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Organization of the meeting
The document summarizes a student project to organize a visit from Erasmus+ guests. Over 12 weeks, 4 students planned activities, made arrangements for accommodation and transportation, contacted participants, and carried out the visit. Through the project, the students developed professional, self-management, and social skills relevant to their field of office management. They gained experience organizing an event from start to finish, including assigning tasks, booking activities and hotels, communicating with guests, and providing certificates after completion.
School activities
Over 12 weeks, 12 students at a German vocational school developed and conducted a project to prepare activities and presentations for Erasmus+ exchange students visiting from Italy, Greece, Turkey, and Bulgaria. The students learned about the visiting students' home countries, developed interview questions in English, and created PowerPoint presentations. They practiced conducting tours and interviews in English. On the final performance days, the German students gave guided tours and conducted filmed interviews with their Erasmus+ guests in the roles of school guides.
Generic classroom management training final (1)
The document discusses effective classroom management systems and practices. It outlines common challenges with classroom management like being informal, reactive, and disconnected from school-wide systems. Formalizing classroom management can maximize academic achievement, social success, and effective teaching. Guiding principles include applying a three-tiered prevention model and remembering that good teaching is one of the best behavior management tools. Key elements of classroom management systems include instructional management, environmental management, and proactive behavior management supported by school-wide systems and data-driven decision making.
Project based learning 1
Project Based Learning document outlines the planning process for a Christmas Market project from September 2018 to December 2018. The first steps included creating a mindmap to gather information about what to sell, materials needed, and who would participate. An interim result was a table summarizing the collected data about participant experience and notifications. The end result would be executing the Christmas Market on December 16 after final preparation and manufacturing of goods to sell like wooden and metal decorations and homemade jams.
Project 2 preparation of school activities
Over 12 weeks, 12 students at a German vocational school developed and conducted a project to prepare activities and presentations for Erasmus+ exchange students visiting from Italy, Greece, Turkey, and Bulgaria. The students learned about the visiting students' home countries, developed interview questions in English, and created PowerPoint presentations. They practiced conducting tours and interviews in English. On the final performance days, the German students gave guided tours and conducted filmed interviews with their Erasmus+ guests in the roles of school guides and interviewers.
Project based learning
Project-based learning is a student-centered pedagogy that involves students acquiring deeper knowledge through actively exploring real-world problems. Students work for an extended period of time to investigate and respond to a complex question or challenge. It contrasts with rote memorization by posing questions that require critical thinking to solve. The teacher takes the role of coach as students collaborate in teams to research a subject, develop solutions, and present their findings. Project-based learning develops skills like collaboration, problem-solving, and communication while incorporating feedback and revision.
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Organization of the meeting
The document summarizes a student project to organize a visit from Erasmus+ guests. Over 12 weeks, 4 students planned activities, made arrangements for accommodation and transportation, contacted participants, and carried out the visit. Through the project, the students developed professional, self-management, and social skills relevant to their field of office management. They gained experience organizing an event from start to finish, including assigning tasks, booking activities and hotels, communicating with guests, and providing certificates after completion.
School activities
Over 12 weeks, 12 students at a German vocational school developed and conducted a project to prepare activities and presentations for Erasmus+ exchange students visiting from Italy, Greece, Turkey, and Bulgaria. The students learned about the visiting students' home countries, developed interview questions in English, and created PowerPoint presentations. They practiced conducting tours and interviews in English. On the final performance days, the German students gave guided tours and conducted filmed interviews with their Erasmus+ guests in the roles of school guides.
Generic classroom management training final (1)
The document discusses effective classroom management systems and practices. It outlines common challenges with classroom management like being informal, reactive, and disconnected from school-wide systems. Formalizing classroom management can maximize academic achievement, social success, and effective teaching. Guiding principles include applying a three-tiered prevention model and remembering that good teaching is one of the best behavior management tools. Key elements of classroom management systems include instructional management, environmental management, and proactive behavior management supported by school-wide systems and data-driven decision making.
Project based learning 1
Project Based Learning document outlines the planning process for a Christmas Market project from September 2018 to December 2018. The first steps included creating a mindmap to gather information about what to sell, materials needed, and who would participate. An interim result was a table summarizing the collected data about participant experience and notifications. The end result would be executing the Christmas Market on December 16 after final preparation and manufacturing of goods to sell like wooden and metal decorations and homemade jams.
