Learning paths for authentic learning

LEARNING IN THE REAL WORLD - ETWINNING

LEARNING EVENT

Learning paths with authentic elements:

1. Spring in our county

Authors: Clapou Crina Luminiţa, Gazdac Vasilica, Lazea Ionela Camelia, Romania

Students’ age: 3-4 years

2. Saving trees in Spring

Authors: Gabriela Crisan, Romania and Pinar Altuncu, Turkey

Students’ age: 8-9

3. Alive dictionary

Author: Матанат Ахадова-Azerbaijan, Manuela Danescu-Romania, Yuliia Zakharchenko-Ukraine, Funda Gülenser-Turkey, Katerina Dimou-Greece, Esra YILDIZ-Turkey, Eliza Bagalishvili- Georgia, , Marta Artetxe- Spain,Tamara Vidović- Croatia


4. Forrest in danger

Authors: Stavrula Lada - Greece, Iwona Kowalik -Poland, Natavan Badalova - Azerbaijan,

Μelahrini Papardeli - Greece, Aneliya Nikolova - Bulgaria; Ornella Pegoraro - Italy.


5. Let’s solve people’s problem

Author: Işıl GÜLMEZ

Students’ age: 11

6. Healthy lifestyle

Author: Tatiana Rebas

Students’ age: 12 -13

7. The American Revolutionary War: The first question

in a storyline

Author: Helene Møller


8. Conversation with mother tongue teachers

Author: Chiara Sabatini (Italy)


9. Healthy food and young people

Authors: Maria Chatzigiossi, Daniela Arghir, Tuğba Sağlam,Teodora Popescu, Brena Selcan,

Adriana Laze


10. Building Bridges Through Vocabulary

Authors: Umit BARISKAN, Michael SEZGIN, Betul Ince, Burak TIRAK, Mehmet ONDER,

Aleyna CARMAN

Students’ age: 14

11. Food (eating habits, where does food come from, food shortage)

Author: Andreea Goldschmidt


12. Let’s go shopping

Author: Elif Buyukuysal

Students’ age: 15

13. Food waste

Authors: Daniela Grecu, Diana-Maria Honciuc , Evelyne Newby, Silvana Turcinovich Petercol


14. Water: the blue gold

Authors: Kondylo Glarou/Greece, Alina Huma/Romania, Eva Toth/Hungary, Fotis

Fotiadis/Greece and Adil Tugyan

Students’ age: 16

15. Scientific meanings through the hydrobot “Argolith”

Author: Karagiorgou Eleftheria


eTwinning Learning Event - 13th to 27th of April 2015 Learning in the Real World

LEARNING PATH

Names of authors/builders of this learning path: Clapou Crina Luminiţa, Gazdac Vasilica, Lazea Ionela Camelia, Romania

Students’ age: 3-4 years

School subjects integrated (curriculum): Science, Arts, and Language

Skills and competences developed (curriculum):

- Observing the changes in nature during the spring season on plants, birds, insects, animals and humans.

- Training skills for manufacturing practical work with materials from nature: stones, sticks, grass

Name of the learning path: Spring in our county

PHASE GOALS ACTIVITIES TOOLS REFLECTION

1. Motivation

-increasing children’s interest

in seasons in general and

especially for spring

- educating children for

outdoor activities

- walks in the agricultural field

near the kindergarten.

- walks in the park.

- observation of spring

agricultural work.

- boxes

- photo cameras

- the children will

understand the

importance of the change

of seasons and the

agrarian calendar of

agricultural works.

2. Planning

- to identify the changes in the

activity of plants, insects,

animals and humans

- the children will be divided

into four groups, each group

will receive a card with a

symbol: a plant, animal, insect,

- audio recordings

- short films.

- changing concepts are

similar for all categories

listed above.

- identify similarities and



bird and will notice changes. differences.

3. Search of

information

- the children gather the

materials required and try to

compile a spring landscape

with materials collected

- - the children will select the

materials and will return to the

classroom where they will

work in groups.

- materials from nature

- flashcards

- boxes

- help is being offered in

finding new information

and utility of these

materials

4. Processing

information

- the children design the spring

landscape

- - each group participates with

their own material and help

design the joint work.

- flashcards.

- materials from nature

- photo cameras

- musical background

- the landscape’s content

is analysed, part’s place

are changed or filled

5. Sharing

- the children present their

work to other groups of

children in the kindergarten

- communicate the way the

landscape is realised, the steps

and materials used

- take photos and post on the

kindergarten’s Facebook page

- photo cameras

- video recording

- film

- the activity will develop

the acquisition of

language competences

6. Assessment

- design the exhibition with

other materials produced on the

same topic in other activities.

- presentation the exhibition to

parents and other teachers.

- - vote the best work

-

- proposing different

solutions on how to

identify climate change

in spring season.


LEARNING PATH

Names of authors/builders of this learning path: Gabriela Crisan, Romania and Pinar Altuncu, Turkey


School subjects integrated (curriculum): Environment, Art


1. Orientation and movement in space relative to benchmarks / directions using phrases such as: in, on, over, under, beside, in front, back, left, right,

horizontal, vertical, oblique, interior, exterior (2.2)

2. Solving problems by observing regularities in the immediate environment (3.1)

3. Showing care for correct behavior in relation to the natural environment (3.2)

4. Expressing the results of observations using several scientific terms, representations through drawings and logical operators "and", "or", "not" (4.1)

Name of the learning path: Saving trees in Spring


1. Motivation

-to increase the students interest for the natural environment -to educate children to be responsible and take care of nature

-going outside, in the park near school and observing trees - students will decide if trees need some help and they will make a plan for saving trees

-magnifier glasses

-students will understand that trees are need for help like humans

2. Planning

-to use correct the concepts: root, stalk, leaf

-students are divided in small groups, each group having to observe a tree: structure, pests, diseases (will be remembered this concepts) -they will write what they noticed on post-its

-magnifier glasses -post-its

-this concepts are useful for communicate correct -this concepts are the same for all plants


3. Search of information

- to develop the critical thinking competence

after observing trees students will go in classroom and work in groups -what kind of disease has the tree by searching on Internet

-laptops -Internet -lİbrary

-this helps students to find new informations about nature

4. Processing information

- to develop the problem solving competence

-drawing the trees (work in group) and writing the solution on flipchart

-paper and colored pencils -flipcharts

-this could be applied to all problems (making a sketch, analyzing and finding solution)

5. Sharing

- to encourage the collaboration between partners

-all groups will present their tree and the measures taken for saving them -they will make pictures and will post on the blog

-photo and video camera -this activity develops communication skills -forms friendships in classroom

6. Assessment

-to use correct he phrases such as: in, on, over, under, beside, in front, back, left, right, horizontal, vertical, oblique, interior, exterior in the final presentation -to express the results of observations using several scientific terms, representations through drawings and logical operators "and", "or", "not”

-during all activities it will be assessed collaboration between students, the accuracy of the draws, final presentation of the solution, use of the phrases such as: in, on, over, under, beside, in front, back, left, right, horizontal, vertical, oblique, interior, exterior in the final presentation

-checking list for collaboration - a list with observations (for all students)

-what can I need to be a more responsible human being? -People need trees to breath. -They find different solutions to save trees.


