Traditional crafts in Italy and Poland - a presentation prepared by Italian-P...adamstepinski
The document discusses several traditional crafts and foods from Poland and Italy, including:
- Piernik Toruński, a traditional gingerbread from Toruń, Poland known for its rich, spicy flavor.
- Makowiec, a Polish poppy seed cake baked for holidays like Christmas.
- Coppa piacentina, a type of cured pork meat from Piacenza, Italy used in sandwiches and gnocco fritto.
- Pisarei and faśö, a typical pasta dish from Piacenza made of dumplings in a bean and tomato sauce.
The document discusses the flipped classroom model of education. It defines the flipped classroom as one where lectures are recorded and viewed by students as homework, allowing class time to be used for interactive activities and discussions. The goals are to make learning more interactive and personalized to individual student needs and pace. Research shows students in flipped classrooms perform better and are more satisfied. The flipped model enhances learning by allowing students to learn at their own pace and engage in customized activities during class.
English classes at Grade III in Poland value developing students' communication skills, cultural understanding, and preparation for an increasingly globalized world. Students learn basic vocabulary and sentence structures to have simple conversations. A variety of activities introduce students to different English-speaking cultures through stories, songs, and games. The goal is to give students fundamental English skills and an appreciation of other cultures to set them up for future language learning success.
Traditional crafts in Italy and Poland - a presentation prepared by Italian-P...adamstepinski
The document discusses several traditional crafts and foods from Poland and Italy, including:
- Piernik Toruński, a traditional gingerbread from Toruń, Poland known for its rich, spicy flavor.
- Makowiec, a Polish poppy seed cake baked for holidays like Christmas.
- Coppa piacentina, a type of cured pork meat from Piacenza, Italy used in sandwiches and gnocco fritto.
- Pisarei and faśö, a typical pasta dish from Piacenza made of dumplings in a bean and tomato sauce.
The document discusses the flipped classroom model of education. It defines the flipped classroom as one where lectures are recorded and viewed by students as homework, allowing class time to be used for interactive activities and discussions. The goals are to make learning more interactive and personalized to individual student needs and pace. Research shows students in flipped classrooms perform better and are more satisfied. The flipped model enhances learning by allowing students to learn at their own pace and engage in customized activities during class.
English classes at Grade III in Poland value developing students' communication skills, cultural understanding, and preparation for an increasingly globalized world. Students learn basic vocabulary and sentence structures to have simple conversations. A variety of activities introduce students to different English-speaking cultures through stories, songs, and games. The goal is to give students fundamental English skills and an appreciation of other cultures to set them up for future language learning success.
This document provides instructions for using the TeamUp tool to (A) add and edit learners, (B) form teams based on learner interests, and (C) have teams record their progress. It describes how to create a classroom and add learner profiles, form random or interest-based teams, and have teams record brief audio updates on their work and progress for the teacher and other teams to review.
Saint Valentine lived in the third century in Rome as a bishop and Christian martyr. He broke the Roman emperor Claudius II's edict forbidding marriage for young men by secretly performing marriage ceremonies. For this, Valentine was imprisoned and sentenced to death. While imprisoned, he healed the jailer's daughter of blindness and fell in love with her. On February 14th, the day before his execution, he wrote her a letter signed "From your Valentine". He was beaten with clubs and beheaded for refusing to renounce Christianity. Since then, February 14th has been celebrated as St. Valentine's Day in honor of his courage and sacrifice.
The document provides information about Copernicus Upper-Secondary School in Tarnobrzeg, Poland. It discusses the school's location in southeast Poland, its founding in 1909 under a different name, and its division into a middle school and high school in the 1930s. It also describes the school's current structure with three grades divided into eight classes each, the subjects and tracks students can choose from, and the school's emphasis on teaching foreign languages like English, German, and others.
This document provides information about famous Polish people from the past and present in various fields such as entertainment, sports, and religion. It describes several iconic Polish comedians, actors, singers and actresses from the early 20th century as well as more recent cultural figures. It also profiles notable Polish athletes like Zbigniew Boniek and Robert Lewandowski in soccer and Kamil Stoch in ski jumping. The document concludes by introducing up-and-coming Polish teenage actors Julia Wróblewska and Mateusz Pawłowski.
