# data[].attributes.body
I teach English as a Foreign Language in a Secondary School in Rome. I've been teaching English for 16 years. I'm specialized in developing ICT in the classroom. I like learning new things, I think life-long learning is the aim of a good teacher. I like trying new methods to make my lessons interactive and I believe this digital period forces us to keep up with technological progress and I want to be at the forefront.

# data[].attributes.body
This is my secondary school in the north of Rome, it has 360 students and 45 teachers. The school has got classes with Interactive White Boards and projectors and two labs: a computer lab and a video room. I have been training to use technology in the classroom and my students are enthusiastic.

I often use collaborative learning - task based activities so students can learn by doing. I started to flip some of my lessons following the Flipped Classroom approach. In this way, I'm re-organizing the learning time and trying to develop my students' digital skills, too.

# data[].attributes.body
https://emilianarufo.wordpress.com/

# data[].attributes.headline
MODULE A1: My Role as an eTwinning Ambassador

# data[].attributes.subject
MODULE A1: My Role as an eTwinning Ambassador

# data[].attributes.body
I have been training to use technology in the classroom then I started to train teachers in my schools so I became an excellent point of reference for them. I've always tried to develop my students' digital skills, too. I have been ICT coordinator and administrator and I've started using new methodologies in class, such as Flipped Teaching and Project-based learning; when I met the eTwinning Community and started to join projects it was just the right place where I could use my experience and give my classroom activities a more important meaning. At first it wasn't so easy to understand the potentiality of the means and when I finally realized there was anything I needed on the eTwinning platform I've started to promoted it, to invite my colleagues to join it and try to open their classroom activities to the eTwinning Community, actually it was hard! I managed to involve some teachers, the Headmaster, my students and parents and after great efforts and collaboration our school got the Certificate of eTwinning school 2019.

Now I've changed school so I can begin a new eTwinning adventure with other colleagues and students!
eTwinning activities in my school in the last four years:

https://www.icparcodiveio.edu.it/index.php?option=com_content&view=category&id=185&Itemid=1527

eTwinning projects I took part in:

# data[].attributes.attachment_link.description
Unnamed pearl. Progetto e-Twinning 2015/2016. E-Twinning Project a.s. 2016/17. Summer photo gallery. European Day of Languages. ETwinning Project: Surprising

# data[].attributes.body
eTwinning is very important for students, teachers and schools. It is a large community where teachers can collaborate, share good practices and continue their professional development, it motivates students and helps build their cross curricular and life skills, it is a way to enhance creativity in schools through innovative and engaging projects.

Here is my presentation on "Benefits in eTwinning":

# data[].attributes.attachment_link.title
Benefits of eTwinning - Ambassadors Course 2019

# data[].attributes.attachment_link.description
Video made with Biteable. The World's Simplest Video Maker

# data[].attributes.headline
MODULE A2 - The Role of eTwinning Ambassador in the Local Community

# data[].attributes.subject
MODULE A2 - The Role of eTwinning Ambassador in the Local Community

# data[].attributes.body
Presentation

# data[].attributes.attachment_link.title
Module A.2_The Role of an eTwinning Ambassador in the local community

# data[].attributes.body
The Role of eTwinning Ambassadors in the Local Community

eTwinning Ambassadors' role in the local community is to:

promote eTwinning in the local community

disseminate the benefits of eTwinning in the local community

connect with the mayor and local educational authorities

collaborate with colleagues from local community in face-to-face training and online activities

assist them in pedagogical and technical issues and support them

They also have to collaborate with and between NSS and the local community.

# data[].attributes.headline
Benefits of eTwinning for the local community

# data[].attributes.subject
Benefits of eTwinning for the local community

# data[].attributes.body
Infographic

# data[].attributes.attachment_link.readable_text
BENEFITS of ETWINNING

FOR the LOCAL COMMUNITY

Emiliana RufoeTwinning Ambassador

Collaboration

Support

Dissemination

Local Authorities

NSS National Support

School Authorities

Collaborate with colleagues from the local community in face-to-face training and online activities

Support Colleagues in pedagogical and technical issuesMotivate themAssist them by sharing good practices

by Collaborating with

# data[].attributes.attachment_link.title
Benefits of eTwinning for the Local Community

# data[].attributes.attachment_link.description
BENEFITS of ETWINNING FOR the LOCAL COMMUNITY Emiliana RufoeTwinning Ambassador Collaboration Support Dissemination Local Authorities NSS National Support School Authorities Collaborate with colleagues from the local community in face-to-face training and online activities Support Colleagues in pedagogical and technical issuesMotivate themAssist them by sharing good practices by Collaborating with

# data[].attributes.headline
Ways to support eTwinners from the local community - Forum entry

# data[].attributes.subject
Ways to support eTwinners from the local community - Forum entry

# data[].attributes.body
I have never involved the local authorities in my eTwinning projects. I think it could be a motivating step forward to my teaching activity but I have always involved parents, the headmaster and my school colleagues as visitors of my projects to share the students' activities. Then to let projects products visible to the local community I have published articles on the school website.

# data[].attributes.attachment_link.readable_text
eTwinning è la più grande community europea di insegnanti attivi nei gemellaggi elettronici tra scuole. Il progetto promuove l' innovazione, l'utilizzo delle tecnologie nella didattica e la creazione condivisa di progetti didattici multiculturali tra istituti di Paesi diversi, sostenendo la collaborazione a distanza fra docenti e il coinvolgimento diretto degli studenti.

La nostra scuola ha ricevuto il riconoscimento ufficiale del Certificato Scuola eTwinning 2019-2020.

Referente dei Progetti e Ambasciatrice eTwinning:

# data[].attributes.attachment_link.description
eTwinning è la più grande community europea di insegnanti attivi nei gemellaggi elettronici tra scuole. Il progetto promuove l' innovazione, l'utilizzo delle tecnologie nella didattica e la creazione condivisa di progetti didattici multiculturali tra istituti di Paesi diversi, sostenendo la collaborazione a distanza fra docenti e il coinvolgimento diretto degli studenti.

# data[].attributes.body
Ambassadors in the country

# data[].attributes.headline
Which are the main duties of an eTwinning ambassador?

# data[].attributes.subject
Which are the main duties of an eTwinning ambassador?

# data[].attributes.body
The main duties of eTwinning Ambassadors are:

disseminate the benefits of eTwinning

assist teachers in pedagogical and technical issues

collaborate in face-to-face training workshops, seminars, meeting and online activities in groups, educational blogs, live events, webinars, social media.

communicate with NSS and other educational stakeholders

# data[].attributes.headline
Searching for other ambassadors in your country

# data[].attributes.subject
Searching for other ambassadors in your country

# data[].attributes.headline
Communication among ambassadors in your country

# data[].attributes.subject
Communication among ambassadors in your country

# data[].attributes.body
A)    Is it a good way to grow in your role as ambassador?

Knowing experienced ambassadors can help in growing and learning new activities and methodologies, I would like to become an experienced ambassadors to support my colleagues one day.

B)    Which are the benefits?

We can learn from each other. As a new ambassador, I feel so proud and lucky to get new ideas from more experienced ambassadors.

C)    Is this the only way to get in touch with an ambassador in your country?

In Italy there are a lot of Ambassadors, luckily. They are divided into regions. In Region Lazio we are 15 and we meet online and in presence. During the year there are organized meetings for all Italian Ambassadors.

D)    What can you do together as ambassadors?

We can do projects together, we can share good practices, we can inspire one another.

# data[].attributes.headline
Different countries, different number of ambassadors

# data[].attributes.subject
Different countries, different number of ambassadors

# data[].attributes.body
I think the number of eTwinning ambassadors varies from country to country because of the number of eTwinners on the platform or because the NSS has the mission to disseminate the eTwinning activities or eTwinning activities are not well integrated into the national curriculum. In Italy there are 157 Ambassadors.

# data[].attributes.body
eTwinning ambassador

sharing practice

sounding board for CSS and EC

supporting eTwinners

mentoring and tutoring

# data[].attributes.attachment_link.readable_text
Are you a new eTwinner? or have you been around for a while, trying to find your way? Feeling lost and in need of some help? You are in the right place! This Group will assist you in your journey through the eTwinning wonderland: you'll see how it works, and how it can work for you. And you'll feel its spirit: the constant exchange of ideas and experiences in a teachers' and students' community of practice, learning from each other. Join us now and start your journey!

# data[].attributes.attachment_link.description
Are you a new eTwinner? or have you been around for a while, trying to find your way? Feeling lost and in need of some help? You are in the right place! This Group will assist you in your journey through the eTwinning wonderland: you'll see how it works, and how it can work for you.

# data[].attributes.body
To motivate newcomers I will present them an example of eTwinning experience by showing projects activity repositories: digital products, collaborative activities, pictures of the different steps of the project, Quality labels.

It is also possible to suggest them to join a project that I am involved in, as a visitor - or if they want to try - as members, assuring support and collaboration with me and the other partners of the project.

