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Module 3:                                                                                                         3.4 Peer-review activity                                                                             Final task: My lesson Plan

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Module 3:                                                                                                         3.4 Peer-review activity                                                                             Final task: My lesson Plan

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07/04/18
Today I finished my lesson plan. Here is the link to it:

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WEEK 3 - QUESTION OF THE WEEK: Have you ever participated in the setting up of a school museum? If your answer is Yes, please share your experience(s) and post a photo taken in a school museum as well (if you have got one...). If your answer is No and you are a teacher, please read this article here http://www.scielo.org.za/scielo.php… and reflect on the pros and cons of such an undertaking. If your answer is No and you are not a teacher, have you ever visited a school museum then? How did it make you feel?

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WEEK 3 - QUESTION OF THE WEEK: Have you ever participated in the setting up of a school museum? If your answer is Yes, please share your experience(s) and post a photo taken in a school museum as well (if you have got one...). If your answer is No and you are a teacher, please read this article here http://www.scielo.org.za/scielo.php… and reflect on the pros and cons of such an undertaking. If your answer is No and you are not a teacher, have you ever visited a school museum then? How did it make you feel?

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04/04/18
In my school we never set up a museum like in the article. However, on the 60th anniversary of my school, we held an exhibition where we exposed some of the articles of the past, such as photographs and objects, and where the students were also able to display their work. It didn't envolve a lot of planning and it wasn't too big, but we were able to share memories and show the community the past and present of our institution. We were very proud!

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Module 3: Museum Projects                                                                         3.3 Museum take-over days and other projects

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Module 3: Museum Projects                                                                         3.3 Museum take-over days and other projects

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03/04/18
Have you participated in a museum take-over day or a museum sleepover? If so, what was your experience? What other types of projects are you aware of or can you come up with? Share your experiences and ideas here.
My contribution:
Hi, one of my children (daughter) has already participated in a sleep-over in Lisbon. She simply loved it!! As Sílvia Raposeira told you,  in Lisbon, in our Aquarium ("Oceanário") there is an activity called "Sleeping with the sharks". There are activities concerning oceans and ocean life preservation and then children have the chance to sleep near the aquarium. I don't know of any school that has done this activity, because it's an over-nigth experience and it would be rather complicated with parents and school authorizations. The "take-over" days also seem to me a very interesting and suitable activity. I don't know any Museum with that approach in Portugal. Here is the link for the Lisbon Oceanarium sleep-over

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oceanário de lisboa dormindo com os tubarões

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festa aniversario dormindo com os tubaroes oceanario

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preco do programa dormindo com os tubaroes

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oceanario de lisboa dormindo com os tubaroes

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Saiba tudo sobre o programa dormindo com os tubarões Oceanário de Lisboa. Passe uma noite única, em frente ao aquário central, no Oceanário.

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3.2 Classroom collaboration projects with museums
03/04/18
eTwinning Projects! I love them!!
https://twinspace.etwinning.net/8972/home
https://twinspace.etwinning.net/22759/home
https://twinspace.etwinning.net/45974/home
https://twinspace.etwinning.net/39666/home

Tricider: my contribution -
I love eTwinning projects! I would embark on any Museum related project with my students and collaborate with my partners to create meanfull learning experiences taking advantage from our cultural heritage. We could share our national treasures, and we could all gather and collect artifacts to congregate an european treasure! Would you join me?

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Module 3: Museum Projects                                                                         3.1 Twitter Chat

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Module 3: Museum Projects                                                                         3.1 Twitter Chat

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03/04/18
I've just created my Twitter account to participate on the Twitter Chat on Wednesday, 4 April at 18:00 CET!
I'm looking forward to it! My identity is:
Ana Fernandes

