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I think we can give our students an engaging and very creative way on how they will cope up about an advocacy compaign about the importance and relevance of technology to our society by making a music video as their group project.

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As collaboration is the most important skill students can collaborate to produce a power point presenting the best attractionsof their country.

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Students can make a short movie (10-15 min). And the scenario should include all of their ideas.

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Vizualization. They would have to vizualize their house and write a process how to build it and with which tools.

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One activity to develop in classroom is to use Geogebra to draw an emoticon using algebraic expressions.

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Students create a game, similar to trivial persuit. They choose their 6 favorite categories, for example biology, sports, history etc, they draw the board and other pieces and pick questions, working in 6 groups.

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What to focus on? Skills

Collaboration, work in group, deadline ... All that students show while together making film.

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Well that was a lot of "buzzwords". But my skill/buzzword is:

Learn to learn.

Learn how to learn yourself. So I try to learn my pupils to seek information and to be critical. For this english langauage is a must. German is also important, because most of the people in Europe speek german (and I like it :-))

I got the thought that maybe because everybody needs to be lifelong learners, there is more and more people that suffers from stress. I love to learn, but I see some people that gets tired.

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Pupils made posters of old forgotten games. They worked in groups, draw up posters on the basis of interviews and stories with their grandparents. In the classroom, they had to present the way the game together and we spent an hour in the games that the children were discovered himself.I think we unite all of the above skills.

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I usually use concept maps (CMapTools) for students to associate the concepts properly. It is also a good way to separate information in different parts through the concepts. So they get separate information into small parts to acquire the complete knowledge more easily.

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Cmap Products

Cmap products empowers users to construct, navigate, share and criticize knowledge models represented as concept maps. View our products to see how you can utilize our software in your work, studies, or research.

Learn About Concept Maps

Concept maps are graphical tools for organizing and representing knowledge in an organized fashion. Learn what concept maps are, how to construct them, and use them.

Cmaps Around the World

Cmap software is used by individuals, schools, and institutions all around the world. See a variety a of uses of concept mapping and Cmap software by users of all ages.

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Cmap Products Cmap products empowers users to construct, navigate, share and criticize knowledge models represented as concept maps. View our products to see how you can utilize our software in your work, studies, or research. Learn About Concept Maps Concept maps are graphical tools for organizing and representing knowledge in an organized fashion.

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My class have recently finished reading "George's Marvellous Medicine" - they could be tasked to write a step-by-step recipe for their own "marvellous medicine", separating a final product into smaller tasks.

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an activity I use to brush up student minds is group them in pairs, one in getting a simple picture and he has to describe it to the other student in details an the other student has to draw it.
After they switch places and compare there work, the results are always interesting, students can see what they are focused on.

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My students usually study using spidergram, so they have to read, find the important information, create a mind map ( using powerpoint or WMAP)

Etwinning project is important for the cooperatine learning, students share information, videos. They create files together.

This year we are going to fill a padlet and sometimes we play with code.org

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Every day I try to teach my students to collaborate. Usually we are working in teams of 3-4 students. Each student has a task to fulfill. It's important for them to analyze problems, to find solutions, to inform each other. For me, as a teacher, teamwork is very important because it prepares them for life.

I also want my students to communicate, be perseverant and develop their ability to carry out the task.

An activity for team-building could be to draw a map and after they finish we will go in a trip. Students will work in small groups of 3 or 4 and will draw a map for a trip. They will collaborate between them to finish their work (They will choose own role drawer, writer, speaker etc). We use these maps in our trip and after we decide what map is the most interesting. We discuss this with whole class.

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The video highlights the main powers of the 21st century. There are various activities that can be designed and made in class. An activity that I got to realize with my students in this school year was the design of a trip to Italy, with indication of the places of costs and distances between towns. The students in the group have been documented on various locations, hours, they calculated the costs and in the end they made a presentation. The design of the trip required a great job of reflection, documentation and above all comparison and collaboration with their fellow group

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I use project based learning on my daily teaching practice so when my students have to face to the proposed activity they have to organise themselves, divide the main task into smaller parts, work as a member of a group, collaborate with others, communicate with other colleagues, search for information usually in english, etc.