# data[].attributes.body
I think a combination of the two activities is the best way to communicate and disseminate eTwinning experiences.

Face-to-face involves people working in the same school or in the same town, but online activities - videoconferences, webinars - let people from different towns, countries share good practices and examples.

# data[].attributes.headline
Forum: how to wake up "sleeping beauties"

# data[].attributes.subject
Forum: how to wake up "sleeping beauties"

# data[].attributes.body
I encourage my colleagues to take part with me in some projects, especially those who are not good in languages. I always try to find projects which have topics I can share with different colleagues and diverse subjects, part of the school Curriculum that could suit Primary and Secondary school teachers. It can help!

# data[].attributes.body
What if my pupils are not good enough in using ICT?

And what if it’s me not being good enough?
How can improve in ICT and overcome my fears?

I love teaching my students using technologies. I'm a passionate English Language Teacher and a good ICT teacher. I start by showing students final products, such as videos, presentation, walls I have already done with other students or for my professional development and my lessons, then I explain them how to do it and we try in class and they continue at home. At the end of the project they always become good ICT users and they have developed their Digital competence.

# data[].attributes.body
Do my students have to set up their own profile (account, password etc.) to work in Twinspace?
It depends on what the project is asking the students to do. I sometimes create accounts for my students, by using only their name and the first letter of their surname. This could help if they have to interact in chats or forums, if they want to comment or like other participants posts - I use this method for my 12-13-year-old students.
It could be useful and less difficult to create a class account with a shared password the students can use to visit the Twinspace and interact with other participants of the projects, this method could help especially for younger eTwinners.

# data[].attributes.headline
MODULE B - My tools as an eTwinning Ambassador

# data[].attributes.subject
MODULE B - My tools as an eTwinning Ambassador

# data[].attributes.body
Your role as an ambassador is to promote eTwinning, especially by supporting eTwinners (both newbies and oldies).

eTwinning is the biggest teachers’ community in Europe and should keep the warm and welcoming atmosphere that represents its signature feature. Of course, being an ambassadors within the eTwinning community means to pay special attention to newcomers and address them in an effective way, so as to successfully guide them in their journey.

# data[].attributes.headline
SECTION A - Task 1: The eTwinning Community

# data[].attributes.subject
SECTION A - Task 1: The eTwinning Community

# data[].attributes.body
"eTwinning is not only an virtual community but also a real one."

eTwinning Community on the eTwinning platform provides a safe, online environment to engage with partner schools, work on projects and communicate with like-minded, passionate and motivated teachers in the eTwinning network.

eTwinning promotes school collaboration in Europe through the use of ICT by providing support, tools and services. It is a way to enhance teaching and learning, sharing good practice. eTwinning also offers opportunities for free and continuing online Professional Development.
It is the safer online place I have ever found on the net for my job and my students. It gives me the chance to stay in contact with Italian and European teachers everyday, this means new friends, good relationships otherwise I could never have.
Other ambassadors are my support, I know I can count on them only if I ask to be helped in my online activities, from them - experienced teachers and newbies - I can learn a lot.

# data[].attributes.attachment_link.description
Being an eTwinner means feeling part of a "community", knowing that you can work as a team with other colleagues who value projects as a method to share and create culture, learn about  and from others, teach mutual respect and use innovation to reach together the goal of contributing to the growth of our young European citizens. What does it mean for you to be part of this educational community? Post here your reflections

# data[].attributes.body
I am an addicted eTwinner! I check the platform every day at every hour. I like receiving messages, being in contact with my online partners and updating my profile. I disseminate good practices and my class activities.
May I say "It is my favourite social network".
I encourage teachers to be active part of the community and become more and more involved. I take part to professional development and events.
It is the online place where I want to be, where I belong.

# data[].attributes.headline
SECTION B: Usage of the eTwinning Live platform- for networking and collaboration

# data[].attributes.subject
SECTION B: Usage of the eTwinning Live platform- for networking and collaboration

# data[].attributes.attachment_link.title
eTwinning ambassadors online course 2019 - Module B - Events

# data[].attributes.attachment_link.description
Presentation on what factors to take into consideration in order to maximize the impact of your events. Part of the content has been produced by Lorenzo Mentuc…

# data[].attributes.body
I have created different online events. Here is the link to some of them. They were created to share and disseminate good practices:
https://live.etwinning.net/events/event/49092
https://live.etwinning.net/events/event/42890
https://live.etwinning.net/events/event/39815
https://live.etwinning.net/events/event/38878
https://live.etwinning.net/events/event/37804
Here is a new event organized for the next EU CodeWeek:
https://live.etwinning.net/events/event/89892

# data[].attributes.attachment_link.title
STM - Networking: What are eTwinning Groups

# data[].attributes.attachment_link.title
STM - Networking: How eTwinning Groups work

# data[].attributes.body
Checklist to create a Group:
https://docs.google.com/forms/d/e/1FAIpQLSftk9S3gkMxbzcLjps4H741IBLk-fHHMcCd8uauA8ui2ofxqA/viewform

# data[].attributes.attachment_link.readable_text
Back

Next

Networking Activities (Groups)Advice on Networking

Module B: My Tools as an eTwinning AmbassadorAmbassadors Course 2019

Back

Next

Networking Activitiesin Groups

LISTF TRICKS

Back

Next

Photo by Product School on Unsplash

2

As the Group Moderator,you can invite Group members to activitiesthat enforce networking.

Back

Next

Photo by JESHOOTS.COM on Unsplash

As a Group Member, you can network simply by : * Participating in the Group activities the Group Moderators organise * Commenting on the announcements and promotion posts on the Group Journal

Back

Next

* Attending online meetings and events the Group Moderators organize. * Participating in the Group Forums. * Uploading materials & attaching them to Forums, or copying and pasting them in messages (Group Mailbox) * Using the Group Mailbox to contact other members(only administrators can send messages to all group members at once)

Back

Next

Photo by Vivaan Trivedii on Unsplash

* Using the Chat tool to discuss topics with other Group members at chat events the Group Moderators organise.As a Group Member, you may invite other Group Members to chat dates through the Group Mailbox. Make sure you follow Netiquette rules in contacting others. Do not spam! Introduce yourself and the reason of sending your message.

Back

Next

Advice on Networking

Back

Next

Photo by Marvin Meyer on Unsplash

1. Decide on the role other eTwinners will play in your eTwinning life.Send contact requests to eTwinners you work with regularly or you wish to set up a project with."Follow" interesting eTwinners so that you can check what they do via the information feeds in your homepage.

Tips on networking

Back

Next

Photo by Alex Radelich on Unsplash

2. "Networking is about telling your story, describing your human competitive advantage -- what you do that may be interesting to others".Work on your profile, update it, share your interests and the skills you have worked on and give your profile a personal touch so that other eTwinners may show an interest in getting in contact with you.

Tips on networking

Back

Next

Photo by Marvin Meyer on Unsplash

3. Take time to make a real connection.When you come across another eTwinner you seem to share the same interests (based on his/her profile info), take time to get to know each other better.Send a message through eTwinning Live and ask him/her questions about his/her teaching situation. Make sure you share yours first before asking any questions (it's more polite this way!)

Tips on networking

Back

Next

4. Respond to others' challenges.There's no better way to establish a networking relationship than to respond to another eTwinner's challenges e.g. by contributing to a padlet wall they have created for others to post their views/work or by participating in an online game they are organising or in an activity in an eTwinning Group.It would be great if you could respond promptly and with something of sharing value. 5. Browse through the Professional Development opportunities available on eTwinning Live and join in those ones that may interest you to meet new eTwinners.

Tips on networking

Back

Next

Photo by NordWood Themes on Unsplash

6. Use social media sensibly to promote your work and get to know others whose work seems worthwhile to you. Avoid spamming! 7. On the whole, you need to be selective, discreet and mindful of others. Being hardworking would hurt either.It is true, the more we practice, the better we become at ... networking!

Tips on networking

Back

Next

Networking Activities (Groups)Advice on NetworkingModule B: My Tools as an eTwinning Ambassador Ambassadors Course 2019

# data[].attributes.attachment_link.title
Networking Activities & Advice by nataliatzi949 on Genially

# data[].attributes.attachment_link.description
Back Next Networking Activities (Groups)Advice on Networking Module B: My Tools as an eTwinning AmbassadorAmbassadors Course 2019 Back Next Networking Activitiesin Groups LISTF TRICKS Back Next Photo by Product School on Unsplash 2 As the Group Moderator,you can invite Group members to activitiesthat enforce networking.

