Democratic Participation
Annual Theme: Democratic Particpation
Why? Democracy cannot be taken for granted Democracy needs to be learnt..and it can! We need informed, responsible and participative citizens, willing and able to have an influence on public life
Democratic Participation: Participation in civic society, community and/or political life, characterized by mutual respect and non violence and in accordance with human rights and democracy (CRELL) Is the fundamental right for citizenship Nobody can become responsible, participating adult citizen without prior exposure to the skills and responsibilities involved Involvement fosters motivation, which forsters competences
Are we offering the kids participating in decisions?
What is a Democratic School? •A school which upholds human rights, democracy and the rule of law – the core values of the Council of Europe. •A school with a whole school approach to democratic principles; which puts theory into practice, from the content of lessons through to the school culture and management structure. •A school with a democratic culture, which includes and involves all students, of all backgrounds, nationalities, and beliefs, in an age-appropriate way. •A school which provides quality education for all students.
Free to Speak Safe to Learn ï‚— https://www.coe.int/en/web/campaign-free-to-speak-safe-to-learn/home
http://www.wildwebwoods.org/popup_langSelection.php
Tools for debates? Create Debate (http://www.createdebate.com/) DebateArt (https://www.debateart.com/) Debate Hub (https://debatehub.net/)
Let’s debate in a simple way‌ https://padlet.com/renia_95/democratic_participation
Decision making…. https://poll.ly/#/G1JJRgJ2
Let’s play…
Cornelia Melcu, eTwinning ambassador, Școala Gimnazială Nr. 9 „Nicolae Orghidan” Brașov, Romania Adriana Lefter, eTwinning ambassador, Școala Gimnazială „Elena Doamna” Tecuci, Galați, Romania
Why? The students wants to express their voice and being an active part of their (school) life, even they are young
Who? 7 schools from 5 countries (Romania, Cyprus, Moldova, Poland, Portugal)
When? Starting in October 2018 and finishing in June 2019
About the project: The students are expected to create the profile of a new planet. They will describe/design the perfect place for them to live in the Universe (a new planet). They will describe the flora, fauna, inhabitants and the main values to share and respect.
Aims: To empower pupils offering them the opportunity to participate effectively in public life and decision- making processes, making their voices heard To foster the development of pupils’ 21 Century skills such as collaboration, creativity, critical thinking, ICT use, life skills and logical skills To practice English as a foreign language in a communicative way
How? The students are expected to create the profile of a new planet. To achieve that, they will apply their knowledge to carry out their tasks. They will create products related to their imaginary planet’s special features. They will collaborate in order to create joined products.
Expected results: Public Twinspace, common presentations and e-books
How? Presentation of the participants in a creative way, chose by the students
Learning with fun ! (outdoor, based on games and inquiry, flipped clasroom https://www.jigsawplanet.com/?rc =play&pid=334fff0b285e
How? Children thought about a place where to live and gave arguments why they choose it STEM activity: describing main condition of life
the
Common product: a pool for voting the name/place of the planet
How ? ď‚— Who lives on our planet? describing inhabitants,
-
ď‚— In international teams, the participants will describe the living organisms on the planet
How ?
ď‚— Who lives on our planet? flora, fauna ď‚— In international teams, students discover what are the most appropriate elements
to exist on this planet
What’s next? an ebook
What’s next?
How to cohabit there? What to respect? Children will identify the main values to be respected
A perfect place for children to live in the Universe can be a new planet or we will try to make ours the happiest of all!
Angeliki Kougiourouki, Greece eTwinning ambassador 1st Experimental Primary School, Alexandroupoli, Greece
Young volunteers act globally URRRGENT! Europe’s knocking at the door! Students from: - Alexandroupoli, Greece - Navas, Spain joined forces on:
Democratic Participation Volunteerism
Active citizenship
Young volunteers act globally Encourage students to take part in International Campaigns: Join the Climate Action Project contributing with ideas and discussions Take part on the European Week of Waste Reduction raising awareness on the importance of reducing, reusing and recycling Contribute locally in the “Let’s CleanUp Europe” action spreading globally results and environmental messages
Climate Action project Collaborative work on:
What is Climate Change (research and brainstorming of ideas in a
collaborative map and a common video) Causes and effects (an ebook with outstanding posters) Contributions and ideas (video proposals) Discussions (skype lesson proposing solutions to avoid Global warming)
Acting globally – Climate Action Project collaborative brainstorming of ideas
What is Climate change?
Acting globally – Climate Action Project Causes and effects – common posters’ book
Finding solutions
Acting globally – Climate Action Project Discussions: Skype lesson- suggesting solutions
Acting globally - EWWR Joined forces to raise awareness on: Reducing waste Reusing old things Recycling materials
Acting globally - EWWR Raising awareness on the importance of reducing, reusing and recycling by: Designing an object made by reused materials (Give it a new life)
Presenting it in the school community Voting for the best Making an online workshop on Christmas decorations
Acting globally - EWWR Give it a new life
Discussion on reusing
Acting globally - EWWR Christmas with RRR – online workshop
Eco- Calendar 2018Transnational teams
Acting globally – Let’s CleanUp Europe Young volunteers in action to: Pick up the waste from seaside and river Take part in the European Environmental Action Involve the local community (Mayor, Media, parents) Spread results and messages (Mayor, Media, Helmepa Organization) Participate in the Bravo schools contest on the 17 SDG Announced as Global Action ambassadors of SDG
Acting globally – Let’s CleanUp Europe Pick up the waste from the seaside
Spread the news
Acting globally – Let’s CleanUp Europe Announce the results
Involve the local Community and Organizations
Acting globally – Let’s CleanUp Europe Take part in Bravo schools contest on the 17 SDG
Announced ambassadors in a Global Action
Join forces! Act globally!!
Angeliki Kougiourouki 1st Experimental primary school Alexandroupoli, Greece akougiou@gmail.com
Imen Taktak Marzouk eTwinning ambassador Tunisia
Because Nature is our treasure, we want to think green and go green to keep this world clean. The objective of cleaning is not just to clean, but to feel happiness living within that environment. So, Let's save together our environment by practicing some activities with our students to make them feel responsable that our environment is a heritage and our legacy that we all have inherited.
My Earth is My Home
My Earth is My Home
Collaborative Events
Collaborative Events
CODE: in communications and information processing, a system of rules (algorithm) to convert information—such as a letter, word, sound, image, or gesture—into another form or representation, sometimes shortened or secret, for communication through a channel or storage in a medium. RACE: tribe, gender, family, route, sprint...... a project among friends that share many commons in their official curriculums and they believe that coding, programming and ICT can be collaborative and fun.
Using CoSpace EDU (Virtual Reality)
Brainstorming activity
WordClouds
Brainstorming activity
Mindmapping
Democracy is about active participation in the life of our community
Zafeiropoulou Athanasia (azafei@yahoo.gr) ICT /Physics teacher, 4th Junior High School Of Petroupoli, GREECE
A main goal of Education is to promote harmonious coexistence and foster the mutually beneficial development of the individuals and the communities they live. Especially, in democratic societies, Education has an important role; to support students in becoming informed, responsible and active citizens, who are willing and able to take responsibility for themselves and their communities at the National, European and International level.
Relationship between education for democratic citizenship and human rights education are closely inter-related and
mutually
supportive.
They
differ
in
focus
and
scope
rather
than
in
goals
and
practices.
Education for democratic citizenship focuses primarily on democratic rights and responsibilities and active participation, in relation to the civic, political, social, economic, legal and cultural spheres of society,
while human rights education is concerned with the broader spectrum of human rights and fundamental freedoms in every aspect of people’s lives. Being a human with ethos is the basis for a good citizenship worldwide
The level of democracy and the role of the state in society are largely defined by the status of individual, political, social and human rights.
