The document discusses internet safety and the responsible use of online tools for teaching and collaboration. It emphasizes using verified accounts on secure platforms like eTwinning and monitoring student activities. Teachers are advised to consider privacy options, permissions, potential risks and notify parents before using online tools. Digital citizenship, balancing private and public online presence, and having reporting systems in place are important aspects of internet safety.
Reading e books - an alternative for classical reading - o projektuPogled kroz prozor
This document discusses a project about e-books and digital reading. It outlines activities conducted from January to June 2012 to promote e-books and digital literacy. The activities included presentations on e-book offerings in different countries, e-readers from the EU, online journals and magazines, and a poster contest on books versus e-books. Students researched the Croatian e-book market and popular authors available online. The project aimed to promote Croatian culture, literature, and the Glagolitic alphabet through numerous multimedia presentations and resources on e-reading.
This document summarizes some of the most famous aspects of Croatian culture, including its natural landscapes, historical monuments, folk music, and cuisine. It highlights several prominent national parks featuring beautiful scenery along the coast and mountains. Some of the most famous historical sites mentioned are cathedrals in Zagreb and Šibenik. Traditional folk music styles like ganga and bedarac are noted, as well as ojkanje singing, an intangible cultural heritage tradition. Finally, well-known foods from different regions such as rab cake, kulen, pag cheese, and zagorje strudel are listed.
This document discusses various eTwinning projects that Tamara Vidović, a primary school teacher, has participated in. It lists the names and URLs of 10 different eTwinning projects from 2011-2012 focused on topics like comparing interests of young people across countries, exchanging postcards from around the world, and sharing favorite pop songs. The projects involved partnerships with 29 other schools.
eTwinning projekti O.Š.Bartula Kašića Zadar 2012.Xenia Nincevic
Osnovna škola Bartula Kašiča Zadar dobitnik je 4 QL za 2012. godinu. Ovom prezentacijom željimo ukratko upoznati javnost sa našim uspjesima. Peti eTwinning projekt realiziran je povodom Dana EUROPSKIH JEZIKA 2012.
The document discusses a panel discussion where opinions will be asked on eTwinning. The moderator of the discussion will be Riina Vuorikari. Participants will be asked questions to provide their views and perspectives on eTwinning.
Nadin Cuca, učiteljica engleskog jezika u OŠ Vladimira Nazora Nova Bukovica pripremila je prezentaciju o Microsoftovom globalnom događanju za edukatore "Hack the Classroom"
The document introduces digital content curation and provides information on how to curate content. It discusses choosing a topic to curate, finding and filtering relevant information, and sharing curated content through tools like RSS feeds, social networks, and content curation platforms. The document also covers potential pitfalls to avoid like filter bubbles and provides examples of popular content curation tools.
This document provides an overview of eTwinning, which is an online community for schools in Europe that allows students and teachers to collaborate on projects. It highlights some key benefits of eTwinning projects including that they are peer-learning opportunities that promote cross-cultural exchange, teamwork, and the development of skills through an interdisciplinary approach. eTwinning projects also provide motivation for students and help develop innovative teaching methods while bringing a European dimension to the classroom.
IX. gimnazija: Well-being QuestionnaireArjana Blazic
IX. gimnazija is a school in Zagreb, Croatia that was founded in 1945 by UNESCO. It has 460 students and 68 staff members, including 45 teachers. The school teaches 4 foreign languages and offers various extracurricular activities. Students were generally satisfied with their school experience, noting the helpful teachers, comfortable classrooms, and affordable food. However, some felt there could be more activities to bond and that subjects need to be more interesting. Teachers enjoyed the creative freedom and teamwork opportunities but wanted improved facilities and curriculum flexibility. Maintaining respect among students and a clean learning environment were seen as important for upholding the school's values. The project was said to provide skills like collaboration, communication, grit,
This document provides an overview of flipped classrooms. It begins by introducing the concept of flipped classrooms and tracing their origins back to educators in the 1990s and 2000s who pioneered techniques like peer instruction and video lectures assigned as homework. The rest of the document discusses how flipped classrooms allow more class time for hands-on activities and discussion by moving direct instruction outside of class. It also addresses common concerns teachers have about implementing flipped classrooms and recommends tools like EdPuzzle that can help teachers create interactive video lessons. Finally, it prompts readers to create their own EdPuzzle video and share it.