@ana_mmae
04/04/18
It was my first twitter chat and it was very intense and exciting! Here are the questions asked and my answers:
Q1: How would you define inquiry-based teaching and learning in a museum?
A1: I think Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. In a museum we can
A1: It approaches critical thinking and engage students in a more emotional way
Q2: If inquiry is an interactive, give-and-take-ish way to pursue learning with our students, what is it the opposite of? [so that we are sure we know what we mean]
A2 - I think the opposite would be tradicional, static and non participant learning methods.
Q3: How would you describe the basic moves in an inquiry approach to teaching in a museum? When do we ask questions? What kind of questions? When do we insert information (as we need to do that too...)?
A3: I love to let the children make their own questions. It shows me what are they foccused on and wht may their interets be. Then I'll try to answer with other wuestions to stimulate the minds and curiosity.
A3: I also prepare with the pupils some questions before the visit that they must answer during the field trip. So I can have them foccused on want I think is important to learn and retain.
A3: I also agree with Elena. The questions that can have more than possible answers, are the best ones, as they enhance critical thinking.
Q4: How exactly does students' training in the inquiry method help them? For now and for the future...
A4: By building skills to help students reach a high level of thinking, also the curiosity prepares the brain for learning and raises open-minded critical young adults.
A4:By building skills to help students reach a high level of thinking, also the curiosity prepares the brain for learning and raises open-minded critical young adults
Q5: What would you say are the academic benefits we can reap from inquiry discussions during the pre-, while- and after-visit activities? [Can you imagine one day students shooting questions directly at each other? :-) ]
A5: Structured or guided inquiry activities can lend to topics that students typically struggle to grasp allowing them to process contents in different ways.
A5 I hope to see one day students shooting questions and answers to each other, in my classroom, in an engaged and motivated clima.
Q6: How exactly can museums and schools collaborate in using inquiry-based instruction? Some useful tips and tricks perhaps... :-)
A6: Museums and schools, planning together, collaborating, knowing each other deeply and adapting themselves to the needs and expectations of the pupils
Q7: I believe sooner or later inquiry standards will take precedence over content-based standards - do you think it will be rather sooner OR later?
A7: Unfortunatly I think in Portugal it is going to take some time ...the teaching is very "cristalized"!

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Module 2:                                                                                                         2.5 Create a museum learning experience

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Module 2:                                                                                                         2.5 Create a museum learning experience

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02/04/18
Hi, my fellow participants,

For this activity I chose to do a jigsaw with a tile panel and a worksheet with a chalenge for my kids. The jigsaw is focused on one of the most important panels of the museum: a section of an illustration of Lisbon as it was before the big 1755 earthquake. For the worksheet I decided to profite from the curriculum and join arts (I'm an art teacher) and maths contents and concepts, for a more interdiciplinary approach. I hope you like it!
https://www.jigsawplanet.com/?rc=play&pid=39bb9ebf7c13

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week 2 : QUESTION OF THE WEEK:Imagine the following scenario: in a museum, art that was created or donated by immigrants is removed from view to allow visitors to focus on what we lose when we lose immigrants; how do you think you and your students would feel while visiting such a museum, and why?

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week 2 : QUESTION OF THE WEEK:Imagine the following scenario: in a museum, art that was created or donated by immigrants is removed from view to allow visitors to focus on what we lose when we lose immigrants; how do you think you and your students would feel while visiting such a museum, and why?

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29/03/2018
My answer: Although I haven't seen the webinar yet, after reading all your answers I can say that I agree with you when you say the pupils would be shocked and with a feeling of emptiness in that art-less museum. But I would like to share with you my experience, not in a museum but in my school. I work in a school in Lisbon with a lot of immigrants. We have 32 nationalities and many students from India, Pakistan, Bangladesh , Nepal and Kurdistan. We also have students from several african countries, like Guiné Conacri, Angola, Senegal, and many others. The main religions are chistians, muslims and hindus. Last Diwali, the feast of lights, all hindu pupils skipped school because they were celebrating that important date. The other students, at school, noticed that the hindu community was missing. There was no painted hands, no cricket game, no curry smell in the corridor that day. "Were are they?" they asked me. I profited the chance to explain to the others the meanning of Diwali and we talked about how we miss eachother and how, all together, we are a community. Not a population, because we aren't all "the same", but a true community, with all our differences that are so important to enrich us and make us better. The next day, all hindu pupils of my class were so very welcomed at school. And I was happy because inclusion and multiculturalism are so painful and hard sometimes.