Being a human with ethos is the basis for a good citizenship worldwide
A responsible citizen is one who pays attention to the needs of the collectivity and not only his/ her personal needs (Our societies will advance only if citizens are equally concerned on what they can offer to
as well as gain from the community)
An active citizen is informed about his/ her rights and obligations, expresses his/ her views freely and actively participates in public life.
For a citizen to be active, he/ she must be well informed,
trained and familiar with the alternatives for his/ her participation in public life.
1. Being informed: “International Days diary”
2. Values https://twinspace.etwinning.net/9507/home 10 active partners from Tunisia, Romania, Spain, Croatia,
3. “Meet me beyond the borders” and “A boy from Syria”
Slovenia, Cyprus, Greece 9 European Quality Labels
National eTwinning Prize in Romania Prize in National contect in Romania “For Europe”
2. Values
1. Being informed: “International Days diary”
3. Meet me beyond the borders in an “Ideal society”
Extra activities: (e.g. Dolls exchanges, action locally, collaborative story)
Creating the ideal society for Myriem
and friends: QR codes
hunting game on partners
partners school pages
to find the word-value for the crossword and putting all together into a “manifesto�
eTwinning project 2017-2018 7 partners: Norway, Tunisia, Croatia, Romania, Italy, Greece 4 European Quality Labels
https://twinspace.etwinning.net/23699/pages/page/143633
Rules Expectations
Duties IDEAL SCHOOL (collaborative work on mindmap and prezi as a final
production)
https://prezi.com/view/2ZnnE2 9yVoDVn1sAwBWA/
Freestyle creations
BEES(Y) 2 partners: Italy and Greece
eTwinning https://twinspace.etwinning.net/62283 and OSOS (Open schools for Open Societies) https://www.openschools.eu/
Real world problem: bees and their role in biodiversity, the dangers they face from the
use of neonics and the vote in Europe to ban neonics
Students form a community of inquire on bilateral groups to understand the role of the bees as pollinators and the dangers they face and take actions to raise awareness to their local communities and to other networks (social and educational) and help.
Conference about bees in Merlara in Meeting with the vice president of Town’s collaboration with the town council council responsible for Technical services
Healthy honey based breakfast at school
Offering plants that bees prefer to parents
Summing up:
For democracy, knowledge through education is the key. Through education, work has to be done on human values and on principles that are common to our
democratic societies so that all learners at all levels of education acquire the knowledge of the “working frame” of our societies, obtain a sense of belonging and feel able to make their own positive
contributions to the democratic societies in which we live.
From the manifesto of “Myriem and friends”
Lamia Büşra YEŞİL TURKEY
eTwinning Projects in This Presentation:
TURKEY – GERMANY Age Group : 8-10
Our students are decision makers in these projects. By being respectful to majority's decision, being an active participant, taking responsibility of our actions, we aim to feature democratic citizenship and human rights in the school practice.
WordCloud Web Tool : Wordle
What do you know and understand about democracy? What are democratic values?
Democratic or not Digital Game
https://wordwall.net/resource/432516
We collected ideas to make our school more democratic
Web Tool : Realtimeboard
To participate in a democratic community, students need to develop a wide range of competences including knowledge and understanding, values and attitudes, such as tolerance and responsibility.
Jigsaw Puzzle about human rights
Web Tool : Jigsaw Planet
Image based lesson about equality Generally, democracy is based on the rule of equality, which means that all people are equal as far as the law is concerned. Every person has the right to experience and enjoy equal political, social and economic rights, and the state is not allowed to discriminate him on the standard of sex, class, religion and property.
#4thpicture Activity
If I rule the country‌ Educational objectives: The students are encouraged to create meaningful visions.A person without utopian visions is confined to accepting the status quo. The students are given the chance to use their talents (creativity). The students are asked to imagine themselves in the role of a president or a person in charge to rule the country.
Student Essays
Collaborative Poem about Values
Human Rights Theme By visiting different parts of colorful Europe, we plan to find situations that reminds us what human rights we enjoy in Rainbow Ride Project.
LAMİA BÜŞRA YEŞİL lbusrayesil@gmail.com
Florida Kumanaku School: "Mihal Grameno" Tirana
Project idea: ď‚— Civic education is one of the most important values that the school offers because every society needs people to contribute in a more effective way, on a variety of ways, for a more healthy community, for a better environment and a more sustainable development. ď‚— Acquiring social rights and responsibilities directly contributes to the development of a participating society and has its own beginnings at school.
Our project is basically looking beyond the view and figure. Anyone who conceals within it an unimaginable capacity.
ď‚— Creating and putting on a real stage of a quality
performance managed by the students themselves promotes what is most important in a transitional society like ours by doing the underlying goal of "creating positive behaviors". ď‚— Our society relies on 6 strong pillars: National
Identity, Community, Communication, Family, Environment, Democracy on which we will finalize our project.
Gallery Purpose of the project National identity
Demokracy
Family
Photos during project activities
Jo vetem mar po Community dhe jap
Communication
Environment
Mbajme paster
Presenting the idea After I know the intellectual potential of my students and in a constructive cooperation with parents in the fields of journalism and civil society, I address the main issues of our society. Raising a powerful scenario in the center of which was the active citizen we would not miss out on this program the outstanding figure named after our school, the hero Mihal Grameno.Mihal Grameno came "alive" through his intermingled life description beautiful with the verses she has written and the song echoes: “Për Mëmëdhenë“ https://www.youtube.com/watch?v=t6fXDcRhCOg To make the project's most complete project I have included important activities for its realization as meetings with representatives of legislative, executive, judicial and media members. Activities to preserve the values of the past and to protect the fundamental principles of democracy such as separation of powers, freedom, human rights, etc. to create members and leaders of the new generation. To raise awareness about citizenship, community, EU values to make young people active.
The importance of the project The importance of the project lies in its own project features. • It is very special about the topics it deals with. • Beautifully link the reality of our daily life with school activities. • Allows students to take responsibility. Citizenship activism is crucial and how important it is to be an active, civilized and entrepreneurial citizen at the same time. • Raise the role of the school in forming citizens of the future. • Removes students from certain issues related to adolescence and even encourages students to use technology in function of their needs, engages them in social activities, etc. • This project is of great importance for the use of technology during the realization and progress of the whole project. Benefits will be given to students, schools and the community as well, as they will have to launch a product not only lucrative but what is more very educationally important.
Results achieved This project: - Identifies the particular skills of students related to a particular field by placing them in roles with great responsibility, even the learner has taken the role of the entrepreneur by collaborating on the stage-taking of this part.It felt the pleasure of carrying out a undertaken by them themselves. -It detects the impact of each of the fields in everyday life. - Has made the student capable of planning strategies for successful realization of the activity. - Prepare worthy citizens of the future. - Increases the degree of collaboration among students with each other Pupils getting into a real work context feel very motivated. They have received personal satisfaction, motivation and teacher appreciation, peer support, evaluation of the directory, and have initiated the entrepreneurial process.
Research question:-We can promote values for our society regardless of age? https://www.facebook.com/brunilda.kuqi.9/videos/10212682916689355/
ď‚— Moral values are the main issue of the World. Today all the counties in the World are trying to cultivate moral values to their next generations. ď‚— Democracy means; all the races, all the religions and all the languages manage to live together in peace. To live in peace and together we should be aware of our values which help to unite people. Moral values help us to know each other, to bear each other, to love each other and to live within democracy.
PARTNER COUNTRIES
We focused on the following values in our project RESPECT EMPATHY LOVE HONESTY RESPONSIBILITY TOLERANCE
Some of the activies from the project Pantomime works (Love and Respect )
We created a hobby garden in the school.Because nature is very important in life.
We organized a competition in the school.This is the egg competition about responsibility and honesty. So, here are the winners!
We have chosen the best picture slogans about respect. All of us enjoyed during this period. Students got their presents with happiness..
