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Liceo Scientifico “Albert Einstein”            Teacher: M.Beltramini

Immaginare la Pace Classi 4A e 4D. Liceo Scientifico “Albert Einstein”            Teacher: M.Beltramini. Credits. Materials. The materials attached to the present work result of the shared choice made by all the students of both classes.

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Liceo Scientifico “Albert Einstein”            Teacher: M.Beltramini

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  1. Immaginare la Pace Classi 4A e 4D Liceo Scientifico “Albert Einstein”            Teacher: M.Beltramini

  2. Credits

  3. Materials The materials attached to the present work result of theshared choicemade by all the students of both classes. The choice was made during atutorialin the school Aula Magna on the 23rd of March 2005. The criteria followed wereto provide examples of the students’ different kind of activities and contributions.

  4. Project Structure I PHASE • Class Brainstorming • Group Brainstorming • Process decision making II PHASE Finding out the meaning of the word “peace” in different dictionaries Methodology: Dictionary Research (studied languages) Latin Italian French German English %

  5. % III PHASE • Selecting Materials METHODOLOGY • Search of word occurrences → context/s → reconstruction of historical background (documentation of such activities are attached to the texts of the single documents analyzed) • Hypothesis making of possible meaning • Gathering data/result/s • Analyzing and interpreting data • Drawing possible conclusions (read more 1 - 2 – 3) Personal Interpretation • Decisions making on behaviors to take %

  6. % IV PHASE Class test: short essay writing(some examples4A - 4D) about the different relevance of the word peace V PHASE • Personal discussion of articles(some examples4A– 4D) • Classtest: analysis of an article or interview • Testimonials’ famous quotations (Bible, Matthew, M.Gandhi, Malcom X, John F.Kennedy, Woodrow Wilson, Michael Franti, Sigmund Freud,…) • Choice of favourite quotations (4A – 4D) %

  7. % VI PHASE • Face - to - face lessons: Treaty establishing a Constitution for Europe • The word peace in the Preamble(read 1 2345) and the full text • Analysis of occurences (4A – 4D) VII PHASE • Deciding about a possible right to adopt in the class context • Writing suggestions for school charter (4A - 4D) in favour of right adopted • VIII PHASE • Metacognition (going back to process different steps) • Possible follow up

  8. Motivation The project is the result of the efforts of classes 4A and 4D to: • reflect on the over use of the word “peace” in today’s media; • be a contribution to the ISIS Project “Imagining Peace“ through an action research process of the students and the teacher; • provide occasions for reflection on peace [12345678910] (a never granted and unstable condition) in the English class context and the related curriculum; • try and implement active and inclusive forms of citizenship in class contexts; and, last but not least, • promotes active participation and opinion formation on the basis of reflection and awareness as a result of the learning process.

  9. Logbook The process can be considered cross-cultural: • it involved the analysis of documents and papers from different sourcesand cultures; • it covered a range of time of mainly two months and was carried out in class, group activities as well as homework tasks; • it required interacting, listening, reading, speaking and writing activities and skills in English and I.C.T practice; • it involved summing up and public reporting about the history of England and the hot moments that marked the birth of the different papers and constitutions; • what’s more it implied use of microlanguages (administrative and legislative registers).

  10. Pros • Reflecting on the use of words • Making hypothesis • Finding out possible meaning/s • Making research (dictionaries, documents, the media) • Drawing possible conclusions on the basis of quality and quantity data • Discussing hot contemporary issues • Making decisions on behaviours to take • Cooperative practicies

  11. Contraints: • Time • school organization (timetable, laboratory equipment, poor library, lack of papers and magazines…..) • isolation • confined area of work (subject context) • assessment

  12. Possible follow - up • Analyzing Gospel’s mountain speech • Analyzing famous speeches ( M.L.King’s I Have a Dream) or other • Comparing previous speeches to today’s Presidents’ speeches about peace • Analyzing the relationship peace - human rights ….

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