Project 2 preparation of school activities
Over 12 weeks, 12 students at a German vocational school developed and conducted a project to prepare activities and presentations for Erasmus+ exchange students visiting from Italy, Greece, Turkey, and Bulgaria. The students learned about the visiting students' home countries, developed interview questions in English, and created PowerPoint presentations. They practiced conducting tours and interviews in English. On the final performance days, the German students gave guided tours and conducted filmed interviews with their Erasmus+ guests in the roles of school guides and interviewers.
Project based learning
Project-based learning is a student-centered pedagogy that involves students acquiring deeper knowledge through actively exploring real-world problems. Students work for an extended period of time to investigate and respond to a complex question or challenge. It contrasts with rote memorization by posing questions that require critical thinking to solve. The teacher takes the role of coach as students collaborate in teams to research a subject, develop solutions, and present their findings. Project-based learning develops skills like collaboration, problem-solving, and communication while incorporating feedback and revision.
Book with strategies
Formal cooperative learning involves students working in groups for one class period to several weeks to achieve shared academic goals and complete assignments together. The teacher's role includes forming groups, explaining tasks and expectations, monitoring groups, and assessing student learning and the group process. Informal cooperative learning uses brief temporary groups to actively engage students during lectures through focused discussions before, during, and after to process material. Cooperative base groups are long-term heterogeneous groups that provide academic and social support to members.
Five innovative education strategies of prakash nair
This document discusses five innovative education strategies proposed by Prakash Nair: peer tutoring, flipped learning, cooperative learning, project-based learning, and traditional classroom layout. It provides details on how each strategy works, including examples of lessons and benefits. It also discusses the organization of an Erasmus+ school visit project between Bulgaria and Germany.
Flyer
The document lists several international meetings that took place between 2018 and 2019 in various European locations. Meetings were held in Kavala, Greece in January and April 2019; Samsun, Turkey in May 2019; Germany in December 2019; Berkovitsa, Bulgaria in April 2018; and Piazza Armerina, Italy in October 2018.
Book with strategies
Formal cooperative learning involves students working in groups for one class period to several weeks to achieve shared academic goals and complete assignments together. The teacher's role includes forming groups, explaining tasks and expectations, monitoring groups, and assessing student learning and the group process. Informal cooperative learning uses brief temporary groups to actively engage students during lectures through focused discussions before, during, and after to process material. Cooperative base groups are long-term heterogeneous groups that provide academic and social support to members.
Web page
This website advocates for the inclusion and participation of people with disabilities in all areas of society. It highlights how exclusion and discrimination negatively impact people with disabilities and deprive societies of their talents and contributions. The website calls for policies and practices that promote accessibility, independence, and equality for people with disabilities.
Programme
This document provides an agenda for the 4th EPAL Kavala conference on May 15, 2019 from 5:00 PM to 8:30 PM. The conference is organized by the 4th EPAL Kavala school and Erasmus+ program. The agenda includes welcome remarks by the head teacher, two speeches on new education strategies and teaching science using technology, and a discussion period and buffet. The head teacher Aggeliki Karanasiou is responsible for the event.
Invitation
Our school 4th EPAL Kavalas is inviting participants to a conference on May 15th from 5pm to 8:30pm entitled "Do Not Exclude Me" organized as part of the Erasmus+ KA229 European program in cooperation with partners from Italy, Bulgaria, Turkey and Germany.
Conference 2
The document announces a conference on May 15th, 2019 from 5pm to 8:30pm at the 4th EPAL KAVALAS. The conference is related to the Erasmus+ program and has the theme "Don't Exclude Me".
Conference 1
The document announces a conference on May 15th, 2019 from 5pm to 8:30pm at the 4th EPAL KAVALAS. The conference is related to the Erasmus+ program and focuses on the theme "Don't Exclude Me".
Questionnaire results from the meetings
The document contains the results of a questionnaire from a meeting of the Do Not Exclude Me! project in Greece. Participants rated different aspects of the meeting organization, contents, quality of the European partnership, management/coordination, general impressions, and negative aspects. For most categories, the majority of ratings were "good" or "excellent," indicating positive experiences and feedback from the meeting.
Questionnaire
I am conducting a survey to better understand different perspectives. Your anonymous responses would be greatly appreciated and help ensure all voices are represented. Please take a few minutes to complete the short questionnaire at your earliest convenience.
Case study history lesson 2
Aidone is a small town in central Sicily known for the important archaeological site of Morgantina and the castle of Aidone. It preserves many traditions including the feasts of St. Philip celebrated on May 1st and St. Lawrence celebrated on August 10th. The Norman Palio festival in Piazza Armerina honors the patron Madonna delle Vittorie with medieval performances by knights, troops, and ladies in the historic center from August 12th to 14th.
