Nauczyciel
•Download as PPT, PDF•
0 likes•906 views
Ten teachers completed a 5 question survey with answers on a 1 to 5 scale about their involvement in the Comenius Project from 2012-2014. The project aimed to study European teenagers' habits regarding culinary tradition vs. fast food. On average, the teachers strongly agreed the project increased their use of English, allowed sharing of multicultural knowledge and experience, and increased interest in a European education dimension.
Report
Share
Report
Share
Recommended
Rodzic
The survey was completed by 15 parents of teenagers participating in the Comenius Project from 2012-2014. The parents were asked to rate their level of agreement with 5 statements about the project on a scale of 1 to 5. On average, the parents strongly agreed that the project provided their child with a positive and meaningful experience in learning about other cultures and developing healthy lifestyle habits.
Uczeń2
This document appears to be a self-evaluation form for students who participated in the Comenius Project from 2012-2014. The project focused on European teenagers and culinary traditions versus fast food. Students were asked to rate on a scale of 1 to 5 their involvement in the project, knowledge gained, and results. Some specific topics they evaluated included increased motivation to learn languages, increased ICT skills, sharing knowledge with others, developing multicultural awareness, and realizations about food issues, healthy eating, and traditional food as a result of participating in the project.
Rodzic2
This document is a self-evaluation sheet for parents regarding their child's involvement in the "Comenius Project" from 2012-2014. The project focused on European teenagers and culinary traditions versus fast food. Based on the evaluation, parents gave high marks to their child's participation in the project, hosting a foreign student, learning about healthy habits and other cultures, and developing national identity through appreciation of their own culture.
Ossiannilsson langoer2014 final
Presentation at ICDE and the LangOER Project on General reflections on issues related to quality public policy on OER/OEP in Less used languages (Lul) in Oslo, Norway the 14th October 2104
Key Influences of International Student Satisfaction in Europe (2014)
International students from Italy, Spain, and Poland reported the highest satisfaction levels of 9.1 out of 10, while students in Finland, Sweden, and Denmark reported the highest satisfaction levels with their host countries of 9.2 and 9.1 out of 10 respectively. Academics were the most influential factor on student satisfaction according to 25% of students, followed by city and culture at 25%, social life at 14%, and university services at 11%. The report recommends that universities expand English course offerings, use more interactive teaching methods, modernize facilities, and streamline administrative processes to improve international student satisfaction.
Yu_Zeng_Certificate_of_Attendance_on_The_Sheffield_Teaching_Assistant_Programme
The certificate of attendance awards Yu Zeng for completing The Sheffield Teaching Assistant programme, where they attended workshops on Large Group Teaching on October 26th, Supervising Research Projects on October 9th, Assessment & Feedback on October 24th, and Cultural Awareness on October 8th.
Teaching a bilingual course: a challenge for profesional development
This document summarizes Nuria Hernandez Nanclares' experience teaching a bilingual course at the University of Oviedo. She has taught international economics since 1991 and became a full professor in 2002. In 2010-11, she taught her first bilingual course in business administration and economics entirely in English, which presented challenges for both students and teachers. She worked with a visiting English teacher to provide language support through observing classes, correcting materials, and giving feedback. A survey assessed student improvements in English skills as well as remaining difficulties, and Nanclares developed new materials using a CLIL approach to further support student language learning within the economic content.
Uczeń
The document describes a survey conducted as part of the Comenius Project from 2012-2014. The survey received responses from 30 students and contained 10 questions about their involvement in the project, knowledge gained, and impact on behaviors. The average results across most questions indicated students agreed or strongly agreed that the project increased their motivation, skills, cultural awareness, knowledge of food issues, and appreciation for traditional food.
Recommended
Rodzic
The survey was completed by 15 parents of teenagers participating in the Comenius Project from 2012-2014. The parents were asked to rate their level of agreement with 5 statements about the project on a scale of 1 to 5. On average, the parents strongly agreed that the project provided their child with a positive and meaningful experience in learning about other cultures and developing healthy lifestyle habits.
Uczeń2
This document appears to be a self-evaluation form for students who participated in the Comenius Project from 2012-2014. The project focused on European teenagers and culinary traditions versus fast food. Students were asked to rate on a scale of 1 to 5 their involvement in the project, knowledge gained, and results. Some specific topics they evaluated included increased motivation to learn languages, increased ICT skills, sharing knowledge with others, developing multicultural awareness, and realizations about food issues, healthy eating, and traditional food as a result of participating in the project.