- to solve the problem -to show care for correct behaviour in relation with trees


LEARNING PATH

Names of authors/builders of this learning path: Матанат Ахадова-Azerbaijan, Manuela Danescu-Romania, Yuliia Zakharchenko-

Ukraine, Funda Gülenser-Turkey, Katerina Dimou-Greece, Esra YILDIZ-Turkey, Eliza Bagalishvili- Georgia, , Marta Artetxe- Spain,

Tamara Vidović- Croatia


School subjects integrated (curriculum): Foreign Languages, Literature, Geography, Computer (ICT), Art

Skills and competences developed (curriculum): listening, speaking, writing, ICT skills, communication skills

Name of the learning path: ALIVE DICTIONARY

PHASE GOALS

The students....

ACTIVITIES TOOLS REFLECTION

1. Motivation

- learn to use

authentic virtual

resources

show an online dictionary in use http://www.opdome.com

http://www.merriam-

webster.com/namethatthing/index.h

tm

Ss understand how

the dictionaries are

useful .

2. Planning

- learn the use of

technology in real

world conditions

1.choose the theme

( topic),

2. cut the paper into stripes

3. write the words on them

4.divide the ss into groups

strips of paper, Ss learn to plan their

activities

3. Search of

information

- develop speaking

skills

- learn to search

outside classroom

for getting the

information

1.go outside

2.find out the objects that you should

find

3. take photos with the words and

objects

Cameras, photos, Crayons, paper They use of

technology in real

world conditions and -this activity develops communication skills -forms friendships in class

4. Processing

information

- develop speaking,

listening skills

make your own word dictionary using

the photos and recording your voice

http://www.audioboom.com

http://www.fotobabble.com

Laptop,internet,

Through

collaboration the ss

learn to search the

appropriate

https://www.facebook.com/matanat.ahadova?fref=pb_other

https://www.facebook.com/danescu.manuela?fref=pb_other

http://learninglab.etwinning.net/web/learning-in-the-real-world/6.-forums/-/message_boards/message/6821944#_19_message_6824381

https://www.facebook.com/funda.gulenser?fref=pb_other





http://www.opdome.com/

http://www.merriam-webster.com/namethatthing/index.htm



http://www.audioboom.com/

http://www.fotobabble.com/


PHASE GOALS

The students....

ACTIVITIES TOOLS REFLECTION

information

5. Sharing

- learn to present

information and

results of the work

- learn to use web

tools that support

authentic learning

1.present your word before the class

2.demonstrate it on the padlet

PPT,

https://ru.padlet.com

school's blog

The students learn to

share ideas, to

motivate authentic

tasks

6. Assessment

- students gain the

knowledge and

experience

self assessment or rubrics Rubrics, certificates

https://www.certificatestreet.com/te

mplates/education.html

-checking list for collaboration

- a list with observations (for all

students)

The project has a great success, because, mainly, of the knowledge and the experience that the students gain

https://ru.padlet.com/

https://www.certificatestreet.com/templates/education.html

https://www.certificatestreet.com/templates/education.html

Learning event LEARNING IN THE REAL WORLD April, 2015

LEARNING PATH

Names of authors/builders of this learning path: Stavrula Lada – Primary teacher - Greece, Iwona Kowalik - Primary teacher -

Poland, Natavan Badalova - Primary teacher, Azerbaijan

Μelahrini Papardeli- primary school teacher -north Greece; Aneliya Nikolova - teacher of Biology, Chemistry and Primary School

Education, Bulgaria; Ornella Pegoraro, secondary teacher, Italy.

Students’ age: 10 -11 years old,

School subjects integrated (curriculum): Science


Name of the learning path: “Forrest in danger”


1. Motivation 1. Get to know flora and

fauna of the forrest

2. Assess the utility of the

forrest for the local area

3. Write down the

1. Find information from the local library

and the internet. Visit the forrest and write

down the different species.

2. Write down the products of the forrest

(chestnuts, mushrooms, wood and products

of wood, fruits like berries, blackberries and

strawberries)

-Internet connection

- visits in the forest

interviews of habitants,

firemen, the mayor

- photo cameras and video

Pupils appreciate

importance of forrests and

they can list dangers.



dangers for the forrests

4. Describe human

intervention

5.

3. Decide which are the dangers for the

forrest after visiting it and interviewing the

habitants near it. (fire, illegal logging,

garbage) or asking the firemen of the region

See if people have cut trees (deforestation),

if there are houses inside the forrest

(infrigement), if there are garbage in the

area

4.Collect leaves and part of the plants and

bring them to school for a better

observation

5.Trying to make a collage using the leaves.

cameras

2. Planning Finish the project in two

weeks

1. Division of students into teams

2. Schedule of the appointments with local

authorities

3. Get equipped with photo and video

cameras, notebooks, bags, gloves,

magnifying lenses etc

Internet, notebooks,

telephones

tablets

Exercise of teamworking

skills (small teams of 4-5

learners that are optimal

for collaboration). Students

share their ideas and

determine common

strategy.

3. Search of

information

1. Importance of

forests

2. Looking for

endangered species

living in the forrest

near our area (flora and

1. WWF: http://wwf.panda.org/about_our_earth/about_forests/importance/

2. http://eschooltoday.com/forests/importance-of-forests.html

3. http://www.wwf.pl/fakty_ciekawostki/galeria_wwf/10_najbardziej.cfm

4. http://www.wwf.gr/?referer=wwfpl

5. Visit Smithsonians National museum for national history:

http://www.mnh.si.edu/mna/TeacherResources.cfm in order to learn about

Pupils explore the webs,

they exercise critical

thinking.

http://wwf.panda.org/about_our_earth/about_forests/importance/

http://eschooltoday.com/forests/importance-of-forests.html

http://www.wwf.pl/fakty_ciekawostki/galeria_wwf/10_najbardziej.cfm

http://www.wwf.gr/?referer=wwfpl

http://www.mnh.si.edu/mna/TeacherResources.cfm



fauna)

3. Looking for ways

of environmental

protection.

biodivercity (There is a lesson plan)

6. Watch the growth of animal population in a forest in a virtual lab (with

GoLab-online laboratory): http://www.golabz.eu/lab/mark-and-recapture

1

4. Processing

information

1.Learn to organize

information.

