinformowad Narodowe Biuro
Kontaktowe eTwinning (etwinning@frse.org.pl). Dział helpdesk
zajmie się tym problem najszybciej jak to możliwe.
6. Na początku należy ustalid czy
szkoła, w której pracuje
rejestrujący się nauczyciel nie
została zarejestrowana już
wcześniej. W tym celu należy
określid kraj, województwo
i miasto (niebieska strzałka).
W odpowiedzi zostanie
wyświetlona lista szkół
zarejestrowanych w danym
mieście. Należy się z nią
zapoznad i jeśli wśród nich jest
właściwa, kliknąd w „To moja
szkoła” (zielona strzałka).
Formularz automatycznie
uzupełni się o dane szkoły
i pozostanie wpisanie danych
nauczyciela.
7. Najpierw należy
określid kraj,
województwo
i miasto szkoły,
a następnie
sprawdzid, czy
placówka jest
już na liście.
Jeśli na liście nie ma szukanej
szkoły należy wybrad opcję:
Kliknij tutaj aby zarejestrować
nową szkołę/Click here to
register new school (czerwona
strzałka) i przystąpid do
wypełniania formularza:
8. Wszystkie pola
oznaczone
gwiazdką są
obowiązkowe.
Bez ich
uzupełnienia
nie dokooczymy
rejestracji.
1. Pierwsza strona - Twoja Szkoła
/Your School: dane kontaktowe
szkoły, adres, numer telefonu,
strona www, adres e-mail,
nazwisko i e-mail dyrektora
(można powtórzyd e-mail
szkoły). Po wypełnieniu
wszystkich pól należy kliknąd
Wyślij (czerwona strzałka).
9. 2. Druga strona –
O Tobie/About Yourself:
Druga strona
formularza rejestrujący określa swoją
wymaga podania
kilku
rolę w szkole (zielona
podstawowych strzałka), zaznacza
informacji na
temat nauczyciela nauczane przez siebie
rejestrującego
się w programie. przedmioty (niebieska
strzałka), deklaruje chęd
otrzymywania newslettera
eTwinning (najnowsze
wiadomości o Programie).
Na koniec należy kliknąd
Wyślij (czerwona strzałka).
10. 3. Trzecia strona - Preferencje co do
partnerstwa: Nauczyciel podaje
informacje czy zamierza korzystad
z gotowych zestawów projektów
(niebieska strzałka), krótko
opisuje swój pomysł na projekt
(zielona strzałka), określa w
ramach jakich przedmiotów
chciałby współpracowad
(fioletowa strzałka), w jakich
językach (pomaraoczowa strzałka)
i w jakim wieku są uczniowie,
którzy będą brali udział w
projekcie (czarna strzałka). Po
udzieleniu odpowiedzi należy
kliknąd Wyślij (czerwona strzałka).
11. 4. Czwarta strona - Podgląd i
weryfikacja/ Preview and
Validation: zestawienie
uzupełnionych wcześniej stron
formularza. Należy sprawdzid
wszystkie dane, jeśli coś zostało
błędnie wpisane można to
zmienid (niebieska strzałka). Jeśli
wszystko się zgadza można
zakooczyd proces rejestracji
klikając Wyślij (czerwona
strzałka). Pojawi się strona z
informacją, iż rejestracja została
pomyślnie zakooczona i można
zalogowad się na Pulpit. Kolejne
potwierdzenie przyjdzie na adres
mailowy użytkownika.
12. Logowanie – Aby się zalogowad należy utworzone w procesie
rejestracji hasło i nazwę użytkownika wpisad w odpowiednie pola na
stronie www.etwinning.net (czerwona strzałka). Obydwa „wyrazy”
wpisad w dokładnie takiej samej formie jak podczas rejestracji, z
zachowaniem małych, dużych liter, cyfr i kliknąd LOG IN obok pola
logowania.
13. Szkoła wyszukuje możliwych partnerów, ustala temat
i zakres współpracy;
Koordynator wysyła propozycję założenia partnerstwa
do wybranej szkoły;
Szkoła partnerska akceptuje propozycję współpracy;
Polskie Narodowe Biuro i Biuro partnera akceptują partnerstwo;
Na Pulpicie pojawia się certyfikat
eTwinning – możliwośd wydruku;
Partnerzy realizują projekt;
Szkoła może brad udział konkursach
i ubiegad się o Odznakę Jakości dla
projektu.