This document provides guidance for teachers on running a peer-led comics creation project in the classroom. It outlines the goals of empowering students' communication skills and fostering collaboration. Teachers are encouraged to have students work in groups to create comic stories related to topics like diversity, bullying, and disability rights. Guidelines are provided on structuring the project, integrating it with curriculum, choosing topics, and using available materials and technology. Expected outcomes include an illustrated booklet and developing students' social skills and willingness to learn.
Iskoodle is used by all international schools around the world so that it is available to all teachers who are members of ECIS. The following study was conducted in 2011and is part of my Master thesis in E-learning and Education for the UOC (Open University of Catalonia)
DEVELOPING AN INTERACTIVE STORYBOOK APPLICATION ‘JACK AND THE DIRTY SMELLY BE...ijma
The high percentage of students who are still struggling with the English language is worrisome, even
though there are many well-planned strategies and education policies that are developed to resolve this
problem. It is a universal belief that learning a foreign language at a young age through reading plays an
important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive
storybook application combined with suitable multimedia elements and features to encourage children to
read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using
Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted
with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and
features in improving children’s learning. Their responses were recorded and analysed using descriptive
analysis. The findings showed that respondents agreed that learning experience improved significantly and
attracted children to read when using this application. In conclusion, by using correct multimedia elements
and suitable features in the interactive storybook application, it is envisaged that the children’s
comprehension in learning a foreign language can be expanded. This research foresees there is enormous
opportunity for literacy development in foreign language learning in the early ages through the creation of
an interactive storybook application with suitable multimedia elements and features for children.
2014 joint research project between Microsoft Australia, Victoria Department of Education and Training and Victoria University investigating the impact of digital stylus enabled devices on learners at multiple levels in K-12
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Interactive digital learning materials for kindergarten students in banglades...Baharul Islam
Traditional education system for preschool children is not updated in Bangladesh. Generally, parents and teachers are tried to teach children by introducing first alphabet and numbers in the form of text books. Sometimes it is quite difficult for teachers to teach play group about their first learning when they are not interested with it. The pedagogy of teaching and learning is changed with the proliferation of communication technology and it is necessary to develop interactive learning materials for children that may improve their learning, catching, and memorizing capabilities. Perhaps, one of the most important innovations in the age of technology is multimedia and its application. It is imperative to create high quality and realistic leaning environment for children. Interactive learning materials can be easier to understand and deal with their first learning. We developed some interactive learning materials in the form of video for playgroup using multimedia application tools. This study investigated the impact of student’s abilities to acquire new knowledge or skills through interactive learning materials. We visited one kindergartens (Nursery schools), interviewed class teachers about their teaching methods and level of students’ ability of recognizing English alphabets, pictures etc. The course teachers were provided interactive learning materials to show their playgroups for a number of sessions. The video included English alphabets with related words and pictures, and motivational funs. We noticed that almost all children were very interested to interact with their leaning video. The students were assesses individually and asked to recognize the alphabets, and pictures. The students adapted with their first alphabets very quickly. However, there were individual differences in their cognitive development. This interactive multimedia can be an alternative to traditional pedagogy for teaching playgroups.
It is all about what we have learned and what we can learn more in considering Educational Technology. You'll learn things about Educational Technology that knowing little things what we already knew can make us understand what is Technology really is.
Kohn 2013 e-learning 4 languages: the human dimension, TESOL Arabia 14-16 Mar...Kurt Kohn
My presentation is guided by the overall assumption that e-learning can play an innovative and powerful supporting and enhancing role in foreign language learning and teaching – provided, however, pedagogic exploitation proceeds from a sound understanding of the HUMAN nature of the needs and processes involved. With this orientation in mind, I first sketch out key principles and requirements of language learning and teaching, with a special focus on communicative and social constructivist models. I then briefly trace the evolution of computer technologies – from multimedia to internet to web 2 - and analyze their potential for language learning and teaching purposes. In this context, I touch on issues of learner and teacher autonomy, authenticity, and collaboration. In terms of pedagogic implementation, I emphasize the concept of blended language learning, including its more recent revival in the guise of the ‘flipped classroom’ approach. Case studies from European projects are used to demonstrate pedagogic solutions involving the e-learning platform Moodle, wiki collaboration and Skype.
