lesson plans - using web 2.0 tools and mobile devices in classroom

Project funded by

LEARNING DESIGNER

LESSON PLANS

Using Web 2.0 tools and mobile devices in classroom

A collection of lesson plans created by teachers from Austria, Belgium,

Greece, Portugal, Romania, Slovenia and Turkey involved in the

ERASMUS+ project "FAMILY, COMMUNITY AND SCHOOL. THE

TROIKA OF MY VALUES". All the lesson plans deal with everyday

values and describe indoor and outdoor activities implemented with the

use of web 2.0 tools and mobile devices (smartphones, tablets).

Designed by Learningdesigner.org

20/8/2016

1

Table of Contents AUSTRIA ............................................................................................................................ 3

Revitalization of a river .................................................................................................... 3

The Value Of Pets ............................................................................................................ 6

Cooperation with an organisation for disabled persons ................................................... 9

Ethic - a new teaching subject ........................................................................................ 12

Municipality Council ...................................................................................................... 14

BELGIUM ......................................................................................................................... 16

Fatherhood ..................................................................................................................... 16

Workaholic Fathers ........................................................................................................ 19

IF by Rudyard Kipling, 1910 .......................................................................................... 21

Paintings ........................................................................................................................ 23

GREECE ........................................................................................................................... 25

Designing Cities for Disabled People ............................................................................. 25

Important people and monuments of my town .............................................................. 27

Xanthi's Old Town Architecture ..................................................................................... 30

Exploring-Promoting Local Natural Products ............................................................... 32

Important persons born and lived in our region: Democritus - Leucippus - Manos

Hatzidakis ...................................................................................................................... 34

PORTUGAL...................................................................................................................... 36

Personal, family and community values ........................................................................ 36

My Values ....................................................................................................................... 39

Children & Parents – Reflecting on Family Values ....................................................... 41

Family and School – Sharing Values! ............................................................................ 44

Family values, their impact on the community/ society................................................. 47

ROMANIA ........................................................................................................................ 50

Does my budget fit my values? ....................................................................................... 50

Solving coflicts ................................................................................................................ 53

Family Values- Honesty ................................................................................................. 56

Career Decisions ............................................................................................................. 58

Traditions ....................................................................................................................... 61

SLOVENIA ....................................................................................................................... 64

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Charity in School ............................................................................................................ 64

Values in life/Values in class .......................................................................................... 66

Learning to learn in class ............................................................................................... 68

Learning about Values ................................................................................................... 70

Mosaic of Values ............................................................................................................. 72

TURKEY ........................................................................................................................... 74

The school in my life ....................................................................................................... 74

Rising awareness on volunteering ................................................................................. 76

Building school on volunteering ..................................................................................... 78

E-newsletter and e-volunteer project ............................................................................. 81

Can We Use Mobile Devices at School? .......................................................................... 84

LEARNING DESIGNER LINKS BY THEMATIC FIELD........................................... 86

I - Intro .......................................................................................................................... 86

II - Values and Family ................................................................................................ 86

III - Values and Community ...................................................................................... 87

IV - Values and School ............................................................................................... 88

V - Working the values with the families ................................................................ 89

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AUSTRIA

LESSON PLAN 1

Revitalization of a river

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/38feb52aa3fef395fd94fc60b37d0b3

5300064a13a2fbf3714841010fdecfae9

Context

Topic: Responsibility for Nature

Total learning time: 150

Number of students: 20

Description: Nowadays a lot of nature and rivers are polluted. That's why we think that

students should get aware of their responsibility for nature. The project is a

collaboration between scool and community: A group of students is asked to revitalisize a

river in a nearby village. They have to find out how this is done. Before that they have

theoratical workshops where they learn about habitat of plants and how to work when

habitats have been lost. The next step is to visit the area and to do different activities

there (e.g. plant shrubbery).

Aims

- increase awareness for the importance of nature - find out what happens when

previous generations disturbed those very importants habitats - social skills - group

work - collaboration with the council of a community - collaboration with the scool

of education (university) - presentation of the results

Outcomes

Application(Application): - Revitalisation of a river - Possible follow-up project on

cooperation between the community and school

Teaching-Learning activities

Introduction

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Discuss 10 minutes 20 students Tutor is available

The teacher informs the class about the project. A general discussion about the

importance of nature and environmental pollution is started. Then groups of 5

people each are formed. The groups get tasks, which they have to work on over a

weeks' time, to be able to present their findings afterwards.

Investigate 30 minutes 5 students Tutor is available

The initial situation for the group work is a practical case in Germany: A region was

overflooded and during a night dams broke. Afterwards millions of liters of water

flow into the land. The investigation-process is split into 4 sections: 1) "Think-Pair-

Share-Lesson": First step = personal brainstorming Second step = Pair-work (1 group

of 3) Third step = group-work (5) Aim: Find out the reasons for flood and they should

develop ideas to avoid such situation in the future. The ideas should be presented in

front of the whole class.

Produce 50 minutes 5 students Tutor is available

2) "Pracital solutions": Students should proove which materials are the best for their

solutions. They should use Plasicine, gypsum, styrofoam or PE-foam to simulate and

modellise their ideas.


3) "Comparison of solutions": The models produced in former steps are compaired

and a general discussion about the practicability in the local situation is made (talk

about the advantages and disadvantages).

Read Watch Listen 40 minutes 20 students Tutor is available

4) "Effects": Discussion aboutthe effects on amphibians, other aquatic organisms and

the developments of ecosystems. Input for the discussion: Students get an example

of a positiv project in real-life in a well-known habitat (newspaper article).

Working phase

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Practice 240 minutes 20 students Tutor is available

For one day the students work practically on the special eco-system. Aim: We want

the students to see the importance of this project for this village - community is

depends on nature. Organisation of the day: The community supports students and

provides public transport, food and the plants which they need. Tasks: Students

should measure the length of the area for revitalisation (on both sides of the river).

Furthermore they have to think about the number of plants they need. And third

they should plant bushes.

Presentation


For the final presentation we invite members of the council of the community and

interested teachers of the school. In the final stage of the project, students present

their group work, as described in the introduction phase. Each group gets about 5-7

minutes to present and a short phase of evaluation afterwards. A final discussion can

be done at the end - especially discussing further ideas for cooperations and/or

financial support. If considered useful and practical follow-up lessons or another

project are possible.

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LESSON PLAN 2

The Value Of Pets

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/96612410000b288742c9daf3d1338

90ee32209f2c163770129055780b120c35b

Context

Topic: Ethnical Responsibility for Living Creatures



Description: A school cooperates with an animal shelter. The students investigates in

people's attitude towards pets, research gerneral information via interviews. Afterwards

they visit an animal shelter and find out why animals are there. They try to find means

to support the animal shelter and how this institution can contribute to society (dog

walking circles, visiting elderly people - retirement homes).

Aims

- increase awareness for social responsibility for animals and the community - finding

was of supporting charity organisations (donations, charity events...) - practical

implementation of interviews and questionnaires - social skills - group work -

working with data and statistics - working with tools for video production -

presentation skills

Outcomes

Application(Application): Possible follow-up project on cooperation between the

community/ other social organisations, school and the animal shelter.


Introduction



importance of pets in families is started. Then groups of 5 people each are formed.

Each groups gets a different task, which they have to work on over a weeks' time, to

be able to present their findings afterwards.

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Group 1: Data collection This groups designs a questionnaire about pets: Who has

pets? Which ones? Why? How many? How much money do they spend on them?

How do they spend their free time? ... Students should find their own ideas and

questions, so this is just a collection of ideas. The questionnaire should be

distributed to other students at school (around 100, if possible) and collected

afterwards. Then students analyse the data and create some statistics on the matter,

which will finally be presented in the follow-up lesson.


Group 2: A visit at the animal shelter Group 2 does some research on animal shelters

in their region. Then they get in contact with one of them and organise a visit. This

should happen during the project week. Students prepare a few questions for the

employees of the shelter and during their visit, they interview the staff. They should

also bring a camera (or mobile phone) to film the shelter and, if possible, the

interview(s). Postproduction of the video is the final step, so that they can then

present the outcome.


Group 3: Supporting the animal shelter This group finds out about ways to raise

money and awareness for charity organisations. Then they try to find a way of

supporting the animal shelter for real. As time is limited, the teacher could suggest

collecting money via selling cakes and snacks at school, for example. They could also

organise a give-away sale at school, or charity collection in town. It needs to be

something small, but should students that even small things can help. In the

presentation they will then inform their colleagues about their experiences.


Group 4: Pets and social contacts Group 4 tries to find ideas on how animal shelters

can cooperate with other social institution and the community in general. Possible

ways of doing so could be dog walking circles, visits at retirement homes, teenagers

"adopting" pets, which they care for regularly. This group mainly has to work on new

ideas that could bring advantages for the whole community and that connect people

from different social circumstances with the help of pets. In their presentation, they

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should critically evaluate these ideas and the whole class could finally decide to give

one of the ideas a try.

Working Phase

Practice 200 minutes 5 students Tutor is not available

All the groups work on their tasks individually after school. They have to train a

variety of skills, such as organising meetings, distributing tasks, working in groups,

getting into contact with the outside world, preparing material (questionaires,

videos...) ... This enables them to use each student's strengths, rather than their

weaknesses and takes them out of their comfort zone. The teacher is not always

present during this stage, which is in fact an advantage as it increases self-

responsibility.

Presentation


In the final stage of the project, students present their group work, as

described in the introduction phase. Each group gets about 5-7 minutes to

present and a short phase of evaluation afterwards. A final discussion can

be done at the end - especially discussing further ideas for cooperations

and/or financial support (see group 3 and 4). If considered useful and

practical follow-up lessons or another project are possible.

20/8/2016

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LESSON PLAN 3

Cooperation with an organisation for disabled persons

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/dcee6c6132cd611dde731b357724d

5c96df6f909f9eb4f5e96e603966d531e41

Context

Topic: Disabilities, Marketing, Legal Matters, Charity, Medical Care



Description: A school cooperates with an organisation for disabled persons. The students

investigates in legal matters concerning financial support, medical care (therapies, etc),

and integration into the community (school, working world). They research gerneral

information via interviews with employees to find out how the organisation work and is

financed. Afterwards they visit the organisation to get to know the families concerned.