Rodzic2
This document is a self-evaluation sheet for parents regarding their child's involvement in the "Comenius Project" from 2012-2014. The project focused on European teenagers and culinary traditions versus fast food. Based on the evaluation, parents gave high marks to their child's participation in the project, hosting a foreign student, learning about healthy habits and other cultures, and developing national identity through appreciation of their own culture.
Ossiannilsson langoer2014 final
Presentation at ICDE and the LangOER Project on General reflections on issues related to quality public policy on OER/OEP in Less used languages (Lul) in Oslo, Norway the 14th October 2104
Key Influences of International Student Satisfaction in Europe (2014)
International students from Italy, Spain, and Poland reported the highest satisfaction levels of 9.1 out of 10, while students in Finland, Sweden, and Denmark reported the highest satisfaction levels with their host countries of 9.2 and 9.1 out of 10 respectively. Academics were the most influential factor on student satisfaction according to 25% of students, followed by city and culture at 25%, social life at 14%, and university services at 11%. The report recommends that universities expand English course offerings, use more interactive teaching methods, modernize facilities, and streamline administrative processes to improve international student satisfaction.
Yu_Zeng_Certificate_of_Attendance_on_The_Sheffield_Teaching_Assistant_Programme
The certificate of attendance awards Yu Zeng for completing The Sheffield Teaching Assistant programme, where they attended workshops on Large Group Teaching on October 26th, Supervising Research Projects on October 9th, Assessment & Feedback on October 24th, and Cultural Awareness on October 8th.
Teaching a bilingual course: a challenge for profesional development
This document summarizes Nuria Hernandez Nanclares' experience teaching a bilingual course at the University of Oviedo. She has taught international economics since 1991 and became a full professor in 2002. In 2010-11, she taught her first bilingual course in business administration and economics entirely in English, which presented challenges for both students and teachers. She worked with a visiting English teacher to provide language support through observing classes, correcting materials, and giving feedback. A survey assessed student improvements in English skills as well as remaining difficulties, and Nanclares developed new materials using a CLIL approach to further support student language learning within the economic content.
Uczeń
The document describes a survey conducted as part of the Comenius Project from 2012-2014. The survey received responses from 30 students and contained 10 questions about their involvement in the project, knowledge gained, and impact on behaviors. The average results across most questions indicated students agreed or strongly agreed that the project increased their motivation, skills, cultural awareness, knowledge of food issues, and appreciation for traditional food.
Zabytki w berlinie - prezentacja
Prezentację wykonał Oskar (lat 12), uczeń Szkoły Języków Obcych "Paroli"
www.paroli.pl
Spanish students self-evaluation
This document summarizes evaluations from a Comenius project on European teenagers and culinary traditions from 2012-2014. Spanish students, parents, and teachers all positively evaluated the project. Students said it increased their motivation to learn English and digital skills. Parents were satisfied with their child's participation and thought it increased awareness of healthy habits and other cultures. Teachers saw increased language use and an appreciation for multiculturalism and knowledge sharing through project materials. Overall, evaluations found the project successfully engaged students on food issues and traditions while positively impacting language learning, cultural awareness, and motivation for future European educational experiences.
Meeting romania
The document provides information about Escola Básica dos 2o e 3o Ciclos Manuel de Figueiredo, a school in Torres Novas, Portugal. It states that the school has 309 students in grades 5-6 and 246 students in grades 7-9, taught by 79 teachers and 38 other staff members. The school's motto is "Sharing and Participating to Improve" and it offers a variety of academic subjects as well as extracurricular activities focused on health, sports, music, community service, and international exchange programs. It aims to promote responsible citizenship and cultural understanding among its students.
O) traditional veneto food and food pyramid meeting spain
This document summarizes the traditional cuisine of the Veneto region of Italy, with a focus on the city of Venice. It identifies the four pillars of Venetian cuisine as polenta, rice, beans, and stockfish. It explains some typical dishes prepared with each ingredient, such as risi e bisi made with rice and peas. The document also lists many traditional foods unique to the Treviso area near Venice. It notes that while these foods are now considered Italian, the ingredients were introduced to the region through Venetian trade with other parts of the world.