# data[].attributes.headline
Task 5a: a screenshot of one of my groups

# data[].attributes.subject
Task 5a: a screenshot of one of my groups

# data[].attributes.headline
Task 5b: collaborate in a group activity

# data[].attributes.subject
Task 5b: collaborate in a group activity

# data[].attributes.body
Here is my collaboration on a Padlet about Collaborative Tools in the Group: Creative Classroom

# data[].attributes.attachment_link.title
my contribution to a group activity_E_Rufo

# data[].attributes.body
Role of the ambassador in the eTwinning community - to mentor and to network

# data[].attributes.headline
Task: Discussion: what experienced Ambassadors say that an Ambassador does?

# data[].attributes.subject
Task: Discussion: what experienced Ambassadors say that an Ambassador does?

# data[].attributes.body
I think an Ambassador should:

1. Provide support to the eTwinners

2. Disseminate eTwinning at school and in other schools.

3. Be a teacher trainer

4. Be an example in eTwinning projects, activities and professional development

5. Be Creative

6. Be Collaborative

7. Be Enthusiastic

8. Be Motivated

9. Promote Motivation

10. Share experiences and learn from others

# data[].attributes.body
Networking means doing things together with your colleagues

# data[].attributes.attachment_link.title
Getting ready to become an active eTwinner - Show who you are

# data[].attributes.attachment_link.title
eTwinning Self Teaching Materials - Connect

# data[].attributes.body
Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.
http://www.bie.org/

# data[].attributes.attachment_link.title
How to Design Project-Based Learning Activities

# data[].attributes.body
I'm really interested in this pedagogical approach. I think school nowadays cannot continue to let students mechanically memorize contents and I want to learn how to allow students to solve real-world problems and be engaged effectively in the task to help them be ready for their real life/job in the future.

This approach may help me to collaborate with other colleagues always concentrated on their own subject. PBL enhances problem-solving and completes critical thinking. Students feel engaged in the task and they want to create high-quality products to release authentic goals at the end. This is learning for life in our times. Teachers must support their students to prepare themselves to face the future. In my opinion, PBL is life. It is a real challenge.

At the heart of the PBL process is collaboration. Effective collaboration is not easy! It is an activity that rarely happens overnight and that requires careful scaffolding and preparation.

The challenges are the 5 Keys of PBL:

1. Real world connection
2. Core to learning
3. Structured collaboration
4. Student Driven
5. Multifaceted Assessment

# data[].attributes.headline
Task 1: Discussion 2 - What is the difference between problem based learning and inquiry based learning approach?

# data[].attributes.subject
Task 1: Discussion 2 - What is the difference between problem based learning and inquiry based learning approach?

# data[].attributes.body
To develop students' competences you can use both Project-based Learning and Inquiry-based Learning approaches or indeed a mixture of them.

As I said before, PBL enhances problem-solving and completes critical thinking. Students feel engaged in the task and they want to create high-quality products to release authentic goals at the end.

Inquiry is a seeking or a request for truth information or knowledge. Inquiry-based Learning starts with questioning and continues with exploration and investigation and ends with finding a solution. Drawing a reasonable conclusion, making substantive decision or applying new knowledge or skills.

It is often used to explore deep questions. Inquiry-based Learning relies on questioning but in the traditional classroom, it is the teacher who asks the questions which answers can easily be found and which usually do not go beyond the immediate available information. In and inquiry driven classroom not only the teacher asks the open-ended questions but also the students themselves, they are encouraged to discuss, argument information opinions, ideas and viewpoints in order to generate new questions which lead to new knowledge.

So the question should be open-ended, engage and inspire students by creating curiosity, be aligned to the learning goals you would like to achieve, and non-Googleable!

# data[].attributes.headline
Task1: discussion 3 - reflect and share one example of a problem based learning project you conducted or would like to conduct and one example of inquiry based learning you have conducted or would like to conduct. 

# data[].attributes.subject
Task1: discussion 3 - reflect and share one example of a problem based learning project you conducted or would like to conduct and one example of inquiry based learning you have conducted or would like to conduct. 

# data[].attributes.body
In my classroom, I usually use an interactive approach, this means I organize the lesson by starting from a warm-up activity to revise what we did before, then I briefly introduce the new topic by using audio or video tools and give my students a task. They work in pairs or in groups. At the end, they have to introduce their work to the class. I always walk in the class, helping and giving suggestions to students or simply listening to them while they use the new English structures and functions they learned. We also use IWB, computers/projector or tablets for our research or culture activities.

An example of one of the activities I often develop in my classes:

Budget for a Trip to London
You want to visit London.
You have to organize everything for the trip.
Can you organize a trip to London?

Context
Class: III (9th year)
Students' age: 12-13 years old
Subject: English as a Foreign language
Learning goals:

Make students self-organizing a trip abroad in a country where the

English language is the official language.

Key Competences:

Communication in foreign languages

Digital skills (ICT)

Sense of initiative and entrepreneurship

Cultural awareness and creativity

Students should:

know research resources and documents

able to interact within the group

know how to use the information in documents

know how to express in English with times and vocabulary appropriate to the situation

know how to organize a trip and how to present it to other students

know how to use educational sites and devices

Solving a task in a Real-world scenario by creating a product

https://padlet.com/emiliana_rufo/aTriptoLondon

# data[].attributes.attachment_link.description
Top 10 London Landmarks. A Trip to London. Budget for a Trip to London. Budget for: A Trip to London

# data[].attributes.headline
Task 2 - examples of problem focused driving questions

# data[].attributes.subject
Task 2 - examples of problem focused driving questions

# data[].attributes.body
https://www.youtube.com/watch?v=hnzCGNnU_WM&feature=youtu.be
https://www.youtube.com/watch?v=LMCZvGesRz8&feature=youtu.be
https://www.youtube.com/watch?v=az8rNwV44Mc

# data[].attributes.body
https://www.teachthought.com/project-based-learning/a-better-list-of-ideas-for-project-based-learning/
https://www.kqed.org/mindshift/26038/what-project-based-learning-is-and-isnt
http://pblchecklist.4teachers.org/index.shtml
https://www.edutopia.org/search?query=project%20based%20learning

# data[].attributes.body
“Collaborative learning is something that we all think we know and people would say oh yes I have my students collaborating. I put them in groups. But it never goes sometimes beyond that. What exactly are they doing? Are they actually working together?”
Professor Deirdre Butler, DCU Institute of Education in Dublin.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 What is collaborative learning?

# data[].attributes.attachment_link.title
How to Develop Learners’ Collaborative Problem Solving Skills

# data[].attributes.body
what are the various collaboration techniques the teacher uses in her class?

what are the tools the students use in order to collaborate?

write your answers on the chat below and share additional ideas and tools for collaboration

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 Collaborative learning in a flexible classroom

# data[].attributes.body
Digital tools can be used to support teacher’s planning activities. The use of collaborative digital tools enables teachers to efficiently observe student groups and deliver feedback. Digital tools can also support students to publish and share their assessments.
To use digital tools in collaborative learning activities is useful to develop students' digital competence and new strategies for learning. I use some online tools to share ideas, opinions, works among students. I use online quiz and ebooks with interactive exercises. I think creating innovative lessons means spending a lot of time to prepare them, but using project- based learning and collaborative learning is something that a teachers decide to do and implement.
Here is a Repository of apps I use in my classroom:
https://www.pearltrees.com/emyrufo/online-sites-apps-1/id17063919
https://www.pearltrees.com/emyrufo/online-sites-apps-2/id17961507
and a MindMap with lots of apps and sites to create lessons and to let students collaborate and create digital products:
https://www.mindomo.com/it/mindmap/apps-and-sites-for-education-86afe2fc5c5b481e8151adca83e36a84
My lessons Repository:
https://www.pearltrees.com/emilianarufo

# data[].attributes.attachment_link.readable_text
Emiliana Rufo

I teach English as a Foreign Language in a Secondary School in Pesaro. I've been teaching English for 22 years. I'm specialized in developing ICT in the classroom.

My English lessons. YouTube Channel -

Partecipazione ai Corsi di formazione - Online courses

My badges. Emiliana Rufo - Roma, Italia. Ambasciatrice eTwinning Lazio - eTwinning Ambassador. AppleTeacher - Emiliana Rufo. Genially Ambassador - Raccolta attività. Adobe Creative Educator Badges. My Google Maps - Local Guide Profile. Emiliana Rufo. I.C. Campagnano - Emiliana Rufo - Lingua Inglese. I miei contributi alla formazione e didattica. Emyrufo. Google Apps and sites. Sites and Apps for Education Mappe Concettuali, Aggregatori di lezioni, Repository Thinglink Mindomo.

Corso di Lingua Inglese Prof.ssa Rufo. Using apps for Teaching and Learning. Padlet by Emiliana Rufo. Emiliana_rufo (Emiliana.Rufo User)

Telling the Time

Halloween. The United Kingdom. The Royal Family. Home Alone - Christmas holidays. Present Simple and Daily Routine. Verbs to express emotions. Personal Pronouns Object. Schools in Britain. Food in Britain. Valentine's Day. Easter in the UK. Visit London. Where are we from? Culture activity. Maps and Grammar Videos - Year 7. Present Continuous. Countable and uncountable nouns. Thanksgiving Day. Music and teenagers. A journey through emotions. Past Simple. Past Continuous. The Tudors. Adverbs of Manners. Read and listen : Page 106, Sports made in Britain. Sports made in Britain Lots of people play and watch rugby cricket and hockey across the world, especially in Commonwealth countries.