They try to find means to support the organisation and how this institution can be part of

society (selling handcrafted products, getting better known by participating in

community events - Christmas market ...).

Aims

- increase awareness for social responsibility for disabled persons within the

community - finding was of supporting charity organisations (donations, charity

events...) - practical implementation of interviews and questionnaires - social skills -

group work - analysing and understanding legal texts and regulations - presentation

skills

Outcomes

Application(Application): Possible follow-up project on cooperation between the

community/ other social organisations, school and the organisation for disabled

persons.


Intoduction


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importance of supporting families with disabled persons is started. Then groups of 5

people each are formed. Each groups gets a different task, which they have to work

on over a weeks' time, to be able to present their findings afterwards.


Group 1: Data collection This groups designs interview questions about for the

employees of the organisation: What are their aims? How do they raise money? How

is the work with disabled persons organised? How do they support the families? ...

Students should find their own ideas and questions, so this is just a collection of

ideas. The interviews will be done with the different employees of the organisation

(board members, medical staff, organisational staff). Appointments for interviews,

etc. need to be organised by students themselves. While interviewing the students

take notes and afterwards include the most important points in their presentations.

Students also analyse the data and create some statistics on the matter, which will

finally be presented in the follow-up lesson.


Group 3: Supporting the organisation This group finds out about ways to raise money

and awareness for charity organisations. Then they try to find a way of supporting

the organisation for disabled persons for real. As time is limited, the teacher could

suggest collecting money via selling cakes and snacks at school, for example. They

could also organise a give-away sale at school, or charity collection in town. It needs

to be something small, but should students that even small things can help. In the

presentation they will then inform their colleagues about their experiences.


Group 3: Legal Matters and Finacial Support This groups needs to collect information

about the situation of families with disabled persons in Austria. What kind of

financial and medical support is offered by the state? Which organisations offer

help? What do they cost? Who decides on the level of disability, i.e. how money

support do they get? The data collection is mainly done via internet, but could also

include contacting officials. All the results must then be shown in an informative

presentation.

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Collaborate 40 minutes 5 students Tutor is available

Group 4: The organisation and the community Group 4 is responsible for involving

the community. With the help of a questionnaire they should find out how well the

town/region is informed about the organisation. The questionnaires should be

distributed to locals in town. The group then analyses the data, create statistics and

find ways of improving cooperation between the ogranisation and the community.

These results are part of their presentation, but should also be shared with the

organisation itself.

Individual Working Phase

Produce 200 minutes 5 students Tutor is not available

All the groups work on their tasks individually after school. They have to train a

variety of skills, such as organising meetings, distributing tasks, working in groups,

getting into contact with the outside world, preparing material (questionaires,

statistics,...) ... This enables them to use each student's strengths, rather than their

weaknesses and takes them out of their comfort zone. The teacher is not always

present during this stage, which is in fact an advantage as it increases self-

responsibility.

Presentation


n the final stage of the project, students present their group work, as described in

the introduction phase. Each group gets about 5-7 minutes to present and a short

phase of evaluation afterwards. A final discussion can be done at the end - especially

discussing further ideas for cooperations and/or financial support (see group 1 and

4). If considered useful and practical follow-up lessons or another project are

possible.

20/8/2016

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LESSON PLAN 4

Ethic - a new teaching subject

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/5e5de6e56519e27261e78c113cdfe7

d1f8154f678b85071444968f331849a639

Context

Topic: Ethic



Description: The students explain elderly people the new teaching subject "ethic".

Aims

intergenerational communication

Outcomes

Define(Knowledge):

List(Knowledge):

Criticise(Evaluation):

Defend(Evaluation):


Information about the topics for the year


The students will be informed about the topics which have to be worked through. In

groups of 2 the students gather ideas and the medias which they will use to present

the topics.

Add notes

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Preparation

Produce 60 minutes students Tutor is available

Preparation for the presentation of the four topics in 2 groups of 4 students. The

students have to define the topic, the main goal of the topic and find a way to

present the topic understandable way to elderly people.

Add notes

Presentation at the home for elderly people

Practice 80 minutes students Tutor is available

The students present the topics to the residents and afterwards they discuss their

learning expericences.

Add notes

20/8/2016

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LESSON PLAN 5

Municipality Council

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/9efe22e016f7940f3413267a34b189

07b60ec886db3bba2fe9b2662eefd7d108

Context

Topic: assume political responsibility in your community



Description: Information about work of municipal council, students visit their local

municipal council, discussion about their experiences with the local municipal

Aims

political responsibility

Outcomes

Explain(Comprehension):

Identify(Comprehension):

List(Knowledge):

Name(Knowledge):


Introduction


The class is informed about the members and the work of a municipal council in

general.

Add notes

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Working phase


The students work in groups of 3 to 5 people (same hometown). The groups have to

find out the members of their hometown municipal council and the main topics each

parties work on. They also have to find out the date of the next meeting.

Add notes

Visiting a meeting of the municipal council in their hometown


The students visit the meeting of the municipal council. They have to take notes of

the most important decisions that have been made.

Add notes

Presentation

Discuss 120 minutes students Tutor is available

The groups present their impressions and the most important decisions which have

been made in the meeting they attended. For the presentations the students are

able to use a flipchart, the beamer and photos.

Add notes

20/8/2016

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BELGIUM

LESSON PLAN 1

Fatherhood

Available at:

http://learningdesigner.org/viewer.php?uri=/personal/MARIANNEVE/designs/fid/db16948

6ffe6537b7c42ca22859d7960b6073810c35be6d2a3ffaf9373885cb3

Context

Topic: Fatherhood



Description: This lesson is part of a set of lessons on gender gap. Students talk, interview

each other, read and listen to documents about different aspects fathers' roles in our

society.

Aims

Discovering and confronting different points of view on the topic.

Outcomes

Synthesis(Synthesis):


Fathers' roles :Discovering different points of views.


Pictures are shown to the students, featuring a child with one of his parents. But the

parent is hidden, students have to guess who's missing, justify their choice and

comment --> class discussion.


Students write minimum 5 questions about mothers&fathers' roles/habits

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Investigate 25 minutes 4 students Tutor is not available

Students go and interview schoolmates from another (more advanced) group. They

film parts of the interviews.

Collaborate 50 minutes 4 students Tutor is not available

The different groups work on their results. They try to make statistics about their

discoveries, they could use excel pie charts. They also use app.apester to show

extracts from the interviews to the others.


Every group present the results of their "survey". The other groups, as well as the

teacher, can ask questions or make comments on the discoveries.

Discuss 10 minutes 2 students Tutor is not available

Pair works :Fatherhood classes: students A strongly believe that all fathers should

take fatherhood classes, students B strongly disagree. Students have to change

partners and talk about their conversations.

Discuss 10 minutes 2 students Tutor is not available

Pair works : Fathers : students have to rank a series of items with their partner,

putting the most important things a father should have at the top (the items include

patience, a sense of humour, fitness, energy,...) Then they change partners and share

their rankings.


Each student spends two minutes writing all the words they associate with the word

"divorce".


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Pair work : divorce : they share their words with their partner and talk about them.

They try to put the words into different categories.


Feedback on the pair works about fathers and divorce. Class discussion.


Listening comprehension : Fatherhood lessons

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LESSON PLAN 2

Workaholic Fathers

Available at:

http://learningdesigner.org/viewer.php?uri=/personal/MARIANNEVE/designs/fid/3253232

cd5cda44fe1f3447d7955286045b1e15c49b235e0a1b4b856f205ffea

Context

Topic: WORKAHOLIC FATHERS



Description:

Aims

Students can read and talk about the issue of workaholic fathers. Grammar :

Reported speech : Students are able to report people's words and transform

reported speech into direct speech.

Outcomes


WORKAHOLIC FATHERS


Mindmapping : students write what they associate with the work "workaholic" on

the white board. We could use a mind mapping software such as Mindmup.

Read Watch Listen 35 minutes 21 students Tutor is not available

Students read the text "Workaholic fathers" and answer the questions. I would also

ask them to spot the reported or direct speech parts.


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Grammar : Homework : Reported Speech. Flipped classroom : the students have to

watch the video explaining the grammar at home. They have a theory sheet to fill in

as they're listening.


Back in the classroom : the students get an exercise sheet. The teacher can walk

around and give some help or extra explanations if needed.

About the video : My first idea was to film my own lesson and set it as homework. I didn't

do it because I was running out of time. This one is very interesting. I would also like to

share some ideas about the flipped classroom, or at least ask some questions. When

thinking of "filming myself teaching" I realized how eye contact with my students is

important to me. So I must say I would like to try a flipped classroom activity but I

reckon this would feel a bit strange to me. I'm attaching two links for more detailed

information about the flipped classroom. About the topic : It seems to me that families,

fathers, mothers can be a sensitive topic for some students, for example for those whose

parents are divorced, or those who've lost one of their parents.

20/8/2016

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LESSON PLAN 3

IF by Rudyard Kipling, 1910

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/99996ab56276bd7750dcc073fb571

dfbc573f08a8417e0eeedc59f98c7f7764c

Context

Topic:



Description: Discover family's values in the poem

Aims

Outcomes


Family's values in Rudyard Kipling's poem "IF"


Each pupil reads the poem


Pupils ask questions about the text (vocabulary)


In groups of 4 pupils they try to find the family's values who are in the text. Are they

the same than today ?


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Each group explains his work to the others.


Each pupil writes a text like to his own son, with his own values.

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LESSON PLAN 4

Paintings

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/441c7fd8443ae00a634d71e2c86fc0

4a0fe474e4abf9a5df78650d48afdb0dac

Context

Topic: FAMILY VALUES



Description: Pupils discovers some family values throughout history and in different

places, using paintings.

Aims

Draw pupils' attention to differences in family values according to place and time.

Outcomes


Family values in paintings


In groups of 4, pupils observe 10 paintings, they have to classify them.


Each group presents their classification.


In groups, students choose 5 paintings and tell which value is illustrated in each of

them.

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Each group presents and comments on their choice of values.


The whole class comments the pictures that were not chosen.


The whole class writes a synthesis of all the values that were found and

discussed.

