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Hello! This is the movie I told you about! It's a great movie about bullying!

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Wonder (2017 Movie) Official Trailer – #ChooseKind – Julia Roberts, Owen Wilson

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hello dear participants,
kindly give me some minutes from your precious time and fill this feedback.

(https://www.teacheracademy.eu/survey/).

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https://www.canva.com/design/DAFnMNGgyDU/cw2r6tlDjnpBcctUeS4RKg/view?utm_content=DAFnMNGgyDU&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

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https://bridge.edu/tefl/blog/what-is-task-based-learning/#:~:text=During%20task%2Dbased%20learning%2C%20students,vocabulary%20questions%20about%20the%20language.

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BridgeUniverse - TEFL Blog, News, Tips & Resources

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By Johanna Kawasaki
April 6, 2021

As global language teachers who want to stay up to date with recent developments in education (and also stay competitive when it comes to getting that dream job), we have to constantly evolve as educators and include modern ways of teaching in our lesson planning and our teaching methods. One such method that all ESL teachers should know about is task-based learning (TBL), also referred to as task-based language teaching. What is task-based learning? Read on if you're interested in learning about this rewarding and fun teaching method!
If you're new to teaching, you'll want to get initial training and qualification with a TEFL certificate. You can explore our online TEFL courses to get started!
Why is task-based learning important?

During task-based learning, students solve tasks that are relevant and interesting to them. In order to solve the task, they need to use the target language they're learning to communicate with their peers. They use authentic language instead of answering grammar or vocabulary questions about the language. Students - especially younger learners - don't actually feel that they're studying a language at that moment because they're engrossed in the task they're working on.

Task-based learning is especially conducive to group learning. Learning a language as a group is also a very important contributor to effective retention. Collaborating with others and becoming confident with the language within a group is a key step in acquiring that language. Also, receiving positive feedback from peers and teachers increases confidence and motivation to learn and to communicate with others.

Students' understanding of the language also deepens because the realistic context in which they're learning the language is relevant to their personal lives. It's a good idea to ask your students about their hobbies and preferences at the beginning of a course so that you can include their interests in the tasks you set.

In addition to the benefits for students, solid knowledge of this method will also increase your job prospects as a teacher. Some job ads specifically ask for task-based language teaching experience!

What is the task-based method?

The task-based teaching approach is one of many modern ESL teaching methods and focuses on setting a goal for students - this could be a report, a video, or a presentation - and then following three main steps to achieve that goal.

1. The pre-task

During this stage, which can take up a whole lesson if needed, the teacher introduces the task to the students and gets them motivated to solve it. Once everyone is engaged, the teacher should explain what is expected for the task.

Verbal explanations can be supported by an example from the teacher or by showing a previous student's work. The teacher can then give further instructions if needed and offer advice on how to approach the task.

2. The task

This is the main stage of task-based learning, where students start working on the task, usually in groups or pairs. This stage is done in the target language so that students feel the need to use the language they want to learn in order to solve the task.

The teacher doesn't usually join in the work process. Instead, he or she will monitor the students and offer hints if students really need support.
Find out about teaching English online to groups.
3. The review (or post-task)

Once the students have completed the task and have something to present, the review stage, also known as the post-task, starts.

It's a good idea to let students evaluate each other's work and only offer a teacher review of frequently-made errors during the task. Peer correction could be carried out in the form of comments, feedback discussions, or a checklist with additional room for free commentary.

The review stage offers students the opportunity to reflect on their work and analyze it in order to improve their skills for the future.

What is a task (vs. an activity)?

Task-based learning uses a lesson structure that incorporates different activities to solve a task. The task can span the length of an entire lesson or, if it's project-based learning, it can take up several lessons to complete.

Essentially, the task is the big-picture assignment that students are trying to complete or solve, and the activities are the individual steps or exercises they take to achieve the task.

