This document summarizes action research conducted in four UK schools between April and July 2009 to improve citizenship education through integrating art and digital media. The research involved university staff, teachers, and artists collaborating to design lesson plans exploring identity and Europe. Key findings were that discussing images effectively taught about identity but Europe needed more depth. Time limitations restricted coverage. The summary concludes with recommendations for an online teacher training product, including case studies, lessons, and materials addressing identity, discussing images, and exploring European identity through art.
Blended Learning and the Ceibal English BlendAlicia Artusi
Presentation of blended learning models and Neumeier's parameters for blended learning environments, and how they fit into Ceibal en Inglès blended learning project.
"Tutti in Gita-Let's go on a trip" - A Family Learning and CLIL projectMMeasso
A school project to enhance language learning based on CLIL (Content and Integrated Language Learning) and family learning experiences.
The project was planned and organized by Michela and Jemma Enrica, two MFL specialists and teacher trainers working for the Italian Consulate in London.
Pupils learnt about History, Geography, Art using the Italian language, improving their linguistic skills, developing their thinking skills and learning new contents.
School trips were organized on the Sundays to the British Museum and other museums in London. Storytelling workshops and art and craft workshops were held to motivate children and add fun to the all learning experience..
Blended Learning and the Ceibal English BlendAlicia Artusi
Presentation of blended learning models and Neumeier's parameters for blended learning environments, and how they fit into Ceibal en Inglès blended learning project.
"Tutti in Gita-Let's go on a trip" - A Family Learning and CLIL projectMMeasso
A school project to enhance language learning based on CLIL (Content and Integrated Language Learning) and family learning experiences.
The project was planned and organized by Michela and Jemma Enrica, two MFL specialists and teacher trainers working for the Italian Consulate in London.
Pupils learnt about History, Geography, Art using the Italian language, improving their linguistic skills, developing their thinking skills and learning new contents.
School trips were organized on the Sundays to the British Museum and other museums in London. Storytelling workshops and art and craft workshops were held to motivate children and add fun to the all learning experience..
How to use CLIL based activities to teach art and Italian in Primary Education.MMeasso
ARTE...Amore mio!! Art...my love!! The project I presented at the "Primary and Secondary MFL Conference" at the Westminster University in London on the 28th of June 2014.
This project for Primary School children aims to use CLIL (Content and Language Learning Approach) to teach Italian and Art. The work of modern Italian artist Bruno Munari is used to enhance students' motivation and interest. He was a gifted, talented artist, fond of painting, sculpture, graphic and industrial design. His free and vivid creative art is very inspirational for young learners.
“Unlimited Learning” Event for National Summer Learning Day 2009videoreg
LANDOVER HILLS, MD -- New Hope Academy a parent-founded international pre-K to 12th grade school in Landover Hills is hosted an “Unlimited Learning” event as a part of National Summer Learning Day 2009 and a kick off to the schools 20th Anniversary. On July 9th the school hosted a FREE PUBLIC event featuring panelist talking about the “unlimited learning” opportunities summer learning can provide students. Panelist covered topics related to science, technology, engineering, mathematics, reading, languages and culture, virtual distance learning and support resources for parents.
“If kids aren’t learning over the summer, they fall behind academically,” says Joy Morrow, Principal, New Hope Academy. “Quality summer learning programs help kids get ahead while they explore new talents and discover the joy of learning something new. Students need extra time for learning, and quality summer programs offer that.”
During the week of July 6, cities around the country will hold events to raise awareness of the importance of high-quality summer learning opportunities in the lives of youth and their families. The week’s activities will culminate with Summer Learning Day on July 9, an annual national event organized by the National Center for Summer Learning to focus attention on how quality summer learning programs help close the achievement gap and promote healthy development.
In Landover Hills, Maryland, “Unlimited Learning” will provide parents an opportunity to speak with various leaders from around the area regarding the things they can do to provide their child a rich summer learning experience to prevent Summer Learning Day is sponsored by the National Center for Summer Learning at The Johns Hopkins University. (www.summerlearning.org)
This year, New Hope Academy joins summer learning advocates from across the country urging local school districts to spend some of the $100 billion for education in President Obama’s economic reinvestment and recovery package on summer learning programs. “The president has approved an unprecedented investment in education,” said Ron Fairchild, executive director of the National Center for Summer Learning. “Summer learning programs are a proven educational innovation that will close the achievement gap. This is a historic opportunity to use new public dollars for summer learning programs and help thousands more children achieve their full potential.”
