Wo rth ke e ping in I p g E S: Cultura l e xpre ssio n Wo - - PowerPoint PPT Presentation

Wo rth ke e ping in I

E S: p g

› Cultura l e xpre ssio n › Wo rksho p g ro ups › T he trip a nd o utdo o r le a rning .

I

mpro ve in I E S:

› Cha ng e wo rksho p g ro ups e ve ry we e k › One pe rso n who kno ws the g o a l o f the a c tivity › Cla rific a tio n o f the wo rd susta ina b ility › Cla rific a tio n o f the wo rd susta ina b ility

I

mpro ve o the r thing s:

› Ve g e ta ria n me nu › Ve g e ta ria n me nu › L a te ho urs › I nte rne t c o nne c tio n is to o slo w I nte rne t c o nne c tio n is to o slo w

Wha t is wo rth ke e ping ?

› I nte rc ultura l g ro ups e c u u a g o ups › Diffe re nt wo rksho ps with c re a tive e le me nts › T he ic e -b re a ke rs O l t i hi h t ll th k h › One g e ne ra l to pic whic h c o nne c ts a ll the wo rksho ps › E xc ursio ns › Gua rda : the pe rfe c t pla c e fo r the I P › Gro up re fle c tio n a b o ut the c o o pe ra tio n

I

de a s to impro ve the I P?

i › Gro up ta lk a b o ut g ro up wo rk a nd c o o pe ra tio n › L e c ture s le ve l – c o mmunic a tio n b e twe e n te a c he rs › Cha ng ing the g ro up wo rk during the I P g g g p g

• I

de a s to impro ve the I P - surro unding s?

› Ve g e ta ria n fo o d › I nte rne t c o nne c tio ns › Ha la l-me a t

Ozge Raminta Catia

Wha t is wo rth ke e ping in the I

E S- pro je c t?

› Pre se nta tio ns fro m stude nts o n o the r c o untrie s › Mixe d g ro ups with stude nts fro m diffe re nt c o untrie s

Catia Regitze Maria Svetlana

› Mixe d g ro ups with stude nts fro m diffe re nt c o untrie s › E xc ursio ns a nd o utdo o r a c tivitie s

I

de a s to impro ve the I E S- pro je c t

Sijke Pleun

p p j

› T ime fo r a da ily e va lua tio n with g uide line s a nd c le a r g o a ls › E ve ryb o dy sho uld b e a b le to spe a k E ng lish o r a t le a st b e mo tiva te d to spe a k E ng lish mo tiva te d to spe a k E ng lish › T e a c he rs sho uld g e t diffe re nt sub je c t o n fo re ha nd, so the to pic s a re c o nne c te d with e a c h o the r. T he pro je c ts ha ve to b e le ss q ua ntita tive a nd mo re q ua lita tive q ua ntita tive a nd mo re q ua lita tive .

I

de a s to impro ve o the r thing s

› K e e p in mind tha t diffe re nt c ulture s e a t diffe re nt thing s (a lso think p g ( a b o ut the ve g e ta ria ns). Ma ke c le a r wha t the me nu is, with a g o o d tra nsla tio n. › I nte rne t c o nne c tio n sho uld b e impro ve d a nd the re a lso sho uld e e c o e c o s o u d b e p o e d a d e e a so s o u d be mo re plug c o nne c tio ns fo r a ll the la pto ps. › F re sh a ir/ a ir c o nditio ning in the a udito rium

Wo rth ke e ping in I

E S:

Wo rth ke e ping in I

E S:

› Wo rking g ro ups, e xc ursio n, pre se nta tio ns, le c ture s o f diffe re nt te a c he rs, wo rksho ps

I

mpro ve in I E S:

› T e a c he rs sho uld be pre pa re d fo r the ir da y a nd sho uldn't d th i t ti th h t k E li h l l re ad the ir pre se ntatio n. the ha ve to spe ak E ng lish c le arly. › Mo re the o re tic a l/ a c a de mic a l c o nte nt › L e ve l o f (stude nts so me te a c he rs) E ng lish sho uld be hig he r › L e ve l o f (stude nts, so me te a c he rs) E ng lish sho uld be hig he r › Mo re inte ra c tive le c ture s.

I

mpro ve o the r thing s:

I

mpro ve o the r thing s:

› F

• o d: o ne ho t dish e ve ry da y is e no ug h.

› I nte rne tc o nne c tio n sho uld b e b e tte r, › c o ffe e bre a k 15 min

What doe we want to keep? T h k th t i t t thi f th I P › T he wo rkso ps a re the mo st impo rte nt thing s o f the I P › Outdo o r le a rning , e xc ursio ns › Co utry pre se nta tio ns › Co utry pre se nta tio ns Ideas to impr

• ve the IE

S-pr

• jec t

› E ve ry wo rksho p ha s the b e mo re c o nne c te d with the y p subje c t › E ve ry wo rksho pg ro up ha s the c ha ng e a fte r o ne we e k T h l l f th t d t th i E li h h t i › T he le ve l o f the stude nts the ir E ng lisc h has to inc re a se , ma ybe a te st. Ideas to impr

• ve other things

Ideas to impr

• ve other

things

› Be tte r inte rne t c o nne c tio n if yo u wa nt to wo rk o nline › Sc ip the pla y › Ma ke the sc he dule sho rte r

• Wor

th keeping:

› Wo rking in g ro ups with the diffe re nt na tio na litie s › T he struc ture o f the da y; le c ture wo rksho p g a the ring a ro und (pre se nta tio n) › T he struc ture o f the da y; le c ture , wo rksho p, g a the ring a ro und (pre se nta tio n) › T he g a me s a nd the sing ing a nd the a c tivitie s o utside the c la ssro o m

• Ideas to impr
• ve the pr
• jec t

› Cha ng e the g ro ups mo re o fte n (e ve ry da y, e ve ry we e k, e ve ry....) Cha ng e the g ro ups mo re o fte n (e ve ry da y, e ve ry we e k, e ve ry....) › T

• kno w mo re a b o ut the a ims o f the pro je c t, to na rro w the wide ra ng e o f sub je c ts.

We c a n do this by re a ding the E ma ils tha t a re se nt. › E ve ry da y a sho rt e va lua tio n fo r the te a c he rs, le a d by the te a c he rs who we re re spo nsible fo r the le c ture a nd wo rksho p re spo nsible fo r the le c ture a nd wo rksho p. › T

• put the a ssig nme nts/ g uide line s o n a she e t.

› T he stude nts will b e g uide d b y the le c ture r/ te a c he r o f the da y.

• Ideas to impr
• ve otherthing
• Ideas to impr
• ve other

thing

› A sa fa ri fo r the te a c he rs a s we ll. › T

• kno w in whic h c la ssro o m the stude nt will wo rk, so we c a n find the m muc h e a sie r.

› Mo re fre e time . › T

• ma ke use o f the ta le nts o f the stude nts, like pla ying a n instrume nt, sing ing .

› Se le c tio n o f stude nts.

• What else?

› E xc ha ng e o f diffe re nt sc ho o l syste ms re la te d to the sub je c t (b y the te a c he rs)