The students met on watch2gether web2 tool with other partners and watched a video which is about honesty.
The common work 1: Pachwork The coordinator of the Project sent 30 x 30 size white cloth to each partner schools’ students. The students drew the logo of the Project on the cloth. Then they desingned with colourful felt. Then they sent the finished parts to the coordinator. The coordinator combined all the clothes together and we got a big cloth.
The common work of the Project: PATCHWORK
COMMON WORK 3: PROJECT MAGAZINE
THANK YOU
IN TURKEY WOMEN’S RIGHTS AND DEMOCRATIC PARTICIPATION Zeynep CAN BOUKABOUS
WOMEN’S RIGHTS AROUND THE WORLD The international women’s have rights movement for many years because many
women and girls around the world are still married as children or trafficked into forced labor and sex slavery. Also they are refused access to education, health and political participation. In the world of the 21st century, still deaths related to pregnancy and childbirth are unnecessarily
WOMEN’S RIGHTS AROUND THE WORLD All these and other reasons many international Human Rights
representatives are working with goverments for gender equality- protect their rights and improving their lives quality on the ground. According to UNESCO estimates, 130 million girls between the age of 6 and 17 are out of school and 15 million girls of primary-school age—half of them in sub-Saharan Africa— will never enter a classroom.
Girls’ Education Poverty remains is most important factor for girls can access to
education. For example, in Nigeria, just 4 percents poor girls in the North West Zone can studying, but in the South East Sudan 99 percent rich girls can studying. İn addition to all these, there are other reasons, for example such as low
family income, living in remote or underserved locations,
Girls’ Education
Child Marriage ď‚— Child marriage is also another critical challenge the World and child
brides are much more likely to drop out of school. According to WB estimates, 41.000 girls under the age of 18 marry every day. Also many girls face barriers to education caused by poverty, cultural norms and practices, poor infrastructure, violence.
Child Marriage
Women’s Rights in Turkey Looking at all these, where Turkey on Women’s rights? Turkish-İslamic culture gives many rights for women but women can’t use these rights. Why? Because culturel norms, patriarchal family system, only men have income and many more reasons
Women situation changed dramatically with the establishment of the
Turkish Republic in 1923 when a series of political and legal reforms were undertaken by M. Kemal Atatürk and his colleagues to build a modern, secular state in Turkey. The Republican reforms brought radical changes to the status and conditions of women in the country unmatched to date in any Muslim country in the world.
Secular State ď‚— The creation of a secular state, the first-ever in a Muslim country
made it possible to pass legislation that recognized women as equal and free citizens vis-a-vis the state, and revolutionized family law. For instance, in 1926, the introduction of the Turkish Civil Code banned polygamy and granted women equal rights in matters of divorce and child custody. Turkish women were also granted suffrage rights first in local elections in 1930, then in national elections in 1934. This is mean Turkish and Muslim women had democratic participation with their rights.
Women in Turkey All these efforts did not end women's rights issues. Today, women in
Turkey still often have to cope with problems that emanate from the continuation of traditional patriarchal values and male-dominated relations in many aspects of life. The guiding principle in evaluating women’s conditions and
discussing women’s issues in Turkey today, is the globally accepted women’s human rights standards.
References https://openi.nlm.nih.gov/detailedresult?img=HMD101455428_C02350&r eq=4 https://plan-international.org/sexual-health/child-early-forced-marriage
http://www.turkishculture.org/lifestyles/turkish-culture-portal/thewomen/women-in-turkey-201.htm https://www.hrw.org/topic/womens-rights
Thank you all. Zeynep CAN BOUKABOUS
Angela Dimitriu, Teacher, College of Ecology Republic of Moldova
eTwinning project "Peer Bullying" in schools
The project aimed at: preventing bullying in schools;
increasing students and teachers’ positive involvement in the bullying situation
at school; promoting the good manners and behavior in schools in order to prevent both, physical and verbal violence; to change students’ vision and make bullying uncool and unacceptable.
Activities focused on the topic https://padlet.com/andimitriu337/6uwasmsd15oa
Bullying in school - short real stories
The purpose of this activity was to identify • different bullying situations that have happend at school (essay writing), • measures that were taken to insure students' safety & security.
Survey on Bullying in schools Examples of Questions
elaborated a questionnaire on Bullying in school in our native language
•
Have you been physically/ verbally abused at school / college? If so, by whom?
•
Have you been verbally abused at school. If so, by whom?
invited students to complete it anonymously
•
Is your opinion taken into consideration at school? If so, give examles.
•
Do your parents get involved in school life?
•
Have you seen scenes of physical or emotional abuse at school / college? If so, describe a situation
•
What steps do ypu think can be taken to prevent school / college bullying?
•
How can you contribute to prevent bullying?
https://ru.surveymonkey.com/r/P67 WWFZ Respondents: 1st-year students
Participated 14 students out of 20
Results of the survey
Purpose:
Collaborative campaign: NO Bullying - a week of respect
•
to promote good manners and respectful behavior in school,
•
to change students’ vision and make bullying uncool and unacceptable,
•
develop emotional self-control skills,
•
build a safe school environment that facilitates the educational process and helps students to cope with various situations or events in their lives.
Activities performed: Types of Bullying https://edu.glogster.com/glog/stop-violenta/2149nxlfwp0 , conceptual map
https://twinspace.etwinning.net/files/collabspace/2/82/582/24582/files/b6a2a53b.pdf, Seminars and Presentations https://www.youtube.com/watch?v=8gYRwVn7wJg Find out a solution to avoid bullying in schools Flyers “No Bullying in schools” The Gold Rule: “Do unto others as you would have them do unto you”
Project “ The Digital Rainbow ď ľ
Main purpose: Promoting the responsible use of technologies & internet safety in order to avoid cyberbullying.
Activities: 1.
Seminars and presentations on Internet Safety and Why is Cyberbullying a trend that is rapidly growing compared to regular bullying
2.
Survey: Responsible use of internet (Questionnaire)
3.
Collaborative interaction: 7 "digital colors" of responsible use of technologies and internet safety - the 7 key principles of Digital Citizenship https://docs.google.com/presentation/d/1M52QM63b755aTnnWJrThJinh4k0s7TPFAFn1 Okso-Mo/edit#slide=id.p
4.
Forum discussions: Pupils join the groups and discussed through the forum;
5.
Joint onsite activity on Responsible use of Internet (College of Ecology and Lyceum M. Eminescu, Chisinau)
Raising awareness on responsible use of technologies and internet in order to avoid cyberbullying ď‚— Seminars and presentations on Internet Safety ď‚— Creating Flyers and sharing college colleagues
Joint activity “Responsible use of internet” Participants: students from College of Ecology and Lyceum Mihai Eminescu, Chisinau
We focused on: Responsible Use of Social Media Using TwinSpace instuments
THANK YOU My contacts: Facebook https://www.facebook.com/angelica.dimitriu Email: andimitriu337@gmail.com
Twitter: Angela Dimitriu
“Peer Bullying” in schools https://twinspace.etwinning.net/24582/home
Mersin, Turkey, Åžehit Sabri Acem Secondary School ELT Nilay DOKUR
VALUES They help us to determine what is important to us. Values describe the personal qualities we choose to embody to guide our actions; the sort of person we want to be; the manner in which we treat ourselves and others, and our interaction with the world around us. Values in a narrow sense is that which is good, desirable, or worthwhile. ď‚— Value Education Value Education is a process by which people gives moral values to others. Value education addresses how to behave while in the society, while also building a positive character of a person. Value education has an important place to live together and create an environment of trust. In this respect, studies on value education is has an increasing importance day by day. Therefore, in order to raise healthy generations, values must be taught correctly and effectively.