School ISISS Sartor Montebelluna - ITALY ok
The document is about a technical and vocational school in northeast Italy called ISSIS Sartor. The school specializes in agriculture and the environment and offers students aged 14-19 both theoretical and practical education to prepare them for skilled jobs in various sectors related to the local labor market. It is located in the Veneto region surrounded by farmland, gardens, greenhouses and animal pens where students can gain hands-on experience through lessons and stages on farms and factories.
School presentation
This document provides information about Colegiul Tehnic Nr. 2 high school in Târgu-Jiu, Romania. The high school has 9 buildings on site including classrooms, laboratories, workshops, athletic facilities, a library, and dormitories. It offers specializations in mechanics, electronics, automation, electrotechnics, environmental protection, textiles, and building materials. The school aims to provide a safe learning environment for students through a strong teacher team and open communication with parents and the local community.
Presentació romania
The document provides information about the Institut Joan Miró secondary school located in Hospitalet de Llobregat, Spain. It discusses the school's location in the Bellvitge neighborhood and some demographic information about Bellvitge, including its population, density, immigration statistics. The document also includes pictures of the school's laboratories, classrooms, outside views, and inside views. It outlines the Spanish educational system, with primary school, mandatory secondary education (ESO), baccalaureate, and university.
Presentazionescuolapp
This document provides information about the ISISS Sartor school in Italy. It discusses the school's history, location, educational system in Italy, types of schools, and curriculum. ISISS Sartor is a technical/professional/vocational school located in Castelfranco Veneto, Italy that has been operating for over 50 years, training students in agricultural, agro-industrial, and environmental specializations.
L) students description meeting italy and turkey
This document contains short introductions from several Italian students describing their ages, locations, hobbies, and interests. The students range in age from 16 to 19 years old. Many live in small towns or villages near Montebelluna or Treviso in Italy. Their hobbies include agriculture, animals, sports like football and volleyball, cooking, photography, music, and spending time with friends. Some have aspirations to work in farming or as a veterinarian.
Comenius sport
Our school, INS EUROPA, held a sports day on the last day of the school year and Comenius project. They planned various physical activities like football, volleyball, and dancing to remind students of the importance of daily exercise and reducing screen time. Students enjoyed participating, especially playing on the bouncy castle rented by the parents' association. At the end, diplomas were given to students who participated in the 2012-2014 Comenius project on culinary traditions and fast food.
Our country and our italian educatonal system
This document provides an overview of the ISISS Sartor school in Castelfranco Veneto, Italy. It discusses the school's history and specializations in agricultural, agro-industrial and environmental fields. The school has two campuses, one in Castelfranco Veneto and one in Montebelluna. It offers vocational programs preparing students for jobs in sectors like agriculture, food, commerce, and socio-health. The surrounding area was historically agricultural but is now more industrialized, with shoe factories in Montebelluna. The school provides both classroom and hands-on learning to students in the region.
Prezentacja Romania 2012
This document provides information about the town of Lubliniec, Poland. It discusses [1] the region of Upper Silesia where Lubliniec is located, [2] Lubliniec's population of 25,000 inhabitants and favorable location for transportation, and [3] some of Lubliniec's local attractions including its market square, churches, town hall and castle.
N) meat and fish meeting spain
Meat and fish are important parts of a balanced diet that provide high-quality protein, vitamins, minerals, and other nutrients. Meat comes from mammals and birds and can be red or white, while fish is divided into saltwater and freshwater varieties. Both should be consumed in moderation due to potential health risks of excess consumption like cancer, heart disease, and gout. When choosing meat and fish, it is best to select lean cuts and varieties higher in omega-3 fatty acids like salmon, trout, sardines and anchovies.
Romania education system
The Romanian education system is regulated by the Ministry of Education, Research, Youth and Sports and provides equal access to education regardless of social status, sex, race, nationality, political or religious views. It has two levels - pre-university education consisting of kindergarten, primary school, gymnasium, high school and post-secondary education, and higher education. Pre-university education aims to provide students with general knowledge and skills to continue their studies at university level.