1. Take species of

plants of the forest,

write down their

information and

make a book.

2. Let’s PLAY! Great

game for students to

learn the names of

leafs

1. Watch this great video about plant mounting

(by natural history museum of UK):

http://www.nhm.ac.uk/nature-

online/collections-at-the-museum/making-part-

collection/making-herbarium/index.html

2. Game sit of National Geografic:

http://kids.nationalgeographic.com/explore/nat

ure/name-that-leaf/

5. Sharing 1. Learn to present

information and results

of work

1. Create a plan of

presentation.

2. Common create

presentation.

3. Present to peers result of

teamwork

1. tablets, presentation in Google Drive or

PowerPoint,

Use of ICT in practise.

Pupils can coose their

favourite tools. They

develop communication

skills.

http://www.golabz.eu/lab/mark-and-recapture

http://www.nhm.ac.uk/nature-online/collections-at-the-museum/making-part-collection/making-herbarium/index.html



http://kids.nationalgeographic.com/explore/nature/name-that-leaf/

http://kids.nationalgeographic.com/explore/nature/name-that-leaf/



Here we walk in the

forest

6.

Assessment

1. Check what

pupils have learnt

2. Give a chance to

our pupils to take

control of their own

learning

1. Give responses to the

questions prepared by

teacher (or solve quizz)

Test for all class in the same time -The Kahoot

Google Forms,

Chance for compare of

pupils’ knowledge. Teacher

can find out what problems

have to be repeated.


LEARNING PATH

Names of authors/builders of this learning path: Işıl GÜLMEZ

Students’ age: 11

School subjects integrated (curriculum): Computer Science

Skills and competences developed (curriculum): Making a project

Name of the learning path: Let’s solve people’s problem


1. Motivation

Finding a problem about education that we can solve with technology

Researching for problems that we have in our daily life. Children will write down some problems they encountered

They will use problems they face. Pupil’s interest

2. Planning They will set a strategy to solve the problem.

Planning a strategy to a problem step by step

Flowchart Pro Pupil’s encouragement

3. Researching for information

Using Internet to find out if solution was experienced.

Watching the videos about solution and projects on this subject.

http://learningdesigner.org/learn-more.php http://kipkaykits.com/

Pupil’s enthusiasm

4. Materials and Method

Finding a method for solution.

Students will set methods for solving the problem. And find materials for the project that can be found easily

5. Results Share what students learnt and designed learn by teaching

Sharing the videos,voices or etc with his/ her peers. Designing a web site if possible.

www.prezi.com , www.edmodo.com, www.wordpress.com

http://learningdesigner.org/learn-more.php

http://learningdesigner.org/learn-more.php

http://kipkaykits.com/

http://www.prezi.com/

http://www.edmodo.com/

http://www.wordpress.com/


LEARNING PATH

Names of authors/builders of this learning path: Tatiana RebasStudents’ age: 12 -13School subjects integrated (curriculum): English, ICT, BiologySkills and competences developed (curriculum): vocabulary concerning food and healthy lifestyle, collaboration skills, research skills, ICT skillsName of the learning path: Healthy lifestyle

PHASE GOALS ACTIVITIES TOOLS REFLECTION1. Motivation - make students

interested in the topic- make students start thinking about the topic- generate ideas

- teacher asks whether it is important to have a healthy lifestyle and why- teacher asks students if their lifestyle is healthy and how theyknow that- teacher asks what a healthy lifestyle involves; students put their ideas on Padlet- teacher points to the differences in students' opinions on the topic - if there are no contradictory opinions teacher reads a couple of opinions she has found on the Internet to make students understand that there are different ideas on what 'a healthy lifestyle' means- students are told they are going to prepare a presentation/video on the topic of healthy eating, are divided into groups and are asked to

Padlet, TeamUp Students record theirreflections at home using TeamUp tool


PHASE GOALS ACTIVITIES TOOLS REFLECTIONthink over the things that they have learned and they would like to investigate on the topic

2. Planning

- discuss rubrics for peer and self-assessment- plan the work

- teacher proposes criteria for assessment of the presentations; students discuss them- in groups students decide howthey are going to divide their work and what they are going to do

TeamUp students record theirreflections using TeamUp


- find out the information for the presentation

- put the information intothe place where each member of the group has an access to it

- students search the Internet, interview people who have healthy lifestyles, invite an expert to the classroom (perhaps virtually, via Skype)- in groups, students upload the materials they have gathered onRealtimeBoard

The Internet, smartphones/tablets, Skype, RealtimeBoard, TeamUp

Students record theirreflections on what they have done and want to do using TeamUp


- evaluate, select, organize, present the information

- students collaborate on RealtimeBoard preparing materials for their presentations/videos- students prepare their presentations

RealtimeBoard, PPP, Windows Movie Maker, Animoto etc. (students can choose the tool forthe preparation of the presentation), TeamUP

Students record theirreflections on the work they've done

5. Sharing - share presentations- provide feedback- use the feedback to improve the presentations

- students share their presentations with other groupsand the teachers using RealtimeBoard- students provide the feedback on the work of the other 2 groups (teachers also provide their feedback)

RealtimeBoard, TeamUP Students record theirreflections on the improvements they have made


PHASE GOALS ACTIVITIES TOOLS REFLECTION- groups improve their presentations (if necessary)

6. Assessment

- assess the works of the colleages, conduct self-assessment

- students assess the presentations according the criterias they have decided upon earlier-students presentations are uploaded on the school website

SlideBoom, YouTube, TeamUp - students record their reflections on the work they've done


LEARNING PATH

Names of authors/builders of this learning path: Helene Møller


School subjects integrated (curriculum): History/social science and English

Skills and competences developed (curriculum): History and geography in the US, English writing skills.

Name of the learning path: The American Revolutionary War: The first question in a storyline.


1. Motivation

Curriculum: *Social science Grade 8, -Learn about the American Revolutionary War, the causes and consequences. *English Grade 8 -Aspects of history and geography in the UK and the US. Assessment: Type of grading. Description of grades. Use digital tools for research and presentation of work.

Storyline method: - Introduction to the

storyline method - Lecture/presentation to

help the students understand the setting for the storyline.

- Students create their own character to play in the storyline.

- Question the students need to answer to start the storyline.