Why did we need such a study? Our school is located in an economic and socially disadvantaged neighborhood that has been heavily immigrated. Many of the students in the school experience adaptation problems at school because of the problems they experience outside of school and they have problems with their friends. For these reasons, it is aimed to reduce the problems of students' adaptation to school and to have a more positive atmosphere with their friends. The studies on values education were conducted with the studies titled love, respect, friendship, loyalty, love of animals, compassion, kindness etc. In the studies, the importance of values education was realized by making coding studies through scratch program.. At the same time, the idea of ​bringing together the changing and evolving dynamics of technology with the constant values ​of an ideal society has revealed the need to carry out such a study. What was the process? Students make brainstorming activities about the values. They think and study about a value every month Each month students choose a value and write a story about them. They read their stories to their friends and the students vote for the best story of the month. The chosen story is coded via scratch program.
Conclusions During the study, many of the 6th grade students in the project have changed their view of the school. Instead of fighting with friends inside and outside the classroom, students began to develop more positive relationships. They became much more motivated to take part in educational activities and also creating something new. They chose to vote on the stories they wrote each month, and they realized that everyone was treated equally in the specified cases. At the same time, their selfconfidence also improved.
https://www.facebook.com/groups/549862425389360/
Erasmus+ 2018-20 "Defending Europe Teaching Democracy"
Georgiadou Maria,eTwinning ambassador,Greece 1st junior high school of Rhodes
We are six countries collaborating on an Erasmus+ programme, based on democracy and we are very happy to deal with this subject.
France (Martinique) Finland Chypre
Germany Greece Portugal
2019: year of Participatory Democracy
Let’s present some activities!
the subject of this unconference.
the subject of our project
Democracy through the school elections
In Germany the students organize their meetings very often. They discuss, they make proposals,they decide. The teacher is simply the facilitator
Students respect the protocol and have their responsibilities.
The chairman The guardian of time
The guardian of rules
The secretary
In Greece the students of every class vote for 5 candidates ,who will represent them in the school community.Some time later, they make elections to choose the 15 member council of the school.
Martinique-France
In
each class students vote for 2 delegates.Αfter that ,all the delegates of the school vote for a kind of high delegates (3x2) who stand in the school council.
Martinique-France
The deleguates know very well what they have to do and what the school is waiting from them
Debate in Martinique ●
●
●
A student debate is organized by every country The subject of the discussion is freedom, duties and rights The debate is realized in a similar way: there is the place of no,yes,I don’t know and students go from one place to another,depending on the question
Debate in Greece ●
●
●
A student debate is organized by every country The subject of the discussion is freedom, duties and rights The debate is realized in a similar way: there is the place of no,yes,I don’t know and students go from one place to another,depending on the question
â—?
â—?
A wonderful educational material related to the human rights offered by our partner Dominique, will give us the opportunity to work on this issue in french class. Students inspired by that course will create online posters and will decorate their classroom and the Erasmus+ corner
Finally, a very fruitful interview has been organized by the french team on the best local radio of Martinique. We have discussed about democracy in ancient Greece ,in Europe today and the impact of Erasmus+ on teachers,students and parents.
Kisses from Martinique!
We will continue our activities in May in Greece.
Thanks for your attention!
!
Public School of Vardisubani Village, Lagodekhi Municipality Teacher Khatuni Asanidze 2018-2019 YEAR.
Let’s help our students become Active Citizens in a Democratic Society
THE REASON WHY should we teach about Democracy? A strong state can only be built on an educated society, and everybody must understand and adapt their role and responsibility to their country. The aim of the teachers is to raise awareness of the students' civic consciousness and the priority of the state should be education, We try all the students and teachers have a clear understanding of their civic obligations, the reason for failure of the people themselves to be searched, and he tried to solve the problem of the country, where the society is tolerant to different people, in order to become such a country, educators have an important role in perform and to teach the students and teach them the importance of the role and development of the country, is a strong civil society is a prerequisite for the development.
Establish the 21st century skills When we talk about social and civil competences, we mean democratic values, attitudes and practices that create a culture of democracy. These competencies are the most important elements of the school curriculum. Let's grow up and develop pupils with 21st century skills. Social competence can be defined as personal, interpersonal and intercultural skills that provide constructive participation in public life. Civil competence allows individuals to participate fully in civic life, promoting democratic values, attitudes, and practice. (Source: The basic competences of life-long learning Through the educated society, we will definitely create a stable state, healthy economy, end up political escalation and build democratic principles based on civic principles and democratic Georgia.
DIRECTIONS FOR THE PARTICIPANTS ďƒ?
The main condition of progress is to strengthen the teaching of civic education among pupils and students.
. ďƒ?
Our students realize that the future of the country is itself, and we form it as a democratic state. In order to create a tolerant, human and protected society, first of all knowledge is needed to teach people kindness and love. It is an invincible force that is stronger than any evil, we believe that the future is better than the present, and the world is the begining of love and peace..
eTwinning eTwinning is the world of values of democratic participation
ďƒ?
ďƒ?
ďƒ?
eTwinning facilitates active involvement of pupils and teachers in joint activities. With the growing network of schools, eTwinning can take a greater step forward and promote dialogue between schools, parents and local communities. Through the eTwinning, teachers create projects in order to promote inclusion, freedom of speech and democratic dialogue based on the principles of openness, accountability, effectiveness and comprehension. It is possible to purchase the necessary skills to develop democratic culture, such as autonomous learning, analytical and critical thinking, listening and observation, empathy, flexibility and adaptability, linguistic, communicative and pluralistic skills, co-operation and conflict resolution. With these skills, the Portal of eTwinning gives us the benefit of active citizenship and shows that teachers can contribute to the development of sustainable democracy.
What Democracy is‌ This is a system where people are putting the rules and obeying them. Most people and countries in the modern world think that the only active and viable system of government should be democracy. Democracy is based on two basic principles: the principle of "individual autonomy": that no one should be subject to the rules set by others; "equality" principle: that everyone should have the same opportunity to influence decisions that affect people in society. 
What is democratic participation and how can we achieve success? ďƒ?
ďƒ?
We are actively engaged in projects with European schools, we have copyright projects where the teachers and pupils of all classes are involved in the activities, Now I will focus on the importance of cooperation and joint accomplishments and show the most important projects which we effected in our school, what is democratic participation and how can we achieve success.
Parents' involvement in their children's school life Teachers should teach the child in a world full of information, how to live and develop in the 21st century skills, we know that Information Technology is the best way to take the child's mental development and learning / teaching effectiveness, https://khatunaasanidze.blogspot.com/p/ blog-page_5105.html https://khatunaasanidze.blogspot.com/p/blog-page_5105.html School + family = friends http://www.etaloni.ge/geo/main/index/16772
„Nature is perceived by my eyes “
It is well known that in the first grade, the skills of working with the computer in the primary class will solve elementary problems, develop their attention, and develop skills such as the ability to manage and use computer techniques, study and sorting, storing and using basic concepts, working with folders and files Or, the creation of electronic drawing techniques, the ability to use the text editor. Creates the relevant digital format product for its age group as individually as well as classmates; As well as with the assistance of a teacher or parent (eg, auxiliary and projective material of the project on environmental protection)
PRIMARY
,, Forest development“
The HARMONY OF NATURE ", project author Iuliana Ciubuc Romanian teacher and Vardisubani Public school Information Manager Khatuni Asanidze (co-author) The pupils have planted 400 single-sized raccoons. when the seedlings grow and grow, they will be transferred to the floodplain forest.
http://www.etaloni.ge/geo/main/index/8792
If they rule the country, what they would do?
Teacher: khatuni
In the group of selected countries, we send photos and posters showing cultural heritage of our country (Lagodekhi Protected Area, Lagodekhi Museum and photos of our church monasteries).