Examples of tasks include:

Creating a presentation

Making a video or short movie

Writing a piece of text, such as a newsletter article

Acting out a skit

Creating an original game that includes writing down the game rules, playing the game, and evaluating the game

Working out the solution to a practical problem, such as planning an upcoming trip or gathering missing information, like working out who started a rumor at school

Participating in a group debate or discussion, like arguing for a favorite competitor in a TV show

You can develop some great tasks using these fun ESL games and activities for young learners and teens.
What is a task-based activity?

A task-based activity is a procedure in which students have to use the target language in order to achieve a specific outcome. The best TBL activities reflect real-life situations, so the students can see that the lesson is relevant to their own lives.

One of the main task-based learning advantages is that the activities allow students to use the language they know freely and exploratively as long as they are able to complete the overall task. Error correction can be done at the end of the lesson if necessary but not during the activity, so you encourage fluency and motivate students to use the language.
Learn more about correcting students' mistakes with the Micro-credential Course in Error Correction in the EFL Classroom.
An example of a task-based activity could be to have each student draw a comic picture and explain the content and the inspiration behind it to the group. They then have to collaborate to put together a comic strip that includes each student's picture, which is the main task (to create an original comic strip).

You can also use task-based language teaching and task-based activities in the online classroom. You can have students submit their work and you can share the results with the group. Then, everyone can work together on the main task that you previously set.
Learn more about creating materials for the EFL classroom!

How can you apply a task-based approach to your teaching?

As an English teacher, you will not get around the "boring stuff," such as grammar drills and vocabulary work. You also have to keep in mind that your students need to practice all four skills: writing, reading, speaking, and listening.

However, keeping the drills and language exercises to a necessary minimum and including more task-based learning in your curriculum can help students use the target language immediately and retain words and grammar points more effectively.

Here are two examples of task-based lesson plans:

In the physical classroom (with a group of 10-15 teenagers)

Greeting and warm-up: While the students are settling in, you can play a song that's popular among your students. You can let them sing along if they know the song well!

Assign the task and give instructions: "Create your own music video in groups of 4-5 students using a song of your choice. Everybody has to have a role, from managing the camera to coming up with choreography to performing in the video. You have this lesson for planning and the next lesson for filming. We will watch all of the videos in the third lesson and give feedback to each other."

Do the task: Let students gather in groups and start planning their video. Monitor their language and teamwork, and take notes. Make sure that everybody is engaged and involved and that there are no students who are just standing by.

Review: Before the lesson ends, give brief and motivating feedback to the students, and praise them for their efforts and their use of the language. Remind the students to be ready to start filming during the next lesson.

In the online classroom (with around 5 young learners)

Greeting and warm-up: Call out each student's name and show each of them a card with a different word on it. It could be "dog," "play," "boy," "girl," "sunny," etc. Have each student read their word out loud.

Assign the task and give instructions: "Create a short story that includes all of the words I gave you just now. You can decide the order of the words and how you use them in your story. You can add as many words and plot twists as you like. Each student has to contribute at least one sentence. Please start."

Do the task: Watch the students on camera and take notes. If communication between them comes to a standstill, you can provide some support by asking questions, such as "What do you think could happen next?" or "Who can come up with the next idea?" or "Who wants to include their word next?" Your support should encourage the students to participate without giving them an idea straight away. Finally, have the students write down the story that they created. They can then take turns reading it out loud, one sentence at a time.

Review: Praise your students for their effort and teamwork, and applaud their story. Let the students have time for self-reflection and respond to questions such as "What did you do especially well today?" or "What would you like to improve for next time?"

If you're not comfortable with task-based language teaching just yet, don't let that discourage you. You can envision using this teaching method as your personal task. Set yourself a goal, try TBL out in your next lesson, and review your class afterward to reflect on what to improve and what went well!

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What Is Task-Based Learning? A Guide to the Popular Teaching Method

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Find out the answer to "What is task-based learning?" and discover why this ESL teaching method is effective. Plus, get task-based lesson plans that you can use in your virtual or physical classroom.

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https://www.powerschool.com/blog/project-based-learning-benefits-examples-and-resources/

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What Is Project-Based Learning?