Presentation comenius meeting from Portugal
Carlos Fernández Merino is a 14-year-old boy from Hospitalet, near Barcelona, who enjoys sports like rugby and swimming. He lives with his parents and 12-year-old brother Erik, and wants to become a policeman in the future. Katy Garcia Zambrano is also 14 and lives in Barcelona, where she enjoys dancing, football, and basketball. She has an older brother and sister and lives with her parents. Ruth Cisuelo Jiménez loves rock music, writing songs, and animals. She plays guitar and sings in a band with her friend David. Lidia Hinojosa is 14 years old from Hospitalet who enjoys dancing and music, especially rap. She lives with
The portuguese educational system
The Portuguese education system aims to provide all with a basic education and promote lifelong learning. It is managed by the Ministry of Education and Ministry of Science. Education is divided into pre-school, compulsory, secondary, higher, and special education. Higher education provides degrees up to the doctorate level at universities and polytechnics. Teachers require an initial master's degree and licensing exams. Schools are publicly funded and parents participate through governing councils.
Our erasmus hungary
Our school has participated in several Erasmus+ projects since 2009, hosting over 240 short-term student and teacher exchanges with schools across Europe. These exchanges have helped improve basic skills like reading and writing while also developing new job skills. As a result of the international partnerships formed through Erasmus+, our school now has professional relationships with 31 European schools and has incorporated new teaching methods, programs, and collaborations that have created once-in-a-lifetime experiences for both students and teachers.
Comenius Success Stories
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/comenius/creativity_en.pdf
Projects_Channel Crossings,EDUcentrum
Presentation of project activities:
Channel Crossings (www.chc.cz) - projects focused on languages, teaching methodology and equal opportunities
EDUcentrum (www.educentrum-os.cz) - projects focused on vocational education and training, young learners
More Related Content
Viewers also liked
Zabytki w berlinie - prezentacja
Prezentację wykonał Oskar (lat 12), uczeń Szkoły Języków Obcych "Paroli"
www.paroli.pl
Spanish students self-evaluation
This document summarizes evaluations from a Comenius project on European teenagers and culinary traditions from 2012-2014. Spanish students, parents, and teachers all positively evaluated the project. Students said it increased their motivation to learn English and digital skills. Parents were satisfied with their child's participation and thought it increased awareness of healthy habits and other cultures. Teachers saw increased language use and an appreciation for multiculturalism and knowledge sharing through project materials. Overall, evaluations found the project successfully engaged students on food issues and traditions while positively impacting language learning, cultural awareness, and motivation for future European educational experiences.
Meeting romania
The document provides information about Escola Básica dos 2o e 3o Ciclos Manuel de Figueiredo, a school in Torres Novas, Portugal. It states that the school has 309 students in grades 5-6 and 246 students in grades 7-9, taught by 79 teachers and 38 other staff members. The school's motto is "Sharing and Participating to Improve" and it offers a variety of academic subjects as well as extracurricular activities focused on health, sports, music, community service, and international exchange programs. It aims to promote responsible citizenship and cultural understanding among its students.
O) traditional veneto food and food pyramid meeting spain
This document summarizes the traditional cuisine of the Veneto region of Italy, with a focus on the city of Venice. It identifies the four pillars of Venetian cuisine as polenta, rice, beans, and stockfish. It explains some typical dishes prepared with each ingredient, such as risi e bisi made with rice and peas. The document also lists many traditional foods unique to the Treviso area near Venice. It notes that while these foods are now considered Italian, the ingredients were introduced to the region through Venetian trade with other parts of the world.
School ISISS Sartor Montebelluna - ITALY ok
The document is about a technical and vocational school in northeast Italy called ISSIS Sartor. The school specializes in agriculture and the environment and offers students aged 14-19 both theoretical and practical education to prepare them for skilled jobs in various sectors related to the local labor market. It is located in the Veneto region surrounded by farmland, gardens, greenhouses and animal pens where students can gain hands-on experience through lessons and stages on farms and factories.
School presentation
This document provides information about Colegiul Tehnic Nr. 2 high school in Târgu-Jiu, Romania. The high school has 9 buildings on site including classrooms, laboratories, workshops, athletic facilities, a library, and dormitories. It offers specializations in mechanics, electronics, automation, electrotechnics, environmental protection, textiles, and building materials. The school aims to provide a safe learning environment for students through a strong teacher team and open communication with parents and the local community.
