BOOKLET GOOD PRACTICES · 2018-12-08 · 1 BOOKLET GOOD PRACTICES ERASMUS PLUS Key Action 2: Cooperation for innovation and the exchange of good practices The Project “Water in

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BOOKLET

GOOD PRACTICES

ERASMUS PLUS Key Action 2: Cooperation for innovation and the exchange of good

practices

The Project “Water in our world” Number 2016-1-BG-KA219-023796 has been held in a

period of two years /from 01-09-2016 to 31-10-2018/. It establishes a partnership among six

schools from Bulgaria, Italy, Poland, Turkey, Lithuania and Portugal which developed and

performed the key project actions, aims and goals.

This project has been funded with support from the European Commission.

“This publication reflects the views only of the author, and the Commission cannot be held responsible for

any use which may be made of the information contained therein“

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ACKNOWLEDGEMENTS

The booklet is a compilation of good practices and workshops and it can

be a suitable teaching resource for Erasmus + Learning activities with students,

for training courses and sessions, for English or CLIL lessons.

This publication has been created as a result of the intensive work by

participants and teachers’ teams during the Learning Teaching and Training

Activities in Bulgaria, Portugal, Poland, Italy, Lithuania and Turkey. We would

like to express our gratitude to all who contributed to creating the booklet, with

their suggestions, feedbacks and dedicated work. We are also grateful to all

participants – students, teachers, school staff, parents, local communities who

took part in the project and made it possible to be implemented .

The project WOW was funded by Erasmus Plus Prorgamme of the

European Union and granted through the National Agencies in Bulgaria, Italy,

Portugal, Poland, Lithuania and Turkey.

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WHY did we create the “good practices booklet”?

The main aim of the “good practices booklet ” is to train, motivate, empower and

improve professional competences of students, teachers in schools and professionals to

successful work through non-formal methods in formal education on improving the

entrepreneurial, employability and transversal skills of young people they work with within

their organisations and communities.

More information you can find on the project WOW site: http://www.wow-erasmus.com/

Projects objectives

1. Developing students’ skills for critical thinking

The topic of the project gives an opportunity to students to work over environmental water

problems. Through activities connected to gathering information, presenting and discussing

water conditions in each partner countries, students develop personal outlook and civil

position for solving and preventing water nature issues. Participants in the project are aware

of local authorities responsible for environment and obtain social attitude to criticize and offer

various solutions. They take part in workshops and project based classes where they

implement and present their abilities practically.

2. Creating cultural water heritage via new technologies

Water resources and pools with local, regional, national and international significance are

located in each partner country. Many of them has common features and their similarities and

importance can be easily compared by students. Through taking pictures, creating

presentations, preparing brief reports, providing internet discussions and establishing student

blog to combine the results and outcomes through non-formal learning activities, the project

represents water as cultural heritage.

3. Using non-formal, innovative learning activities in an environment of

inclusion for improving students’ studying and training so they learn

marketable and lifelong learning strategies

The project aims to organize and provide different educational activities outside the

traditional classroom using collaborative, flexible educational methods, which are focused on

clearly defined purposes. One of the project goals for students is to participate in publishing a

project newspaper with the name Water in our World. It turns young students into reporters,

editors, journalists, photographers and gives them a chance to perform real practical activities

as taking interviews, writing and editing articles, discussing issues, working in teams, having

a real working positions. Furthermore, the project expects benefits for teachers as they are

responsible for supervising, supporting and helping students’ work.

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PARTNER ORGANSIATIONS

ORGANISATION COUNTRY

Letets Hristo Toprakchiev Secondary school http://soubozhurishte.com/news.php

Bulgaria, Bozhurishte, 10

“Ivan Vazov” street

Agrupamento de Escolas do Forte da Casa http://portal.aefc.edu.pt/

Portugal,Forte da Casa, rua

Rua Da Republica 2625-503

Siauliai Ragaine progymnasium http://ragaine.su.lt/

Lithuania, Siauliai

Tilzes street 85

Liceo Statale " E. Majorana" https://www.liceomajoranarho.it/

Italy, San Giovanni La

Punta,Via G. Motta,87

Publiczne Gimnazjum Nr 26 Im. M. Reja http://www.gim26.edu.pl/

Poland, Lodz, al. 1 MAJA

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Ted Malatya http://www.tedmalatya.com/

Turkey,Inonu Universitesi

Kampusu Elazig Yolu uzeri

10. Km

If you need more information , please do not hesitate to contact us :

[email protected]

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CONTENT

WATER RELATED IDIOMS-Bulgaria ............................................................... 6

AN INTERACTIVE GAME “EUROPE AND WATER”, ORGANIZED AS AN

IT COMPETITION-Bulgaria ................................................................................ 8

HUMAN RIGHTS, REFUGEES-Bulgaria ......................................................... 11

MATHS INSPIRATION - Bulgaria .................................................................... 13

BULGARIA THROUGH MY EYES – VIDEO-Bulgaria ................................. 16

ERASMUS WOW BLOG-Italy .......................................................................... 18

CREATE A POSTER-Italy ................................................................................. 22

CREATIVE WORKSHOP “EBRU PAINTING ON WATER”-Lithuania........ 25

WORKSHOP “INTERNATIONAL PIZZA MAKING”-Lithuania ................... 27

GOOD PRACTICE AND TRAINING “SKATING ON THE ICE RINK”-

Lithuania .............................................................................................................. 29