Project-based learning (PBL) or project-based instruction is an instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world.

Project-based learning is more than just "doing a project," in the way you might remember from your own school days. As the Buck Institute for Education (BIE) explains, with PBL, students "investigate and respond to an authentic, engaging, and complex problem or challenge" with deep and sustained attention. ¹ ArchForKids, an organization that provides STEAM programs for young learners, puts it even more succinctly: PBL is "learning by doing." ²

Why Project-Based Learning? We Live in a Project-Based World

The truth is, many in education recognize that our modern world is sustained and advanced through the successful completion of projects. Or, as the Swiss psychologist, Jean Piaget, put it, "knowledge is a consequence of experience." ³

It's true! Your weekend chores, an upcoming presentation, or organizing a fundraising event-they're all projects. This is the spirit behind PBL, and we see evidence of its increasing popularity in things like the growth of the maker movement. ⁴ When we help students have authentic experiences, we prepare them for the real world. In its purest form, PBL prepares students to be self-sufficient, creative, and critical thinkers that can take on any challenge.

For most modern workers, their careers will be marked by a series of projects rather than years of service to a specific organization. "Solving real-world issues that matter is important to us as adults-and it's important to our students," explain Lathram, Lenz, and Vander Ark in their ebook, Preparing Students for a Project-Based World. ⁵

In short, if we are to prepare students for success in life, we need to prepare them for a project-based world. Therefore, when relating project-based learning benefits to students, we must always include examples of real-world application. This will reinforce for students the notion that they can break down future problems into their component parts, assemble and lead a diverse team of stakeholders to process the problem, and implement a solution.

What Are the Essential Elements of Project-Based Learning?

Although definitions and project parameters may vary from school to school, and PBL is sometimes used interchangeably with "experiential learning" or "discovery learning," the characteristics of project-based learning are clear, constant, and share the spirit of John Dewey's instrumentalism.

In essence, the PBL model consists of these seven characteristics ⁶:

Focuses on a big and open-ended question, challenge, or problem for the student to research and respond to and/or solve

Brings what students should academically know, understand, and be able to do into the equation

Is inquiry-based, stimulates intrinsic curiosity, and generates questions as it helps students seek answers

Uses 21st-century skills such as critical thinking, communication, collaboration, and creativity, among others.⁷

Builds student choice into the process

Provides opportunities for feedback and revision of the plan and the project, just like in real life

Requires students to present their problems, research process, methods, and results, just as scientific research or real-world projects must stand before peer review and constructive criticism

Following fifteen years of literature review and distilled educational experience, the Buck Institute for Education identified seven essential elements for PBL that focus on project design. Collectively these elements are called Gold Standard PBL. ⁸ According to the BIE, the key elements to project design include:

A challenging problem or question

Sustained inquiry

Authenticity

Student voice and choice

Reflection

Critique and revision

Public product

All of these elements, if combined well, result in students learning key knowledge, understanding, and skills for success.

An example where all these elements come together is in the Business Incubator class at Illinois' Palatine High School. ⁹ Teams of students propose and design a product based upon a challenging need or intricate problem. These young entrepreneurs pitch their ideas to business and community leaders in an effort to gain support for launching their product. It's like Shark Tank for teens, and it's awesome!

One team of students designed a mobile app providing real-time air quality readings at locations around the world. Raising awareness about air pollution, supporting health-conscious travelers, and making global connections were galvanizing real-world catalysts for their project.

It's worth noting that while project-based learning may seem like some specific or isolated instructional practice, the lists above should look familiar. They are simply the elements of great learning experiences. You don't have to subscribe to project-based learning to incorporate elements of it in your classrooms. Having said that, there are benefits that true project-based learning provides. Let's dig into a few of the benefits of PBL now.

Benefits of Project-Based Learning

Too often, traditional learning never ventures beyond the realm of the purely academic. Project-based learning connects students to the world beyond the classroom and prepares them to accept and meet challenges in the real world in a way that mirrors what professionals do every day.

