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Handleiding voor starters bij eTwinning, gemaakt voor collega's, maar handig voor alle eTwinners.Yarnbombing: saying hello
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The document outlines tasks for a school project with a focus on knitting, crochet, and woolen handcrafts. Students are asked to create a public presentation linking their school to the project, take private pictures of students for the project website, and suggest instructional videos on knitting and crochet techniques. All tasks have a deadline of January 25, 2012, and ideas for a project logo can be submitted to the staff.Yarnbombing: project description
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This document provides a summary of Belgium at a high level. It discusses Belgium's location in Europe, its status as a federal state composed of three regions and three language communities. It notes Belgium's dynamic economy and wealth of traditions in art and culture. It also briefly summarizes Belgium's history, mentioning its independence in 1830 and role as a battlefield during World Wars I and II.
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This document describes a psychopedagogical intervention program for young schoolchildren with ADHD. It aims to provide parents and teachers with information and techniques to help alleviate ADHD symptoms. The program involves interventions at the child, family, and teacher levels. It was tested on 27 schoolchildren ages 6-10 diagnosed with ADHD. Evaluations before and after the program found that it helped reduce impulsivity, hyperactivity, and inattention, improved socialization and learning efficiency.Vanderbilt parent adhd
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1. The document is a teacher rating scale from the University of Oklahoma Health Sciences Center for assessing symptoms of ADHD in students.
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This document describes a psychopedagogical intervention program for young schoolchildren with ADHD. It aims to provide parents and teachers with information and techniques to help alleviate ADHD symptoms. The program involves interventions at the child, family, and teacher levels. It was tested on 27 children ages 6-10 who were evaluated before and after participating in the program using evaluation scales. The program included informative sessions for parents and teachers, as well as counseling for the children. The goal was to help the children develop and integrate socially and academically through creating a supportive environment.The first gifted education center in Romania
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The document proposes establishing the first Gifted Education Center in Romania to support high-ability children through early childhood education of excellence. The center would provide an enriching environment for children to develop their talents to their maximum potential. It would address the special needs of gifted children and help them reach their full potential, which benefits both the individual and society. The center plans to start with a kindergarten and after-school program, with the goal of expanding to a full school, college, and university campus over time.Life lesson
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The document tells a story about frogs competing to reach the peak of a tall tower. Most of the frogs gave up as onlookers claimed they could not succeed. However, one deaf frog ignored the negative comments and continued climbing until it reached the top, surprising everyone. The moral of the story is not to listen to people with negative thoughts and feelings, as they can destroy hopes and dreams. It's important to think positively and believe in yourself regardless of what others say.Alina Safta: Education in my country
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Education for students with special needs in the author's country integrates them into regular classes called CES, where they receive additional support from special teachers. After school, there are no details provided about life for these students. The overall aim was to share information about how their country educates children with special needs.Maria Dolores Martin Sanchez: Education in my country
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The document discusses education measures in Andalusia, Spain to address diversity in primary and secondary schools. Some key measures mentioned include flexible grouping of students, extra support groups in core subjects like Spanish and math, and personalized programs to meet student needs and minimize school failure. It also describes curriculum adaptation programs for students with special needs or learning difficulties, as well as vocational training programs for older students to aid their social and educational integration. The goal of these measures is to promote each student's full personal and academic development.Joanna Zalewska: Education in my country
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Students with disabilities are provided education in mainstream schools, special schools, or special classes based on their individual needs. Integration classes have 15-20 students including 3-5 with disabilities, and employ additional teachers and professionals. Special schools have significantly smaller class sizes. Education aims to support students' independence and development through individualized programs. Schools must ensure students receive recommended supports like speech therapy or learning sign language.Education and protection of child in Romania
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The document discusses social policies and institutions for the protection and education of children in Romania. It outlines the country's constitution and legislation protecting children's rights. It also describes the various government institutions responsible for child protection and education, including the Ministry of Education and Department for Child Protection. Finally, it discusses the types of institutions that provide education and care for children, such as nurseries, kindergartens, homes for preschoolers, and special schools, as well as NGOs supporting children's welfare.Maria Dolores Martin Sanchez: This is my school
