Prezentacja z rady pedagogicznej

 Presentation prepared by the participants of the mobilities 

Malta

Blue lagoon 

 

Bloom's Taxonomy

Here are Bloom's brief explanations of these main categories from the appendix of Taxonomy of Educational Objectives (Handbook One, pp. 201-207):

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• Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.”

• Comprehension “refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications.”

• Application refers to the “use of abstractions in particular and concrete situations.”

• The analysis represents the “breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”

• Synthesis involves the “putting together of elements and parts so as to form a whole.”

• Evaluation engenders “judgments about the value of material and methods for given purposes.”

Content language integrated learning

(CLIL) was coined by David Marsh in 1994 to describe an approach that is related to, but separate from, language immersion and content-based education. 

The proponents of the word proposed the creation of an "umbrella term" that would include a variety of diverse approaches to employing language as a medium of education.

The methodology has been successfully used in a commercial setting in a number of nations and is widely recognized as an effective strategy. The approach is currently being utilized in Italy, for example, as an expedited method of teaching management principles in English to business professionals. 

Dr. Maurizio Morselli, a Human Resources professional and Executive Coach, is one of CLIL's proponents and practitioners. He believes that "this hybrid immersion approach produces a lot more immediate results and it appeals to self-motivated adult audiences who possess a basic knowledge and understanding of the target language."

CONTENT In conventional teaching, teachers plan a class around the logical progression of the topic or area of study that the students have been studying. It's exactly the same situation with CLIL. Lessons are developed based on what pupils already know, according to the teachers. Students develop their topic knowledge in this manner, one course of bricks on top of the next, much like a wall is being constructed.

COMMUNICATION In the past, students gained a great deal of knowledge about the lesson subject by just listening to the teacher talk. As a result of CLIL, teachers speak considerably less since the pupils do not have enough of the new language to acquire it in this manner. students work in groups instead of studying alone. They communicate and learn from each other while speaking as much as possible in the new language they are learning. 

COMPETENCE For example, "I am able to calculate the area of a triangle" describes the conclusion of a class. During CLIL lessons, teachers consider the can-do statements they want students to be able to make after the session, whether they are about the course material and skills, or if they are about the new language.

COMMUNITY CLIL teachers in the community assist students in making connections between what they are learning and the real world. Students see that what they are learning is more than simply a school topic; it is something that has relevance to the "real world" as well.

COGNITION, Of course, teachers were assisting students in developing critical thinking skills even before the CLIL technique was developed. They have always asked their kids the following questions: "when?" "where?" "which?" "how many?" and "who?" These questions are designed to elicit genuine, detailed, and definite responses. Learning to correctly answer these questions helps students to improve the cognitive abilities to recall, repetition, and listing, as well as comprehension

Source: The CLIL Guidebook, CLIL4U 

Going down the memory lane .... Exeter 2019

 

Agnieszka's presentation - teachers meeting

27.05.2020 - Rada Pedagogiczna prowadzona w trybie zdalnym. Szkolenie dla naszych nauczycieli poprowadziła Pani Agnieszka, pierwszy uczestnik mobilności. Dowiedzieliśmy się jakie są zasady wnioskowania o dofinansowanie projektów w ramach akcji ka1. 

Time for some famous English humour .....

An Englishman, a Scotsman and an Irishman are driving through the desert when their car breaks down. So they have to get out.

The Englishman takes a bottle of wine with him, the Scotsman takes an umbrella and the Irishman takes a car door.

On the way they meet this old bastard. He says to the Englishman "I know why you've got the wine so you can have a drink when you're thirsty", He says to the Scotsman "I know why you've got the umbrella to keep the sun off you", "but" he says to the Irishman "Why have you got the car door?" and the Irishman replies "If I get hot I can wind the window down!"

                                                                     ****

An Irishman, an Englishman and a Scotsman go into a pub. Each orders a pint of Guinness. Just as the bartender hands them over, three flies buzz down and land-- one, two, three-- in each of the pints. The Englishman looks disgusted, pushes his pint away and demands another... the Scotsman picks out the fly, shrugs, and takes a long swallow. The Irishman reaches in to the glass, grabs the fly between his fingers and shakes him as hard as he can, shouting 'Spit it out, ya bloody bastard! Spit it out!

                                                                             ****

A sobbing Ms Murphy approaches Fr O’Grady after mass.

He says: “So what’s bothering you?”

She replies: “Oh, Father, I’ve terrible news. My husband passed away last night.”

The priest says: “Oh, Mary, that’s terrible. Did he have any last requests?”

"Certainly father," she replied. “He said: “Please Mary, put down that damn gun.”

                                                                            ****

Dr O'Mahony tells his patient: "I have bad news and worse news, John."

"Oh dear," John replies. "What's the bad news?" asks the patient.

The doctor replies: "You only have 24 hours to live."

"That's terrible," says the patient. "How can the news possibly be worse?"

Dr O'Mahony replies: "I've been trying to contact you since yesterday."

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Devon and Cornwall battle over true home of cream tea

To learn how to eat cream tea please follow the link: ☝

COVID 19

Wszystkie mobilności zaplanowane na rok 2020 przesuwamy na 2021. Bezpieczeństwo ponad wszystko. 

20th February - teachers' meeting - planning for the summer mobilities

1. Przedstawienie możliwości rezerwacji kursów: Inclusive Education for All IPC, CLIL - an introduction, CLIL and ITC tools IPC, ETI; (cennik, możliwości wyboru zakwaterowania) 

2. Przedstawienie dokładnego budżetu przypadającego na uczestnika

3. Przedstawienie obowiązków uczestników wynikających z programu

4. Przedstawienie możliwości dotarcia na kursy. 

5. Zasady raportowania - Mobility tool, promocja projektu, prezentacje po mobilności.

6. Zasady kontaktu z koordynatorem

7. Kontakty do jednostek w sytuacjach awaryjnych

8. Przekazanie Information Pack

9. Dokumenty po kursie (certyfikat, Europass - CV dokument Europass - Mobilność) - zasady przygotowana certyfikatów

Justyna's experience - Exeter 2019

From 12 to 23 August 2019 I took part in the Erasmus course in Exeter, UK. The course entitled  ‘Britain in the 21st century’ was held in the International Projects Centre based  in Colleton Crescent, a beautiful 1800s building overlooking Exeter quayside. During the course, I lived with a homestay host in the suburbs of Exeter. I chose this type of accommodation in order to see English culture from the inside and practise the language in real life situations. Thanks to the course I refreshed my English and gained greater knowledge about modern Britain. I particularly enjoyed classes related to language trends and change (e.g. Cockney Rhyming Slang), the Royal Family and Society. Classes were mostly conducted as workshops, so I could actively participate in them and involve all my skills i.e. speaking, listening, reading, and writing. Undoubtedly, I became more interculturally aware through meeting colleagues from other countries (Austria, Italy, Hungary, Canada, the Czech Republic) as well as being in the United Kingdom. I explored the British education system and the matter of inclusive education. As the course comprised classroom tuition and guided excursions, I explored the local area during the four trips: a walking tour of the historic city centre including a visit to the Exeter Cathedral, half-day trips to Sidmouth (on the Jurassic Coast) and Dartmoor, and finally a full-day trip to North Cornwall, where we visited Tintagel Castle and Boscastle. The guide that accompanied us had such an exquisite sense of humour that we kept smiling despite the unpredictable weather. Participation in the Erasmus project was an unforgettable adventure that enriched my live in terms of professional, social, and travelling experience.