Presentació romania
The document provides information about the Institut Joan Miró secondary school located in Hospitalet de Llobregat, Spain. It discusses the school's location in the Bellvitge neighborhood and some demographic information about Bellvitge, including its population, density, immigration statistics. The document also includes pictures of the school's laboratories, classrooms, outside views, and inside views. It outlines the Spanish educational system, with primary school, mandatory secondary education (ESO), baccalaureate, and university.
Presentazionescuolapp
This document provides information about the ISISS Sartor school in Italy. It discusses the school's history, location, educational system in Italy, types of schools, and curriculum. ISISS Sartor is a technical/professional/vocational school located in Castelfranco Veneto, Italy that has been operating for over 50 years, training students in agricultural, agro-industrial, and environmental specializations.
L) students description meeting italy and turkey
This document contains short introductions from several Italian students describing their ages, locations, hobbies, and interests. The students range in age from 16 to 19 years old. Many live in small towns or villages near Montebelluna or Treviso in Italy. Their hobbies include agriculture, animals, sports like football and volleyball, cooking, photography, music, and spending time with friends. Some have aspirations to work in farming or as a veterinarian.
Comenius sport
Our school, INS EUROPA, held a sports day on the last day of the school year and Comenius project. They planned various physical activities like football, volleyball, and dancing to remind students of the importance of daily exercise and reducing screen time. Students enjoyed participating, especially playing on the bouncy castle rented by the parents' association. At the end, diplomas were given to students who participated in the 2012-2014 Comenius project on culinary traditions and fast food.
Our country and our italian educatonal system
This document provides an overview of the ISISS Sartor school in Castelfranco Veneto, Italy. It discusses the school's history and specializations in agricultural, agro-industrial and environmental fields. The school has two campuses, one in Castelfranco Veneto and one in Montebelluna. It offers vocational programs preparing students for jobs in sectors like agriculture, food, commerce, and socio-health. The surrounding area was historically agricultural but is now more industrialized, with shoe factories in Montebelluna. The school provides both classroom and hands-on learning to students in the region.
Prezentacja Romania 2012
This document provides information about the town of Lubliniec, Poland. It discusses [1] the region of Upper Silesia where Lubliniec is located, [2] Lubliniec's population of 25,000 inhabitants and favorable location for transportation, and [3] some of Lubliniec's local attractions including its market square, churches, town hall and castle.
N) meat and fish meeting spain
Meat and fish are important parts of a balanced diet that provide high-quality protein, vitamins, minerals, and other nutrients. Meat comes from mammals and birds and can be red or white, while fish is divided into saltwater and freshwater varieties. Both should be consumed in moderation due to potential health risks of excess consumption like cancer, heart disease, and gout. When choosing meat and fish, it is best to select lean cuts and varieties higher in omega-3 fatty acids like salmon, trout, sardines and anchovies.
Romania education system
The Romanian education system is regulated by the Ministry of Education, Research, Youth and Sports and provides equal access to education regardless of social status, sex, race, nationality, political or religious views. It has two levels - pre-university education consisting of kindergarten, primary school, gymnasium, high school and post-secondary education, and higher education. Pre-university education aims to provide students with general knowledge and skills to continue their studies at university level.
Presentation comenius meeting from Portugal
Carlos Fernández Merino is a 14-year-old boy from Hospitalet, near Barcelona, who enjoys sports like rugby and swimming. He lives with his parents and 12-year-old brother Erik, and wants to become a policeman in the future. Katy Garcia Zambrano is also 14 and lives in Barcelona, where she enjoys dancing, football, and basketball. She has an older brother and sister and lives with her parents. Ruth Cisuelo Jiménez loves rock music, writing songs, and animals. She plays guitar and sings in a band with her friend David. Lidia Hinojosa is 14 years old from Hospitalet who enjoys dancing and music, especially rap. She lives with
The portuguese educational system
The Portuguese education system aims to provide all with a basic education and promote lifelong learning. It is managed by the Ministry of Education and Ministry of Science. Education is divided into pre-school, compulsory, secondary, higher, and special education. Higher education provides degrees up to the doctorate level at universities and polytechnics. Teachers require an initial master's degree and licensing exams. Schools are publicly funded and parents participate through governing councils.