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GREECE

LESSON PLAN 1

Designing Cities for Disabled People

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/c55d7eebd03fbc29d08fa34f528db5

2a594349cea56a227594ac936a1556dd42

Context

Topic: Urban planning



Description:

Aims

1. To know who are the people with disabilities. 2.To understand that people with

disabilities have the same rights for equal treatment such as free access to public

places and moving through the city.

Outcomes

Identify(Comprehension): the problems and the difficulties faced by people with

disabilities in their everyday movement.

Specify(Knowledge): the universal standards as far as the accesibility structures for

disabled are concerned in modern cities

Define(Knowledge): the term "disabled" person

Criticise(Evaluation): their own's city situation concerning accesibility


RESEARCH - WEB QUEST


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Students working in teams have to look in the internet for the term disabled person ,

define it , find the possible categories of disabled and and different variations


Students look in the internet for pictures and definitions about the regulations and

standards that urban planning has to follow in order to have a friendly and accesible

city. Blind routes lines, bars for cars for disabled etc.

This stage takes place in the information technology lab. Students work in teams

ACTIONBOUND GAME - STUDENTS' MOTIVATION


Students in groups having a smart device per group go out in the city and play the

actionbound game the teachers had organised. In this game they have to walk

around the city center and identify accesibility costructions, answer to quiz

questions, take photos of barriers for disabled and produece a video of them

blindeyed trying to walk through the route for the blind people


After the game , students return to classroom , upload the results and discuss them

with the teacher

ActionBound game designed to be played by smart devices

EVALUATION - EDMODO


Students log in to their edmodo account and then they have to take a test - quiz that

the teachers has send them , concerning all the things they discovered-learned in the

previous stages

Self Evaluation Quiz

20/8/2016

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LESSON PLAN 2

Important people and monuments of my town

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/a7bfd3f6d2a1276e023180fdb64089

3e55b75c21862ca5c159b2b270f7baad63

Context

Topic: Important people and monuments of my town



Description: This lesson plan was made for students from 6 different countries that were

hosted in my town (Xanthi-Greece), under the Erasmus+ Programme/Action KA2 in May

2015. The name of this project was " Family,Community and School: The Troika of my

values".The students were separated in teams of 3 or 4 persons(mixed from different

countries) and they worked in my school's informative laboratory. They had to make a

research through internet to find information about one hometown of their peers (totally:

7 towns),select text,images,videos & links about their topic,and then create a Power

Point Presentation.The final step of the lesson was to present their work to their peers

and finally to vote the best presentation.

Aims

To enable students from different countries to cooperate,to make a team research

of information about their topic,to critically select the necessary material for their

PPT,to create a PPT and present it to their peers,and finally to assess the

presentations of the other teams and select by vote the best one.

Outcomes

Knowledge(Knowledge):

Application(Application):

Synthesis(Synthesis):

Evaluation(Evaluation):

Knowledge(Knowledge): The students learned things about important people &

monuments from other towns/countries.

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Application(Application): The students applied the information they selected to

make their own Power Point Presentation.

Synthesis(Synthesis): The students selected and synthesised texts,photos,videos and

links to their PPT.

Evaluation(Evaluation): The students evaluated the presentations of their peers and

voted the best one.


PREPARATION


INSTRUCTIONS: 1) Make teams of 3-4 students, mixed from different countries 2)

Select -by lot- the town you have to work with (The towns are: Xanthi-

Greece,Istanbul-Turkey,Coimbra-Portugal,Ljubljana-Slovenia,Sibiu-Romania,Tournai-

Belgium,Kitzbuhel-Austria) 3) Cooperate & find information in the internet

about this town,select the best material,edit it and prepare a short PPT (5-10 slides)

4) Present this PPT to the other teams 5) Vote the best PPT

COOPERATION - INVESTIGATION

Collaborate 5 minutes students Tutor is available

Share the work you have to do: choose who is going to find information about your

project,who is going to edit this material and who is going to create the PPT.


Work as a team.Find information about important people and monuments of the

town you are going to work with, through internet (texts,photos,videos,links).


Discuss about the material you have found and critically select the

texts,photos,videos and links you are going to use for your PPT>

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PRODUCE-PRESENT-VOTE


Create a PPT with google presentations or prezi ( 5-10 slides) about the important

people and monuments of the town you work .Don't forget to use a variety of

resources (texts,photos,videos and links).


Present your PPT to the other teams. Vote the best one.

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LESSON PLAN 3

Xanthi's Old Town Architecture

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/bc4987978405bd18920b8ead24bc9

0f1d643e016b26d0889de28b69cb1157be8

Context

Topic: Architecture



Description: Students explore the different Architectural Designs in Xanthi's Old Town

Aims

To explore their cities Old Town and familiarized with the different Architectural

Techniques

Outcomes

Define(Knowledge): The historical period that most of the houses in Old Town were

built

Find out/discover(Knowledge): The different architectural styles that were applied

Compare (and contrast)(Analysis): The architectural techniques and find

commonities and differencies

Construct(Application): an interactive map of images of characteristic houses in Old

Town


Documentary and learning


Students watch a 20mins documentary about Xanthi's Old Town called "Xanthi's Old

Town. An open air museum"

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Students visit a web site to learn and investigate some of the different architectural

styles. They work in groups and each group has to choose a specific style. They spot

specific houses in the Old Town.

Taking Pictures


Students go out of the school in teams and look for the houses they found out in the

previous steps. Each team should find 3 houses. They shoot photos of each house.

Interactive map Production


Each team goes to the IT lab and using Google maps find the city's Old Town


Using ThingLink.com they create the interactive map using the info they

collected in the first step and the photographs they shot at the second

step.

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32

LESSON PLAN 4

Exploring-Promoting Local Natural Products

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/c8a2a887a7d37e6940d0d4b3698bd

0380a62b44b74b771e4b94948cc384ddc31

Context

Topic: Information Technology



Description: Students using web 2.0 tools explore their local natural products and try to

use internet to promote them

Aims

To find out products of their local community and discover the power of internet and

web 2.0 tools to promote them

Outcomes

Identify(Knowledge): The local natural products

Recognise(Knowledge): The term "natural local product"

Produce(Application): Posters of local products

Show awareness of(Affective learning outcomes): the importance of local economy


Identify our region's local products


Student are being taught what is a "natural tradiional product". They try to find the

terminology on the internet


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33

Students work on their own , searching on internet resources about local traditional

natural products. They favorite the sites they find

Recording of the resources - Google Docs


Students work in teams of 4 and they use Google Docs to create a commonly shared

text document listing the products they found


Each team looks for info about each product

Promoting our Products - Weebly - PostermyWall


The teams of students are choosing one product and they try to build a

web site promoting this product from Weebly.com or design a poster from

postermywall.com

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34

LESSON PLAN 5

Important persons born and lived in our region: Democritus -

Leucippus - Manos Hatzidakis

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/61665dbc3c46b37c413c10e2ff48aa

b4777f5acccace82b1db7b60aeeeb2b94b

Context

Topic: Local history



Description: Students find informations about these three personalities and make a

biographical interactive timeline for each one.

Aims

- to collaborate in order to find informations about their topic - to critically select the

necessary material for their timeline - to create an interactive timeline and present it

to their peers

Outcomes

Knowledge(Knowledge): The students learned things about important people from

their region

Application(Application): The students applied the information they selected to

make their own timeline.

Synthesis(Synthesis): The students selected and synthesised texts,photos,videos and

links to their interactive timeline.


PREPARATION


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INSTRUCTIONS: 1) Make 3 teams of 5 students 2) Select -by lot- the person you have

to work with (Democritus - Leucippus - Manos Hatzidakis) 3) Cooperate & find

information in the internet about this person,select the best material,edit it and

make an interactive biography-timeline 4) Present this timeline to the other teams

COOPERATION - INVESTIGATION


Share the work you have to do: choose who is going to find information about your

project,who is going to edit this material and who is going to create thetimeline.


Work as a team.Find information about your important person through internet

(texts,photos,videos,links).


Discuss about the material you have found and critically select the

texts,photos,videos and links that you will use to make your timeline.

PRODUCE-PRESENT


Create an interactive timeline-biography with texts,photos,videos and links using

timetoast.com.

Read Watch Listen 15 minutes students Tutor is available

Present your timeline to the other teams.

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PORTUGAL

LESSON PLAN 1

Personal, family and community values

Available at :

http://learningdesigner.org/viewer.php?uri=/shared/fid/a327e79df7a1dae18c021e6b08eba

6bc79c03c948b53e79ee90a3581376212b9

Context

Topic: Most important values



Description: Students are given a list of intangible items and have to rate them from the

most important to the least important. In the second lesson students have to decide

which value to choose when facing a difficult situation.

Aims

To become aware of values and priorities To practice relating decisions to personal

values

Outcomes


What values are the most important?


1. Students are given an envelope with 15 strips of paper. Each strip has the name of

something intangible written on it. Students have to organize the strips of paper

from the most important to the least important and glue them on a piece of paper.

The Values on the strips of paper are the following: 1. Do something that makes a

difference in my community 2. Get an education 3. Make a lot of money 4. Get

along with my parents 5. Become famous 6. Having a friend I can always rely on 7.

Live according to my religious beliefs 8. To be a respectful person 9. Not taking

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advantage of another person 10. Look good 11. Stay out of trouble with the law 12.

Avoid sexually transmitted diseases 13. Have a job I really like 14. Have others look

up o me 15. Have time alone with myself 2. Class discussion: a) What are your top 3

values and why have you chosen them. b) Were there items on the list that you had

never thought about before? c) How would the way you organized your values

compare to the way your parents would rank them? Why? d) What would you be

willing to do stand up for your top 3 values?

