Our first time, in a Forensics Tournament

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Our school the 21st State Primary School of Larissa, within the framework of innovative projects, participated in a Forensics Tournament in English, at the premises of “Ekpedeftiria Mpakogianni” school , in Larissa, in May 2019.

The Tournament, was filled with debating, acting, oral interpretations, impromptus, and a lot of excitement.

During the tournament, our School’s Forensics team presented their skills in the event:

  • Oral Interpretation of Literature

To be able to take part in the Tournament, our students learned and practiced the art and skills of competitive forensics .The preparation, lasted about two months.  First, they participated in the research and presentation of the material for oral interpretation of literature. 

The first week, included a close study of public speaking and oral interpretation, and little information about debate.   

All six students in our team,were required to participate in a forensics tournament preparation class, held outside the regularly scheduled class time. Our team met twice a week, for one hour each time. 

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Peer Feedback 

My students benefited from peer feedback in that they were able to teach others about the tournament  rules and provided feedback that they would consider relevant. In seeing that their peer feedback was relevant, students were more engaged and invested in working to complete the task successfully. Peer feedback also gave my students an opportunity to have their voices heard, and to listen to each other. It is often easier for us to understand concepts from people who are similar in age as we are.

Our selections

Our selections were from a short story, and four novels.Our selections  incorporated a mix of monologues, dialogues and narrative . Our emphasis was placed on the prose aspect of the performance and not the dramatic qualities of the performance. 

The objective

In general, the objective of a Forensics Lab and Tournament is to enable the participating students to work together and to exchange views on issues of concern to their age, and even, more general social issues and to tell beautiful stories. Also to cultivate their critical thinking, help them to become familiar within the conditions of healthy and democratic dialogue and ultimately, help them to improve their language proficiency in English. During the tournament,both teachers and parents had the opportunity to enjoy the result of the effort of all students ,which was in a high level.

One, will be surprised to find out that a Forensics Tournament, is primarily a question of listening skills.Active listening is what feeds the brain with the necessary information to manage all issues and make all kinds of decisions.At second reading, the the students’ engagement with all areas of concern to human activity and their analysis, empowers them with critical thinking skills which-in these difficult times – are the most important skills for survival.

Finally, the ability of young people to express themselves comprehensively and with clarity, on the issues that concern them, will be valuable, both in their intimate relationships and in the professional arena, in their adult life ,too.

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Useful  Info

HISTORY OF FORENSICS

In the early 1970’s, teachers of English from Anatolia College, Athens College (now known as the Hellenic American Educational Foundation), and Pinewood International Schools united to form the Forensics Society to give students from different schools the opportunity to meet to have discussions, make speeches and generally improve their speaking skills in English. 

Within a very short period thereafter, this ‘society’ grew to include another four schools: the American Community Schools (ACS), the Cairo American College, Campion School, and Pierce College (now PIERCE – The American College of Greece). Since that time, an additional nine schools have joined. These schools included the American School of Kuwait, Ekpedeftiki Anagenissi, Byron College, Costeas-Geitonas School, Geitonas School, Mantoulides Schools, The Moraitis School, St. Catherine’s British School, and St. Lawrence College. 

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There were two tournaments a year: The fall tournament was held in Athens and the spring tournament was held in Thessaloniki. In some tournaments there were up to sixteen schools participating in the various events. Students originally participated in Debate, Comic and Dramatic Oral Interpretation, Comic and Dramatic Duet Acting, Impromptu Speaking, Original Oratory, and Extemporaneous Speaking. Eventually, however, Extemporaneous Speaking was dropped from the competition due to the ‘controversial’ nature of the current events at the time, and Group Discussion was added. In the 1980s, because of the increase in the number of contestants and the demands on both students and advisors, it was unanimously decided by the coaches of the schools that the tournaments be limited to one annually, alternating between Athens and Thessaloniki each year. The tournament came to be called the Panhellenic Forensics Tournament. The number of contestants in any given tournament has approached 400 in the past few years.

In 2004, another change took place: The society became an official association and is now known as the Panhellenic Forensics Association. The Executive Board of the Association meets regularly and all schools participating in the tournament are members of the Association.

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Learning the Basics of Oral Interpretation

Oral Interpretation is the process by which words are pulled from the page and given dimension in a reader’s voice and body. Practitioners of oral interpretation bring stories to life, serving as a vehicle for the messages of the text. Some scholars argue that readers should unlock the meanings intended by the author (the vehicle should be empty) while others believe the meanings of texts inevitably transform as they filter through a reader’s voice, body, experiences, and culture (the vehicle is full of your stuff). Both ends of this dialectic are true: 1) readers should aim to honor the integrity of a text, using logic, analysis and research to investigate the concreteness and completeness literary text, and 2) readers should embrace the creative and artistic ways they effect how texts are understood, adapted, embodied, and delivered to an audience.

“CUbeS: CUlture and Smiles in a Cube” An inspiring etwinning project 2018-19

My non European colleagues, often ask me what eTwinning is all about!

Well….

eTwinning is a free online community for schools in Europe which allows you to find partners and collaborate on projects within a secure network and platform.

Through participating in eTwinning, your school will be able to:

  • enrich learning and motivation of pupils (aged between 3 and 19) and staff
  • access high quality professional development and ready-made resources
  • raise standards across the whole school community
  • gain recognition for your commitment through eTwinning awards and the International School Award.
  • Search for an Erasmus+  partner to carry out projects with and apply for mobility funding.

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There are, also,  special quality labels, for students, teachers and schools!

Quality labels

1.National quality label

A National Quality Label is awarded to teachers with excellent eTwinning projects and indicate that the project has reached a certain level of quality in their country.

2. European quality label

The European Quality Label is a second mark of success and indicates that the project has reached a certain European standard.

3. eTwinning School label

In order to recognise the eTwinning work done at school level, there is now, a new label  available – the eTwinning School Label.

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The concept of recognition for work done in eTwinning has been in existence since the start with Quality Labels being available to teachers for their projects both at national and European level. However, these labels are applied only to the work of individual teachers in projects. In order to recognise the work done at school level, a new label is now available to apply for – the eTwinning School Label.

The principle behind this new label is that eTwinning wants to recognise and appraise the involvement, commitment, dedication not only of scattered eTwinners, but of teams of teachers and school leaders within the same school.

The concept of attaining the status of an eTwinning School is that of a developmental journey with components that can be objectively assessed. It is not a competition, but rather a progression from one level to the next.

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A summary of our project, this year

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Our project celebrates culture and happiness.

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What the four partners ( Greece, UK, France and Poland)  propose is that, students produce a presentation or “Culture and Smiles in a Box” on their partner country in groups, both in class and on twinspace Forums. To be able to do this, students  gather information about their own country and life and send it to their partner schools, which are responsible for producing the presentation on their partner country’s cultural assets on twinspace Forums .

Students :

– Consider the definition of culture, and reflect on what this means to them

– Share relevant information about their lives with their European partners

– Create”Culture and Smiles in a Box” presentations

– Reflect on what they have learned about the other country and the differences and similarities between the two cultures

– Write reflective essays on what they have learned

 Objectives

1) To help pupils to identify, explore, and become aware of European values.

2) To raise pupils’ awareness of what makes them happy and share this happiness with their peers in Europe.

3) To assist pupils to identify European linguistic diversity and become aware of the importance of learning European languages.

4) To develop pupils’ insight into the similarities and differences among nations.

Our project in detail

This  #eTwForCulture project ,lasted the whole school year 2018-19. 

There were tasks to be completed to share SMILES in many ways such as passing a ‘messages and our CULTURE in a box’ from one country to the other.

This is a project on happiness; it is about helping students find happiness and sharing it with others. It focused on ourselves, well-being, friendships and relationships. Children have truly enjoyed communicating and participating in a variety of tasks and realising that they have many things in common with their e-pals. Pupils have learnt about the culture of their e-pals / friends (tangible and intangible). It was definitely a project celebrating internationalism and individualism.

Depending on the activity, children had the opportunity to work independently, with talk partners both in class- in 2s, in small mixed ability groups or in whole class situations and on twinspace, using ICT for research or to communicate and present their ideas in different ways.

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Pedagogical Innovation and Creativity

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The overall aim was to realize that, happiness comes from within us but can be spread and shared with others!