Research shows that all children experience learning loss when they don’t engage in educational activities during the summer. Here are simple, low-cost things parents can do to make sure their children are active and engaged this summer:
SUMMER LEARNING TIPS:
HOW TO MAKE THE MOST OF SUMMER
The National Center for Summer Learning encourages parents to make the most of children's summer break with the following suggestions:
• Locate a summer program that fits your budget. Programs offered by schools, recreation centers, universities, and community-based organizations often have an educational or enrichment focus.
• The library is a great, free resource. Check out books that interest your child. Participate in free library summer programs and make time to read every day.
• Take free or low-cost educational trips to parks, museums, zoos and nature centers.
• If you are taking a day trip by car, choose a place with an educational theme. Camping is also is low-cost way to get outside and learn about nature.
• Practice math daily: Measure items around the house or yard. Track daily temperatures. Add and subtract at the grocery store. Learn fractions while cooking.
• Play outside. Limit TV and video games. Intense physical activity and exercise contribute to healthy development.
• Do a community service project. Teach your child how to volunteer in your community and show compassion to others.
• Keep a schedule. Continue daily routines duri
eTwinning is a framework for schools to collaborate on the Internet with partner schools in other European countries.
It promotes school collaboration in Europe through the use of Information and Communication Technologies (ICT) by providing support, tools and services to make it easy for schools to form short or long term partnerships in any subject area
How to use CLIL based activities to teach art and Italian in Primary Education.MMeasso
ARTE...Amore mio!! Art...my love!! The project I presented at the "Primary and Secondary MFL Conference" at the Westminster University in London on the 28th of June 2014.
This project for Primary School children aims to use CLIL (Content and Language Learning Approach) to teach Italian and Art. The work of modern Italian artist Bruno Munari is used to enhance students' motivation and interest. He was a gifted, talented artist, fond of painting, sculpture, graphic and industrial design. His free and vivid creative art is very inspirational for young learners.
“Unlimited Learning” Event for National Summer Learning Day 2009videoreg
LANDOVER HILLS, MD -- New Hope Academy a parent-founded international pre-K to 12th grade school in Landover Hills is hosted an “Unlimited Learning” event as a part of National Summer Learning Day 2009 and a kick off to the schools 20th Anniversary. On July 9th the school hosted a FREE PUBLIC event featuring panelist talking about the “unlimited learning” opportunities summer learning can provide students. Panelist covered topics related to science, technology, engineering, mathematics, reading, languages and culture, virtual distance learning and support resources for parents.
“If kids aren’t learning over the summer, they fall behind academically,” says Joy Morrow, Principal, New Hope Academy. “Quality summer learning programs help kids get ahead while they explore new talents and discover the joy of learning something new. Students need extra time for learning, and quality summer programs offer that.”
During the week of July 6, cities around the country will hold events to raise awareness of the importance of high-quality summer learning opportunities in the lives of youth and their families. The week’s activities will culminate with Summer Learning Day on July 9, an annual national event organized by the National Center for Summer Learning to focus attention on how quality summer learning programs help close the achievement gap and promote healthy development.
In Landover Hills, Maryland, “Unlimited Learning” will provide parents an opportunity to speak with various leaders from around the area regarding the things they can do to provide their child a rich summer learning experience to prevent Summer Learning Day is sponsored by the National Center for Summer Learning at The Johns Hopkins University. (www.summerlearning.org)
This year, New Hope Academy joins summer learning advocates from across the country urging local school districts to spend some of the $100 billion for education in President Obama’s economic reinvestment and recovery package on summer learning programs. “The president has approved an unprecedented investment in education,” said Ron Fairchild, executive director of the National Center for Summer Learning. “Summer learning programs are a proven educational innovation that will close the achievement gap. This is a historic opportunity to use new public dollars for summer learning programs and help thousands more children achieve their full potential.”
Research shows that all children experience learning loss when they don’t engage in educational activities during the summer. Here are simple, low-cost things parents can do to make sure their children are active and engaged this summer:
SUMMER LEARNING TIPS:
HOW TO MAKE THE MOST OF SUMMER
The National Center for Summer Learning encourages parents to make the most of children's summer break with the following suggestions:
• Locate a summer program that fits your budget. Programs offered by schools, recreation centers, universities, and community-based organizations often have an educational or enrichment focus.
• The library is a great, free resource. Check out books that interest your child. Participate in free library summer programs and make time to read every day.
• Take free or low-cost educational trips to parks, museums, zoos and nature centers.
• If you are taking a day trip by car, choose a place with an educational theme. Camping is also is low-cost way to get outside and learn about nature.
• Practice math daily: Measure items around the house or yard. Track daily temperatures. Add and subtract at the grocery store. Learn fractions while cooking.