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The school has functioned since the 1950s and can accommodate over 200 students with learning disabilities. It is overseen by the Ministry of Education and the local School Inspectorate. Students range in age from 5 to 17 and have mild to severe intellectual disabilities. Admission is determined by a commission that assesses each child. The school has two buildings with classrooms, workshops, a cafeteria, and therapy rooms. A typical day includes breakfast, classes, lunch, and recuperation activities. The school provides teaching, therapies, medical care, counseling, and vocational training.Roza Blazevska: This is my school
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This document provides instructions for partners to introduce their school to others by sharing information like the ages and handicaps of pupils, staff roles, classroom organization, subjects taught, extracurricular activities, and what pupils do after graduation. Partners are asked to share this school information on the twinspace by December 1st either by directly adding it themselves or sending it to a coordinator to post. They can include pictures, videos, or a school website.Cristina Bardoni: This is my school
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Our school is made up of two institutes that offer different courses: the Liceo-Ginnasio "F. Cicognini" which focuses on classics like Latin, Greek, philosophy, mathematics, and physics, and the Liceo Socio-Psico-Pedagogico "G. Rodari" which includes Latin, psychology, pedagogy and mathematics. There are two paths for students with special needs - a strong path allowing students to attain a diploma by meeting class objectives, and a weak path with individualized education plans and simplified curriculum focusing on achieving proficiency levels. Students on the strong path remain in class while those on the weak path sometimes attend class and sometimes attend specialized laboratoriesAlina Safta: This is my school
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My school is called Tudor Vladimirescu School in Targoviste, Dambovita, Romania. It is a primary and secondary school that integrates special needs students into the general education system. Special teachers work with all teachers to educate students aged 7-14 in subjects like Romanian, math, science, languages, history, music and more. Students are organized into groups based on their needs and age. The school also offers extracurricular activities and projects to support students' education and development. After finishing school, students can continue their education at a high school or trade school to prepare for future careers.
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This document describes a psychopedagogical intervention program for young schoolchildren with ADHD. It aims to provide parents and teachers with information and techniques to help alleviate ADHD symptoms. The program involves interventions at the child, family, and teacher levels. It was tested on 27 children ages 6-10 who were evaluated before and after participating in the program using evaluation scales. The program included informative sessions for parents and teachers, as well as counseling for the children. The goal was to help the children develop and integrate socially and academically through creating a supportive environment.The first gifted education center in Romania
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The document proposes establishing the first Gifted Education Center in Romania to support high-ability children through early childhood education of excellence. The center would provide an enriching environment for children to develop their talents to their maximum potential. It would address the special needs of gifted children and help them reach their full potential, which benefits both the individual and society. The center plans to start with a kindergarten and after-school program, with the goal of expanding to a full school, college, and university campus over time.Life lesson
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Education for students with special needs in the author's country integrates them into regular classes called CES, where they receive additional support from special teachers. After school, there are no details provided about life for these students. The overall aim was to share information about how their country educates children with special needs.Maria Dolores Martin Sanchez: Education in my country
Maria Dolores Martin Sanchez: Education in my countryInge De Cleyn
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The document discusses education measures in Andalusia, Spain to address diversity in primary and secondary schools. Some key measures mentioned include flexible grouping of students, extra support groups in core subjects like Spanish and math, and personalized programs to meet student needs and minimize school failure. It also describes curriculum adaptation programs for students with special needs or learning difficulties, as well as vocational training programs for older students to aid their social and educational integration. The goal of these measures is to promote each student's full personal and academic development.Joanna Zalewska: Education in my country
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Students with disabilities are provided education in mainstream schools, special schools, or special classes based on their individual needs. Integration classes have 15-20 students including 3-5 with disabilities, and employ additional teachers and professionals. Special schools have significantly smaller class sizes. Education aims to support students' independence and development through individualized programs. Schools must ensure students receive recommended supports like speech therapy or learning sign language.Education and protection of child in Romania
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The document discusses social policies and institutions for the protection and education of children in Romania. It outlines the country's constitution and legislation protecting children's rights. It also describes the various government institutions responsible for child protection and education, including the Ministry of Education and Department for Child Protection. Finally, it discusses the types of institutions that provide education and care for children, such as nurseries, kindergartens, homes for preschoolers, and special schools, as well as NGOs supporting children's welfare.Maria Dolores Martin Sanchez: This is my school