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Module 2:                                                                                                           2.4 Virtual museum visits

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Module 2:                                                                                                           2.4 Virtual museum visits

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27/03/18
Activity - How could you use these examples of virtual museum visits with your students? What opportunities do you see for using these resources in combination with an actual museum visit? What challenges would you anticipate when using such resources?
The virtual museum allows the online use of an integrated and interdisciplinary presentation of information about a given subject. So this type of museum gives the visitor the opportunity to establish an interactive dialogue with the subject addressed. It has many advantages: In a virtual museum you can do a search on a specific object. The virtual museum enables the use of high quality images and it 's not always possible to take pictures in a museum. We don't have to worry about the physical space and the safety of the artifacts, and the cost of the virtual museum is much lower than that of the actual museum. However it also has disadvantages because it is not available to remote communities or people without internet access. Also, the proximity of the works of art allows the visitor a series of emotions and sensations that do not occur in a virtual visit.
That's my first Smore! I hope you like it!

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virtual museum visits - Why not? by Ana Madalena Fernandes | This newsletter was created with Smore, an online tool for creating beautiful newsletters for for educators, nonprofits, businesses and more

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Module 2 :                                                                                                        2.3 After the museum visit

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Module 2 :                                                                                                        2.3 After the museum visit

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26/03/18
Activity: Head over the forum thread, briefly describe the exhibit and the way(s) you could make this exhibit more interactive and explain how this could help facilitate the understanding of the exhibit.
My contribution:
Last year I visited with my students the National Museum of Tiles (Azulejo) in Lisbon. It's a small exhibition, in an ancient convent with several examples of tiles from different periods of Portugal's history. There the pupils were invited to see the various techniques of production of the tiles and their evolution throughout history. They also had the opportunity to explore the building in order to understand its heritage value. Although it has a few activities prepared for students the visit is a bit traditional and static and the students were somehow distracted and not very focussed on the subjects and artefacts. Even though we were accompanied  by a docent, there was no strategic selection of artefacts or theme and the students just wander around the different rooms listening to the lady. In my opinion we should have focused on some specific pieces and build an appealing narrative around them, so that the pupils become engaged on the theme and accomplish meaningful learning. I also think they should have made some hands-on activity, like painting a tile or decalking and decorating a drawing on the surface of the ceramic. This could help them to understand why the decorations of the tiles changed through the centuries and to realize the patrimonial importance of "azulejos" in Portugal.

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Module 2 :                                                                                                        2.3 After the museum visit

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Module 2 :                                                                                                        2.3 After the museum visit

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26/03/18

Activity:  Brainstorming Tricider - ideas for student activities in the follow-up phase
My contribution:
*Discuss if the aims and goals of the visit were achieved

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Module 2 :                                                                                                        2.3 After the museum visit

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Module 2 :                                                                                                        2.3 After the museum visit

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26/03/18
The visit follow-up is an essential part of any museum visit and should not be neglected, as it is a key opportunity to turn students’ experiences into longer-term engagement in the classroom.  Part of the follow-up is also an evaluation.
video: Using Exhibits as Assessment
OMG what an amazing work! Kids look really happy with their work and they seem to learn effortless. Love the idea!

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Module 2:                                                                                                          2.2 During your museum visit

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Module 2:                                                                                                          2.2 During your museum visit

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26/03/18
Activity: Head over the forum thread and discuss all the things we need to do and think about as we visit the museum with our students.
My contribution:
During the visit I think we must always encorage our students to take the most profite of it and be alert to each and everyone of them. If we suspect that they are bored during the visit we must help them to regain the foccus on the main theme and subject. We also need to supervise all the activities that they can be doing. We can urge them to observe the exhibition with a critical view, to make questions and take notes, to colaborate with their coleagues in any group activity and to relate the new concepts with what they already know.

