The document discusses a history lesson presented by students in an exhibition format. It summarizes key points about using exhibitions and museums to enhance history education. The lesson focuses on Ioannis Kapodistrias, the first governor of Greece, who was important to the development of Nafplio. Students research Kapodistrias, observe exhibits, and create materials like games and digital exhibitions to showcase what they learned about his life and impact. Integrating cultural heritage and local history into the classroom in this experiential way helps students better understand the past.
"Tutti in Gita-Let's go on a trip" - A Family Learning and CLIL projectMMeasso
A school project to enhance language learning based on CLIL (Content and Integrated Language Learning) and family learning experiences.
The project was planned and organized by Michela and Jemma Enrica, two MFL specialists and teacher trainers working for the Italian Consulate in London.
Pupils learnt about History, Geography, Art using the Italian language, improving their linguistic skills, developing their thinking skills and learning new contents.
School trips were organized on the Sundays to the British Museum and other museums in London. Storytelling workshops and art and craft workshops were held to motivate children and add fun to the all learning experience..
European Best-Practice-Example: World heritage Education in FinlandKuPeKasvatus
World Heritage Education, Intangible Heritage Education, Culture Education Plans in Leipzig at the Conference "World Heritage: Places for Building Capacities and Lifelong Learning in Europe"
Esitys Hanasaaressa Kati Nurmen kanssa 31.10.2019 Living heritage in the nordic countries
International conference on the role of communities and the possibility for the sustainable societies
"Tutti in Gita-Let's go on a trip" - A Family Learning and CLIL projectMMeasso
A school project to enhance language learning based on CLIL (Content and Integrated Language Learning) and family learning experiences.
The project was planned and organized by Michela and Jemma Enrica, two MFL specialists and teacher trainers working for the Italian Consulate in London.
Pupils learnt about History, Geography, Art using the Italian language, improving their linguistic skills, developing their thinking skills and learning new contents.
School trips were organized on the Sundays to the British Museum and other museums in London. Storytelling workshops and art and craft workshops were held to motivate children and add fun to the all learning experience..
European Best-Practice-Example: World heritage Education in FinlandKuPeKasvatus
World Heritage Education, Intangible Heritage Education, Culture Education Plans in Leipzig at the Conference "World Heritage: Places for Building Capacities and Lifelong Learning in Europe"
Esitys Hanasaaressa Kati Nurmen kanssa 31.10.2019 Living heritage in the nordic countries
International conference on the role of communities and the possibility for the sustainable societies
How to make relevant encounters and meet audiences within the changing schoo...SannaValorantaSaltik
Presentation in conference "Informal Approach to Formal Education: a Teacher as an Object and a Subject of Museum Education" at Moscow on October 25-27th 2018
arts-ED is a non-profit organization (NPO) based in Penang, Malaysia which specializes in innovative community-based arts and culture education for young people and adult communities. Our work is focused on empowering communities to develop awareness of their cultural assets through mapping, documentation, promotion and celebration of culture.
Our vision is to help sustain local culture and diversity through creative hands-on approaches to education that emphasize the relationship between arts, culture and life.
arts-ED projects are run in community settings and are organized around the theme of ‘arts, culture and heritage’. The theme helps participants connect with their own environment, cultural assets and community and encourages learning around real issues, values and meaning.
We work in collaboration with institutions, arts educators, artists, and community activists to promote culture education at a local and regional level. Our innovative approach has been emulated by other non-profit organizations within Malaysia as well as in Vietnam, Thailand and Indonesia.
Action Research in School Education AReTwinning Journal (nr. 3 / 2023)Cimpeanemese
Action Research in School Education
ISSN 2971 – 9658 / ISSN-L 2971 – 9658
Issue 1, nr. 3 / February 2023
The journal is edited as part of the Action Research in School Education. Action Research in eTwinning Projects eTwinning featured group, moderated by Emese Cîmpean (editor in chief and founder of the journal)
Table of content:
Collaborative activities in eTwinning, Alenka Miljevic, p. 5
Growing up through experiences, Oana Gavriliu, p. 26
European education through Erasmus projects, Monica Arotăriței, p. 43
Magic, positive psychology, character growth and learning: SMILE - The School of Magic Inspiring Learning Experiences, Liliana Nederița, p. 53
Web 2.0 tools for eTwinning projects, Simona Ghenea, p. 137
eTwinning projects and Action-Research, Emese Cîmpean, p. 161
Street Stories, the legends and myths of our streets, Anita Simac, p. 171
Empowering the now through student agency, Loredana Popa, p. 189
The new European School Education Platform, Emese Cîmpean, p. 223
Intro to Erasmus – Erasmus call for projects 2023, Vasilica Găzdac, p. 256
eTwinning school mission. #eTwSchool application, Emese Cîmpean, p. 267
‘Traces of the past’ is an educational program which aims to restore cultural heritage of Poland. It is also the way to look for the connections among cultures and show common responsibilities. The program initiates youth actions dedicated to preservation and promotion of local cultural heritage. It is intended for students from middle and high schools, implemented during civic education, history, literature, art classes as well as within extra classes programmes. Students search for a historical monument in their region, learn about its history and take care of it , “adopt” a chosen object. Then, in cooperation with a local government and regional cultural institutions, they provide initiatives toward restoration of the monument. These activities serve to promote cultural heritage of a particular town and region. While participating in the project, youngsters rediscover the history of their home-place.