OUTDOOR CITY GAME IN LODZ, POLAND ............................................... 31

PHOTOGRAPHY WORKSHOP ”LET’S START TAKING GOOD

PICTURES.”-Poland ........................................................................................... 33

PRESENTATION ABOUT “WATER IN THE HUMAN BODY” IN POLAND-

Portugal ................................................................................................................ 35

ICE-BREAKING GAME “TO DO AND SAY - Portugal ................................. 37

DIGITAL LIBRARY – THE WEB 2.0-Portugal ............................................... 39

PHOTOGRAPHY-Turkey .................................................................................... 41

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“Letets Hristo Toprakchiev” Secondary School,

Bulgaria, Bozhurishte, 10 Ivan Vazov Street

WATER RELATED IDIOMS-Bulgaria

DEVELOPED BY Teodora Taneva, Tatyana Dimitrova

SUMMARY OF THE ACTIVITY A dictionary with idioms, which contains water words.

This is a group game or activity to match pictures/photos/drawings with idioms.

Students are divided into 5 groups and they get their own lists with idioms and

pictures. They have to find the picture that matches the water idiom.

Themes that the activity tackles

Intercultural learning

Understanding the literal and

figurative meaning of an idiom.

Critical thinking

Target group The activity was used by students and

teachers, during the LTTA in Bulgaria.

It can be used as an additional material in

English lessons, extracurricular classes,

project work or teaching workshops. Aims and objectives of the activity

To illustrate the literal and

figurative meaning of an idiom

To enhance students’ explanation of

literal and figurative meaning of

idioms

To match correctly idioms with

their figurative meanings

To identify and sort out items

according to their categories

To improve content and language

integrated learning

To motivate students’ learning

To develop interactive teaching and

learning

Time in minutes 40 minutes

Group size 20 students divided into smaller groups

Instructions 1. Presentation of the idioms -10 min.

The teacher chooses 10 idioms from the

dictionary and explains them

2. Explanation of the activity

Divide students into 5 groups. Each group

receives a cardboard, some glue, 10 lists

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with idioms and pictures – 3 min.

3. Groups work to prepare a poster with 10

idioms and corresponding picture to each

idiom - 20 min.

4. Conclusion – 2 min.

5. Evaluation – 5 min.

Debriefing and evaluation Evaluation - The winner is the team who

first manage to match correctly the idioms

from the list to the pictures.

Space requirements and training materials Activity in the classroom

Materials: lists with idioms, images, glue,

cardboard

Tips for facilitators You can give the participants some printed

materials or links connected to the meaning

of idioms.

You can help them with oral explanation of

the idioms

Additional information, notes

Presentations with the idioms

Materials - cardboard, lists with idioms,

pictures, glue, some printed materials with

the definitions of the idioms or their usage

in a situation.

Photos

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“Letets Hristo Toprakchiev” Secondary School


AN INTERACTIVE GAME “EUROPE AND WATER”, ORGANIZED AS AN IT COMPETITION-Bulgaria

DEVELOPED BY Stanislava Pototska, Kamelya Kostova, Asya Venelinova,

Teodora Taneva

SUMMARY OF THE ACTIVITY Teams of students and a teachers’ team. This is a computer based test. The electronic test

includes questions from a variety of areas - water and water resources, lifestyle, traditions,

culture, folk costumes and musical instruments, celebrities, sportsmen from the

participating countries, as well as issues related to the European Union and the Erasmus+

project “Waters in our World".

The test has been created with the Easy Quizzy program and was specially

developed for the purposes of the "Water in Our World" project by the Information

Technology teachers in the Bulgarian partner school. The test contains multiple-

choice questions and questions about a combination of photos and text. The

questions are in English.


European Union facts and

information

Water issues

Cultural and traditional values

Team work

Enhancing language

Target group The program easy Quizzy can be useful for

everyone to prepare or create various tests.

The test is addressed to young people who

need to improve their knowledge about

Europe and European countries or are

interested in water related topics. The

activity develops English language

competences. Aims and objectives of the activity

To learn more about European

countries, partners of the project

WOW

To become aware of the importance

of water and climate

To work in teams

To solve test in an interactive way

To share cultural values, national

and European identities

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Time in minutes 30 minutes, depending on the number of

the questions - about one minute per a

question

Group size 30 to 40 people divided into 6 groups Each

team consist of students from the partner

countries – Lithuania, Portugal, Italy,

Turkey, Poland, Bulgaria and a teacher

team

Instructions A computer based test

Explanation of the types of the questions –

2 minutes

There are different types of questions:

• Questions with only one correct

answer – You have to choose it

• Questions with more than one

correct answer – You have to choose them

• Finding the matching objects – You

have to match them dragging the mouse

• Arranging objects – You have to put

various objects into correct order

Explanation of the position of the test on

the computer / laptop and assuring that

each team has found folder and started the

test – 1 minute

Find a folder named IT on the desktop.

There is a sub folder named TEST

Debriefing and evaluation After finishing the test each team receives

points for each correct answer. The winner

is the team with the highest result. The

system generates a detailed report with the

right and wrong answers.

Space requirements and training materials A conference room, a projector with a

computer, 6 tables with 6 computers, chairs

for the participants

Tips for facilitators This activity can be adapted to a bigger

group or it can be done in the computer lab

as a test for each student.