Children reflected on themselves as individuals, identifying positive things about themselves, valuing their abilities, qualities, strengths and achievements as well as their mistakes, sharing and comparing them with their European peers, at the same time!

Children recognized that their culture  affected themselves but also others; they thought of ways to make others smile, by means of intercultural projects !

Children considered their own and their partners’ feelings (empathy) and thought of appropriate strategies to cope with uncomfortable feelings as well as skills for solving problems and different ways of behaving to different types of intercultural relationships.

Children also focused on intercultural relationships and they explored the value of these relationships as well as their feelings within the context of important relationships, including family and friends of a different cultural background.

Children made each other smile through their dialogue, written work and through technology!

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 All in all:

Children felt able to be creative with their audience in the partner schools in mind and dare to share and compare.They also used their imagination and creativity as well as their artistic skills, in order to fill their CUbeS with content.

The learning from the project was so significant that it will not be lost from children’s minds

Our  project, provided the opportunity to break down classroom walls. Happiness in learning, became a practical ,rather than theoretical, part of the curriculum.

 Our work  provided in the shared learning environment were a meaningful pathway, towards understanding  the concept of feelings.

The true revelation has been that  people in Europe are essentially very similar with shared values, cultures and interests. Surely, this  helped us to overcome our prejudices and made us more open to intercultural cooperation. 

Curricular integration 

The work was mostly linked with the English, MFL, Topic and Computing objectives. To help partner schools to fulfill their statutory responsibility to support their cultural development and prepare them for the opportunities, responsibilities and experiences of life. To use and combine a variety of software (including internet services) on a range of digital devices to design and create content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

 The theme was chosen deliberately to ensure that the project and its work was as cross-curricular as possible. The areas of ,EFL,  social studies, expressive arts, citizenship,and basic IT , have all been integrated into the sharing of our common project activities .

The main focus was to improve the learning of English.

This fitted well into the Curriculum and all the pupils benefited. 

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We held a European Day of Languages to get the rest of the school know our European friends better. We also had etwinning school  days, when our students presented their etwinning projects to the rest of the school.

A second focus was citizenship. By exchanging information about each other’s towns, lives  and heritage, the pupils learned a great deal about each other’s environment, way of life and culture. Our coursebooks , are based on both cross curricular and cross cultural topics quite relevant to our Etwinning project theme! 

I  made sure that, ALL my 95  students, in different age and  language level, took part in our  etwinning project.

Communication and exchange between partner schools 

We used a variety of ways to communicate with each other and as a group: the teacher bulletin in twinspace, a messenger group,  email. Communication was regular and effective.

The tasks were mostly set by the coordinating schools in the United Kingdom and Greece  but we were open to suggestions and ideas of the fellow teachers. The activities and work produced was shared in pages of twinspace by all schools and the work process was communicated using the journal. I coordinated the work but also set responsibilities and supported teachers in using a variety of ICT tools so that they successfully participate in the project.

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From the beginning, there was a strong plan on twinspace Pages, which gave the teachers guidelines, responsibilities and timescale for each element of the project. 

Students were encouraged to interact with their partners,and share their  work on twinspace,both from the school ICT lab and from home. This all gave a real purpose and meaning to learning a foreign language.

Our students were able to share their feedback on our Twinspace “DiscussionsForums Threads” , on a regular basis . The pupils shared information and experiences, and thus learned from each other and strengthened their communication skills. 

Collaboration between partner schools.  

In collaboration ,we all decided on the range of topics that we would cover and the optimum time for posting/sending/receiving the correspondence items. 

We tried together  to do some pre-matching of pupils and classes , based on their known interests. 

By all means we  ‘recycled’ language that pupils have previously learnt in their English class . 

We created a teachers’  e-mail exchange, too and a frequent collaboration on the Teachers’ bulletin.

We created  our 6 CUbeS threads on Forums , which we often updated with the help of our students.

Teachers and children participated and collaborated in monthly activities  such as: they uploaded posts in padlets, liked and commented on other posts, worked together to produce web presentations to introduce the schools , towns and countries ( taking-drawing pictures, writing the scripts and deciding on the school areas/town sights/country favourite places to present) and to share customs and traditions on collaborative web tools, they participated in a drawing logo competition and explained their reasons  in a forum, expressed what they have learnt in forums, shared playtime games and healthy recipes, made, posted and received cards, little gifts and beautiful origami crafts , which made them smile, shared well being strategies. They have enjoyed their twinspace membership, participated in all the activities, emailed their e-pals and expressed their views in forums – and they even suggested their own questions to be added in the forums – and joined in live chats, supervised by teachers! Children have thoroughly enjoyed participating in the project and have majorly contributed to its success.

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Use of technology

Children had the opportunity to use ICT to communicate and present findings in a variety of ways.

All children had Twinspace membership and emailed their epals; however, before using the email feature, we had lessons and discussions on the appropriate use of email, what information to include to be safe and respect each other while considering cultural differences. Children expressed their views in forums ,supervised by teachers!

The project linked with aims / objectives of the ICT / computing curriculum. Pupils were taught to select, use and combine a variety of software (including internet services) on a range of digital devices to design content that would accomplish given goals, including collecting, analysing, evaluating and presenting data and information. They created work for a specific audience making sure that the content would be interesting but at the same time reliable. Children were also taught how to use technology safely.

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Specifically: I had small  groups of my students,to use Photoshop to enhance and crop photos and then put them into Movie Maker to produce our videos and also had them  create a Quiz on pages. We also used Movie Maker to make short videos, Padlet to work on collaboratively, and a Word Cloud Generator,for feedback. We also used other collaborative web tools such as:  GoConqr for our mindmaps, Google Tool Builder for our virtual travel guides ,Thinglink for our interactive photos , Artsteps and Classtools.net for our 3D exhibitions,Canva and Linoit for our posters, Issuu for our Cookbooks.

 Through eTwinning,my  pupils learned to use ICT tools in a pedagogically meaningful way. 

They wrote comments in the forums, chatted with real people, did interactive exercises, took and uploaded digital photos and videos, searched for information, etc. And all this took place in the pedagogical context of studying English communication.

Results, impact and documentation

This project, enthused and motivated the children. Children fully enjoyed and participated in the project. It enabled the pupils to use new technologies, to learn about the culture of their European friends (tangible and intangible) and experience through their communication how English is not only a school subject but an indispensable means of communication. Most importantly it extended their cultural awareness and knowledge, it enabled them to learn about, respect and celebrate similarities and differences among them, celebrate individualism and internationalism through fun activities and tasks. Children were HAPPY, shared and received HAPPINESS AND SMILES!

Here’s the link to : OUR EUROPEAN COOKBOOK

Children need to understand the diverse world they live in, respect values, different languages and faiths by working together and this is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity.

Our project, helped us to widen our horizons, reconsider our perspectives, improve self-esteem, increase understanding of different cultures and feelings , enhance tolerance and prove that “communication is at the basis of understanding”.

MIND MAP

All in all, we achieved   : 

  • to promote group activities  for tolerance and cultural understanding; 
  • to strengthen my students’ intercultural competences in order to be ready for responsible understanding of Europe’s identity and common values;
  • to develop the European dimension through arts education (origami crafts etc) and creativity with the aim to promote multiculturalism and tolerance between students; 
  • To develop “Out-of-the-box” activities that would encourage mutual support, team building and group cohesion ; 
  • Encourage personalized learning approaches by acquiring new artistic and pedagogical skills with the aim of developing new ideas and creativity of the students involved in the project.

 

 

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Balloon tennis- a fun word game

This fun game, comes from Olha Madulus’s Blog!

When Olha, first mentioned the game on her facebook page , I told her that I loved the idea and asked her if I could try it in my class! She agreed and  was kind enough, to promise me to write a blog post about the game, as soon as possible!

I adapted the game ,a bit, to suit my classes ,but the main idea worked really well with my students , therefore, it is highly recommended to any other colleague, wishing to give it a try, too.

I have to thank Olha, again, for her generosity ! She is one of the most inspiring Teacher Trainers I know!

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This game is suitable for all ages and levels
·       Blow up one balloon
·       Divide your class into two teams (once the students have got used to the game, you can organise them into smaller groups of 2 teams each, each group needs a balloon – but consider the space you have available. You could use the playground for this).