Iskoodle is used by all international schools around the world so that it is available to all teachers who are members of ECIS. The following study was conducted in 2011and is part of my Master thesis in E-learning and Education for the UOC (Open University of Catalonia)
DEVELOPING AN INTERACTIVE STORYBOOK APPLICATION ‘JACK AND THE DIRTY SMELLY BE...ijma
The high percentage of students who are still struggling with the English language is worrisome, even
though there are many well-planned strategies and education policies that are developed to resolve this
problem. It is a universal belief that learning a foreign language at a young age through reading plays an
important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive
storybook application combined with suitable multimedia elements and features to encourage children to
read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using
Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted
with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and
features in improving children’s learning. Their responses were recorded and analysed using descriptive
analysis. The findings showed that respondents agreed that learning experience improved significantly and
attracted children to read when using this application. In conclusion, by using correct multimedia elements
and suitable features in the interactive storybook application, it is envisaged that the children’s
comprehension in learning a foreign language can be expanded. This research foresees there is enormous
opportunity for literacy development in foreign language learning in the early ages through the creation of
an interactive storybook application with suitable multimedia elements and features for children.
2014 joint research project between Microsoft Australia, Victoria Department of Education and Training and Victoria University investigating the impact of digital stylus enabled devices on learners at multiple levels in K-12
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Interactive digital learning materials for kindergarten students in banglades...Baharul Islam
Traditional education system for preschool children is not updated in Bangladesh. Generally, parents and teachers are tried to teach children by introducing first alphabet and numbers in the form of text books. Sometimes it is quite difficult for teachers to teach play group about their first learning when they are not interested with it. The pedagogy of teaching and learning is changed with the proliferation of communication technology and it is necessary to develop interactive learning materials for children that may improve their learning, catching, and memorizing capabilities. Perhaps, one of the most important innovations in the age of technology is multimedia and its application. It is imperative to create high quality and realistic leaning environment for children. Interactive learning materials can be easier to understand and deal with their first learning. We developed some interactive learning materials in the form of video for playgroup using multimedia application tools. This study investigated the impact of student’s abilities to acquire new knowledge or skills through interactive learning materials. We visited one kindergartens (Nursery schools), interviewed class teachers about their teaching methods and level of students’ ability of recognizing English alphabets, pictures etc. The course teachers were provided interactive learning materials to show their playgroups for a number of sessions. The video included English alphabets with related words and pictures, and motivational funs. We noticed that almost all children were very interested to interact with their leaning video. The students were assesses individually and asked to recognize the alphabets, and pictures. The students adapted with their first alphabets very quickly. However, there were individual differences in their cognitive development. This interactive multimedia can be an alternative to traditional pedagogy for teaching playgroups.
It is all about what we have learned and what we can learn more in considering Educational Technology. You'll learn things about Educational Technology that knowing little things what we already knew can make us understand what is Technology really is.
Kohn 2013 e-learning 4 languages: the human dimension, TESOL Arabia 14-16 Mar...Kurt Kohn
My presentation is guided by the overall assumption that e-learning can play an innovative and powerful supporting and enhancing role in foreign language learning and teaching – provided, however, pedagogic exploitation proceeds from a sound understanding of the HUMAN nature of the needs and processes involved. With this orientation in mind, I first sketch out key principles and requirements of language learning and teaching, with a special focus on communicative and social constructivist models. I then briefly trace the evolution of computer technologies – from multimedia to internet to web 2 - and analyze their potential for language learning and teaching purposes. In this context, I touch on issues of learner and teacher autonomy, authenticity, and collaboration. In terms of pedagogic implementation, I emphasize the concept of blended language learning, including its more recent revival in the guise of the ‘flipped classroom’ approach. Case studies from European projects are used to demonstrate pedagogic solutions involving the e-learning platform Moodle, wiki collaboration and Skype.
Edci 690 teaching young children in a digital classroom l-raymondLesli Raymond
Presentation related to teaching young children in a digital classroom using iPads, computers, and other technology. Specific focus on emergent literacy
This Children are future of a society within a country. They should be provided with all round educational development since educating children has many advantages. If they are educated, they can face any problem and this makes them strong and happy. In other words the growth of a country is dependent on its learned population. Children with special education needs have problems to develop cognitive abilities like thinking, learning and obtain new knowledge and concept. It may also be required to improve their conduct, communication skills and interactions with their environment. It is required to develop customizable and compliant applications designed to support them in adapting with respect to the current situations they face and thus take actions appropriately. Such applications would provide them the assistance to allow them frame their learning essentials and help to process to the diverse sensory and cognitive impairments including the mobility issues. This research will be based on artificial intelligence concept and will be self-adaptable. Besides, in many cases they have the opportunity to perform activities that previously were not accessible to them, because of the interface and contents of the activities have been adapted specifically to them. The study also suggests that the repertoire of types of activities provided is suitable for learning purposes with students with impairments. Finally, the use of electronic devices and multimedia contents increases their interest in learning and attention.
