“THINK OF IT .. VISUALIZE IT ……… HAVE IT DONE”

2020 - 2022

PROJECT 2020 - 2022.docx

www.seasonal.glocal@eu.com   

descrizione progetto.docx
Erasmus.pptx

PROJECT   TITLE         www.seasonal.glocal@eu.com

START  DATE   JANUARY 2021          END   DATE   JUNE    2021

PARTNER SCHOOLS: 

PLANNING         

                  It is an ambitious partnership project between schools of the same level, which aims to

Innovation is:

METHODS

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

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

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.