 

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·       e.g. with younger learners explain that they have to remember vocabulary for food

 

·       One team starts with a member hitting the balloon across to the opposition team and at the same time shouting (so all can hear) one word for an example of food e.g. chocolate

 

·       Next a member of the opposition team has to hit the balloon back shouting a different food word

 

·       If no one can think of a new word or repeats a word – that team loses the point (this encourages the learners to listen carefully)

 

·       If the balloon drops to the floor – the receiving team loses the point

 

·       You can score the game like tennis

 

·       You can change the lexical set whenever necessary

 

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·       With older learners you can review a topic prior to a writing task e.g. the advantages and disadvantages of the internet

 

·       Nominate which team should shout advantages and which disadvantages

 

·       Play as above

 

This game has a number of advantages

 

·       It is kinaesthetic and can energise the class

 

·       It’s a team game and promotes a sense of community

 

·       The focus is on the balloon and shyer students feel relaxed and more likely to participate

 

·       You can change/play with the rules to suit your class and any language you want to practise

 

·       The balloon is quite slow and easier to keep in the air than a ball
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Teaching with…trash?

 

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Are you constantly looking for creative projects for your students?

Do you want activities that ignite their imaginations?

Make things with recyclables. I always do so, mainly with my 3rd graders !

When they use items found in their recycling bin or around the house/school to create toys and treasures kids love, it inspires them to tap into their creativity and use what’s available.

It’s good for the environment and also helps develop your child’s imagination and creativity.

It teaches kids that once something has been used for its initial purpose, it doesn’t mean that we have to throw it away.

Have a conversation about the recycling process with your kids. Share how different things are made and then broken down after you throw them away, and how it’s better for the environment when you reuse and re-purpose certain materials.

“Go recycle” guessing game

For my favorite activity,using recycled trash, you will need:

  • Items from the recycling bin: Milk cartons,egg cartons, cereal boxes, food packaging, toilet rolls, scrap paper, etc.
  • Craft supplies: glue, tape, scissors, wire, craft knife
  • Craft materials: feathers, googly eyes, glitter, buttons, ribbon, paint, markers, etc.—whatever you have around the house or school.

Preparation:

1. Find or create an interesting bag to use as the bag of mysteries/a large scarf ,a small, lightweight blanket or any piece of cloth available.
2. Collect a selection of objects to be placed in the mystery bag/under a large scarf ,a small, lightweight blanket or any piece of cloth available.
a. Can be based on a theme
• For example: Things you find in a kitchen/you can recycle.

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Implementation:

Students try to identify the objects as they touch each one.

Cover them lightly with a large scarf ,a small, lightweight blanket or any piece of cloth available.

Let children feel object  and try to guess what it is. Obviously,  as children explore, they increase tactile awareness, vocabulary, memory and communication skills!

As they reached in and felt the items, we talked about what they felt. First I asked them to describe what they felt, and then I asked leading questions, such as: was it hard or soft?  big or small? what color?

With some things, they guessed right away, and with others we talked through more questions.

The first time I tried this activity, I gathered up several items that could be recycled,  a scarf, and a bandana. I covered their eyes with the bandana, and they reached under the scarf, felt the objects , and guessed what each object was.

Two more IDEAS:

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1.Guess the Summer item

In the beginning of the school year, you can  select items that remind them of summer:

  • seashells and rocks from the beach
  • corn
  • beach toys
  • popsicle sticks
  • sunglasses

Same, with any other Season or Special Day.

2. Making toys from junk

When looking to inspire your kids’ creativity, search no further than your recycling bin. Glass, plastic, and cardboard are all incredibly versatile crafting supplies with an infinite number of uses.

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I asked my 3rd graders to make their own toys using recycled items they can find at home. I showed them the first Doll’s House my daughter made when she was their age, using old boxes! They loved it and got inspired !

The main idea behind all the crafts my students made- which you can see here below- is that you can make toys from junk. It will cost nothing and often teach kids some basics of engineering and practice their English at the same time, in order to present their toy to the class.

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“PuppeTs: Puppet Tourists”: an inspiring eTwinning project

My non European colleagues, often ask me what eTwinning is all about!

Well….

eTwinning is a free online community for schools in Europe which allows you to find partners and collaborate on projects within a secure network and platform.

Through participating in eTwinning, your school will be able to:

  • enrich learning and motivation of pupils (aged between 3 and 19) and staff
  • access high quality professional development and ready-made resources
  • raise standards across the whole school community
  • gain recognition for your commitment through eTwinning awards and the International School Award.
  • Search for an Erasmus+  partner to carry out projects with and apply for mobility funding.

There are, also,  special quality labels, for students, teachers and schools!

Quality labels

1.National quality label

A National Quality Label is awarded to teachers with excellent eTwinning projects and indicate that the project has reached a certain level of quality in their country.

2. European quality label

The European Quality Label is a second mark of success and indicates that the project has reached a certain European standard.

3. eTwinning School label

In order to recognise the eTwinning work done at school level, there is now, a new label  available – the eTwinning School Label.

The concept of recognition for work done in eTwinning has been in existence since the start with Quality Labels being available to teachers for their projects both at national and European level. However, these labels are applied only to the work of individual teachers in projects. In order to recognise the work done at school level, a new label is now available to apply for – the eTwinning School Label.

The principle behind this new label is that eTwinning wants to recognise and appraise the involvement, commitment, dedication not only of scattered eTwinners, but of teams of teachers and school leaders within the same school.

The concept of attaining the status of an eTwinning School is that of a developmental journey with components that can be objectively assessed. It is not a competition, but rather a progression from one level to the next.

About our project, this year

PuppeTs: Puppet Tourists

Our Flat Puppet Tourist Project, provides an opportunity for students to make connections with students of other European partner schools. Students begin by creating paper “Flat tourists ” whom they sent to our partner schools and ask their pals there to keep a journal for a few months ,on twinspace Forums, documenting the places and activities in which their Flat Tourist is involved. Each country’s Flat Tourist who is mailed to our partners has to be treated as a visiting guest . Partners have to add to their journal, and return them back home,after they have spent a whole school year in the host country .
Partners should also, upload photos,and/or videos, of their puppet tourist’s adventures on twinspace. Additionally, they exchange letters, postcards and souvenirs, from their Flat Tourist’s visits and experiences, by post .
All in all, children exchange ideas, photographs, questions and culture with students abroad, focusing on literacy and citizenship.

AIMS

Our Puppet Tourist project, provides the opportunity to break down classroom walls. Whether the class we connect with is in another local school or another country, it serves the same purpose. It gives our students a chance to see a world outside of their walls. Additionally, our aim is that, the concept of Europe will be understood and our students will become fully aware of the other European partner countries and their ways of life. Citizenship should become a practical ,rather than theoretical, part of the curriculum.

WORK PROCESS

Students begin by creating paper “Flat tourists ” ,whom they sent to our partner schools and ask their pals there to keep a journal for a few months ,on twinspace Forums, documenting the places and activities in which their Flat Tourist is involved. Each country’s Flat Tourist who is mailed to our partners has to be treated as a visiting guest , Partners have and add to their journal, and return them back home,after they have spent a whole school year as well as their Summer, in the host country and have written about their Summer adventures in their Summer diaries .
Partners should also, upload photos/videos , of their puppet tourist adventures . Additionally, they exchange postcards and little souvenirs, from their Flat Tourist’s experiences, by post . The final product of the project ,could be a collaboratively written puppet play or short film script .
The project works on two levels: sharing on twinspace and letter and parcel exchanges, by post.

EXPECTED RESULTS

eTwinning helps us to widen our horizons, reconsider our perspectives, improve self-esteem, increase understanding of different cultures, enhance tolerance and prove that “communication is at the basis of understanding”. So, regardless of the subject matter or the tools we use, the process is always constantly about learning to learn responsibly, actively and collaboratively. The pupils are expected to be inspired and motivated and have a great deal of fun working collaboratively on the many different projects.
Reading the personal responses of their European partners, may give students a greater insight into their partners’ context and worldview. The project can also bring the class together, as the pupils were working as a team. In these difficult times of financial crisis , our students will be able to “travel” abroad, as flat puppets and experience life in a different country and class for a whole school year sharing and comparing our ways of life and making new friends.

