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 p g E S: 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 I nte rne t c o nne c tio n is to o slo w 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 › One g e ne ra l to pic whic h c o nne c ts a ll the wo rksho ps O l t i hi h t ll th k h › 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? Gro up ta lk a b o ut g ro up wo rk a nd c o o pe ra tio n i › 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 g g g p g P › 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 Catia � Wha t is wo rth ke e ping in the I E S- pro je c t? Regitze Maria Pre se nta tio ns fro m stude nts o n o the r c o untrie s › Svetlana Mixe d g ro ups with stude nts fro m diffe re nt c o untrie s Mixe d g ro ups with stude nts fro m diffe re nt c o untrie s › › Sijke E xc ursio ns a nd o utdo o r a c tivitie s › Pleun � I de a s to impro ve the I p E S- pro je c t 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 mo tiva te d to spe a k E ng lish 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 � Wo rth ke e ping in I E E S: 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 › re ad the ir pre se ntatio n. the ha ve to spe ak E d th i t ti th h t k E ng lish c le arly. li h l l Mo re the o re tic a l/ a c a de mic a l c o nte nt › L L e ve l o f (stude nts, so me te a c he rs) E e ve l o f (stude nts so me te a c he rs) E ng lish sho uld be hig he r ng lish sho uld be hig he r › › Mo re inte ra c tive le c ture s. › � I � I mpro ve o the r thing s: mpro ve o the r thing s: F o 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 T h he wo rkso ps a re the mo st impo rte nt thing s o f the I k th t i t t thi f th I P 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 ove the IE S-pr ojec 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 T h he le ve l o f the stude nts the ir E l l f th t d t th i E ng lisc h has to inc re a se , li h h t i › ma ybe a te st. � Ideas to impr � Ideas to impr ove other things ove 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 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) 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 ove the pr ojec 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 o 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 o 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 Ideas to impr ove otherthing ove other thing A sa fa ri fo r the te a c he rs a s we ll. › T o 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 o 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) ›