Cyberolimpiad, ,,Cyber Security�
http://www.etaloni.ge/geo/main/index/4663 Participation in the pupils' Olympics "Cyberolimpiada 2018" was organized by CERT.GOV.GE under the "Data Exchange Agency" group. The aim and priority of that is to educate the younger generation. The students which are involved in that project will be given the opportunity to deepen knowledge in the cyber security. In today's conditions, it is especially important to achieve and maintain high levels of cyber security, which requires special skills and knowledge specialists. This is a unique opportunity for young students to demonstrate themselves in the context of mutual competition and to get knowledge. The aim of the Olympiad is to promote and popularize the development of cyber security, as well as the promotion and encouragement of prospective youth who possess the relevant technical knowledge and compatibility.
,, Cyber Security 2018 წ“
,, Safer Internet Day ďƒ?
ďƒ?
Every year we celebrate "Internet Safe Day" for everyone is known to be the source of information retrieval, education, socialization and entertainment, both adults and children. However, as we know by children, its consumption is associated with certain risks. Surveys show that cybercooling cases (violence and humiliation between teenagers and communications means) have been suggested to avoid these problems -Safer Internet Day 2019, that is a platform for World Vision Georgia, which supports online technology and mobile internet access. Involvement in the event - to promote awareness and positive changes on the Internet security issues in the digital world. The goal of "Safe Internet Day" is to create a safe and better Internet space and to promote awareness on the Internet security issues and enhance the level of "digital literacy", especially in children and adolescents, as well as their parents and teachers.
http://www.etaloni.ge/geo/main/index/6221?ismodesmartphone=on
https://www.facebook.com/search/top/?q=safer%20internet%20day&epa =SEARCH_BOX201 https://www.youtube.com/watch?v=h69nfAchzKg&rel=0 https://www.facebook.com/search/str/%23saferinternetday/keywords_bl ended_posts?epa=SEARCH_BOX
"Safer Internet Day -SID 2018"
“ Better introduce the EU countries " “ “ The goal of the project is to raise awareness among students in order to learn more about EU countries .What is NATO and the European Union, what gives us Europe? The students were able to find information about the country's sightseeings, cultural heritage and valuables and presented information as a presentation.The following activities were performed: • Presented by the country's presentations • Listened to the national anthem of the countries of the European Union and the national anthem of the country? • Students will be awarded The pre-prepared test in which the compass (logos) allows to establish a systemic union, the general objectives set by the EU member states.
Our school continues activities on the topic of “Democratic Involvment". We have already involved in the March in the campaign "Democratic Involvement" where a number of activities are planned, online activities will take you active involvement of students who develop critical thinking skills.
21st Century is a century of innovations and challenges, people create space ships and drive cars from the earth. Democracy is a system of government , we talk about democratic participation in our country, democracy education in our school, active citizenship and democracy in our community, so we are responsible for teaching. The most important thing is that we are teachers and we have more experiences than our students. Nowadays Georgia is a democratic country whose population and our school`s pupils have realized of their responsibilities before the state. However, even ahead of the many positive changes in education in society, we are definitely talking about Georgia, where full education is available for everyone. I think the most important element is freedom. We see equal people. It is not important political vision. We all need to see in
resources http://www.ipu.org/cnl-e/161-dem.htm. The Universal Declaration on Democracy. http://www.nplg.gov.ge/gwdict/index.php?a=term&d=5&t=710- ენციკლოპედიური ლექსიკონი CIVIL ,,გახდი მოქალაქე”- გამომცემლობა აიპ ,,მოქალაქე”2016წ. https://www.unicef.org/crcartoons/list.htm :
The End Thank you for attention, From Georgia Best wishes Khatuni Asanidze:
eTwinning Project «Take care of me – take care of you» Runner-up 2018 cat. 4-11
Partners: Poland, Portugal, France, Ukraine, Italy 2016-2017 170 Pupils
5 Teachers: ⚫Magdalena : Poland, teacher of English ⚫Pascal: France, teacher of Primary Subjects ⚫Luis: Portugal, teacher of Religion ⚫Yana: Ukraine, teacher of English, German and Computer
Study ⚫Elisabetta: Italy, teacher of English and Physical Education
MAIN SUBJECTS:
• Bullying • Cyberbullying • Emotions • Feelings • Being together • Taking care of each other • Solving the problems • Making up the ways to avoid bulling
OBJECTIVES:
• • • • •
To increase interest in foreign languages and cultures To promote the inclusion of all pupils To promote positive behavior To socialize making international friends To increase students’ creativity
Phase 1: LEARN EACH OTHER Introducing partner countries (films, photos, games) - students guess the name of the countries
Students draw their hands, write names and feelings to describe them on the hands; the the hands are being sent to partners; the hands are put on the eco 3D tree
Creating logos using online whiteboards (group work; in each group there are kids from every country); voting for the best logo - it becomes the logo of our project
Phase 2: DEVELOPMENT Watching a film about bullying
https://youtu.be/QfYdShEdUTA
Definitions of Bullying and Cyberbulling on Padlet
Creating Wordclouds into our Five Languages
Ukranian
Polish
French
Italian
Portoguese
Creation of a Unique Wordcloud in English
Creating Collaborative Comics: Every country starts their own comics.The first name is the name of the country who starts it. Pupils are joined into mixed groups from each country https://issuu.com/madzikk84/docs/comics
www.pixton.com
There are the 5 Groups of Students who are Working on the Comics Group 1 (Polish login) Italy: Anna, Siria, Giuseppe, Davide, Riccardo C. Poland: Wanessa, Martyna, Natalia, Maja O, Kamil, Wiktor France: Dan, Paolo, Lola Portugal: André, Beatriz, Daniel Ukraine: Artem, Valeriya, Veronika Group 2 (French login) Italy: Fiore, Riccardo G, Adriano, Carlo Alberto, Emma Poland: Emilka, Oliwia, Maja O. France: My 12 students to present our project and pixton our tool. Portugal: Carolina, Rui, Thomas Ukraine: Sophiya, Vicky,Angelina Group 3 (Italian login) Italy: Desiree, Amin, Emili, Nicolò, Silvia Poland: Agata, Maja, Bartek, Oliwier France: Pauline, Mustafa, Nicolas Portugal: João, Mariana, Vítor Ukraine: Sophiya B., Nastia, Vicky, Sophiya K.
