The sea is maybe dead but flowers are still alive. 6th March and there is snow in Poland but not here.
Sunday, 15 March 2009
Thursday, 19 February 2009
The Little Golden Key
Alice opened the door and found that it led into a small passage, not much larger than a rat-hole: she knelt down and looked along the passage into the loveliest garden you ever saw. How she longed to get out of that dark hall, and wander about among those beds of bright flowers and those cool fountains, but she could not even get her head through the doorway; "and even if my head would go through," thought poor Alice, "it would be of very little use without my shoulders. Oh, how I wish I could shut up like a telescope! I think I could, if I only knew how to begin." For, you see, so many out-of-the- way things had happened lately, that Alice had begun to think that very few things indeed were really impossible.DEADLINE
Tomorrow is the deadline of submitting our jointly written Aplication form. We worked hard from dawn till midnight. At the same time we learnt a lot and made new friends. By this afternoon everybody managed to send her form to the National Agency. Although we don't know whether we will be accepted or not, for a few weeks we have had fun. For me, as a coordinator, it was pleasure to collaborate with all of you. Special thanks go to Nancy! Don't forget about EDEN and drop in here.Monday, 16 February 2009
Saturday, 14 February 2009
5.11 Dissemination and use of results
5.11 dissemination and use of results
How will you disseminate and use the results, experiences and, where applicable, products of the Partnership?
- in the participating organisations?
- in the local communities?
The dissemination will be achieved at a national level towards the schools we are already in partnership with in other projects, towards the institutions which are in charge of long-lasting development and the environment and towards the authorities in this field. Parents will be informed about project activities through leaflets, posters, articles in school magazines or web sites, homework suggestions, and parent meetings. Displays of children’s photos will be presented in public places: public libraries, town/village halls, culture centres, churches, supermarkets. The members of the group project will publish a WebQuest on the Internet and share their expertise during courses/meeting for other teachers.
At an international level, we will disseminate the results of the project towards European schools through the e-Twinning network, presenting periodically the results obtained at the end of each stage. We also have in mind informing the European institutions and authorities concerned with the protection of the environment about the development of this project.
The instruments through which we will disseminate will be: leaflets, CDs, brochures in the language of the project (English) and in the languages spoken in the partner schools , and the Wiki. The conference will be the final form of dissemination where the final joint report on the consequences of the pollution of air, water and soil will be presented. Apart from the schools involved in the project, in this conference will also take part other schools or European institutions interested in the results of the project or which had similar research themes.
Each working stage and project visit will end up with an article in the local and national newspapers or in the magazines from the participating countries.
________
drf: must be checked
How will you disseminate and use the results, experiences and, where applicable, products of the Partnership?
- in the participating organisations?
- in the local communities?
The dissemination will be achieved at a national level towards the schools we are already in partnership with in other projects, towards the institutions which are in charge of long-lasting development and the environment and towards the authorities in this field. Parents will be informed about project activities through leaflets, posters, articles in school magazines or web sites, homework suggestions, and parent meetings. Displays of children’s photos will be presented in public places: public libraries, town/village halls, culture centres, churches, supermarkets. The members of the group project will publish a WebQuest on the Internet and share their expertise during courses/meeting for other teachers.
At an international level, we will disseminate the results of the project towards European schools through the e-Twinning network, presenting periodically the results obtained at the end of each stage. We also have in mind informing the European institutions and authorities concerned with the protection of the environment about the development of this project.
The instruments through which we will disseminate will be: leaflets, CDs, brochures in the language of the project (English) and in the languages spoken in the partner schools , and the Wiki. The conference will be the final form of dissemination where the final joint report on the consequences of the pollution of air, water and soil will be presented. Apart from the schools involved in the project, in this conference will also take part other schools or European institutions interested in the results of the project or which had similar research themes.
Each working stage and project visit will end up with an article in the local and national newspapers or in the magazines from the participating countries.
________
drf: must be checked
5.10 Integration into learning
5.10 integration into learning and/or other ongoing activities
If the project focuses on pupil involvement, please explain how the project will be integrated into the curriculum / learning activities of the participating pupils in each of the participating organisations.
And/or
If your partnership mainly deals with pedagogical or management issues, please explain how the project will be integrated into the ongoing activities of the participating organisations.
During the process of preparation the collaborating teachers focused on their national curricula, materials, methodologies and pedagogical strategies. They were aware that the project activities should be integrated into regular activities of the schools and be included in the curriculum of the participating students. The teachers recognised educational issues which exactingly corresponded with the areas encompassed in the subject of the project.