Tasks for the students: Take digital notes from lecture Research the UK in the 18th century: Clothing, cities, and life in the USA in the 18th century. Create a character Write a diary entry in a blog

-Evernote/Onenote or similar for the students to take digital notes and reflect upon the setting: The situation in the UK in the 1770s: Overpopulation. Seeking a better life in the USA. -Create their own cardboard character. Cut and paste. Study the clothing styles of the 1770s. Bringing materials to school to finish making their character. -Start with question 1: Who are you? (Age, Town, Family, Reasons why you want to go to the USA). Write a diary entry in English. This should be done online with WordPress or Blogger.

Europe in the 1770s. The Monarchy as a form of government The USA in the 1770s. Reasons for migration: -Before -Now Blogging Writing skills in English Sharing Connecting to authentic audience



2. Planning

Timeframe: 4 weeks = 16 lessons Deadline: Last lesson at the end of these two weeks: Finish notes, research, cardboard character, presentation and diary entry in blog by the end of the last week. Criteria for assessment: Grades and criteria for assessment: What does above average, average and below average products look like?

Tasks for the students: -Decide which digital tools for taking notes. -Decide how much time to spend doing research on the UK in the 18th Century: clothing, cities, and life in the USA in the 18th Century. -Decide how much time to spend making a card board character -Decide on which tool to use when writing a diary entry in a blog, and the time to finish this task. -Decide tool for presentation. -Decide which quality standard to go for in the activities.

-Take notes from lecture: They can use Evernote, OneNote or similar tools for digital notes. -Use Wikipedia, Encyclopedia and/or YouTube to do research about the 18th Century: Clothing, cities. Life in the USA – 18th Century. -Cardboard, yarn, paint, buttons: Create character. -Write a diary entry in a blog. WordPress, Blogger or similar. - Google slides, Powerpoint, Prezi, YouTube video or similar tools for making a digital presentation.

-How to plan the work so that you have finished the tasks at the right time? -How to plan the work so that your products meet the quality standard that you want to achieve?


-Achieve understanding of aspects of life in the UK and the USA in the 18th Century. -Find material to include in a group presentation. Including sources. Digital citizenship. -Find out if there is an expert we can have a Skype session with. -Field trip to Bygdøy Folkemuseum in Oslo. http://www.norskfolke-museum.no/en/Collections/

-Doing research on the UK in the 18th Century: clothing, cities. -Research life in the USA in the 18th Century. -Invite expert to Skype session, and prepare questions. -Fieldtrip to local museum to learn more about life in Norway in the 18th Century, to help us understand this time in the world.

Textbooks Lectures Film: Excerpt from “The Patriot” Library Internet: Wikipedia, encyclopedia, YouTube, blogs, broadcasting corporations, news, social media and more. Field trip to Bygdøy museum Skype session – Invitation to expert, and questions.

What was it like to live in the UK and in the USA in the 18th Century? What could be reasons why anyone would want to move from the UK and to the USA at the time? Why do we need to include sources and beware of copyright?

http://www.norskfolke-museum.no/en/Collections/

http://www.norskfolke-museum.no/en/Collections/




Work in groups of 3-4 to make a presentation of life in the UK and in the USA in the 18th Century

Make a presentation about life in the UK and the USA in the 18th Century. Make a cardboard character with clothes that reflect fashion or traditions in the UK and the USA in the 18th Century. Prepare to present their character in class. Write a diary entry of a day in the life of their character in the 1770s, with reasons why they want to move to the USA.

Google slides, Powerpoint, Prezi, YouTube video or similar tools for making a digital presentation.

What do they need to know and include about life in the 18th Century in the UK and the USA to make a believable character and diary entry?

5. Sharing

Learning more about life in the UK and in the USA in the 18th Century. Receive feedback from authentic audience.

Give their presentation about life in the UK and the USA in the 18th Century in class. Present their cardboard character and their digital diary in class. Receive feedback from authentic audience.

Powerpoint/Prezi/YouTube video or similar shared in: Google docs Twitter Facebook groups Google+ SlideShare

Consider aspects of the other students’ presentations that are new, similar or different from their own work?

6. Assessment

Assessment from teacher: Type of grading of written blog and group presentations. Description of grades. Self-reflection for the students. Approved or not approved. Quiz: How much do they know about life in the UK and the USA in the 18th Century?

Self-reflection of own performance and work in a group. Including what they were really happy about, and also an idea of how to improve own performance in the future. Participate in quiz about life in the UK and the USA in the 18th Century.

Hand in document with reflection in Learning Management System, like itslearning or Fronter or similar, for teacher to approve or not approve. Use Kahoot to make quiz about life in the UK and the USA in the 18th Century.

Compare own reflection to teacher’s feedback and grade: Similarities and differences? How to improve own work in the future, for the next assignment?


LEARNING PATH

Names of authors/builders of this learning path: Chiara Sabatini (Italy)


School subjects integrated (curriculum): English, History, Geography

Skills and competences developed (curriculum): Speaking skills in English, history and geography of the UK

Name of the learning path: Conversation with mother tongue teachers


1. Motivation

Curriculum: English (13-14 year-old sts) - Oral interaction with British people in English History - Aspects of the history of the UK and of Italy Geography - Aspects of the Geography of the UK and of Italy - ICT Use of ICT tools to research info and to make a presentation of the learning path at the end of it. - Assessment

-The mother tongue teachers introduce themselves and include historical and geographical elements referring to the place where they come from. - Students use internet and google earth to see the mentioned places. - Students ask questions about the UK and personal questions to the teachers. - Mother tongue teachers ask questions about Italy and personal questions. - Posters with pics and notes about the teachers and the students

- Google earth (to see towns) - Create a padlet where students and teachers introduce themselves - Powerpoint, prezi (to start gather the info)

- Find similar and different elements - Different form of government between Italy and the UK



Fluency in conversation, improved speaking skills

2. Planning

6 months (2 lesson per month- 12 lessons) Outputs - Cardboard posters - Power point presentations - Prezi presentations Assessment Evaluation of the outputs taking into account: - participation of each students in creating the presentations; - language used.