The document provides information about famous Polish people from the past and present in various fields such as film, music, sports, and religion. It mentions Polish comedians, actresses and singers from the early 20th century like Eugeniusz Bodo and Tola Mankiewiczówna. More recent figures discussed include Pope John Paul II, musicians from bands Dżem and Lady Pank, actress and beauty queen Aneta Kręglicka, actress Danuta Szaflarska, and actors Jan Englert and Cezary Pazura. Additionally, it profiles famous Polish athletes like footballers Zbigniew Boniek and Robert Lewandowski, and ski jumper Kamil Stoch
The written history of Poland began in the 10th century, when the country was ruled by the Piast dynasty. In the 960s, Mieszko I converted Poland to Christianity. However, in the 12th century a king divided the kingdom among his sons after death, weakening Poland. In the following centuries, Poland prospered as towns grew and Germans immigrated to colonize new lands. However, the Mongols invaded in 1241-1242. The Teutonic Knights also threatened as they conquered pagan lands. Yet in the early 14th century Poland became stronger under King Kazimierz the Great, who expanded the kingdom and supported Jews. This era was Poland's height but the nobility gradually increased
This document lists 4 artists and the titles of their works: Adam Stepinski wrote "Writing stories collaboratively"; Tom Roberts' work was "Going home"; Hugo Steiner-Prag's piece was called "Ghost in Daylight"; and Sir Edwin Henry Landseer created a "Portrait of Mr. Van Amburgh".
To use Superlame, go to their website, upload an image and then add balloons and sound effects to the image before saving it or emailing it to a friend.
The document describes the educational programs and workshops offered at the Town's Museum in Tarnobrzeg, Poland for different age groups. For children aged 5-9, workshops explore Polish identity and the local region. Students aged 10-14 learn about history, art, nature, and local heroes. Workshops for those 15-19 cover Polish roots, medieval history, gentry culture, wars, and women's roles. All aim to educate visitors about Polish culture, history, and the local area through sightseeing and hands-on activities.
The document lists 10 different groups, with Groups A, D, H, I, and J each listed twice. It concludes with a message thanking the reader for their fruitful cooperation.
Communication is key to any successful relationship. A recent anonymous poll of 39 people found that honest, open conversation was seen as the most important factor for relationships. Respondents also noted that actively listening to understand each other's perspectives helps strengthen bonds between people.
This document provides recommendations for using synchronous and asynchronous tools for online education. It suggests meeting with smaller student groups online using synchronous tools, providing multiple chat times and limited lurking. When using asynchronous tools, it recommends having students work in teams, providing summary feedback rather than responding individually, and establishing clear communication protocols. Procedures that facilitate moderated chats and peer feedback are also advised along with notification of postings and defined posting and reading requirements.
Effective communication is one of the most important aspects of team dynamics and can lead a team to be extremely efficient and successful or inefficient and a failure. There are four crucial elements for effective communication: willingness to have open and authentic discussions, active listening, willingness to confront conflicts, and mutual understanding. When creating an environment for open discussions, a team must determine how each member communicates, understand each member's strengths and weaknesses in expressing views, ensure more expressive members don't dominate introverts, encourage objective conversations to build trust, and present information factually. With effective communication, teams can meet deadlines, accomplish difficult tasks, and maintain morale. Successful relationships and increased productivity also emerge when team members communicate ideas and tactics to help one
How can team members improve overall project communicationadamstepinski
Team members can improve project communication by ensuring communication is shared in a timely manner based on student and teacher needs and feedback. They should advocate for open two-way communication and create an environment where ideas can be constructively challenged. Additionally, communication must be coordinated with project milestones and involve all stakeholders, including parents and administrators when appropriate, and regularly assess the effectiveness of the communication plan and process.
This document provides instructions for using the TeamUp tool to (A) add and edit learners, (B) form teams based on learner interests, and (C) have teams record their progress. It describes how to create a classroom and add learner profiles, form random or interest-based teams, and have teams record brief audio updates on their work and progress for the teacher and other teams to review.
Saint Valentine lived in the third century in Rome as a bishop and Christian martyr. He broke the Roman emperor Claudius II's edict forbidding marriage for young men by secretly performing marriage ceremonies. For this, Valentine was imprisoned and sentenced to death. While imprisoned, he healed the jailer's daughter of blindness and fell in love with her. On February 14th, the day before his execution, he wrote her a letter signed "From your Valentine". He was beaten with clubs and beheaded for refusing to renounce Christianity. Since then, February 14th has been celebrated as St. Valentine's Day in honor of his courage and sacrifice.
