"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.
"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.
Information architecture – the science of defining internal relationships between physical or informational “objects”, is one of the linchpins of user-experience design. Yet more and more, people assume that the information architect must be a highly trained professional, preferably with a background in information- or library-science. It is time to kill off this myth. Your mother is an information architect. So is the man at the fruit stand. And your local bartender. We all practice information architecture, but most of us don’t think of it as such. Perhaps we should…
Presentation on the updates of BARTER. Outlining the need, issues and reasons. The presentations looks at the current stages of development of the mobile device to the online data sets of visualisations.
Crowdfunding - A new way of financing SMEs in Colombia - #ForosMipymeRonald Kleverlaan
Crowdfunding presentation at the "Foro Colombiano de la Micro y Pequeña Empresa" in Colombia about the opportunities of crowdfunding for SMEs.
Agenda:
- History of crowdfunding
- Crowdfunding = Community Funding
- Different types of crowdfunding
- Market size and growth opportunity
- More then money
Website of conference: http://www.forosmipyme.com.co/
Seven Trends In Information Architecture, Berlin 2006Eric Reiss
I held this talk at EuroIA in Berlin, Germany back in September of 2006. I'm uploading it now (December 2009) because I'm amazed at how much is still relevant.
Finding The Voice of A Virtual Community of PracticeConnie White
Critical components for a successful Community of Practice (CoP) are that: 1) the community members have a space where their voice can be heard and that, (2) the proper technology is given to them to aid in this effort. We describe a Dynamic Delphi system under development which interprets the group’s voice in the creation of information during the initial start up phases when cultivating a CoP. Community members’ alternatives are explored, justified and debated over periods of time, and best reflect the group’s opinion at any moment in time where collective intelligence will be created from the interactions amongst group members. The system could handle a wide variety of types of decisions reflecting the diversity of goals given a CoP including emergency response actions, prediction markets, lobbying efforts, any sort of problem solving, making investment suggestions, etc. Pilot studies indicate that the group creates a greater number of better ideas. Ongoing studies are described, including applications to emergency management planning and response. They demonstrate that implementing a Dynamic Delphi system will prove conducive for building the initial repertoire of ideas, rules, policies or any other aspect of the community’s ‘voice’ that should be heard, in such a way that the individual voices are juxtaposed in harmony to create a single song.
My presentation would be about a pair of glasses that enhances more than vision by offering heart-warming and engaging adventures to the user. This technological tool enables simulations of real-time situations and also aids vision and everyday life experiences.
With over 150 million Apple Ipods sold within the last 7 years, theiPod has definitly become a staple in our lives. Allowing internationalsharing, and chatting about music it creates environments for peoplethat love music, but can also create isolation. This presentation isabout where the line is drawn.
Information architecture – the science of defining internal relationships between physical or informational “objects”, is one of the linchpins of user-experience design. Yet more and more, people assume that the information architect must be a highly trained professional, preferably with a background in information- or library-science. It is time to kill off this myth. Your mother is an information architect. So is the man at the fruit stand. And your local bartender. We all practice information architecture, but most of us don’t think of it as such. Perhaps we should…
Presentation on the updates of BARTER. Outlining the need, issues and reasons. The presentations looks at the current stages of development of the mobile device to the online data sets of visualisations.
Crowdfunding - A new way of financing SMEs in Colombia - #ForosMipymeRonald Kleverlaan
Crowdfunding presentation at the "Foro Colombiano de la Micro y Pequeña Empresa" in Colombia about the opportunities of crowdfunding for SMEs.
Agenda:
- History of crowdfunding
- Crowdfunding = Community Funding
- Different types of crowdfunding
- Market size and growth opportunity
- More then money
Website of conference: http://www.forosmipyme.com.co/
Seven Trends In Information Architecture, Berlin 2006Eric Reiss
I held this talk at EuroIA in Berlin, Germany back in September of 2006. I'm uploading it now (December 2009) because I'm amazed at how much is still relevant.
Finding The Voice of A Virtual Community of PracticeConnie White
Critical components for a successful Community of Practice (CoP) are that: 1) the community members have a space where their voice can be heard and that, (2) the proper technology is given to them to aid in this effort. We describe a Dynamic Delphi system under development which interprets the group’s voice in the creation of information during the initial start up phases when cultivating a CoP. Community members’ alternatives are explored, justified and debated over periods of time, and best reflect the group’s opinion at any moment in time where collective intelligence will be created from the interactions amongst group members. The system could handle a wide variety of types of decisions reflecting the diversity of goals given a CoP including emergency response actions, prediction markets, lobbying efforts, any sort of problem solving, making investment suggestions, etc. Pilot studies indicate that the group creates a greater number of better ideas. Ongoing studies are described, including applications to emergency management planning and response. They demonstrate that implementing a Dynamic Delphi system will prove conducive for building the initial repertoire of ideas, rules, policies or any other aspect of the community’s ‘voice’ that should be heard, in such a way that the individual voices are juxtaposed in harmony to create a single song.