Group 4 (Portuguese login) Italy: Francesco Pio, Francesco C, Martino, Christian Poland: Martyna, Olga France: Emirhan, Martial, Damien Portugal: Ivo, Jéssica, Vítor Ukraine: Milana, Alina, Vlad Group 5 (Ukrainian login) Italy: Iron, Sofia, Ludovica, Ambeta, Bianca Poland: Natalia, Wanessa France: Rémi, Clara, Elina Portugal: Jaime, Maria Inês, Miguel, Ruben Ukraine: Alina,Ivan, Dasha
Creating Cooperative Videos about Bullying each country starts a video and propose different finals to another schools, voting; then each school records the finals chosen
Video from Poland
https://youtu.be/L08HHuz8mds
Video from Portugal
https://youtu.be/xOvB4vSE2NY
Video from Italy 1째 part
https://youtu.be/pZOAGOHh6lg
Video from Italy 2째 part
https://youtu.be/US1wVcehYzo
Video from France
https://youtu.be/TzJ7qzkmyjk
Video from Ukraine 1째 part
https://youtu.be/tiRaBsYL054
Video from Ukraine 2째 part
https://youtu.be/tiRaBsYL054
Online Meetings
Phase 3: Evaluation of the Project
AWARDS: 5 NQLs, 5 EQLs and European Prize Runner-up 4-11
IMPACT: Press, Web, Radio
http://www.agencia.ecclesia.pt/portal/coimbra-projeto-deemrc-sobre-bullying-premiado-na-europa/ http://www.educris.com/v3/emrc/7805-coimbra-projeto-deemrc-premiado-na-europa
http://www.dge.mec.pt/noticias/tic-na-educacao/premioseuropeus-etwinning-2018-0
PROJECT OUTCOMES for Ss
1) intellectual skills of describing, drawing, conclusions, using imagination, reading and planning; 2) physical/motor skills of coloring, painting, cutting, folding, gluing and writing; 3) social skills of sharing, cooperating, making decisions together, appreciating individual contributions; 4) learner independence skills of awareness of learning strategies, the importance of their contributions, responsibility for their own work. Students end up the project with a piece of work they can show to the rest of the class
PROJECT OUTCOMES for Teachers:
1) generating new solutions to the critical challenges facing the organizations and support real progress and change; 2) collaborating with different participants, using different technologies and iTools; 3) involving teachers and authority and having an ability to make decisions, implement new ideas into some creative activities; 4) giving us opportunities to work in groups applying skills and experience; 5) getting detailed feedback and reflection to continue improving teaching and collaboration
1-School Director at Primary school "Jeronim De Rada", Elbasan
Bio-Chemistry teacher of 19 years and 6 years of school leader 2-Ambassador of Albania for the Digital Twinning Platform 3-Trainers of the British Council for Coding 4-My school has acquired the Quality Label for eTwinning projects
5-My interests and my career relate to the desire to integrate innovation into the teaching process and exchange of experiences with schools in Europe and in Albania
The Community Center School, a friendly school for all, is an approach (promotional and developmental movement) to turn the school into the country where the family-community school partnership is built and collaborate to develop the full potential of each student. eTwinning offers a platform for staff (teachers, directors, librarians, etc.) working in a school in one of the European countries involved to communicate, collaborate, develop projects, exchange experiences.
Community Center School
School of eTwinning
are considered those educational
Identify and evaluate the engagement and dedication
institutions, which are open to the service of all members of the community raise and develop their work based on the needs of students, families and the community; provide a range of services for students, families and the community; accept parents as co-educators and engage them in joint decision-making; ensure social cohesion;
of eTwinners, teacher teams and school directors within the same school, why not the community The school demonstrates that there is an active collaboration between a group of three or more teachers in the eTwinning activities where members are also from the community Active eTwinning school teachers attended the eTwinning educational event by contributing to the school's strategic development. The school demonstrates that an eTwinning promotional event has taken place within the school or the local community published on the school website
Common points School activities like Community Center School and e –Twinning
Activities for students' academic development Activities for artistic, cultural and sports development Activities for family engagement and support Community engagement activities
Characteristic of Community Center School and Twinning schools Two schools like community centers and Twinning can not be identical but each creates its profile based on identified needs and valuable resources at school or community. They can provide : finding common points and using some resources using the capacity and the needs of the community, including within it stakeholders according to their interests and abilities increased co-operation
1-Family-community school partnership through which it cooperates to develop the full potential of each student 2-SHQK should also provide support to community support for child and youth development, family support and community development. 3-Leaders responsible for the coordinator team
1-Partnership on a platform for teaching staff, directors, librarians to communicate, collaborate, develop projects, exchange experiences
Twinning enables continuous and permanent inclusion of actors, through continuous reflection from them, to help increase and improve student and school achievement. 3- eTwinning wants to recognize and evaluate the engagement and dedication of school leaders
Form a national and international network of eTwinning leading schools to inspire eTwinning's future development Bring Innovative and Creative Approach to Education and Collaboration Promotion of continuous professional development of staff and members of the community (through trainings) Promoting collaborative learning practices with staff and community Give the opportunity to share the most positive experiences and experiences with their promotional and information materials
Engagement 1- SCHOOL CLUBS "ICT School Club" Networking between other clubs, in different activities Parents can be trained through the courses offered by the school Information on the quality of teaching in the school rankings Online information on the outcome of their children are encouraged for voluntary participation, from publications and promotion of successes to social sites Unlimited communication between focus groups Updates of school web sites also from community members
2-Creating Teams for Coordination – Valuing Work for Engagement of All Themselves, Fundraising and Transparency of Activities student parents School staff Representatives of the local community Heads of public agencies Representatives of various organizations Representatives of local media Representatives of universities Business Representatives
3-Development of activities with "teaching", educational, and integrated ICT activities SPORTS
Basketboll Volejboll swimming
WEEKEND
AFTER SCHOOL
Social Activities
Dancing
Cinema
Carate Tenis
Bejsbol Running
Theater Concert
weekend
After School
4-School Leader School leaders, not only for their function as a coordinator of the Community Center School but also for the roles they meet in this process, should be visionaries, good education planners, school development initiators, communicative, to ensure broad community participation, supportive of quality in teaching and learning, managers for technical and financial resources, leaders, make decisions and manage school efficiently and strategically in a competitive context. In Twinning Schools The principle behind this new label is that eTwinning wants to recognize and appreciate the commitment and dedication not only of distributed eTwinners, but also of teachers 'and school leaders' teams within the same school.
Glykeria Gkouvatsou, Greece
About Democracy “Literacy and democracy interact in dynamic reciprocity”, José Morais (2018) “A democracy that does not have an informed public is destined to decay”, Scott Jason, (2019)
“In the digital era, Literacy: the ability to understand information”, Lanham, (1995) 2
What literacy are you talking about?
3
New Literacies? Why? Audio literacy
Media literacy Digital literacy
Technological literacy
Visual literacy
4
The problem Misinformation Distrust Post-truth Fake news
“Fake news is appearing in children's homework. Pupils are failing to distinguish between fake news and real news, teachers have warned� Camilla Turner, THE TELEGRAPH, 13 April 2017 5
Fake news What is it? News or Stories created to deliberately misinform or deceive readers and/or to influence views
6
What’s the purpose? Commercial (ex. promoting a product/
creating traffic to a website (clickbait) Political (misinformation-forming opinion)
Photo: Fatih Ă–zenbaĹ&#x; : H Zeliha, 7/10/2007, Prousa, Turkey
http://ellinikahoaxes.gr/wp-content/uploads/2018/03/koritsi_syrria.mp4?_=1 7
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http://voleum.com/10-ways-media-manipulation-takes-us/
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What can be done about it? Corporations
Policymakers Citizens Educators
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Teaching Democracy: A Media Literacy Approach MEDIA LITERACY (Lisbon European Council, March, 2000)
➔ ➔ ➔ ➔
The literacy for the information & digital age A tool for critical thinking against manipulation A fundamental ability to exercise citizenship A right for active citizens in a democratic society
Competencies against social exclusion 11
Which one is Fake?
12
/https://www.channelone.com/feature/quiz-can-you-spot-the-fake-news-story
Fake news how to spot it (1) Has the story been reported anywhere else? Is it on the radio/newspapers?
Have you heard of the organisation that published the story? Does the website where you found the story look genuine or a copycat? Does the website address look real?- ending '.co.uk' or '.com', and not something unusual, like 'com.co'? Does the photo/video look normal? Does the story sound believable?
Are there grammatical errors? Who wrote the article? 13
Fake news How to spot it (2) Try fact-checking Snopes.com You Tube DataViwer Website of Trust and BS Detector
Decodex
Try a reverse image check tineye
ImageRaider Google’s Image search pixsy
Fotoforensics
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Erasmus+ & eTwinning project “Media Education: From Passive Consumers to Active Creators”
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http://www.europeanmediaeducationlab.com/
Hands on approach
http://breakyourownnews.com/ 16
https://www.tbsdaily.com/
Key Readings David Buckingham’s, 2007, Digital Media Literacies: Rethinking Media Education in the Age of the Internet. Renee Hobbs’s 2010 Digital and Media Literacy: A Plan of Action.
Ola Erstad and Synnøve Amdams’ 2013 From Protection to Public Participation. Douglas Kellner and Jeff Share’s 2007 Critical Media Literacy, Democracy, and the Reconstruction of Education.