Students - Decide how many groups in which the class will be divided - Decide which tools to use for the presentations (power point, video with iMovie, animoto etc., prezi, glogster , thinglink …) - Decide the questions to ask to the mother tongue teacher (historical, geographical, personal, some of the questions can be prepared in advance, some other will be asked during the lessons)

Glogster, Animoto, Youtube, Prezi, powerpoint, Thinglink;

- The way students choose teams - They way they plan the work to be done - Respect the deadline - The way the plan and work in order to create meaningful and god products (both concerning the language and the presentation)


- Get to know the UK from historical and geographical point of view - Improve the knowledge of the same aspects concerning the area where the students live and being able to present them in English

- The students ask questions to the mother tongue teachers about the UK, search on the internet, look at videos - The students go around their village together with the mother tongue teachers to be “tourist guides” - If possible, the students have a skype session or a chat session with some English people from the same town of the teachers so that they can ask questions

Textbooks, internet (yutube, sites on the town of the mother tongue teachers), skype, facebook (for the chat session), google earth

- Importance of quoting the websites where we take the info for the presentations



to them too.


- The students make some presentations of the UK and their village using all the info from the previous steps working in groups.

- Poster with historical info on the UK and their village in Italy - Poster with a map of the UK with symbols and interesting elements and of their village in Italy - Power point (to create a presentation on UK – geography and Italy) - Prezi (to create a timeline about the UK – history and on their village)

- Cardboard, colors - Glogster, powerpoint, prezi, …

- Importance of quoting the websites where we take the info for the presentations - How the students work in group (self reflection)

5. Sharing

- Share all the info and the experience with the other students of the school and with some students of the shool of the town of the mother tongue teachers (if possible)

- Show the presentations to the students of the school - Show the presentations to a school of the same town of the mother tongue teachers - Share all the works in the English teacher blog and in the school website

- school website - English teacher’s blog

Interact with the other students

6. Assessment

Teacher: Grades the works Students: - Give feedback on the project - Quiz on the UK and Italy (with the info the sts searched)

- Students give their opinion on the project and the activities in answergarden - Students create a quiz and play the game in groups -Students reflect on the project in groups and with the teachers (both the Italian teacher of English and the mother tongue teachers)

- answergarden, surveymonkey (for the quiz)

- Compare students and teachers opinions on the project - Compare self reflection with the marks given by the teacher


LEARNING PATH

Names of authors/builders of this learning path:Maria Chatzigiossi,Daniela Arghir, Tuğba Sağlam,Teodora Popescu,Brena Selcan, Adriana Laze


School subjects integrated (curriculum): foreign languages: English, German, home economics, environmental education

Skills and competences developed (curriculum integration): learning in the foreign language vocabulary of the topic food and skills of reading, writing

and listening with authentic materials, awareness of habits for healthy food by the students, awareness of environmental problems Name of the learning path: Healthy food and young people


1. Motivation

● motivation of the

students about the topic

● the critical reflexion of the students

● to educate the student about self care

● showing to the students videos about fast food and the negative impact on our health

● showing to the students videos about management of the waste produced from our food

● showing to the students an interview with a kitchen chief

● youtube ● vimeo ● ebook with photos of bad foods

and healthy foods.

● Motivation of the students about the topic

● The students have second thoughts about unhealthy eating habits and about the environment

2. Planning

● awareness of habits

for healthy food by the students

● awareness of environmental problems of the waste produced from food

● brainwriting and collecting ideas about fast food, healthy food and the right management of the waste produced of our food

● planning the project with the partners, choose the topics they want to investigate, present and work on

● on tricider they discuss the pro/contras of the fast food http://www.tricider.com/

● on answergarden they collect ideas how to manage the waste produced of our food

http://answergarden.ch/

● on mind42 http://mind42.com/

● They express their ideas in a foreign language and exercise the writing skill

● They learn organising a project

● They learn to organize their day and then their life


● Collaborative work between students from different countries

● Students are divided in mixed language groups and each group investigates each country’s eating habits.

● They collect their material from the internet and present it on pearltree (http://www.pearltrees.com

● They collaborate each other and with their partners

http://www.tricider.com/


http://mind42.com/

http://www.pearltrees.com/


● Learning the foreign language with creative and

collaborative activities

● to use authentic virtual resources

● to use web tools that support authentic learning

● intercultural approach by the language learning

● they investigate about healthy eating, for example about the mediterranean diet

● the investigate about fast food and the negative impact on our health

● The students can show to each other the video where their mothers can cook a healthy food for them.

● The students can visit a local organic greenhouse to see where and how fresh produce is grown. They can share the photos/videos to all groups a virtual tour on a collaborative map.

or popplet (http://popplet.com/).

● They collect their material from the internet and present it on pearltree (http://www.pearltrees.com/) or popplet (http://popplet.com/).

● adding placemakers(text/images/ videos)on https://www.google.com/maps/

●

● They work with students from different countries

● They search for information with critical thinking

● They get familiar with ICTs tools

● They work outside the classroom

● To enrich the school curriculum with facts and references.

●


● creative writing and

collaborative activity ● intercultural

approach by the language learning

● visit a station where the rubbish is recycled

● learning outside classroom

● Support student

autonomy, initiative, engagement and ownership of their learning

● They form a weekly menu, based on healthy eating, which results to the creation of a monthly menu.

● They collect the solutions and proposals about recycling and present them in the class

● organize a healthy breakfast in the school , select all rubbish after eating to recycling them

● organize a dinner together, prepare traditional receipts, share each other the materials which every has to bring with and organise a dinner with the partners sharing the class and they select all rubbish after eating to recycling them

● they work on titanpad https://titanpad.com/ or google.docshttps://docs.google.com

● presentations on a padlet (http://padlet.com/ or on prezi (http://prezi.com/.

● on answergarden they collect the

material needed to be bought for each person


● sharing the class with skype

● They collect their material from

What should be the healthy week menu? What do the partners from different countries eat for breakfast? What are the traditional receipts in other countries? What healthy snacks can we eat in our day? How can we recycle the rubbish of food?

Acquire new friends and develop communicative and collaborative skills. Acquire European and intercultural awareness and behavior through the differences and similarities

http://popplet.com/

http://popplet.com/

https://www.google.com/maps/

https://titanpad.com/

https://docs.google.com/

https://docs.google.com/

http://padlet.com/

http://prezi.com/



● create a catalog with healthy snacks for young people and create a menu for the school

● the internet and present it on pearltree (http://www.pearltrees.com

or popplet (http://popplet.com/).

5. Sharing

● exchange ideas ● sharing ideas ● awareness of habits

for healthy food ● awareness of

environmental problems of the waste produced from food

● They present their material to all groups

● Students display the menu for healthy eating on the notice board and aiming to inform all the students of the school about it

● All presentations are collected in an ebook that is available on the homepage of the school

● They’ll prepare a slogan for healthy food and prepare a poster and display it on bulletin boards.

● presentations on a padlet (http://padlet.com/ or on prezi (http://prezi.com/.