This document provides 23 ideas for how teachers can use Instagram Stories in the classroom with students. Some of the ideas include having students introduce themselves live, interview classmates, explain concepts, create picture or video dictionaries of vocabulary words, document field trips or museum exhibits, create tutorials, and more. The ideas are intended to encourage student engagement and interaction through sharing photos, videos, drawings and live commenting on Instagram Stories.
This document discusses various online assessment tools for use in education, including Kahoot, Quizizz, ESLVideo, Edpuzzle, Plickers, and Mentimeter. It provides information on the types of questions, features, and interfaces of each tool. These tools allow for paperless, interactive quizzes with instant feedback and automatic scoring. They support multimedia, randomization of questions, and different question formats. Some tools are free while others have pricing options.
Flipping the Classroom Around the WorldArjana Blazic
The document discusses flipping the classroom. It begins with a quick survey that finds teachers lack time, students procrastinate and complete work last minute, and it is hard to gauge if students are truly learning from passive classroom behaviors. This leads to discussing flipping the classroom as a possible solution. It defines flipping as having students engage with content outside of class, freeing up class time for active learning activities. The document provides tips for how to flip a classroom, including creating or finding content, distributing it, and changing the classroom culture to focus on active learning in class. It discusses challenges but emphasizes finding what works best for each teacher and students.
The document describes an ICT training that took place on November 24, 2016 as part of the Erasmus+ KA 2 project "Make Me A European" funded by the European Commission. The training covered 4 topics: curation, collaboration, presentation, and evaluation. It provided information on using tools like Adobe Spark Page and explored learning approaches like flipped classroom, research-based learning, and individualized learning. The document concluded with a reminder of the attendance link.
eTwinning - the most exciting community for schools in EuropeArjana Blazic
eTwinning is the largest European online community for schools, allowing teachers and students to collaborate on projects. It has three main levels - the eTwinning portal which is the central meeting place, eTwinning Live which is teachers' personal spaces, and TwinSpace which is used for collaborative projects. Projects involve peer learning, cross-cultural exchange, and developing skills through teamwork and using technologies. Successful projects are integrated with school curricula and evaluated using rubrics, with recognition available through quality labels.
The document discusses a teaching event on June 27, 2016 that will feature fast and fabulous activities to demonstrate project-based learning techniques with questions and answers as well as graphic representations. It encourages less direct teaching and more student-centered learning for greater outcomes, citing education expert Grant Wiggins.
Global Networker discusses how social networks can be used to connect teachers internationally through eTwinning, an online community for schools in Europe. The article profiles Fiona Beal, a teacher from the UK who has connected with over 500 schools across 40 countries by using social media and online tools to collaborate on projects and share resources with other educators. It advocates that teachers should leverage social networks and online communities to expand their professional learning and make international connections.
The document describes an ICT training that took place on April 19, 2016 as part of the Erasmus+ KA 2 project "Make Me A European" from 2015-2017. The training covered 4 topics: curation, collaboration, presentation, and evaluation. It also described the collaborative online tool Titanpad.
This document summarizes an ICT training event funded by the European Commission. It provides information on four topics that will be covered: curation, collaboration, presentation, and evaluation. It also lists tools that will be discussed, including Blendspace, and invites people to join a webinar on April 19th.
This document describes an ICT training event that took place on February 23, 2016 as part of the Make Me A European project funded by the European Commission. The training covered topics like curation, collaboration, presentations, and evaluation and introduced issuu, a free platform for publishing magazines, catalogs, and newspapers. Participants are invited to join an upcoming webinar on March 8, 2016 at 7:30 PM to learn about Twinspace Live.
15. kreativnost i inovativnost
pristup internetu
upravljanje
informacijama
stvaranje novih
paradigmi
pedagogija
vještine 21. stoljeda
put kudi obrazovno okruženje
Sl.: Mark Treadwell
16. Kontinuirano stručno usavršavanje
Cjeloživotno učenje
Samoučenje
Nepismeni 21. stoljeća neće biti
oni koji ne znaju čitati i
pisati, nego oni koji ne mogu
naučiti, odučiti i ponovno
naučiti.