 

The benefits of using drama, in the EFL- YL class

William Shakespeare claimed that

All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages.
As You Like It Act 2, scene 7, 139–143

We all realize that,teaching in the primary classroom, is very different from teaching teens or adults, because of the amount of energy children have! Knowing how to channel this energy, will help us achieve balanced lessons without children becoming over-excited on the one hand or bored on the other.

One tool to manage this is, Drama/acting out.

As an English teacher, I have often been amazed at how effective drama is to capture the attention of the students in the EFL classroom.   We cannot only teach grammar and phonetics with drama ,but also it has the power to transform the student-actors ,as well as the audience.  Therefore, we shouldn’t underestimate this powerful teaching tool, to reach our students.

I personally love the use of masks and puppets, in my YL classes!
Puppets or masks can really bring alive a dialogue, role-play or story.

My suggestions?

Make simple masks out of paper plates for main characters. Bring in realia and props for children to use for acting out e.g. some real money and a bag for shopping. Have a dressing up box of simple props such as hats, glasses etc. Puppets or finger puppets can be used to liven up even the most boring dialogue, especially when accompanied by funny voices!

 

In my classes, puppetry works like this: using various odds and ends (paper, glue, cotton, wool etc), each child makes a simple puppet and describes its character to the rest of the class. When several puppets have been described in this way, the children work together in groups to produce a scene using the characters. They could alternatively make puppets of characters in their (course book) -one word-and enact dialogues from the book. (Hand puppets can be made using old socks, stick puppets with ice-cream  sticks.)

 

Generally taking, I firmly believe that, we need to use drama more in the schools.   The language can be used in context and makes it come to life.  Drama has the potential of making the learning experience fun for the students and even memorable because it is interactive and visual.

The personal nature of improvisation, provides many outlets for self-expression. We all know that, children need to play as an important developmental process.

What is more, drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their own learning.

The play acting can help to relieve the tension of learning in a second language.

The shyness and fear of using English, very often blocks learning. When the students are having fun, they tend to relax and stop blocking out the new language.

Role-playing is a powerful tool,too.  It teaches cooperation, empathy for others, decision making skills and encourages an exchange of knowledge between the students.  These aspects alone make role-playing beneficial because the students are learning from each other.   Apart from the obvious development of communication skills, it encourages leadership, team work, compromise, authentic listening skills .

The benefits of drama to develop the imagination should not be undervalued.  In our rote school routines of memorization and compulsory subject matter, we sometimes do not spend enough time on encouraging our students to use their imagination.

We need imagination to make a better world. In order to accomplish anything worthwhile, we first need to imagine and dream it.  I always emphasize my students that fact!

I also tell them that, in life, we are all playing many roles, therefore, we are wearing many masks.Older students,easily  understand this.

Few tested methods for incorporating Drama in the EFL class , summarised

Act out the Dialogue

One of the easiest ways to incorporate drama in the classroom is to have students act out the dialogue from their textbooks. Simply pair them up, have them choose roles, then work together to act out the dialogue, figuring out for themselves the “blocking,” or stage movements.

Perform Reader’s Theater

Another good beginning exercise is to do Reader’s Theater. Hand out copies of a short or one-act play, have students choose roles, and then read the play from their seats without acting it out. However, do encourage them to read dramatically, modeling as necessary.It’s an alternative and fun way of practicing reading aloud, as well!

Act out the Story

This is particularly effective with “short-shorts”: brief, one-scene stories with limited characters.

Write the Dialogue for a Scene

Watch a brief clip of a cartoon movie without the sound on. Have older students write a simple dialogue for it and act it out.

Act out and Put Words to an Emotion

Give students an emotion, such as “anger” or “fear”. Have students, either singly or in groups, first act out that emotion then put words to the emotion.

Give “Voice” to an Inanimate Object

 

What would a stapler say if it could talk? Or an apple? Have students write monologues with inanimate objects as the character. Hamlet’s “To Be or Not to Be” soliloquy might also be termed a monologue, for example.

After writing them, students can read the monologues aloud.

Create a Character

Have students develop a character, writing a one-page profile on the character’s background, appearance, personality, etc. Have them introduce the character to the class, explaining what interests them about their character.

Write a Monologue

Using the character they’ve already developed, have students write a monologue for that character then perform it.

Mime 

Have students act out short scenes without dialogue. The rest of the class then supplies the dialogue, developing the “script.”

In role playing, the participants are assigned roles which they act out in a given scenario.

Improvise

Put students in groups of two or three, and assign the characters and the situation to the groups.Students create the dialogue and movement themselves.

With careful planning, use of drama enhances our English classroom curriculum and adds fun in our teaching!

Drama encourages adaptability, fluency, and communicative competence .

“The Wizard of Oz”:School musicals offer a good chance to children to bring out their talent, build self confidence, and overcome all of their inhibitions

” Alice in Wonderland”:School musicals, drama, and plays teach children to work in a team, develop organizational abilities, communication and more.

” Interviewing….Barbie”: ‘Pretend games’ are a central part of a child’seducation.
When they dress up as a princess,they become a princess.

I always encourage my students to use short plays, skits or other drama activities to present their projects in class.  Here,….. Hurem, Sultan Suleiman’s wife is being interviewed about her life in the harem !! Improvisation works miracles! Kids, decide about their costumes and they write their own lines…..

Note:Ideas, first found and later tried out in class, on  https://busyteacher.org 

Team work ,matters!

The ability to work together with others as part of a team is not simply a skill needed at school, it is a vital skill used in all areas of life. For me, school is, an excellent time to cultivate the teamwork skills, children will then draw from, throughout their life.

 

For a team to work together effectively, it takes all members of the team to respect each other’s abilities and opinions. Teamwork is a highly social activity and involves much interaction and exchanging of ideas and actions. We all understand that, being part of a team enables a child to move from more intrapersonal (individual) ways of thinking to interpersonal (communicating with others). It will help students in all areas of their learning, and help them to feel part of a community, too.

The biggest problem in my country’s educational system is that, teamwork is not encouraged at schools- at least, not as much as it should be….

Working as part of a team will strengthen students’ social and emotional skills, help develop their communication skills, and can improve confidence.

Team games, are also important…From experience, the best way to teach children English is to not only get them physically involved within the lesson, but also to create the illusion that they are simply playing games. And rather than focus on individual development, it is also a very good idea to promote class interaction as far as possible.

Even very young learners can become independent in their learning and guided early on they will be more likely to grow into autonomous and successful language learners.

Creative use of language makes communication possible even when students may not know the perfect grammar for what they are trying to say.Nothing is more true to life than that.

When students work in groups, they have to work together to accomplish a goal. Even when the use of grammar is weak in these collaborations, communication happens, and that will give your students an advantage, when they have to face communication in the English speaking world.

Encouragement in class,is crucial ! One way encouragement comes, is when lower level students see the accomplishments of higher level students.Less accomplished students will become better speakers just by talking to others more advanced than them, without help and without pressure….When they work in groups, I see that students help each other learn.

One of the most important things for me, as far as group work is concerned, is speaking!

Putting our students in groups, gets them speaking up and practicing the language that they are trying to learn. And, speaking, is not top priority in the Greek language class…. not even in the private Greek Language schools-“Frodisteria”…

Students who are kinesthetic learners, will benefit greatly from learning through games and group work,too. Students of varying English levels can work together to support each other, make decisions together and learning from one another. Games and group work can involve all of the aspects of language—listening, speaking, reading and writing.

 

In our class, children experience teamwork in many different forms. They may be asked to work in pairs, small groups, or larger groups on a variety of different things. They may be asked to work in teams for physical activities such as ball games or running games or more formal activities such as projects. Children also often form their own team activities during their play time.