Values and decisions

Discuss minutes students Tutor is available

1. Students are divided in four groups and have to decide what behaviour

to adopt in a specific situation given to them. 2. Students analyse the

dilemma/situation and have to answer three questions: a) which values

conflict in this situation; b) How will the person feel if he/she chooses

option A or B. c) What option would you choose? Situation A Thomas is a

senior student in High school and his friends have organized a Skip Day to

go to the amusement park and invited him to join them. Last year the

senior students who went on the skip day got in real trouble. Besides next

week it’s very important for hr review work because he’s having a Biology

exam. He really needs to do well in the exam or he might fail the entrance

in the university next year. He also knows he would have a great time

with his friends at the amusement park but he doesn’t want to get in

trouble. How would you advise Thomas to choose between Option A (skip

day) and Option B (attend Biology review). Situation B Martha´s

grandparents’ are celebrating their 50th wedding anniversary next week

and the family has prepared a reunion for the whole family to celebrate

this date. Martha is looking forward to meeting her cousins who live far

away. She also knows that her grandparents are very happy to have the

family together in that event. Yesterday her best friend Julie invited her

to go on a vacation with her family. They are planning to spend a week at

the beach. Martha loves going to the beach, swimming, surfing and gets on

very well with Julie’s family. If she goes with Julie she’ll miss the family

reunion. Her parents say it’s her decision, but she’s sure they would like

her to attend the event. How would you advise Martha to choose between

Option A (family reunion) and Option B (vacation with Julie). 3. Students

have 10 minutes to discuss the situations presented and decide what

option to choose. 4. Students share their decisions and reasons for the

choices. 5. Discussion: a) What dilemma wouldn't you like to face in your

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life? Why? b) Do people face dilemmas at work? (e.g. Police officer: to shoot

or not to shoot a criminal); c) Are there any values that have a strong

influence on teenagers' decisions? What are they? you

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LESSON PLAN 2

My Values

Available at:

http://learningdesigner.org/designer.php?uri=/personal/lumigo/designs/fid/d9e58dd1668ad

6b7ca662857b3960b850bdbf960806e80e194d46a262b264846

Context

Topic: Citizenship;

Total learning time:

Number of students: Class

Description: This is the second plan of the work prepared by the Family, Community and

School; the troika of my Values' Team. The project is funded by the EU, in the Erasmus+

Programme.

Aims

To understand the meaning of Values! To discuss about the different Values! To

distinguish between good and not so good values!

Outcomes

Define(Knowledge): Padlet about the definition of Values!

Analyse(Analysis): Tricider about eamples of Values in the society!

Produce(Application): Production of a video about Good Values!


What Values means to me!


The Students will share in on padlet (www.padlet.com) what their definition of the

word Values.

Investigate 15 minutes students Tutor is available

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40

The students will search on the internet two examples of news: one news about

good values and another about bad values, according to the student's opinion. Those

news should be shared in on tricider (www.tricider.com) prepared for this. All the

students must go to the tricider, and give their opinion about the news that have

been shared.


The students will be divided in groups (4 students in each group). Each

group must record a video about one of the news about values. Then, the

video must be uploaded to the Youtube Chanel of the class

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LESSON PLAN 3

Children & Parents – Reflecting on Family Values

Available at:

http://learningdesigner.org/designer.php?uri=/shared/fid/0ca6575a5122af60020ad9b5485f

85442e3298e7d8e9721ee4e6e6ea9b3aa4e8

Context

Topic: Reflecting on family values: Do families put into practice the values they stand for?

Do children have the same understanding as their parents, regarding the family values?


Number of students: 20-25 (parents and children)

Description: We aim to address parents/ families and children, and make them reflect

upon family values and the way they are perceived and shared by their sons and

daughters.

Aims

• To find out how parents/ families relate to their family values (their own

perceptions) • To think about the difference between the values we stand for and

the values we put into practice • To clarify the subjectivity underlying values as

opposed to the ethical and moral principles that rule communities/ society • To

share points of view, exchanging roles (parents putting themselves in their children’s

shoes).

Outcomes

Affective learning outcomes(Affective learning outcomes): Sharing ideas and

thoughts: online chart walls (Padlet); posters (mind maps)


Our children watch us . . . Actions are more important that words!


Brainstorming: What are values? Register on seamless background paper/

interactive board or use the application 'Padlet'.

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42

Produce minutes students Tutor is available

Written record of the values that characterise each participating family .


Sharing (two) values: ranking activity. Ordering them from the most to the least

important); Discussing the relevance of each value; Completing the initial

brainstorming mind map.

Read Watch Listen minutes students Tutor is available

Watching a video: "Who would you invite to have dinner with you?"


Thinking about/ discussing parents and children’s common values.


PowerPoint presentation – What are values? (theoretical framework). Trainers may

consider including references to documents, such as the Universal Declaration for

Human Rights or Charter of Fundamental Rights of the European Union.

Practice minutes students Tutor is available

Group dynamics: “World Café” A café-like environment should be set (water, tea,

coffee, cookies, low background music, etc.). The idea is to get mind maps (with

ideas, drawings, links, associations, etc.) After the two-hour discussion, 4 issues/

values are selected (the most relevant). 4 groups are built randomly (with both

parents and children) – ICT tool Team up Each group is given a paper towel, as well

as pictures, markers, post-its, etc. The purpose is to use this material to register any

ideas and opinions. The group moves to another table and uses the material there

to do the same about a different issue, leaving what they have done behind and

adding and complementing what the other groups have started. Each group is

assigned one of the questions/ issues. One person of the group becomes the

spokesperson of the group/ issue first assigned. The spokesperson never leaves the

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43

first table and, in the end, gives feedback on what everyone has shared during the

activity or not. In the end, everyone gets back to the table where they started from.

On the paper towel/card paper/ seamless backgroung paper, ideas can be registered

according to different criteria (parents or children’s ideas) using different colours,

spaces, etc. parents and children’s ideas can be registered separately (for example

using different colours or dividing the writing area in two. As the groups move from

one table to the other, they will have to summarize and prioritize the most

important aspects of each issue. A time limit should be set (for example, 10 minutes

at each station/ table). The trainer in charge of the activity should monitor the

activity and the time spent. The following guidelines should be given beforehand:

Contribute by sharing your thoughts Listen and help others listen Keep focused on

the activity Help summarising main ideas Bring ideas together Speak from the head

and from the heart Write and draw Have fun


The spokesperson from each group shares the ideas on the table he or she has

monitored. Participants should be motivated to share what they felt like during the

dynamics of the activity. This should help in the general discussion of the issue

addressed. The trainer summarizes the most important ideas, considerations and

conclusions of the session.

Trainers should manage the time spent on each activity according to the group of

participants. The whole session should take about 120 minutes.

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44

LESSON PLAN 4

Family and School – Sharing Values!

Available at:

http://learningdesigner.org/designer.php?uri=/shared/fid/5cdc8ff9dc59812822f107d258da0

220e5b1bb0fc831ae4bd88b483f6cc72436

Context

Topic: Thinking about common values between family and school; The importance of

building bridges of communication and joint intentions vs. barriers/ walls that stop the

improvement of good relations between school and family; Intentions Charter: creating

bridges between school and family – objectives; strategies; actions.


Number of students: 20 (parents and teachers)

Description: This workshop aims at integrating parents/ family and teachers in order to

share values. It allows for discussion of issues such as barrier factors and facilitating

factors in communication between these two significant parts. In the end of the session,

an Intentions Charter could be outlined, presenting some suggestions to promote a better

communication between School and Family.

Aims

• To share values between parents/ families and teachers, regarding

communication issues (family – school) • Finding differences and similarities

regarding the values families and teachers stand for (what we expect from schools)

• To outline an Intentions Charter, making suggestions, defining objectives,

strategies and actions, so that the communication between school and family is

facilitated

Outcomes

Application(Application): Production of an Intentions Charter for the Improvement of

Communication Between Schools and Families


School and family … stating intentions for the future!


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45

Brainstorming: Parents/ family – what we expect from school Teachers – what we

expect from parents/ family Using the application: Padlet


Creating a wall chart for the values indicated by parents/ family and another one for

those indicated by teachers Underlining common values


Discussion/ Sharing Parents’ spokesperson – talks about the 3 values they consider

most important for the school to promote Teachers’ spokesperson – talks about the

3 values they consider most important for parents/ family to promote regarding

teachers and school


Watching a video about what we wish for our children: "Creating great schools

together".

Collaborate minutes students Tutor is available

Forming groups randomly, using TeamUp.


Group dynamics: “world café”. Preparing an Intentions Charter for the improvement

of communication between school and family. A café-like environment should be

set (water, tea, coffee, cookies, low background music, etc.). The idea is to get mind

maps (with ideas, drawings, links, associations, etc.) After the two-hour discussion, 4

issues/ values are selected (the most relevant). 4 groups are built randomly (with

both parents and teachers) – ICT tool Team up Each group is given a paper towel, as

well as pictures, markers, post-its, etc. The purpose is to use this material to register

any ideas and opinions. The group moves to another table and uses the material

there to do the same about a different issue, leaving what they have done behind

and adding and complementing what the other groups have started. Each group is

assigned one of the questions/ issues. One person of the group becomes the

spokesperson of the group/ issue first assigned. The spokesperson never leaves the

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46

first table and, in the end, gives feedback on what everyone has shared during the

activity or not. In the end, everyone gets back to the table where they started from.

On the paper towel/card paper/ seamless backgroung paper, ideas can be registered

according to different criteria (parents or children’s ideas) using different colours,

spaces, etc. parents and children’s ideas can be registered separately (for example

using different colours or dividing the writing area in two. As the groups move from

one table to the other, they will have to summarize and prioritize the most

important aspects of each issue. A time limit should be set (for example, 10 minutes

at each station/ table). The trainer in charge of the activity should monitor the

activity and the time spent. The following guidelines should be given beforehand:

Contribute by sharing your thoughts Listen and help others listen Keep focused on

the activity Help summarising main ideas Bring ideas together Speak from the head

and from the heart Write and draw Have fun


The spokesperson from each group shares the ideas on the table he or she has

monitored. Participants should be motivated to share what they felt like during the

dynamics of the activity. This should help in the general discussion of the issue

addressed. The trainer summarizes the most important ideas, considerations and

conclusions of the session.


In this case, we expect an action plan to help improve communication between

school and family. The Intentions Charter should stand out and be delivered to the

community (identifying its proponents)

There is no time limit for each activity. It is up to the trainers to manage time according

to the group participants.

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LESSON PLAN 5

Family values, their impact on the community/ society

Available at:

http://learningdesigner.org/designer.php?uri=/shared/fid/f3ea19fb5b6737f4b87382534861

a8006f6bc0372fbd5c891094dd3f22caecec

Context

Topic: Think about how family values affect the community/society Contributions from

the family to a better demonstration of values in the community


Number of students: 20 (parents/ tutors)

Description: The workshop aims to help families reflect upon the impact that the values

they practise have on the community/society they live in. It is important to outline some

strategies/ activities/ intentions to improve the way values are expressed.