The IT test

Materials – besides the technical

equipment, you may need to prepare labels

with the team number

Photos

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HUMAN RIGHTS, REFUGEES-Bulgaria

DEVELOPED BY Tatyana Dimitrova, Teodora Taneva

SUMMARY OF THE ACTIVITY A presentation that consists of refugee statistics, basic terms, problems and issues

related to refugee status, responsible authorities and state duties, the attitude of non-

profit organization and the role of the Red Cross. The students are in a state of

discussion, they ask questions, express opinions, exchange attitude. The teacher is a

facilitator, supports students and explains complicated situations or

misunderstanding. Students gain knowledge about refugee challenges in the

European Union and Bulgaria.


Refugee challenges

Critical thinking

Arguing and discussing over a

certain point

Tolerance

Civil competences

Target group The activity was created by the students

and teachers who attended a meeting in the

State Refugee Agency in Bulgaria.

It can be used as a teaching and educative

material in classes for civil education,

extracurricular classes, school discussions,

English lessons.

Aims and objectives of the activity

To gain knowledge about the role of

the state and society in ensuring

security, human rights and social

peace

To identify the different causes of

refugee flows and migratory

process

To create skills for using statistical

information and documentary

material, as well as reading and

drawing up tables, diagrams

To form a sense of tolerance

towards people of different cultural

and religious background

To promote a sense of empathy for

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refugees and disadvantaged people

To provoke thinking and enhance

skills for participation in a

discussion


Group size Тhe whole class

Instructions 1. The students are divided into

groups. The teacher gives them a

sheet of paper with two or three

basic questions related to refugee.

Students have to discuss the

questions among the members in

their group and to elect a person to

present their opinion in brief – 15

min.

2. Presentation - 10 min.

3. Discussion of the presentation – 13

min.

4. The teacher overview the main

conclusions, emphasizes the

important outcomes – 2 min.

Debriefing and evaluation Evaluation - The teacher observes and

evaluates students’ participation in the

discussion and knowledge on refugee

related topics, as well as evaluates their

speaking skills.


Materials: a presentation, a sheet of paper

with questions, some papers for taking

notes

Tips for facilitators You can monitor and support students in

case they do not have any basic

information over the refugee topic.


Presentation

Materials – you can prepare additional

charts, diagrams, short videos, interviews

over the refugee topic.

Photos

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“Letets Hristo Toprakchiev” Secondary School,


MATHS INSPIRATION - Bulgaria

DEVELOPED BY - Antoaneta Milanova, Lyubomira Stoyanova

SUMMARY OF THE ACTIVITY The lesson about the Fibonacci number aims to present the methodology for CLIL which is

very useful in teaching and learning activities for the STEM disciplines.

Video introduction - 6 min.

Comprehension check and application of the learned material in new situations - 15

min.


Multi-subject lesson – Maths, Science, Art,

Entrepreneurship

Target group Secondary school students Aims and objectives of the activity

Students realize the relationship and

interdependence between the

subjects included

Students apply their knowledge in

real life

Students find mathematical models

in nature and Art.

Students create their own Maths -

and-Art Project.

Time in minutes 45-50 minutes

Group size 20 students

Instructions Students answered the Envision

questionnaire

1. How is the Fibonacci sequence defined?

a) Each number is made by adding 1 to the

previous.

b) Each number is the sum of the previous

two numbers.

c) Each number is the sum of all the

previous numbers.

2. What is the value of the Golden ratio?

a) 1, 618

b) 1, 816

c) 1, 186

3. The quotient of any two adjacent

Fibonacci numbers is very nearly the value

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of the Golden ratio.

a) True

b) False

4. When the quotient of the length and

width of a rectangle is equal to the Golden

ratio, we call it a “Golden” rectangle. Find

out which of these rectangles is closest to

the Golden rectangle dimensions.

a) length – 12 cm.; width – 7 cm

b) length – 35 cm.; width – 24 cm.

c) length – 89 cm.; width – 55 cm.

5. Which rectangle model is made with the

square values of the Fibonacci numbers?

a) 1 cm2, 1 cm2, 4 cm2, 9 cm2, 25

cm2

b) 1 cm2, 1 cm2, 16 cm2, 36 cm2, 100

cm2

6. What is the resulting shape from

inscribing a quarter circle within each of

the squares of the infinite division of a

golden rectangle?

a) a spiral

b) a circle

c) an arc

7. Did you know that a 360 degree angle is

actually a circle? In engineering it’s often

called a “revolution”. Divide one

“revolution” by the golden ratio. The result

is:

a) 222, 49о

b) 223о

c) 222, 95о

8. Subtract the ratio of one revolution to the

golden ratio from the total degrees of an

angle, which describes a circle. The correct

solution is:

a) 360о - 360о: 222, 49о= 358, 38о

b) 360о - 360о: 1, 618 = 137, 51о

9. Biologists have determined that the new

leaves of plants grow at a certain angle,

which allows them to maximize their

sunlight use. This angle is called “golden

angle” and is equal to 137, 51о.

The golden angle is easy to make. Let’s

try!

1. Check if the biologists are telling

the truth. Practical task. Searching for the

golden angle in flowerpot plants.

