Занятие 5. Информационные технологии в
организации межшкольных проектов.
1.Ответьте
на вопросы:
1. Что такое межшкольный проект?
2.
Какие
виды проектов вы знаете?
3.
Принимали ли вы участие в межшкольном проекте
внутри своей страны?
4.
Принимали
ли вы участие в межшкольном проекте с другой страной?
5.
Общаетесь
ли вы с друзьями из других стран? Как?
6.
Организовывали
ли вы на практике какие – либо проекты школьников?
7. Прокомментируйте высказывание:
«A school links project is a project that is
undertaken between two school that are geographically distant. This often
involves schools that are in different countries. An essential part of getting
involved in a school links project is to remember that there is a lot of
planning involved in order to ensure that a project is set up successfully and
can be maintained for a useful amount of time.»
2.
Составьте список преимуществ организации межшкольных проектов.
3.
Посетите указанный сайт и прокомментируйте его следующие разделы:
1. Finding a partner
2. Projects and collaboration
3. Funding and programmes
4. Support and management
5. CPD and training
6. Case studies and resources
7. International school award
4. Как начать организацию проекта? Прочитайте и прокомментируйте основные направления
работы the Global Gateway:
http://www.globalgateway.org.uk/
1.Finding a partner school
On the Global
Gateway, there are more than 20,000 schools from all over the world. There's
lots of advice about how to use the Gateway, but the best way is to try
it!
You can start looking at
potential partner schools right away and register later.
When you find a likely looking
partner, keep a note of the name or print out the profile. You can find it
again using the keyword search box.
Start by
emailing a number of schools (maybe five or ten), look at the replies. Think
about the types of link you could have. Maybe one school would be ideal for
your school partner, but another would be great to team up class to
class for a particular project or subject.
Aims:
'What are we
trying to achieve for our learners?'
For example, they could:
- consider our changing world,
their place in it, and the rights of others in it
- participate in society as
active and responsible global citizens
- enhance their language
learning through appreciation of other cultures
- through ICT make friends and
communicate in a global learning network
- investigate identity,
diversity and personal histories through migration tales
- compare how individuals and
nations respond to global issues such as climate change
Actions:
'How will we organise the global learning?'
- Block timetabling, eg Japan Week, Fair Trade Week
- Links across subjects via topics such as climate change,
migration, the media, or a country (eg Kenya)
- Whole school development plans, policies and ethos
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Working together
reinforces the concept of school partnerships, bringing an international
dimension to the heart of the curriculum.
Collaborative projects count as
compelling learning experiences in the new QCDA curricululm guidelines.
Examples of collaborative projects
You can choose from joining an
existing project and planning your own. You can work with existing school
partners or find new ones to work with.
3.Where do we
link?
We have included ideas for curriculum links
by topic, eg Ghana to
chocolate; Cotton and textiles to India;
sustainability to Nepal;
enterprise to Indonesia)
...
...and by subject: MFL to France, Spain,
Germany... not forgetting Rwanda, Mexico or even Japan; community languages to
India or Pakistan; citizenship to South Africa; history to Turkey, Greece, West
Africa, Russia, Poland; business studies to Taiwan, media studies and ICT to
USA or Eastern Europe.
We've listed the programmes that run in
these countries (it turns out UK-Germany links offer the most in terms of
programmes and funding!).
We've mentioned any special aspects that
might be worth considering before making a link with this country, and added
our own tips and insights from three years of linking schools.
In some cases we have worked with British Council
offices in countries where schools are especially keen to link with
the UK.
They have put together pages to invite you to link with them, giving some
reasons you may not have considered!
4.Quick
projects
Many of the
projects we suggest need a 'lead time' for planning and curriculum linking. But
what if you need something to do in class right away? Here are our top six
ideas.
If you
already have a partner school...
1. You can
incorporate it by preparing classwork to send to the school, or even just
discussions that involve role play, where some learners pretend to be from the
partner school. You don't need to plan ahead with the partner school.
This is what teachers
really like about school partnerships: they find it creates a concrete
example that learners will recognise, remember and identify with. See partnerships available now
2. You can share an
online resource such as a story or poem, to stimulate international awareness
and link that to your topic work. See examples
3. We help you plan
projects for you and your link school(s). These can utilise ICT, be creative,
have local significance or just enhance a specific part of your curriculum. Quick project
templates (each is one page)
If you don't
yet have a partner school...
4. You can 'borrow
one' from Sierra Leone or Malawi whenever
you like...
5. You can look at
children of all ages writing about rivers on eLanguages.
It will give you some ideas about putting together a presentation on your local
river or one that you study for sharing with children in other countries -
the best format is to use PowerPoint.
5.Projects by
themes
You could work on a project with an
existing partner school or just join one of the projects and see who you
meet along the way! Either way these projects are all suitable to count towards
the International
School Award.
Widening participation
Projects engage pupils in what would
otherwise be abstract and distant issues, making them more immediate,
relevant and real. This can be extremely useful for groups such as
looked-after children, children from traveller communities, children from minority
ethnic communities or children who are at risk of being excluded.
Projects are inclusive, offering
participation on an equal footing to children with learning difficulties, ASD
or ADHD.
Learning is easily personalised:
you can offer different roles to different students within each project.
Top tips for topic
work
- If you're working within a whole school partnership, joint curriculum
projects are top of the agenda if you're able to visit a partner school
and meet teachers.
- Remember it is not necessary to match children exactly by year
group (though it is best to stay within one year) - see how the
curriculum topics match up.
- For language projects (or if children from your partner school are
learning English), you could set up mentoring groups to help
with language skills, or match up two differently aged classes that
are at a similar level in learning a foreign language.
- If you need a partner quickly, post messages on messageboards at eTwinning (Europe) or
ePALS,
where you can search for a partner by subject.
5.
Опишите проект, который вы могли бы
организовать, его цели, задачи, тему, организацию.
.