Aims

• To promote thought on how families are responsible for the validation of

certain attitudes/ values in the local community • Call attention to the importance

of cooperative/ tolerant/ responsible/ caring communities • to help take action

in the community (on values selected during the session) • to get parents/ family and

school involved in actions which contribute to an improvement in the quality of life

of the community

Outcomes

Application(Application): A leaflet or a Facebook page/ blog.


Family values … how do they affect society?


Brainstorming Parents/ family – Do the values we live by and stand for in a family

context have an impact on the communities we live in? If so, which are the most

relevant ones? ICT tool: padlet

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48


Creating a wall chart for the values indicated by parents/ family and which they

consider as the most influential in community life.


Discussion/ sharing/ thought.


Watching a video about how children learn values: "Children See. Children Do."


Group work: to identify values or absence of values based on the video. Making

change happen: which positive attitudes should be promoted?


PowerPoint presentation on Universal Values (intercultural values) and human

rights. The PowerPoint may include references to the Declaration of Human Rights.


Groupwork: What can we do in order to improve the demonstration of values, such

as tolerance, inclusion, respect or dignity, in the communities we live in? How do we

get our children involved? Suggestion: each group proposes actions/ activities/

dynamics for different values (for example, inclusion - inclusive walk; respect –

visiting a retirement home and developing an activity; a visit/ voluntary work at a

place where the elderly need companionship, a friendly word, etc.).


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The proposals from each group may become a plan of action of the Parents’

Association working together with the school. A lot can be done from this, such as a

leaflet, a Facebook page, and more.

Trainers should manage time according to group participants.

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ROMANIA

LESSON PLAN 1

Does my budget fit my values?

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/641e21fa72465a5201542d86c71ab

cb0907ed255535d6ca7b06c425f8a511543

Context

Topic: Family budget



Description: Students will participate to activities that will guide them to discuss about

their budgets, considering values received in the their families. The project is intended

to allow students to explore the following topics: 1. The link between expenditure and

revenue 2. What are the types of expenses 3. Balancing costs depending on incomes The

final product of this project will be an application for family budget.

Aims

The students will learn : - how to control money and take some responsibility; - to

use money "to do", rather than "to buy" - the meaning of saving, when it is possible,

after they will lay out a successful budget. - how to create a budget application

Outcomes

Organise(Synthesis): Students will work according to the roles assigned by Belbin

test.

Investigate(Application): Students will be able to identify various efefects of

regulatory activities on the family budget and on the economic activity around

them.

Produce(Application): Students will understand how to create budget and how it can

support good financial decision making.

Reflect(Evaluation): Students will be able to make a critical analyze about their work,

using a rating scale.

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Organize the teams


Students will have to answer to an Edmodo questionnaire, regarding their financial

needs.


Students will complete a KWL diagram and then, help by teacher, will clarify some

terms regarding a family budget.


Group selection: Belbin test, student's role, creating groups.

KWL Diagram and Belbin test are attached.

Research stage


Students will discuss about budget matters (what is a budget, different types of

income and expenses) and will understand the classification of each payment in a

category;


Students will prepare and analyse an example of monthly expenses (they will use

some apps/ online tools)

Student will need computers or tablets.

Building the application


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Every team will implement a database application that could be use to create and to

impove any budget. They will be guide to follow some stages like: designing, filling,

creating tools and interface for databases.


Students will make the documentation for their applications.

Student will need computers and accessories, stationery products.

Make the application visible


Then will post their application on the project page (i.e. Edmodo) and will exchange

good practices with other participants.

Evaluation

Practice 50 minutes 10 students Tutor is not available

Students will implement their project plan at home to see if it fits to reality.


This part of the project is to present and assess applications made by

students. It will run on the platform Webex (presentations and video

conferences) and participants will be students (10 from each country),

their parents and teachers from the participating countries. -Each team

will present their work. -After the presentation, other participants can ask

some questions Assessment tools: -Files of reflections on the work done,

will be reviewed by students (in each stage of the project) -Grid

performance evaluation of team working (final stage of the project) -

Parents and teachers will evaluate students work, using an app like

Rubric Scorer (final stage of the project)

20/8/2016

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LESSON PLAN 2

Solving coflicts

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/30125e9de2b78638017ee206eb9eb

fa7dc7c7cf859c5a3d5e52fcb1a9d0817ec

Context

Topic: Solving coflicts in family



Description:

Aims

1. to know the causes of conflicts 2. to describe the ways to solve conflicts in family

3. to present the consequences of conflict in profesional and personal life

Outcomes

Knowledge(Knowledge): ways to solve conflicts

Analysis(Analysis): causes of conflicts în family

Evaluation(Evaluation): the


RESEARCH


Students working in teams have to look in the internet for the causes of the conflicts

in the family. They have to distinguish at least 3 causes of the conflicts using the link

provided.


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Are conflicts normal in a family? The students have to give posible answers to this

question using the resourses provided.


The teams will discuss responses to questions rised by the teacher . They can give

their personal examples to support their personal views.

Students work in teams.

PRACTICE


Students in groups receive a case study that exposes a family conflict between

parents and children. They have to give practical solutions to solve that conflict.

Each team will receive another case study.


Each team will present solutions found in front of the group and then discuss other

possible options for resolving the conflict in the case study proposed .


Students will need to identify the best solutions offered in most conflicts presented .

The teacher can give those case studies that are most common for their age and

particularities.

PRODUCE


Students will formulate a regulation that will be respected by them in relation to

their parents to avoid or resolve conflicts. They have to consider the causes of

conflict and ways of its settlement discussed at earlier stages of the class.

They work in teams for better solutions.

EVALUATION

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55


Students have to take a test-quiz that the teachers has send them, concerning all the

things that they discovered-learned in the previous stages.

Self Evaluation Quiz

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56

LESSON PLAN 3

Family Values- Honesty

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/e07dd88950acccfc0932526c89860f

6ab068a8cd060ca1b896c6b94eeec8c2ba

Context

Topic: Family Values- Honesty



Description: a homogeneous group of students, with quite a similar background

Aims

to understand communication inside the family; to illustrate the value of telling the

truth

Outcomes

Knowledge(Knowledge): examine the causes and consequences of lying

Application(Application): dramatise situations when kids lie or tell the truth

Evaluation(Evaluation): assess the benefits of telling the truth and the disadvantages

of lying to one's parents


Presentation


The teacher asks students to form groups of 4 and gives them 3 questions to discuss

in groups: "Do you you always tell your parents the truth? In which situations would

you lie to your parents?. Studens discuss in groups and after that, the teacher

organises feedback. Each group appoints a member to present their results in front

of the class.

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57


Students read silently an article about kids lying to their parents at different ages.

Afterwards, they split into 2 big groups - one group analyses the stages and

particularities of lying at different ages; the other group analyses the solutions

suggested by the article.


Students watch a documentary about the science of lying and take notes while

listening to it. Afterwards they discuss the ideas present in the video and agree or

disagree.


Practice

Practice 35 minutes students Tutor is available

Half of the Students role play a situation between parents and children caught lying,

while the other half role play a situation in which the teenagers told the truth. They

split into group of 6 and design a short play stressing out the consequences of lying

and telling the truth. They perform in front of the class, while their classmates watch

and give them feedback. Then they draw the coclusions.

Evaluation


Students do a short quiz, answering questions relating to the value of

telling the truth in every circumstance of life. They discover the fact that

telling the truth is always better

20/8/2016

58

LESSON PLAN 4

Career Decisions

Available at:

http://learningdesigner.org/viewer.php?uri=/personal/TIC/designs/fid/a558d9249746daf08

bba95abcdbc814409d30e51dcb446d29c1e4f06c589bacf

Context

Topic: Family Values



Description: A heterogeneous group of students, with different backgrounds.

Aims

to invest family with a support role in taking decisions; to reveal the importance of

family guidance and support in choosing career.

Outcomes

Knowledge(Knowledge): examine the ways the family involves in the decisions the

teenagers take regarding their career (traditional and modern attitude)

Application(Application): work on a brochure containing 10 advices for both parents

and children

Evaluation(Evaluation): assess the benefits of guidance and acceptance of the

children decisions regarding their future career as a personal choice


Presentation


The teacher asks students to form 4 groups of 7 and gives them 4 questions to

discuss in groups: "Do you need and care about your family support related to career

decision? Do you share your family interests related to your career? Would you go

with the family tradition or follow your own interests?” Students discuss in groups

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59

and afterwards the teacher organizes feedback. Each group appoints a member to

present their ideas in front of the class. On a flipchart, every group writes their short

answers and then compare them, finding resemblances or differences.


Students read an article about the influence of the parents on their children choice

regarding career. Afterwards, they split into 4 big groups – two groups analyse the

ways in which parents fight to help their children; the other groups analyse the ways

and reasons the children find other patterns, outside their family.


Students discuss with invited parents (7) of different ages and fields about their

careers, their options at the time they chose and the influences they felt choosing.

The students take notes or videorecord while listening to them.

Practice


The students discuss the ideas presented and state their own opinions. Afterwards,

they imagine different situations, eventually video recording their parents reactions

when they announce a decision about career: 1. changing the path they choose in

education; 2. fighting the parents decisions; 3. showing interest in following their

parents wish.


They still form 4 groups of 7 and have to present their videos or play possible

reactions of the parents for the three cases before mentioned. They present the

videos or perform in front of the class, while their classmates watch and give them

feedback. Then they draw conclusions.

Evaluation


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Students do a short brochure of ten advices or statements for both family /

parents and the children regarding career and the best way to choose with

confidence and no regrets or remorse. They also have to find a way of

promoting their brochure, designing it and challenging for the best form of

it.

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LESSON PLAN 5

Traditions

Available at:

http://learningdesigner.org/viewer.php?uri=/personal/TIC/designs/fid/a558d9249746daf08

bba95abcdbc814409d30e51dcb446d29c1e4f06c589bacf

Context

Topic: Family Values



Description: A heterogeneous group of students, with different backgrounds.

Aims

to invest family with a support role in taking decisions; to reveal the importance of

family guidance and support in choosing career.