● using the issuu tool, (http://issuu.com/)

They present their work to each other and in the school and they are very satisfied of the result of their presentations They share their ideas and experiences on their families and other friends by their discussing .

6. Assessment

● to assess the project

● students prepare a questionnaire asking the partners pointing to the two topics: healthy eating and management of the rubbish produced from food

● using syrveymonkey https://www.surveymonkey.com/

●

They assess the project and think what they liked most in the project,about the difficulties,what they want to make better next time, ect..

http://www.pearltrees.com/

http://popplet.com/

http://padlet.com/

http://prezi.com/

http://issuu.com/

https://www.surveymonkey.com/

https://www.surveymonkey.com/

eTwinning Learning Event - 13th to 27th of April 2015 Learning in the Real World UMIT BARISKAN – MUSTAFA ADIYAMAN O.O. ANTALYA TURKEY

LEARNING PATH

Names of authors/builders of this learning path: Umit BARISKAN, Michael SEZGIN, Betul Ince, Burak TIRAK, Mehmet ONDER, Aleyna CARMAN

Students’ age: Burak TIRAK ( 14) , Mehmet ONDER ( 14), Aleyna CARMAN ( 14), Betul Ince (14)

School subjects integrated (curriculum): Empathy and Personal Goals (unit 11-16 – UNIQUE 8 Official Coursebook)

Skills and competences developed (curriculum): Performing and responding to basic language functions, such as information exchange and requests and

express opinions and attitudes in a simple way. Dealing with common aspects of everyday living such as travel,lodgings, eating and shopping.

Name of the learning path: Building Bridges Through Vocabulary


1. Motivation

Finding a job through newspaper advertisements as if you were a member of a particular vocation.

Warm up activities to show or express how important it is to motivate yourself.

Newspapers’ white pages or iternet websites that are sutibale for job hunting.

The learners realize that it is a very complex task to find a suitable and a well-paid job nowadays. So they feel that they should improve their skills in order to cope with such difficult tasks in the future.

2. Planning

The learners will be assigned to choose a job for themselves.

Exchanging resources and brainstorming with your classmates and even with you family members.

Resources like websites and useful advertisements on newspapers. Bringing some documents and/or newspapers will elp the learners for more advice.

They like the idea of going online in a classroom and search the net for a job. It is very challenging for most of them. They envy the idea of creating or dreaming of their ideal jobs and trying to find a company to work for.




Trying to search for information is a quite challenging task for most learners so they are guided thoroughly and briefly. They are directed to certain websites and newspapers so that they will not be lost.

Team, pair, group work can be applied in this activity. Also individual work is necessary for internet search and scanning the news ads.

Skimming and scanning the texts are required so they can use programs like search engines for better results on the web.

Working individually may discourage them so working at least together with a classmate may motivate them and encourage them for more creative work.


Planning and outlining is essential in such works as going through the process may be phased one by one and in each step they can process the details and eliminate the unnecessary information.

Outline is a good way of summarizing your work. So the learners must supply an outline in which they should state the process and the steps they will have.

Definitely Microsoft Excel and a word processor is necessary for organizing your lists. Sometimes gathering information from different sites is also useful as you have an idea what the others are doing. And finally putting everything together in sheets is the main target in our routine work.

Publishing your list in the twin space will certainly creates an overwhelming feeling for most of the learners as they feel like they create and publish something as a real author or a famous writer.

5. Sharing

Sharing is caring and encouraging your friends in a way that they can get more ideas out of it.

They can make posters for their study. Creating calendars is also a good way of showing your works to others. We have had the experience of making and publishing calendars of students’ works and it gives a satisfaction both to students and their parents as they feel like they do something worthy and absolute.

Websites, twin spaces, school bulletin boards are mainly useful tools for sharing your work.

Sharing your work makes it more common and it mostly attracts more attention than expected and it also encourages the rest of the students to participate in one of these activities next time.



6. Assessment

The project brings standard success as it has many things to do with the curriculum, students’ needs and parents’ view. Everyone feels they are doing something useful and educative so they spend enough time for learning new vocabulary and creating ways to accumulate it. They learn the alternative ways to keep in mind and have visuals for the next time they need to remember those words. On behalf of school they also get grades for being a part of it and they not only learn and have fun, but also they get high scores depending on their work.

Making posters, Creating slogans, Commenting on pictures and dealing with different kinds of puzzles are all attractive and challenging in language learning and teaching so depending on their age all the learners can be added to this project. We have our 2nd grades in this project. They have been asked their leading fears through a poster and their reaction was unbelievable.

Using posters, Coloring, Designing twin space, and definitely computers are essential in that kind of a project so the younger students must be guided well in order to be successful.

The kids loved it. Teenagers mostly tackled with the subject so the choice should be very attractive. If you don’t make a good choice they may not participate or be eager to involve in it. But if you are good enough to find good and attractive topics then they create endlessly. Then you start to record everything for your future reference. You may see the examples of our project and participate if you like on e-twinning. The name of the project is BUILDING BRIDGES THROUGHVOCABULARY. My user name is umitbariskan, and my mail address is: [email protected]. Just simply send me an email explaining the details, then I will add you to the project.

APRIL 2015

UMIT BARISKAN

ENGLISH TEACHER / HEAD OF ELT

MUSTAFA ADIYAMAN O.O / PRIVATE ADALYA COLLEGE

ANTALYA - TURKEY

mailto:[email protected]

Names of authors/builders of this learning path: Andreea Goldschmidt


School subjects integrated (curriculum): English, Citizenship, Economics,

Skills and competences developed (curriculum): English, ICT, problem solving skills

Name of the learning path: FOOD (EATING HABITS, WHERE DOES FOOD COME FROM, FOOD SHORTAGE)

PHASE GOALS ACTIVITIES TOOLS REFLECTION MOTIVATION -To be more responsible

when it comes to local food - to start thinking about importance of healthy eating - to start thinking about food shortage

-Brainstorming -group work -survey at the supermarkets and local food market -discussions with family -observation

-pen and paper -camera -tablet -phone

Students will notice the differences in eating habits and the importance of looking at the expiry date on the products. They will reflect on the topic and its importance in our real life. Then students will realise that too much food may be wasted and will start to think about solutions.

PLANNING -to develop SS planning and observation skills

The T divides the class in three groups, each group dealing with a different activity.

Facebook (they create 3 groups)

The Ss reflect on the way of accomplishing their activities and talk about weak and strong points.

SEARCH OF INFORMATION

-to go outside and take notes on how others relate to food.