Activity: Branstorming Tricider - list of activities at museums which we can use as inspiration for our next museum field trip.
My contribution:
*Recreate environments using sounds and smells of the exhibit's epoch or period
*Mimicking paintings in small groups

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Module 3: Museum Projects                                                                         3.3 Museum take-over days and other projects

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Module 3: Museum Projects                                                                         3.3 Museum take-over days and other projects

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03/04/18

Museum sleepovers
https://www.penn.museum/programs/kids-and-family/40-winks-with-the-sphinx-sleepover
Mystery in the Museum
https://www.researchgate.net/publication/221270283_Mystery_in_the_museum_Collaborative_learning_activities_using_handheld_devices
Bookmaking
http://centralpt.com/upload/417/9998_BookMakingLessonssm.pdf
Tandem Project
https://youtu.be/IOWSaBUSXCc
"Take-over" days:

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Have you considered creating video content to document, celebrate, and promote your projects? Check out our other work. 
kingstreetimages.com/
Please feel free to contact us for a chat. 
mat@kingstreetimages.com / 07956579548

Pupils from The Broxbourne School were selected to take part in a very special mission - running Lowewood Museum for the day as part of national Takeover Day. The KS3 pupils organised object handling and guided tours of the collections, as well as marketing and educational activities. Takeover Day at Lowewood Museum was a great success, under the guidance of Audience Development Officer Francesca Pellegrino and Museum Officer Carly Hearn.

Kingstreetimages specialises in films for the arts, heritage, and cultural sectors.

Our films are created to encourage and celebrate:  Community engagement in arts, heritage, and culture.

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Module 2:                                                                                                         2.2 During your museum visit

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Module 2:                                                                                                         2.2 During your museum visit

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26/03/18
video: tips and tricks for educators at the Metropolitan Museum of Art in New York:
- Set clear expectations;
- Select works of art strategically
- Use a theme to establish a clear focus
- Incorporate a range of activities

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Module 2                                                                                                             2.1 Planning your museum visit

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Module 2                                                                                                             2.1 Planning your museum visit

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26/03/18
Activity : Head over to forum thread to discuss all the different tasks we need to think about as we plan the museum visit.
Activity: Brainstorming Tricider - types of activities we can do with our students in preparation for the museum visit
My contribution:
*I think that besides all the practical issues that we have to consider some time before the visit, like transport, prices, parents authorization, director's ok, visit's project, preparation activities and so on, we always have to discuss with our pupils the aims and goals of the visit, so they can understand what is excepted and what to expect.

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Module 2                                                                                                           2.1 Planning your museum visit

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Module 2                                                                                                           2.1 Planning your museum visit

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26/03/18
There are usually three main parts to planning a field trip: pre-field trip activities completed in the classroom, field trip activities at the museum, and post-field trip activities
video: For Educators: Your Museum Visit
-Introducing the museum before the visit
-Explain museum rules
- Looking at the painting Nighthawks,by Edward Hopper
"We keep looking and we find more going on"
- Light bulbs from Felix Gonzalez Torres - everyday objects that became art.
- Sculptur of the Hindu god Vishnu - everyday people can became heroes
*Hector reminds me of my students!

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26/03/18
What should your specific objectives be for this module about field trips? Identify at least 2 specific objectives before you move on.
- Explore how to prepare a field trip to a museum
-Exchange tips and tricks for during the field trip

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Module 1: Museums as Learning agents                                             1.5 Webinar: Get inspired by cultural heritage

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Module 1: Museums as Learning agents                                             1.5 Webinar: Get inspired by cultural heritage

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03/04/18
How to inspire learners with culture. Europeana digital collections for teachers. By Milena Popova, Business Development Manager at Europeana Foundation
- What an amazing webside and tool Europeana is!!

Intercultural learning, creativity and innovation in museums. By Jenny Siung, Head of Education in the Chester Beatty Library, Dublin
- Such an educator-frindly Library!

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Collaborative Spaces Thematic Webinar Get Inspired by Cultural Heritage 0 0

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Uploaded by School Education Gateway on 2018-03-28.

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24/03/18
Today a took a little time to explore the learning designer tool.
It seems great!

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An Introduction to the Learning Designer

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24/03/18
The first week is almost over! I love this timeline!
Daniela told me she use a tool called Easelly !
https://www.easel.ly/.

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QUESTION OF THE WEEK: If you could visit any one of these 11 museums here this year, which would it be and why?

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QUESTION OF THE WEEK: If you could visit any one of these 11 museums here this year, which would it be and why?