Case study history lesson 1
Rosso Malpelo is a neglected boy who works in a quarry. He is disliked by everyone, including his mother and sister. When his father dies, he becomes even more isolated. Another boy named Ranocchio arrives at the quarry, and the two boys form a friendship, but Ranocchio soon falls ill and dies, leaving Rosso alone again. Rosso performs dangerous tasks at the quarry in order to survive with no one caring for him.
Case study english lesson 3
Traditional weddings in Sicily often take place near the sea, hills, or mountains. The bride's dress is typically white, though in the past a light blue dress was also common in some areas. After the reception, the newlyweds are accompanied to their new home, where the bed has been prepared with new sheets and pillows by the bride's mother. Sicilian weddings feature regional foods like almonds, sweets, and cannoli, as well as floral decorations that honor the island's scents of orange and almond. Local traditions also include pouring wine in front of the newlyweds' house or throwing wheat instead of rice.
Case study english lesson 2
1) The document wishes everyone a happy Easter and discusses some Easter traditions in Italy.
2) Traditional Easter foods in Italy include breads that vary by region, like dove-shaped breads, and hollow chocolate eggs filled with surprises.
3) Holy Week includes solemn processions and masses in Italian cities, such as a large Good Friday procession in Enna, Sicily with friars in ancient costumes.
Case study english lesson 1
The song "Scars to Your Beautiful" by Alessia Cara discusses society's unrealistic standards of beauty and how people try to change themselves to meet those standards. It encourages people by telling them they are beautiful just as they are and don't need to change anything about themselves. The song has a message of self-acceptance and finding inner beauty rather than being defined by surface-level judgments of beauty.
Traditional classroom
The document summarizes a workshop on using information and communication technologies (ICT) and the flipped classroom model. The first day of the workshop included introductions and a discussion of flipped learning. Participants discussed definitions of flipped learning and potential benefits, such as increased comprehension, critical thinking, and interaction. Teachers then introduced video editing tools that can be used to create content for flipped learning, including Camtasia, iMovie, and Kahoot. The workshop aimed to help teachers practically implement flipped learning and ICT tools in their classrooms.
Traditional classroom
A traditional classroom provides face-to-face instruction from a teacher to students in the same physical setting. While traditional classrooms have structured learning environments with set schedules, they allow for direct interaction between students and teachers, as well as collaborative learning among classmates. However, traditional classrooms can also be inflexible and time-consuming for students. Some advantages of traditional classrooms include opportunities for participation, interaction, and learning from teachers and peers, while disadvantages include costs of commuting, rigid schedules, and students playing a passive role. Overall, traditional classrooms best support learning styles involving cooperation, receiving feedback, and non-technological resources.
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Book with strategies
Formal cooperative learning involves students working in groups for one class period to several weeks to achieve shared academic goals and complete assignments together. The teacher's role includes forming groups, explaining tasks and expectations, monitoring groups, and assessing student learning and the group process. Informal cooperative learning uses brief temporary groups to actively engage students during lectures through focused discussions before, during, and after to process material. Cooperative base groups are long-term heterogeneous groups that provide academic and social support to members.
Five innovative education strategies of prakash nair
This document discusses five innovative education strategies proposed by Prakash Nair: peer tutoring, flipped learning, cooperative learning, project-based learning, and traditional classroom layout. It provides details on how each strategy works, including examples of lessons and benefits. It also discusses the organization of an Erasmus+ school visit project between Bulgaria and Germany.
Flyer
The document lists several international meetings that took place between 2018 and 2019 in various European locations. Meetings were held in Kavala, Greece in January and April 2019; Samsun, Turkey in May 2019; Germany in December 2019; Berkovitsa, Bulgaria in April 2018; and Piazza Armerina, Italy in October 2018.
Book with strategies
Formal cooperative learning involves students working in groups for one class period to several weeks to achieve shared academic goals and complete assignments together. The teacher's role includes forming groups, explaining tasks and expectations, monitoring groups, and assessing student learning and the group process. Informal cooperative learning uses brief temporary groups to actively engage students during lectures through focused discussions before, during, and after to process material. Cooperative base groups are long-term heterogeneous groups that provide academic and social support to members.
Web page
This website advocates for the inclusion and participation of people with disabilities in all areas of society. It highlights how exclusion and discrimination negatively impact people with disabilities and deprive societies of their talents and contributions. The website calls for policies and practices that promote accessibility, independence, and equality for people with disabilities.