2. Fibonacci in nature and art. Video.

10. A riddle. Can you guess which date is

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set as the day of Fibonacci?

a) October 23

b) November 23

c) January 23

Debriefing and evaluation The students create posters and sculptures

The teacher observes students’

participation in the process of creating

products and evaluates the students`

products.The winner is the team with the

highest result

Space requirements and training materials Classroom, desks, chairs, projector,

Envision equipment

Tips for facilitators Ask students to Create an Art project for

the day of Fibonacci. 20 mins.

The students choose between a postcard, an

interactive poster or a sculpture.


The students have to be provoked to work

as a team while preparing their products.

Photos

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BULGARIA THROUGH MY EYES – VIDEO-Bulgaria

DEVELOPED BY Stanislava Pototska, Kamelya Kostova and Asya Venelinova

SUMMARY OF THE ACTIVITY А video that shows photos and that leaves a short message from each partner

country during the LTTA in Bulgaria. This is a group task to create a video from the

visits of the water sites and water geographical objects and to express the emotions

and feelings of the participants. The participants work in a group where the dividing

principle is nationality. Each national team is supported by a Bulgarian student who

is able to work with the IT program Momento Express.


Geography

ICT

CLIL

Tourism

Cultural attitude and behaviour

Creativity

Target group The activity was used by students and

teachers, during the LTTA in Bulgaria.


English lessons, extracurricular classes,

project work or teaching workshops.


To energize the participants to work

together

To search for and sort out materials

To develop interactive teaching and

learning

To communicate positive messages

To learn to work with the program

Momento Express

To share attitude and emotins


Group size 4 - 5 students

Instructions 1. Presentation of the task and team

separation - 5 min.

The teacher divides the students and

teachers on the national principle.

Team 1 – the students from Italy

Team 2 – the students from Poland

Team 3 – the students from Portugal

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Team 4 – the students from Turkey

Team 5 – the students from Lithuania

Team 6 – the students from Bulgaria

Some students from Bulgaria support and

help the teams all the time. They are able to

work with a variety of IT programs and

teach the other students to create their

videos quickly and easily.

2. Creating the video – 40 minutes

3. Presenting the videos – 35 min.

Debriefing and evaluation Evaluation – The teams compare and

discuss their videos concerning places,

water resources and their own attitude and

opinion about LTTA in Bulgaria. They are

also motivated to express what abilities and

competences they managed to develop

working over the project “WOW”.

Space requirements and training materials A computer lab or a conference room, a

projector with a computer, 6 tables with 6

computers, chairs for the participants,

Internet connection.

Tips for facilitators You can create in advanced folders with

photos from the LTTA in Bulgaria.


The students have to be provoked to speak

in English while presenting their videos.

Photos

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Liceo Statale " E. Majorana" Italy, San Giovanni La Punta,Via G. Motta,87

ERASMUS WOW BLOG-Italy

DEVELOPED BY Giovanna Cantone, Silvana Patti and Simona Costa

SUMMARY OF THE ACTIVITY


Laboratory activities involved the creation

of a Blog: Theoretical and practical, guided

and participated lessons about “How to

create a blog”.

Target group All the participants of the LTTA in Italy.

Other students of the school. Students with

special educational needs.


The blog allows common cognitive and

cognitive growth, the enhancement of

language skills, cooperative learning, peer

collaboration and therefore the consequent

possibility of raising the quality of the

product, the increase in self-esteem and the

sense of responsibility through the online

collaboration, increasing motivation. The

student acquires skills in the use of online

communication tools, skills in

communication techniques (necessary for

the effectiveness and comprehension of a

message), ability to relate (acceptance and

respect of peers), perception of the group,

sense of responsibility, collaborative spirit.

Through the blog the student becomes an

expert in the analysis of relevant

information, in collecting and critically

evaluating materials and sites, comparing

hypotheses, developing critical and

argumentative thinking. The effects

produced and documented by the use of the

blog in the classroom are multiple. In

particular it favors the non-passive use of

the Internet, the possibility of grasping the

deep interconnections of information, the

research and selection of materials, the

critical analysis of information, the sharing

of projects with other schools or other

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educational communities, the exchange of

information, a different interaction with the

teacher, and the self-evaluation of learning.

If properly followed, it can become an

excellent tool for feedback. Reading the

class blog regularly becomes an immediate

way to assess the level of learning and the

progress of the students: a sort of

"historical" of the cognitive process, in

which to catch any difficulties encountered.

Through the blog you get closer to the

personality of individual students, you are

able to know their interests and their

training needs. In this way the teacher can

structure the activity in a "dynamic" way,

making adjustments if necessary to meet

the real needs of the class. Another not

insignificant advantage, thanks to its

extreme ease as it does not require specific

technical and IT skills, the blog promotes

digital communication and becomes a good

opportunity to acquire IT skills. Increase

the visibility of the work done by the

schools.

Time in minutes -

Group size Subdivision by nationality (in some cases

supported by Italian students) in groups of

about 3/4 elements

Instructions 1.Choice of a common theme: "Water in

your country”;

2. Request prior research of water photos in

the country of origin to be published in the

blog;

3. Updating of each blog during the days

spent outside the school during the LTTA

in Sicily;

4. Try to answer orally the questions:

Aspects: What is a blog? Why is it worth

blogging? What should I write about?

5. Working in group on computers in the

informatics room with the help of teachers

to put into practice what has been learned ;

6 Conclusion of the work during the second

of the two meetings in the laboratory.

