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Εμφάνιση αναρτήσεων με ετικέτα Spain. Εμφάνιση όλων των αναρτήσεων
Εμφάνιση αναρτήσεων με ετικέτα Spain. Εμφάνιση όλων των αναρτήσεων
Τρίτη 8 Ιουνίου 2021
Δευτέρα 7 Ιουνίου 2021
Κυριακή 1 Μαρτίου 2020
Ημερολόγιο 2019-2020 - Calendar 2019-2020
DEAR COLLEAGUES AND PARTNERS
«Modern Odysseus in the arms of Europe» under code number 2018-1-EL01-
KA229-047725- Erasmus + 2018 »
In the Europe of myth and of today's
reality, we are looking to find our distinctive role using for a supportive
tool the program: Modern Ulysses in the Arms of Europe. Our goal is to delimit
and strengthen our European identity by keeping each one of us our historical
consciousness. Through dispute,
questions, suggestions, positions and value institutions, we create European
Odysseus, a puzzle, a personaenclosing traits
from 6 countries in Europe, Greece, Spain, Latvia, Portugal, Croatia.
Mythical Odysseus, Homer’s hero, is an attractive hero, the symbol of perpetual
journey and adventure, the immigrant and the refugee who suffers from his yearning for home. His journey-our
journey, an inward search and a journey of maturity is a lesson of life for all
of us and especially for our young
students. By participating in the program, we aim to offer students and
teachers the opportunity to acquire basic skills and competences that will help
them develop their personal growth as well as cultivate their criticism. By
communicating with their peers, they improve their reading practices, their
language skills as well as their electronic literacy through the use of ICTs.
They understand that all of usmay become "Odysseus" at some phase of
our life, they are prepared for their social role and the increased demands of
modern world. They get information on European countries, their lifestyle,
their educational system and their culture. They develop social skills which
will help them integrate better into a multicultural and globalized EU.
Then we want to develop their
awareness for the cultural values of the different countries and to cultivate
the respect, tolerance and understanding of the Other, the foreigner by
consolidating the views of different cultural communities.
An important dimension of such a
program, based on intercultural education, gives teachers the opportunity to
experience "teaching contact" with people from different
sociolinguistic or cultural backgrounds. Experience is an important factor in
the process of change, perceptions and beliefs of teachers because it
contributes to the development of the empathic capacity, the ability of the
teachers to see the situations of the refugee, the immigrant, the foreigner,
from the perspective of somebody else and experience feelings apart from the
dominant culture.
In conclusion, today, when modern
Odysseus travels in the embrace of Europe, where its societies are
characterized by national, cultural and linguistic diversity, modern Odysseus'
cross-cultural capability forms the basic dimension of pedagogical competence
of teachers for their journey to the embrace of Europe .
Students and teachers through the
inclusion of a critical intercultural research, which will combine theoretical
knowledge with the empirical dimension and will be looking forward to the
development of an intercultural consciousness through established perceptions
and beliefs, willdefine the face of modern Odysseus consisting of the
individual Odysseus of each country to understand their role in united Europe.
Educational ICT applications, combining collaborative
activities, student-teacher interactions with the computer, and student
self-motivation in the course of the lesson, tend to maximize the benefits of
technology in the classroom.
The project scenario will be selected based on the
principles of group co-operation, as well as socio-cultural theories. Also, the
scenarios will be based on the theory of multiple intelligence that
promotes the multi-sensory approach of
knowledge (Gardner), since we all have to reach the ultimate goal of
understanding the cognitive object through a variety of activities with
interactive and experiential approaches with action research and camper life
experiences, with the help of the method of discovery and the method of
SelestFrene.
In this context, the cross-curricular
approach will be based on group-centered learning schemes in class,focused on
cooperative forms of teaching and learning, as well as on the cultivation of a
climate of acceptance and solidarity, qualities that overturn the individual
competition that characterizes the function of the traditional school.
