the plan of Erasmus+ project activities

Informacja dla uczniów z drużyny Erasmusa+: wszystkie informacje napisane w kolorze czerwonym powinny się znaleźć na osi czasu w programie TimeToast.

 

 

 

September 2015

Creating a team of students and teachers. 

 

Publishing information about schools’ participation in Erasmus+ project on schools’ websites (Polish and Spanish students prepare a presentation of own schools - a photo of students, teachers and a school building - this photo is edited in Microsoft Photo Story and an oral/vocal description of the school and music is added).

Displays in schools’ corridors are organised about details of the project and planned results.

 

Planning the activities of the project with students with the use of TimeRime. (visual-spatial int.)

 

October 2015

Creating a logo of the project : All students from both schools (aged 10-12) are invited to create logo of the project during regular lessons with teachers.

 

Voting for the best logo: The logos are published on Facebook and students from the whole school and their parents vote for the best logo; the best logo is edited in Microsoft Photo Story - Spanish and Polish students directly connected with the project.

 

November 2015

Spanish and Polish teachers meeting in Poland

Preparing a multimedia leaflet (a paper version too) for parents about emotional intelligence of the students with the information about what they can do to improve their children’s emotional intelligence (Glogster).

 

Students answer questionnaires: Students answer the questionnaire checking which multiple intelligences prevail among students directly connected with the project (Survey Monkeys, Quiz Revolution or PollDaddy).

Students answer a survey concerning their knowledge of ICT tools and vocabulary/ expressions which will be used in the project.

Students answer the survey checking their emotional intelligence – they choose how they would behave in certain situations which will be role-played during international meetings (Survey Monkeys, Quiz Revolution or PollDaddy).

 

December 2015

Starting activity “Who am I?”

students learn the vocabulary and expressions (connected with characteristics, hobbies, pets, family) with the use of ICT tools (PurposeGames, Learning Apps, VocabularySpellingCity) and activities which develop students’ multiple intelligences:

1. kinesthetic/visual intelligence (mind-maps in Poplet)
2. musical intelligence (puzzles with vocabulary - Jigsaw Planet)
3. verbal-linguistic intelligences (PurposeGames, Learning Apps, VocabularySpellingCity)
4. logical-mathematical

– students create graphic portraits containing clues about their characteristics, interests, likes and dislikes, pets, family; the portraits also contain the clues about pupils’ emotional intelligence – e.g. if they are impulsive, sensitive, if they like working in a group, if they are good at persuading and so on (PiZap, Glogster); pupils in the partner school write description of their partners based on the clues in the portraits and create speaking avatars in Voki, they are then published in the twinspace;

 

January 2016

Creating a puppet: Each class at school (7-12) create a puppet embodying national characteristics and choose a name for it.

Voting for the best puppet: Students and their parents vote for the best puppet on Facebook.

 

A multimedia presentation about the puppet: Students (directly connected with the project) describe their national puppets emphasising national characteristics in the presentation. (Prezi)

 

 

February 2016

Polish and Spanish teachers gather information about what is important for effective communication and cooperation in a group, finding out about emotional intelligence. The teachers also do brainstorming with students on that topic.

• students are presented with information on those topics with multimedia presentation - students after getting familiar with materials draw conclusions and fill in a mind map in Popplet (visual-spatial int.)

 

March 2016

Preparing for the meeting in Spain:

Learning the vocabulary: Polish and Spanish students learn vocabulary and expressions needed for the role-plays - techniques which promote multiple intelligences

• students with bodily-kinesthetic, visual-spatial intelligence draw faces presenting emotions, the pictures are edited and only eyes can be visible  (the pictures are edited in Pizap), students from partner school guess the feelings looking just at the pictures of eyes and add the names of the pictures (in PiZap); later students make puzzles with the whole faces and the names of the feelings (Jigsaw Planet) to be solved by partner school
• students with musical intelligence make slideshows with the pictures of the emotions made by their friends adding music corresponding to the feelings
• students with verbal-linguistic intelligence create short stories/dialogues with the names of feelings and expressions needed for role-plays (word clouds in Thinglink)
• students with logical-mathematical and naturalistic intelligences create a diagram with emotions (grading them from the most positive to the most negative)

Consolidating the vocabulary with the use of ICT tools: Students consolidate the vocabulary with the use of PurposeGames, Learning Apps, VocabularySpellingCity.

 

Planning the trip with TripLine: Spanish and Polish teachers plan the trips and international meeting with students using TripLine(visual-spatial int.)

 

Students from both schools create a mini English phrase-book with expressions useful for communication during the meeting. (ebook)

 

April 2016

Polish students and teachers visit Spanish school.

× students using the national puppets act out role plays, they record the performance with a camera or a smartphone (emotional int., bodily-kinesthetic int.)

× in order to manage stress and reduce students’ anxiety level about international meeting, students make together intense aerobic exercises (emotional int., bodily-kinesthetic int.)

