Turkey girne secondary school

Feb 3, 2016Download as PPTX, PDF0 likes216 views

Ayla Savaşçı

Multidisciplinary Flipped Learning with ICT

BÜYÜK ÖNDER MUSTAFA KEMAL ATATÜRK VE
ARKDAŞLARI TÜRKİYE CUMHURİYETİ DEVLETİNİ
1923 YILINDA KURDU.

TÜRKİYE ASYA İLE AVRUPA ARASINDA
STRATEJİK ÖNEMİ BÜYÜK ANADOLU
TOPRAKLARI ÜZERİNDE YER ALMAKTADIR.

İ�ܲ�İ�� TÜRKİYE’NİN EN BATISINDA TARİHİ VE KÜLTÜREL
ZENGİNLİKLERİ OLAN MUHTEŞEM BİR ŞEHİRDİR.

İ�ܲ�İ�� EGE DENİZİNE KIYISI OLAN 30 İLÇEDEN OLUŞAN BİR ŞEHİRDİR.
BİZLER KARŞIYAKA İLÇESİNDEN GELMEKTEYİZ. İLÇEMİZE KUTSAL
TOPRAKLAR DENMEKTEDİR.

loading
21 / 34
Yayın: 2015-10-29 - Güncelleme: 2015-10-29 12:32:55 -
Görüntülenme: 38

loading
32 / 34
Yayın: 2015-10-29 - Güncelleme: 2015-10-29 12:32:55 -
Görüntülenme: 38

The Turkish education system underwent major reforms after becoming a republic, including secularization and changing from the Arabic to the Latin alphabet. Education is a high priority and receives over 22% of the national budget. The goal of the system is to develop productive citizens who contribute to society through their skills and modern world. The system includes formal education like pre-school, primary, secondary, and higher education in universities. It also includes non-formal education outside the formal system through activities like vocational training. After primary school, students take exams to determine which type of secondary school they will attend like Anatolian, science, or vocational high schools. They must pass the university entrance exam to attend higher education.

Turkish education systemCOMENIUS1012

��

The document provides information about the Turkish education system. It discusses the following key points: 1. The Turkish education system is organized by the Ministry of National Education and other laws and consists of formal and non-formal education. 2. Formal education includes pre-school, primary, secondary, and higher education. Non-formal education includes public training, apprenticeship, distance education, and other programs. 3. The education system aims to develop up-to-date curricula, improve teacher training, build technology infrastructure, and increase access to education. Strategic goals also align with the European Union.

Turkish Education SystemSerkan Pelen

��

The document summarizes key aspects of the Turkish education system, including that it has a 1+5+3+4 structure from pre-school through university level education. Primary education is compulsory for 9 years between ages 6-14, and in 2008/2009 there were over 45,000 schools and 15 million students in Turkey. The education levels focus on developing students' skills, knowledge, and preparing them for the next level or work.

Travelling words - Turkish education systemΧατζοπουλου Ελλη

��

cosmopolitanism and global justiceAmitabh Srivastava

��

The document discusses the concept of cosmopolitanism and cosmopolitan social democracy. It traces the origins of cosmopolitanism back to ancient Greek philosophers. It examines Kant's formulation of cosmopolitan right and defines cosmopolitanism as the ideology that all humans belong to a single community based on shared morality. The document then analyzes the regulatory principles of cosmopolitan social democracy, such as egalitarianism and treating all individuals with equal worth. However, critics argue that cosmopolitan social democracy is inappropriate, impractical, and irrelevant given cultural diversity and challenges of effective global governance.

Turkish education systemGeorge Bekiaridis

��

The document summarizes the Turkish education system. It is centralized under the Ministry of National Education, which is responsible for curriculum, coordination of organizations, and school construction and materials. Education includes pre-school, primary, secondary, high school, and higher education. Primary education is mandatory for 12 years between ages 6-18. The goals are to develop students' skills, citizenship, and prepare them for higher education or career. Education is generally free in public schools. Turkey also has a non-formal education system including vocational training, apprenticeships, and distance learning.