How to make relevant encounters and meet audiences within the changing schoo...SannaValorantaSaltik
Presentation in conference "Informal Approach to Formal Education: a Teacher as an Object and a Subject of Museum Education" at Moscow on October 25-27th 2018
arts-ED is a non-profit organization (NPO) based in Penang, Malaysia which specializes in innovative community-based arts and culture education for young people and adult communities. Our work is focused on empowering communities to develop awareness of their cultural assets through mapping, documentation, promotion and celebration of culture.
Our vision is to help sustain local culture and diversity through creative hands-on approaches to education that emphasize the relationship between arts, culture and life.
arts-ED projects are run in community settings and are organized around the theme of ‘arts, culture and heritage’. The theme helps participants connect with their own environment, cultural assets and community and encourages learning around real issues, values and meaning.
We work in collaboration with institutions, arts educators, artists, and community activists to promote culture education at a local and regional level. Our innovative approach has been emulated by other non-profit organizations within Malaysia as well as in Vietnam, Thailand and Indonesia.
Action Research in School Education AReTwinning Journal (nr. 3 / 2023)Cimpeanemese
Action Research in School Education
ISSN 2971 – 9658 / ISSN-L 2971 – 9658
Issue 1, nr. 3 / February 2023
The journal is edited as part of the Action Research in School Education. Action Research in eTwinning Projects eTwinning featured group, moderated by Emese Cîmpean (editor in chief and founder of the journal)
Table of content:
Collaborative activities in eTwinning, Alenka Miljevic, p. 5
Growing up through experiences, Oana Gavriliu, p. 26
European education through Erasmus projects, Monica Arotăriței, p. 43
Magic, positive psychology, character growth and learning: SMILE - The School of Magic Inspiring Learning Experiences, Liliana Nederița, p. 53
Web 2.0 tools for eTwinning projects, Simona Ghenea, p. 137
eTwinning projects and Action-Research, Emese Cîmpean, p. 161
Street Stories, the legends and myths of our streets, Anita Simac, p. 171
Empowering the now through student agency, Loredana Popa, p. 189
The new European School Education Platform, Emese Cîmpean, p. 223
Intro to Erasmus – Erasmus call for projects 2023, Vasilica Găzdac, p. 256
eTwinning school mission. #eTwSchool application, Emese Cîmpean, p. 267
‘Traces of the past’ is an educational program which aims to restore cultural heritage of Poland. It is also the way to look for the connections among cultures and show common responsibilities. The program initiates youth actions dedicated to preservation and promotion of local cultural heritage. It is intended for students from middle and high schools, implemented during civic education, history, literature, art classes as well as within extra classes programmes. Students search for a historical monument in their region, learn about its history and take care of it , “adopt” a chosen object. Then, in cooperation with a local government and regional cultural institutions, they provide initiatives toward restoration of the monument. These activities serve to promote cultural heritage of a particular town and region. While participating in the project, youngsters rediscover the history of their home-place.
Ένα πρόγραμμα υλοποιημένο με την τεχνική της storyline (ιστοριογραμμής) στο πλαίσιο των Εργαστήριων Δεξιοτήτων ενταγμένο στη μουσειακή αγωγή το σχολικό έτος 2021-22. Μαθητές της Στ τάξης Δημοτικού υλοποίησαν το πρόγραμμα με βιωματικό τρόπο αξιοποιώντας ψηφιακά εργαλεία και δια ζώσης επισκέψεις.
The students of 5th Primary School of Nafplio created a digital story telling. They combined an activity of creative writing with a activity of multiliteracies.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
2. The approach of the past creates the historical consciousness of people.
The consciousness is constructed academically by historians and popularly by
the public life of a population.
In our days, historical studies deal with not only the events, the figures, their
motives and their actions but they also search elements about daily life, habits
and the financial situation.