On regular basis pupils from the various schools will gain knowledge about natural environment and its potential dangers in various lessons. Working on the project in biology classes pupils not only learn how the scientific research is carried out. They will discuss various methods of doing experiment and how to collect and analyse results. The students will learn how to present qualitative and quantitative data in it is accessible for the community to understand. They will observe their nearby surroundings, take care of chosen plants; they will find out the role of eco-systems and conduct experiments. Older students will comment on the reliability and validity of their findings and possibly comment on previous findings in the area. They will observe the food chains and food webs that are on-going in the area and possibly discuss how a change in the natural surroundings will affect the energy flow. They will indicate the influence of pollution on the fauna and flora and they will present their proposals of the ways of prevention of pollution. In language lessons they will learn how to write reports and learn proper expressions in English. In physics lessons students will learn basic rules of optics. In mathematics they will solve mathematical problems as well as prepare similar ones in English for their European partners. In Art lessons and Photography classes students will learn various photographic techniques and the rules of presenting the world of Nature. In ICT lessons they will send email, work on blog and Wikis, search the Net for information, present their work in the Internet Photo Gallery; they will be able to compress the file of photographs independently. Ethic or religion lessons can be used to discuss about the ideal situation of a symbolic Eden and reality.
___________
drf: must be checked
If the project focuses on pupil involvement, please explain how the project will be integrated into the curriculum / learning activities of the participating pupils in each of the participating organisations.
And/or
If your partnership mainly deals with pedagogical or management issues, please explain how the project will be integrated into the ongoing activities of the participating organisations.
During the process of preparation the collaborating teachers focused on their national curricula, materials, methodologies and pedagogical strategies. They were aware that the project activities should be integrated into regular activities of the schools and be included in the curriculum of the participating students. The teachers recognised educational issues which exactingly corresponded with the areas encompassed in the subject of the project.
On regular basis pupils from the various schools will gain knowledge about natural environment and its potential dangers in various lessons. Working on the project in biology classes pupils not only learn how the scientific research is carried out. They will discuss various methods of doing experiment and how to collect and analyse results. The students will learn how to present qualitative and quantitative data in it is accessible for the community to understand. They will observe their nearby surroundings, take care of chosen plants; they will find out the role of eco-systems and conduct experiments. Older students will comment on the reliability and validity of their findings and possibly comment on previous findings in the area. They will observe the food chains and food webs that are on-going in the area and possibly discuss how a change in the natural surroundings will affect the energy flow. They will indicate the influence of pollution on the fauna and flora and they will present their proposals of the ways of prevention of pollution. In language lessons they will learn how to write reports and learn proper expressions in English. In physics lessons students will learn basic rules of optics. In mathematics they will solve mathematical problems as well as prepare similar ones in English for their European partners. In Art lessons and Photography classes students will learn various photographic techniques and the rules of presenting the world of Nature. In ICT lessons they will send email, work on blog and Wikis, search the Net for information, present their work in the Internet Photo Gallery; they will be able to compress the file of photographs independently. Ethic or religion lessons can be used to discuss about the ideal situation of a symbolic Eden and reality.
___________
drf: must be checked
5.9 active involvment
5.9 active involvement
If your partnership focuses mainly on pupil involvement, please explain to what extent they will be involved in the planning, implementation and evaluation of project activities.
And/or ...
After consultation with teachers and pupils, the Polish school submitted a proposal for the Virtual EDEN interdisciplinary project. On-line discussion between those working on the project showed that environment issue is present in all schools curriculum. On further discussion it evolved that all the teachers involved has a positive attitude towards fostering a respect for their environment. Students from countries who have participated so far in Comenius projects are extremely keen on the next project. They and their parents became true ambassadors of Comenius programme. All schools have the support of their authorities who realise benefits of having a school involved in a programme on the European level.
The analysis of the proposal led to the mind map addressing most of school subjects and optional activities: (native language, foreign language, mathematics, arts and crafts, biology, chemistry, religion/ethics, environmental education, new technologies and photography classes/clubs). Teachers of these subjects agreed to conduct lessons proposing their own ideas incorporating the ideas related to the protection of the environment. Teachers of mathematics will encourage their students to participate in International Mathematics Competition, which they will organise jointly. This will give the students an opportunity to compare their achievements on the European level. Environmentally aware students are especially looking forward to the collaboration of their ideas with their partners. They will understand their own role in the protection of the environment and learn to use their student voice through the media.
The younger pupils will be acquainted with the process of growing plants. They will take care of their own little garden, observe weather and birds and keep their observation diary. They will present their work on the Internet. The older pupils will concentrate on the scientific aspect of the project. Resting on environmental topics students will independently create mathematical problems for their pals from partner schools. The Wiki and WebQuest method will encourage them to work as a team. Pupils will plan specific tasks, work in groups, take part in competitions/ quizzes, make evaluations and self-evaluations. They will evaluate each other reports on the natural environment. All students will be involved in learning about collaborating countries.
__________
drf: must be checked
If your partnership focuses mainly on pupil involvement, please explain to what extent they will be involved in the planning, implementation and evaluation of project activities.
And/or ...