Debriefing and evaluation Quality of the work done: the final result

was very appreciable under various aspects.

The monitoring and evaluation of

laboratory activities took place according

to the following procedures: direct

observation of the activities; observation of

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the dynamics of cooperation between

elements of the same subgroup;

observation of the dynamics of cooperation

between elements belonging to different

subgroups; observation of the interest

shown both in the laboratory and during the

activities carried out externally;

comparison between the initial skills, the

skills to be achieved and the skills actually

achieved,. The objectives planned in the

initial design phase have been achieved in a

fully satisfactory manner by all the students

who took part in the workshop path. The

group work, the activities proposed, the

way they were carried out represented an

important strength of the laboratory path.

Starting from the interests of the students to

stimulate their participation, creating a

positive social climate of collaboration has

allowed the achievement of the objectives

and the planned skills and the real

involvement of all the participants.

Space requirements and training materials LIM, microphone, audio speakers and PC

in the school's multimedia laboratories and

outdoor smartphones

Tips for facilitators Experienced students in computer science

who had already worked in a blog, pupils

tutors with special skills in written English.


Photos

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Liceo Statale " E. Majorana"

Italy, San Giovanni La Punta,Via G. Motta,87

CREATE A POSTER-Italy

DEVELOPED BY Giovanna Cantone and Claudio Sapienza



Laboratory activities involved the creation

of a poster: Theoretical and practical,

guided and participated lessons about

“How to create a poster”.

Target group All the participants of the LTTA in Italy.


Know the constituent elements of the codes

of design and graphic languages; be aware

of the historical roots and lines of

development in the various areas of graphic

and advertising production;

Knowing and applying suitable graphic-

pictorial and computer techniques in

operational processes;

Knowing how to identify the correct

procedures of approach in the project-

product-context relationship, in the various

functions related to visual and editorial

communication;

Knowing how to identify and use

techniques and technologies suitable for

graphic design and production;

To know and be able to apply the principles

of visual perception and of the composition

of the graphic-visual form;

Develop and express their qualities of

relationship, communication, listening,

cooperation and sense of responsibility in

the exercise of their role;

Use computer networks and tools in the

activities of study, research and

disciplinary study; know how to seize the

moment laboratorists as an opportunity to

develop the sense of self-entrepreneurship;

gain experience and know how to translate

it into a moment of micro-entrepreneurship.

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Time in minutes -45/60 minutes

Group size Subdivision by nationality (in some cases

supported by Italian students) in groups of

about 3/4 elements

Instructions 1. Choice of a common theme: "Water in

your country”;

2. Request prior research of water photos in

the country of origin to be inserted in the

poster;

3. Explain the concept of advertising

slogan, that is a phrase of communicative

value, introducing some elements of

advertising graphics, with particular

reference to the role of the copywriter and

of the art director

4. Brain-storming on the choice of the

slogan;

5. Make some sketches, with the help of the

pictorial Disciplines professor;

6. Choose the most effective sketch and

insert the phrase with the slogan;

7. In the computer room, a short lesson

made by the expert in graphics on the use

of the main functions of Adobe Illustrator

software;

8. With the help of the graphic expert, try

using the software with small exercises;

9. Use the chosen photo image and the

slogan to make the file;

10. Once the posters have been printed,

they must be hung to create an exhibition in

the school spaces.

Debriefing and evaluation Тhe final result was very appreciable under

various aspects. The monitoring and

evaluation of laboratory activities took

place according to the following

procedures: direct observation of the

activities; observation of the dynamics of

cooperation between elements of the same

subgroup; observation of the dynamics of

cooperation between elements belonging to

different subgroups; observation of the

interest shown both in the laboratory and

during the activities carried out externally;

comparison between the initial skills, the

skills to be achieved and the skills actually

achieved,. The objectives planned in the

initial design phase have been achieved in a

fully satisfactory manner by all the students

who took part in the workshop path. The

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group work, the activities proposed, the

way they were carried out represented an

important strength of the laboratory path.

Starting from the interests of the students to

stimulate their participation, creating a

positive social climate of collaboration has

allowed the achievement of the objectives

and the planned skills and the real

involvement of all the participants.

Space requirements and training materials Drawing room, computer room, space for

the exhibition. Printed photographs, pencil

colors, pencils, erasers, pens, markers,

glue, scissors, ruler, sheets of paper, paper,

computers with installed software, roller

printer, scotch tape, thumbtacks, nails,

hammer, frames.

Tips for facilitators Experienced students in computer science

who had already worked in something

similar, pupils tutors with special skills in

written English.


Photos

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Šiaulių Ragainės progimnazija,

Lithuania, Tilžės g. 85, LT-78113 Šiauliai, Tel. 865272300

CREATIVE WORKSHOP “EBRU PAINTING ON WATER”-Lithuania

DEVELOPED BY Ingrida Donielienė, Klelija Rakštytė, D.Klimašauskienė,

L. Jurgelienė.



Water and paint infusion, pattern framing,

design technologies, fashion and design

products.

Target group Students and teachers of LTTA in

Lithuania.


To give trainers an opportunity to become

aware of water usage in creating design

patterns and producing fashion items for

daily usage.

To teach the participants to use water and

special colors for artistic purposes.


Group size 25 participants

Instructions 1. A shallow tray is filled with water, and

various kinds of paint colours are carefully

applied to the surface with an ink brush.