“You can discover more about a person in an hour of play than in a year of conversation” – Plato

I am sharing an interesting post about the benefits of Team Building, here

 

Benefits of Team Building

1.  Getting to know each other better
2.  Bonding
3.  Building team spirit
4.  Encouraging tolerance and understanding
5.  Creating a sense of belonging and connectivity
6.  Creating a climate of cooperation and collaborative problem-solving
7.  Improving motivation
8.  Improving communication within the group
9.  Team development – Building a community with a common purpose
10. Developing trust, care, compassion, kindness and creating empathy (Trusting each other AND yourselves)
11. Building self-esteem

12. Creating an understanding and awareness of individual differences, personality strengths and  weaknesses
13. Breaking down barriers
14. Creativity – Doing things differently! Out of the box!!
15. Higher levels of job satisfaction and commitment.And all the time … Having a huge amount of FUN

“PuppETs-European Travelers”: an amazing ETwinning project!

This old time classic pen pals project, gave a real purpose and meaning to learning a foreign language and helped the students experience education in a different country through European citizenship ,using Arts and crafts and a new tool: twinspace!

The project lasted  a school year and we had to complete many individual items . We had to create common projects about: ourselves, our school, our country , our town ,our favourite sports and hobbies, our customs and special traditions, our most favourite place in our countries , our daily routine and habits and also ,create our pen pals as PUPPETS , reading their appearance descriptions and looking at their self-portraits ! We lived in another country, as our school and country ambassadors, and experienced life in another class, far away from home, for one school year! Puppet-students, wrote on their twinspace diaries about their adventures and collaboratively wrote and put on stage, a puppet play about their experience! Our projects and letters were both sent to our friends by snail mail and uploaded on twinspace, to share and compare, in a different class.

Pedagogical Innovation and Creativity 

This was a new and innovative partnership for my school; It was the first time the students participated in such an innovative ETwinning project.

Both, group work and independent research was used  by pupils.

The innovation and creativity of the project is based on the following factors:

1.The willingness of the teachers involved to communicate easily – via phone, email, sms

2.All partner  schools being inclusive of each other, working as one unit on each common project

3.That the children felt able to be creative with their audience in the partner school in mind and dare to share and compare.They also used their imagination and creativity as well as their artistic skills, in order to create their puppet pals and write/stage their puppet plays.

4.That the learning from the project was so significant that it will not be lost from children’s minds

5.The student-Puppet-Ambassadors, created by and for the students ,served as a  meaningful pathway towards understanding and learning more about our friends.

6.Our student-Puppets project, provided the opportunity to break down classroom walls. It gave our students a chance, to see a world outside of their walls.Students,  became fully aware of the other European partner countries and their ways of life. Citizenship became a practical ,rather than theoretical, part of the curriculum.

7.Our ETwinning project, encouraged cooperation between teachers and unified learning. It also offered us the chance to collaborate with the local Puppet Theatre and museum,which was highly beneficial for all of us.

The scope of learning widened from English skills to several other subjects. The idea of being   partners in a European project, encouraged the pupils to find out more about different European countries, their nature, art, food and ways  of living. In the context of European partnerships,our work  provided in the shared learning environment were not only learning material, but were a meaningful pathway towards understanding and learning more about our partners.

  1. In this sense, the true revelation has been that apart from climate and language, people in Europe are essentially very similar with shared values and interests. Surely, this  helped us to overcome our prejudices and made us more open to intercultural cooperation.

Curricular integration 

The theme was chosen deliberately to ensure that the project and its work was as cross-curricular as possible. The areas of ,EFL,  social studies, expressive arts, citizenship,and basic IT , have all been integrated into the sharing of  our common  project activities .

The main focus was to improve the learning of English.

This fitted well into the Curriculum and all my  pupils  benefited.  Our  project involved MFL, language, social studies, expressive arts and basic technology.

We held a European Day of Languages to get the rest of the school know our European friends better. We also had “Puppet Theatre” days, when our student-puppet-guests, presented their projects about their country and way of life, to us! It was exciting to lend them our voices and have them “talk” to us-we could also ask them questions! We later,uploaded all the photos  on our Twinspace “Puppet Diaries”, where everyone could make comments or just read, share and compare ideas, thoughts and feelings.Finally, we were invited to take part in a local Puppet Theatre Festival, where we had the chance to present our play to the local community!

A second focus was citizenship. By exchanging information about each other’s towns, lives  and heritage, the pupils  learned a great deal about each other’s environment, way of life and culture. As far as my school is concerned, I made sure that almost all our project activities were connected  to each of our English coursebook units. Luckily, our coursebooks , are based on both cross curricular and cross cultural topics quite relevant to our Etwinning project theme! Also, they are based on both creative  project work and group  collaboration which  was  highly helpful in our Etwinning project!

I  made sure that, ALL my 85  students, in different age and  language level, took part in our  Etwinning project, a fact  that  proved to be a real challenge!

Finally, our student-puppet-guests, are going to spend their Summer holidays  in our partner countries, write a Summer Diary entry about their Summer adventures and come back home in Autumn, to share it with us.

Communication and exchange between partner schools 

From the beginning, there was a strong plan which gave the teachers guidelines, responsibilities and timescale for each element of the project.

What we practically did  ,was  that, we sent our pen friends all our group projects, on a topic we had already worked on in class and we asked them to reply ,by sending us the same topic based project! The projects we sent, were  in the form of posters, flyers, brochures, magazines, PP presentations, albums , videos, etc….In class, we talked about the similarities and differences of cultures and ways of life !

The students’ very first project was their self-portraits and appearance descriptions, which were used to help their  pals create their puppet-selves!

Arts and craft played an important role in n our project work !

If the kids felt  the need to personalize their work  even more, they were  free to include little gifts having to do with themselves or the project topic, … I always printed  lots of pictures and displayed  them on our school  notice boards.Students were also encouraged to interact on  twinspace ,both at the school ICT lab and from home. This all gave a real purpose and meaning to learning a foreign language.

In these difficult times of financial crisis , our students were able to live abroad, as puppets and experience life in a different country and class for a whole school year ,sharing and comparing our ways of life and making new friends.

The most important tool of the project , was our Twinspace Forums Puppet Diaries: by visiting the Puppet Diaries on a regular basis,  the children via their puppets, became ambassadors of our school and country! The pupils shared information and experiences, and thus learned from each other and strengthened their communication skills. They were also encouraged to interact on twinspace Discussion Forums, where they had to answer simple questions about themselves and our projects, as well as to read and make comments on their partners’ replies.

Collaboration between partner schools. 

In collaboration the teachers in all countries, decided on the range of topics that we would cover and the optimum time for sending/receiving the correspondence items.

We tried together  to do some pre-matching of pupils and classes , based on their known interests.

By all means we  ‘recycled’ language that pupils have previously learnt in their English class .

We created a teachers’  e-mail exchange, too and a frequent collaboration on the Teachers’ bulletin.

We all had to make our partner’s Puppet-Self! In other words, create a puppet-pal ,with similar characteristics with our pen pal, to host in our class and country,for the whole school year!

Our puppets, would travel, play and learn, with their pen pals, in another country and class,experiencing a different way of life.

We created  our Puppet-Ambassadors Diaries on Forums , which we often updated, with the help of our puppets.

We uploaded   videos about our area ,as well as videos about our schools and puppet plays.

We also agreed on the letters and projects which would be implemented by our pupils and agreed on  wall display of correspondence received from partner schools .

We made  questionnaires, and quizzes about our common projects to see how much we had learned, about each other.

We finally, decided to have our students host our guest Puppets during the summer and write on the Puppets’ Summer Diaries which would later be sent , along with the puppets, back home!

We all agreed that, all  students’  final products -our projects,  would be achieved through group work ! No group  project was sent abroad, before it was presented in class ,with the help of our student-puppet-friends and was later displayed on the classroom walls and ,finally, uploaded on Twinspace Pages.

Use of technology 

Some of the partner schools ,had not  used most of the  web tools we had to use for this project,  before .

I had small  groups of my students, use Photoshop to enhance and crop photos and then put them into Movie Maker to produce a school video  to be posted on Twinspace for other schools to view and had them to create  a Quiz about our town. We also used Kizoa to make short videos, padlet to work on our Puppet play script, collaboratively, and a Word Cloud Generator,for feedback.

I have consulted and collaborated with partner teachers using Skype and a webcam. Outcomes and project work were saved on Twinspace ,allowing uploaded materials and presentations to be compared and contrasted easily across all partner  countries.My students, were asked to interact with their pen friends on twinspace ,using their home computers, too !   Video-conferencing, using new webcams, were all new experiences for us .Our project brought a new and exciting dimension to our work.