These sports all started in Britain, where they were popular in the 19th century, when Britain was building its empire. British people who lived abroad taught the local people how to play their favourite sports. Today the teams of these countries regularly beat British teams in international men's and women's competitions! The game of rugby started at Rugby School. Cricket is the national sport of India and Pakistan. People were playing hockey - or similar games with a stick and a ball - thousands of years ago. Culture note The Commonwealth is made up of the countries which were part of the British Empire before they became independent.

Asking for and giving directions

Budget for a Trip to London. Ireland. St Patrick's Day. Modal verbs. Comparatives and superlatives. Possessive Pronouns. Grammar Maps and Videos - 8 Year. Future. The Commonwealth by Mrs. C.A. on Genially. The Commonwealth Start click to flip What is the commonwealth?

The Commonwealth is an organization of 54 countries from all over the world There are over 2 billion people What is the official symbol of the Commonwealth? A gold globe, surrounded by 34 sunrays, on a blue field. What is the official language of the Commonwealth? English is the official language of the Commonwealth What are the origins of the Commonwealth? The origins of the Commonwealth come from Britain's former Empire What countries are part ofThe Commonwealth? 54 countries are part of the Commonwealth.Australia, Canada, New Zealand and South Africa were the first countries to join Britain in the Commonwealth of Nations.​

The United States of America

Martin Luther King and Rosa Parks. Halloween Horror Story. Canada. Travel Around the world. Conditionals. Present Perfect. Anne Frank and the Holocaust. Australia and Aborigines. New Zealand and Maori. The Suffragettes. Be safe online - Stop Cyberbullying - Create a Positive Digital footprint. Twilight Activity. Harry Potter Saga. Malala Yousafzai. India and Gandhi. The Passive voice. South Africa and Nelson Mandela.

Direct and Indirect Speech

The Victorian Period and Industrial Revolution. Agenda 2030 - Goals. Prove Invalsi. Grammar Maps and Videos - 9 Year. My students' projects - Lavori realizzati dai miei alunni. My eTwinning Portfolio 2019. ETWINNING PROJECTS. E-Twinning Collaboration. Useful English Sites. Englishcentral. KS2 History - BBC Bitesize. Sounds of Speech - English.

Phonetics, simplified.

Sounds of Speech™ provides a comprehensive understanding of how each of the speech sounds of American English is formed. It includes animations, videos, and audio samples that describe the essential features of each of the consonants and vowels of American English. Sounds of Speech™ is especially useful for students studying English as a second language. Features include: Forvo: la guida alla pronuncia. Tutte le parole del mondo pronunciate dai madrelingua. Online Dictation. Cambridge Free English Dictionary and Thesaurus. Select any English or translation dictionary to search in that dictionary.

English definitions We have corpus-informed dictionaries for English language learners at all levels. They're ideal for anyone preparing for Cambridge English exams and IELTS. Translations Cambridge translation dictionaries are corpus-informed and help learners check their understanding of English words with definitions in their own language. Password translation dictionaries have short, simple translations of definitions in English and the learner's own language. BBC Sound Effects - Research & Education Space. IPA Typewriter. If the title above does not display correctly, you should click on "About" to find out how to get a unicode font.

Introduction You can use this tool to type phonemic symbols to be inserted in a word processor. You can also use it to produce the code needed to insert phonemic symbols in a web page. To start work, use the buttons below to choose which you want to do. Use the "About" button to get more information about using phonetic symbols in word documents and web pages. Riconoscimento vocale gratis. Requisiti di sistema Il software per gli esercizi di pronuncia funziona solo col browser Chrome, l'unico che supporta il riconoscimento vocale.

Dice overview by JLM (Mrs J.Morris) on Genially.

Blog di lingua Inglese - Insegnanti capovolti

HUB Test. European Film Factory. E-books for learning English. Hello World - Online exercises - index. Books and audiobooks. Useful English books - site repository. Risorse gratuite.

to experience pearltrees activate javascript.

# data[].attributes.attachment_link.description
I teach English as a Foreign Language in a Secondary School in Rome. I've been teaching English for 18 years. I'm specialized in developing ICT in the. Rome

# data[].attributes.body
Continuous professional development of teachers is so essential. This is why teachers are first and for most learners themselves.

Explore the different Professional Development (PD) Opportunities eTwinning has to offer

Explore concepts behind each opportunity

Provide a detailed analysis on what is the current situation in PD in eTwinning and recognize opportunities for PD topics

Learn about current research in the teaching profession and see what the TALIS 2018 survey shows that are the most requested topics for PD

start drafting your contribution to the Professional Development activities in eTwinning

# data[].attributes.attachment_link.readable_text
The four components of SWOT in a 2 × 2 matrix

SWOT analysis (or SWOT matrix) is a strategic planning and strategic management technique used to help a person or organization identify Strengths, Weaknesses, Opportunities, and Threats related to business competition or project planning. It is sometimes called situational assessment or situational analysis. Additional acronyms using the same components include TOWS and WOTS-UP.

This technique is designed for use in the preliminary stages of decision-making processes and can be used as a tool for evaluation of the strategic position of organizations of many kinds (for-profit enterprises, local and national governments, NGOs, etc.). It is intended to identify the internal and external factors that are favorable and unfavorable to achieving the objectives of the venture or project. Users of a SWOT analysis often ask and answer questions to generate meaningful information for each category to make the tool useful and identify their competitive advantage. SWOT has been described as a tried-and-true tool of strategic analysis, but has also been criticized for its limitations, and alternatives have been developed.

The name is an acronym for the four components the technique examines:

Strengths: characteristics of the business or project that give it an advantage over others

Weaknesses: characteristics that place the business or project at a disadvantage relative to others

Opportunities: elements in the environment that the business or project could exploit to its advantage

Threats: elements in the environment that could cause trouble for the business or project

Results of the assessment are often presented in the form of a matrix, or simply as paragraphs.

Strengths and weaknesses are usually considered internal, while opportunities and threats are usually considered external. The degree to which the internal strengths of the firm matches with the external opportunities is expressed by the concept of strategic fit.

Internal factors are viewed as strengths or weaknesses depending upon their effect on the organization's objectives. What may represent strengths with respect to one objective may be weaknesses (distractions, competition) for another objective. The factors may include personnel, finance, manufacturing capabilities, and all of the marketing mix's 4Ps.

External factors include macroeconomics, technological change, legislation, and sociocultural changes, as well as changes in the marketplace.

A number of authors advocate assessing external factors before internal factors.

SWOT analysis has been used at different levels of analysis in many arenas, not just in profit-seeking organizations. Examples include non-profit organizations, governmental units, and individuals. SWOT analysis may also be used in pre-crisis planning and preventive crisis management. SWOT analysis may also be used in creating a recommendation during a viability study/survey.

SWOT analysis can be used to build organizational or personal strategy. Steps necessary to execute strategy-oriented analysis involve identification of internal and external factors (often using the popular 2 × 2 matrix), selection and evaluation of the most important factors, and identification of relations existing between internal and external features.

For instance, strong relations between strengths and opportunities can suggest good conditions in the company and allow using an aggressive strategy. On the other hand, strong interactions between weaknesses and threats could be analyzed as a potential warning and advice for using a defensive strategy.

One form of TOWS matrix combines each of the four components with another to examine four distinct strategies:

WT strategy (mini-mini): Faced with external threats and internal weaknesses, how to minimize both weaknesses and threats?

WO strategy (mini-maxi): Faced with external opportunities and internal weaknesses, how to minimize weaknesses and maximize opportunities?

ST strategy (maxi-mini): Faced with internal strengths and external threats, how to maximize strengths and minimize threats?

SO strategy (maxi-maxi): Faced with external opportunities and internal strengths, how to maximize both opportunities and strengths?

Matching and converting

One way of using SWOT is matching and converting. Matching is used to find competitive advantage by matching the strengths to opportunities. Another tactic is to convert weaknesses or threats into strengths or opportunities. An example of a conversion strategy is to find new markets. If the threats or weaknesses cannot be converted, a company should try to minimize or avoid them.

As part of the development of strategies and plans to enable an organization to achieve its objectives, that organization will use a systematic/rigorous process known as corporate planning. SWOT alongside PEST/ PESTLE can be used as a basis for the analysis of internal and environmental factors.

Corporate planning includes steps such as:

Setting objectives-defining what the organization is going to do

Environmental scanning

Internal appraisals of the organization-an assessment of the present situation as well as a portfolio of products/services and an analysis of the product/service lifecycle

Analysis of existing strategies-this should determine relevance from the results of an internal/external appraisal, and may include gap analysis of environmental factors

Defining strategic issues-key factors in the development of a corporate plan that the organization must address

Developing new/revised strategies-revised analysis of strategic issues may mean the objectives need to change

Establishing critical success factors-the achievement of objectives and strategy implementation

Preparation of operational, resource, and projects plans for strategy implementation

Monitoring all results-mapping against plans, taking corrective action, which may mean amending objectives/strategies

In competitor analysis, marketers build detailed profiles of each competitor in the market, focusing especially on their relative competitive strengths and weaknesses using SWOT analysis. Marketing managers will examine each competitor's cost structure, sources of profits, resources and competencies, competitive positioning and product differentiation, degree of vertical integration, historical responses to industry developments, and other factors.