All activities will be evaluated for their quality
with the use of questionnaires. Both the quantitative (sociogram,
questionnaire, etc.) and qualitative (interview, calendar keeping) evaluation
will be used. The MCI Questionnaire (My Class Inventory) was developed to
explore the selected sector and the individual indicators. Some modifications
were made to the questionnaire mainly by using a four-dimensional scale in some
responses to increase the range of responses.
There are 6 carefully selected partners involved in
the program, having as criteria the travel of the mythical Odysseus and the
travels of modern migrants-refugees to Europe. Others have experience of
transnational partnerships and others will be assisted with the help of the
rest and with the principles of mentoring.
Greece, represented by the 19th All-Day Primary School
of Katerini, as the coordinator of the project, will plan activities related to
making the acquaintance of Odysseus through time and space, speech texts and
the internet. It will realize creative writing and cultivation of emotional
resilience. It will develop experiential workshops in a camp and will produce
printed and digital educational material.
Spain with EscolaPericot, Giron will carry out a drama
training activity using the waldorf method which will include:
Exploring and making drama
Reflecting on drama
Cooperating and communication in making drama
Latvia with the Zolitude Gymnasium Riga will
develop a questionnaire for the evaluation of the project. It will create a
handbook titled "Assistance for the students to enter a new college in
another country"
Portugal with Agrupamento de Escolas de São João
da Talha will carry out interactive learning activities, for the approximation
of PLB-based learning approach and Moodle platform presentation.
Croatia with OsnovnascolaMajstoraRadovana will
present teachings on Integration in to Society and Culture of Dalmatia for the
first and second generation of refugees from wars.
Sincerely yours
The school Directress
Eleni Pataridou
Ημερολόγιο 2019 - Calendar 2019
Ημερολόγιο 2020 - Calendar 2020
Παρασκευή 27 Δεκεμβρίου 2019
Σάββατο 23 Νοεμβρίου 2019
Τρίτη 4 Ιουνίου 2019
Τρίτη 7 Μαΐου 2019
Report on visit to Spain
Report on
visit to Spain
Having emotional excitement of the visit to Spain
calmed down, we can give a sober analysis of the Spanish project part.
From our point of view it can`t be described as just
impressive but of course highly motivating, educational and in some way even
challenging.
It`s not a secret
that teacher`s job requires not only a certain amount of knowledge, but demands
definite skills of communication, listening, accepting new ideas what has been
successfully provided by this project.
It wasn`t easy to accept that imaginative, artistic
and practical hands-on work can inspire life-long learning process. It helps to
develop sensory awareness, sensibility, stimulate creativity and imagination.
Thanks a lot to a visual art teacher Jordi Serra for
the workshop about how to encourage developing and understanding art forms.
It is known that not every child can express his
thoughts and feelings in words, dramatizing is the best learning tool this way.
Special appreciation for Celi Graells for her emotional and expressive
presentation of pantomime activities developing our creative potential and
critical thinking skills.
“Journey to Ithaca” was the most emphatic, demonstrating not only
students` artistic skills but also great cooperative work of teachers. It was
seen a team work of teachers of art, music, dance, IT, and so on.
Thanks to Isabel Bravo, the teacher of Special Needs,
showing and explaining in details the
importance of diverse approach towards pupils with special needs.
Workshop with robotics, presented by Gerard Descamps was
the last but may be the most essential today. Modern children, sometimes called
“digitally natives”, seem to know how to operate technology from their birth,
but if there is a robotic teacher nearby, their natural skills are directed
towards development of their literacy
and other “soft skills”.
All the activities and workshops provided by the
Spanish group were aimed to show us how to become more competent to cope with
multicultural classes. We can confidently say they achieved their goal, because
we didn`t even see a shade of any discrepancy between local children and
refugees, it is seen how migrant pupils integrate themselves in school reality.
Finally, we`d like to express our full satisfaction
from cultural programme organised by the receiving side: tour around beautiful
Girona, educational visit to Dali museum, wonderful trip to Tossa de Mar,
delicious food and warm and friendly atmosphere of the visit.