× developing different multiple intelligences - learning traditional dances and songs; going on a trip into mountains - taking photos of characteristic plants (musical and naturalistic int.)

× visiting students find out about host students hometowns’ history (bodily-kinesthetic and visual-spatial int.)

Spanish students prepare a multimedia album - talking pictures (photo- and audio- powered) of important, historical places in their hometowns (Prezi) (visual-spatial int.), creating timelines connected with the history of the visited town (timetoast) (logical-mathematical int.)

Students in Poland prepare a multimedia album - characteristic plants photographed during the visit to Spain (visual-spatial int.) (Glogster)

 

May 2016

Presenting multimedia albums and timelines to each other during a videoconference: During a videoconference Polish and Spanish students present the albums and a historical timeline. After the presentations students ask each other questions about historical facts and plants.

Polish and Spanish students edit the movies with the international role-plays (Movie Maker,Pinnacle Studio)

 

June 2016

Both schools' teachers prepare a multimedia leaflet about emotional intelligence:  for other teachers at school about interesting activities connected with developing students’ emotional intelligence they can use during lessons (Prezi).

 

September 2016

Second transnational project meeting in Spain. 

 

September 2016 / October 2016

Students invent a therapeutic story, concerning the subject of anger/aggression and ways of dealing with it :

• students from Poland create first part of the story then students from Spain create the second one
• first students create the story in native languages
• then a glossary is created in Powerpoint
• students learn the vocabulary with the use of ICT tools (PurposeGames, Learning Apps, VocabularySpellingCity) and activities which use students’ multiple intelligences
• the teachers teach/revise students grammar structures needed in the story
• students translate their part of the story into English and send it to a partner school

 

October 2016/November 2016

When a second part of the story is ready, students in Poland create a pop-up book, students in Spain create a comic story (in ZooBurst and in Pixton).

 

December 2016

The story is presented to the whole school community during English lessons - before the story is read and watched, the key words/expressions are taught using different ways of developing multiple intelligences and ICT tools; then they paint/draw a title page of the story  (emotional, visual-spatial, verbal-linguistic int.)

 

January 2017

A competition for the best title page is organised in both schools (students together with their parents vote on Facebook for the best title page).

 

 

February 2017

Mathematical competition between students of both schools - linguistic/Maths/ European awareness. Spanish and Polish students look for 3 native famous buildings and 3 European buildings which resemble mathematical shapes. Each school’s students prepare a task for a partner school in which short description of buildings is provided and the task is to find these buildings and name them. (emotional, mathematical, visual-spatial intelligences)

Spanish and Polish students create an album with buildings resembling shapes. (Prezi) (mathematical, visual-spatial intelligences)

 

March 2017

Students from both schools plan in English the trip to Spain and the international meeting in Poland. (TripLine) (visual-spatial int.)

Students from both schools revise useful English expressions which will help students communicate during the trip to Poland (they take use of a mini English phrase-book created before the first students’ meeting).

 

April 2017

 Spanish students and teachers visit Polish school.

× Multiple intelligences competition - mixed groups have different tasks to complete checking their knowledge of English taught during the  project, their abilities connected with emotional intelligence and ICt tools. The tasks develop different multiple intelligences. This task will also serve as an evaluation tool, too.

× activities developing emotional intelligence

× learning traditional Polish dances and songs (musical intelligence)

× going on a trip into mountains - taking photos of characteristic plants (naturalistic intelligence)

× Spanish students find out about host students hometowns’ history (going to the modern multimedia museum of Fire, which also presents the history of our town, going to another town’s museum where students can learn about the history of it) (bodily-kinesthetic and visual-spatial int.)

 

Polish students prepare in English a multimedia album about historical places in Żory - talking pictures of important, historical places in a Polish hometown (Prezi) (spatial-visual int.), creating a timeline connected with the history of the town (timetoast). (logical-mathematical int.)

Students in Spain prepare a multimedia album - characteristic plants photographed during the visit to Poland (naturalistic int.) (Padlet)

 

May 2017

During a videoconference Polish and Spanish students present the albums and a historical timeline. After the presentations students ask each other questions about historical facts and plants. (Skype) (emotional, spatial-visual int.),

 

Polish and Spanish students prepare by themselves personal profiles in English in Padlet/Glogster/Prezi concerning multiple intelligences (the way they like learning, which ICT tools help them learning).

 

 

June 2017

Students answer questionnaires and tests on emotional intelligence, multiple intelligences, ICT tools and culture.

 

Happenings in both schools - presenting all the results to the members of local schools and to the hometowns' authorities.

→ a multimedia presentation about the project, students’ speeches about their participation in the project

→ a workshop for students and teachers - how to create a presentation in Prezi/Glogster; working with websites as PurposeGames, Learning Apps, VocabularySpellingCity where students can consolidate English vocabulary - role-playing the situations which explore emotional intelligence