The document provides information about Copernicus Upper-Secondary School in Tarnobrzeg, Poland. It discusses the school's location in southeast Poland, its founding in 1909 under a different name, and its division into a middle school and high school in the 1930s. It also describes the school's current structure with three grades divided into eight classes each, the subjects and tracks students can choose from, and the school's emphasis on teaching foreign languages like English, German, and others.
This document provides information about famous Polish people from the past and present in various fields such as entertainment, sports, and religion. It describes several iconic Polish comedians, actors, singers and actresses from the early 20th century as well as more recent cultural figures. It also profiles notable Polish athletes like Zbigniew Boniek and Robert Lewandowski in soccer and Kamil Stoch in ski jumping. The document concludes by introducing up-and-coming Polish teenage actors Julia Wróblewska and Mateusz Pawłowski.
The document provides information about famous Polish people from the past and present in various fields such as film, music, sports, and religion. It mentions Polish comedians, actresses and singers from the early 20th century like Eugeniusz Bodo and Tola Mankiewiczówna. More recent figures discussed include Pope John Paul II, musicians from bands Dżem and Lady Pank, actress and beauty queen Aneta Kręglicka, actress Danuta Szaflarska, and actors Jan Englert and Cezary Pazura. Additionally, it profiles famous Polish athletes like footballers Zbigniew Boniek and Robert Lewandowski, and ski jumper Kamil Stoch
The written history of Poland began in the 10th century, when the country was ruled by the Piast dynasty. In the 960s, Mieszko I converted Poland to Christianity. However, in the 12th century a king divided the kingdom among his sons after death, weakening Poland. In the following centuries, Poland prospered as towns grew and Germans immigrated to colonize new lands. However, the Mongols invaded in 1241-1242. The Teutonic Knights also threatened as they conquered pagan lands. Yet in the early 14th century Poland became stronger under King Kazimierz the Great, who expanded the kingdom and supported Jews. This era was Poland's height but the nobility gradually increased
This document lists 4 artists and the titles of their works: Adam Stepinski wrote "Writing stories collaboratively"; Tom Roberts' work was "Going home"; Hugo Steiner-Prag's piece was called "Ghost in Daylight"; and Sir Edwin Henry Landseer created a "Portrait of Mr. Van Amburgh".
To use Superlame, go to their website, upload an image and then add balloons and sound effects to the image before saving it or emailing it to a friend.
The document describes the educational programs and workshops offered at the Town's Museum in Tarnobrzeg, Poland for different age groups. For children aged 5-9, workshops explore Polish identity and the local region. Students aged 10-14 learn about history, art, nature, and local heroes. Workshops for those 15-19 cover Polish roots, medieval history, gentry culture, wars, and women's roles. All aim to educate visitors about Polish culture, history, and the local area through sightseeing and hands-on activities.
The document lists 10 different groups, with Groups A, D, H, I, and J each listed twice. It concludes with a message thanking the reader for their fruitful cooperation.
Communication is key to any successful relationship. A recent anonymous poll of 39 people found that honest, open conversation was seen as the most important factor for relationships. Respondents also noted that actively listening to understand each other's perspectives helps strengthen bonds between people.
This document provides recommendations for using synchronous and asynchronous tools for online education. It suggests meeting with smaller student groups online using synchronous tools, providing multiple chat times and limited lurking. When using asynchronous tools, it recommends having students work in teams, providing summary feedback rather than responding individually, and establishing clear communication protocols. Procedures that facilitate moderated chats and peer feedback are also advised along with notification of postings and defined posting and reading requirements.
Effective communication is one of the most important aspects of team dynamics and can lead a team to be extremely efficient and successful or inefficient and a failure. There are four crucial elements for effective communication: willingness to have open and authentic discussions, active listening, willingness to confront conflicts, and mutual understanding. When creating an environment for open discussions, a team must determine how each member communicates, understand each member's strengths and weaknesses in expressing views, ensure more expressive members don't dominate introverts, encourage objective conversations to build trust, and present information factually. With effective communication, teams can meet deadlines, accomplish difficult tasks, and maintain morale. Successful relationships and increased productivity also emerge when team members communicate ideas and tactics to help one
How can team members improve overall project communicationadamstepinski
Team members can improve project communication by ensuring communication is shared in a timely manner based on student and teacher needs and feedback. They should advocate for open two-way communication and create an environment where ideas can be constructively challenged. Additionally, communication must be coordinated with project milestones and involve all stakeholders, including parents and administrators when appropriate, and regularly assess the effectiveness of the communication plan and process.