2. The floating colours are then carefully

manipulated either by blowing on them

directly or through a straw, fanning the

colours, or carefully using a human hair to

stir the colours.

3. Dunking the material you want to apply

the technique on (in this case textile) and

letting it dry.

Debriefing and evaluation 1. How did you succeed in producing water

colored patterns?

2. What emotions did you feel?

3. What was the most exciting practical

experience?

4. Exhibition.

Space requirements and training materials Classroom, bowls, silk scarfs, ties, water,

special colors for EBRU painting, gloves.

Tips for facilitators . Team work is suggested. Seats should be

26

arranged for 5-6 people groups.


http://www.wow-erasmus.com/

Photos

27



WORKSHOP “INTERNATIONAL PIZZA MAKING”-Lithuania

DEVELOPED BY Svetlana Viluskienė, Aušra Mikulienė.



Exchange of cultural experiences,

collaboration and communication between

the students, international diversities and

similarities, enriching language skills and

knowledge.


Lithuania.


To give trainers an opportunity to increase

cultural outlook, to enrich communicative

abilities and skills, to provide the students

with the possibilities to enjoy self -made

food and friendly international atmosphere.



Instructions 1. To plan and divide the participants in

groups.

2. To find the recipes and ingredients for

various kinds of pizzas.

3. To provide the students with the

products.

4. To establish relevant premises and

kitchen utensils.

5. Pizza making procedures.

6. Baking the pizzas.

7. Serving the tables.

8. Presentations of the products.

9. Enjoying the meal.

10. Self-evaluation of the workshop.

Debriefing and evaluation 1. How did you succeed in producing

pizzas?


3. Which kind of pizza was your favorite

one?

Space requirements and training materials Cooking classroom, school canteen, table

28

service equipment, pans, plates, utensils,

food products.

Tips for facilitators Team work is suggested. The workshop

should be arranged for 5-6 people groups.


http://www.wow-erasmus.com/

Photos

29



GOOD PRACTICE AND TRAINING “SKATING ON THE ICE RINK”-Lithuania

DEVELOPED BY Klelija Rakštytė, D.Klimašauskienė, L. Jurgelienė.



Water forms.

Establishment of the ice rink.

Physical activities.

Body training and balance

exercises.


Lithuania.


1. To introduce the new forms of leisure

activities.

2. To train the participants to balance on

the ice.

3. To create enjoyable atmosphere.



Instructions 1. To give the students safety instructions

about the behaviour in the skating rink.

2. To provide the participants with the

skates.

3. To group the skaters in pairs.

4. To introduce the coach’s instructions and

rules of skating and possible failures.

5. Skating in pairs or solo.

Debriefing and evaluation 1. How did you succeed in practicing

skating experience?


3. What was the most exciting moment?

Space requirements and training materials Professionally equipped skating rink, warm

clothes, skates and safety kneepads.

Tips for facilitators Safety instructions should be provided.

Grouping in pairs with a more experienced

person is preferable.

Additional information, notes http://www.wow-erasmus.com/

30

Photos

31

Publiczne Gimnazjum Nr 26 Im. M. Reja

Poland, Lodz, al. 1 MAJA 89

OUTDOOR CITY GAME IN LODZ, POLAND

DEVELOPED BY Agnieszka Duda, Agnieszka Szeliga, Monika Kalinowska

SUMMARY OF THE ACTIVITY The game was held in the historical part of the town.


History, Geography, English, Civic

education, European Union facts and

information, Water issues

Target group Students during Poland LTTA


The aim of the game is to integrate the

youths from different countries and to

discover the historical areas of the city of

Łódź .

1. To get to the final location while solving

the mystery and finding out the password

/it is the final location where is the meeting

point/

2. To learn the geographic locations of the

various landmarks of the city of Lodz

3. To visit the landmarks

4. To integrate knowledge from history,

geography and culture with research skills

by using English


Group size 40 students

Instructions Form six teams of students and

teachers from the different

countries.

Give the materials and the

instructions to each team. Each

team will get one map and one

worksheet.

All the teams receive a map of

selected places, a mystery for each

selected place with additional clues

and a worksheet.

Debriefing and evaluation After finishing the Game each team will be

at the meeting point. The winner is the

32

team who arrives first to the final location.

Space requirements and training materials Outdoor activity

Tips for facilitators Worksheet, map of historical part of Lodz,

pen, instructions.


www.wow-erasmus.com

Photos

33

Publiczne Gimnazjum Nr 26 Im. M. Reja

Poland, Lodz, al. 1 MAJA 89

PHOTOGRAPHY WORKSHOP ”LET’S START TAKING GOOD

PICTURES.”-Poland

DEVELOPED BY Agnieszka Duda, Jolanta Kowalska



To give the young people possibility of

taking better photos.

Target group Teenagers but everybody can use the

theoretical part of it


By implementing the activity we will make

teenagers aware of the golden rules of

photography and we will give them an

opportunity to take good pictures during

group activity. Then we provide feedback

for them.

Time in minutes 120 minutes (15 minutes lecture and 45

minutes of group activity, 60 minutes

feedback)

Group size The most suitable number of participants –

5 people.