Instead of short-term memorization and summative regurgitation, project-based learning provides an opportunity for students to engage deeply with the target content, bringing about a focus on long-term retention. PBL also improves student attitudes toward education ¹⁰, thanks to its ability to keep students engaged. ¹¹ The PBL structure lends itself to building intrinsic motivation because it centers student learning around a central question or problem and a meaningful outcome. Students end up wanting to understand the answer or solution as much or more than the teacher wants to know what they know, understand, and are able to do!

Daniel Pink, in his TEDTalk and influential book, Drive ¹², says people are intrinsically motivated by three things-autonomy, mastery, and purpose. Popular terms like grit and rigor become embedded dispositions when learners sink their teeth into meaningful endeavors, like those provided during project-based instruction.

A recent collaborative study conducted by the University and Michigan and Michigan State University suggests the implementation of project-based learning correlated positively with student achievement, particularly in schools serving high-poverty communities. ¹³ This research emphasizes the importance of projects being standards-aligned and supported with research-proven instructional strategies.

Because of its focus on 21st-century skills, the PBL model also enhances students' technology abilities. Project-based learning helps students develop teamwork and problem-solving skills ¹⁴, along with the ability to communicate effectively with others. The collaborative nature of projects also reinforces the Social and Emotional Learning (SEL) programs being implemented at progressive schools around the world.

These interpersonal aspects of PBL dovetail perfectly with the use of technology in the classroom. Technology-based projects are interdisciplinary, collaborative, inquiry-based, self-directed, motivating, and address the full range of student needs and learning styles. ¹⁵ Additionally, digital literacies and digital citizenship objectives become ingrained in tech-based projects, especially when the PBL opportunity is conducted seamlessly within the friendly confines of your school's learning management system.

A quick review of ISTE's recently revised standards for students will disclose the relevance of PBL to modern learning. ¹⁶ By highlighting standards including empowered learner, innovative designer, creative communicator, and global collaborator, you would think these standards were tailor-made with PBL in mind. International standards for technology skills and project-based learning objectives absolutely go hand in hand.

Challenges of Project-Based Learning

The Intel Corporation identified several reasons why project-based learning can represent such a radical departure from what we are used to in education: PBL requires you to coach more and instruct less, to embrace interdisciplinary learning instead of remaining locked in single-subject silos, and to be more comfortable with uncertainty and discovery during the learning process. ¹⁷

For many instructors, PBL is a stark contrast to the traditional education they experienced. Change takes time and is seldom without apprehension and challenges. However, when we consider the types of educational experiences we value for our modern learners, it becomes apparent the traditional "sage on the stage" instructional model falls significantly short.

The truth is, though, you can overcome these PBL challenges. Good problems or ideas can come from your students, parents, or community members. Instead of lectures and book learning, teachers can think through the steps required to solve a problem and use those steps as project-learning activities. Instead of planning a massive project, the learning process can be made more manageable by chunking the project into smaller parts, with frequent checkpoints built into the timeline. Instead of a traditional summative exam, authentic assessments can be developed by communicating with professionals in the field regarding what a presentation would look like related to a particular project. As challenging as PBL may appear at first, it can ultimately be so freeing for educators!

Project-Based Learning Examples

In one science-based project, students begin with a visit to a zoo, learning about animal habitats and forming opinions on which habitats best suit a selected animal. ¹⁸ For this example, the project component included teams of students collaborating to develop a research-supported habitat plan that they would then present to professional and student zoologists.

While the sciences fit neatly into the PBL environment, the instructional strategy lends itself naturally to interdisciplinary learning.

In another example, one that blends English language arts and social studies, students answer the question, "What role does censorship play in society?" ¹⁹ Following introductory instruction, students select a banned book, read it, compose a persuasive essay, and take part in a censorship-related mock trial experience conducted in the presence of experts. That last part-the mock trial in front of a group of experts-is what really drives PBL. The learning is not just experiential but also frequently contains a public, real-world component.