AN INTELLIGENT SELF-ADAPTABLE APPLICATION TO SUPPORT CHILDREN EDUCATION AND L...ijcsit
ABSTRACT
This Children are future of a society within a country. They should be provided with all round educational development since educating children has many advantages. If they are educated, they can face any problem and this makes them strong and happy. In other words the growth of a country is dependent on its learned population. Children with special education needs have problems to develop cognitive abilities like thinking, learning and obtain new knowledge and concept. It may also be required to improve their conduct, communication skills and interactions with their environment. It is required to develop customizable and compliant applications designed to support them in adapting with respect to the current situations they face and thus take actions appropriately. Such applications would provide them the assistance to allow them frame their learning essentials and help to process to the diverse sensory and cognitive impairments including the mobility issues. This research will be based on artificial intelligence concept and will be self-adaptable. Besides, in many cases they have the opportunity to perform activities that previously were not accessible to them, because of the interface and contents of the activities have been adapted specifically to them. The study also suggests that the repertoire of types of activities provided is suitable for learning purposes with students with impairments. Finally, the use of electronic devices and multimedia contents increases their interest in learning and attention.
A visit to local Math Museum: Using tablets creatively in classroomNikolaos Manaras
Tablets with their simple interface, portability, speed, affordability and their variety of apps are quickly moving into schools across Europe and a growing number of teachers are experimenting with tablets or are interested in doing so. In the context of monitoring the MOOC “Creative use of Tablets in Schools” provided by the European Schoolnet Academy, the final activity was to create a lesson or a project plan. To design the lesson plan we used a very nice tool called the “Learning
Designer” which was developed by the London Institute of Education. According the Scenario student will visit the local Math Museum during Mathematical Week and create Augmented Reality posters for the school. From the implementation of this scenario students will come in contact with the beauty of mathematics, its history and get to know great mathematicians and their works.
Emotional Competence in the school: Smile!
The project acronym SMILE stands for Schools Make Intelligence Linking Emotions
This handbook is an intellectual output of the international project that is supported by Erasmus+ program, Key Action 2 – Cooperation for Innovation and Exchange of Good Practices, Strategic Partnership for Schools only.
Emotional Competence in the School
Intellectual Outputs of a Sharing Innovation and Good Practice
Erasmus+ KA2 Project, June 2017
Co-funded by the Erasmus+ Programme of the European Union
Σταματήστε τον σχολικό εκφοβισμό φύλλο εργασίαςDimitra Provel
Το φύλλο εργασίας συνοδεύει την ομώνυμη παρουσίαση. Βασίζεται στον Φάκελο υλικού για μαθητές του Κέντρου Ευρωπαϊκού Συνταγματικού Δικαίου (Αθήνα, Φεβρουάριος 2015)
Δημιουργός: Δήμητρα Προβελεγγίου
Σταματήστε τον σχολικό εκφοβισμό - Σύντομη παρουσίασηDimitra Provel
Η παρουσίαση βασίζεται στον Φάκελο υλικού για μαθητές του Κέντρου Ευρωπαϊκού Συνταγματικού Δικαίου, που εντάσσεται στις Πράξεις «Ανάπτυξη και Λειτουργία Δικτύου Πρόληψης και Αντιμετώπισης των Φαινομένων Σχολικής Βίας και Εκφοβισμού», των Αξόνων Προτεραιότητας 1 & 2 του Επιχειρησιακού Προγράμματος «Εκπαίδευση και Δια Βίου Μάθηση», το οποίο συγχρηματοδοτείται από το Ευρωπαϊκό Κοινωνικό Ταμείο (ΕΚΤ). (Αθήνα, Φεβρουάριος 2015).