Instructions Provided with the theory students form

groups of five and within 45 minutes they

take photos using their mobile phones. We

can use it in two ways: by organizing a

short trip around the city or only in the area

near school. When students are ready with

the pictures all the participants gather in

one room where collecting photos takes

place. We put all the results of students’

work on a hard disc of the computer and

group them according to the task. Then we

provide the feedback enabling students

time for reflections whether they were able

to accomplish the task, were their photos

really good.

34

Debriefing and evaluation The task is to take five photos:

A photo with natural frame

A vertical shot

A horizontal shot

A photo with the use of frog’s

perspective

A photo with the use of bird`s

perspective

Space requirements and training materials For the lecture we need a classroom with

the computer and projector. For the group

activity at least one student in the group

should have a mobile phone with a camera.

For feedback part we need an USB

connection to upload all the photos from

students phones.

Tips for facilitators -. We provide the feedback enabling

students time for reflections whether they

were able to accomplish the task, were their

photos really good.


www.wow-erasmus.com

Photos

35

Agrupamento de Escolas do Forte da Casa

Portugal,Forte da Casa, rua Rua Da Republica 2625-503

PRESENTATION ABOUT “WATER IN THE HUMAN BODY” IN POLAND-Portugal

DEVELOPED BY Helena Ramos, Maria da Luz Amado, Maria Joao Gouveia Valerio

SUMMARY OF THE ACTIVITY The activity consists in a presentation – “The water in human body”.


“Water in human body”

Target group The activity was making for young students

(ages between 13 and 16) and can be

implemented by same ages.


This activity was done to provide students

the notion of the importance of water in

human body and to them become aware of

the percentage of water in each part of

human body.

Time in minutes about 10 minutes.

Group size 3/4 students

Instructions Two students should show a poster with the

human body represented and explain the

distribution of water in our body. At the

same time another student put a post-it,

with the percentage of water, in each

human organ/part. In the meantime,

another student will distribute balloons, by

the assistance, with water inside, so that

each person can perceive the percentage of

water inside each organ.

Debriefing and evaluation Is this a more interesting way of getting

knowledge about this subject?

Does it allow interaction between who

presents and who is watching?

The results of the activity were very

stimulating, and the assistance was very

motivated by this different way of showing

the subject.

Space requirements and training materials For this activity is needed: a paperboard,

markers and drawing material, post-it,

balloons, water and conference room for

36

the presentation.

Tips for facilitators -


www.wow-erasmus.com

Photos

37



ICE-BREAKING GAME “TO DO AND SAY - Portugal

DEVELOPED BY Helena Ramos Maria, Jaoa Gouveia Valerio

SUMMARY OF THE ACTIVITY The activity consists in an ice-breaker “To do and Say”


It is meant for students to get acquainted all

partnership students using a different

approach of presenting themselves.

Target group The activity is a game done for young

students (ages between 13 and 16) and

played by all participants in the LTTA,

teachers included.


The Say & Do game is an ice-breaker for

bringing students into a group and provides

a fun way to make acquaintance.

Time in minutes about 20 minutes

Group size One or two students from each country –

groups must be international and we must

avoid having more than 2 students from the

same nationality.

Instructions Each group receives a board with numbers,

2 set of cards inside envelopes with the

words DO or SAY in each of them and also

a set of markers and dices.

Inside each envelope there are instructions.

One student roles the dices and moves the

marker on the board the number of dots the

dices have established. Each case has the

word DO, SAY or PASS written in it.

If the students stops on a DO case, he must

take a card from inside the DO envelope

and do as he is told. Ex: mime your favorite

singer.

If the students stops at a SAY case, he

takes a card from the envelop SAY and has

to tell the group, for example, the parents’

name or sing a piece of a song.

Debriefing and evaluation The aim is difficult to evaluate since it is to

get the students to know their partners and

find out personal information about each

38

other.

Space requirements and training materials This activity can be done in any

room, and the materials are boards

with cases with DO, SAY and Pass

word printed.

A set of markers and dices

Instructions inside 2 envelopes

Tips for facilitators This game is easy to play, all participants

can get as much fun as they want and it can

last for as long as it takes.


www.wow-erasmus.com

Photos

39



DIGITAL LIBRARY – THE WEB 2.0-Portugal

DEVELOPED BY Helena Ramos, Christina Cruz , Maria Jaoa Gouveia Valerio



This activity was for teachers, providing a

session about reading on alternative

supports for reading. It also provides

students with digital material always

available for studding.

Target group This training was for teachers and it took

place during a TPM but teachers involved

will be able to apply these techniques in

classes extending the possibility of

accessing to reading material and

enhancing academic success.


We aim at developing reading skills and

writing ability for students and teachers as

well. Reading is an activity important for

brain development and therefor useful for

all academic areas.

Time in minutes The workshop took 4 hours (240 minutes)

in a library context.

Group size 15 partner teachers attended the WS

Instructions We had a brief presentation about the

benefit of accessing reading material online

and then the participants formed small

groups, 2 or 3 elements in each computer

Along with the trainer, each group got

familiarized with the tools for building a

library on line, presenting some of the most

useful apps for reading and building an

online library.

Debriefing and evaluation All participants were excited and started

building a library online for each

nationality.

Space requirements and training materials We have used the library and all the

technologic devises we had at our disposal.