Σάββατο 13 Απριλίου 2019
English Festival 2019 - Escola Pericot
Παρασκευή 12 Απριλίου 2019
We thank the Director of the Pericot School
We thank the Director of the Pericot School for hosting the "modern Odysseus in the arms of Europe" and especially in the Catalan newspapers! A beautiful team in an excellent country with an exemplary hospitality!
Πέμπτη 4 Απριλίου 2019
Europe Girona meeting – March 2019
Generalitat de Catalunya Escola Pericot
Modern Odysseus in the arms of Europe Girona meeting – March 2019 2018-1-EL01-KA229-047725_5
From 18th to 22 of March the Pericot School from Girona has held the second
Meeting of the Erasmus+ project Modern Odysseus in the arms of Europe with
the participation of 18 teachers coming from Greece, Portugal, Croatia, Latvia
and Catalonia – Spain.
First day, after a full visit of the school we focus on Introducing Waldorf system based on the philosophy that imaginative
and practical hands-on work is the best way to promote learning meanwhile
children are introduced to lessons through music, visual arts, dance, writing,
and myth. This education aims to inspire life-long learning in all students and
to enable them to fully develop their unique capacities. We linked part of the
Waldorf system as well to some of the main points of the Pericot School
Project. All the artistics subjects are really valuable for the integration of
the students who don’t speak Catalan neither Spanish, as they feel they are at
the same level than the rest of pupils.
We had the chance to experience how Visual
arts education helps to develop sensory
awareness, enhances sensibilities and emphasises particular ways of exploring,
experimenting and inventing. Through a practical workshop about how to
encourage developing and understanding the art forms and art appreciation, the
teachers experienced how to explore art media, looking for develop specific
skills and techniques, using the visual arts elements further than the usual
techniques as paper and colours. Also, creative expression workshops help the
children to build a bridge for the gap between past and present, culture of
origin and host society. The workshops provide a safe space for expression,
acknowledge and value diversity, allow the establishment of continuity, and
facilitate the transformation of adversity.
Through the dance and
movement, as the first language we learn, we focus on the approach experiencing
of creative dance in the education curriculum. Dancing is an integral way of
learning, using the whole body, not only the brain, optimizes the learning
process. It’s easier to remember something when you are using your whole body,
this is why dance and movement is a good resource to teach other school
subjects (languages, mathematics ...). You learn to observe and reproduce, to
focus, and you see the necessity of repeating and strive to improve, without
pressure, intuitively. You also improve postural habits, flexibility, balance
and strength. Skills very valuable for learners.
Generalitat de Catalunya Escola Pericot
We saw as creative expression in drama
workshops can be implemented successfully with
different age groups, adapting the modes of expression to their varying
developmental needs. Four aspects seem to play a key role in all the workshops:
the construction of a safe space, the acknowledgement and appreciation of
diversity, the establishment of continuity, and the transformation of
adversity.
They can be replicated in different school systems and adapted to class
programs for immigrant and refugee children, as long as three central points
are kept in mind. First, a verbal and nonverbal means of expression must always
be paired, to offer the children more than one way of expressing themselves and
to circumvent the inevitable language barrier. Second, the program should
metaphorically represent cultural diversity to allow a give and take between
mainstream and minority cultures. Third, it is essential to provide a secure
place for working through issues, and this can be done by alternating
opportunities for personal expression and small group discussions to foster
empathy and solidarity. Finally, the experience of the creative drama workshops
raised the importance of sensitizing the teachers to the children’s life
experience and of supporting them in this process.
Diversity
in classrooms is a term that can have many different
meanings depending on context. This practical workshop offered a comprehensive
definition of the term, identifying how diversity affects the classroom and
providing practical tips for promoting an inclusive classroom through the
system called by ours as ‘wheels’, who consist is sequenced activities
according with the pupil’s level. Children are often at the forefront of
working out what it means to be a new arrival in a different country. They feel
the anxiety that comes with being the new girl or boy at school. They are in an
environment that emphasises integration, learning new rules, making new
friends, possibly learning a new language.
