This document summarizes the results of a survey of 41 students from Estonia, Iceland, and Denmark about international collaboration projects. Some key findings include:
- The majority of students (44%) in the survey were from Denmark. Iceland had the second most respondents at 37% and Estonia had 19%.
- When asked about their activity levels during a normal classroom vs. an international collaboration, 40% of students said they were more active during collaboration.
- The aspects of project-based learning and working with an exciting subject that engaged over 80% of students. Using social media engaged around 45% of students.
- Over 75% of Estonian students reported working on the collaboration project voluntarily
This document summarizes the results of a survey of 41 students from Estonia, Iceland, and Denmark about international collaboration projects. Some key findings include:
- The majority of students (44%) in the survey were from Denmark. Iceland had the second most respondents at 37% and Estonia had 19%.
- When asked about their activity levels during a normal classroom vs. an international collaboration, 40% of students said they were more active during collaboration.
- The aspects of project-based learning and working with an exciting subject that engaged over 80% of students. Using social media engaged around 45% of students.
- Over 75% of Estonian students reported working on the collaboration project voluntarily
Presentation av Kompetencesekretariatet, Sølvi Rask, Specialkonsulent, Kompetencesekretariatet vid NVLs konferens i Lund om kompetensutveckling av lärare, september 2017.
Onboarding - values - what the buddy/mentor must doJes Mandrup
When it comes to onboarding to a self-organized team the team should as soon as possible take fully responsibility of the new employee. Being part of a team from day one can easily overload one with a lot of impression causing confusion and having a buddy or a mentor to make sense and show around can help. But what are the responsibilities of the buddy. In these slides I present 5 values and how the values can help clarify the responsibilities. (Don't forget to use your team or company values)
Læring og videndeling, bl.a. med udgangspunkt i MBA opgave om at skabe succes opkøb (mergers & acquisitions) gennem læring. Aktionslæring, praksislæring, situeret læring, praksisfællesskaber.
Presentation av Kompetencesekretariatet, Sølvi Rask, Specialkonsulent, Kompetencesekretariatet vid NVLs konferens i Lund om kompetensutveckling av lärare, september 2017.
Onboarding - values - what the buddy/mentor must doJes Mandrup
When it comes to onboarding to a self-organized team the team should as soon as possible take fully responsibility of the new employee. Being part of a team from day one can easily overload one with a lot of impression causing confusion and having a buddy or a mentor to make sense and show around can help. But what are the responsibilities of the buddy. In these slides I present 5 values and how the values can help clarify the responsibilities. (Don't forget to use your team or company values)
Læring og videndeling, bl.a. med udgangspunkt i MBA opgave om at skabe succes opkøb (mergers & acquisitions) gennem læring. Aktionslæring, praksislæring, situeret læring, praksisfællesskaber.
The Climate Change Project presentation in HelsinkiSigne Sloth
The document summarizes a climate change project between schools in Iceland, Estonia, and Denmark. It discusses how the project started as an optional subject in 2009-2010 focusing on climate change from an international perspective. It then describes how the schools applied for and received funding through the Nordplus program to support student mobility exchanges between the countries. The document presents statistics from a student survey about collaboration and activity levels when working internationally on exciting project-based subjects using online tools.
This document is a report from a climate change project created by Íris Eir, Svanur Páll, Torben Brund and Anne Otte. It discusses various climate-friendly topics like food, transport, electronics, power, water and communications. It also includes pictures from trips the group took to Iceland and Denmark where they learned about utilizing geothermal energy and how companies are making lifestyle changes to reduce their environmental impact. The report concludes by thanking the readers and sharing a link to a climate change song.
This evaluation summarizes what two students, Frídrik from Iceland and Sara from Denmark, gained from a climate change project. They learned how to save power at home through recycling and buying local food. Socially, they made new friends and improved communicating in other languages by trying fun activities together. Personally, they gained more confidence speaking to strangers and staying with others for longer periods of time.