Marketing management often finds it necessary to invest in research to collect the data required to perform accurate marketing analysis. Accordingly, management often conducts market research (alternately marketing research) to obtain this information. Marketers employ a variety of techniques to conduct market research, but some of the more common include:

Qualitative marketing research such as focus groups

Quantitative marketing research such as statistical surveys

Experimental techniques such as test markets

Observational techniques such as ethnographic (on-site) observation

Marketing managers may also design and oversee various environmental scanning and competitive intelligence processes to help identify trends and inform the company's marketing analysis.

Below is an example SWOT analysis of a market position of a small management consultancy with a specialism in human resource management (HRM).

Reputation in marketplace

Shortage of consultants at operating level rather than partner level

Well established position with a well-defined market niche

Large consultancies operating at a minor level

Expertise at partner level in HRM consultancy

Unable to deal with multidisciplinary assignments because of size or lack of ability

Identified market for consultancy in areas other than HRM

Other small consultancies looking to invade the marketplace

An example of a SWOT template that includes cells for strategies, not only assessments

A simple SWOT template

The SWOT analysis has been used in community work as a tool to identify positive and negative factors within organizations, communities, and the broader society that promote or inhibit successful implementation of social services and social change efforts. It is used as a preliminary resource, assessing strengths, weaknesses, opportunities, and threats in a community served by a nonprofit or community organization.

Strengths and weaknesses (internal factors within an organization):

Human resources-staff, volunteers, board members, target population

Physical resources-the organization's location, building, equipment

Financial-grants, funding agencies, other sources of income

Activities and processes-programs delivered, systems employed

Past experiences-building blocks for learning and success, the organization's reputation in the community

Opportunities and threats (external factors stemming from community or societal forces):

Future trends in the organization's field or the society

The economy-local, national, or international

Funding sources-foundations, donors, legislatures

Demographics-changes in the age, race, gender, culture of those in the organization's service area

Physical environment-Is the building in a growing part of town? Is the bus company cutting routes?

Legislation-Do new government requirements make the work harder or easier?

Local, national, or international events

Although the SWOT analysis was originally designed as an organizational method for business and industries, it has been replicated in community work as a tool for identifying external and internal support to combat the internal and external opposition. Understanding the particular community can be helped via public forums, listening campaigns, and informational interviews and other data collection. The SWOT analysis provides direction to the next stages of the change process. It has been used by community organizers and community members to further social justice in the context of social work practice.

SWOT analysis is intended as a starting point for discussion and cannot, in itself, show managers how to achieve a competitive advantage, particularly in a rapidly changing environment.

In a highly cited 1997 critique, "SWOT Analysis: It's Time for a Product Recall", Terry Hill and Roy Westbrook observed that one among many problems of SWOT analysis as it is often practiced is that "no-one subsequently used the outputs [of SWOT analysis] within the later stages of the strategy". Hill and Westbrook, among others, also criticized hastily designed SWOT lists. Other examples of potential pitfalls in practice are: preoccupation with a single strength, such as cost control, leading to a neglect of weaknesses, such as product quality; and domination by one or two team members doing the SWOT analysis and devaluing possibly important contributions of other team members. Many other limitations have been identified.

Michael Porter developed the five forces framework as a reaction to SWOT, which he found lacking in rigor and too .

Business professors have suggested various ways to remedy the common problems and limitations of SWOT analysis while retaining the SWOT framework.

SOAR (strengths, opportunities, aspirations, and results) is an alternative technique inspired by appreciative inquiry. SOAR has been criticized as having similar limitations as SWOT, such as "the inability to identify the necessary data".

In project management, the alternative to SWOT known by the acronym SVOR (Strengths, Vulnerabilities, Opportunities, and Risks) compares the project elements along two axes: internal and external, and positive and negative. It takes into account the mathematical link that exists between these various elements, considering also the role of infrastructures. The SVOR table provides an intricate understanding of the elements hypothesized to be at play in a given project:

Total Forces

Total Forces given constraints = Infrastructures / Opportunities

Opportunities

Mathematical link
Vulnerabilities given constraints = 1 / Total Forces

constant k

Opportunities given constraints = 1 / Risks

Vulnerabilities

Risks given constraints = k / Vulnerabilities

Risks

Constraints consist of: calendar of tasks and activities, costs, and norms of quality. The " k" constant varies with each project (for example, it may be valued at 1.3).

In 1965, three colleagues at the Long Range Planning Service of Stanford Research Institute-Robert F. Stewart, Otis J. Benepe, and Arnold Mitchell-wrote a technical report titled Formal Planning: The Staff Planner's Role at Start-Up. The report described how a person in the role of a company's staff planner would gather information from managers assessing operational issues grouped into four components represented by the acronym SOFT: the "satisfactory" in present operations, "opportunities" in future operations, "faults" in present operations, and "threats" to future operations. Stewart et al. focused on internal operational assessment and divided the four components into present (satisfactory and fault) and future (opportunity and threat), and not, as would later become common in SWOT analysis, into internal (strengths and weaknesses) and external (opportunities and threats).

Also in 1965, four colleagues at the Harvard Graduate School of Business Administration-Edmund P. Learned, C. Roland Christensen, Kenneth R. Andrews, and William D. Guth-published the first of many editions of the textbook Business Policy: Text and Cases. ( Business policy was a term then current for what has come to be called strategic management.) The first chapter of the textbook stated, without using the acronym, the four components of SWOT and their division into internal and external appraisal:

Deciding what strategy should be is, at least ideally, a rational undertaking. Its principal subactivities include identifying opportunities and threats in the company's environment and attaching some estimate of risk to the discernible alternatives. Before a choice can be made, the company's strengths and weaknesses must be appraised.

Looking back from three decades later, in the book Strategy Safari (1998), management scholar Henry Mintzberg and colleagues said that Business Policy: Text and Cases "quickly became the most popular classroom book in the field", widely diffusing its authors' ideas, which Mintzberg et al. called the "design school" model (in contrast to nine other schools that they identified) of strategic management, "with its famous notion of SWOT" emphasizing assessment of a company's internal and external situations. However, the textbook contains neither a 2 × 2 SWOT matrix nor any detailed procedure for doing a SWOT assessment. Strategy Safari and other books identified Kenneth R. Andrews as the co-author of Business Policy: Text and Cases who was responsible for writing the theoretical part of the book containing the SWOT components. More generally, Mintzberg et al. attributed some conceptual influences on what they called the "design school" (of which they were strongly critical) to earlier books by Philip Selznick ( Leadership in Administration, 1957) and Alfred D. Chandler Jr. ( Strategy and Structure, 1962), with other possible influences going back to the McKinsey consulting firm in the 1930s.

By the end of the 1960s, the four components of SWOT (without using the acronym) had appeared in other publications on strategic planning by various authors, and by 1972 the acronym had appeared in the title of a journal article by Norman Stait, a management consultant at the British firm Urwick, Orr and Partners. By 1973, the acronym was well-known enough that accountant William W. Fea, in a published lecture, mentioned "the mnemonic, familiar to students, of S.W.O.T., namely strengths, weaknesses, opportunities, threats". An early example of a 2 × 2 SWOT matrix is found in a 1980 article by management professor Igor Ansoff (but Ansoff used the acronym T/O/S/W instead of SWOT).

Television: In the 2015 Silicon Valley episode "Homicide" (Season 2, Episode 6), Jared Dunn (Zach Woods) introduces the Pied Piper team to SWOT analysis. Later in that episode Dinesh (Kumail Nanjiani) and Gilfoyle (Martin Starr) employ the method when deciding whether or not to inform a stunt driver that the calculations for his upcoming jump were performed incorrectly.

1. For example: ^ Weihrich 1982, p. 54: "For convenience, the matrix that will be introduced is called TOWS, or situational analysis"; Sevier 2001, p. 46

2. ^ Nutt, Paul C.; Backoff, Robert W. (Summer 1993). "Transforming public organizations with strategic management and strategic leadership". Journal of Management. 19 (2): 299-347 (316). doi:10.1016/0149-2063(93)90056-S. The SWOTs perspective is often used to pose questions for strategic management (e.g., Ansoff, 1980). Steiner's (1979) 'WOTS' approach, Rowe, Mason and Dickel's (1982) WOTS-UP, and Delbecq's (1989) 'TOWS' framework identify three of many derivations.

3. Examples of the "tried-and-true" trope: ^

Sevier, Robert A. (2001). "Not SWOT, but OTSW". Thinking outside the box: some (fairly) radical thoughts on how colleges and universities should think, act, and communicate in a very busy marketplace. Hiawatha, Iowa: Strategy Pub. p. 46. ISBN 0971059705. OCLC 48165005. Few people realize that there is an inherent danger in conducting a situational analysis using the old tried and true SWOT. The danger is this: When you look inside the organization first, you create a set of glasses through which you will look at the world. In doing so, you are highly likely to overlook significant opportunities and threats. See also Minsky & Aron 2021.