The Ss divide in three groups: one will deal with eating habits, One will deal with where food comes from One will deal with food shortage. All groups discuss between themselves and then choose one spokesperson to present their

Internet Supermarket Local market School Home

SS start feeling responsible for what they buy and understand the importance of “responsible buying”

PHASE GOALS ACTIVITIES TOOLS REFLECTION conclusions. They go to the supermarket and the local market and study the expiry dates, what people buy, what the supermarket managers are doing with the food that doesn’t sell.

PROCESSING OF INFO

-to talk freely about a common subject -to raise awareness of the quality and coherence of the gathered information.

The Ss discuss on their findings, they analyse the information together with the whole class.

PPT, Google Drive, Hangout

Making logical conclusions, think about the results

SHARING -to raise awareness of the importance of rational buying and of food shortage.

Each group presents its findings and conclusions. Then they discuss what can be done to solve the problems of unhealthy eating and of increasing the local market with products made in our town or village.

PPT presentations The SS realize the importance of food produced locally and they try to promote it.

ASSESSMENT -to self-assess -to peer evaluate

Results evaluation quizzes Reflect about what can be improved in the learning path and what was great and what wasn’t.


LEARNING PATH

Names of authors/builders of this learning path: Elif Buyukuysal

Students’ age: 15

School subjects integrated (curriculum): English

Skills and competences developed (curriculum): Speaking

Name of the learning path: Let’s go shopping


1. Motivation Indicating a learning event

Brainstorming http://tr.padlet.com/elfthecurious/ob192z2z42cq Pupil’s curiosity

2. Planning

Enable to emphasize themselves in a clothes shop

Planning to go to a shopping mall

A real shop Pupil’s encouragement


Using the net to find out realias

Watching real life videos https://www.youtube.com/watch?v=Q-1tfWzHgOA

Pupil’s enthusiasm


Using the language itself

Going to a clothes shop http://www.postermywall.com/

5. Sharing Share what you learnt , learn by teaching

Sharing the videos,voices or etc with his/ her peers.

www.prezi.com , www.emaze.com

6. Assessment To learn how much they learnt and taught

To Make a short quiz on shopping

https://getkahoot.com/

http://www.prezi.com/

LEARNING EVENT : LEARNING IN THE REAL WORLD

April 2015 Names of authors/builders of this learning path: Daniela Grecu, Diana-Maria Honciuc , Evelyne Newby, Silvana Turcinovich Petercol Students’ age: 15-18

School subjects integrated (curriculum): English, Chemistry, Citizenship, Economics,

Skills and competences developed (curriculum): Eng lish, ICT, problem solving skills

Name of the learning path: Food waste

PHASE GOALS ACTIVITIES TOOLS REFLECTION 1. Motivation

- to start thinking about the problem of food waste from an every day fact : the pupils trays after the meals at the canteen - to become more responsible

- groups go to the canteen to survey the trays - Brainstorming - group discussion

In the canteen : - camera to take photos of the trays - pen and paper to note their remarks In the class room - linoit, padlet , mindmap

Reflect on the topic and its importance in our real life. Students will realise that too much food may be wasted and will start wondering why.

2. Planning

Develop students’ planning,

Group work in small groups they first share their ideas , then a spokesperson for each group explains the activities they want to do to find a solution to the

- Google drive

reflect on the strengths and weaknesses of the planned activities, the contents, and possible problems

problem solving, and mediating skills

problem of food waste. When all the different groups have had a chance to express their views , they negotiate / agree on the best activities to be carried out


Gather meaningful data and information on the topic

Team and group work, Students’ field research a- learning about the food we buy :Students go to a food shop, check the sell-by dates and the contents on the packaging labels, and see if they contain substances that are unhealthy(harmful additives, fats, too much sugar, etc), the food origin (locally grown food, imported, etc), the quality (organic, GMO,etc) They also look at the vegetable/ fruit counter to see where these come from. Some students can also research on the net what policies supermarkets have in other countries regarding sell-by dates for example. b- Food waste at the canteen

Internet : web articles, http://www.foodwaste.ie/ http://ec.europa.eu/food/safety/food_waste/index_en.htm ( on this one you can choose your language ! ) http://www.epa.gov/waste/conserve/foodwaste/ http://www.ehow.com/how_8109555_food-give-out-homeless-hungry.html

Real life

raise the feeling of responsibility among the students for the content exploration and the learning outcomes

Over a period of time, ( ie a week or two ) students can monitor how much food is wasted after each meal. c- Trying to find out what is being done with unsold goods Students can ask supermarket managers what they do with unsold goods, they can also do research on the net. They can contact people from les restos du Coeur or other similar charities and soup kitchens. They may have heard about chefs in gourmet restaurants who have willingly cooked meals with products past their eat-by-dates.


raise students’ awareness of the quality, coherence and relevance of the obtained information

Students analyse and select the gathered information (coherence, relevance, etc), Students’ discussion

Google Drive, multimedia presentation (Prezi or answergarden )

comparing and reflecting on results, making logical conclusions

5. Sharing

Dissemina- tion of results, increase awareness of real life problems among peers

Presentation Each group will prepare a powerpoint display with their findings . This should then encourage students to discuss and hopefully find solutions to improve things. What can be done in the canteen to reduce waste ? Should we change our buying habits ? What is being done in other countries ? The powerPoint displays could be shown to other students in the school.

PPT presentations on www.slideshare.net

reflect on the importance of taking a stand regarding real life issues

6. Assessment

students’ compilation of survey, analysis and interpretation of the results

Evaluation of results, learning from mistakes

Quizzes, Tests, online google questionnaire (http://www.readwritethink.org/files/resources/interactives/crossword/

reflect on learning performance ( what worked and didn’t ) and on how the learning path could be improved

Students will think over the whole process and be able to comment on what has worked and not. A Google questionnaire can be put to them ( prepared by the teacher ) .

� Did you like working on a project? � What was your favourite activity? � Was it interesting to learn things about authentic things in France ? � Was it interesting to learn things about authentic things in other countries ?

� Working on this project has helped me...learn new words / learn new things about ICT / improve my communication skills / with my motivation / widen my knowledge about a real life problem � What do you prefer? Learning from a text book / project based learning � Would you like to work in this way again ? � What topic would you like to work on ?