Η προσαρμογή και μετατροπή του σε παρουσίαση έγινε από τη Δήμητρα Προβελεγγίου, δασκάλα. Η σύντομη παρουσίαση συνοδεύεται από φύλλο εργασίας
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. This Booklet was created to offer a simple method as to enable teachers to fulfill their roles in coordinating group activities in
the classroom. Additionally it aims to guide peer-groups as to create their own comics and, if possible, share them with other
peers across Europe, through an eTwinning project. The idea for some of the Booklet’s features stems from an official program
run in 5 Greek Public Primary Schools in 2015-16, by “ΑΝΤΙΓΟΝΗ» (ANTIGONE), Center of Information and Documentation
about Racism, Ecology, Peace and Non-Violence, in cooperation with the Non Profit Organization “AddArt”, funded by the
“Stavros Niarchos” Institution.
3. Introduction
The aim of “PEER-POWER!!! How to Create the Comics and Run the Project” Booklet is to help both teachers and pupils to
develop their communication skills and reinforce relations through establishing a collaborative environment in the classroom. It
is an effort to express thoughts and feelings through symbols, which may include oral/written mother/foreign language,
through a variety of means. The aim of the project as an overall will be to empower the pupils’ positive attitudes towards
others and towards schooling and develop a common culture of values as friendship, acceptance, tolerance, positive
interdependence and interaction.
Which age?
Given the fact that the scope and topic of the project applies to all school ages and a range of means can be used, this project
can be run by all, producing different intellectual outcomes per pupils’ age. Pre-schoolers may come up with drawings, songs
and theatrical plays, while teenagers may use ICT to produce the comics, coming up with ideas of short films and/or
presentations. The elder pupils’ experience may trigger creativity and willing to learn to the younger, while feelings of affection
and/or adaption of the parental role may contribute to excellence among the elder.
Which method of instruction?
To run such a project it is essential that the pupils work together while their teachers monitor and coordinate their work.
Positive interdependence and interaction will help to create the context for a successful project. Antagonistic interrelations
between peers and peer-groups are neither required nor likely to lead to a better result. The positive effects of peers’
4. collaboration may lead to the development of reflection and knowledge through the usage of language/s, and add to the
quality and quantity of the linguistic and non-linguistic communication between pupils.
Peers hold an important role in creating a “Zone of Proximal Development”, a crucial concept in Vygotsky’s theory (Mercer &
Littleton, 2007. Myhill, Jones & Hopper, 2006). According to Wiles (1985), during acquiring a language, the peers are able to
empower the will to learn, since children tend to use a wide range of linguistic elements in their conversations,, helping each
other to find the “right” word, adjusting their type of help according to the needs of the others.
Equity among the group-members should not be taken for granted. The social capacities required may not have been
developed yet. The development of such social capacities should be the aim of the instruction (Howes & Ritchie, 2002. Naylor &
Cowie, 2000).
Link to the school curricula
All projects run during class should be linked to either curricula subjects or subject-matters. To begin with, all such projects as
the one in presentation fulfill the purposes of linguistic instruction, either when referring to the native, second or foreign
language. There might be units or chapters in your school text-books that can be combined and linked to such a project. As a
result, literature and language instruction are the first two candidate subjects to link such a project to. Further more, relevant
topics may be concluded in units / chapters of school textbooks in foreign language, history, religion, social and environmental
studies, art, informatics / ICT.
Choose a topic
According to both Allport (in Schmuck & Schmuck 1983) and Kagan (Brody & Davidson, 1998. Kagan & Kagan, 1998), there is no
better way as to apply a democratic method of instruction, than spontaneously introduce subjects concerned with the values of
democracy, and there is no better way as to teach such subjects, than to do so through a democratic method of instruction.
Based on that principal, the topics which would be preferable might refer to the subjects of
a. The Rights of the Child b. Xenophobia / Racism c. Disability and Rights d. School violence / Bulling
5. Four hours per month in a two months period may be more than enough to run each topic. It is up to the teachers to decide
whether they need more or less time on a specific topic, according to their pupils’ interests and will to work.
Recourses, materials and means
Having access to means and recourses should not be a determinant or a factor as to whether a project as such succeeds or not.
Using simple material, like pens and pencils should do. Especially when coming to children of a younger age, using simple
materials should be the rule, while difficult peripheral work including the usage of ICT, like scanning, imprinting, emailing should
be in the duties of the teacher to either apply, demonstrate or monitor. Where ICT means are to be found, children of older age
should be engaged in ICT activities and this project will provide a very good opportunity. A variety of goals concerning the
cognitive and social development of the pupils may be fulfilled, as ICT offer a vast range of options which can “respond
sensitively to learners’ initial competencies and characteristics, and… provide extra or different kinds of stimulation to relatively
high or low functioning learners, may therefore optimize instruction and learning processes and effects” (Mooij 2004).
