Serwis ekspercki (http://www.psz.pl/content/view/9220/77/)to nowy model serwisów informacyjnych łączący rozwiązania znane z klasycznych serwisów redakcyjnych oraz serwisów społecznościowych. Poprzez serwis ekspercki otwarte społeczności ekspertów, hobbystów i pasjonatów dostarczają obiektywnych i przystępnych dla czytelnika informacji.
Czytaj więcej: http://www.psz.pl/content/view/9220/77/
The document outlines ideas for improving time management and engagement in online learning. It discusses using a variety of technologies and interactive activities to keep students focused and involved. Some suggestions include using videos, online games, breakout rooms for groupwork, and having students create podcasts. The document emphasizes giving students opportunities to speak, play, interact, and take ownership of their learning in order to better manage time and build community in the online environment.
The document discusses critical thinking skills for tweens (ages 8-13). It provides examples of activities and exercises to develop skills like comparing and contrasting, identifying facts versus opinions, understanding cause and effect relationships, and applying logical reasoning. The goal is to help tweens learn how to think critically as their cognitive abilities mature during this developmental period.
The document discusses tweens (ages 8-13), a critical stage of cognitive development according to Piaget's theory. During this concrete operational stage, tweens' brains are maturing through processes like pre-frontal cortex development, corpus callosum growth, myelination, and neuron pruning. The document emphasizes that developing critical thinking skills is crucial during this stage, and provides strategies like comparing/contrasting texts, detecting biases, and questioning conclusions to boost critical thinking in tweens.
This document discusses strategies for combating fake news and hate speech, especially among young people. It notes that many students have trouble identifying real and fake news sources. It then provides examples of fake news headlines and offers tips for fact checking claims and sources. The document also discusses the harms of hate speech and gives strategies for responding to it, including capturing evidence and reporting inappropriate content. Overall, the document aims to educate youth on critically evaluating information online and addressing issues like fake news and hate speech in a constructive manner.
This document lists and describes various body parts of different animals. It identifies body parts such as heads, ears, eyes, tails, muzzles, bodies, legs, beaks, wings, manes, horns, fins, fur, stripes, spots, trunks, and feathers found on lions, donkeys, and birds. The document provides examples of specific body parts associated with each type of animal.
Serwis ekspercki (http://www.psz.pl/content/view/9220/77/)to nowy model serwisów informacyjnych łączący rozwiązania znane z klasycznych serwisów redakcyjnych oraz serwisów społecznościowych. Poprzez serwis ekspercki otwarte społeczności ekspertów, hobbystów i pasjonatów dostarczają obiektywnych i przystępnych dla czytelnika informacji.
Czytaj więcej: http://www.psz.pl/content/view/9220/77/
The document outlines ideas for improving time management and engagement in online learning. It discusses using a variety of technologies and interactive activities to keep students focused and involved. Some suggestions include using videos, online games, breakout rooms for groupwork, and having students create podcasts. The document emphasizes giving students opportunities to speak, play, interact, and take ownership of their learning in order to better manage time and build community in the online environment.
The document discusses critical thinking skills for tweens (ages 8-13). It provides examples of activities and exercises to develop skills like comparing and contrasting, identifying facts versus opinions, understanding cause and effect relationships, and applying logical reasoning. The goal is to help tweens learn how to think critically as their cognitive abilities mature during this developmental period.
The document discusses tweens (ages 8-13), a critical stage of cognitive development according to Piaget's theory. During this concrete operational stage, tweens' brains are maturing through processes like pre-frontal cortex development, corpus callosum growth, myelination, and neuron pruning. The document emphasizes that developing critical thinking skills is crucial during this stage, and provides strategies like comparing/contrasting texts, detecting biases, and questioning conclusions to boost critical thinking in tweens.
This document discusses strategies for combating fake news and hate speech, especially among young people. It notes that many students have trouble identifying real and fake news sources. It then provides examples of fake news headlines and offers tips for fact checking claims and sources. The document also discusses the harms of hate speech and gives strategies for responding to it, including capturing evidence and reporting inappropriate content. Overall, the document aims to educate youth on critically evaluating information online and addressing issues like fake news and hate speech in a constructive manner.
This document lists and describes various body parts of different animals. It identifies body parts such as heads, ears, eyes, tails, muzzles, bodies, legs, beaks, wings, manes, horns, fins, fur, stripes, spots, trunks, and feathers found on lions, donkeys, and birds. The document provides examples of specific body parts associated with each type of animal.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document poses a series of thought-provoking questions about life experiences, values, relationships, and personal growth. It prompts reflection on topics like regrets, priorities, strengths, gratitude, and what really matters. The questions encourage examination of one's past, present, and future, as well as consideration of life's deeper meanings and purposes.