ISEO_ORAL_2016_KP_Son_FinalKaan POLATOGLU

��

The document discusses essential oils as potential insecticidal agents for protecting stored products. It provides background on stored product pests and current control methods using synthetic pesticides. Essential oils from various plant species have been screened for insecticidal activity against stored product insects. Studies found that essential oils from Chrysanthemum coronarium and Salvia veneris showed high insecticidal activity against Sitophilus granarius in screening tests. Further research is needed to develop essential oils as natural alternatives to synthetic pesticides for stored product protection.

The turkish educational systemSuleyman Turkmen

��

The Turkish education system is organized according to the country's constitution, laws, government programs, and development plans. It has two main parts: formal education and non-formal education. Formal education includes pre-primary, primary, secondary, and higher education. It is compulsory through secondary school. Non-formal education aims to teach adults and provide vocational training outside the formal school system.

Doğa Temelli Ekoloji Eğitimi ProjesiAyla Savaşçı

��

Hp Reveal KullanimiAyla Savaşçı

��

Artırılmış Gerçeklik ProgramlarıAyla Savaşçı

��

Turkey-Evaluation Report of Students Performance-2Ayla Savaşçı

��

This document provides an evaluation report of students' performance in the Multidisciplinary Flipped Learning with ICT Erasmus+ project between 2016-2017. It summarizes the activities students from Girne Secondary School in Turkey completed each month of the two-year project period. Graphics assess students' performance on a scale for criteria such as using project logos correctly and improving language skills. Overall, most students received above average or superior ratings, though a few had minor issues completing work on time or publishing to platforms. The report analyzed student performance each month to evaluate the quality of their work and participation in the project.

The Evaluation of FLwICT-TurkeyAyla Savaşçı

��

The document summarizes the results of a study on student perceptions of the flipped classroom. Most students agreed that the flipped classroom approach provided more opportunities for engagement, discussion with classmates, and practice during class time. Students also felt it improved their skills and knowledge compared to a traditional classroom, allowed them to learn at their own pace by watching video lessons at home, and motivated them to learn the lecture material. The majority of students regularly watched the assigned videos and preferred video lessons to traditional teacher-led lessons.

The Evaluation of FLwICT-TurkeyAyla Savaşçı

��

The document summarizes the results of a study on student perceptions of the flipped classroom. Most students agreed that the flipped classroom approach provided more opportunities for engagement, discussion with classmates, and practice time during class. Students also felt it improved their skills and knowledge compared to a traditional classroom, allowed them to learn at their own pace by watching video lessons at home, and motivated them to learn the lecture material. The majority of students regularly watched the assigned videos and preferred video lessons to traditional teacher-led lessons.

KonferensAyla Savaşçı

��

Multidisciplinary Flipped Learning with ICTAyla Savaşçı

��

The document discusses a flipped learning project involving multiple countries to develop English language skills. The main goal is to flip an English classroom by creating digital learning materials like videos based on the Turkish English curriculum. This allows students to gain first exposure to new material outside of class, freeing up class time for activities like discussion and problem solving. Technology helps support flipped classrooms by providing learning materials in different formats and allowing feedback. The project aims to increase teaching and learning quality using this innovative student-centered flipped learning model.

Gi̇rne ortaokulu Multidisciplinary Flipped Learning Erasmus+ Projesi Çoğaltıc...Ayla Savaşçı

��

Drama Activities for Turkish MeetingAyla Savaşçı

��

This document outlines plans for a drama activity taking place during a project meeting in Turkey between schools from several European countries. The activity will focus on environmental topics like deforestation and global warming. Students will perform short plays and give facts about these issues. They will also participate in a quiz competition about vocabulary related to the natural world. The document provides background on the Erasmus+ project and instructions for students to prepare for their roles in the drama activities by memorizing lines and relevant facts.

