Elżbieta Gajek PhD Eng. Cracow 25 February 2012

1. Elżbieta Gajek PhD Eng. Cracow 25 February 2012

2. Schoolcollaboration models 1 2 2 1 3 5 2 6 5 1 4 3 4 3 3 1 2

3. Teachers collaboration 1 In each eTwinning project there are two projects Outer project – with foreign partners Inner project - with z learners and teachers in own school

4. Organizingof eTwinningprojects eTwinning project in class, out of class, e.g. in a European club, extra media education groups, IT classes, culture or language groups.

5. Teachers collaboration 2 Needs to be coordinated The role of coordinator is assigned to headmaster, language teacher, IT teacher Teachers share project work according to their subjects or specialty: IT teacher is responsible for technology: communication, blogs, films Art and Music teacher is responsible for artistic effects Biology and Geography teachers are involved in nature projects Maths teacher is the key person in maths projects Science and Chemistry teachers are involved in science and nature projects History and Social Science teachers work in culture and social projects PE teachers are involved in sports projects Language teachers either run their own linguistic and cultural projects or help in any other projects

6. Teachers collaboration 3 Planning: aim must be SMART (ER) S.Simple,also specific M.Measurable, A.Achievable, also attractive R.Relevant, also meaningful T.Timely defined, with clear deadlines E. Exciting,also fascinating R. Recorded,on paper or disk

7. Teachers collaboration 4 Projects in kindergarten – all children are involved Projects in school libraries – volunteers Projects with learners with special needs (impaired or talented) Projects in vocational schools Projects in general education schools become everyday practice

8. Whatisknownaboutbrain ? „Whatdrivespeopleis not facts and numbers but emotions and stories, and most of allotherpeople” (Spitzer, 2002, 2007) Connectionsinourbrainareformedinactions. Mindfulness enhances the activity of brain areas. • PE lessonsrequiresweating • Musiclessons – playing and singing • Art lessons – drawing, painting e.t.c. • Mathslessons – emotionaldiscovering of rules and principles • Language, Culture and Social Science lessons – contactwithculturesin foreign languages • IT lessons – using IT toolsinmeaningfulactivities

9. Knowledge aboutbrain Variety of experience triggers a feedback system in the brain „a wise man will win the best education on the road” (Goethe). The more diverse views and experiences of other people's behavior, the better the ability to solve complex social relationships (Spitzer 2002). Projects reduce the monotony of the content Herodot, ……….…. Kapuściński

10. Brain andmotivation 1 Motivation is like hunger – produces itself It requires great effort to wean children from constantly asking questions (Spitzer 2002, 2007). Everything is fascinating. Only a teacher who is enthusiastic about his or her work and subject will move this enthusiasm – emotion– onto the students. Brains cannot be given anything – evenvalues. They produce everything on their own. Can we tell childrenhow to talk and walk? We just need to create opportunities.

11. Brainandmotivation 2 Master circle (for Maths Butterword 1999) Contentment Prize Joy of Mathematics Goodresults More Mathematics Skills> requirements More learning

12. Brain and motivation3 The vicious circle of frustration and fear of school (for Maths Butterword 1999) frustration punishment fear badresults avoidance skills< requirements lack of learning

13. Knowledgeandexperience „If students are unable to bind the content of whatis presented at school with their very individual life experiences - they do not learn anything.” (Spitzer 2002, 2007) Teachers as adult learners also need to bind their professional activities with their life experience Headmasters ……

14. Learning for life not for the class test In an international team of enthusiasts

15. Subjects are artifical eTwinningpromotesholistic, integratedandin-blocklearning for learners and teachers Every 45 minutes a differentworld Lack of coherencebetweenthecontent of subjects Little control over life and schoolactivity Greater emphasis on the past than on the future Many negative emotions Examinations and tests

16. Keycompetencesfor lifelonglearning defined by European Parliament and of the Council on 18th December 2006 • communication in the mother tongue • communicationin foreign languages • mathematical competence and basic competences in science and technology • digitalcompetence • learning to learn • sense of initiative and entrepreneurship • culturalawareness and expression.

17. Connectivism Georg Simens 2004 • Learning and knowledge rests in diversity of opinions. • Learning is a process of connecting specialized nodes or information sources. • Learning may reside in non-human appliances. • Capacity to know more is more critical than what is currently known • Nurturing and maintaining connections is needed to facilitate continual learning. • Ability to see connections between fields, ideas, and concepts is a core skill. • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

18. 8 big ideasof constructionism Papert 1999 learning by doing technology as building material hard fun learning to learn taking time can’t get it right without getting it wrong do unto ourselves what we do unto our students we are entering a digital world

19. To sum up If Johnny was variant, John is tolerant What Johnny has not learned, that John will not know. Communicative, cultural, linguistic, technical, emotionaldiversity in eTwinning projects form the neural connections in the brains of children and will contribute to their future cognitive performance, problem-solving skills and ability to cooperate

20. Dziękuję Thank you