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21/03/18
https://theculturetrip.com/europe/articles/if-you-havent-visited-these-11-museums-you-need-a-culture-trip-in-2018
My answer: The Hermitage! Because I saw several viseo presentantions of the Museum and I was amazed! And my husband went there and told me it's a "must do"!

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Module 1.                                        My Coogle Diagram

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Module 1.                                        My Coogle Diagram

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20/03/18
https://coggle.it/diagram/WrDuC8GZi0aslq6V/t/marioneta-puppet-museum/9db2c80631d7578948be811d62a36e67bad3d3ed1d9bc7f1f3ae772a3500b635

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marioneta Puppet Museum : A Coggle Diagram about How would you prepare students?, How to follow up the experience? and What would be the best way to fit a museum visit into your curriculum?

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Module 1.                                                                                                         1.3 Museums as constructors of knowledge

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Module 1.                                                                                                         1.3 Museums as constructors of knowledge

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20/03/18
video :

"Use a Learning Theory: Constructivism"

*Constructivism is a learning theory that "equates learning with creating meaning from experience
video : An Interactive Museum exhibition (children putting together animal bones)
video: Museum of Contemporary native arts Interactive (selecting materials, colours and shapes for clothes)

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Module 1.                                                                                                         1.2 Museums as community centres

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Module 1.                                                                                                         1.2 Museums as community centres

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20/03/18
Access to – and participation in – culture facilitates the creation of one’s own sense of identity and belonging. It also promotes social inclusion processes and lifelong learning.
Nina Simon:
Openning 1 - Community as co-creator
"Places where you can actively participate, where you can connect with culture, and through those experiences, connect more deeply with esach other"
"We expect everyone to contribute to make our museum better"
"*inviting participation design - if you give someone a special tool you make them feel valuable, you show them that you acctualy care about what they are going to do."
Bottle jar - lovely and touching <3
Openning 2 - Artifacts as social objects
"Museum artifacts have the power to expose the big conversations we have to be having about where have we been, where we a re now and where we are gonna go"
Openning 3 - Museums that matter
"Peolple brought togheter through  cultural experiences"
"We are doing a lot to overcame fear and divisiveness in our community...we need places that allows us  to have positive interactions with people that are not like us"

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Module 1                                                                                                           1.1 Museums as Learning Agents

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Module 1                                                                                                           1.1 Museums as Learning Agents

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19/03/18
What is a museum?
"The objects in a museum are important for current researche and future research"
"Where we go and find our roots"
"A place we experience wonder, a magic place"
"It's a place where the past lives, where we can look History in the face""
The role of the museums today
"They are community centers, places of self discovery."
"They attract the most diverse audience"
"Places of intelectual growth and spiritual statement, for big philosophical and existencial questions"

The Role of Museums in Today’s Societies

"On y trouve toutes les générations qui se croisent"
"We discover that we have much more in common than things that separate us"
"Un lieu ou chacun peut apporter sa contribution"
"Un musée dans un pays c'est un musée pour le monde entier"
"Make the connection to development, to education, to social cohesion as relevant as possible"

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My school
My school is Patrício Prazeres. It has more than 80 years of existence and more than 60 on our present location.We have about 600 pupils from 3 to 18 years old. Take a look at this photo!

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My town
Lisbon is my town. It's the capital of Potugal. Take a look at this video!

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What to Do in Lisbon, Portugal | 36 Hours Travel Videos | The New York Times

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Throughout this hilly city on the Tagus River, structures and spaces are being stylishly reborn, harboring chic boutiques, galleries and new spots for eating and drinking.

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Module 2:                                                                                                         2.4 Virtual museum visits

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Module 2:                                                                                                         2.4 Virtual museum visits

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27/03/18
1. Video presenting  a digitised museum catalogue from the University of Virginia Art Museum.
2.Wander through a museum via a 360-degree photo tour (Natural History Museum Vienna)
3.  360-degree virtual reality video  (Berlin)
Exploring the artstpes tool
http://www.artsteps.com/

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Me and myself
Hi, My name is Ana and I'm an art teacher from Lisbon. My students are 10 to 12 years old.
It's my first time in Teacher Academy and I'm very excited to work and learn with you! It's my first Learning Diary and I hope you like it!
See you soon!