Alvin Toffler
17.
18.
19.
20. • Komuniciranje na materinjem jeziku
• Komuniciranje na stranom jeziku
• Matematička pismenost i osnovna znanja iz znanosti i tehnologije
• Digitalna kompetencija
• Učiti kako se uči
• Građanska kompetencija i socijalne vještine
• Poduzetnost/Poduzetništvo
• Kulturna osviještenost i izražavanje
21. Istraživanje o inovativnom učenju i poučavanju
Microsoft Partners in Learning
ITL Research
SRI International
Učenici i nastavnici iz 159 škola u
Australiji, Engleskoj, Finskoj, Indoneziji, Meksiku, Rusiji i Senegalu.
Intel Teachers Engage
23. Izgradnja znanja
Kritičko mišljenje
Rješavanje
Vještine učenja
problema
Kreativnost i
inovativnost
Komunikacija i
suradnja
Ocjenjivanje i
samoocjenjivanje
24. Digitalne vještine
Informacijska i medijska
pismenost
Računalna pismenost
25. Životne i radne
Inicijativnost i
poduzetništvo
vještine
Kroskulturalnost
Fleksibilnost i
adaptibilnost
26. Nastavna
Učenički rad
jedinica
Poučavanje
Učenje
Suradnja Izgradnja znanja
Izgradnja znanja Upotreba IKT-a
Upotreba IKT-a Rješavanje autentičnih
Samoprocjena problema i inovativnost
Rješavanje autentičnih Vještine komuniciranja
problema i inovativnost
27. sigurnost sumnja
prihvadanje istraživanje
odgovor pitanje
28. Pitanja:
interakcija
diskusija
kompleksno razmišljanje
razumijevanje sadržaja
povezanost s prethodno naučenim gradivom i
stečenim životnim iskustvom
Rješavanje
Izgradnja znanja problema
30. JE LI OVO IZGRADNJA ZNANJA?
DA: NE:
Na temelju detalja u tekstu učenici dolaze do Učenici pišu sastavak o zločinu koji je počinio
zaključka o razlozima zbog kojih je jedan od jedan od likova.
likova počinio zločin.
Učenici pretražuju internet kako bi pronašli Učenici na internetu traže informacije o lokalnim
informacije o aktivnostima za zaštitu okoliša u aktivnostima za zaštitu okoliša te ih prezentiraju
lokalnoj zajednici, analiziraju ih i odabiru ostalim učenicima.
aktivnosti u koje se mogu uključiti.
Učenici pišu sastavak u kojem uspoređuju Učenici pišu sastavak o informacijama
informacije iz višestrukih izvora. pronađenim na internetu ili u knjigama.
31. • Vrijeme
Učenici
• Napor
Nastavnici • Vrednovanje
32. Sadržaj
Ideje
Metode
Nastavna jedinica:
Učenici na satu biologije pišu pisma organizaciji za zaštitu okoliša o rezultatima vlastitog istraživanja.
Nastavnici ocjenjuju učenike na temelju kvalitete Nastavnici ocjenjuju učenike na temelju
podataka i vještine pisanja. kvalitete podataka.
Učenici na satu biologije označavaju grafove.
Definirani su ciljevi učenja i za matematiku i za Nisu definirani ciljevi za matematiku.
biologiju.
Učenici na satu fizike koriste IKT kako bi svoj rad predstavili ostalim učenicima.
Upotreba IKT-a kao alata na satu fizike se ne smatra interdisciplinarnom.
33. • Nastavna jedinica NE ZAHTIJEVA od učenika izgradnju znanja. Učenici mogu
1= završiti aktivnost tako da reproduciraju informaciju koristedi poznate
procedure.
• Nastavna jedinica ZAHTIJEVA od učenika izgradnju znanja uz interpretaciju, analizu,
sintezu ili evaluaciju informacija i ideja.
2=
ALI
• Središnji zahtjev nastavne jedinice NIJE izgradnja znanja.