Actually, the ability to use ICT is becoming more and more vital in today’s modern information society. However, ICT skills are still acquired mainly outside public educational institutes, in my country.

Actually, communicating with real people from other countries appeared to motivate the learners in a very special way, also in the use of basic ICT tools, mainly with our ICT teacher’s guidance.

Through ETwinning pupils learn to use ICT tools in a pedagogically meaningful way.

They wrote letters in the forums, chatted, did interactive exercises, took and uploaded digital photos and videos, searched for information, etc. And all this took place in the pedagogical context of studying English communication

Results, impact and documentation

The pupils were inspired and motivated. They had a great deal of fun working collaboratively .

Students had an opportunity to develop a sense of pride and respect toward other traditions. Our Puppet-Ambassadors, made Europe a more real concept, especially for those students who have never traveled abroad.

The organisation and commitment of the students has been very impressive.

The children showed a great interest in exploring another country and its way of life, as well as demonstrating increased motivation in learning a foreign language. They were always eager to participate, found information themselves, drew pictures, made posters, presented the project to other classes and last, but not least, create their own puppets and write their own Puppet play!

The group  work of my students was collected, and ultimately, shared with our partners. Writing and illustrating personal responses gave students the opportunity to boost their art and creative writing skills. Reading the personal responses of their European  partners, gave students greater insight into their partners’ context and worldview.

The project also brought the class together, as the pupils were working as a team. Through these activities the children also became ambassadors for the school and country .

The pupils  learnt from each other and strengthened  their communication skills.

All in all, we achieved   :

  • to promote group activities  for tolerance and cultural understanding;
  • to strengthen my students’ intercultural competences in order to be ready for responsible understanding of Europe’s identity and common values;
  • to develop the European dimension through arts education (puppets) and creativity with the aim to promote multiculturalism and tolerance between students;
  • To develop “Out-of-the-box” activities that would encourage mutual support, team building and group cohesion ;
  • Encourage personalized learning approaches by acquiring new artistic and pedagogical skills with the aim of developing new ideas and creativity of the students involved in the project

 

 

 

 

 

 

 

 

 

Teachers4Europe 2017: “The young tourist” (in Greek )

                                                                                 

                                                                                       

 

“Ο ΜΙΚΡΟΣ ΤΟΥΡΙΣΤΑΣ”

Α TEACHERS4EUROPE 2017 PROJECT

21o ΔΗΜΟΤΙΚΟ ΣΧΟΛΕΙΟ ΛΑΡΙΣΑΣ

Υπεύθυνη εκπαιδευτικός: Γκιούρη Αφροδίτη (ΠΕ 06)

Η δράση  Teachers4Europe ,στην οποία συμμετείχε φέτος το τμήμα Γ 2 του 21ου Δ.Σ. Λάρισας, στα πλαίσια του μαθήματος της Ευέλικτης Ζώνης, με υπεύθυνη εκπαιδευτικό την κ Γκιούρη Αφροδίτη, αποτελεί εκπαιδευτική δράση του Υπουργείου Παιδείας & Θρησκευμάτων , με την υποστήριξη του Γραφείου του Ευρωπαϊκού Κοινοβουλίου στην Ελλάδα, και αφορά εκπαιδευτικούς και μαθητές  της Πρωτοβάθμιας και Δευτεροβάθμιας  Εκπαίδευσης.

Το πρόγραμμα που η τάξη μας υλοποίησε, ονομάζεται “ Ο μικρός τουρίστας”.

Οι στόχοι της δράσης, αφορούν τη γνωριμία των μικρών μαθητών με τη χώρα τους αλλά και  το Ευρωπαικό τους σπίτι και τη γνωριμία διαφορετικών πολιτισμών μέσα από το παιχνίδι .

 

Έμπνευση για το συγκεκριμένο έργο αποτέλεσαν οι οι εκπαιδεύτριες Ευαγγελία Γκρίμπα (υπότροφος του Ιδρύματος Ωνάση ) και Ελευθερία Γκρίμπα (υπότροφος του ΙΚΥ) από  τη Στέγη Γραμμάτων και Τεχνών, οι οποίες και αρχικά υλοποίησαν το  καινοτόμο βιωματικό πρόγραμμα «Μια βαλίτσα ταξιδεύει », μέρος της ευρύτερης εθελοντικής δράσης “ΕΛΑ ΜΑΖΙ ΜΑΣ” του Συνδέσμου Υποτρόφων Ιδρύματος Ωνάση.

ACTIVITIES

  1. ANTI-STRESS BALL:

 

Λίγα λόγια για μένα, τα μέρη που έχω έως τώρα ταξιδέψει και τα μέρη που θα ήθελα να ταξιδέψω στο μέλλον.

2.ΥΔΡΟΓΕΙΟΣ

Τι είναι η Υδρόγειος? Τι δείχνει?

Κλείνουμε τα μάτια και με το δάχτυλό μας ακουμπάμε ένα σημείο της Υδρογείου.

Βλέπουμε ποιο είναι και συζητάμε γι αυτό. Ψάχνουμε στο σπίτι πληροφορίες για τον πρώτο μας φανταστικό ταξιδιωτικό προορισμό στον πλανήτη μας και τις μοιραζόμαστε στο επόμενο μάθημα με τους συμμαθητές μας στην τάξη.

3.ΧΑΡΤΗΣ ΕΥΡΩΠΗΣ

α)Γνωριμία με το Ευρωπαικό μας σπίτι!

Αναζητούμε χώρες και προορισμούς.

β)Παίζουμε σκυταλοδρομία σε ομάδες: ένα μέλος από κάθε ομάδα, ακούγοντας το όνομα μιας Ευρωπαικής χώρας, τρέχει στο χάρτη να το ακουμπήσει πρώτος-η, και να κερδίσει βαθμό για την ομάδα του-της.

γ) Γνωριζόμαστε με το βιβλίο μας TRAVEL BOOK! Επιλέγουμε μια χώρα-προορισμό και συμπληρώνουμε την καρτέλα της στο σπίτι, αφού ερευνήσουμε γι αυτή.

Μοιραζόμαστε όσα μάθαμε κι από αυτό μας το ταξίδι,με τους συμμαθητές μας, στην τάξη!

 

 

4.ΤΟΥΡΙΣΤΙΚΑ ΑΛΜΠΟΥΜ-ΦΥΛΛΑΔΙΑ-ΓΑΣΤΡΟΝΟΜΙΚΟΙ ΟΔΗΓΟΙ

Oι μαθητές καλούνται να φέρουν από το σπίτι τους, οτιδήποτε βρούνε σε σχέση με ταξίδια και άλλες χώρες : ταξιδιωτικά φυλλάδια, postcards, γαστρονομικούς οδηγούς, souvenirs….

Ενθαρρύνονται να συζητήσουν σχετικά με αυτά με την οικογένειά τους, πριν τα συζητήσουμε στην τάξη.

Στο μάθημα, μοιραζόμαστε όλο το υλικό και εργαζόμενοι σε ομάδες, κάνουμε σχόλια και συζητάμε τις εντυπώσεις μας ή θέτουμε ερωτήσεις και νοερά ταξιδεύουμε στον κόσμο!

Συγκρίνουμε τον τόπο μας,τη ζωή μας,  την κουζίνα μας, με αυτά άλλων λαών και κάνουμε όνειρα για μελλοντικά ταξίδια κι εμπειρίες!

5.POSTCARDS

Δίνεται σε κάθε μαθητή μία σελίδα με πληροφορίες και εικόνες από μία τουλάχιστο Ευρωπαική χώρα.

Αυτή είναι ο επόμενος ταξιδιωτικός του προορισμός!

‘Οπως όλοι οι τουρίστες, καλείται να έχει στις “αποσκευές “ του, μία postcard από το ταξίδι του εκεί. Την οποία όμως, θα φτιάξει ο ίδιος, με απλά υλικά και εικόνες και πληροφορίες της επιλογής του από το φυλλάδιο πληροφοριών που του έχει δοθεί.

Παρουσίαση των καρτών στην τάξη.

Οι μαθητές μοιράζονται όσα έμαθαν από το ταξίδι τους σ αυτή τη χώρα, με τους συμμαθητές τους!