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REFERENCES
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Daniels, J. (2012). Transforming student engagement through documentary and critical media literacy. Theory in Action, 5, 5-29. José Morais (2018) Literacy and democracy, Language, Cognition and Neuroscience, 33:3, 351372, DOI: 10.1080/23273798.2017.1305116 Potter, J. W. (2004). Theory of Media Literacy: A cognitive approach. London: Sage. Silverblatt, A. (2001). Media literacy: Keys to interpreting media messages (2nd ed.). Westport, CT: Praeger. http://eur-lex.europa.eu/legal-content/EL/TXT/?uri=URISERV%3Aam0004 http://eur-lex.europa.eu/legal-content/EL/TXT/?uri=uriserv:l24112 http://www.esos.gr/sites/default/files/articles-legacy/audiovisual_education_group_march2016_new-1.pdf http://www.medialit.org/reading-room/what-media-literacy-definitionand-more http://themedialiterateteacher.weebly.com/ http://mediaerasmus.weebly.com/ http://www.europeanmediaeducationlab.com/ https://www.telegraph.co.uk/news/2017/04/12/fake-news-appearing-childrens-homework-teachers-warn1/
Glykeria Gkouvatsou EFL Secondary State School Teacher Med in e-Learning Glykeria Gouvatsou glyki_g@yahoo.gr
@glykeria6 Glyki Gouvatsou 19
Cristina-Iulia Gila History teacher eTwinning Ambassador
DEMOCRACY AND CITIZENSHIP “What is really needed to make democracy function is not knowledge or facts, but right education”. Mahatma Gandhi
Civic education is an essential part of democracy. Democratic values : liberty, equality, freedom, diversity,respect. What does it mean
to promote democratic values?
DESCRIPTION OF THE PROJECT ď‚— This eTwinning project was developed between 2016-2017. Students from
Slovakia, Romania and Italy participated in a project about eSafety and citizenship. it tries to find the path to the identity of citizenship as the main value. Its ambition was to lead students to understand differences and common attributes of living in the world, the EU and also in our own countries feeling the fellowship to these kinds citizenship.
Aims to lead and motivate students to be global and active citizens and to widen their horizons about the citizenship to reflect on responsible, active e-citizenship/ digital citizenship
To lead students to better understanding of digital rights, desired online behaviour as well as to their digital experience. To be identified as “digital natives” and they will be supported on their way of becoming active, responsible e-citizens.
Activities November countries, students.
-
introduction – towns, schools,
December – May - the partner schools work and discuss different issues of the project (Do you feel as an Italian/Slovak, European or world citizen…?, What constitutes European citizenship?, How does the demographic mix influence your feeling of citizenship?)
Activities They will also have videoconferences about the discussed issues, will have debate on digital citizenship topics, like: What is a 'digital footprint’?, What is ‘electronic communication’?, What are the rights and responsibilities of a Digital Citizen?, Why are safety precautions important when using the Internet?, What is social media?, What are the implications of digital citizenship. June - evaluation
ACTIVITIES BOOKMARKS
ONLINE SHOPPING / QUESTIONNAIRE
jigidi.com https://www.storyjumper.com/book/showframe/405 00046/Online-shopping
ACTIVITIES GAMES
FLASHCARDS
Safer Internet Day
In December 2017 met our Slovak partners in the Move2Learn, Learn2Move initiative financed under the Erasmus+ programme.
Cyber- bulling and preventing violence in school
Results ď‚— Creating the webpage of the project and presenting the project to wider public: schoolmates, parents, people in the home town, other schools, local newspapers and press. https://issuu.com/cristinagila/docs/revista-etwinning_justified__1_/28 Online eMagazine https://digitalcitizenship0.wixsite.com/etwinning
Awards Our project got European Quality Labels in: Romania, Slovakia. Our project won 2nd place in Slovak eTwinning competition 2017 , 1st prize in eTwinning National competition 2017 and 1st place in Romanian national competition Made for Europe 2018.
“EXPLORING KOYLES FORTRESS” 13 Pre-Primary School of Heraklion –Crete-Greece Presentation: Evgenia Psaltaki
30 mars 2019
Koules fortress Our castle
ESTHER VÍLCHEZ PÉREZ, CEIP ANDRÉS SEGOVIA, Ισπανία
Cristina Cherubin, ICS di Soave, Ιταλία Eirini Papazachariou, 5ο ΔΣ Πόλεως Ρόδου, Ελλάδα Hüseyin kaya, Ahmetli Yahşi Bey İlkokulu, Τουρκία
Hesna UĞUR, Işıklar Balı Sultan Ilkokulu , Τουρκία Alīna Lukša, Rita Kamola Krāslavas Varavīksnes vidusskola, Λετονία Jasna Panza, Osnovna škola Siniše Glavaševića, Κροατία
Rebecca Sheppard, Parkfield School, Ηνωμένο Βασίλειο Katarzyna Modzelewska, Przedszkole nr 278 w Warszawie, Πολωνία Mihaela Stoica, Scoala Gimnaziala Nr. 1, Buftea, Ρουμανία Anthoula Papadokostaki, Maria Meramveliotaki, Andromahi Strataki and Evgenia Psaltaki, 13o Pre-Primary School of Heraklio, Ελλάδα
Aims ď‚— This project wants to make pupils aware about the place where they live. They have the opportunity to know and discover more about the castle of their village or town or near where they live. ď‚— 2018 is the European Year of Cultural Heritage. Children can realize about their local Cultural Heritage. Pupils could learn the names of the different parts of a castle and their functions, the strategic location, names of inhabitants, different buildings and walls to defense it, a variety of armies and many other characteristics.
to let pupils know and discover more about the castle of their village or town or near where they live; - the activity in general is connected to the European Year of Cultural Heritage; - to have an idea about the historic moment when the castle was built (e.g. Medioeval Time); - to know words about different parts of a castle and its inhabitants;
to find out legends or stories related to the castle; - to uncover artistic expressions, objects that passed on from generation to generation;
- to make comparisons among different European castles; - to find out similarities and differences.
The project working environment will be TwinSpace. Partners can also share information via e-mail and Skype. Oct - Nov 2018 - project planning and communication with partners Nov 2018 - creation the logo of the project about castles
Nov 2018 - introduce yourself/ class/ school involved in the project Nov 2018 - presentation of village-town- countries (photos, pictures, video) Dec 2018 - show a traditional Christmas decoration near or inside the castle and teaching it to partners Dec 2018 - Jan 2019 - presenting or singing traditional mother tongue and in English Christmas wishes card with the drawing/picture of the castle (photos or video) Jan - March 2019 - presentation of main parts of a castle and its inhabitants (photo or video) - Video about democracy by Greek school
All shared materials will be in TwinSpace. The presence of the castle in the village/town will become a more important part of pupils life. Pupils will be more aware of the varied and common aspects of cultural heritage of their own and other countries. At the end the project can be seen even by pupils' parents.
A brief survey will be conducted to understand project appreciation by pupils and by parents. A real visit to the studied castle will be encouraged.
A short and easy booklet/padlet could be create to summarise the activity.
ď‚— Each castle often has got its
legends, traditions, books, artists...etc. In the history every castle has changed its image: it can have suffered damage or variations. It can also has got a lot of influences on the village/urban planning development.
Soave castle Center surrounded by walls ď‚— Soave is an Italian town in the province
of Verona in the Veneto Region. It is known for the Scaligero castle (Soave castle). This town started to expand in the Middle Ages, changing from a small village into a big one. During the Middle Ages the castle became bigger and bigger. Also the center of the village was surrounded by high walls. Soave has also got some beautiful very old churches and interesting old palaces.
ITALY Class 4^C Soave
ď‚— In autumn students
went on a bridge to take a photo with the view of the castle at their back.