Viewers also liked (19)
O) traditional veneto food and food pyramid meeting spain
O) traditional veneto food and food pyramid meeting spain
Similar to Nauczyciel
Our erasmus hungary
Our school has participated in several Erasmus+ projects since 2009, hosting over 240 short-term student and teacher exchanges with schools across Europe. These exchanges have helped improve basic skills like reading and writing while also developing new job skills. As a result of the international partnerships formed through Erasmus+, our school now has professional relationships with 31 European schools and has incorporated new teaching methods, programs, and collaborations that have created once-in-a-lifetime experiences for both students and teachers.
Comenius Success Stories
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/comenius/creativity_en.pdf
Projects_Channel Crossings,EDUcentrum
Presentation of project activities:
Channel Crossings (www.chc.cz) - projects focused on languages, teaching methodology and equal opportunities
EDUcentrum (www.educentrum-os.cz) - projects focused on vocational education and training, young learners
Sustainability in OER for less used languages
Sustainability in OER for less used languages
An initiative of the LangOER network
Open Education Week, Friday, March 14, 2014
Authors: Linda Bradley, Simon Horrocks, Jüri Lõssenko, Anne-Christin Tannhaüser, Sylvi Vigmo, Katerina Zourou
CLIL Context: Europe, Catalonia, Benefits
This document discusses Content and Language Integrated Learning (CLIL), providing context on its implementation in different educational systems. It notes that CLIL advocates using a foreign language as the means of instruction for non-language subjects, with the goal of promoting both content knowledge and target language acquisition. The document then gives examples of CLIL programs in Canada, the US, Europe, and Catalonia, highlighting research that shows benefits such as increased language exposure and a more naturalistic approach to language learning when CLIL methods are used.
Comenius Introduction Marleen
1. The document discusses the Comenius School Development Project which aims to promote intercultural learning among European students and teachers through integrating European projects into national curricula and using mobile and ICT-based learning.
2. Key aspects of the project include celebrating European days in school calendars, allowing students to communicate across Europe using software to share activities, and promoting lifelong professional development for teachers in new content, methods, tools and approaches.
3. Teachers will attend workshops at the conference to share experiences using tools like blogs, wikis and learning platforms and discuss collaborating to improve teaching competencies through an international perspective.
Spain performance assessment of students
The document summarizes the working subjects and student performance for the first year of the Multidisciplinary Flipped Learning with ICT project. It provides graphics showing student performance ratings from September 2015 to April 2016 for tasks such as creating a project logo, presentations on cyberbullying and culture, and an e-guide. Overall, most students improved their English skills, cooperated well, and were highly motivated, though some needed more practice publishing and citing sources for their work.
Reinventing the Classroom: The Challenge of a Globalized Europe
Reinventing the Classroom: The Challenge of a Globalized EuropeRutu Foundation for Intercultural Multilingual Education
Presentation by Dr. Emmanuelle LePichon (Utrecht University) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Clil Aprendizaje Integrado de Contenidos en Lengua Extranjera
CLIL: Content and Language Integrated Learning.
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994).
Aprendizaje Integrado de Contenidos y Lenguas Extranjeras. cf. Educación Bilingüe.
"AICLE hace referencia a las situaciones en las que las materias o parte de las materias se enseñan a través de una lengua extranjera con un objetivo doble, el aprendizaje de contenidos y el aprendizaje simultaneo de una lengua extranjera. " (Marsh, 1994).
SCILT presentation
The document discusses Scotland's 1+2 language learning approach where every child learns two languages in addition to their native language. It outlines that educators, employers, and the Scottish government support language learning. By 2020, children will learn an additional language from primary 1 to 3 and have the opportunity to learn a second additional language from primary 5. Learning languages provides cognitive, academic, and employment benefits. Several primary and secondary schools have piloted the 1+2 approach, finding increased motivation but also challenges around staffing, resources, and progression across grade levels.
Agata scanselli think clil 2014 mission (im)possible!
This document discusses a CLIL (Content and Language Integrated Learning) project in Italy that used English to teach mathematics to 5th grade primary students. The project aimed to encourage use of English, test an innovative teaching approach, and create a natural learning environment. Lessons focused on problem solving, fractions, and assessment. Evaluation found most students improved their English while some felt it did not benefit their math skills. Overall, students found the lessons useful and engaging. The document also discusses challenges of implementing CLIL and benefits for student motivation and attitudes.