Outcomes

Knowledge(Knowledge): examine the ways the family involves in the decisions the

teenagers take regarding their career (traditional and modern attitude)

Application(Application): work on a brochure containing 10 advices for both parents

and children

Evaluation(Evaluation): assess the benefits of guidance and acceptance of the

children decisions regarding their future career as a personal choice


Presentation


The teacher asks students to form 4 groups of 7 and gives them 4 questions to

discuss in groups: "Do you need and care about your family support related to career

decision? Do you share your family interests related to your career? Would you go

with the family tradition or follow your own interests?” Students discuss in groups

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and afterwards the teacher organizes feedback. Each group appoints a member to

present their ideas in front of the class. On a flipchart, every group writes their short

answers and then compare them, finding resemblances or differences.


Students read an article about the influence of the parents on their children choice

regarding career. Afterwards, they split into 4 big groups – two groups analyse the

ways in which parents fight to help their children; the other groups analyse the ways

and reasons the children find other patterns, outside their family.


Students discuss with invited parents (7) of different ages and fields about their

careers, their options at the time they chose and the influences they felt choosing.

The students take notes or videorecord while listening to them.

Practice


The students discuss the ideas presented and state their own opinions. Afterwards,

they imagine different situations, eventually video recording their parents reactions

when they announce a decision about career: 1. changing the path they choose in

education; 2. fighting the parents decisions; 3. showing interest in following their

parents wish.


They still form 4 groups of 7 and have to present their videos or play possible

reactions of the parents for the three cases before mentioned. They present the

videos or perform in front of the class, while their classmates watch and give them

feedback. Then they draw conclusions.

Evaluation


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Students do a short brochure of ten advices or statements for both family /

parents and the children regarding career and the best way to choose with

confidence and no regrets or remorse. They also have to find a way of

promoting their brochure, designing it and challenging for the best form of

it.

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SLOVENIA

LESSON PLAN 1

Charity in School

Available at:

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/acb4dd8a1ef4982

0c95e2d501bceb2de9394b594564db28cef0656e1135496f1

Context

Topic: English



Description: This is a learning design for the project "Family, community and school: the

troika of my values." The project deals with values. This is a lesson in English as a

foreign language dealing with charity.

Aims

Students analyse the value of charity. Charity in broader sense of the word and at

school. Students search for new ideas how to improve charity work at school.

Outcomes

Application(Application): The best ideas will be analysed by the volunteers group and

brought into being.


Charity in School


Students discuss charity.

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Homework: Each student picks one charity organisation and finds information about

its work. They bring the collected materials to school.


Students form groups of three and share the information they have collected. They

form a list under the following headlines: Who their charities help? What they help?

Who contributes money and other goods? How do they raise money and other

goods?


With the help of their lists and the material they have brought to school the students

make a power point presentation or poster. Each group of students presents their

power point presentation or a poster to all the other groups.


The students discuss how charity work is done at school and they

brainstorm about possible future charity work at school.

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LESSON PLAN 2

Values in life/Values in class

Available at:

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/acb4dd8a1ef4982

0c95e2d501bceb2de9394b594564db28cef0656e1135496f1

Context

Topic: Sociology, Psychology




troika of my values." Students discuss values in life and agree on values in class with a

consensus.

Aims

The aims of this lesson are: - to encourage students to start to think about their

values in life - taking responsability for their own values - the students agree on class

values with a consensus - the students obey the class values throughout the school

year - to create a safe and cooperative learning environment - to reach an

agreement with a consensus

Outcomes

Uncategorised(Uncategorised): The class agrees with a consensus on 5 most

important class values. The class values are then written on a poster by all the

students. This poster is displayed in the classroom. Each student takes home a

written declaration with the 5 most important class values. This should be signed by

the student, his parents and the teacher.


Values in life/Values in class


The students are divided into 4 groups. The teacher asks them the following

question: "What do you expect from your schoolmates, family, friends, ... to be able

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to live in harmony?" In each group all the students write 3 items (characteristics,

behaviours, ...) for which they think that they are the most important in creating

harmony. Each student writes the 3 values down.


In each group each student reads his or her values aloud to the others in the group.

Each group agrees with a consensus on 3 values that are the most important for

well-being in the class. These 3 values are written and explained on the blackboard

by each group. The teacher tries to find the values that match or are similar.


The class agrees with a consensus on 5 most important class values.


Each student promises with a symbolic declaration to obey the class values

throughout the school year. The class values are then written on a poster by all the

students. This poster is displayed in the classroom. Each student takes home a

written declaration with the 5 most important class values. This should be signed by

the student, his parents and the teacher.

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LESSON PLAN 3

Learning to learn in class

Available at:

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/e48cd28b474d5d5

41adda54049eb6e6369e21046ff973861a9970cf5ce7cf98d

Context

Topic: Chemistry

Total learning time:



troika of my values." Learning to learn in class by using Pauk's learning strategy and

mind maps.

Aims

The students get to know Pauk's learning strategy

Outcomes

Knowledge(Knowledge): Student learn how to learn.


Development of competence: Learning to learn in class


The students first write what they know about the sturucture of atom. Then they

read the text about it in the text book three times.


The students form 4 groups and try to find key words in the text and write a short

summary.

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Together with the teacher the students write a mind map. At the same time they

write the clues according to Pauk's learning strategy into their notebooks.


The students get to know Pauk's learning strategy. At the same time when the mind

map is coming into being the students write (with teacher's help) new clues in form

of questions on the left side of the page in their notebooks. On the right side of the

page the answers to questions are written. In this way the students have already

prepared questions that will help them to repeat the subject matter at home.


Students practice by asking each other this questions in pairs.

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LESSON PLAN 4

Learning about Values

Available at:

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/e9e704661c7ba31

6074b519b19255f29d41a2efb03ce226410d3dd1e94715a0e

Context

Topic: Psychology, Sociology




troika of my values." What are values? How are they formed? What cathegories of values

are there? How do they influence human lives?

Aims

The students learn what values are, how they are formed, how they influence human

lives and how they can be cathegorised.

Outcomes

Knowledge(Knowledge): Students have learned what values are, how they are

formed, how they influence human lives and into which cathegories they can be

divided.


Learning about Values


Studets are given a number of values (honesty, trust, openness, cooperation,

creativity, knowledge, family, fun, health, frindship, love, responsibility, wisdom,

truth, wealth, power, dligence, kindness, benevolence, ...) and they have to decide

which value is the most important for them. Students are then given some picture

materials and they have to find out which values can be found on the pictures. After

that they are given a graph of a research about values that can be found in the

internet and they have to find out which values are the most common there.

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In pairs the students have to search the web and find a similar research about

values. In the research they search again for the most common values.


The students discuss key values - those which are so important for them that without

them they wouldn't be satisfied with their work or in everyday life. They also have to

decide to what extent values can influence human behaviour and work.


Slovenian psychologist dr. Janek Musek divided values into four main chategories:

hedonistic values, values of power, moral values and values of fulfilment. The

students watch a power point presentation explaining in detail which values form

each of the four groups.


Students fill in a form with three values for each presented group of values (e.g.:

values of fulfilment: art, sense, wisdom, truth, ...)

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LESSON PLAN 5

Mosaic of Values

Available at:

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/275fce88340acbcb

c36547639712ea21ce8311d2628fbe47fd460241f8fd4320

Context

Topic: Sociology, Psychology


Number of students:


troika of my values." “Mosaic of Values” is a workshop prepared for students to stimulate

reflection on values. It was designed as a part of the Erasmus+ project "Family,

community and school: the troika of my values" with participants from Austria, Belgium,

Greece, Portugal, Romania, Slovenia and Turkey.

Aims

The main aim of the workshop was to stimulate students to think more about values

and it focused on three topics: • Which values are important for you? • Which values

do you have and would you like to have? • Where did you get the specific value (in

school, at home, from the community)?

Outcomes

Affective learning outcomes(Affective learning outcomes): Collage: "Mosaic of

Values"


Mosaic of Values


The following material should be prepared in advance: • value cards, • inspiration

cards, • poster for collage / mosaic of values.

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The worskop has following stages: (1) INTRODUCTION: presentation of the workshop

and the working process (2) VALUE CARDS: working cards, students pick a card for

their country (one colour for each country) (3) GROUP WORK & INSPIRATION CARDS:

creating groups (1 student from each country), discussing the values, filling in the

value cards (4) MOSAIC OF VALUES: preparing the final collage (5) CONCLUSION:

discussion, lessons learned (6) PROMOTION: placement of the final »mosaic of

values« in the classroom, promotion of the project, values


How did you feel in the workshop? Did you learn anything in the workshop? What

was your experience? Are the values of school, family and community represented in

your school work and where do they reflect?

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TURKEY

LESSON PLAN 1

The school in my life

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/6149b5cc8a40d4637088caedf68244

9792c798302d5554feb2c35c7fbbe0db9b

Context

Topic: The school in my life



Description: Description: This lesson is designed as a group study. Students will argue

their perceptions about school and try to explain it with technological facilities. At the

end of the lesson, they will express their thoughts with “Stopmotion”, a phone app

Aims

To detect students’ perceptions about schools. To foster student’s creativity with

group study. To make them use technology in a beneficial way To foster their

capability of verbal and inscriptive evaluation about a duration.

Outcomes

Application(Application): to make a movie (maximum 3 minutes) with stopmotion

app.


Preparation- Taking Attention


1. The teacher tells five students to download “ Stopmotion” before they come to

lesson 2. “What’s there in the box” Game The teacher enters class with a box that

contains school’s picture. He tells the students to predict what is in the box by asking

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questions, but the answers should be “Yes” or “No” If students make the correct

prediction, the picture is taken out of the box. (If the correct guess cannot be made

after a while, the teacher takes the hidden picture out of the box.) The teacher ask

students which words come to the their mind about the word “school” and writes

down the words to the board without an order.

COOPERATION -Investigate

Investigate 30 minutes students Tutor is available

The teacher tells students to write a short scenario about school’s values and

importance with the help of the words written on the board. They will write it with

their desk mates two students for each scenario. After it’s done, the teacher makes

a short presentation about the stop motion app He divides students into 5 groups (4

for each group) except the five students who downloaded the app and distributes

them randomly to the groups. The group members talk about the scenarios they

drafted previously and agree on a common scenario. The teacher shows students the

materials they can use on stopmotion and tells the groups to take the materials

(pencils, puppet …) as equally as possible. Then, He tells students to find an object in

the garden that might be useful to use in their movies and gives them 10 minutes.