2. Co to jest badanie PISA?
Badanie PISA (Programme for International Student Assessment – Program
Międzynarodowej Oceny Umiejętności Uczniów) realizowane jest przez
międzynarodowe konsorcjum nadzorowane przez OECD (Organizację
Współpracy Gospodarczej i Rozwoju) i przedstawicieli krajów członkowskich. Jest
to największe międzynarodowe badanie umiejętności uczniów na świecie.
Realizowane co 3 lata od 2000 roku we wszystkich krajach OECD, a także w
kilkudziesięciu krajach partnerskich. Polska od początku uczestniczy w badaniu.
Wyniki uzyskane w badaniu są w pełni porównywalne z wcześniejszymi edycjami
badania PISA w Polsce.
3. Co to jest badanie PISA?
Badanie OECD PISA jest badaniem piętnastolatków – uczniów, którzy w roku
poprzedzającym badanie ukończyli 15 lat.
4. Wyniki PISA 2015
W PISA 2015 uczestniczyło ponad 500 tys. uczniów z 72 krajów i regionów.
Wyniki w Polsce
10 miejsce w Unii Europejskiej w rozumowaniu w naukach przyrodniczych, 4 w
czytaniu i interpretacji, 6 w matematyce. Polscy uczniowie osiągnęli wyniki
powyżej średniej OECD we wszystkich trzech obszarach objętych badaniem:
rozumowania w naukach przy-rodniczych, czytania i interpretacji, umie-jętności
matematycznych. Jednak ich wyniki są niższe niż podczas poprzedniej edycji
badania w 2012 r. Po raz pierwszy uczniowie rozwiązywali zadania na
komputerach, nie „na papierze”.
5. Wyniki PISA 2015
Rozumowanie w naukach przyrodniczych: wynik polskich uczniów to 501 pkt –
o 24 pkt. mniej niż w 2012 r. Spośród krajów Unii Europejskiej lepsze wyniki od
Polski uzyskało 6 krajów. Wynik polskich uczniów jest zbliżony do wyników
piętnastolat-ków z Irlandii, Belgii, Danii, Portugalii, Norwegii, USA, Au-strii i
Szwecji – różnice między Polską a tymi krajami były nieistotne statystycznie. Daje
nam to dziesiąte miejsce wśród krajów Unii Europejskiej, a siódme, gdyby brać
pod uwagę tylko różnice istotne statystycznie. W czołówce krajów osiągających
najwyższe wyniki w bada-niu kompetencji przyrodniczych znajdują się kraje
Dalekie-go Wschodu, a także Finlandia, Estonia i Kanada. Pierwsze miejsce
zajmuje Singapur (556 pkt). Z krajów europejskich przoduje Estonia z wyni-kiem
534 punktów, a w czołówce znajduje się też Finlandia (531 pkt).
6. Wyniki PISA 2015
W czytaniu i interpretacji średni wynik Polski to 506 pkt – o 12 pkt mniej niż w
2012 r. W UE lepsze wyniki od polskich gimnazjalistów uzyskali tylko uczniowie z
Finlandii, Irlandii i Estonii (wynik uczniów z Niemiec jest wyższy, ale różnica jest
nieistotna). Lepsze średnie wyniki osiągnęli uczniowie z trzech krajów: Finlandii,
Irlandii, Estonii, a wliczając wszystkie kraje europejskie, na czwartym w Europie
(bo lepsi są także Norwegowie). Wśród krajów świata Polska znalazła się na 13
miejscu. Warto zaznaczyć, że jedynie 9 krajów uzyskało wynik statystycznie
istotnie lepszy od Polski, zaś w przypadku 3 ich przewaga mieściła się w
granicach błędów losowych.
7. Wyniki PISA 2015
Średni wynik polskich uczniów w zakresie matematyki to 504 pkt., o 14 pkt mniej
niż w 2012 r.
W Europie jesteśmy na 8. pozycji. Wynik polskich uczniów jest zbliżony do
wyników Belgii, Niemiec, Irlandii i Norwegii. W UE lepsze od Polski wyniki
uzyskało 5 krajów: Estonia, Holandia, Dania, Finlandia i Słowenia.
8. Wyniki PISA 2015
W zakresie rozumowania w naukach przyrodniczych odsetek uczniów najsłabszych, czyli poniżej
drugiego poziomu umiejętności, w roku 2015 wyniósł 16,3% (w 2012 r. było to 9%, a w 2006 17%).
