Sep 17, 2017

My Learning Diary for the "Online safety" MOOC

Online safety is an integral part of what schools need to be teaching in 2017. It encompasses a wide range of issues and affects staff, pupils, parents and the wider school community. As more and more schools embrace technology as a tool to support learning, it is important that staff and pupils alike understand how to use it safely and responsibly.

Research suggests that 57 per cent of young people think that their friends engage in risky behaviours online which demonstrates the need to address this in schools.

The "Online Safety Course" at the European Schoolnet Academy offered participants a better understanding of the current risks and challenges that young people face when they go online. They discussed strategies for supporting young people and helping them to develop safe and responsible behaviours when they go online. A wide range of resources that can be used in schools was provided, and participants were also asked to share their own experiences, challenges and successes.

You can find my Learning Diary for the course below:

Online Safety Course

The Microsoft research on digital activity 65% of respondents said that they had been a victim of at least one online risk (unwanted contact 43%, treated mean 22%, online harassment (17%). 58% of 13-17 year olds had met the perpetrator of the online risk face to face.

Sep 14, 2017

Tribes Project

The first Unit of Think Teen 2nd Grade, Beginners ends with a project on tribes whose ways of life are threatened by modern world. Maravelaki Fryni, an EFL teacher in Serres has an excellent webquest to accompany the book's project in her blog

As this was our first project work, my main aim was to keep the students' works short so that they wouldn't copy large sections from the internet without processing them. To this end they had to answer very specific questions and gather information from a range of sites. 

Before starting working on the actual project we discussed the evaluation criteria so that they were absolutely clear what was expected of them. During the presentation all the teams used the evaluation sheet in order to discuss and decide on the best project. 

Below are some of the students' works:

May 25, 2017

A Tale of Two Cities: Our Story

Our eTwinning project is coming to an end. In the course of this project we exchanged postcards with our partners and learnt a lot about Wroclaw, a beautiful city in western Poland. Our final mission was to co-write a story. We chose to write a love story between one of Wroclaw's city trademark dwarfs, and our own "Daughter of Veroia", a small statuette of a young maiden, found in our city. We then narrated and recorded the story in a joint video:

May 10, 2017

Theme Week: Gender Stereotypes

In the course of the newly initiated Theme Week in Greek Junior High Schools, I have designed the following page primarily as a way to organise the material needed for discussing gender stereotypes.

It is addressed to B1 or higher level students of 15 years and older.

Gender Stereotypes

Apr 20, 2017

Safer Internet Day: Power of Image Report

For Safer Internet Day 2017, 1,500 young people aged 8-17 years took part in an online survey conducted by ResearchBods and commissioned by the UK Safer Internet Centre.

The aim was to explore the role of images and videos in young people’s digital lives and the influence this can have on their self-esteem, behaviour and emotions.

The findings reveal how important images and videos are in young people's digital lives, demonstrating the positive role this plays as well as the risks and pressures they may face as a result.

It underlines the importance of ensuring that all children have the skills, knowledge, confidence and resilience to communicate using images and videos safely, responsibly and creatively.

Parents, teachers and most importantly schools in general should be able to understand the implications such surveys convey in order to guide children and teens towards better and 
safer internet use. 

Apr 7, 2017

The Difference Between Doing Projects And Project-Based Learning

Doing Projects and Project- Based Learning are not quite the same thing. The chart below by Amy Mayer, clarifies the main difference between the two. 

“Projects” can represent a range of tasks that can be done at home or in the classroom by groups of students, quickly or over time. While project-based learning (PBL) also features projects, in PBL the focus is more on the process of learning and learner-peer-content interaction than the end-product itself. For more information on this engaging, learner-centred method you can browse my learning diary on the "Introducing Project-Based Learning" MOOC, which comprises a wide range of examples, materials and ideas on how to implement PBL in our classroom.

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