The document discusses various activities and games to practice public speaking skills, including improv games like "Pass the Clap" and "The Fortune Teller with Two Heads". It also provides exercises for practicing diction and vocal skills, such as tongue twisters. Debate topics, structures, and language are reviewed. Logical fallacies that should be avoided in debates are defined. Finally, upcoming events in Poland for practicing these skills are listed.
1. The document is a test for a unit on teen space from an Inside Out pre-intermediate English textbook. It contains vocabulary, grammar, and reading comprehension questions.
2. The vocabulary questions cover family relationships and includes filling in blanks with terms like nephew, stepdaughter, grandfather. The grammar questions test verb tenses and include choosing the correct tense to complete sentences.
3. One reading comprehension passage is about the famous street artist Banksy and his exhibition at a museum in Bristol, England known for its classical art. It provides background on Banksy and asks questions about why he remains anonymous and what organization he designed an album cover for.
This document discusses global education, why it is important, and how to build life skills to deal with today's complex world. Global education engages students with global issues and perspectives from around the world to build empathy and understanding. It also gives a sense of agency to influence issues locally and globally. Key life skills for complex problems include values like dignity, solidarity, equality and justice, as well as openness. The document provides examples of teaching methods like examining different perspectives, distinguishing facts from opinions, and understanding interdependencies between people around the world.
This document provides teaching materials and activities for teaching values such as diversity, tolerance, acceptance, and critical thinking through communicative language learning. The activities include having students discuss the groups they belong to, write attributes about themselves on cards to post on a board, create "ID cards" with images representing them, discuss positive experiences, analyze optical illusions, interpret pictures without context, role play different identities, consider life as different people in different situations, discuss children's possessions in different cultures, analyze proverbs and statistics, and reflect on lessons learned. The goal is to promote empathy, understanding of different perspectives, and awareness of values.
This document discusses the concept of sustainable marketing as a contemporary marketing approach. It makes the following key points:
1) Sustainable marketing takes into account sustainability as a new strategic imperative for marketing activities and strategies by considering environmental and social impacts, not just economic factors.
2) Current consumption and economic growth patterns are unsustainable given finite planetary resources. Sustainable marketing aims to meet consumer needs through more sustainable consumption.
3) A model of sustainable marketing incorporates sustainable brands, consumption, leadership focusing on environmental, social and economic impacts, and sustainable marketing programs and strategies.
Do you believe everything what you hear/ see in media?
I believe analysing the content and credibility of some news may cater for learning critical thinking skills in students of English B1-C1.
A talk delivered at the 25th Conference of International Association of Teachers of English Poland in Szczecin, 16th September 2016.
This document provides instructions for a lesson plan using stories from the website "Fuck My Life" (fmylife.com). The goal is to have students think about and react to unfortunate situations, and to practice expressing sympathy. The lesson involves the teacher telling an unfortunate story, pre-teaching sympathetic phrases, analyzing whether stories are funny or sad and why people laugh at misfortune. Students then match stories to reactions, discuss what makes a site like fmylife popular, and write and perform their own stories. The lesson aims to help students develop empathy and appropriate reactions to others' hardships.
Evidence of students' activity at czacki.moodle.waw.plMarcin Stanowski
This document provides evidence of student work and activities from an online learning platform called www.czacki.moodle.waw.pl. It includes screenshots and links to online tests, projects, audio recordings, video collections, and writing assignments that students completed. The document also shows how these assignments were graded using rubrics, Microsoft Word, and other tools within the Moodle system. It promotes this Moodle site as an innovative way for students to learn English and other subjects through online activities and collaboration.
This document appears to be about an event in Lisbon related to education and technology. It mentions partnerships in learning, a European forum, and references Moodle and Czacki, which are likely related to online learning platforms or tools. The document provides little context but seems to be announcing or describing a meeting or conference on educational topics being held in Lisbon.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document poses a series of thought-provoking questions about life experiences, values, relationships, and personal growth. It prompts reflection on topics like regrets, priorities, strengths, gratitude, and what really matters. The questions encourage examination of one's past, present, and future, as well as consideration of life's deeper meanings and purposes.
The document discusses various activities and games to practice public speaking skills, including improv games like "Pass the Clap" and "The Fortune Teller with Two Heads". It also provides exercises for practicing diction and vocal skills, such as tongue twisters. Debate topics, structures, and language are reviewed. Logical fallacies that should be avoided in debates are defined. Finally, upcoming events in Poland for practicing these skills are listed.