LEARNING PATH https://docs.google.com/document/d/1R3kQHz5unbluWQuSXc1MzFUfUW6VoBlU7COz9IM1Xf8/edit Learning Path "Water the blue gold"

Names of authors/builders of this learning path: Kondylo Glarou/Greece, Alina Huma/Romania, Eva Toth/Hungary, Fotis

Fotiadis/Greece and Adil Tugyan

Students’ age: 20 students at the age of 16

School subjects integrated (curriculum): Chemistry, Geography, Environmental Education, Aesthetic education, Music,

English/French as a Second Language

Skills and competences developed (curriculum): Work outside the classroom, Communication, Collaboration, Interdisciplinarity,

Conferences , Use of foreign languages, Research and information, Critical thinking and Problem solving, Global awareness,

Feedback, Technology and Presentation skills, Writing skills

Name of the learning path: “Water: the blue gold”


1. Motivation The water, after the air

is the most important

property for the

maintenance of life. The

overuse and

contamination of

drinking water leads to

water scarcity.

Going outside the

classroom to the nearest

river or lake.

Experiments

Water sports

Binoculars

Ph Meter

Observe flora and

fauna of the river or

lake

Augmented reality-

using Aurasma and

ColAr

Observation using

mobile phones

Calculation of the pH

Feildwork

2. Planning Split into 5 groups of 4

pupils.

Each group will have a

different activity.

We may collaborate

with a teacher of

Drafting questionnaires,

worksheets

Realizing a short

dictionary about the

flora/fauna or water

sports in a foreign

Work sheets -

Questionnaire

Tape recorder

Communication

Collaboration

Interdisciplinary

Conferences

https://docs.google.com/document/d/1R3kQHz5unbluWQuSXc1MzFUfUW6VoBlU7COz9IM1Xf8/edit

https://docs.google.com/document/d/1R3kQHz5unbluWQuSXc1MzFUfUW6VoBlU7COz9IM1Xf8/edit


Science or Geograpgy language (15 words)

Interview of the head of

municipality for water

management

Invitation of experts at

school and then make a

short report in a foreign

language (80-100

words)

Camera

Video camera

KWT table using lino

Setting up the question

they want answers to

Use of foreign

languages

Writing skills

3. Search of information To learn about water in our body and planet To learn that clean, safe drinking water is vital for all known forms of life and it is in our hand. To make a research to find out the use of water. To learn about the water scarcity. To learn how important it is save water.

The water circle. The fresh water on the Earth. The accessibility of fresh water. Water management in your region Water management in your home Use of water in agriculture Use of water as energy source. Is there a case of water pollution in your region? Water scarcity in the world.

school books Internet school library interviewing specialist personal research

Research and Information Critical thinking and Problem solving Global awareness


In the classroom the groups presents their outcome to each other.

Send a message about the value of water or make a short poem in a foreign language, using this model: First - line consists of a single word

Sketch block and markers Use of ICT Using mobile phones

Feedback


that denotes the subject. Second - line consists of two words that define the characteristics of the subject (two adjectives). The third verse, consists of three words that express actions (verbs gerund). The fourth verse, consists of four words that express our state to the subject. The fifth verse consists of a word that shows the basic feature of the subject. With a picture send your message about save water.

Social media

5. Sharing Photo sharing School opening to the local community presentatation to the other pupils of the school , their families and local community

Pictures exhibition posters/short poems ppt presentation - video

Use of ICT Music Sway, padlet

Technology and Presentation skills

6. Assessment Proposals and suggestions

Articles to the local press for save water, notifications

Use of ICT Class Badges, self and peer evaluation

Writing skills


Related VIDEO

A Letter Written In 2070 https://youtu.be/1VBeiJ_YNn8

https://youtu.be/1VBeiJ_YNn8

https://youtu.be/1VBeiJ_YNn8


Fotis Fotiadis and Adil Tugyan (http://meetingwords.com/95OmQCMHNm)

http://meetingwords.com/95OmQCMHNm

eTwinning Learning Event - 13th to 27th of April 2015 Learning in the Real World Karagiorgou Eleftheria

LEARNING PATH

Names of authors/builders of this learning path: Karagiorgou Eleftheria


School subjects integrated (curriculum): ICT, Biology, Physics

Skills and competences developed (curriculum): Understanding through Authentic Learning some scientific meanings

Name of the learning path: Learning Path for the comprehension of scientific meanings through the hydrobot “Argolith”


1. Motivation

1.Leaving classroom in order to experience a real world Learning 2. Experiencing authentic tasks

Testing the hydrobot "Argolith" underwater in Lithaios River

Hydrobot "Argolith", Arduino Uno sensors for measuring temperature and luminosity underwater, tablet, and camera for recording underwater

The use of technology in real world conditions

2. Planning

1. Creation of hydrobot 2. Testing hydrobot in water 3. Plug the sensors into hydrobot 4. Programming the Arduino Uno microprocesor 5. Real Condition testing Each students has its role in the project

1. Creation of hydrobot, according the instructions 2. Test the hydrobot into a basin 3. Using water proof case in order to put the sensors and the microprocessor 4. Testing using the underwater camera and recording

1. glue, wax, drilling tool, nuts and bolts 2. basin and water 3. waterproof case, Arduino Uno microprocessor, sensors for temperature and luminosity 4. underwater camera, tablet

The students learn to share ideas, to motivate and to experience authentic tasks

eTwinning Learning Event - 13th to 27th of April 2015 Learning in the Real World Karagiorgou Eleftheria



Through Internet

Exploring the web A range of websites, eg. hydrobots.gr Programming the Arduino Uno with "Wiring", a kind of programming language

Collaboration of the students and critical thinking choosing the appropriate information


1.Make videos by the underwater camera 2. Publishing in our facebook account and in our website the results

Open account to facebook and to youtube

Using Movie Maker The result is shown in our Youtube Account https://www.youtube.com/channel/UCltmIB5iz3QemUlce03mS3g In our website http://7lyk-trikal.tri.sch.gr/ In our facebook account https://www.facebook.com/7geltrhydrobot The engagement of the students is necessary in order to achieve the goal

5. Sharing

The result is shown in our Youtube Account https://www.youtube.com/channel/UCltmIB5iz3QemUlce03mS3g In our website http://7lyk-trikal.tri.sch.gr/ In our facebook account https://www.facebook.com/7geltrhydrobot

6. Assessment

The project had a great success, because, mainly, of the knowledge and the experience that the students gained

Our students, the hydrobot team, are proud of participating in this project because the experience earned is unforgettable. But for the teachers, also, was a great experience which demanded a lot of hard work.

https://www.youtube.com/channel/UCltmIB5iz3QemUlce03mS3g

http://7lyk-trikal.tri.sch.gr/

https://www.facebook.com/7geltrhydrobot

https://www.youtube.com/channel/UCltmIB5iz3QemUlce03mS3g

http://7lyk-trikal.tri.sch.gr/

https://www.facebook.com/7geltrhydrobot

Learning paths for authentic learning

Documents

Transcript of Learning paths for authentic learning