So, the progress of the civilization shapes and
is shaped by the developments in history.
Especially, the historical culture explains the relationship between past and
present and it is constructed by memories, feelings, cultural practices and
symbols.
4. The teaching of history –as it helps the knowledge of the past – includes the teaching of
the local history in an experiential way. Especially, it is suggested for all ages.
During the previous days, we presented you the key elements of our country and the
identity of our people: places, our flag, monuments, dances, costumes and musical
instruments. Basically all these are related to the public life.
You will discover the rest when we host you in Nafplio.
In history, some people influence the progress and form the culture of a state. So, it is
necessary to talk about them.
Today, we will talk about a unique historical figure: the 1st Governor of Greece, after the
foundation of the New Greek State, Ioannis Kapodistrias.
5. The short, live presentation of his life will be conducted by pupils in the exhibition, after a while.
I will say only this about him:
The knowledge about this person is included in a history lesson of the 6th grade of the Primary
school.
This important figure lived in our town and was murdered here so he is closely related to the
place.
Kapodistrias was a well-known politician and diplomat in Europe and Greece and he literally
organized the new born state of Greece.
He made decisions about the architecture of the city that gave our town a unique identity.
Since Kapodistrias was a person who influenced Greek life and culture, we decided to include
him in our presentation of Share Our Cultural Heritage project.
The knowledge of Local History is integrated into our curriculum so we combine the academic
knowledge with public life through an exhibition.
7. Lesson in an Exhibition / in a Museum/ in a Gallery
• A modern educational practice
• Included into the curriculum
• Museum enhances educational projects for the students
Because
•The lesson in exhibition brings closer the students to history,
art and cultural heritage
Learning in a Museum is a new good practice that is
promoted by the museum and it is included in
educational principals
8. •Trips to museums help get pupils excited about school
subjects.
•Museums expand the general world knowledge of students.
•Museum visits increase students’ cultural capital;
•Museums teach critical thinking, empathy, and other
generally important skills and dispositions.
•Museums teach subject-specific content and skills.
• School groups help museums reach non-traditional museum
goers
9. • Taking into consideration all the above &
• Aim to an effective lesson
• Create a school environment aesthetically and culturally rich
in experiences
• Following the curriculum we implement the Skills Labs which
enrich the curriculum.
• Cooperation with the Local Authorities (Municipality of
Nafplio & Local Europe Direct)
11. • Repackage a successful exhibition
• Host it into the school
• Provide additional context and clarity for the history lesson
• Exhibits (official documents, letters, personal things) are
ideal for studying.
• Implement project cultivating skills ( communication, self-
confidence) beyond the mere information.
• Pupils become museum-goers, learn to explore museums,
share knowledge learnt on tours and create new products
12. History Lesson and Local
History
• Project
• Storyline
• Skills Labs
•Gamification
Students are
learning something of value
• UNDERSTANDING THE WORLD
• ASKING QUESTIONS
• SELF-UNDERSTANDING
• CRITICAL THINKING
• INTERPERSONAL SKILLS
• INDEPENDENT MUSEUM VISITORS
13. LEARNING IN THE EXHIBITION, PROJECT & HISTORY LESSON
Every school year, I implement a project about Local
History
We have completed 3 projects about Ioannis Kapodistrias
Some people’s lives are connecting with the progress of a
place in a significant way.
As Ioannis Kapodistrias’s life was tied with Nafplio.
14. The students …
• Search
• Observe
• Extract information
• Reuse materials
• Transform the information
• Create a game
• Create a digital exhibition
• Plan peer guide
LEARNING IN THE EXHIBITION, PROJECT & HISTORY LESSON
Every school year, I implement a project about local History
We have completed 3 projects about Ioannis Kapodistrias
16. Europeana is a digital library of European cultural heritage
Europeana empowers the cultural heritage sector in its digital transformation
Europeana can offer a large and diverse collection of trusted European cultural heritage to everyone.
Europeana includes thousands of European archives, libraries and museum works
Europeana makes easier for people to use cultural heritage for education, research, creation and
recreation.
Europeana’s material is refreshed and enriched continuously. It reuses public information, promotes
EU research, development and innovation.
Europeana supports all cultural heritage institutions to create good quality digital assets in
standardized formats, allowing them to share, explore, interrogate and use their collections in ways
that fulfil their own 21st century mission.
Especially the teachers develop Europeana resources for lessons.
19. Historiana offers free historical content
The content is ready to use learning activities and
innovative digital tools made by and for history educators across
Europe.
historiana
democracy
Changing in Europe
Street names