Η κάρτα κατόπι, τοποθετείται στο ταξιδιωτικό μας lapbook.

 

  1. LAPBOOKS-PASSPORTS

Δημιουργούμε τα ταξιδιωτικά μας lapbooks!

Κάθε ταξιδιώτης, παίρνει μαζί του στα ταξίδια του, μία βαλίτσα, ένα ΔΙΑΒΑΤΗΡΙΟ , ένα χάρτη, και φυσικά, το…laptop του!!

Mέσα στο δικό μας Lapbook, τοποθετούμε επίσης την postcard από τα ταξίδια μας, και πληροφορίες για αγαπημένους Ευρωπαικούς προορισμούς, χώρες και πρωτεύουσες!

7.ΤΟΥΡΙΣΤΙΚΗ ΑΦΙΣΑ

 

Κατασκευάζουμε μία αφίσα για μία Ευρωπαική χώρα στην οποία, νοερά “ταξιδεύουμε”,  γράφουμε και μιλάμε γι αυτή. Τοποθετούμε την αφίσα μας, μέσα στο Ευρωπαικό μας Lapbook!

 

8.ICT LAB

 

Σε συνεργασία με τον καθηγητή πληροφορικής, ,παρακολουθούμε videos στο youtube , σχετικά με την Ελλάδα και την Ευρώπη.

Συζητάμε:

Ποιο θέμα δείχνει?

Για ποιο σκοπό έγινε?

Τι σας έκανε εντύπωση?

Τι μαθαίνουμε από αυτό?

Επίσης, χρησιμοποιούμε τα Google Maps, Street view για να ταξιδέψουμε στις χώρες που γνωρίσαμε στη διάρκεια του προγράμματος! Περπατάμε στους δρόμους των μεγαλύτερων πόλεων της Ευρώπης! Ουσιαστικά, βγαίνουμε από τους τοίχους της τάξης μας και του εργαστηρίου και με τη βοήθεια της τεχνολογίας, γινόμαστε πραγματικοί τουρίστες της Ευρώπης!

Σημαντικό:  Εναλλακτικά, θα μπορούσαμε να δημιουργήσουμε το δικό μας μικρό βίντεο για τη χώρα μας, με τα κατάλληλα web εργαλεία.

  1. PUPPETS

 

Κατασκευάζουμε τον εαυτό μας σε…κούκλα! Σε συνεργασία με τον Δημοτικό κουκλοθίασο “Τιριτόμπα”.

Εμείς ως…puppets, γράφουμε το μικρό μας κουκλοθεατρικό σκετσάκι και παρουσιάζουμε με κουκλοθέατρο την εμπειρία μας από το πρόγραμμα!

 

 

PUPPET SCRIPT: Ο ΜΙΚΡΟΣ ΤΟΥΡΙΣΤΑΣ ΤΑΞΙΔΕΥΕΙ

ΟΛΟΙ:

ΓΕΙΑ ΣΑΣ ! ΕΙΜΑΣΤΕ ΟΙ ΜΙΚΡΟΙ ΤΟΥΡΙΣΤΕΣ ΤΟΥ 21ΟΥ Δ ΣΧΟΛΕΙΟΥ ΛΑΡΙΣΑΣ!

ΒΡΙΣΚΟΜΑΣΤΕ ΕΔΩ, ΓΙΑ ΝΑ ΜΟΙΡΑΣΤΟΥΜΕ ΜΑΖΙ ΣΑΣ ΤΗΝ ΕΜΠΕΙΡΙΑ ΜΑΣ ΣΤΗΝ ΤΑΞΗ ΑΛΛΑ ΚΑΙ ΣΕ ΟΟΟΟΛΟ ΤΟΝ ΚΟΣΜΟ!

 

1-2 : ΑΓΑΠΑΜΕ ΠΑΑΡΑ ΠΟΛΥ ΤΑ ΤΑΞΙΔΙΑ!

 

3-4: Η ΑΙΘΟΥΣΑ ΜΑΣ ΕΙΝΑΙ ΠΑΡΑ ΠΟΛΥ ΜΙΚΡΗ ΑΛΛΑ ΕΜΕΙΣ ΚΑΤΑΦΕΡΑΜΕ ΝΑ ΤΗΝ ΚΑΝΟΥΜΕ ΠΑΑΑΡΑ ΠΟΛΥ ΜΕΓΑΛΗ! ΟΣΟ ΟΛΟΚΛΗΡΗ Η ΓΗ ΜΑΣ!!

 

5-6 : Η ΑΙΘΟΥΣΑ ΜΑΣ ΕΙΝΑΙ ΓΕΜΑΤΗ ΧΑΡΤΕΣ: ΠΑΓΚΟΣΜΙΟ, ΕΥΡΩΠΗΣ, ΚΑΙ ΕΛΛΑΔΑΣ

 

ΟΛΟΙ:

ΘΕΛΕΤΕ ΝΑ ΜΑΘΕΤΕ ΤΙ ΚΑΝΑΜΕ? ΕΚΤΟΟΟΟΣ…ΑΠΟ ΤΑ ΠΑΙΞΟΥΜΕ ΠΟΛΛΑ ΠΑΙΧΝΙΔΙΑ ??

 

7-8 : ΠΡΩΤΑ ΞΕΚΙΝΗΣΑΜΕ ΤΟ ΤΑΞΙΔΙ ΜΑΣ ΑΠΟ ΜΙΑ ΥΔΡΟΓΕΙΟ ΣΦΑΙΡΑ. ΤΑΞΙΔΕΨΑΜΕ ΣΕ ΜΙΑ ΠΕΡΙΟΧΗ ΤΟΥ ΠΛΑΝΗΤΗ ΚΑΙ ΜΑΘΑΜΕ ΤΑ ΠΑΝΤΑ ΓΙ ΑΥΤΗ!

 

9-10 : ΚΑΤΟΠΙ, ΤΑΞΙΔΕΨΑΜΕ ΣΤΗΝ ΕΥΡΩΠΗ. ΠΗΡΑΜΕ ΜΑΖΙ ΜΑΣ, ΒΑΛΙΤΣΑ, ΔΙΑΒΑΤΗΡΙΟ, ΧΑΡΤΗ ΚΑΙ ΤΟ ΜΟΝΑΔΙΚΟ ΜΑΣ LAPBOOK!

 

11-12 ΕΠΕΙΤΑ, Η ΤΑΞΗ ΜΑΣ ΓΕΜΙΣΕ, ΑΝΤΙΚΕΙΜΕΝΑ ΑΠΟ ΤΑ ΤΑΞΙΔΙΑ ΜΑΣ : ΣΟΥΒΕΝΙΡ, ΒΙΒΛΙΑ, ΟΔΗΓΟΥΣ ΜΑΓΕΙΡΙΚΗΣ, ΚΑΡΤΕΣ !

 

13-14 : ΑΥΤΟ ΠΟΥ ΜΑΣ ΑΡΕΣΕ ΠΙΟ ΠΟΛΥ ΟΜΩΣ, ΗΤΑΝ ΠΟΥ ΠΗΡΑΜΕ ΜΑΖΙ ΜΑΣ ΤΟ ΚΑΤΑΠΛΗΚΤΙΚΟ ΜΑΣ LAPBOOK

 

-ΕΝΑ ΔΙΑΦΟΡΕΤΙΚΟ LAPTOP ΔΗΛΑΔΗ, ΜΕ ΟΛΕΣ ΤΙΣ ΠΛΗΡΟΦΟΡΙΕΣ ΠΟΥ ΧΡΕΙΑΖΕΤΑΙ ΝΑ ΕΧΕΙ ΜΑΖΙ ΤΟΥ ΣΗΜΕΡΑ, ΕΝΑΣ ΣΥΓΧΡΟΝΟΣ ΤΑΞΙΔΙΩΤΗΣ!

 

ΟΛA TA ΚΟΡΙΤΣΙΑ:

ΤΟ ΦΕΡΑΜΕ ΣΗΜΕΡΑ ΜΑΖΙ ΜΑΣ, ΝΑ ΣΑΣ ΤΟ ΔΕΙΞΟΥΜΕ!