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This document provides information about IES San Jose secondary school in Cortegana, Huelva, Spain. The school has approximately 55 teachers and 500 students organized into groups of 20-30 per level. The teacher has a class of 12 students between ages 12-16 with difficulties such as mental disabilities or Down syndrome. After finishing secondary school, students go to various centers to prepare for independent living and some jobs through special education associations with support from families and services.Amalia Cojocariu: This is my school
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The school has functioned since the 1950s and can accommodate over 200 students with learning disabilities. It is overseen by the Ministry of Education and the local School Inspectorate. Students range in age from 5 to 17 and have mild to severe intellectual disabilities. Admission is determined by a commission that assesses each child. The school has two buildings with classrooms, workshops, a cafeteria, and therapy rooms. A typical day includes breakfast, classes, lunch, and recuperation activities. The school provides teaching, therapies, medical care, counseling, and vocational training.Roza Blazevska: This is my school
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This document provides instructions for partners to introduce their school to others by sharing information like the ages and handicaps of pupils, staff roles, classroom organization, subjects taught, extracurricular activities, and what pupils do after graduation. Partners are asked to share this school information on the twinspace by December 1st either by directly adding it themselves or sending it to a coordinator to post. They can include pictures, videos, or a school website.Cristina Bardoni: This is my school
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Our school is made up of two institutes that offer different courses: the Liceo-Ginnasio "F. Cicognini" which focuses on classics like Latin, Greek, philosophy, mathematics, and physics, and the Liceo Socio-Psico-Pedagogico "G. Rodari" which includes Latin, psychology, pedagogy and mathematics. There are two paths for students with special needs - a strong path allowing students to attain a diploma by meeting class objectives, and a weak path with individualized education plans and simplified curriculum focusing on achieving proficiency levels. Students on the strong path remain in class while those on the weak path sometimes attend class and sometimes attend specialized laboratoriesAlina Safta: This is my school
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My school is called Tudor Vladimirescu School in Targoviste, Dambovita, Romania. It is a primary and secondary school that integrates special needs students into the general education system. Special teachers work with all teachers to educate students aged 7-14 in subjects like Romanian, math, science, languages, history, music and more. Students are organized into groups based on their needs and age. The school also offers extracurricular activities and projects to support students' education and development. After finishing school, students can continue their education at a high school or trade school to prepare for future careers.Recently uploaded (15)
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Aceast propunere de Curriculum integrat pentru cls. a VI-a este 樽n concordan釘 cu noua op釘iune didactic adoptat de ctre Ministerul Educa釘iei Naionale 樽n procesul de reform a 樽nv釘m但ntului. n cadrul temelor acestui curs se urmrete dezvoltarea unor abilit釘i i dob但ndirea unor no釘iuni intuitive. Lucrarea de fa este structurat 樽n 8 teme, av但nd ca numitor comun limba francez. Obiectele de studiu contribuie, fiecare 樽n func釘ie de propriul specific, la dezvoltarea abilitilor de comunicare 樽n aceast limb i a celor sociale. Aceast disciplin opional este construit pentru un buget de timp 1 or pe stm但n, pe parcursul unui an colar.
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Cursul opional de limba francez 束 Le fran巽ais travers la chanson 損 樽i propune dezvoltarea competenelor de comunicare oral i scris, 樽ntr-un mod atractiv, adaptat v但rstei i nivelului de cunotine ale elevilor, av但nd ca resurse materiale o gam bogat de fie de lucru, documente audio i video autentice. Acest opional integrat 樽i propune s dirijeze copilul s traverseze barierele obiectelor de studiu, aduc但nd 樽mpreun diferitele aspecte ale curriculumului 樽n asocia釘ii semnificative care s se centreze pe ariile mai largi de studiu.
Cursul opional 樽i propune s 樽mbog釘easc i s aprofundeze cunotin釘ele dob但ndite la orele obligatorii, oferind elevilor motivare pentru studiul limbii franceze i contientizarea faptului c 樽nv但nd aceast limb vor avea acces la o cultur european i la o alt viziune asupra lumii, vor putea comunica cu nativii acestei limbi 樽n anumite situaii.
Acest curs propune 8 teme de interes, care permit 樽nsuirea, 樽ntr-o manier simpl i concret, a vocabularului necesar sus釘inerii unor dialoguri reale din via釘a de elev.
鄭in但nd cont de particularit釘ile de v但rst ale cursan釘ilor, activit釘ile de 樽nv釘are vor avea caracter ludic folosind c但ntece i desene ( integr但nd astfel aria curricular Arte), precum i activiti de bricolaj, potrivite fiecrei teme, integr但ndu-se astfel aria curricular Tehnologii. Se va porni de la ideea c, de fapt, comunicarea este cea care sta la baza relaiior interpersonale, at但t de importante pentru socializarea individului, integrarea lui 樽n comunitate. Aptitudinile i competenele lingvistice vizate vor fi valorizate prin actele de limbaj care in de nevoile i de centrele de interes ale elevilor i apropierea concret de viaa cotidian a acestora.
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- 1. Prof. SAFTA ALINA, coala Tudor Vladimirescu, T但rgovite Activit釘i cu elevii CES COMUNICARE CINE SUNT EU? CUM SUNT EU? S ﾅI SPUN DESPRE MINE? sinonime antonime c但mp lexical familia lexical Textul literar Lectur Lectura aprofundat Rezumat/povestire Compunere Figure de stil-epitetul, personificarea