My presentation would be about a pair of glasses that enhances more than vision by offering heart-warming and engaging adventures to the user. This technological tool enables simulations of real-time situations and also aids vision and everyday life experiences.
With over 150 million Apple Ipods sold within the last 7 years, theiPod has definitly become a staple in our lives. Allowing internationalsharing, and chatting about music it creates environments for peoplethat love music, but can also create isolation. This presentation isabout where the line is drawn.
VLARINA - An eTwinning project 2012-13 (Greece-Serbia-Italy)Vasiliki Papaioannou
The Students participating in this project had the opportunity to meet fellow mates from other European (Mediterranean) countries and communicate with them via e-mail or via instant messaging. They developed friendly relations with each other and shared details about their daily lives, traditions, cultures, perceptions, ideas, lifestyle.Establishing a common point of view of the past, students explored how the Mediterranean Sea is still the bridge between different cultures and religions.
All students developed their English language vocabulary and skills. They also developed their intercultural skills, exchanged ideas, gifts and postcards and also made use of a variety of resources in order to upload powerpoint presentations, documents, files and images about their countries on twinspace.
Last but not least students familiarised themselves with working in a virtual environment, identified and discussed the challenges they face living and working in them. The most important thing is that they made new friends and they gained insights from online school collaborations which will be valuable and worth remembering a life time.
Integrating Telecollaboration in different educational contexts – identifying...the INTENT project
In the context of foreign language education, ‘telecollaboration’ refers to the application of online communication tools to bring together classes of language learners in geographically distant locations to develop their foreign language skills and intercultural competence through collaborative tasks and project work. The interaction has traditionally been text-based and asynchronous, however, the recent advances of Web 2.0 online communication have meant that synchronous oral communication as
well as multimodal exchanges involving combinations of different media are becoming increasingly popular. This presentation and workshop will review the different models or configurations of online intercultural exchange which have been employed in the foreign language classroom to date and also explores the new options and opportunities which are emerging from Web 2.0 contexts. We will outline the main research findings related to the barriers and challenges to integrating this activity into educational curricula and we will also its key contributions to foreign language learning. Finally, in our workshop we will explore how telecollaboration can be integrated into teacher training in Germany and also in vocational training.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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The presentation about monthly activities in spain
1. Activities of the
IES Miguel de
Cervantes
(The First Year of the Project)
MULTIDISCIPLINARY FLIPPED
LEARNING WITH ICT
FLwICT
2. SEPTEMBER
INTRODUCING THE PROJECT
• The project was introduce by José Luis León, the local coordinator, in a
teacher meeting .
• Many teachers were interested in learning more about “Flipped Learning”
The Spanish teacher’s team
3. • A PRESS NOTE was sent to local
press, but It wasn’t published.
• A blog post was published in
the official school blog . It had
many positives comments from
families and students related to
the interest of the project
SEPTEMBER
INTRODUCING THE PROJECT
4. • To define the national group , first we selected the class level : third and
fourth level with students among 14-16 years old .
• After talking with the families and explaining the project: aims, activities
and responsibilities . They were asked for their interest in participate in
the project.
• With this information 24 students were selected.
• Due to the fact students come from 4 different class-rooms , the
communication was organized using a gmail group and a Moodle course.
SEPTEMBER
FORMING NATIONAL WORKING GROUPS
5. • This activity was aimed by Francisco Pérez , the Arts teacher.
SEPTEMBER
PREPARATION OF THE PROJECT BOARD
• Students were very
motivated with this first
activity
6. • The process followed was:
• Set up our students in the etwinning project.
• Introduce the platform to our students.
• TOOLS AND POSIBILITIES
• WAY TO ACCESS (URL, username, password)
Nevertheless, the use of the platform by the students HAS BEEN LIMITED
during this first year , due to different reasons (indifference, fogetting
password, ….)
SEPTEMBER
ETWINNING PLATFORM
8. OCTOBER
CREATING THE PROJECT’S LOGO
• A video for students was made by José
Luis León (ICT teacher and local
coordinator).
• Students were invited to watch the video
at home and then teachers proposed to
design a logo using a computer in the lab.
10. NOVEMBER
THE MEETING IN PORTUGAL
• For Portugal meeting it was tried to involve as many
teachers as possible, but only three got a permission.
11. NOVEMBER
THE MEETING IN PORTUGAL
• It was a good experience to meet the other partners, to organize the
project and mainly to learn about new tools and applications to implement
the project in a proper way.
12. NOVEMBER
THE MEETING IN PORTUGAL
• After the meeting all information was transmitted to Spanish teacher
team.
14. DECEMBER
PREPARING A DIGITAL POSTCARD
• Most of students used Glogster.
Glogster is a cloud-based platform for
presentation It allows users to mix all kinds
of media to create multimedia posters
• Nevertheless, other students
decided to use a simpler and
familiar application, such as
slideshow programs
15. • A video for Spanish teacher was made by Asunción Moreno (Spanish teacher).