• Play outside. Limit TV and video games. Intense physical activity and exercise contribute to healthy development.
• Do a community service project. Teach your child how to volunteer in your community and show compassion to others.
• Keep a schedule. Continue daily routines duri
eTwinning is a framework for schools to collaborate on the Internet with partner schools in other European countries.
It promotes school collaboration in Europe through the use of Information and Communication Technologies (ICT) by providing support, tools and services to make it easy for schools to form short or long term partnerships in any subject area
The guidebook from the first Module - History.
It is a 2-year Erasmus+ project designed to develop and strenghten parnerships between 5 European schools. It aims at approaching different aspects of the theme of the enivironment via various topics and levels. The project is divided into 4 modules, each concerning a different, broad part of the environment: history and culture, relationships, technology and ecology.
By: Khitam Al-Utaibi
iEARN-Jordan Representative
ALC 5th Annual “Shaping the Way We Teach” Conference
“Promoting Equality in the English Language Classroom: Making Every Learner’s Chance to Succeed the Same -- Regardless of Gender, Social Standing, or Geography”
January 19, 2013
Amman, Jordan
The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.
Workshop of PBL practices in language subject areas : English, Modern Greek, Ancient Greek
The workshop was presented by Evi Mandouraraki , Greek Language teacher at 17 Lyceum of Athens at the meeting in Portugal 26-30 April 2017 as part of the Erasmus + project "Creative Teaching and Learning"
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The 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.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Rachel Mason
1. 1
Images and Identity
Improving Citizenship Education Through Digital Art
2008‐9 Executive Summary UK Action Research
Images&Identity is a curriculum staff, PGCE student‐teachers, artists
development/research project funded and primary teachers. Action teams in
by the European Commission. It was each school worked within I&I learning
planned in response to recurring objectives to design and teach
evidence of shortfalls in provision and schemes of work over five sessions. All
resources for Citizenship or Civics involved attended a one‐day training
education (Kerr 2004). course prior to implementing their
schemes of work and a project
Art educators in six European member evaluation. Team members
states are collaborating with documented and recorded lessons and
citizenship trainers on production of reflected on their learning as
innovative interdisciplinary training curriculum developers and teachers.
materials that combine learning in Art
and Citizenship. The data collected included:‐
Project aims
• schemes of work/lesson plans
• To produce innovative • images selected by teachers to
curriculum materials that stimulate learning about art
integrate learning in art and identity and citizenship
European citizenship • images children created to
• To create a database of visual represent their identity
images that explore and • images selected by children to
communicate messages and represent Europe
meanings about individual and • classroom observations
collective identities • transcripts of classroom
• To train teachers and teaching dialogue
assistants in digital imaging • interviews with children and
processes, platforms, and teachers
techniques. • team members’ written and
evaluations
Action research • action research reports
This report summarises action
research undertaken in four schools in
South West London between April and Insert image
July 2009. It involved collaboration
between university teacher education
2. 2
digital cameras and photographed
each other using props, for example
Descriptive summary of UK artifacts or clothing. Discussion
projects became a significant aspect of this
work as the children explored their
Contexts identities both within group and
The four schools involved were whole class contexts.
situated in different parts of south
London. Two schools were Roman Alongside the work on personal
Catholic. They were socially and identity, each class learned about
ethnically diverse with children from a Europe and the EU. In one school children
wide variety of ethnic backgrounds; learned about the value placed on
including a number who spoke English Children’s Rights. Children carried out
as an Additional Language. research into Europe for homework and
brought their findings into school to
Learning activities discuss and share with classmates.
Vocabulary, mindmaps, and other displays
Schools adapted the I&I learning
were mounted on classroom walls to
objectives according to their specific
reflect the children’s growing knowledge.
needs. Recurring themes were:
Whereas the conclusions for each project
A. Identity and Europe differed slightly they all linked aspects of
B. Exploring our identity through identity to Europe in some way. One
digital art school combined traditional and new
C. Questioning and creating artistic technologies and children drew
identities and painted imaginary European
D. Improving awareness of landmarks that became backgrounds for
citizenship through digital art photographic self‐portraits. In another,
children created European identity cards;
and in a third, children took digital
Each school focused on identity,
photographs of themselves to reflect their
Europe and digital art differently. European identities and created power
However, there were common point presentations. In one case, self‐
strategies. All the classes looked at images were created specifically to send
and discussed works by contemporary to children in a project school in Portugal.
artists that showed how identity is
shaped by clothes, make‐up and
photographic techniques. Images by
Key findings
Wendy Ewald, Ruud van Empel, Citizenship and Europe
Clement Cooper, Gillian Wearing, The teams approached Europe in
Rene Dikstra and Michael de Brito slightly different ways. However, the
were especially effective. All the learning was predominantly
children were encouraged to go geographical. Whereas the children
beyond surface features of images of all knew more about the EU and
people and discuss what they reveal Europe at the end of each project,
about a person’s individual and group there was not enough emphasis on
identity. the human aspects. It was concluded
that: Europe should feature in all
In all classes children were given lessons; shared values within the
3. 3
context of Europe should to covered in However, children did not use this
more depth; and work by European independently of teachers
artists only should be studied.