1. The document is a test for a unit on teen space from an Inside Out pre-intermediate English textbook. It contains vocabulary, grammar, and reading comprehension questions.
2. The vocabulary questions cover family relationships and includes filling in blanks with terms like nephew, stepdaughter, grandfather. The grammar questions test verb tenses and include choosing the correct tense to complete sentences.
3. One reading comprehension passage is about the famous street artist Banksy and his exhibition at a museum in Bristol, England known for its classical art. It provides background on Banksy and asks questions about why he remains anonymous and what organization he designed an album cover for.
This document discusses global education, why it is important, and how to build life skills to deal with today's complex world. Global education engages students with global issues and perspectives from around the world to build empathy and understanding. It also gives a sense of agency to influence issues locally and globally. Key life skills for complex problems include values like dignity, solidarity, equality and justice, as well as openness. The document provides examples of teaching methods like examining different perspectives, distinguishing facts from opinions, and understanding interdependencies between people around the world.
This document provides teaching materials and activities for teaching values such as diversity, tolerance, acceptance, and critical thinking through communicative language learning. The activities include having students discuss the groups they belong to, write attributes about themselves on cards to post on a board, create "ID cards" with images representing them, discuss positive experiences, analyze optical illusions, interpret pictures without context, role play different identities, consider life as different people in different situations, discuss children's possessions in different cultures, analyze proverbs and statistics, and reflect on lessons learned. The goal is to promote empathy, understanding of different perspectives, and awareness of values.
This document discusses the concept of sustainable marketing as a contemporary marketing approach. It makes the following key points:
1) Sustainable marketing takes into account sustainability as a new strategic imperative for marketing activities and strategies by considering environmental and social impacts, not just economic factors.
2) Current consumption and economic growth patterns are unsustainable given finite planetary resources. Sustainable marketing aims to meet consumer needs through more sustainable consumption.
3) A model of sustainable marketing incorporates sustainable brands, consumption, leadership focusing on environmental, social and economic impacts, and sustainable marketing programs and strategies.
Do you believe everything what you hear/ see in media?
I believe analysing the content and credibility of some news may cater for learning critical thinking skills in students of English B1-C1.
A talk delivered at the 25th Conference of International Association of Teachers of English Poland in Szczecin, 16th September 2016.
This document provides instructions for a lesson plan using stories from the website "Fuck My Life" (fmylife.com). The goal is to have students think about and react to unfortunate situations, and to practice expressing sympathy. The lesson involves the teacher telling an unfortunate story, pre-teaching sympathetic phrases, analyzing whether stories are funny or sad and why people laugh at misfortune. Students then match stories to reactions, discuss what makes a site like fmylife popular, and write and perform their own stories. The lesson aims to help students develop empathy and appropriate reactions to others' hardships.
Evidence of students' activity at czacki.moodle.waw.plMarcin Stanowski
This document provides evidence of student work and activities from an online learning platform called www.czacki.moodle.waw.pl. It includes screenshots and links to online tests, projects, audio recordings, video collections, and writing assignments that students completed. The document also shows how these assignments were graded using rubrics, Microsoft Word, and other tools within the Moodle system. It promotes this Moodle site as an innovative way for students to learn English and other subjects through online activities and collaboration.
This document appears to be about an event in Lisbon related to education and technology. It mentions partnerships in learning, a European forum, and references Moodle and Czacki, which are likely related to online learning platforms or tools. The document provides little context but seems to be announcing or describing a meeting or conference on educational topics being held in Lisbon.
1. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Zdolny na językach
marcin.stanowski@wcies.edu.pl
2. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
- Jak rozpoznać talent? Praktyka i teoria.
- Zdolny to znaczy jaki? Charakterystyka.
- Uczeń zdolny - trudny? Rozwiązania.
- Zdolny bez osiągnięć? Tajemnicze SNO.
- Jak pracować? Formy, techniki, zadania.
- Jak pracować? Aspekty psychologiczne.
3. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Zdolny z 3 perspektyw
•W opinii rodziców jest to dziecko "mądre", grzeczne,
bezbłędnie recytujące wierszyki i ładnie rysujące.
•W opinii nauczyciela to uczeń , który się dobrze uczy, ma
osiągnięcia szkolne, jest grzeczny. Nie zadaje trudnych pytań,
nie kłamie.
•W opinii rówieśników to "kujon" w grubych okularach, bez
przyjaciół i bez żadnego "drygu" do sportu.
5. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Co to znaczy „zdolny na językach”?