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My 6th graders had the following assignment last week:

"In pairs, use this url:

http://europa.eu/kids-corner/countries/flash/index_el.htm

to find the 28 countries of the European Union and complete the name of each country in your Social and Political Studies book's map (p.65).

Then find an impressive piece of information for each country and note it down.

Finally, make a power point slide for two countries (each pair has to make a different one from the other pairs) using the information you selected and insert a map of each country as well.

The final result sould be a collective power point slide show for the 28 countries of the European Union. "

As one can see it was a quite complex assignment for which my students had to cooperate in pairs and each pair with the rest, so communication skills were needed. Also, they had to search, read and select information in other words critical thinkig had to be used. They had to work indepedently and seek help when they needed it first from each other then from me. .

In the following link you can see the final result (in Greek). It starts automatically and it takes approximately 5 sec for each slide transision.

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A nice activity that can help students work as a team and develop analytical thinking is the creation of a video on a topic of their interest. They break the task of video creation into smaller parts: script writing, collect images, sounds, etc and they work into small groups to accomplish these small tasks and create the video.

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One of the activities we do at schools and students love is Mystery Hangout.

Students communicate with anothers school in the world to ask yes/no questions in order to guess where the other school is located before they guess where we are.

These activities are part of a school project called "Bringing the world into the classroom".

Students communicate meaningfully with another school, they use the English language to ask questions and give answers. They also use their critical and analytical skills as they have to think carefully of their next questions which should give them crucial information to guess and win the game.

Besides students need to work as a team as they class is divided into different groups and each concentrates on different tasks: some do research on the interenet, some others use maps to locate the country, some others take desicions regarding the next questions and another group talks in front of the camera. Students need to work collaboratively if they want to guess where the other school is located.

As part of an asynchronous Mystery Game, students created this video with answers and clues so that another country like South Korea could play the game with us. Due to the fact that there is a wider time difference, there are some countries that we can't connect synchronusly, so we started sharing videos!

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Place the obvious problem - construction of the house. Itemize the order all the activities involved - development plan, land clearing, excavating for the foundation, foundation, masonry, roofing, installation of doors and windows, interior work...

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I propose in my classes to write a sentence and count how many of each character appears in it and then to make the calculation of the percentage. This activity engages students in various areas of expertise:

a) analytical thinking

b) working independently,

c) perseverance

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Important is to find an activity which can be solved best when being divided in parts fitting together like a puzzle. That means pupils have to think before about parting and as well about connections (like in a good project):

Plan a class party - what do we need together and aftewards dividing in groups with different repsonsibilities:

planning /organizing the food

Planning / organizing the drinks

organizing the plates (eg. connection to food - will soup be served?)

decorating the room

preparing the entertainment

writing invitations

....

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In my class we take part to a Mathematical competition in which the pupils have to work in team. They have to:

solve a certain number of problem they have a short time

they have to discuss a solution

they have to communicate their solution to the other.

I think this could be something near to what we want to focus on.

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I have definitly agree that:

1. Algorithm for solving real life problems, visualizing it

2. Communication

3. Collaboration internationally

4. To speak English

5. Being life long learner

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My pupils are in 3rd grade, Primary and now we are developing a Powerpoint presentation about themselves. Creativity, Languages and also teamwork are different skills worked in it.

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My students very often work in teams. Their last task was a project in groups of four students by presenting and creating online quizzes with the use of HTML code. There have to work in a team, use collaboration tools,…

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A team work

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CIP TAFALLA PREPARATORIO DE SOCIALES 2013-2014 13-5-2014

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Firstly before teaching programming skills i want my students to realize the concept and the need of an algorithm. Thats why i teach them activities from cs-unpugged.

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I've identified a classroom activity linked to tinkering, designed to address this skills: be a collaborative team player , but at the same time indipendent in the solution regarding a specific role.

Classroom is divided in group of 4 students. The aim is: make a moving toy. In each group every child as a role: technical designer, artistic designer, learning diary writer, builder.