After consultation with teachers and pupils, the Polish school submitted a proposal for the Virtual EDEN interdisciplinary project. On-line discussion between those working on the project showed that environment issue is present in all schools curriculum. On further discussion it evolved that all the teachers involved has a positive attitude towards fostering a respect for their environment. Students from countries who have participated so far in Comenius projects are extremely keen on the next project. They and their parents became true ambassadors of Comenius programme. All schools have the support of their authorities who realise benefits of having a school involved in a programme on the European level.
The analysis of the proposal led to the mind map addressing most of school subjects and optional activities: (native language, foreign language, mathematics, arts and crafts, biology, chemistry, religion/ethics, environmental education, new technologies and photography classes/clubs). Teachers of these subjects agreed to conduct lessons proposing their own ideas incorporating the ideas related to the protection of the environment. Teachers of mathematics will encourage their students to participate in International Mathematics Competition, which they will organise jointly. This will give the students an opportunity to compare their achievements on the European level. Environmentally aware students are especially looking forward to the collaboration of their ideas with their partners. They will understand their own role in the protection of the environment and learn to use their student voice through the media.
The younger pupils will be acquainted with the process of growing plants. They will take care of their own little garden, observe weather and birds and keep their observation diary. They will present their work on the Internet. The older pupils will concentrate on the scientific aspect of the project. Resting on environmental topics students will independently create mathematical problems for their pals from partner schools. The Wiki and WebQuest method will encourage them to work as a team. Pupils will plan specific tasks, work in groups, take part in competitions/ quizzes, make evaluations and self-evaluations. They will evaluate each other reports on the natural environment. All students will be involved in learning about collaborating countries.
__________
drf: must be checked
5.8 Evaluation
5.8 evaluation
How will you evaluate, during and after the Partnership, whether the aims of the partnership have been met and the expected impact has been achieved?
While carrying out the project, we will use e-mail, ordinary mail, and we will connect with participating colleagues using Skype or Messenger calls, chats and conferences. At the project meetings we will analyse individual contributions of participating teachers to the project activities and emphasize the importance of everybody being fully involved in the process of decision-making including the formulation of necessary conclusions. Evaluation of the progress of the partnership and its impact on the participating pupils and teachers, including the participating institutions, will be maintained. We will use our evaluation tools: discussions, observation, e-mail, questionnaires and interviews. We will evaluate during personal visits to participating countries and through the students’ level of involvement and enthusiasm. All pupils will be able to conduct an experiment on their own which will be proved by writing their individual reports; they will be able to take good photos which will be substantiated when their photos are included into the joint product – The Virtual EDEN.
To ascertain students´ opinions, attitudes and contributions to project ideas, questionnaires and interviews will be used. The use of various methods of media and ICT will enable the students to evaluate the project and to express their opinions on the project blog page. An English test/competition will be organized to assess pupils' English level of competence regarding CEF. Pupils will be able to write e-mail all by themselves to their partners. Each participating school will establish project portfolios containing representative pieces of textual, art, electronic, photographic and other work connected with our project. We will use our Wiki as an e-portfolio. In that way we will encourage collaborative learning and information sharing and increase the students’ engagement and participation. The portfolio will contain not only copies of exchanged items, and descriptions of all included activities, but also responses published in the local press and other documents of how was the project publicized.
The final effect will be further collaboration and preparation of new projects in LLP.
How will you evaluate, during and after the Partnership, whether the aims of the partnership have been met and the expected impact has been achieved?
While carrying out the project, we will use e-mail, ordinary mail, and we will connect with participating colleagues using Skype or Messenger calls, chats and conferences. At the project meetings we will analyse individual contributions of participating teachers to the project activities and emphasize the importance of everybody being fully involved in the process of decision-making including the formulation of necessary conclusions. Evaluation of the progress of the partnership and its impact on the participating pupils and teachers, including the participating institutions, will be maintained. We will use our evaluation tools: discussions, observation, e-mail, questionnaires and interviews. We will evaluate during personal visits to participating countries and through the students’ level of involvement and enthusiasm. All pupils will be able to conduct an experiment on their own which will be proved by writing their individual reports; they will be able to take good photos which will be substantiated when their photos are included into the joint product – The Virtual EDEN.
To ascertain students´ opinions, attitudes and contributions to project ideas, questionnaires and interviews will be used. The use of various methods of media and ICT will enable the students to evaluate the project and to express their opinions on the project blog page. An English test/competition will be organized to assess pupils' English level of competence regarding CEF. Pupils will be able to write e-mail all by themselves to their partners. Each participating school will establish project portfolios containing representative pieces of textual, art, electronic, photographic and other work connected with our project. We will use our Wiki as an e-portfolio. In that way we will encourage collaborative learning and information sharing and increase the students’ engagement and participation. The portfolio will contain not only copies of exchanged items, and descriptions of all included activities, but also responses published in the local press and other documents of how was the project publicized.
The final effect will be further collaboration and preparation of new projects in LLP.
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