Meanwhile, the teacher hangs the words or short sayings about school that he has

prepared and brought earlier.

PRODUCTION-PRESENTATION-EVALUATION


The groups come together at the end of 10 minutes. They start to make a movie

(maximum 3 minutes) with stopmotion app. The teachers observes the groups and

guides them about the app if necessary. After the movies are made, the teacher tells

the students to bring their movies to next lesson. The teacher asks the students

about their thoughts after the movies are watched one by one. The teacher gives

students post-its. Students tell their thoughts about school with the help of the

movies and hang it somewhere teacher determined . The teacher ends the lesson

after reading post-its.

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LESSON PLAN 2

Rising awareness on volunteering

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/1912152e16e0e2d043b622673973c

9f6ff94777aed47dd65c40e922a63948d29

Context

Topic: Volunteering



Description:

Aims

• Learn the vocabulary around volunteering • Develop an understanding why

people volunteer • Develop an understanding of volunteering

Outcomes

Evaluation(Evaluation): choosing the best poster

Application(Application): Poster design

Comprehension(Comprehension): song and discussion question

Knowledge(Knowledge): Words around volunteering


BINGO CARDS


Read Students are handed out bingo cards and started to play Bingo to familirize

with the vocabulary


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Read They listen to song and fill in the blanks in worksheets Song Get involved in

your community, Help to make a better way… The pay is great for giving freely, Solve

the problems of today… Chorus: Volunteer for your community, Volunteer it feels

fine. Help create a bright tomorrow. Give some money or your time. Volunteers can

feed the hungry, Help the lonely find the way Volunteers can make the difference,

Solve the problems of today. Chorus Give yourself a new beginning Take a chance

and you will find… Volunteering is like getting, A brand new state of mind. Chorus

Poster designer


students prepare a poster for a volunteering campaign in local level

Poster designer is a tool used to design posters easily

Evaluation :poster contest in class


Read poster contest in class are held.Students grade them and select the best one

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LESSON PLAN 3

Building school on volunteering

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/ab44158e048415f8981055d59bfaa

4fa61d7f644f9008a91e11996e27d404dea

Context

Topic: Building school on volunteering



Description:

Aims

To practise speaking skills doing a mini-survey Learn the vocabulary around

volunteering Develop an understanding why people volunteer Develop an

understanding benefit of volunteering

Outcomes

Evaluation(Evaluation): evaluation

Application(Application): song animation

Comprehension(Comprehension): preparing survey

Knowledge(Knowledge): brainstorming

Application(Application): reportage

Analysis(Analysis): discussion


Reportage- moviemaker


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Ask some of the students what jobs they hope to do in the future. Then ask them to

think about the factors that are important to them when thinking about jobs. Ask

students to brainstorm as many ideas as they can and to write them down. If you

prefer, do a group brainstorm on the board. Their ideas may include: money / well-

paid, you like the job, near your home, don’t have to wear a uniform, satisfying job,

it’s inside / outside, working with people, creative etc. etc.. When students have

written the top three factors ask them if one of their top three was to do with

money. This will lead you nicely into the idea of voluntary work. Make sure all the

students understand the concept of voluntary work.


Tell the students they are going to find out about their classmates by doing a mini

survey about volunteering. There is only one question to the survey so the idea is for

students to find out as much information as they can by asking the two follow-up

questions and making notes. When they have gathered the information, get some

feedback from the whole group.

This stage takes place in the information technology lab. Students work in teams

Goanimate - STUDENTS' MOTIVATION


• A set of cards for each group of 5 students. Each set of cards contains about

20 words. Some of these words are taken from the song. The others are not, but are

similar in meaning or sound to the words from the song. • Give each group the set

of words. • Tell students that they have a few minutes to lay out the cards and

decide what they think the song is about. • To help students brainstorm, ask a few

questions: o Do you think it’s sad or happy? o Is it a love song? o ‘Why?

Which words make you think that? costructions, answer to quiz questions, take

photos of barriers for disabled and produece a video of them blindeyed trying to

walk through the route for the blind people


After the song students ask to use goanimate to animate the song

Goanimate is an animation programme easily used by students to make animation film

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Evaluation google doc


students upload their animation and each group can grade each other's animation

film

open doc for Evaluation

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LESSON PLAN 4

E-newsletter and e-volunteer project

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/241588fdd35df0b1b670f0e57a4f44

92779a95aa1d9904e97a1fe8b8351126ee

Context

Topic: Creating E newsletter and e volunteer bank



Description:

Aims

to search for volunteering news around the world to prepare volunteering

newspaper to gather their ideas for volunteering to put forward a volunteering idea

and present it as a project

Outcomes

Evaluation(Evaluation): Self evaluation / preparing rubric

Application(Application): selecting the related news from internet

Comprehension(Comprehension): investigating the volunteering news

Knowledge(Knowledge):

Application(Application): preparing newspaper

Analysis(Analysis): discussion for new ideas


WEBQUEST / FODEY preparing newspaper on volunteering


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Students working in teams have to look in the internet for volunteering news on

internet and collect information about it around the world


Students use the information that they collected to create their newsletters by using

fodey

FODEY is most simple tool to build a newspaper It also does not have many features yet

you can use it to create a newspaper for your class. Just fill in your information and

Fodey generates your newspaper.

E volunteer bank- Learning designer


students are asked new ideas for volunteering Ask students, “What does it mean to

volunteer?” Define the word volunteer (someone who does a job or gives services

freely and usually without pay). “How many of you have ever volunteered your time

to help somebody else?


Tell students that you would like them to look around and think of needs at the

school and in the community that could be addressed by a group volunteer project.

Have students work with a partner to write down problems or needs they see

around them. Ask them develop Volunteering Ideas/ projects for the problems.Hand

out a Project template for the students to write down their ideas and give them 15

minutes to make a presentation by using learner designer

Learning designer The Learning Designer suite of tools enables teachers to share their

good teaching ideas. It is intended to help a subject teacher see how a particular

pedagogic approach can be migrated successfully across different topics. There are

sample patterns to browse and edit, or you can design your own from scratch.

Evaluation Rubistar


Present your project idea to the other teams. Prepare rubric for voting Vote the best

one.

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Create Rubrics for your Project-Based Learning Activities

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LESSON PLAN 5

Can We Use Mobile Devices at School?

Available at:

http://learningdesigner.org/viewer.php?uri=/shared/fid/241588fdd35df0b1b670f0e57a4f44

92779a95aa1d9904e97a1fe8b8351126ee

Context

Topic: freedom,responsibility,respect



Description: Students share their information and use it to develope a policy for the

acceptable use of these mobile devices in the school and prepare a written submission for

presentation to the principal and school council.

Aims

Learning responsibilities when using technology, finding a proper way to use

technology , researching the place of technology in our lives.

Outcomes

Evaluation(Evaluation): Students have become conscious about the use of

technology and have improved their discussion skills, preparing a policy and a report,


Fishbowl Discussion about Mobile Devices


Students begin with a fishbowl discussion on the growth of mobile devices and how

they change the way we interact.To prepare for the fishbowl activity the teacher

appoints one member of the class as facilitator and split the rest of the class into two

equal groups .The students organise enough chairs for one group to be seated facing

each other in a circle.The other group members stand behind the seated members

and then identify a partner seated on the opposite side of the circle.Then

participants start discussing the activity while observers observe their partner's

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behaviour during the discussion .At the end of the discussion facilitator presents a

summary of points raised.


Students form groups and use a jigsaw activity to gather information about the use

of mobile devices in educational settings.The teacher selects three to five articles on

the topic that students can acces in either printed or electronic format.Then teacher

splits the class into working groups depending on the number of articles

selected.These working groups split up and one member from each group joins with

members of the other groups to form information gathering groups .Each one of

them studies one particular article , paraphrasing then discussing it.Then the working

groups come together again and each member presents their gatherings .Then other

members of the group ask information-seeking questions without making comments

.Taking notes , the group discusses the informatioın and makes comments.When all

information has been presented the group has an open discussion around the issues.

Conclusion


With the information they have gained during the discussions students prepare a

policy about the usage of the mobile devices as learning tools at their school.Then

each group prepares a poster about the pros and cons of using technological devices.

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LEARNING DESIGNER LINKS

BY THEMATIC FIELD

I - Intro 01 - Personal, family and community values

http://learningdesigner.org/viewer.php?uri=/shared/fid/a327e79df7a1dae18c021e6

b08eba6bc79c03c948b53e79ee90a3581376212b9

02 - My Values

http://learningdesigner.org/designer.php?uri=/personal/lumigo/designs/fid/d9e58d

d1668ad6b7ca662857b3960b850bdbf960806e80e194d46a262b264846

II - Values and Family 01 - FATHERHOOD

http://learningdesigner.org/viewer.php?uri=/personal/MARIANNEVE/designs/fid/

db169486ffe6537b7c42ca22859d7960b6073810c35be6d2a3ffaf9373885cb3

02 - WORKAHOLIC FATHERS

http://learningdesigner.org/viewer.php?uri=/personal/MARIANNEVE/designs/fid/

3253232cd5cda44fe1f3447d7955286045b1e15c49b235e0a1b4b856f205ffea

03 - IF by Rudyard Kipling, 1910

http://learningdesigner.org/viewer.php?uri=/shared/fid/99996ab56276bd7750dcc0

73fb571dfbc573f08a8417e0eeedc59f98c7f7764c

04 - PAINTINGS

http://learningdesigner.org/viewer.php?uri=/shared/fid/441c7fd8443ae00a634d71

e2c86fc04a0fe474e4abf9a5df78650d48afdb0dac

05 -

06 - Does my budget fit my values?

