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.
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 discusses eTwinning projects and teacher professional development. It describes how eTwinning promotes cooperation between schools through collaborative projects and opportunities to develop teachers' skills. Teachers can participate in self-development activities like conducting projects with European partners, using online tools, and accessing publications and training modules. eTwinning also offers contact seminars, events, and workshops to support professional growth. Collaborative projects allow students to learn through project work with other schools. The stages of developing an eTwinning project are outlined, including defining topics, objectives, tasks, content, process, and evaluation plans.
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 discusses eTwinning projects and teacher professional development. It describes how eTwinning promotes cooperation between schools through collaborative projects and opportunities to develop teachers' skills. Teachers can participate in self-development activities like conducting projects with European partners, using online tools, and accessing publications and training modules. eTwinning also offers contact seminars, events, and workshops to support professional growth. Collaborative projects allow students to learn through project work with other schools. The stages of developing an eTwinning project are outlined, including defining topics, objectives, tasks, content, process, and evaluation plans.
1. 1. Zakładanie konta na TeamUp
Idź na http://teamup.aalto.fi/ .
Założymy teraz nową klasę dla naszej grupy uczniów. Wypełniamy wiersz
„Classroom name / nazwa klasy”, podajemy swój adres email – „Your email
address” oraz podajemy imiona uczniów (oddzielamy je przecinkami) –
„First names of people”. Następnie klikamy „Create classroom / Stwórz
klasę”.
2. Aby dodać nowego ucznia klikamy w ikonkę z plusem w prawym-dolnym
rogu – „ADD LEARNER/ DODAJ UCZNIA”. Po dodaniu ucznia możemy
dołączyć jego zdjęcie – klikamy w ikonkę aparatu poniżej.
Aby przechodzić od jednego ucznia do drugiego, używamy strzałek w lewo <
lub w prawo > po obydwu stronach ekranu. W podobny sposób jak wyżej
dodajemy zdjęcia innych uczniów.
3. Aby powrócić do widoku całej klasy klikamy w „GRID/ SIATKA” w lewym-
górnym rogu.
2. Tworzenie zespołów przypadkowych
Jeśli chcemy podzielić naszą grupę przypadkowo, klikamy w ikonkę TEAMS /
ZESPOŁY w lewym-górnym rogu.
4. Aby zmienić przydział, klikamy w ikonkę koła zębatego w prawym-górnym
rogu (OPTIONS) i ustawiamy nasze preferencje.
TEAM SIZE – wielkość zespołu
ALAWYS SHOW NAMES – zawsze pokazuj imiona
REMOVE CURRENT TEAMS – usuń obecne zespoły
LANGUAGE – język
ALLOW LEARENERS TO SEE MENTAL NOTES – zezwalaj uczniom widzieć
notatki mentalne
ALLOW LEARNERS TO CHANGE TEAMS – zezwalaj uczniom zmieniać zespoły
Po zmianie na zespoły dwusosobowe moja siatka wygląda następująco:
5. W międzyczasie na maila otrzymujemy linki dostępu do klasy. Pierwszy to
link dla nauczyciela, drugi – dla uczniów, aby mogli dołączyć do klasy.
3. Tworzenie zespołów w oparciu o wybrane przez nas kryteria
Aby utworzyć zespoły w oparciu o nasze kryteria klikamy w NEW TEAMS
/ NOWE ZESPOŁY w prawym-dolnym rogu.
6. Podajemy proponowane tematy współpracy i dołączamy zainteresowane
osoby poprzez złapanie z dolnego profilu ikony zainteresowanej osoby i
umieszczenie jej obok tematu.
Narzędzie tworzy trzy tematy. Aby dodać kolejne, będąc w ostatnim temacie
klikamy ENTER.
7. Następnie klikamy w NEXT dochodzimy do podglądu.
Następnie klikamy FORM TEAMS / UTWÓRZ ZESPOŁY i otrzymujemy
ustalony podział.
4. Nagrywanie pracy zespołowej
Po kolejnym zalogowaniu się zobaczymy wszystkich naszych uczniów z
kolorowymi kwadracikami po lewej stronie. Oznaczają one tematy pracy
8. poszczególnych grup. Pracę danej grupy zobaczymy klikając na dany
kwadrat.
Cyfra na kwadracie oznacza liczbę nagrań w danym temacie.
Aby nagrać nową odpowiedź na dolnym panelu klikamy w ikonkę z +.
Pojawi nam się wtedy ekran z zapytaniem, czy pozwalamy na
skorzystanie z kamery i mikrofony. Klikamy ZEZWALAJ.
9. Klikając w mikrofon zrobimy sobie zdjęcie, a po trzech sekundach
rozpocznie się nagrywanie głosu. Kiedy skończymy mówić klikamy na
mikrofon na dole. Nagranie może trwać maksymalnie 60 sekund.
Następnie zapisujemy nagranie klikając KEEP / ZATRZYMAJ i pojawi się
ono na dolnym pasku.
10. Do trybu nagrywania możemy także dotrzć klikając w TEAMS na górnym
panelu.
Następnie klikamy na mikrofon w naszym zespole.
11. Po nagraniu możemy przesłuchać zapis klikając w strzałkę obok
mikrofonu pod zdjęciem. Jeśli zagranie nam nie odpowiada klikamy na
mikrofon i nagrywamy jeszcze raz. Jeśli zaś jesteśmy z niego zadowolenie,
zapisujemy je poprzez KEEP/ZATRZYMAJ.
Zapisane nagrania są widoczne i dostępne dla wszystkich uczniów z klasy.
Widać je na dolnym panelu.
12. Jeśli wykorzystujemy narzędzie do monitorowania postępu pracy
projektowej, nagrywając wypowiedzi możemy odnieść się do trzech
pytań:
WHAT WE DID – CO ZROBILIŚMY
WHAT WE WILL DO – CO ZROBIMY
ANY PROBLEMS? – JAKIEŚ PROBLEMY?