Language learning and teaching in multilingual classrooms
Language learning and teaching in multilingual classroomsRutu Foundation for Intercultural Multilingual Education
Presentation by Ana-Maria Stan (European Commission) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University and held in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Re engage best practise
This document outlines a project at CEPA El Fontán in Oviedo, Spain to address learner diversity and prevent dropouts through adaptive teaching methods. The project aims to 1) increase learner attendance and prevent dropouts, 2) address diverse learner needs through flexible teaching, 3) improve academic performance, and 4) connect learners to the job market. Teachers will develop flexible lessons, apply adaptive teaching, connect learners to the local employment agency, and design new e-learning materials. The project involves secondary and adult education students and teachers from various subject areas.
Project Magazine Issue 2
The document summarizes the activities and outcomes of the Hands On CLIL Erasmus+ project. It describes CLIL lessons, workshops, and mobility activities that took place in partner schools in Portugal, Slovakia, Spain, and Turkey. These included lessons on science, art, music, storytelling, and job shadowing. Students participated in blended mobility exchanges and celebrated Europe Day in their schools. Evaluations found that the project increased teachers' CLIL skills and students' motivation, language skills, and European awareness. Overall, the project successfully implemented CLIL methodology across the partnership through collaborative lessons, mobility, and cultural exchange activities.
Mylo Vision Slide Share
MYLO is a project aimed at increasing language learning among secondary school students in the UK. It was developed in response to declining language uptake at GCSE level. MYLO seeks to transform students' attitudes towards language learning and make it more relevant by applying languages to their interests through game play, social media, and creative activities. The project will pilot online French, German, Spanish, and Mandarin language learning modules between 2009-2011 before a potential full launch. It aims to "hook and hold" students by introducing language concepts in small steps and providing 112 learning modules, 420 activities, and ongoing learning opportunities in a flexible format.
Implementing clil programmes
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
Implementing clil programmes
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
Educational book
The document describes the educational system in Poland and Greece. In Poland, compulsory education lasts 12 years, from ages 6 to 18. Primary school lasts 8 years, from ages 7 to 15, followed by secondary school which lasts 3-5 years. In Greece, kindergarten is from ages 4-6, primary school from ages 6-12, gymnasium from ages 12-15, and high school from ages 15-18. Both countries have universities available after secondary school. The document also provides details on specific schools, including the daily routine of a kindergarten in Poland and Greece.
Educational book eu
The document provides information about the educational system in Poland, including:
- Compulsory education in Poland lasts 12 years, from ages 6 to 18, and includes primary school (ages 7-15) and secondary school (ages 15-18 or 19-20).
- The nursery school profiled focuses on developing language, art, and multidisciplinary skills for children ages 3-6 through activities like dance, art, and early English language learning.
- The school prioritizes innovation, teacher development, and has introduced methods like CLIL (Content and Language Integrated Learning) to teach English as a foreign language across the curriculum.
Designing units around multilingual culminatying products
Designing instructional units around multilingual culminating products provides authentic motivation for bilingual students to learn. Such an approach has two key benefits: it develops students' academic content, language, and literacy skills, and helps teachers accurately assess student understanding. Specifically, teachers should plan backwards from a final multilingual product, introduce this product early, and ensure it authentically encourages students to utilize their multiple languages in non-written forms of assessment. For example, elementary students might create one product in English and another related product in their home language.
Similar to Nauczyciel (20)
Reinventing the Classroom: The Challenge of a Globalized Europe
Reinventing the Classroom: The Challenge of a Globalized Europe
Clil Aprendizaje Integrado de Contenidos en Lengua Extranjera
Clil Aprendizaje Integrado de Contenidos en Lengua Extranjera
Agata scanselli think clil 2014 mission (im)possible!
Agata scanselli think clil 2014 mission (im)possible!
Language learning and teaching in multilingual classrooms
Language learning and teaching in multilingual classrooms
Designing units around multilingual culminatying products
Designing units around multilingual culminatying products
More from martop10
Nauczyciel2
This self-evaluation sheet is for teachers participating in the 2012-2014 Comenius Project on European teenagers and their relationship with culinary traditions and fast food. The project aimed to increase the use of English, develop multicultural experiences, share knowledge and experiences, create reusable materials like a blog and virtual guide, and increase interest in a European dimension of education. Teachers rated their involvement in these areas on a scale of 1 to 5.
