Geography

Project Location

Country: 
Italy
City: 
Mola di Bari

Organization

Organization Name: 
S.S. di I "Alighieri-Tanzi"
Organization Type: 
School

Website

http://files.edu.flipsnack.net/iframehtml5/embed.html?hash=fumyz8am&fullscreen=1&startIndex=0&previous_page=true

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

Education up to 15 years

Project Description

Description Frase (max. 500 characters): 

Il progetto rappresenta un segmento dell'iniziativa in rete E-CLIL-Ricerca azione/primo ciclo" A Splash into the Mediterranean Sea, che ha coinvolto una rete di scuole del territorio. Il segmento East Meets West : Lawrence of Arabia propone un intreccio di saperi disciplinari - arte, geografia, storia, arte e immagine sulla scorta della suggestione del personaggio storico di T.S. Lawrence, archeologo, esploratore e mediatore culturale ante-litteram

Project Summary (max. 2000 characters): 

1.Unit I

Geography

A.Brainstorming: What do you know about the Mediterranean area?

i.Activity 1 :Maps and Crosswords

ii.Activity 2: Mare Nostrum à flashcards game on Quitzlet

Activity 3: Frontlines in 1914 à speaking & writing in pair

 

2.Unit 2

Art

B.Brainstorming: Who studies the monuments and the life of ancient people?

i.Activity 1 : Ancient monuments in the Mediterranean area

Activity 2: Shapes  à definitions matching

Activity 3: The monument’s guessing game à speaking & writing in pair

ii.Activity 4: The Pyramid of Giza, The Colosseum and the partenon à read & complete the drawings

iii.Activity 5: T.E. as archaeologist à look&write

 

3.Unit III

History

A.Brainstorming: Why T.E. Lawrence’s nickname is Lawrence of Arabia (video)?

i.Activity 1 : the decline of Ottoman empire and the arab uprising à ask&answer

Activity 2: top 10 facts about T.E. Lawrence à timeline

ii.Activity 3: Movies & Books --> discussion + video + quitzlet game

iii.Activity 4: the private life of Lawrence of Arabia à webquest

4.Final test with questbase

How long has your project been running?

2017-03-01 00:00:00

Objectives and Innovative Aspects

L'opportunità di apprendere una disciplina attraverso un diverso codice linguistico rappresenta un valore aggiunto alla

didattica tradizionale e ha avuto un impatto positivo e tangibile sugli utenti nonché sull'acquisizione delle competenze

chiave richieste dalla Comunità Europea. La condivisione dell'esperienza formativa ed emotiva all'interno di ciascuna

scuola, della rete di scuole e attraverso la pubblicazione online dei prodotti finali, consentirà la diffusione delle Best

practices e la riproducibilità dell'idea progettuale.

L'unità formativa è stata implementata sulla piattaforma didattica FIDENIA, favorendo l'interazione di docenti e discenti, ciascuno con il proprio profilo. Sono stati utilizzati, per la verifica finale, questbase e per la valutazione complessiva dell'esperienza, padlet

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
Il progetto ha costitutito un'occasione per favorire lo sviluppo e l'acquisizione delle competenze chiave richieste dalla comunità europea: la comunicazione nella madrelingua e in lingue straniere; in campo scientifico e tecnologico, digitali, Imparare ad imparare, soft skill, senso di iniziativa e di imprenditorialità, consapevolezza ed espressione culturale. Tutti i materiali prodotti sono disponibili sui siti web delle singole scuole e del MIUR. La valutazione è stata informale, formale, sommati va, continua, di gradimento.
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

circa 40 studenti per la prima annualità, attraverso l'uso della piattaforma didattica fidenia

Sustainability

What is the full duration of your project (from beginning to end)?: 
Less than 1 year
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
What is the source of funding for your project?: 
Grants
Is your project economically self sufficient now?: 
Yes
Since when?: 
2017-08-01 00:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
Yes
What lessons can others learn from your project? (max. 1500 characters): 

Costruzione di un e-book; uso della clil con contenuti disciplinari originali e calibrati in base ad i bisogni formativi; didattica interattiva e partecipativa, attraverso l'uso di devices e di una piattaforma didattica; questionari online e uso della L2 per veicolare gli apprendimenti.

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

eCLIL history Geography art

Project Location

Country: 
Italy
City: 
Colle di Val d'Elsa (SI), Toscana

Organization

Organization Name: 
Arnolfo di Cambio
Organization Type: 
School
Specify: 
No need of funding. Teacher experiment in their curricular hours.