We have learned more about climate change through this project and ways to help such as saving energy at home. The project also fostered new international friendships and excitement at hosting visitors from other countries. On a personal level, participants are now thinking more about the climate when making purchases and trying to buy local food and other local products.
We have learned about conserving natural resources through more efficient use, public transportation, and turning off electronics when not in use. Students have also learned to socialize with others from different countries and languages. Both Elliði and Andreas enjoyed getting to know students from other places, learning environmental conservation like recycling, and experiencing Iceland's nature and cuisine.
The document discusses a climate change project evaluation conducted by Pernille and DaðiSteinn. It summarizes that they learned plastic is made from oil and pipes are made in different colors for different purposes. It also notes the evaluator feels more confident about climate change and believes everyone should try their best to save the world as it is possible if people try. Additionally, the evaluator made friends through the project that share the goal of protecting the environment.
This document summarizes what two students, Sara and Melissa, gained from a climate change project. Sara learned to save electricity by turning off lights and electronics. Melissa learned to buy local food and products. They both gained social skills, with Sara improving her language skills and Melissa making new friends. Personally, Sara learned about the environment and communicating with Danish students, while Melissa learned how to save carbon dioxide and help the climate from Icelandic students.
Alexander and Ida created a climate change project evaluation. Ida learned about climate change and met people from Iceland and Estonia. Alexander learned that not saving nature can lead to global warming and had fun meeting Danish people. Both learned to turn off electronics when not in use to help address global warming by saving electricity.
This document summarizes a climate change project evaluation conducted by three students. They learned about ways to save energy and protect the climate through visiting companies, as well as social lessons like learning a new language and meeting people from other countries. On a personal level, the students now know how to better save the climate through helping each other.
The students learned about plastics and their uses, flintstones in forests, and a waterspring. They also learned about the youngest island in the world, Surtsey, and how to prevent pollution. Socially, they learned about different cultures in Iceland, Denmark, and Estonia as well as living more sustainably by buying local food. Personally, Ólafur learned new Danish words and cultural differences while Oliver enjoyed making friends from around the world.
This document discusses lessons learned from a climate change project. It summarizes that the students have learned to conserve energy by turning off lights and buying local products, to treat the environment better by walking or biking instead of driving, and to appreciate nature more. They also learned about other countries and improved their English and Danish language skills.
The students learned about geology, plastic production, and forests in Iceland and Denmark through their climate project. They went to an amusement park, walked in a forest, and practiced speaking English. The students met other people, experienced living in another country, and learned about a different lifestyle.
We have learned about conserving natural resources through more efficient use, public transportation, and turning off electronics when not in use. Students have also learned to socialize with others from different countries and languages. Both Elliði and Andreas enjoyed getting to know students from other places, learning environmental conservation like recycling, and experiencing Iceland's nature and cuisine.
We have learned about saving electricity and how to help the climate by saving energy at home and school, making projects about the world, and improving our English skills. Through this project we have talked more in English, met other people, and made new friends, while also gaining confidence in speaking without shyness.
Ásta María Hardardóttir & Line PinderupSigne Sloth
The students learned about the importance of addressing climate change through reducing carbon emissions and conserving energy at home. They also improved their English communication skills, got to know each other better, and had fun participating in activities and discussions while learning away from their parents. Overall, the experience helped them understand climate issues in other countries and the value of working together to address global challenges.
The document discusses the importance of saving the climate by using more sustainable transportation like biking and walking, turning off utilities when not in use to conserve energy and resources. It also notes that the authors have gotten to know each other better socially and have gained more confidence in speaking English personally.
Baldvin and Emma learned a lot about climate change through their project and how to live more sustainably by saving power, electricity, transport, and food in a climate-friendly way. They also gained new friends and learned about different cultures and countries, finding international collaboration on climate issues to be a good way to make new friends while traveling and learning. Personally, they enjoyed the project immensely and gaining both knowledge and new friends, and will never forget the trips, friends, or important things learned through participating.
