“THINK OF IT .. VISUALIZE IT ……… HAVE IT DONE”
2020 - 2022
www.seasonal.glocal@eu.com
PROJECT TITLE www.seasonal.glocal@eu.com
START DATE JANUARY 2021 END DATE JUNE 2021
PARTNER SCHOOLS:
C. CROSIA, Italy: Headteacher, Mrs Rachele Anna Donnici, Mrs Vulcano Carmela, Mrs Maria Grazia Arcidiacone , Franco Ausilio
Gymnázium, Jírovcova 8, České Budějovice, České Budějovice Repubblica Ceca Deputy Headteacher Mrs Lenka Kudrlickova, Mrs Tereza Hniličková
Agrupamento de Escolas D. Afonso Henriques, Vila das Aves, Vila Das Aves Portogallo
Deputy Headteacher Mr Paulo Costa
Mr Fernando Maia
PLANNING
It is an ambitious partnership project between schools of the same level, which aims to
enrich the personal and professional career of educators and students
internationalize what is local to open it to a wider sector
map and analyze, collect and organize a large amount of data and materials;
find out what surrounds us as citizens and consumers;
know what is positive and genuine in our lands
acquire a broader perspective of LITERACY through the use of technologies resulting in the creation of an important and unique database of partners, beneficiaries and local and international institutions, thus adding research and experimentation to the internationalization of brands, names of local producers and descriptions of locally produced foods, procedures, traditions and methods; aimed at raising awareness of the beauty and wealth of our lands.
Innovation is:
the high potential and richness in terms of natural landscapes, mild climate and tourism
in a consortium of partners that decides to work deeply on the sense of belonging to a wider community: the European Union
METHODS
COOPERATIVE LEARNING
in multicultural and multitasking groups that share the same aim: communicate and do something in the language they love to be DIGITAL - YOUNGER --- SMARTER - CREATIVE
DEBATING
ROLE PLAY
FIELD RESEARCH
ACTIVITIES / TIME OBJECTIVES
Creation of a Food&Beauty Map
ü a first group will create a slogan "THINK OF IT .. VISUALIZE IT ......... HAVE IT DONE"
ü a second will work on the category: Food/ Monuments /Traditions
ü a third will divide foods into groups, with nutritional data in order to promote healthy eating, with the support of local actors and producers
ü a fourth will schedule the events to be organized; for example: market stalls in local squares, advertising campaigns on seasonal products
cooking race at home with family and grandparents
ü A fifth will plan a multimedia propaganda through the creation of a website / blog or interactive platform
Edu – food smart LITERACY
ü achieve Literacy
ü foods will be divided into groups, with nutritional data in order to promote healthy eating, with the support of local actors and producers
ü food and edu events will be scheduled in market stalls of local squares, for
example oil and wine tastings
fruit and veg
bread and cakes
typical items
monuments
Partners’ exchange
A small group of students and a teacher will be invited by the promoter town to spend there a 5 days activities ( travel + stay paid by the municipality )
ü use and mastery of LISTENING / SPEAKING / READING / WRITING skills ---- according to the CEFR
ü Creation of interactive resources:
ü Paper brochures
ü Publications
ü Sharing of self-produced teaching materials in L2: communicative functions cards
ü Linguistic - communicative database
ü Activities scheduled in town
SCHEDULED ACTIVITIES
WHAT HOW …. Food&Beauty Map
January/April
according to the seasonal product
- Students will create a database of local producers, sellers and traditional restaurants through images of places, recipes and typical items.
- Data will be published on the website / blog / platform created and exchanged between partners
- Traditional producers, sellers and restaurants will be mapped on Google Maps.
- Students will do a survey to classify the products according to their taste, beauty and nutritional facts
- They’ll collect data on traditional local food
- interview the elderly about eating habits and products belonging to everyone’s roots
LOCAL LITERACY
January/ April
- Students, teachers and local users will organize LOCAL literacy week in terms of:
Food products
Monuments
Traditions
Typical items
through
o competitions
o exhibitions
o short pantomimes
- The final publication with information and images on the project will be shared among the various partners
OUTPUTS
Videos
Students’ talks in a blog
L2 formats shared on a website
Chats and blog activities
Monthly students’ videoconference with Zoom or Gsuite
Linguistic survey with google forms
Power point presentations
Booklets
E-books
PDF documents
Assessment grids
CHECKING PHASE
will be run through google forms surveys:
LA1- A2 Communicative skills
NOW I CAN - WITH A LOT OF HELP - WITH A LITTLE HELP - WITH NO HELP
LISTENING
I can recognize words and phrases when people speak slowly and clearly.
SPEAKING
I can interact in a simple way
I can ask and answer questions in areas of immediate need or on familiar topics.
I can use simple phrases and sentences to describe where a given topic
READING
I can understand familiar names, words and very simple sentences
WRITING
I can write a short, simple passages.
I can fill in forms about given topics
CITIZENSHIP SKILLS SURVEY ….
I am an
informed
European
citizen who
can access,
process and
evaluate
knowledge
relevant to
Europe and the wider world, and act upon it.
I have basic knowledge of the geography in
Europe and a general idea of European history.
I have an idea of the variation within Europe per country: natural condition, size of population, language
I know in which fields European and international institutions exert an
important influence, and can explain the consequences for citi- zens, giving concrete examples.
I can collect and organize general information on Europe and the wider world.
I can collect and organize information on current European and international affairs.
I can defend my opinions on European affairs in discussions with others with
well-informed arguments.
I am aware of the principles of democracy in European countries.
I can share knowledge with my classmates on my own country ( politics, geography, economics, history, science and technology, culture / national heritage) in relation to Europe.
I have an idea of the importance of lifelong learning and the steps to take towards personal fulfillment, active citizenship and employability in Europe.
SCARICA PROJECT 2020 - 2022.docx
https://it.padlet.com/runner06/cwafrfa9acyv8i0m
2007 / 2021 e oltre …… CERCANDO – CREANDO – TROVANDO AND UNDOING MOTIVATION / INFORMATION
Questo è un percorso di osservazione, costruzione e destrutturazione del processo di comunicazione, veicolo di informazioni alla base dell’apprendimento attraverso l’uso della L1 Italiano e L2 Inglese.
Pertanto, è stato creato un padlet contenitore dell’evoluzione nel tempo del nostro percorso formativo bidirezionale: dal docente al discente e dal discente al docente. Il processo è un work in progress iniziato nel 2007. I docenti coinvolti sono il prof Ausilio Franco, docente di Italiano, Storia e Geografia; la prof.ssa Carmela Vulcano docente di Inglese, la prof.ssa Maria Grazia Arcidiacone prof.ssa di Italiano, Storia e geografia (quest’ultima nel progetto di gemellaggio con studenti dal Portogallo e dalla Repubblica Ceca in corso)
Il padlet è stato inserito in un TIMELINE a partire dal 2007 al 2021 e oltre, un arco temporale all’interno del quale gli studenti ed i docenti hanno acquisito consapevolezza dello strumento di comunicazione cercando, creando, trovando e destrutturando la motivazione, che si è rivelata la chiave di volta al punto di stallo: PERCHE’ SI OPPONE TANTA RESISTENZA ALL’APPRENDIMENTO DELLA LINGUA L1 – L2 che sia? Pertanto, abbiamo deciso di sperimentare diverse strategie di comunicazione: sensoriale e intellettiva, ossia coinvolgendo i 5 sensi: vista, udito, olfatto, tatto e gusto uniti alle fasi di codifica/decodifica delle informazioni all’interno dei processi cognitivi.