Furthermore, ICT are increasingly linked to the type of literacy/ies to be needed and the type of instruction and learning to be
conducted in schools in the near future (Leu & Kinzer 2000).
The project in presentation offers the opportunity for multiple usage of ICT, in respect with the children’s age, interests and
capacities. By ICT we do not only mean computers. Photo cameras, video cameras, smartphones, tablets, sound recorders fall in
the same category. Especially, when it comes to smartphones and tables, we meet with a series of possibilities to help us in all
aspects of instruction and learning, thanks to the vast numbers of fee-free applications, the same type that we witness to be
mastered by children of school age every day. Take for example the Prisma application: a. it can easily be downloaded on a
smartphone or tablet, b. it can turn real-time photos into graphics, covering the real features of the individuals, c. can
contribute to the creation of a comic by locating the images in order in a Word Document (.doc) and adding dialogue balloons.
Scratch is a well known program among educators, which needs to be installed on your lab computers and instructed to pupils
before its usage. Depending on how well your pupils master it, it can provide short animations which include dialogues and
sound. Many other such programs and applications may be familiar to teachers and pupils and may offer solutions in creating
stories and comics.
6. Evaluation (optional)
All educational activity is oriented towards fulfilling a goal or a variety of goals, whether it is to the teacher’s knowledge or not.
Such goal/s may refer to the cognitive, social and/or kinesthetic development of the pupils. Before introducing a new,
innovative educational activity in a class, it would be wise for the teacher to design an evaluation method or instrument, as to
know whether his/her approach and practice have been successful and to what extent. Since this project aims to improve the
social skills of the pupils and their capacity of acceptance and communication, it would be handy to define a “measurement” of
sociability and social wellbeing of the pupils to illuminate any differentiation in the pupils’ attitudes attributed to the project.
For this purpose, the 12 more crucial questions of the Bullying Prevalence Questionnaire (BPQ)1
are provided here. The pupils
should answer the mini-questionnaire twice: once before the implementation of the project and once when all activities have
come to an end. The questionnaire should be translated to the mother language /school language before its use.
Expected results
The main objective outcome of the project will be a comic book consisting of four units in line with the four subjects of the
project, that is to say that the book will start with a unit named “The Rights of the Child” where all relevant comic stories will be
included and so on. This and other outcomes will be presented on a webpage by the name of the project and on official school
websites. By the end of the school year, the objective outcomes of the project can be used as material to creating presentations
and theatrical plays to present to audiences as the pupils’ parents or the school community members. Needless to say that the
primary outcome expected will be to reduce the number of bulling incidents and enhance the will to learn and participate.
1
Retrieved from www.kenrigby.net/01a-Questionnaires
7. Method in a nutshell
(Optional) At the beginning of the project, translate and answer the mini-questionnaire, scan and email the answers.
Take four hours per month to run the project, two months for each topic.
Introduce the topic to your class.
Watch the videos (on YouTube):
Video Topic
UNICEF Marciano Accepting diversity
BULLY (A Sort Animation film) Dealing with bulling
Unfairy Tales: Malak and the boat / UNICEF Accepting ethnic diversity – reflecting on war and refugees
Unfairy Tales: The story of Ivine and Pillow / UNICEF
Diability and Child Protection /UNICEF Accepting disability
Note: Please watch a video before you introduce it to your class to verify its quality and relativity with the topic, as
long as with educational needs and aims. Reject and/or replace any of the videos you find unsuitable or
inappropriate.
Listen to the children’s relevant stories – Discuss – Write the stories.
Use the Sheets to create the comics. Original children’s stories may contribute to the scenarios
Share material.
Co-decide with your pupils whether to run additional activities on the topic.
Proceed to the next topic.
By the end of the school year, answer the mini-questionnaire again, scan and email the answers.
8. THE PEER RELATIONS QUESTIONNAIRE (PRQ)
FOR CHILDREN
Show how often the following statements are true of you. Circle one of the answers for each statement.