http://learningdesigner.org/viewer.php?uri=/shared/fid/641e21fa72465a5201542d

86c71abcb0907ed255535d6ca7b06c425f8a511543

http://learningdesigner.org/viewer.php?uri=/shared/fid/a327e79df7a1dae18c021e6b08eba6bc79c03c948b53e79ee90a3581376212b9

http://learningdesigner.org/designer.php?uri=/personal/lumigo/designs/fid/d9e58dd1668ad6b7ca662857b3960b850bdbf960806e80e194d46a262b264846

http://learningdesigner.org/viewer.php?uri=/personal/MARIANNEVE/designs/fid/db169486ffe6537b7c42ca22859d7960b6073810c35be6d2a3ffaf9373885cb3

http://learningdesigner.org/viewer.php?uri=/personal/MARIANNEVE/designs/fid/3253232cd5cda44fe1f3447d7955286045b1e15c49b235e0a1b4b856f205ffea

http://learningdesigner.org/viewer.php?uri=/shared/fid/99996ab56276bd7750dcc073fb571dfbc573f08a8417e0eeedc59f98c7f7764c

http://learningdesigner.org/viewer.php?uri=/shared/fid/441c7fd8443ae00a634d71e2c86fc04a0fe474e4abf9a5df78650d48afdb0dac

http://learningdesigner.org/viewer.php?uri=/shared/fid/641e21fa72465a5201542d86c71abcb0907ed255535d6ca7b06c425f8a511543

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07 - Solving conflicts

http://learningdesigner.org/viewer.php?uri=/shared/fid/30125e9de2b78638017ee2

06eb9ebfa7dc7c7cf859c5a3d5e52fcb1a9d0817ec

08 - Honesty

http://learningdesigner.org/viewer.php?uri=/shared/fid/e07dd88950acccfc0932526

c89860f6ab068a8cd060ca1b896c6b94eeec8c2ba

09 - Careen Decisions

http://learningdesigner.org/viewer.php?uri=/personal/TIC/designs/fid/a558d92497

46daf08bba95abcdbc814409d30e51dcb446d29c1e4f06c589bacf

10 - Family Traditions Values

http://learningdesigner.org/viewer.php?uri=/personal/TIC/designs/fid/a558d92497

46daf08bba95abcdbc814409d30e51dcb446d29c1e4f06c589bacf

III - Values and Community

01 - Designing Cities for Disabled People

http://learningdesigner.org/viewer.php?uri=/shared/fid/c55d7eebd03fbc29d08fa34

f528db52a594349cea56a227594ac936a1556dd42

02 - Important people and monuments of my town

http://learningdesigner.org/viewer.php?uri=/shared/fid/a7bfd3f6d2a1276e023180f

db640893e55b75c21862ca5c159b2b270f7baad63

03 - Xanthi's Old Town Architecture

http://learningdesigner.org/viewer.php?uri=/shared/fid/bc4987978405bd18920b8e

ad24bc90f1d643e016b26d0889de28b69cb1157be8

04 - Exploring-Promoting Local Natural Products

http://learningdesigner.org/viewer.php?uri=/shared/fid/c8a2a887a7d37e6940d0d4

b3698bd0380a62b44b74b771e4b94948cc384ddc31

05 - Importan persons born and lived in our region

http://learningdesigner.org/viewer.php?uri=/shared/fid/61665dbc3c46b37c413c10e

2ff48aab4777f5acccace82b1db7b60aeeeb2b94b

06 - Revitalisation of a river

http://learningdesigner.org/viewer.php?uri=/shared/fid/30125e9de2b78638017ee206eb9ebfa7dc7c7cf859c5a3d5e52fcb1a9d0817ec

http://learningdesigner.org/viewer.php?uri=/shared/fid/e07dd88950acccfc0932526c89860f6ab068a8cd060ca1b896c6b94eeec8c2ba

http://learningdesigner.org/viewer.php?uri=/personal/TIC/designs/fid/a558d9249746daf08bba95abcdbc814409d30e51dcb446d29c1e4f06c589bacf

http://learningdesigner.org/viewer.php?uri=/personal/TIC/designs/fid/a558d9249746daf08bba95abcdbc814409d30e51dcb446d29c1e4f06c589bacf

http://learningdesigner.org/viewer.php?uri=/shared/fid/c55d7eebd03fbc29d08fa34f528db52a594349cea56a227594ac936a1556dd42

http://learningdesigner.org/viewer.php?uri=/shared/fid/a7bfd3f6d2a1276e023180fdb640893e55b75c21862ca5c159b2b270f7baad63

http://learningdesigner.org/viewer.php?uri=/shared/fid/bc4987978405bd18920b8ead24bc90f1d643e016b26d0889de28b69cb1157be8

http://learningdesigner.org/viewer.php?uri=/shared/fid/c8a2a887a7d37e6940d0d4b3698bd0380a62b44b74b771e4b94948cc384ddc31

http://learningdesigner.org/viewer.php?uri=/shared/fid/61665dbc3c46b37c413c10e2ff48aab4777f5acccace82b1db7b60aeeeb2b94b

http://learningdesigner.org/viewer.php?uri=/shared/fid/38feb52aa3fef395fd94fc60b37d0b35300064a13a2fbf3714841010fdecfae9

20/8/2016

88

http://learningdesigner.org/viewer.php?uri=/shared/fid/38feb52aa3fef395fd94fc60

b37d0b35300064a13a2fbf3714841010fdecfae9

07 - The Value Of Pets

http://learningdesigner.org/viewer.php?uri=/shared/fid/96612410000b288742c9da

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08 - Cooperation with an organisation for disabled persons

http://learningdesigner.org/viewer.php?uri=/shared/fid/dcee6c6132cd611dde731b3

57724d5c96df6f909f9eb4f5e96e603966d531e41

09 - Ethic - a new teaching subject

http://learningdesigner.org/viewer.php?uri=/shared/fid/5e5de6e56519e27261e78c

113cdfe7d1f8154f678b85071444968f331849a639

10 - Assume political responsibility in your community

http://learningdesigner.org/viewer.php?uri=/shared/fid/9efe22e016f7940f3413267

a34b18907b60ec886db3bba2fe9b2662eefd7d108

IV - Values and School 01 - Charity in School

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/acb4dd8a

1ef49820c95e2d501bceb2de9394b594564db28cef0656e1135496f1

02 - Values in life/Values in class

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/acb4dd8a

1ef49820c95e2d501bceb2de9394b594564db28cef0656e1135496f1

03 - Learning to learn in class

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/e48cd28b

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04 - Learning about Values

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/e9e70466

1c7ba316074b519b19255f29d41a2efb03ce226410d3dd1e94715a0e

05 - Mosaic of Values

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/275fce88

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06 - The school in my life

http://learningdesigner.org/viewer.php?uri=/shared/fid/96612410000b288742c9daf3d133890ee32209f2c163770129055780b120c35b

http://learningdesigner.org/viewer.php?uri=/shared/fid/dcee6c6132cd611dde731b357724d5c96df6f909f9eb4f5e96e603966d531e41

http://learningdesigner.org/viewer.php?uri=/shared/fid/5e5de6e56519e27261e78c113cdfe7d1f8154f678b85071444968f331849a639

http://learningdesigner.org/viewer.php?uri=/shared/fid/9efe22e016f7940f3413267a34b18907b60ec886db3bba2fe9b2662eefd7d108

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/acb4dd8a1ef49820c95e2d501bceb2de9394b594564db28cef0656e1135496f1

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/a21d4142b45c519d0e73f172a9e2092e7f9d5193c56ca84ef54d8fc0f7814b8b

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/e48cd28b474d5d541adda54049eb6e6369e21046ff973861a9970cf5ce7cf98d

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/e9e704661c7ba316074b519b19255f29d41a2efb03ce226410d3dd1e94715a0e

http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/275fce88340acbcbc36547639712ea21ce8311d2628fbe47fd460241f8fd4320

http://learningdesigner.org/viewer.php?uri=/shared/fid/6149b5cc8a40d4637088caedf682449792c798302d5554feb2c35c7fbbe0db9b

20/8/2016

89

http://learningdesigner.org/viewer.php?uri=/shared/fid/6149b5cc8a40d4637088ca

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07 - Rising awareness on volunteering

http://learningdesigner.org/viewer.php?uri=/shared/fid/1912152e16e0e2d043b622

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08 - Building school on volunteering

http://learningdesigner.org/viewer.php?uri=/shared/fid/ab44158e048415f8981055

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09 - eNewsletter and eVolunteer project

http://learningdesigner.org/viewer.php?uri=/shared/fid/241588fdd35df0b1b670f0e

57a4f4492779a95aa1d9904e97a1fe8b8351126ee

10 - Can We Use Mobile Devices at School?

http://learningdesigner.org/viewer.php?uri=/shared/fid/241588fdd35df0b1b670f0e

57a4f4492779a95aa1d9904e97a1fe8b8351126ee

V - Working the values with the families 01 - Children & Parents – Reflecting on Family Values

http://learningdesigner.org/designer.php?uri=/shared/fid/0ca6575a5122af60020ad

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02 - Family and School – Sharing Values!

http://learningdesigner.org/designer.php?uri=/shared/fid/5cdc8ff9dc59812822f107

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03 - Family values … how do they affect society?

http://learningdesigner.org/designer.php?uri=/shared/fid/f3ea19fb5b6737f4b8738

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http://learningdesigner.org/viewer.php?uri=/shared/fid/1912152e16e0e2d043b622673973c9f6ff94777aed47dd65c40e922a63948d29

http://learningdesigner.org/viewer.php?uri=/shared/fid/ab44158e048415f8981055d59bfaa4fa61d7f644f9008a91e11996e27d404dea

http://learningdesigner.org/viewer.php?uri=/shared/fid/241588fdd35df0b1b670f0e57a4f4492779a95aa1d9904e97a1fe8b8351126ee

http://learningdesigner.org/viewer.php?uri=/shared/fid/9fb0c29e25992d731d75d7323b1c01b3bfeaaf9730e1134d6d461f65da325681

http://learningdesigner.org/viewer.php?uri=/shared/fid/0ca6575a5122af60020ad9b5485f85442e3298e7d8e9721ee4e6e6ea9b3aa4e8

http://learningdesigner.org/viewer.php?uri=/shared/fid/0ca6575a5122af60020ad9b5485f85442e3298e7d8e9721ee4e6e6ea9b3aa4e8

http://learningdesigner.org/designer.php?uri=/shared/fid/5cdc8ff9dc59812822f107d258da0220e5b1bb0fc831ae4bd88b483f6cc72436

http://learningdesigner.org/designer.php?uri=/shared/fid/f3ea19fb5b6737f4b87382534861a8006f6bc0372fbd5c891094dd3f22caecec

lesson plans - using web 2.0 tools and mobile devices in classroom

Education