Zbozxowe
Cereal products are made from processing cereal grains and include various breads, pasta, flour, and other preparations. The main cereal grains used are wheat, rice, corn, rye, barley, oats, millet, sorghum and buckwheat. Cereal products provide carbohydrates, vitamins, proteins, minerals, and fiber. The document then provides details on specific cereal grains like wheat, maize, rice, oat, rye, and barley and how they are used to make different food products.
Comenius.
Daria is an 18-year-old student from Poland who enjoys listening to music, dancing, painting and walking in her free time. She lives in Ciasna, Poland with her parents, sister Ania who is 16, and boyfriend Sebastian who is 24. Daria attends a technical school in Lubliniec where she studies to be a shop assistant. She describes her family, hobbies and hometown.
Dawid konopka
David Konopka is a 16-year-old student from Lubliniec, Poland who attends vocational school for pastry. He has an interest in biology and nature, and enjoys watching nature films and traveling to learn about other cultures. After graduation, he hopes to study biological and chemical sciences to become a teacher.
Presentation
Aleksandra Stumska is a 16-year-old girl from Lubliniec, Poland who enjoys dancing, reading, horseback riding and swimming. She lives with her parents Barbara and Radosław and her younger brother Łukasz. Barbara works as a secretary and enjoys reading and traveling. Radosław works as a security guard and likes football, volleyball and swimming. Łukasz attends nursery school and enjoys playing computer games and riding his bicycle. Aleksandra has a kitten named Dola and a sick dog named Max who has a bad eye. She lives in a detached house with a garden and summerhouse in the small town of Lubliniec, located between Cz
Ela
Elvira Hubalek is a 17-year-old girl from Poland who enjoys music, dance, and spending time with friends and family. She introduces her wonderful family, which includes her father Martin age 39, mother Hanna age 40, elder brother Przemek age 7, and younger brother Patrick age 3. Traditional Polish dishes such as dumplings, beef roulade, and red cabbage are popular in her family.
Katarzyna anioł
Catherine is a 17-year-old student from Poland who attends a vocational school to become a shop assistant. She enjoys sports, music, dancing, and spending time with friends. Catherine has three brothers and lives with her parents in the small village of Wierzbie, which she describes as an interesting place with a castle, football club, and three lakes. In her free time, she likes watching romantic films like Titanic and eating fast food such as pizza and kebab.
Prezentacja kasia
Katarzyna is a 17-year-old girl who lives in Kochcice, Poland. She enjoys spending time with her friends and family, including her 20-year-old brother Patryk who plays football, her parents who have jobs as a hairdresser and carpenter, and her boyfriend Adam who is also 17. She attends school in Lubliniec where she enjoys the nice teachers and activities like cooking and dancing. In her free time, she likes to cycle and play football in the small town where she lives.
Prezentacja ewa
This document introduces Ewa, a 17-year-old girl from Kochanowice, Poland who enjoys playing volleyball and spending time with friends and family. It provides details about her parents, three sisters, boyfriend Krystian and best friends Katarzyna and Dominika. It also lists two types of Polish soup: tomato soup and cucumber soup.
Comenius natalia c.
Natalia is a 16-year-old girl from Poland who created a presentation about herself, her family, friends, favorite actors, and her plans to visit Antalya, Turkey. She discusses her brother Kamil, her best friend Michal who she has known for 3 years, her cousin Natan who she loves to play with, her mother and father, and her house. Natalia expresses her excitement to participate in a student exchange program where she will meet new people and experience new foods and traditions.
More from martop10 (11)
Nauczyciel
- 1. Comenius Project – 2012-2014 “The European teenagers between culinary tradition and fast food” Self – Evaluation Sheet for teachers The survey was attended by 10 teachers. The survey contained 5 questions. The respondents had to choose answers on a scale of 1 to 5 points. The average results.
- 2. Comenius Project – 2012-2014
- 3. Comenius Project – 2012-2014
- 4. Comenius Project – 2012-2014
- 5. Comenius Project – 2012-2014
- 6. Comenius Project – 2012-2014
- 7. Comenius Project – 2012-2014 Średnie wyniki: Involvement / Participation in the project Products / Results 1 2 3 4 5 1. Increased use of the English language to communicate X 2. Development of a multicultural experience X 3. Sharing knowledge and experience X 4. Creation of a database of materials to be reused (Blog and Virtual Guide) X 5. Increased your interest towards a European dimension of education? X