Tips for facilitators www.wow-erasmus.com

40

Photos

41

TED Malatya Koleji İnönü Üniversitesi Yerleşkesi-

Turkey, MALATYA

PHOTOGRAPHY-Turkey

DEVELOPED BY Eylem İÇER


This lesson is about photography. As an introduction, students brainstorm

vocabulary and Task 1 is a ‘find somebody who..’ task for students to talk to one

another about photos and taking photos. Task 2 involves setting up the class as a

photography exhibition and inviting students to discuss the pictures. Task 3 asks

students to guess information about people in photographs and Task 4 is a role play

based on a paparazzi photographer and a celebrity. Task 5 offers some discussion

statements based on the topic.


- A picture is worth one thousand words

- Personal space and privacy invasion

- Critical thinking

Target group The activity was used by 8th grade students

and teachers, at TED Malatya College.


speaking and/or discussion English lessons,

extracurricular classes, and project work or

photography ethics class


o To review vocabulary related to

photography

o To practise speaking skills

o To practise giving opinions

o To practise writing skills


Group size 15 students divided into smaller groups

Instructions 1. Introduce the topic – Say cheese!

- This is a simple task to introduce

camera and photo vocabulary. Draw the

simple line drawing of a camera and ask

students to think of any words connected

with cameras and photography. Add in

words that you think are useful for the level

you’re teaching. For example, take a photo,

42

have your photo taken, zoom, digital, flash,

photographer, paparazzi etc. At this early

stage in the lesson it may be a good idea to

focus on the pronunciation of these words

as students often put the word stress in the

wrong place. Photo / photograph /

photographer / photographic / photogenic.

2. Task 1- Find a photographer

- This is a group speaking task to find

people in the class who are keen

photographers. It is a Find somebody who..

mingle. Check any difficult vocabulayr

(‘selfie’ / ‘keen’/ ‘upload’). Practise the

first couple of questions as a group first to

support weaker students and write on the

board if necessary. For example, ‘Are you

a keen photographer?’ Then demonstrate

asking a follow up question: ‘’What kind of

photos does you like taking?’’ Students

should have different people for each

question and they should ask an additional

question to get some extra information for

the third column.

3. Task 2 – Let’s go to a photography

exhibition.

- For this task you need a selection of

photographs. The easiest way to get them is

to use photos from newspapers and

magazines. Cut out about twenty or thirty

of the most striking photos and stick them

up around the walls of the classroom. If

this is not practical for your classroom set

up you can rotate the photos amongst

groups of students. Encourage students to

react to the photos and to try to explain

why they like/don’t like certain pictures.

They can use the table to make a note of

their thoughts after they have looked at all

the pictures. Complete the final space in the

table yourself depending on the type of

photos you have selected for your

exhibition. (If you have a computer and

data projector in your class, you could use

photos from the internet and take your

students to a slide show instead. See the

Internet Links section for web addresses.)

4. Task 3 – Who is it?

- For this task you need some photos

of people. If you have photos of your

friends and family, you could use them, if

43

not cut some out of the newspaper. Put

students into pairs and give each pair a

photo of somebody. They are going to

invent the person behind the photo. They

have to decide on a name, age, job, hobbies

etc. and fill in the personal information.

Then put two groups together and they

have to introduce their characters to the

other group. You could extend this task by

getting the two pairs of students to imagine

that these people meet each other and they

can write a dialogue of their first meeting.

5. Task 5 – Paparazzi role play

- Set the scene by showing some

photos of famous people that were taken

when they were going about their daily

business. Ask your students how you think

the celebrities feel to be constantly

followed by photographers. Put students in

pairs (As together and Bs together) first to

give them time to prepare what they are

going to say with other members of the

same group.

Debriefing and evaluation Discussion statements

- Copy and cut up a set of discussion

statements. Put students in groups and

rotate the statements around the groups for

students to discuss. Encourage students to

give reasons for their opinions. Feedback

as a class at the end.


Materials: worksheet, discussion statement

cards

Tips for facilitators Prior to this lesson the students were given

a 15 minute Basics of Photography training

by their teacher.

Additional information, notes To turn the class into an exhibition a

slideshow of the 10 most famous

photographs was shown.

Source: www.teachingenglish.org.uk -

Contributed by Jo Budden

44

The European program Erasmus Plus contributes to education and learning, to youth

development, to cooperation among European countries, to innovation. It provides

opportunities for both individuals and organizations. Through funding, Erasmus Plus gives

schools a large variety of possibilities to create, develop, explore, discover, and share. Its

outcomes are available in various products – reports, compendia of statistics, good practices

or successful stories, whose main aim is to make the results sustainable and beneficial.

This booklet had been created by participants of the project Water in Our World

Number 2016-1-BG-KA219-023796 which was held in a period of two years - from 01-09-

2016 to 31-10-2018.

If you would like to know more about project activities, outcomes and partners or have

any questions, visit our webpage http://www.wow-erasmus.com/

We wish to express our gratitude to all teachers and students from Letets Hristo

Toprakchiev Secondary School, the town of Bozhurishte, Bulgaria and to partner

organizations for the collaboration, support and work over the project Water in Our World.

The booklet is edited and compiled by Tatyana Dimitrova and Teodora Taneva


Bulgaria

“This project has been funded with support from the European Commission.

This booklet reflects the views only of the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.’’

BOOKLET GOOD PRACTICES · 2018-12-08 · 1 BOOKLET GOOD PRACTICES ERASMUS PLUS Key Action 2: Cooperation for innovation and the exchange of good practices The Project “Water in

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