Zdolny językowo Zdolny z innych przedmiotów
6. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
UCZEŃ ZDOLNY - ROZUMIENIE PSYCHOLOGICZNE
• Ma wysoki iloraz inteligencji,
• Duże osiągnięcia,
• Wysoki poziom twórczy,
• Charakteryzuje go niepokój poznawczy,
• Odrywa się od utartych schematów, potrafi znaleźć się w nowej
sytuacji,
• Ma pomysły nowych rozwiązań starych problemów
• Nie boi się nowych rzeczy
7. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Jakie cechy Twoim zdaniem posiada
uczeń uzdolniony językowo?
8. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Jak znaleźć?
• obserwacja
• wywiad
• testy predyspozycji
• ze wskazania innych nauczycieli
• analiza prac
• opinia poradni/ psychologa/ pedagoga
9. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Studium przypadku
• Dwoje uczniów (native) na poziomie C1+ j. angielskiego – J + T
• Uczeń dobry ze wszystkiego – P
• Uczennica uzdolniona językowo - A
10. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Typowe trudności ze „zdolnymi”
Jakie?
11. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Nieuchwytna edukacyjna wartość dodana
• poziom na wejściu/ wyjściu
• ocenianie kształtujące
• portfolio
13. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Wysoki poziom językowy
14. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Wysoki poziom wiedzy/ intelektualny
15. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Wysoka pewność siebie
16. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Zdolny leń – nasza decyzja?
Nie robimy nic Robimy coś
Analizujemy przyczyny:
• brak motywacji - z czego wynika?
• brak zasobów?
Reagujemy.
• Motywujemy
• Pomagamy znaleźć zasoby.
17. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Kierunki rozwoju „zdolnego językowo”
• Zwiększamy zakres struktur
• Poszerzamy zakres słownictwa
• Pogłębiamy zrozumienie skomplikowanych treści w języku
obcym
• Pobudzamy do podejmowania nowych aktywności
18. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Wzbogacanie
• przystosowanie nauczania do możliwości intelektualnych,
• zwiększamy intensywność pracy ucznia:
– poszerzamy zakres wiedzy (wzbogacanie pionowe),
– dostarczamy w trakcie nauki większej liczby zadań o tym samym
poziomie trudności (wzbogacanie poziome)
19. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Akceleracja
• wcześniejsze rozpoczynanie nauki,
• przeskakiwania klas,
• szybsze przerabianie materiału,
• system nauczania bezklasowego,
• wcześniejsze kończenie szkoły i przechodzenie na następny
szczebel nauczania.
20. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Metody pracy
• PBL
• TBL
• CLIL
• Tutoring
• Doradztwo
• Konsultacje
21. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Typowo językowe aktywności rozwijające zdolności
22. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Podwójne znaczenie
23. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Myślenie krytyczne
• opinia/fakt
• praca ze źródłami
• błędy logiczne
• fake news
• analiza treści
24. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Język akademicki
• eksperymenty
• raporty
• publikacje
27. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Praca projektowa
28. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Praca z zadaniem/ problemem
(podejście zadaniowe)
• pre-task
• task
• post-task
29. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Aspekty psychologiczne
• Carol Dweck – growth mindset – fixed mindset - jak chwalić?
• Style poznawcze – czy uwzględniać?
• Motywacja wewnętrzna/ zewnętrzna?
• Strefa najbliższego rozwoju (Wygotski)
30. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Syndrom nieadekwatnych osiągnięć
• Osobowość
• Rodzina
• Szkoła
33. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Podpowiadamy
• Obóz językowy/ naukowy
• Wymiana uczniowska
• Literatura
• Konkursy
• MOOC
34. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Angażujemy
- Udział w Kole Języka angielskiego.
- Dostarczenie dodatkowych materiałów do pracy własnej.
- Udzielanie pomocy koleżeńskiej.
- Powierzanie odpowiedzialnych ról (asystent, lider).
- Prowadzenie fragmentów lekcji.
- Tworzenie takich sytuacji dydaktycznych, które będą dla
ucznia wyzwaniem i źródłem satysfakcji.
- Poszerzenie zainteresowań i umiejętności ucznia poprzez
udział w przedsięwzięciach szkolnych i pozaszkolnych.
35. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
- Indywidualizacja procesu dydaktycznego podczas zajęć
edukacyjnych poszerzenie treści, wzbogacenie.
- Wymiana spostrzeżeń z radą pedagogiczną.
- Promowanie ucznia i jego osiągnięć na terenie szkoły i
poza nią ( np. strona internetowa szkoły, wyniki w
konkursach, zdjęcia itp. )
36. Warszawskie Centrum Innowacji Edukacyjno-Społecznych i Szkoleń
Instytucja Edukacyjna m.st. Warszawa
Dziękuję za uwagę
marcin.stanowski@wcies.edu.pl