1 I get called names by others Never Once in a while Pretty Often Very Often
2 I give soft kids a hard time Never Once in a while Pretty Often Very Often
3 I get picked on by others Never Once in a while Pretty Often Very Often
4 I am part of a group that goes round teasing others Never Once in a while Pretty Often Very Often
5 I like to help people are being harassed Never Once in a while Pretty Often Very Often
A6 I like to make others scared of me Never Once in a while Pretty Often Very Often
7 I share things with others Never Once in a while Pretty Often Very Often
8 I enjoy upsetting wimps Never Once in a while Pretty Often Very Often
9 I like to get into a fight with someone I can easily beat Never Once in a while Pretty Often Very Often
10 Others make fun of me Never Once in a while Pretty Often Very Often
11 I get hit and pushed around by others Never Once in a while Pretty Often Very Often
12 I get hit and pushed around by others Never Once in a while Pretty Often Very Often
9. The characters
(in mother language)
Name: ________________________
Who is…: ____________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Name: ________________________
Who is…: ____________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Name: ________________________
Who is…: ____________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Name: ________________________
Who is…: ____________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
10. The stories
(in mother language)
2.Ending:_____________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________
1.Beginning:_________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
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Our story happens here:
3.What does the story mean:
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12. What to expect?
Sometimes it takes a lot of effort and pain to come up with a simple or even disappointing result. Teachers may think that they
cannot put their classes to a task, because they feel that the children are not acquainted to some of the skills required. Since
learning is trying, even the worst result may conclude the achievement of a vast amount of learning. Further more, once
intrigued, the pupils will find a magical way to complete the task the best they can, producing beautiful outcomes.
Here are two different examples:
1. Topic: ‘Accepting diversity’
Two different stories, each consisted of four motions, created by 9year-olds in half an hour, after watching ‘Marciano’. Both are
group works, the first story created by a mainly boy - group and the second by a mainly girl-group.
13. 2. Topic: ‘friendship’
The second example aims to show what can be done by using an application, in this case ‘Prisma’ (any other would do). Real
photos have been altered into comic-like images via the app and located in a Word table. Children over the age of 10 or 11 may
be perfectly capable of conducting such a work in the a school ICT lab. Most of them use such applications in their everyday life.
What I like about my
peers is that they are
my best friends
When I first came to
the school there was
no one I knew
I didn’t even understand
the language
Now I know I can
count on them
THE END
14. Once assigned with such an intriguing task, most of them will turn into hard workers and will not stop working even during their
break-time.
When to consider it done and over with?
Definitely by the end of the school year. It all depends on how difficult you make it, in order to fulfil your instructional goals.
The primary goal would not be to complete the tasks. It would be to learn how to communicate, trust and depend on each
other, discuss serious matters, work together, come with a result and precend it to an audience. If you join the eTwinning
program do not forget to communicate, make questions and provide with answers, share material and expertise. Teachers are
often acknowledged for their good work when the least expected, but it will only happen when acquaint others (pupils
included) with it.
proveldim@gmail.com
15. Literature
Brody, C. & Davidson, N. (1998). Professional development for cooperative learning. Albany, NY: State University of New York
Press.
Howes, C. & Ritchie, S. (2002). A matter of trust. Connecting teachers and learners in the early childhood classroom. New York:
Teachers College Press.
Kagan, S. & Kagan, M. (1998). Staff development and the structural approach to cooperative learning. In C. Brody, & N.
Davidson (Eds.) Professional development for cooperative learning (pp.103-120). Albany, NY: State University of New York Press.
Leu, D. & Kinzer, C. (2000). The convergence of literacy instruction with networked technologies for information and
communication. Reading Research Quarterly, Vol.35, No. 1 (pp.108-127). International Reading Association.
Mercer, N. & Littleton, K. (2007). Dialogue and the development of children’s thinking. A sociocultural approach. London:
Routledge.
Mooij, N. (2004). Optimising ICT effectiveness in instruction and learning: Multilevel transformation theory and a pilot project in
secondary education. Computers & Education 42, 25-44. Pergamon.
Schmuck, R. & Schmuck, P. (1983). Group processes in the classroom. Dubuque: Wm. C. Brown Company Publicers.
Wiles, S. (1985). Language and learning in multi-ethnic classrooms. Strategies for supporting bilingual students. In W. Gordon, &
J. Nicholls (Eds.) Language and learning: An international perspective (pp.83-94). East Sussex, UK: The Falmer Press.