Staples, Lee (2004). Roots to power: a manual for grassroots organizing (2nd ed.). Westport, Conn.: Praeger Publishing. p. 136. ISBN 0275969975. OCLC 56085984. The tried and true SWOT Assessment examines positive and negative factors as does a Force Field Analysis, but a SWOT has a particular focus on the upsides and downsides for the action group itself.

Lambert, Ron; Parker, Tom (2006). Is that your hand in my pocket?: the sales professional's guide to negotiating. Nashville: Nelson Business. p. 132. ISBN 0785218777. OCLC 63125604. Before you as a salesperson can develop a strategy, you have to assess the situation. We recommend the tried-and-true SWOT analysis. You start by taking a look at your Strengths and Weaknesses, your Opportunities and any Threats. Then you do exactly the same thing from the perspective of each of your competitors.

4. Ansoff, H. Igor (April 1980). "Strategic issue management". Strategic Management Journal. 1 (2): 131-148. doi:10.1002/smj.4250010204. JSTOR 2486096. S2CID 167511003.

5. Minsky, Laurence; Aron, David (23 February 2021). "Are you doing the SWOT analysis backwards?". Harvard Business Review. The results of a SWOT analysis can be (and almost always are) presented simply as a 2 × 2 grid, with one dimension representing the internal versus external factors, and the other depicting positive versus negative valence. ... To improve the inventory collection, you should start with the external factors, then turn your attention to the firm's internal ones. See also Sevier 2001.

6. ^ Learned, Edmund Philip; Christensen, C. Roland; Andrews, Kenneth R.; Guth, William D. (1965). Business policy: text and cases (1st ed.). Homewood, Illinois: Richard D. Irwin, Inc. p. 20. OCLC 680327. (See also Andrews 1971, p. 37.) Many publications cite this textbook as an early statement of the ideas behind SWOT, although it contains neither a 2 × 2 matrix nor any detailed procedure for doing a SWOT assessment; for example, Robert S. Kaplan and David P. Norton called this textbook "one of the early SWOT references", in: Kaplan, Robert S.; Norton, David P. (2008). The execution premium: linking strategy to operations for competitive advantage. Boston, MA: Harvard Business Press. p. 67. ISBN 9781422121160. OCLC 227277585.

7. ^ Mintzberg, Henry; Ahlstrand, Bruce W.; Lampel, Joseph (1998). "The design school: strategy formation as a process of conception". Strategy safari: a guided tour through the wilds of strategic management. New York: Free Press. pp. 24-25. ISBN 0684847434. OCLC 38354698.

8. ^ Watkins, Michael D. (27 March 2007). "From SWOT to TOWS: answering a reader's strategy question". Harvard Business Review.

9. ^ Osita, Christian; Onyebuchi, Idoko; Justina, Nzekwe (31 January 2014). "Organization's stability and productivity: the role of SWOT analysis" (PDF). International Journal of Innovative and Applied Research. 2 (9): 23-32.

10. Armstrong, Michael (1990). Management processes and functions. Management studies series. London: Institute of Personnel Management. ISBN 0-85292-438-0. OCLC 21301791.

11. ^ "Community Toolbox: Section 14. SWOT analysis". Community Tool Box. Center for Community Health and Development at the University of Kansas.

12. ^ Westhues, Anne; Lafrance, Jean; Schmidt, Glen (February 2001). "A SWOT analysis of social work education in Canada". Social Work Education: The International Journal. 20 (1): 35-56. doi:10.1080/02615470020028364. S2CID 143892190.

13. Birkenmaier, Julie; Berg-Weger, Marla (2017). "Organizational engagement, assessment, and planning". The practice of generalist social work (4th ed.). New York: Routledge. pp. 552-577. ISBN 9781138057852. OCLC 971892636.

14. Dess, Gregory G.; Lumpkin, G. Thomas; Eisner, Alan B.; McNamara, Gerry (2012). "The limitations of SWOT analysis". Strategic management: text and cases (6th ed.). New York: McGraw-Hill/Irwin. pp. 82. ISBN 9780078029318. OCLC 740281685.

15. Hill, Terry; Westbrook, Roy (February 1997). "SWOT analysis: it's time for a product recall". Long Range Planning. 30 (1): 46-52. CiteSeerX 10.1.1.469.2246. doi:10.1016/S0024-6301(96)00095-7.

16. ^ Koch, Adam (2000). "SWOT does not need to be recalled: It needs to be enhanced". B>Quest. Richards College of Business, State University of West Georgia. ISSN 1084-3981.

17. ^ Chermack, Thomas J.; Kasshanna, Bernadette K. (December 2007). "The use of and misuse of SWOT analysis and implications for HRD professionals". Human Resource Development International. 10 (4): 383-399. doi:10.1080/13678860701718760. S2CID 145098663.

18. ^ Porter, Michael; Argyres, Nicholas; McGahan, Anita M. (2002). "An interview with Michael Porter". The Academy of Management Executive (1993-2005). 16 (2): 43-52. JSTOR 4165839.

19. ^ Stavros, Jacqueline M.; Cooperrider, David; Kelley, D. Lynn (2007). "SOAR: a new approach to strategic planning". In Holman, Peggy; Devane, Tom; Cady, Steven (eds.). The change handbook: the definitive resource on today's best methods for engaging whole systems (2nd ed.). San Francisco: Berrett-Koehler. pp. 375-380. ISBN 9781576753798. OCLC 66527256.

20. ^ Stavros, Jacqueline M.; Hinrichs, Gina (2009). The thin book of SOAR: building strengths-based strategy. Bend, OR: Thin Book Pub. Co. ISBN 9780982206805. OCLC 662578328.

21. Browne, Michael; Banerjee, Bobby; Fulop, Liz; Linstead, Stephen (1999). "Managing strategically". In Fulop, Liz; Linstead, Stephen (eds.). Management: a critical text. South Yarra, Vic.: Macmillan Education. pp. 364-413 (373-379). doi:10.1007/978-1-349-15064-9_11. ISBN 0732937191. OCLC 39837267.

22. An analysis of the "design school" model was also in Mintzberg's earlier publications such as: Mintzberg, Henry (March 1990). "The design school: reconsidering the basic premises of strategic management". Strategic Management Journal. 11 (3): 171-195. doi:10.1002/smj.4250110302. JSTOR 2486485.

23. ^ Kiechel, Walter (2010). The lords of strategy: the secret intellectual history of the new corporate world. Boston, MA: Harvard Business Press. p. 121. ISBN 9781591397823. OCLC 259247279. What Andrews and his colleagues in the Business Policy course resolutely refused to do-and the main reason his ideas largely disappear from the subsequent history of strategy-was to agree that there were standard frameworks or constructs that could be applied to analyzing a business and its competitive situation. Oh, they might allow one, perhaps because they had helped develop it: so-called SWOT analysis, which called for looking at the strengths, weaknesses, opportunities, and threats besetting an enterprise.

24. ^ Hill & Westbrook 1997, p. 47: "The work of Kenneth Andrews has been especially influential in popularizing the idea that good strategy means ensuring a fit between the external situation a firm faces (threats and opportunities) and its own internal qualities or characteristics (strengths and weaknesses)."

25. ^ McKinsey, James Oscar (1932). Adjusting policies to meet changing conditions. General management series. Vol. G.M. 116. New York: American Management Association. OCLC 10865820. Presented at the AMA General Management Conference held in New York, May 3, 1932.

26. Examples of publications in the late 1960s that mention the four components of SWOT without using the acronym include: ^

Quinn, James Brian (Autumn 1968). "Technological strategies for industrial companies". Management Decision. 2 (3): 182-188. doi:10.1108/eb000858.

Steiner, George A. (1969). Top management planning. Studies of the modern corporation. New York: Macmillan. OCLC 220043.

27. ^ Fea, William W. (1973). "The sixtieth Thomas Hawksley lecture: The accountant-overhead burden or service?". Proceedings of the Institution of Mechanical Engineers. 187 (1): 687-697 (689). doi:10.1243/PIME_PROC_1973_187_155_02.

SWOT analysis is described in very many publications. A few examples of books that describe SWOT analysis and are widely held by WorldCat member libraries and available in the Internet Archive are:

Bensoussan, Babette E.; Fleisher, Craig S. (2008). "SWOT analysis". Analysis without paralysis: 10 tools to make better strategic decisions. Upper Saddle River, NJ: FT Press. pp. 183-197. ISBN 978-0132361804. OCLC 199464839.

Coulter, Mary K. (2008). "Assessing opportunities and threats: doing an external analysis; Assessing strengths and weaknesses: doing an internal analysis". Strategic management in action (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. pp. 67-138. ISBN 9780132277471. OCLC 147987777.

Friend, Graham; Zehle, Stefan (2009). "SWOT analysis". Guide to business planning. The Economist books (2nd ed.). New York: Bloomberg Press. pp. 85-88. ISBN 9781576603284. OCLC 263978200.