Students presentations to all the students countries
TURKEY class Sile Turkey
Aims
Collaborative learning Mobile learning – knowledge through tablets Learn how to obtain information from the internet and analyse it Improvement critical thinking
Improvement their literacy Improvement their cultural literacy
Improvement presentation skills
Activities Teacher expalains the project to students
and parents. Students divided into groups and find information with the help of their parents and their group Sharing knowledge by presenting their work to the rest of the classroom Paintings Create a poster
2 students, twin sisters, presented Koules by a video with the help of their mother, who is a primary teacher Heraklion, a city through the ages 1850 fully documented photos, 250 text archives (Venetian - Ottoman period, Cretan State period, newspapers from the early 20th century.), 250 pages of A4 original texts, historical video 45 minutes length, sound and narratives unfolding the story of Heraklion developed into 7 sections about the city''s history and cultural heritage such as monuments, historic sites, museums, buildings etc. The entire portal is available in two languages, Greek and English.
Students express what means democracy to them cooperation
freedom
participation
respect
pluralism
dialogue
expression
justice
not racism
we share
civilization
peace
education
not war
not violence
Schools
equality
right to work
Students’ feedback Feel excited while discussing the Teachers had a discussion asking
feelings, knowledge and skills Visit eTwinning platform Enjoy the project Learn how to find information Take responsibilities Collaborative skills Critical thinking
activities
Teddy’s visit to Crete!! Enjoy our video, final product of eTwinning project from our students from 4 to 6 years old!!!! https://www.youtube.com/watch?v=usFPBdN-aDo&feature=youtu.be&fbclid=IwAR0StTqZcsAshzsbsO2xb4hiE4ZRIiX6Rj6HRNm780Fkk1dglDiceYdVwY
Next steps: . It could be very interesting to discover similarities and differences among other European castles
Thanks eTwinning Thanks all of you for your attention
A SURVEY ABOUT DEMOCRATIC PARTICIPATION DONE IN MY CLASSES AT ISIS NEWTON IN VARESE ( ITALY) TEACHER : GABRIELLA GASPERINI FROM ITALY
MY SCHOOL THE SCHOOL WHERE I TEACH IS ISIS (STATE INSTITUTE OF SUPERIOR EDUCATION) NEWTON, A BIG COMPLEX OF THREE TYPES OF SLIGHLY DIFFERENT TECHNICAL AND PROFESSIONAL SCHOOLS INCLUDING ALSO AN EVENING SCHOOL FOR STUDENTS WHO WORK. THE SCHOOL IS SITUATED IN THE BIG TOWN OF VARESE IN THE REGION OF LOMBARDY; IN THE NORTH – WEST OF ITALY .WE MAY WELL SAY THAT FOR ITS TRADITIONS AND EXPERIENCE IN THE FIELD OF MECHANICS ISIS NEWTON IS THE MOST IMPORTANT TECHNICAL POLE IN THE PROVINCE OF VARESE,A TECHNICAL POLE WHICH IS NOT BLIND NOR INDIFFERENT TO SOCIAL PROBLEMS OF OUR TIME.
My students and Democratic Participation MY CLASSES
MY APPROACH TO THE THEME
The courses where I teach belong to
I have presented the theme of
the younger and most professional of the specializations: the IeFP(Education and Professional Training).So my students will become Operators (3MRA) orTechnicians(4MRA)in CarMaintenance and Repairing or Operators for Machine Tools(3OMU).My students are practical students, not very good at long discussions,sometimes problematic but not at all unsensible to social problems.
Democratic Participation to my 3 final classes,3AMRA,4MRA and 3AOMU, starting from IRENE’s email where I had underlined the sentences which explicitly referred to Democratic Participation and asking for a written comment on it. All the answers have agreed with the content of the definition, underlining how complete it was,a dream difficult but possible to put into practice
Deeper into what the students have said I can say that the great majority of my students has welcomed the idea of Democratic Participation with interest and enthusiasm. To quote some of their comments: ‘I think Democratic Participation is a wonderful idea and a feasible project that should interest every school…’ (Valentina,3AMRA,18)’I think DP is a really good and surely possible concept.In my opinion the people in charge of this project should be careful about the basic rules to follow.If the rules are too vague,they may create confusion, if they are too strict, there is no place for improvement’ (Franco,3AOMU,19)’I think young people should grow up in a healthy and polite environment without bullying or cyberbullying…’(Denis,4AMRA,18)
Aspects of Democratic participation in eTwinning projects
by Natalia Tzitzi eTwinning Ambassador, Greece
eTwinning projects 2005 -2019 ● Democratic participation ● Values and rights ● Bullying- cyber-bullyingpreventing violence at school ● Misinformation- media literacy ● Volunteerism ● Active Citizenship ● Social entrepreneurship
Volunteerism & Human Rights Project Title: “Volunteerism and Human Rights” Pupils’ age: 10-11 Partner countries: Poland, Greece Objective: to sensitize children to the issues of altruism and volunteerism Public TwinSpace
Media Literacy- journalistic ethics & integrity Project Title: “School Reporters” Pupils’ age: 11-12 Partner countries: Italy,Slovakia, Spain, Greece Objective: to teach journalistic ethics Public TwinSpace
Activities
Values & Rights Project Title: “Digital Life Skills on ESR” Pupils’ age: 11-12 Partner countries: Italy, Poland, Greece Objective: to acquire social skills Public TwinSpace
Activities (a)
Activities (b)
Activities (c)
Human values - Inclusion Project Title: “eTwinclusive Games” Pupils’ age: 10-11 Partner countries: Holland, Greece, Spain Activities: Co-creating games for people with different types of impairments Objective: to promote social inclusion; to teach empathy and tolerance Public TwinSpace
Empathy - Working on a shared cause
Bullying - Cyberbullying Project Title: “Me and the world” Pupils’ age: 10-11 Partner countries:Greece, Poland Activities: reading books, working on video pieces Objective: to sensitize pupils on the issue of bullying Public TwinSpace
Anti-Bullying Action
Active Citizenship
Project Title: “With a little help from my friends” Pupils’ age: 10-11 Partner countries: Ukraine, Greece, Turkey Activities:field research, problem solving, taking action Objective: to improve problem-solving skills; to become active citizens Public TwinSpace
Research-Discussion-Solution-Action
Human values - Social Entrepreneurship Project Title: “Be gr8ful” Pupils’ age: 7-8 Partner countries: Greece, Turkey, Czech Republic Activities: “Make my family happy” “Make people happy” Objective: “produce happiness” Public TwinSpace?
Democratic Values - Inspiring leaders Project Title: “Me in Time” Pupils’ age: 11-12 Partner countries: Poland, Spain, Greece, Turkey, Italy Activities: “Me in the Future” Objective: to be an active citizen in a democratic society Public TwinSpace ?
Democracy
Democratic participation
Elections
Thank you for your attention!
School 2,3/S Michel Giacometti Teacher PatrĂcia Baltazar
Portugal
What is Democracy? Democracy is a word full of history. History that we learn in classroom. History of fights and losses for freedom. Whether it be in Greece, in popular revolutions, or in the fight against authoritarianism. We saw democracy flourishing in the soul of this peoples. But democracy is not just that. Democracy is the politics to express ourselves, to defend ourselves, to vote and to fight for what we believe. This reality is now and we have to keep fighting for people to keep voting. Because Democracy is the right to represent, to be equal before all and to be free to speak and sure that your voice will be heard. –Stéffany Jesus 20 years. Here is a illustration made by the student Stéffany Jesus that show some of this important events in our History.
The classroom is a representative model of democracy in our society. Where students participate equally and have the right to express their opinions and represent them. That's why the classroom is so important. Because democracy starts here.
Teacher PatrĂcia Baltazar Student: StĂŠffany Jesus School 2,3/S Michel Giacometti