Irem Sayin multidiciplinary flipped learning with ict erasmus+ka2 projectAyla Savaşçı

��

The document describes the activities of international students over several days visiting schools and areas of Lithuania. They created introduction videos, had a welcome party, participated in lessons, wrote and shared short stories in international groups, visited horse museums and learned to make bread. They also went shopping with host families, enjoyed bowling, toured the capital city of Vilnius including walking around and buying gifts, and had dinner at a shopping center. On the final day, it was difficult to say goodbye to new friends.

Turkish Meeting AgendaAyla Savaşçı

��

This document outlines the agenda for a 9th project meeting in Izmir, Turkey from May 7-13, 2017. The meeting involves teachers and students from Turkey, Lithuania, Poland, Italy, Latvia, France, Portugal, and Spain. The agenda details activities for each day, including workshops, cultural tours, performances, and meals. The goal is to promote the exchange of innovative teaching practices and cultural sharing between the participating countries.

AdjectivesAyla Savaşçı

��

This document defines and provides examples for 22 words used to describe people's physical appearances and personalities. The words include attributes like attractive, bald, beautiful, blonde, chubby, handsome, short, well-built, obese, ordinary, fit, shapely, brave, lucky, tidy, smart, shy, hard-working, cowardly, friendly, funny, chatty, lazy, and nice. For each word, an example sentence is given to demonstrate its typical usage in describing someone. The document was compiled by Selin UGURLU and includes resource links for further vocabulary related to appearance and personality descriptions.

Tolga atmacaAyla Savaşçı

��

This document summarizes Tolga Atmaca's trip for the Multidisciplinary Flipped Lerarning conference in Lithuania. It describes his travel to Lithuania where he stayed with a host family. During the trip he participated in activities at school, visited sites like a walking path, horse farm and Bizon's farm. He also toured Trakai's old town and castle and visited the capital city before returning home to Turkey on February 25th.

November activity 2016 smart penAyla Savaşçı

��

Izmir GuideAyla Savaşçı

��

The document provides information about the 9th project meeting of the Erasmus+ KA2 project "Multidisciplinary Flipped Learning with ICT" that will take place in Izmir, Turkey from May 7-13, 2017. Turkey is the main coordinator of the project which involves schools from Lithuania, Poland, Italy, Latvia, France, Portugal, Spain. The document includes details about transportation to Izmir, currency, accommodations, sights to see in the area, and useful phone numbers.

Turkish Folk TalesAyla Savaşçı

��

This document provides an overview of Turkish folk tales and some examples. It discusses how Turkish folk tales developed out of oral tradition and the heroic epic tradition after the Oghuz Turks settled into a more agricultural lifestyle. Several notable folk characters are introduced, including Dede Korkut, Nasrettin Hoca, Karagöz and Hacivat, Mevlana, and Keloğlan. Short summaries of tales associated with some of these characters are also provided, such as the story of Boghach Khan from the Book of Dede Korkut and a Nasrettin Hoca tale about a coat being invited to a banquet. The document aims to give context and examples of the Turkish oral storytelling

Unlu turk girişimcilerAyla Savaşçı

��

Seri̇fe Meli̇s Uyrun Impressions of the Meeting in PolandAyla Savaşçı

��

Şerife Melis Uyrun shares her impressions from a sixth meeting of an Erasmus+ project in Poland. Over the course of ten days, she and other students participated in activities at school, visited various historic and cultural sites around Poland, presented their project work, and spent time with their host families. While some parts of the trip were scary or tiring, overall it provided a fun opportunity to learn about Poland and make new friends through multidisciplinary and ICT-focused activities.

İrem Avşar Impressions of the Meeting in PolandAyla Savaşçı

��

The document summarizes Irem Avsar's experiences during a 6-day Erasmus+ exchange program in Poland. On the first two days, Irem met other students and teachers, participated in welcoming activities and crafts projects. She learned how to use musical instruments in music class. On the third day, her group made headphones and went on an excursion to a village. The fourth day included a tour of an underground salt mine where workers extract salt. Irem also went to a thermal pool. The last two days were spent presenting projects, receiving certificates, and saying goodbye to host families and new friends before returning home to Turkey.