Gilad, Benjamin (2004). "The curse of the SWOT". Early warning: using competitive intelligence to anticipate market shifts, control risk, and create powerful strategies. New York: AMACOM. pp. 95-97. ISBN 0814407862. OCLC 51898746.

Higgins, James M. (1983). "Internal and environmental information: SWOT; Appendix 1: The situation audit-a SWOT approach". Organizational policy and strategic management: text and cases. Dryden Press series in management (2nd ed.). Chicago: Dryden Press. pp. 31-37, 789-796. ISBN 0030619610. OCLC 9372705.

Kaplan, Robert S.; Norton, David P. (2008). "Identifying strengths, weaknesses, opportunities, and threats (SWOT)". The execution premium: linking strategy to operations for competitive advantage. Boston, MA: Harvard Business Press. p. 49-53. ISBN 9781422121160. OCLC 227277585.

"SWOT analysis I: looking outside for opportunities and threats; SWOT analysis II: looking inside for strengths and weaknesses". The essentials of strategy. Harvard business literacy for HR professionals. Boston, MA; Alexandria, VA: Harvard Business School Press and the Society for Human Resource Management. 2006. pp. 21-64. ISBN 1591398223. OCLC 76260664.

# data[].attributes.attachment_link.description
SWOT analysis (or SWOT matrix) is a strategic planning and strategic management technique used to help a person or organization identify Strengths, Weaknesses, Opportunities, and Threats related to business competition or project planning. It is sometimes called situational assessment or situational analysis. Additional acronyms using the same components include TOWS and WOTS-UP.

# data[].attributes.body
TASK 3:
Some answers to the survey:
Take a moment to reflect, please provide an idea for an online seminar, learning event or even a face to face training on at least one of the topics above. Think about a training that you can organise as an eTwinning ambassador.
- I will take seminars on the use of ICT and tools to integrate into didactics. I think it is the field I'm most prepared so I will share my competences by showing examples of my teaching activity. -

Which topic/s do you think should be included in the professional development offer in eTwinning? select main 3
- Pedagogical competences in teaching my subject filed
- ICT skills for teaching
- Teaching cross-curricular skills

# data[].attributes.headline
SWOT Analysis about professional Development - group 6

# data[].attributes.subject
SWOT Analysis about professional Development - group 6

# data[].attributes.headline
Module C: Priorities areas as an eTwinning Ambassador

# data[].attributes.subject
Module C: Priorities areas as an eTwinning Ambassador

# data[].attributes.body
In 2018, eTwinning introduced the eTwinning School Label, a label awarded to schools which meet specific criteria.

# data[].attributes.attachment_link.readable_text
What is the eTwinning School Label?

eTwinning Schools' recognise the importance and values of eTwinning and embed it in the school's policies, practice and professional development with the support of school management.

With the eTwinning School Label, eTwinning recognises and appraises the involvement, commitment and dedication not only of individual eTwinners, but of the whole school, where teams of teachers and school leaders work together.

The concept of attaining the status of an eTwinning School is that of a developmental journey with components that can be objectively assessed. It is not a competition, but rather a progression from one level to the next.

The compass of all eTwinning Schools is the eTwinning School Mission.

What are the benefits?

eTwinning Schools:

Are recognised at European level as role models for eTwinning and form a network of leading schools to inspire the future development of the action

Have a high visibility at European Level and are able to show their eTwinning School Label in their promotional and information materials.

Are recognised as leaders in:

The awarded schools' staff and principals are encouraged to participate in dedicated professional development programmes and can be part of an eTwinning Group to share good practices, collaborate and attend specific online events.

How can your school get the eTwinning School Label?

The process for obtaining the eTwinning School Label has two stages.

Stage one

An automatic check that:

The school has been registered in eTwinning for more than two year

There are at least two eTwinning teachers linked to the school who are involved in projects, professional development or other eTwinning activities, at the time of the pre-selection.

The school is/was involved in at least one European eTwinning project which was granted a National Quality Label within the last two years from application date.

If a school fulfils these requirements, all registered eTwinners in the school receive an email invitation to complete a self-assessment application form through eTwinning Live.

Stage two

Applicants must complete a self-assessment application form on behalf of the school.
This self-assessment form revolves around 4 eTwinning Pillars:

eTwinning and the development of eSafety awareness in the school

eTwinning in relation to teaching and learning practices, interdisciplinary teaching, and project work

eTwinning and the strategic professional development for teachers and other school staff

eTwinning and the strategic development of the school

How to apply

Both the school's principal and all colleagues engaged in eTwinning should be involved in drafting the application.

The applicant must answer all the questions and meet all the requirements (see them below) listed in the application form.

The fields related to members, projects, professional development and events are pre-filled with data recorded by eTwinning: applicants must confirm that the information available is correct.

Upload the required documents and links related to Internet Safety and presence of eTwinning in the school's policy.

Upload the application duly signed by the school's principle and submit the form before the deadline.

Once the application is submitted, it will be reviewed by the National Support Services/Partner Support Agencies, who may contact applicants for further information.

TIPs:

Each school should decide who will submit the application via eTwinning Live. Only one application per school will be accepted.

The form does not have to be completed in one session and may be saved in draft form. Click on the submit button only when you have completed the form.

If some of the requirements are not met, schools have time until the deadline to catch up (for instance by involving other colleagues in projects or professional development activities).

REQUIREMENTS FOR STAGE 2
Before submitting the application, the applicants must provide evidence to meet all the following requirements.

The school must demonstrate activities that prove teachers'/pupils' awareness of responsible use of the internet.

The school must demonstrate that there is active collaboration between a group (3 or more) of registered teachers in eTwinning activities.

The school must demonstrate that at least 2 projects are running with different groups of pupils.

The school must demonstrate that two eTwinning teachers from the school have participated in one or more eTwinning events in the year of the application.

The school must publicly show its formal engagement in eTwinning. For example, a school could display a description of their eTwinning activities on the school website or have eTwinning activities referred to in a piece of school publicity, in a policy document or in a brochure.

The list of the awarded eTwinning Schools 2020-2021 will be published in late March - early April 2020. Please note the criteria to obtain the eTwinning School Label have changed for the application period 2019 - 2020. Find out which schools have currently have the eTwinning School Label here.
2018 - 2019 eTwinning School Label Awards
Click here to view the full list of awarded schools.

2019 - 2020 eTwinning School Label Awards
Click here to view the full list of awarded schools.

# data[].attributes.attachment_link.description
eTwinning Schools' recognise the importance and values of eTwinning and embed it in the school's policies, practice and professional development with the support of school management. With the eTwinning School Label, eTwinning recognises and appraises the involvement, commitment and dedication not only of individual eTwinners, but of the whole school, where teams of teachers and school leaders work together.

# data[].attributes.body
Quiz

# data[].attributes.headline
How ambassadors can further promote the idea and practice of eT schools. What is the role of an ambassador in an eTwinning School and propose activities/tasks that an ambassador can do to involve his/her colleagues to develop the different statements of the eTwinning Mission:

# data[].attributes.subject
How ambassadors can further promote the idea and practice of eT schools. What is the role of an ambassador in an eTwinning School and propose activities/tasks that an ambassador can do to involve his/her colleagues to develop the different statements of the eTwinning Mission:

# data[].attributes.headline
MODULE C: 2. Annual Theme- Climate Change

# data[].attributes.subject
MODULE C: 2. Annual Theme- Climate Change

# data[].attributes.body
Where and how climate change is tackled in school curricula and what type of materials are available. Describe how it is addressed in different types of education and what materials teachers use for this.

Climate change materials are used in the Italian Curriculum of some subjects, for example in Geography and Science at Secondary school, but English as a Second Language teachers can use this topic in a CLIL lesson or to learn new vocabulary in the language. Some reading activities are proposed in Italian Literature to open a discussion on nowadays environment problems.

Climate change can be also a topic at Primary school to erase awareness in young learners and build good practice in daily life.

Have you ever given a class about climate change? What materials have you used? What challenges did you face?

I teach English as a Foreign Language and I always organise some activities on the environment or climate change with students in third classes (12-13 years old). We listen and read some texts to learn new vocabulary and then create some discussions about Recycling (the 3 Rs: Reduce, Reuse, Recycle). It is really useful to erase students' awareness on what they do to save the planet in their daily life. Materials are on text books and on the internet.

C2.Annual theme - Climate change: Activities, challenges and suggestion how ambassadors can promote and contribute to the annual theme

As an eTwinning Ambassador I help teachers to take part into projects and I always propose the annual theme as a topic. I always try to support the annual theme by participating myself in a project dealing with the theme - for example, last year I took part into a project about Cultural Heritage and this year I'm taking part into a project about Democratic Participation -  but this year I've also helped two of my Primary school colleagues to create a project on Climate change and saving the planet. Actually they are my 7-year-old son's teachers. I met them at the beginning of the year in a meeting and they talked about the idea of a school year project theme at Primary school, so I propose them to transform their idea in an eTwinning project. They were enthusiastic and the result is the starting of a new eTwinning project, here it is: https://live.etwinning.net/projects/project/202670

"We Children: Responsible Future Citizens of the Earth... 'We save our Planet!" It is a national project among Italian Primary Schools. I'm really proud and I will support them for the whole year.