Amid all of these changes, teachers must be aware of how important it is
simply for children to feel included. Even making their home countries a
feature of lessons in, for example, geography can help children feel more at
ease. It is a valuable opportunity for them to contribute. If their identities
are ignored these children may feel detached from school. This sense of
detachment has been shown to negatively affect learning. It may also have more
serious consequences for a child’s sense of belonging and, ultimately,
well-being.
Robotics at school has been a workshop to show how
working with robotics goes far beyond the obvious lessons surrounding building
and coding—it’s also an effective way to teach literacy competency and other
various “soft skills” that are essential in today’s world, and a perfect way to
practise cooperative methodology.
Finally, the English Festival: Journey to Ithaca has been a sample of what we have been seeing and doing in the lectures
and workshops during the week: arts, music and dance, all together in a story
about the feeling of leaving home, the nostalgia of the homeland and the
situation of refugees. Everything linked with Odysseus and his return to
Ithaca.
Generalitat de Catalunya Escola Pericot
As Cavafy says, we all want to return home, to Ithaca, to view from the
sea that island where we grew up. The legendary Greek island is the perfect
metaphor for the purpose in life, one which we never stop pursuing. Ithaca
could be nearly anything. It can represent the processes involved in reaching a
goal or in recovering something we have lost. It might even symbolize the act
of transitioning through life, from beginning to end, and to finally returning
to one’s origins and the finding of a new place to start a new beginning after
left your homeland.
The main goal of the Erasmus+ program is to achieve cooperation and
networking of schools in Europe, to practise a learning experience in another
European country, and to exchange good practices. In particular, this project
concerns school partnerships with a view to exchanging good practices and
promoting the respect and understanding of the other, so that the practices of
the program become an integral part of everyday life of as many children and
adults as possible. The fact that the educational, social and emotional success
of immigrant students differs so widely across countries, and that countries
pursue such different policies and practices in leveraging the potential of
immigrant children, underlines that there is much that our schools can learn
from each other.
Odysseus ship now has left
from Girona city (Catalonia – Spain) and is sailing through Latvia, arriving on
September full of new experiences.
Girona meeting – from 17 to 23 May 2019 Participants List
|
|
2018-1-EL01-KA229-047725_5
|
|
Modern Odysseus in the arms of Europe
Girona meeting –
from 17 to 23 May 2019
|
Name
|
Country
|
School
|
Signature
|
|
SEITANIDIS THEODOROS
|
Greece
|
19th Primary School of Katerini
|
|
|
TASIONA SEVASTI
|
Greece
|
19th Primary School of Katerini
|
|
|
PAPADOPOULOU MARIA
|
Greece
|
19th Primary School of Katerini
|
|
|
BACHLITZANAKI MARIA
|
Greece
|
19th Primary School of Katerini
|
|
|
MARGARITI THOMAI
|
Greece
|
19th Primary School of Katerini
|
|
|
|
Latvia
|
Rīgas Zolitūdes Ģimnāzija
|
|
|
|
Latvia
|
Rīgas Zolitūdes Ģimnāzija
|
|
|
|
Latvia
|
Rīgas Zolitūdes Ģimnāzija
|
|
|
|
Latvia
|
Rīgas Zolitūdes Ģimnāzija
|
|
|
|
Latvia
|
Rīgas Zolitūdes Ģimnāzija
|
|
|
Maria da Luz Fragoso
|
Portugal
|
Agrupamento de
Escolas de São João da Talha
|
|
|
Clara Santos
|
Portugal
|
Agrupamento de
Escolas de São João da Talha
|
|
|
Maria da Conceição
|
Portugal
|
Agrupamento de
Escolas de São João da Talha
|
|
|
Danijela Uljević
|
Croatia
|
Osnovna škola
Majstora Radovana
|
|
|
Vedrana Brajko
|
Croatia
|
Osnovna škola
Majstora Radovana
|
|
|
Dragan Vuletin
|
Croatia
|
Osnovna škola
Majstora Radovana
|
|
|
Anita Brodarić
|
Croatia
|
Osnovna škola
Majstora Radovana
|
|
|
Zorana Brodarić
|
Croatia
|
Osnovna škola
Majstora Radovana
|
|
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