Trudno jednoznacznie określić, na ile zmiana pomiędzy latami 2012 a 2015 wynikała z
zastosowania pomiaru komputerowego. Podobne zmiany nastąpiły w pozostałych dziedzinach: w
matematyce – 17,2% w 2015 r. (w 2012r. – 14,4% ), a w zakresie czytania i interpretacji – 14,4% (w
2012 r. – 10,6%). Analogicznie uczniów z najlepszymi wynikami w rozumowaniu w naukach
przyrodniczych było 7,3% w 2015 r. (w 2012 r. – 10,8%, a w 2006 – 6,8%). W ma-tematyce w 2015
r. najlepszych uczniów było 12,2% (w 2012 r. – 16,7%), a w czytaniu – 8,2% (w 2012 r. – 10,1%).
Ze względu na zmianę techniki pomiaru wydaje się, że ważniejsze jest odniesienie polskich
wyników do wyników innych krajów. Zarówno pod względem od-setka najlepszych, jak i
najsłabszych uczniów wynik Polski jest lepszy niż średnio w krajach OECD, z wyjątkiem odsetka
uczniów najlepszych w czytaniu i interpretacji, który jest nieco niższy i obszar ten wymaga
wsparcia.
9. Wyniki PISA 2015
W rozumowaniu w naukach przyrodniczych w 2015 r. średni wynik chłopców w
krajach OECD wyniósł 495 punktów i był o 4 pkt. wyższy od średniego wyniku
dziewcząt. W Polsce średni wynik dziewcząt wyniósł 498 pkt., podczas gdy chłopcy
osiągnęli 504 pkt.
Także w zakresie matematyki odnotowano przewagę chłopców: ich średni wynik to
511 punktów, a dziewcząt – 499 punktów. Po raz pierwszy od lat przewaga chłopców
nad dziewczętamiw matematyce jest istotna statystycznie (w latach 2009 i 2012
wynosiła tylko 4 punkty). Przewaga chłopców w tej dziedzinie dotyczy także dolnego i
górnego krańca skali umiejętności – wśród najsłabszych uczniów (najniższy decyl)
wyniki chłopców są o 9 punktów wyższe niż dziewcząt, a wśród najlepszych aż o 19
punktów wyższe.
10. Wyniki PISA 2015
Natomiast w zakresie czytania i interpretacji dziewczęta są zdecydowanie lepsze:
w Polsce różnica wyniosła 30 pkt na korzyść dziewcząt, jest ona zbliżona do
średniej OECD (27 p.). Dziewczęta uzyskały 521 pkt, a chłopcy 491.
We wszystkich trzech dziedzinach chłopcy poprawili swoje wyniki względem
dziewcząt pomiędzy latami 2012 a 2015, ale trudno określić czy i w jakim stopniu
wpłynęła na to zmiana pomiary na komputerowy. Wymaga to odrębnych badań.
11. Wyniki PISA 2015
Postawy uczniów wobec nauk przyrodniczych oraz oczekiwania względem
kariery zawodowej
W badaniach z 2006 oraz 2015 pytano uczniów o różne aspekty ich postaw wobec
nauk przyrodniczych, w tym, czy uczenie się przedmiotów przyrodniczych oraz
poznawanie zagad-nień naukowych sprawia im przyjemność i daje satysfak-cję.
Na podstawie tych odpowiedzi opracowano wskaźnik satysfakcji z uczenia się
przedmiotów przyrodniczych (en-joyment of learning science). Krajami, w których
wskaźnik ten wzrósł najbardziej między badaniami 2006 i 2015, były Irlan-dia i
Polska .
12. Wyniki PISA 2015
Uczniowie byli też pytani o to, jak sądzą, jaki zawód będą wykonywać w wieku 30
lat. Odsetek uczniów wskazujących na zawody związane z nauką zmniejszył się,
w porównaniu z 2006 r. z ok. 26 do 21 procent. Między 2006 a 2015 nie zmienił
się odsetek uczniów wskazujących na zawody inżynierskie i bezpośrednio
związane z nauką (te zawody wskazało w 2015 r. ok. 6% uczniów), zwiększył się
odsetek wskazujących na zawody medyczne (wzrost z 8 do 12%), zmniejszył się
natomiast odsetek uczniów wskazujących na zawody informatyczne (z 6 do 1%)
oraz pozostałe zawody związane z nauką (z 6 do 1%).