 

15-16 : ΜΑΣ ΑΡΕΣΕ ΟΜΩΣ ΚΑΙ ΟΤΑΝ, Η κ. ΦΩΤΕΙΝΗ ΚΑΛΟΥΔΗ, ΜΑΣ ΒΟΗΘΗΣΕ ΚΑΙ ΚΑΤΑΣΚΕΥΑΣΑΜΕ ΕΜΑΣ ΤΟΥΣ ΙΔΙΟΥΣ ΣΑΝ… ..ΚΟΥΚΛΕΣ, ΓΙΑ ΝΑ ΣΑΣ ΜΙΛΗΣΟΥΜΕ ΣΗΜΕΡΑ ΕΔΩ!

 

ΟΛΑ ΤΑ ΑΓΟΡΙΑ:

ΤΗΝ ΕΥΧΑΡΙΣΤΟΥΜΕ ΠΟΛΥ! ΗΤΑΝ ΤΕΛΕΙΑ ΕΜΠΕΙΡΙΑ !

 

ΟΛΟΙ:

ΑΓΑΠΑΜΕ ΤΑ ΤΑΞΙΔΙΑ!

ΑΓΑΠΑΜΕ ΤΗ ΓΗ ΜΑΣ!

ΑΓΑΠΑΜΕ ΤΟ ΕΥΡΩΠΑΙΚΟ ΜΑΣ ΣΠΙΤΙ!

ΑΓΑΠΑΜΕ ΤΗ ΧΩΡΑ ΜΑΣ!

 

ΑΓΑΠΑΜΕ ΝΑ ΜΑΘΑΙΝΟΥΜΕ ΚΑΙ ΝΑ ΔΙΑΣΚΕΔΑΖΟΥΜΕ !

 

ΑΓΑΠΑΜΕ ΤΟΥΣ TEACHERS4EUROPE!

 

(MUSIC/Choir : ωδη στη χαρα-μπετοβεν)

Project work in our English class

 

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Well, I have been teaching  through projects , since the beginning of my career as an English teacher,  in Greece! Even  when I had to work in a different school ,every single year or I had to work in 3 different schools on the same day, either by walking long distances carrying my heavy bag, or some years later, by driving to a different village school, during each break!!

When I started working on pen pals projects- via snail mail , nobody thought I was doing anything exceptional: only my students! Most headmasters used to refer to my extra working hours on those projects as ” useless, worthless and a waste of time”!

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A few years later, we were able to start working on collaborative projects , with our ETwinning partners!  A precious experience , for all of us! An opportunity, I am really thankful for! What an adventure for my students!

It has been HARD work all these years, but highly rewarding, at the same time-for both me and my students !

Arts and craft, play an important role in all our projects!

Arts and craft, play an important role in all our projects!

Few thoughts

I have come to the conclusion that, one way to get children doing what they like while still learning is through projects.  Children enjoy using their imagination – making up characters, stories; being creative – making things, drawing, colouring, cutting and gluing, using multimedia; finding out about interesting stuff; sharing, chatting, working together; talking about themselves, their friends and family, their interests; making choices, deciding for themselves, trying new things out; showing off!

I love it when my students become creative through project work! Their talents and interests, are revealed! Creativity is enhanced, too!

I love it when my students become creative through project work! Their talents and interests, are revealed! Creativity is enhanced, too!

What is a project?

In the primary school classroom, a project is usually the work leading to the production of a poster, letter, birthday card, booklet, magazine, play, sketch, puppet show, radio recording, video etc. It may be the work of one pupil, but more frequently is the collaborative work of a number of pupils working together in class.

One key element of all projects is the ‘theme’ – the basic idea. Whether the pupils are working individually or in groups they are all concerned with the same basic theme. This theme should be open enough to encourage creativity and provide a focus, but not so open as to confuse your pupils.

Some projects come in the form of a magazine or a booklet

Some projects come in the form of a magazine or a booklet

The characteristic of a project is that the learning comes from the ‘process’ – the work which leads to the result rather than the results itself. Most frequently the pupils will use a wide range of language, a variety of language skills and often knowledge which may have come from different parts of the curriculum.

Because the pupils are combining so many different skills and areas of knowledge, it is sometimes difficult to say exactly what the pupils are learning.

A flock of doves! Getting to know other children, by means of English!!

A flock of doves! Getting to know other children, by means of English!!

In any project they may be learning many different things at any one time:

• How to work with other people. • How to share work. • How to delegate work. • How to appreciate the work of others. • How to work alone. • How to take responsibility for a task.

Project-based learning prepares students for the real world.

Another english notice board in class.Here, we pin our class projects! Students are proud to show their parents and friends their work!

Another English notice board, in our classroom.We pin our class projects, on it ! Students are proud to show their work, to their parents and friends!

These are all social skills, but they may also be learning practical skills such as how to use scissors, to design a neat page, to speak clearly or how to operate a piece of simple machinery.

I do not ‘control’ every stage of the process in a project. I  suggest the original idea, assist in the planning process, and may provide advice or guidance in the actual work, but the project is essentially the work of the children – encouraging children to interact and develop independently of the teachers direct interference.

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Why I personally believe in project work…

It is all said in this article on EDUTOPIA:

“The old-school model of passively learning facts and reciting them out of context is no longer sufficient to prepare students to survive in today’s world. Solving highly complex problems requires that students have both fundamental skills (reading, writing, and math) and 21st century skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high tech tools). With this combination of skills, students become directors and managers of their learning process, guided and mentored by a skilled teacher.

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These 21st century skills include

  • personal and social responsibility
  • planning, critical thinking, reasoning, and creativity
  • strong communication skills, both for interpersonal and presentation needs
  • cross-cultural understanding
  • visualizing and decision making
  • knowing how and when to use technology and choosing the most appropriate tool for the task.

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PBL is not just a way of learning; it’s a way of working together. If students learn to take responsibility for their own learning, they will form the basis for the way they will work with others in their adult lives.”

“One of the major advantages of project work is that it makes school more like real life. It’s an in-depth investigation of a real-world topic worthy of children’s attention and effort.”-EDUCATION RESEARCHER SYLVIA CHARD

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What kind of end products can the children produce?

There are lots of ideas. Here are just a few I have used in my class.

a wall display e.g. posters or collages. Children all contribute a part to making a whole class end product.

a report or presentation e.g. on a survey conducted by the children, or research conducted via the Internet.

an invention  (depending on the target vocabulary)

a booklet or guide e.g. to their town or to an imaginary place

a model e.g. of an imaginary island

a photo story or video e.g. of a story made up by the children, or about a subject  researched by them

a magazine or newspaper

an event e.g. a show/pantomime, a fashion show, a party, an art exhibition –

the possibilities are endless.

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BUT

According to Scholastic, one of the biggest barriers to broad implementation of project-based learning, is fear. Some teachers and administrators are reluctant to scrap a teaching style they know to start over, especially when it means stepping into a new role as a facilitator rather than an expert in the classroom.

As Jane Krauss, coauthor of Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age, put it, “It’s hard to teach in a way we were never taught.”

Unfortunately, it’s the same with some parents, too: hard to accept as effective teaching ,a way of teaching they were never taught!

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In my school, I always make sure that,  almost all our project activities are connected  to each of our English coursebook units. Luckily, our coursebooks , are based on both cross curricular and cross cultural topics quite relevant to our  project themes ! Also, they are based on both creative  project work and group  collaboration which  was  highly helpful in my teaching with projects!

Some project ideas, for you to get started, can be found here….

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In good projects children benefit from the ‘process’ of preparing them, and they become a stimulus for better speaking and writing. They are also a record of individual work for display in class or at home. Children have a strong emotional investment in the best projects. They are personally interested in the topic and proud of what they have achieved.

 

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Apart from all the obstacles , there is  nothing more rewarding for a teacher than see how happy , engaged and enthusiastic her  students become when they work on something that makes sense and connects the class with the world! It’s priceless! Believe me! It’s worth any effort! It brings the class together, it helps the teacher connect with the students more and the students connect with their peers all over the globe ,by means of an international code of communication: English!

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All in all, PBL taps ones imagination, conception, subject knowledge, application of subject and generalized knowledge, creativity, dexterity, planning, doing, and completing, and when the project is completed, one will have learned much one will never forget!

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