Website

http://project14-15.weebly.com/

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

Education up to 15 years

Project Description

Description Frase (max. 500 characters): 

21 Schools from 14 european countries worked together in this project to show each other what everyone should know about their country: enjoy!

Project Summary (max. 2000 characters): 

The students of all participant schools (Austria, Belgium, Denmark, Estonia, Germany, Greece, Italy, Norway, Poland, Romania, Slowakia, Slowenia, Spain, Turkey) present those aspects that, in their opinion, all should know about their own country. They work on a common Website http://project14-15.weebly.com/ The students of all involved schools are free to choose the aspects of their countries they want the others to know, and the ICT tools to present them. For this reason, this is a cross-curricular project, with many subjects included (Geography, History, Music, Art, Economics, German, English....) as both the facts the students want to introduce and the way of presentation have to be chosen by the students themselves (Video, photos, art, potcast...). The project also wants to be a significant contribution to the idea of Inclusion/inclusive education: every student of every schooltype is welcome and every participant contributes in his own way.

How long has your project been running?

2014-09-29 22:00:00

Objectives and Innovative Aspects

In our peculiar situation (Italian school), the project is included in an experimental pathway of teaching Geography without the use of a textbook. This is the project I chose for my younger students, as it is quite simple and enjoyable at different levels, plus it exactly matches the national curricula requirements for this age. As for the project as a whole, we set these objectives with our partners: students should get competences in 1) researching about their own country in different subjects (famous/special landscapes, famous music, historical persons...) - 2) finding ways to present their results/ideas to other students in other countries in an understandable and attractive way, using German or English as foreign language and different ICT-tools - 3) using and working with different ICT-tools like video, potcasting, audio, photo editing, photostory, (...) and building and creating a Wiki - 4) communicating with others by twinspace-tools (chat, mail...) and for example skype, using their knowledges in foreign languages. - 5) giving feedback to the contributions of their partners, working further with results of their partners they found on the common Wiki.

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
The project got excellent results in terms of students' engagement and motivation. All of them contributed to the common website, browsed the partners' materials, took the tests and quizzes prepared by the different teams, did further research to introduce their countries or get to know better those of the others. Students with special needs, migrants, natives, students coming from disadvantaged social situations, brilliant students... all of them found their way to give a significant contribution. Immigrants were particularly excited, as for once they had something more to say than the others, as they got a different perspective on their two countries (the one they came from, the one they live now). Different intelligences were cared for as the students could choose their media of expression (not only words but also visuals, music, etc). The project got excellent results also in terms of students' attainment in the national tests. In my involved class, all of the 27 students passed the standard Geography tests with good grades. The criteria of evaluation are chosen by the Geography Department and take into consideration the improving of the pupil's situation from the start to the end of the school year, the use of the specific language, the competence in orientation, the proper use of ICT, the understanding of the realation between a territory and its population/history. Another important result of our project is the website itself: it is a valuable collection of information prepared by kids for kids. It is website that all schools, everywhere in the world, could use for free as a database of teaching material for many subjects (geography, music, art, history...).
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

21 schools are involved in the project, and we can estimate an average of 1000 students being involved monthly with the project (either working on the website or exploring it). Plus, their families, their schools and their local communities are involved and regularly take part in the dissemination events. So a huge number of people contributes to the success of the project - either by being an actor (students, teachers) or part of the audience (families, municipalities...).

Sustainability

What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
What is the source of funding for your project?: 
Other
Specify: 
Scuola Secondaria di Primo Grado
Is your project economically self sufficient now?: 
Yes
Since when?: 
2014-09-29 22:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 

It's a simple project but with lots of opportunities for pupils and teachers. Basically, the students are let free to explore their countries and tell the others what they think it's worth knowing. A great way to overcome prejudices: you introduce yourself, you answer to your partners' questions, and viceversa - you know the others by their introductions and by asking them about themselves. Other schools could learn than you can innovate, presenting subjects for real, not only through books, at zero cost. Then, once they're engaged, students will turn to books (or most likely to the web) to know more. But they will already have some basis of critical thinking. Moreover, as stated before, other schools in the world can use for free the teaching material available in our website. It is particularly interesting as all af the materials are produced by kids in order to speak to other kids: for this reason, they are probably the best way to introduce a subiect in a way that's both appealing to the students and easy to understand for them. All of this, at zero cost!