Time issues
Identity and stereotyping All four teams identified time as an
Exploration of multiple identities issue. Teams felt strongly the project
through art was a real strength of the should be introduced into schools in a
projects, stimulated mainly by cross‐curricular way so as to have
involving children in discussing and more time. A real strength of all four
responding to images of various kinds projects was the discussion that
and creating their own images. stimulated children’s creative thinking.
Stereotyping was addressed explicitly And this type collaborative work takes
in two schools time
Photographic literacy Recommendations for
In each project the team
encouraged children to take training product
photographs of each other with digital
cameras. The children experienced The EU team will decide what to
this activity as very enjoyable and include in a European on‐line training
exciting. However, in three schools product at the beginning of Year 2.
teachers and children required explicit Where this is oriented towards
support taking photographs. primary teachers it could include:‐
• Case studies of two UK
Discussion and collaboration projects, together with
In each project collaborative work and schemes of work and user
discussion were key to success ‐both evaluations
whole class and in groups. In two
schools the teachers worked • Images proven to be successful
extensively with children in in stimulating classroom
discussions to develop respect for discussion of identity and
each other’s opinions, beliefs and diversity
rights.
• Instructional materials and
Resources exemplars of various kinds for
Inadequate supplies of digital media, combining learning in
competency in using equipment and citizenship and art
technical support were an issue. There
• Specific links to PSHE and
were problems in one school securing
Citizenship curricula
whole class access to the computer
suite and in another, about the lack of The final section of this summary
technical resources for online editing. report details materials the UK team
Two projects successfully used art can offer, organized within three
software (Revelation Natural Art, Paint broad themes.
and Gimp) to manipulate images.
PowerPoint was used effectively with Theme 1: Exploring my identity.
children to collate images and text.
4. 4
1. Questions that motivate together with images and extracts of
discussion of identity together teacher‐student dialogue.
with video extracts of classroom 2.Instructions for researching and
dialogue; instructions for mapping Europe activities
brainstorming ideas about 3. Teachers Notes and Lesson Plan:
personal identity and a vocabulary Understanding what it means to be
list. European and Children’s’ Rights and
2. Lessons plans and a story for why they are important.
teaching about stereotypes. 3. Lesson Plans and technical
Teacher guidelines for introducing instructions, for the following practical
the topic of shared meanings ‐ projects:
children’s rights and what they Identity and Europe
mean. • Word pictures of Europe
3. Instructions for practical activities • Imagining European landmarks
in which children explore and • European ID cards
communicate their identities using How I link to Europe
artifacts and through dressing up. 4. The images used to stimulate this
Visual examples of student project work and visual examples of
artwork together with student outcomes.
comments/feedback. 5. Useful resources
4. Teacher guidance and technical _______________________________
instructions for creating
photographic portraits together References
with children’s photographs and Google lessons Citizenship.
personal statements. http://www.google.co.uk/intl/en/schools/second
5. Guidelines for using computer ary-citizenship.html
Kerr D (2007) Vision versus Pragmatism
software to manipulate Citizenship in the Secondary School
photographic images, together Curriculum in England. Department for
Education and Skills National Foundation for
with examples of digitally altered Educational Research
self‐images by children and artists Dorling Kindersley ( 2002) A life like mine:
How children live round the World. UNICEF
Ewald, W (2006) Towards a Promised Land,
Theme 2: Looking at and discussing London:
images Charman, H., Rose, K. & Wilson, G.L.
1. A list of question to ask about (eds.) 2006 A Resource for Teachers.
images London: Tate Publishing
2. Examples of contemporary artworks
of contemporary European artists and `INSERT IMAGES
other visual images that motivated
discussion of personal and collective
identity within Europe.
Theme 3: Exploring my European Research Team, Roehampton
identity University
Professor Rachel Mason
1. Instructions for a diagnostic task Fiona Collins
that establishes children’s Susan Ogier
preconceptions about Europe Mary Richardson
Julia Peck