# data[].attributes.headline
Task 3.1: What can I do? My ambassador role towards the Annual theme

# data[].attributes.subject
Task 3.1: What can I do? My ambassador role towards the Annual theme

# data[].attributes.body
As an eTwinning Ambassador I help teachers to take part into projects and I always propose the annual theme as a topic.

I always try to support the annual theme by participating myself in a project dealing with the theme - for example, last year I took part into a project about Cultural Heritage and this year I'm taking part into a project about Democratic Participation - but this year I've also helped two of my Primary school colleagues to create a project on Climate change and saving the planet. Actually they are my 7-year-old son's teachers. I met them at the beginning of the year in a meeting and they talked about the idea of a school year project theme at Primary school, so I proposed them to transform their idea in an eTwinning project. They were enthusiastic and the result is the starting of a new eTwinning project, here it is: https://live.etwinning.net/projects/project/202670

"We Children: Responsible Future Citizens of the Earth... ‘We save our Planet!’" It is a National project among Italian Primary Schools.

I'm really proud and I will support them for the whole year.
Here is my submitted Document:

# data[].attributes.headline
C3 Priorities: VET schools - Rural areas - Teacher Training Institutes

# data[].attributes.subject
C3 Priorities: VET schools - Rural areas - Teacher Training Institutes

# data[].attributes.body
Topic: Rural Areas

eTwinning could be used as a tool to help teachers connect. Those that may feel isolated will be able to engage and communicate with other teachers nationally and globally, in an increasingly complex and digital world.

People can communicate digitally through eTwinning. With eTwinning they can make sure that their students:

are more digitally able,

act with a local focus, but are always able to think globally,

are more supportive and cooperative,

are more communicative and creative as well as Inclusive,

develop a critical thinking mindset,

Improve their social skills,

can solve problems creatively and effectively,

and, finally, improve their linguistic skills.

Ambassadors can promote the implementation of eTwinning in rural schools or ones that are located far away from large urban centres. This could help schools to further open up to the world, promote integration, inclusion and develop this spirit of European and global citizenship among their students, which is so necessary in modern times.
An example from Finland:

# data[].attributes.headline
Task 1:  Ideas and thoughts about the conception you have about Rural Areas

# data[].attributes.subject
Task 1:  Ideas and thoughts about the conception you have about Rural Areas

# data[].attributes.body
I think the challenges in Rural area schools are basically found on the isolation from town centres and from other schools.
Technologies could help these areas by improving communication among schools and with the entire world thanks to the Internet.
eTwinning projects can be a real opened Window on Europe.
Students and teachers could take part into projects on customs, traditions, festivals to deepen the reality of the territory and let other schools know the rural area they are from and at the same time discover other realities in different part of Europe. They would have the chance to talk, chat and collaborate by sharing learning activities on the Twinspace. It would certainly enrich their Cultural Heritage.
The school where I teach is not in a rural area, but it is 30 km far from a big city: Rome, so we base our activities on the discover of the territory around us to prepare students to live and work in a bigger area.

# data[].attributes.headline
Task 2 Infographic about eTwinning in Rural Areas

# data[].attributes.subject
Task 2 Infographic about eTwinning in Rural Areas

# data[].attributes.body
https://create.piktochart.com/output/42420625-untitled-infographic

# data[].attributes.headline
Module D: I take action as an eTwinning Ambassador

# data[].attributes.subject
Module D: I take action as an eTwinning Ambassador

# data[].attributes.body
Communicate and Disseminate
Ambassadors should be enabled to:

implement strategies for successful communication of important results and achievements

increase the impact of eTwinning projects inside and outside their communities

successfully convey their message to the selected targets

widen the impact of the eTwinning actions via effective communication.

The learning outcomes of this subsection are:

How to create a dissemination plan - thinking about my audiences, what do I have to take into consideration?

Objectives – what do I want to achieve?

Targets – who do I want to talk to?

Messages – what do I want to say?

Channels of communication

Resources

Timetable

Budget

Evaluation

# data[].attributes.attachment_link.title
Ambassadors Online Course 2019-Dissemination and  Communication (1)

# data[].attributes.headline
Task 1: five practical actions you could implement in your reality in order to successfully convey to them the effectiveness of your eTwinning project(s)

# data[].attributes.subject
Task 1: five practical actions you could implement in your reality in order to successfully convey to them the effectiveness of your eTwinning project(s)

# data[].attributes.body
Target: Teachers/colleagues

I think it is important to introduce eTwinning to the Headmaster and describe the activities and goals eTw could have in the school. Then it is fundamental to encourage a whole school approach to eTwinning.

1. Give own experience to involve colleagues in eTwinning projects.

2. Organize meetings, preferably with the presence of NSS or debate in the school among teachers, students, parents to show all the works done with eTwinning

3. Showing examples from teachers in our school and other schools about their personal experience: benefits and difficulties, and examples from kids who have already taken part in projects

4. Discuss with head of departments or expert teachers to integrate eTwinning projects in the school Curricula

5. Showing benefits for the school: eTwinning school label, Project Quality labels, Prizes, etc

# data[].attributes.body
eTwinning ambassadors are the voice of eTwinning in their national communities This module aims to touch upon the main key elements of public speaking. Participants will have the opportunity to learn the basic elements during the preparation and presentation phase of a public speaking talk, and some important tips to keep in mind when a speaker stands in front of its audience.

Items covered by the topic:

Public speaking objectives

Convincing

Steps overview

Defining messages

Audience

Preparation

In the action

# data[].attributes.attachment_link.title
Ambassadors Online Course 2019-The art of public speaking

# data[].attributes.body
https://youtu.be/Y_i8qZ6cO_M

# data[].attributes.headline
Making the best out of the Net - Dos and Don’ts

# data[].attributes.subject
Making the best out of the Net - Dos and Don’ts

# data[].attributes.body
This module aims at reflecting and raising awareness on the benefits and pitfalls of the Internet. Let’s work together to make sure eTwinning is an online community where everybody is safe!

Items covered by the module:

Netiquette

Copyright and Data Protection

eTwinning code of conduct

My task: Code of Conduct

# data[].attributes.body
Participating in an eTwinning project means that you are an individual who wishes to provide his or her pupils with the best chances of succeeding by offering them the possibility to exchange, to share, to cooperate and to broaden their horizons.

Quiz attempt on Quality Labels

# data[].attributes.body
How pedagogical innovation and creativity can be achieved in an eTwinning project?
I think pedagogical innovation in eTwinning projects can be achieved by using different methodologies: collaborative activities, pair and group works and by using digital tools to share and create.

# data[].attributes.attachment_link.title
How pedagogical innovation and creativity can be achieved in an eTwinning project? - brainstorming and voting | tricider

# data[].attributes.attachment_link.description
Let's do some brainstorming and vote for the best ideas. What do you think?

# data[].attributes.body
Description of the activity:

Collaborative activity on Cultural heritage and digital citizenship. It can be inserted into projects to make your city and that of the participating partners known, to promote mutual knowledge and knowledge of other places.

Cultural heritage: Museums / buildings / cities / archaeological remains

Phase 1: Brainstorming activities on the different monuments of your city

Phase 2: in pairs or small groups, pupils decide which monument to describe - search for the monument on Google Maps

Phase 3: verification of the monuments chosen by the various groups and construction of an itinerary that starts from the school and touches the selected monuments (use of Tour Builder or Google Earth)

Step 4: online search for information, sites, photos for the description of the monuments to be published on a shared Twinboard / padlet - qrcode generation of sites

Step 5: creation of a shared ebook for presenting the city's monuments and / or a

video to show the cultural heritage of your city and / or an interactive postcard showing the various monuments chosen, accessible via QRcodes

Results:

Preparation of a blog / ebook shared among the partners with the presentation of the monuments of all the cities

Video example: https://www.youtube.com/watch?v=pS7pBvFPlLs

Postcard example: https://view.genial.ly/5c38a5fb0eeafa309dc9199b/rome-monuments-qr-code-activity

# data[].attributes.body
https://www.pearltrees.com/emyrufo/online-sites-apps-1/id17063919
https://www.pearltrees.com/emyrufo/online-sites-apps-2/id17961507

https://www.mindomo.com/it/mindmap/apps-and-sites-for-education-86afe2fc5c5b481e8151adca83e36a84

https://www.pearltrees.com/

# data[].attributes.body
My question to ask students' in the final evaluation poll after a project:
Did you expand your Cultural Heritage with this eTwinning project experience?
My question to ask teachers' in the final evaluation poll after a project:
What did you learn from other partners' teachers?

# data[].attributes.headline
My eTwinning Ambassador Final Action Plan

# data[].attributes.subject
My eTwinning Ambassador Final Action Plan