• Središnji zahtjev nastavne jedinice JE izgradnja znanja.
3= ALI
• Nastavna jedinica NE POSTAVLJA ciljeve učenja za više od jednog predmeta.
• Središnji zahtjev nastavne jedinice JE izgradnja znanja.
I
4=
• Izgradnja znanja JE interdisciplinarna. Nastavna jedinica POSTAVLJA ciljeve
učenja za više od jednog predmeta.
34. kad učenik mora riješiti problem s kojim se prije nije
susreo i za koji ne zna odgovor ili rješenje unaprijed
kad učenik mora izvršiti zadatak za koji nema upute
kad dobije previše informacija pa mora odabrati one
koje su relevantne za zadatak
kad mora stvoriti kompleksan proizvod/rad koji de
odgovarati postavljenim zahtjevima
35. Jesu li ovo autentične situacije?
Učenici proučavaju plan autobusnih stanica Učenici proučavaju plan
i predlažu pješačke prijelaze u zamišljenom autobusnih stanica i predlažu
gradu. pješačke prijelaze u svom gradu.
Učenici istražuju da li de uzgajanje Učenici istražuju interakciju
biljaka u njihovoj učionici pomodi između biljaka i ugljičnog
kvaliteti zraka. dioksida u zraku.
36. Implementacija učenikovih ideja ili rješenja u stvarnom životu
Korisno upotrijebljena ideja u praksi
Prava, zainteresirana publika
Učenici preuređuju Shakespearovu Učenici preuređuju
dramu koju izvode pred učenicima u Shakespearovu dramu koju ne
svojoj školi. izvode pred publikom.
37. Misli kreativno
Budi znatiželjan
Surađuj s vršnjacima
Pokaži originalnost i inventivnost
Implementiraj inovacije
38. Komponente
Suradnički rad
Podijeljena odgovornost
Zajedničko donošenje značajnih odluka
39. Tko? SURADNIČKI RAD?
DA NE
Učenici rade u paru i jedan drugom daju Svaki učenik radi sam.
povratnu informaciju.
Grupa učenika diskutira o problemu. Cijeli razred diskutira o problemu.
Učenik koristi internet da intervjuira
svog vršnjaka u drugom gradu.
Zašto?
Diskutirati o problemu
Riješiti problem
Stvoriti nešto novo
40. Podijeljena odgovornost
Učenici su vlasnici zadatka Učenici zajednički provode laboratorijski
pokus.
Odgovorni su za njegov rezultat
JE LI OVO PODIJELJENA ODGOVORNOST?
DA: NE:
Učenici daju povratnu informaciju
jedni drugima.
Učenik intervjuira svog vršnjaka u
drugoj zemlji o lokalnim vremenskim Učenik stvara zajedničku web stranicu
prilikama. sa svojim vršnjakom iz druge zemlje.
41. Zajedničko donošenje značajnih odluka
Sadržaj
Proces
Produkt
JE LI OVO ZNAČAJNA ODLUKA?
DA: NE:
Učenici se u timovima pripremaju za debatu i Učenici zajedno identificiraju glavne gradove u
odlučuju koju stranu problema de poduprijeti. određenim zemljama Europe.
Učenici u paru izrađuju prezentaciju o Učenici u paru odabiru životinju koju de proučavati.
klimatskim promjenama i odlučuju o uzrocima o
kojima de pisati.
Učenici u timovima provode istraživanje za koje Učenici u timovima provode korake koje je definirao
određuju plan rada. nastavnik.
Učenici u paru odlučuju o dizajnu prezentacije Učenici u paru odabiru tematsku boju za svoju
koju pripremaju za određenu publiku. prezentaciju.
63. Partners in Learning School Research
Intel Essentials, Ollie Bray
Intel Teachers Engage
Pedagogy 2.0, European Resource Centre
Habits of Mind, The Partnership for the 21st century skills
Teaching for creativity, Robert Sternberg i Wendy M. Williams
Upravljanje razredom, razni autori, AZOO i British Council
ACTFL 21st century skills
Education and training 2010
Educational Technology and Mobile Learning
Will Richardson: 19 Bold (not old) Ideas