This document summarizes an international collaboration project between students in Denmark, Estonia, and Iceland. It discusses different levels of collaboration, from small exchanges of data to larger shared projects. It also shares the results of a survey of 41 students from the three countries. The survey found that students were most interested and active when collaborating internationally and learning exciting subjects. They also voluntarily worked on projects from home and communicated with partners from other countries. The students reported that project-based work with media like blogs and wikis made the projects most successful. Most students said they would participate in eTwinning again.
1. 2. Netværksmøde på 6. årgang
• Opsamling fra sidst
• Hvad har I medbragt, hvordan modtog teamet jeres tanker?
• Påvirkningsfaktorerne
• – hvad er jeres bud på faktorernes indflydelse på undervisningen?
• Resultaterne af undersøgelsen
• Målstyret læring, 10 vejledende principper
• ”Planlæg et forløb” i par/teams
• Opsamling
• Pause
• Hvordan måler vi, om eleverne lærer noget?
• Feedback/feedforward
• Lav en hjemmeopgave til jer selv omkring refleksion
og justering af elevernes læring
5. Læringsligning
•
•
•
Overfladisk
Dyb
Begrebslig
Udfordring
Begrebslig
forståelse
•
•
•
•
•
•
Skal vide 90 % af det der stræbes efter
Udfordrende mål styrker feedback
Moderate udfordringer og hjælp
befordrer
At lykkedes med noget der i første
omgang var vanskeligt styrker
selvopfattelse
Forpligtigelse
•
•
•
•
Elever skal medvirker til at
forudsige forventninger
Præcise målinger er mere
effektiv end belønning
Høje
forventninger
Selvtillid
Eleven
Lærer
Opgaven
Kammerater
6. Ti vejledende principper
1. Planlæg for læring, ikke aktivitet
2. Brug tydelige mål
3. Brug kriterier, som viser vej
4. Stil spørgsmål, som fremmer refleksionen
5. Giv Konstruktive tilbagemeldinger
6. Giv eleverne ejerskab over deres egen læring
7. Aktiver eleverne som læringsressource for hinanden
8. Find tegn på læring vha. flere vurderingsmetoder
9. Brug tegn til at differentiere undervisningen
10. Involver hjemmet
7. Vurdering FOR læring i praksis
Hvordan bruges informationen om elevernes kundskaber og
færdigheder?
9) Brug informationen til at tilpasse undervisningen
10) Involver hjemmet
Hvordan får vi information om kundskaber og færdigheder
undervejs og ved endt uv-periode?
8) Find beviser på læring ved hjælp af varierede vurderingsmetoder
Hvordan involveres eleverne i deres læreproces?
6) Selvvurdering
7) Kammeratvurdering
Hvordan motiverer vi eleverne undervejs og tjekker, hvor de er i
deres læreproces?
4) Stil spørgsmål
5) Giv konstruktive tilbagemeldinger
Hvordan hjælper vi eleverne til at forstå og eje det, der skal
læres?
3)Brug kriterier og eksempler til at vise vej
Hvordan formidler vi det, som skal læres??
2) Brug tydelige læringsmål, som eleverne forstår
Hvordan hjælper vi eleverne til at forstå og eje det, der skal
læres?
1) Planlæg for læring ikke for aktivitet
8. Vores opgave er at støtte eleverne
undervejs i læreprocesserne.
•Vi kan ikke bedømme deres kompetencer som en konstant varighed og sætte etiket på......
•Vurdering for læring er ikke noget der skal gøres ud over alt det andet du gør i
klasserummet....Det handler om at sætte det du allerede gør i system
•Det er ikke mængden af dokumentation, men kvaliteten
9. •De 10 principper behøver ikke at blive gennemført i rækkefølge, men
modellen viser en vis retning i processerne.....