Programme
This document provides an agenda for the 4th EPAL Kavala conference on May 15, 2019 from 5:00 PM to 8:30 PM. The conference is organized by the 4th EPAL Kavala school and Erasmus+ program. The agenda includes welcome remarks by the head teacher, two speeches on new education strategies and teaching science using technology, and a discussion period and buffet. The head teacher Aggeliki Karanasiou is responsible for the event.
Invitation
Our school 4th EPAL Kavalas is inviting participants to a conference on May 15th from 5pm to 8:30pm entitled "Do Not Exclude Me" organized as part of the Erasmus+ KA229 European program in cooperation with partners from Italy, Bulgaria, Turkey and Germany.
Conference 2
The document announces a conference on May 15th, 2019 from 5pm to 8:30pm at the 4th EPAL KAVALAS. The conference is related to the Erasmus+ program and has the theme "Don't Exclude Me".
Conference 1
The document announces a conference on May 15th, 2019 from 5pm to 8:30pm at the 4th EPAL KAVALAS. The conference is related to the Erasmus+ program and focuses on the theme "Don't Exclude Me".
Questionnaire results from the meetings
The document contains the results of a questionnaire from a meeting of the Do Not Exclude Me! project in Greece. Participants rated different aspects of the meeting organization, contents, quality of the European partnership, management/coordination, general impressions, and negative aspects. For most categories, the majority of ratings were "good" or "excellent," indicating positive experiences and feedback from the meeting.
Questionnaire
I am conducting a survey to better understand different perspectives. Your anonymous responses would be greatly appreciated and help ensure all voices are represented. Please take a few minutes to complete the short questionnaire at your earliest convenience.
Case study history lesson 2
Aidone is a small town in central Sicily known for the important archaeological site of Morgantina and the castle of Aidone. It preserves many traditions including the feasts of St. Philip celebrated on May 1st and St. Lawrence celebrated on August 10th. The Norman Palio festival in Piazza Armerina honors the patron Madonna delle Vittorie with medieval performances by knights, troops, and ladies in the historic center from August 12th to 14th.
Case study history lesson 1
Rosso Malpelo is a neglected boy who works in a quarry. He is disliked by everyone, including his mother and sister. When his father dies, he becomes even more isolated. Another boy named Ranocchio arrives at the quarry, and the two boys form a friendship, but Ranocchio soon falls ill and dies, leaving Rosso alone again. Rosso performs dangerous tasks at the quarry in order to survive with no one caring for him.
Case study english lesson 3
Traditional weddings in Sicily often take place near the sea, hills, or mountains. The bride's dress is typically white, though in the past a light blue dress was also common in some areas. After the reception, the newlyweds are accompanied to their new home, where the bed has been prepared with new sheets and pillows by the bride's mother. Sicilian weddings feature regional foods like almonds, sweets, and cannoli, as well as floral decorations that honor the island's scents of orange and almond. Local traditions also include pouring wine in front of the newlyweds' house or throwing wheat instead of rice.
Case study english lesson 2
1) The document wishes everyone a happy Easter and discusses some Easter traditions in Italy.
2) Traditional Easter foods in Italy include breads that vary by region, like dove-shaped breads, and hollow chocolate eggs filled with surprises.
3) Holy Week includes solemn processions and masses in Italian cities, such as a large Good Friday procession in Enna, Sicily with friars in ancient costumes.
Case study english lesson 1
The song "Scars to Your Beautiful" by Alessia Cara discusses society's unrealistic standards of beauty and how people try to change themselves to meet those standards. It encourages people by telling them they are beautiful just as they are and don't need to change anything about themselves. The song has a message of self-acceptance and finding inner beauty rather than being defined by surface-level judgments of beauty.
Traditional classroom
The document summarizes a workshop on using information and communication technologies (ICT) and the flipped classroom model. The first day of the workshop included introductions and a discussion of flipped learning. Participants discussed definitions of flipped learning and potential benefits, such as increased comprehension, critical thinking, and interaction. Teachers then introduced video editing tools that can be used to create content for flipped learning, including Camtasia, iMovie, and Kahoot. The workshop aimed to help teachers practically implement flipped learning and ICT tools in their classrooms.
Traditional classroom
A traditional classroom provides face-to-face instruction from a teacher to students in the same physical setting. While traditional classrooms have structured learning environments with set schedules, they allow for direct interaction between students and teachers, as well as collaborative learning among classmates. However, traditional classrooms can also be inflexible and time-consuming for students. Some advantages of traditional classrooms include opportunities for participation, interaction, and learning from teachers and peers, while disadvantages include costs of commuting, rigid schedules, and students playing a passive role. Overall, traditional classrooms best support learning styles involving cooperation, receiving feedback, and non-technological resources.
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