Want a break from "drill-and-kill" math lessons? Consider developing an "escape room" activity in which students assume the role of a code breaker for the National Security Agency, the Federal Bureau of Investigation, or another federal agency. ²⁰ The outcome could be anything from decoding a message that could potentially reveal the location of a planned terror attack on the United States, ferreting out an organized crime syndicate, or any number of scenarios. As a follow-up to the initial activity, students could present their solutions on the day a professional in a related field (e.g., FBI agent) visits the class to connect the activity to a real-world experience and potential career path. In such cases, you are limited only by your professional imagination ²¹ The outcome could be anything from decoding a message that could potentially reveal the location of a planned terror attack on the United States, ferreting out an organized crime syndicate, or any number of scenarios. As a follow-up to the initial activity, students could present their solutions on the day a professional in a related field (e.g., FBI agent) visits the class to connect the activity to a real-world experience and potential career path. In such cases, you are limited only by your professional imagination.

Are you looking for more examples of PBL schools? John Larmer, Editor and Chief for the Buck Institute for Education PBL Blog, shares several shining examples of schools making a commitment to deeper learning through PBL instruction. Larmer suggests investigating schools belonging to the Deeper Learning Network . These innovative schools include the essential elements frequently mentioned in BIE's Gold Standard PBL.

Project-Based Learning Lesson Plans

The Buck Institute also provides a hub for PBL lesson plans that align to Common Core standards. They make it easy to search their database by the source of the lesson plan, the subject, and the course.

A few quick examples of the more than 100 PBL lessons include:

The Ultimate Design Challenge -Students design solutions to a current problem using mathematical models.

Lending a Helping Hand -Students become financial advisors and are challenged to make the best use of $25 in a way that impacts their community most.

-In this project, students are isolated somewhere in the world and must design a civilization that stands the test of time.

It's important to note that some of the lesson plans in this resource library are free, while others come at a cost. Many of the lesson plans that require payment do provide sample pages, so you can get an idea of how to recreate it in your own way. Additionally, the above examples and lesson plans are fully customizable and can work in either the online or in-person classroom. So whether you return to full-time in-person instruction in the fall or maintain a cadre of online or hybrid learners in your district, you'll be ready.

Now that you know what PBL is, what it looks like in the classroom, and where to find lesson plans, let's look at how you can actually get started.

Getting Started With Project-Based Learning

Every journey may begin with a single step, but sometimes that step can seem daunting. Carol Ann Tomlinson, writing about differentiation in the classroom, advised teachers to start with "small, well-orchestrated changes." They should select a few targeted goals each year and focus on doing those things well while concentrating on growth. ²²

The same concept applies to project-based learning. Dream big, but start small. Writing for Edutopia, Andrew Miller advised teachers to keep things simple by limiting the scope and duration of a project, using or renovating an existing project, and taking the time to get meaningful feedback and engage in professional reflection. ²³

You can also approach project-based learning from your students' perspectives. Begin by giving them the resources they need to understand PBL as a concept, then introduce them to the practical steps once they're engaged in the process. This is a powerful, metacognitive way to approach your first foray into project-based instruction.

Tom Vander Ark and Emily Liebtag have shared a helpful introductory framework for high-quality PBL. ²⁴ This framework includes six criteria meant to support students, parents, and educators as they embark on their PBL journeys. These criteria include authenticity, challenge, collaboration, and reflection, which are all powerful 21st-century skills.

Project-based learning is easier than you may think and well within your grasp. Still, coming up with project ideas can sometimes present an initial stalemate for students. This post from TeachThought includes resources for teachers as well as project ideas for students. How would you like for your students so they can design their own projects? You can start small, think practically, and change the way you and your students view content learning and mastery. Project-based learning benefits are for everyone.

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Project-Based Learning: Benefits, Examples, and Resources

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Project-based learning is an instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world.

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https://docs.google.com/presentation/d/1iQ4PYi2ix3DnWEiIaTwTNgSatkIidh8_rrKdr1uVmPY/edit?usp=drivesdk

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https://chat.whatsapp.com/DvzQGAh6XwWHMHdXqecGAp

Hello everyone this is the whatsapp group link. Unfortunatly I am unable to find people on whatsapp. So, here is the link above👆. Please open de link and join the group.