•1. De tre første punkter handler om planlægning af undervisning og
formidling af det der skal læres.
•2. Punkt 4-7 handler først og fremmest om at give eleverne mulighed
for at reflektere over og justere deres egen læring.
•3. De sidste tre punkter handler om, hvordan du vurdere eleverne og
bruger den information til at hjælpe eleverne med at udvikle deres
kompetencer.
10. Planlæg et forløb
Planlæg et forløb ud fra de første tre
vejledende principper:
• Planlæg for læring, ikke
aktivitet
• Brug tydelige mål
• Brug kriterier, som vejviser
12. Hvordan måler vi, om eleverne
lærer noget?
De fire næste vejledende principper omhandler
elevernes mulighed for at reflektere og justere
deres egen læring
4. Stil spørgsmål, som fremmer refleksion
5. Giv konstruktive tilbagemeldinger
6. Giv eleverne ejerskab over deres egen
læring
7. Aktiver eleverne som læringsressource for
hinanden
13. 4. Stil spørgsmål, som fremmer
refleksion
• Mange spørgsmål kræver ikke den store refleksion af
eleverne, viser mange undersøgelser.
1. Eleverne skal have tid til at svare på
spørgsmålene
2. Spørgsmålene skal fremme refleksion
og læring
3. Spørgsmålene kan udformes på
forskellige niveauer
14. Tid til refleksion
• Hvis man kræver et hurtigt svar, kan det
bidrage til, at eleverne giver
ureflekterede svar
• Hvis man tvinger sig til at
vente, kommer der flere og mere
reflekterede svar
15. Spørgsmål på flere niveauer
•
•
•
•
•
•
At genkende og gengive fakta
At få forståelse frem
At bruge kundskaber
At analysere
Syntese
Vurdering
16. 5 Giv konstruktive tilbagemeldinger
• Tilbagemeldingerne skal være fremadrettede
• Tilbagemeldingerne skal give eleverne et
overblik over deres egen læring
• Hvor skal jeg hen?
• Hvor er jeg i min læreproces?
• Hvad er næste skridt i min læringsproces?
• Tilbagemeldingerne kan foregå på forskellige
tidspunkter i læreprocessen:
• Når eleverne arbejder med en opgave
• Når eleverne er færdige med en opgave
• Når eleverne har afleveres en opgave, som er grundlaget
for en opsummerende vurdering for en periode
17. 6 Giv eleverne ejerskab over
deres egen læring
• ”Når eleverne er aktive medspillere, styrkes
deres evne til at opnå nye
kundskaber, færdigheder og forståelse. De
får udviklet deres evne til at involvere sig i
selvrefleksion og til at identificere nye skridt i
deres egen lærerproces”
18. Selvvurdering
• Eleverne skal vurdere sig selv og
reflektere over, hvorvidt et læringsmål
eller kriterium er nået
1. Stop op og reflekter
2. Se efter egen læringsprogression
(portfolio)
3. Vurder arbejdet i forhold til kriterier
19. Jeg kan…
•
•
•
•
•
•
Trafiklyset (+ beviser og vejen frem)
To stjerner og et ønske
Refleksionskort – 3-2-1
Exitkort
Opsummeringskort (2 +1)
….
20. 7 Aktiver eleverne som
læringsressourcer for hinanden
• Kammeratvurdering
• Tilbagemeldinger skal være konstruktive og
fremadrettede
• Lav kriterier for kammeratvurdering sammen
med klassen
• Læringsven
• Er en medelev, som en elev kan samarbejde
med og tale med for at reflektere over læring
• Lav kriterier for læringsvenners
tilbagemeldinger sammen med klassen
21. Lav en hjemmeopgave til dig selv
• Brug de vejledende principper for
refleksion og justering af læring (punkt
4-7) til at udfordre dig selv til næste
gang.
• Brug evt. nogle af de værktøjer, der er i
de udleverede ark eller lav dine egne