• The software used was Windows Movie Maker.
DECEMBER
MAKE AN E-GUIDE ABOUT HOW TO MAKE A MOVIE
16. • Using the flipped learning method,
students acquired the knowledge
to prepare a movie.
• To practice, they made videos
about the school and about our
town.
• Previously, students were provided
with a script and a basic collection
of pictures.
DECEMBER
PREPARE A MOVIE ABOUT THE SCHOOL
17. JANUARY
THE MEETING IN ITALY
• Spanish students team prepared
presentations about our school during
several meetings where they corrected
mistakes and improved their English skills.
• Spanish students selected the best national
logo to present it in Italy. This logo was
designed by Marco LLedó
• We also had a lesson to learn thinks about
Internet ethic.
PREVIOUS
18. JANUARY
THE MEETING IN ITALY
ACTIVITIES
• Students introduced our school and
our national logo. They did a hard
work creating really good slide shows
about Internet ethic and presented
them in the international groups.
• All of them enjoyed visiting and
knowing the rich cultural heritage of
Italy.
19. The experience in Italy was awesome.
Our students met a lot of new friends
from different countries and with them
they shared this adventure.
They also had the chance to improve
their English skills.
EXPERIENCES
JANUARY
THE MEETING IN ITALY
20. FEBRUARY
THE MEETING IN SPAIN
PREVIOUS
Students aimed by teachers prepared slide shows about Spain Culture,
folk dance and a traditional dish.
Spanish teacher team organized the activities of the meeting agenda.
There was a meeting with the host families to organize and to explain
the rules of the students exchange.
Students and teachers decorated and prepared the school, the
Erasmus’ lab and the gym, …
21. FEBRUARY
THE MEETING IN SPAIN
ACTIVITIES
There were a full activity program:
• An official opening with important local impact.
• Interesting workshops:
• Overcome Prejuices.
• Folk Dances.
• Salmorejo soup.
• Quiz: What do you know about your
neighbour?
• Presentation of slideshows about “Culture”.
• Visits: Old town, Alcazar Palace, Spain Square and Maria
Luisa’s Park, Alhambra de Granada,..
• Tasting of traditional food.
• And a lively Farewell party.
22. FEBRUARY
THE MEETING IN SPAIN
EXPERIENCES
• The meeting was a big challenge for our
school. Student families and teachers
worked hard to achieve that our partners
enjoyed with this experience.
• We feel specially proud with the
opinions and appreciations received by
both guest students as host families.
• The project had a wide impact in the
regional media (even in the TV)
23. MARCH
PRODUCE AN E-BOOK ABOUT THE STUDENTS’ OWN
COUNTRY’S CULTURE
• The teachers, César
Gutierrez (History teacher)
and Isabel Garrido (English
teacher) prepared a slide
presentation about: “What
is Culture” for Spanish
students.
• José Luis León (ICT teacher
and local coordinator)
made a video about what is
an e-book and some flash
applications to publish it in
the web, such as ISSUU or
Lucid Press.
24. • In a lesson, students were invited
to watch the videos and
examples of templates was
showed to help students to
design the e-book
• Students were organized in groups
to create together in total three e-
books.
• After searching and selecting the
information to include in the e-
book the texts were checking for
the English teachers to correct
mistakes and to help students
improve their English skills.
MARCH
PRODUCE AN E-BOOK ABOUT THE STUDENTS’ OWN
COUNTRY’S CULTURE
26. APRIL
THE MEETING IN LATVIA
• Teachers arranged activities related
to the topic: ETTIQUETES AND
CUSTOMS IN SPAIN with students for
Latvia.
• Students created a slide show about
this topic . This activity was
supervised by English teachers.
PREVIOUS
27. APRIL
THE MEETING IN LATVIA
ACTIVITIES
• Students worked the Cultural Awareness
and prepared and presented in
international groups, good slideshows.
• Students found specially interesting the
sightseeing in Riga, the creative workshop
in Mark Rotko Art Centre and the visit to
Ethnographic Museum Andrupenes Farm.
28. APRIL
THE MEETING IN LATVIA
EXPERIENCES
Despite the disagreeable experience suffered
during the trip , the meeting in Latvia was
pleasant.
Students and teachers had the opportunity to
know a country and culture very different from
ours.
In opinion of one of our students, shared for all
of us
“In spite of the differences, I felt as I was
at home. People were really kind and
warm”
29. MAY
GENERAL EVALUATION OF STUDENT’S PRODUCTS
• All students filled a questionnaire
related to student´s monthly
products
• The coordinator prepared a
report and a presentation with
this information to be presented
in the meeting in Portugal.
30. PREPARED BY
JOSÉ LUIS LEÓN GONZÁLEZ
ICT TEACHER
IES MIGUEL DE CERVANTES
Seville (SPAIN)