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Barriers and Solutions (max. 1000 characters): 
No obstacles that cannot be overcome by common sense and mutual help. The coordinators of the projects were great and helped us in the use of ICT tools, or for working on the common website, or for communicating (not so easy when you've got 21 schools involved). One obstacle could be that some teachers (and also some students, to be honest) are still scared of ICT tools. But if you browse the pages and stop to Italy, you will be amazed at how the students improved in ICT in time: they actually started with an hand-written ebook, then got to ppt and eventually to videos and avatars. This kind of teaching is time-consuming and needs to be planned in detail, but once you are in, there's nothing that cannot be solved. Note: the entire homepage of our site was accidentally deleted a number of times! What happened? nothing, the coordinators laughed at it and just rebuilt it. Then they told us how to avoit deleting everything again. This kind of "disasters" may happen and they will. But you just have to choose wisely your team and you'll be fine.
Future plans and wish list (max. 750 characters): 
We will definitely go on with this kind of project-based teaching. We hope we'll be able to involve more classes in the future. We also hope we'll go on working with at least some of our partners.
teamwork school inclusion peer learning inclusion ICT Geography eTwinning cooperative learning

Project Location

Country: 
Italy
City: 
Colle di Val d'Elsa, Toscana

Organization

Organization Name: 
Arnolfo di Cambio
Organization Type: 
School
Specify: 
non sono necessari finanziamenti: il progetto è svolto in orario curriculare

Website

http://secondagineuropa.blogspot.it/

Privacy Law

Consenso al trattamento dei dati personali
Do you authorize the FMD to the treatment of your personal data?: 
I do authorize the FMD to the use of my personal data.

Project Type

Education up to 15 years

Project Description

Description Frase (max. 500 characters): 

European students to the world via food and ICT: are we really what we eat?

Project Summary (max. 2000 characters): 

Students from Italy, Greece and Hungary explore their own and each other’s countries, and then the whole world, as seen through the food that is eaten in the different places. Their journey is a virtual one, but the exchange of experiences is real, with regular meetings via Skype, and a blog http://secondagineuropa.blogspot.it/ a TwinSpace http://twinspace.etwinning.net/1291/home and the EXPO2015 community http://www.togetherinexpo2015.it/ as meeting points. In their journey through the world, students find out that the food of a country can tell us a lot about its natural environment, history, economy and even religion. The project, which was born out of the urge to find an alternative to the traditional book in Geography teaching, soon developed into something more: Geography learned not by reading a book or watching a documentary, but by meeting and making friends with peers from abroad. Geography not as a list of data about a country but as something alive, told by those who live in those countries. The partners in the project were three, but the EXPO2015 website gave us the opportunity to meet students from all over the world. The blog SecondaGiNeuropa got more than 11.000 visits in a bunch of months, and the students published around 400 articles. We tried out some simple exercises of flipped classroom: students had to work in groups to present an aspect of a chosen country via food, choosing an ICT tool from a list given by the teacher: the tool-testing had to be performed at home, the realization of the product and the publishing in the blog or TwinSpace at school, in a given time. All of the teams (first national, then international teams) managed to complete the tasks, boosting their creativity (thus their learning) in the process. The involved classes registered a dramatic increase in basic competences in Geography (in attachment, the graphics). It was a very successful project in terms of development of students’ competences via the use of ICT.

How long has your project been running?

2014-08-30 22:00:00

Objectives and Innovative Aspects

At first, our objective as teachers was to find an alternative to the use of the text book in the teaching of Geography. We wanted to prove that Geography can stop being felt by students as boring (having to learn by heart the names of mountains, lakes, rivers, capitals etc.) and it can be transformed in a subject perceived for what it is: a picture of real places, inhabited by real people, with their stories, culture, ideas. Later on through the project we started working on the idea of the EU as a an union of different countries, that yet have something in common and support each other (a very important topic at the moment!). Of course, we had all the objectives connected with the subject of Geography: correct use of the specific language of the subject, understanding the anthropic and natural elements in a territory, respect of natural resources, understanding European common roots, understanding the relationship between natural environment – economy – history of a country. We also had objectives linked to the use of ICT: understanding the correct use of a tool, being able to respect copyrights, understanding the opportunities and risks of the web. The means used to reach those goals are ICT tools, peer learning, team working (in national and international teams), simple experiences in flipped classroom. The use of ICT tools was kept as free as possible in order to boost creativity. This trick turned the tasks into fun and soon the blog became addictive for the students! Eventually, all of the objectives were attained, at different levels, by all the students.