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Presentation  about IES Menárguez Costa  (1)

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https://docs.google.com/presentation/d/12578V0z4MDY8nUwI5l1Dfoo1JXpsokMD/edit?usp=drivesdk&ouid=116511080085513180385&rtpof=true&sd=true

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Hello everyone! My name is Jorge and I am a Biology teacher in Los Alcázares, a small coastal town in the southeast of Spain. Our school has students of many nationalities, so I hope this course will be very useful. See you on Monday

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I’m a maths teacher at a secondary school in Los Alcázares (Murcia), a city in the southeast of Spain. It’s geographical area with a high number of immigrant and multi-cultural people. Form that reason, a y diversity training is welcome at our school. See you soon.

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Hello! My name is María José and I teach physics and chemistry in a public high school located in Los Alcázares (Murcia). My students are between 14 and 18 years old. We have a variety of nationalities and as a consequence, the students present different levels of knowledge, depending on their countries of origin. Un addition, many of them arrive without knowing the Spanish language.
My subject offers a wide variety of possibilities to handle diversity since we use pictograms, the laboratory, computer simulations…which makes the subject very visual and attractive and in this way we manage to overcome the difficulties.
I am interested in this course because I want to expand the tools to deal with diversity in my classroom.
See you soon!

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Hello! My name is Ana Marques and I’m from Portugal. I’m an History teacher in a secondary school in Loures, a Lisbon suburb, but I can teach from 5º to 12º grade ( students aged 11 to 18). I chose this course because not only my classrooms are more and more social e culturally diverse, but I also notice some lack of motivation in my students, like they don’t have a sense a purpose or a sense of belonging, specially the foreign ones. So, I would like to develop some inclusive strategies and tools to motivate my students and keep them in school. This is my first experience in this kind of course. See you soon!

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I see all of them are very excited for the course. It gives me very positive energy. I hope that we can learn alot of things by sharing our experienxes. It would be win win🤩.

See you all in next week💛

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Hello ! My name is Javier and I work as a technology teacher in a Secondary school located in a coastal region in the south of Spain.  I like reading, travelling and practising different sports.

Every year, our region attracts more and more visitors, some looking for a second home, like English or Germans, others looking for better opportunities for their families.

In recent years, my school has been welcoming more and more students from other nationalities, and this will not stop anytime soon.  I have been offered this course and I am delighted to share this wonderful experience with colleages from other nationalities.

See you next week,
Javier.

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Hi: my name is Ginés and I am a professor of Philosophy and Ethics at the Secondary School of Los Alcázares (Murcia) Spain.  In our Institute we educate in diversity since we have many students from different parts of the world.  Respect for diversity is essential to achieve inclusion and I will be happy to share experiences, methods and workis styles to promote inclusion and diversity with teachers from other countries.

See you soon

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Hello everyone!!

My name is Laura and I work as a teacher in a high school in Los Alcázares. This little town is in the south of Spain, so there are pupils from too many countries and with differents cultures.
My subject is Physic and Chemistry. I think that this course is very important to us, due to the variety of teenagers that we have in our center.

See you soon,
Laura

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Hi mates, I am Nacho and I am a teacher at a highschool in Murcia Spain. I teach Geography and History to young students. The same as some of my mates in this course I have worked with teenagers since a long time including different cultures and nationalities. In my opinión this course can be very interesting particularly in relation to know other experiences and new resources. I will see you very soon.

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Hello. My name is Cristina Gutiérrez and I am from Spain. I work as a Maths teacher in a secondary school in Los Alcázares,  a little village near the sea. In this  village a lot of foreigners live so there are many different nationalities in our school. A lot of diversity exists and I'm very interested in this course to learn how to get the best from this situation.
The students in our school are between 12 and 19 years old.
I'm looking forward to meet you  all. See you.