Results

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters): 
The most important result is obviously the students learning: in my school we have standardized tests at the beginning, middle term and end of the school year. The Italian involved classes improved dramatically from the starting level to the end of the school year in Geography. And the comparison between involved/not involved classes is striking: this is an evidence that a methodology based on real interaction of students with peers of different countries + creative use of ICT + use of different means of expression (to care for the different intelligences, also visual or kinesthetic, etc… not only linguistic) is successful as more motivating, and definitely beats the chalk and talk. I consider another great result the fact that the students chose to spend their free time at home interacting with their partners in the TwinSpace, posting in the blog, completing team missions in the EXPO2015 community, instead of being on facebook or other uncontrolled (i.e. unsafe) socials. This expanded their school-time with a positive rebound on their learning. The criteria used to evaluate the results, as well as those established by the Literature/History/Geography department for the standardized tests, are the comparison between classes involved in the project versus classes not involved + number of classes involved in the first year versus number of classes willing to join in the project for the second year. We have evidence that the involved classes perform significantly better even in the standardized (more traditional) tests. And while this year in Italy we had two involved classes, we have another six willing to join in for the next year (plus, around 10 European school as potential partners).
How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters): 

We have 2 Italian classes + 2 teachers, 1 Hungarian class + 2 teachers, 1 Greek class + 2 teachers: about 100 students + 6 teachers. The families show a good participation, take part in all of the dissemination events, and so do the different Municipalities of the involved schools. The blog has a good amount of monthly visitors, both from our schools (students of non-involved classes browsing the blog for their studies) and from all over the world, presumably thank to the EXPO2015 activities (see the chart on the top right of the blog homepage to see the different nationalities of visitors).

Sustainability

What is the full duration of your project (from beginning to end)?: 
From 1 to 3 years
What is the approximate total budget for your project (in Euro)?: 
Less than 10.000 Euro
What is the source of funding for your project?: 
Other
Specify: 
Scuola Secondaria di Primo Grado
Is your project economically self sufficient now?: 
Yes
Since when?: 
2014-08-30 22:00:00

Transferability

Has your project been replicated/adapted elsewhere?: 
No
What lessons can others learn from your project? (max. 1500 characters): 

They can reuse our working plan for the teaching of Geography, as other classes will in our school for the next school year. They can see that we cannot teach Geography as they did in 1900. Today, Geography is both more complex and more exciting, as there’s the whole world of knowledge in it (from Science to Technology, from Economics to History, from Natural Sciences to Biology). We want our students to taste a little bit of each. So we have to introduce the subject in a way that it is felt as alive: cooperating with partners from different nationalities, learning by doing and exchanging, working in teams, preferably international teams, getting first-hand information from those who live in a different country, feeling free to explore the countries and the ICT tools to get to know first, and then present them. We chose food as the leading image in our journey, but other themes can be chosen of course. It is the journey that matters. Other schools and teachers can see that, even if we don’t use traditional means (test book, individual study, traditional essays, etc.), our students get more involved, so they perform better even in traditional tests.

Are you available to help others to start or work on similar projects?: 
Yes

Background Information

Barriers and Solutions (max. 1000 characters): 
There are no obstacles to this kind of methodology. It’s just very time-consuming, so teachers have to know that if their students get involved and write down 400 articles, they’ll have to give their feedback to 400 articles (not the 25 essays you have to correct twice a semester in a traditional teaching). Plus, the team activities should be well planned in advance, to avoid having one student doing all the work and the others play (the teacher has to think about different roles for the students to choose in the group). Planning the project and the dissemination with partners is time consuming as well. And you have to know lots of ICT tools to keep the students motivated and entertained (a playful atmosphere is of great help!). But everything can be easily overcome with collaboration (also teachers have their share of peer learning!). There are neither extra costs nor extra hours needed. Everything can be done in normal school time, inside the curriculum.
Future plans and wish list (max. 750 characters): 
We are planning to widen the project next year, opening it to new partners from different countries and more classes in our school. We expect a huge participation as a consequence of this year’s brilliant results (families are pushing for their kids to be involved in the project). We will create a new blog and open a new eTwinning project as a follow up. Everything will be kept, as for this year, in the curriculum and in the normal school-time. We do not need any funding or anything special, as it’s an innovative kind of teaching that just needs a pc room and some tablets, plus motivated teachers, not an expensive plan of buying any complicated or futuristic technology. In the long run, we want to introduce an innovative, evidence-supported methodology, for the teaching of Geography, widening it to institutes in our net, bot in Italy and in Europe.
teamwork peerlearning ICT Geography flipped classroom EXPO2015 eTwinning environmental sustainability cooperative learning
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