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Hi, I'm Laura from Murcia Spain.
I am a teacher of Technology, Computer Science and Robotics at the school IES Antonio Menárguez Costa in Los Alcázares.
I like to learn new things and teach them to my students.
It is very interesting to know how teachers work in other countries.
I find this training course very interesting because our school is characterized by the diversity of students we have in terms of nationality and disabilities including high abilities.

Our school has about 1200 students who are between 12 and 19 years old and we have students of 35 different nationalities, mainly Moroccans and South Americans, and then we have British, Indians, Ukrainians etc.

Our school is a public school and most of the students with disabilities come to our school.

When we teach we have national students and also  students with little knowledge of Spanish and some students with disabilities.

We would like this course to give us ideas for working in heterogeneous classes.

See you soon!

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Hi everyone. I am Joe from the small island country in the Mediterranean called Malta. I have been teaching for quite a few years now. I teach Maltese language and literature. I started off teaching boys aged 11 to 16 years, but since the past seventeen years I teach young people mostly 16 to 18 wishing to get qualified to apply for university or other tertiary institutions. Our school also caters for adults wishing to sit for a particular subject. I have noticed an increase in the number of multi cultural students and thus the reason for me attending this course. I am sure that the interaction between us teachers is in itself a learning process towards the scope of this course. I look forward to meet all of you soon.

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Hello everyone! My name is Maria Stalia and I am a teacher of English in the 27th primary school of Thessaloniki Greece. I teach children aged 6 to 12. I am interested in learning how to face diversity in my classes and turn it from a challenge into an opportunity. I have been in a job-shadowing in a primary school in Paris regarding the inclusion of children with special needs and I have read articles on the subject of the course. I am the Erasmus project coordinator in my school and I have been involved in many KA1 and KA2 projects. I will be in the course with 3 colleagues of mine, my school principal Zoi Siakka, a teacher colleague of mine, Zafeiro Tsilimponi and the P.E. teacher of my school, Christos Rampotas. I love reading,  travelling and watching films. I love my job and looking forward to meeting you all in Ghent soon.

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Hello Everyone!
I want to tell you all that the course name is

MANAGING A DIVERSE CLASSROOM: FACING UPCOMING CHALLENGES

in the email you will found

Cultivating Diversity and Inclusion

For that I am sorry,  I wrote the name of the discipline instead of course name.

I hope everything is clear now!

I am looking forward to meet you all.

Have a nice day!

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Remember that this schedule can and will be adapted according to your group's needs 😊👍🏼

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We recommend that you bring your own tablet or laptop with you, should you wish to use one.

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Welcome!

Hi, my name is Tayyaba and I am going to be your Teacher Trainer on your Erasmus course.

Managing a Diverse Classroom: Facing Upcoming Challenges

Ghent | June 26th to 30th, 2023

I am an educationist and eager to learn new techniques and methodologies.

I am looking forward to share my learning experiences and educational journey and hear all about your experiences to continue learning together!

See you soon
Tayyaba 🙂

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Hello everyone,

I hope you are looking forward to your trip to Belgium. 🤗

Europass has included a Ghent Citypass in your training which gives you free access to the attractions, the bus and tram, all within the 48hr time limit of the card.

https://visit.gent.be/en/good-know/practical-information/citycard-gent

A fantastic opportunity to see more of the city!

You'll receive the card on Monday when you arrive with more information about the many benefits.

Have a great day!
Tayyaba ☀️

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Looking forward to meeting you on Monday Morning at 9 am. If you have any difficulties in your journey, please contact us 🙏🏼

https://www.google.com/maps/dir/51.0459904,3.7486592/Parkoffice/@51.0421947,3.7251296,14z/data=!3m1!4b1!4m9!4m8!1m1!4e1!1m5!1m1!1s0x47c37153b59d22bf:0xd278076a1f8fe370!2m2!1d3.7309757!2d51.0442693

Hofstraat 269, 9000 Gent, Belgium
WhatsApp: +92 304 4892291

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Parkoffice · Hofstraat 269, 9000 Gent, Belgium

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Parkoffice · Hofstraat 269, 9000 Gent, Belgium