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There appears to be a significant trend among educational institutions in Poland, in which schools complete project tasks. Pupils complete such projects in every subject. Working on a project teaches you self-improvement, information gathering – among others online and sometimes in a foreign language, team work skills. It also requires significant sense of responsibility over the completion of your task and the ability to work under pressure. Among the examples of the projects undertaken by my students are: “Renewable Energy Sources,” “What Mortgage Should One Take?,” “How Many Stars Are There in the Sky?.”

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In eTwinning project Without fear, I asked them my students to choose a scary animal and present it to the other partners using the tablets.

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Learning mutual love my students. By this method they learn to collaborate, to persevere and to work in teams.

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An activity that could involve many of the skills identified in the video is the creation of a pop up book. There is the the planning part that needs of "analytical thinking", "communication", "be a team player". Then, when the tasks are assigned, when everybody has his/her activity, "working independently", "analytical thinking" and "perserverance" are needed! At the end, the "communication" is fundamental to show the final work.

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In the science curriculum of primary school, there is animal classification.
To do this, I make groups of 3-4 students. Each group has a collection of animals to classify (the number of animals by collection increases on progressively sessions).
The aim is to offer a classification based on the criterion: "that animals have in common (and not what differ between them)".
Then there are discussions into the group to reach a collective solution.
Each group presents his work to the class which allows to discuss, argue, validate or not the proposals of each group.

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I like Alenies activity so much, thanks for sharing.

I work with teams at school and they like to play games about robots

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iTEC 5.FAZ HÜRRİYET İLKOKULU -AKDENİZ/MERSİN

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iTEC 5.FAZ HÜRRİYET İLKOKULU -AKDENİZ/MERSİN

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Here is one of my activities teaching coding

Getting Loopy
Loop : The action of doing something over and over again.
Today, we're going to have a dance party! Sometimes, when you know that you will be doing something over and over, it is helpful to know how many times it needs to be done before you begin. That way, you can keep track of how many actions you have left as you go. Example: If your mom wanted you to play her favorite song over and over, she wouldn’t say: “Please play my song, play my song, play my song, play my song.” She would most likely say: “Please play my song four times.”

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I will ask my team to break down a baking process (bread or cake) as if they were going to prepare a robot programming. They will have to list all the tasks he will have to achieve in the right order. To make it interesting, they will make the robot face some choices (ex: do we have flour ? If yes, go to the next task? If no, go get flour at the grocery store OR while the mix s not perfect, go on stirring).

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Id like to present at teambuilding / planning activity in groups of two or three pupils pr group.

1) The students in small groups (2 - 3) will have one blindfolded that has to do a "obstacle course" or route through the schoolyard blindfolded while the other pupil will lead by commands. They build trust and practice giving clear instructions. Can also be done in terrain, on ice skates and with other difficulties to make it harder.

2) Divide the students in groups of three. One "blind", one "deaf" and one not allowed to talk. The one not talking will have and know the assignments for the group, the blind one will have to complete them and the third one to translate between the two others. Requires a lot of cooperation to be succesfull. Also teaches difficulties of giving instructions without getting enough feedback.

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The activity I'm presenting is a Number Maze. Pupils were asked to work in groups and were given a start number and a finish number to the maze. They were asked to work their way through the possible routes on the maze (namely 3 of them) while working out some mental maths calculations to finally figure out which is the correct route that lead to the expected answer. Pupils collaborated and took decisions on which route to take. The activity was carried out with Year 3 pupils, i.e. 7 year olds. Such a maze could be made more challenging by increasing the number of paths or by creating dead ends. Through such an activity, pupils had the chance to collaborate and practise mental maths calculations, whilst trying to solve a bigger puzzle, i.e finding the correct path towards the expected outecome / answer. Perseverance in practice, unless they were lucky on the first attempt. The photo below shows one of the 4 mazes which we used during this maths activity in Malta.

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Analytical thinking, perseverance

1. Students lead teacher around the class. Teacher understands only those commands: forward x (steps), backward x (steps), left (90 deg. only), right (90 deg. Only). Each student can give only one command. Teacher should be on the end ne the same spot as on the start. 2. Students should make a presentation (online, Prezi) – instuctions for something – How to make a lemonade. Presentation should include ingredients, recipe and video.

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This page of my 6 years old pupils' textbook shows very well as many areas of coding are common with other subjects. The topic of the book is giving directions, right -left, top-down and so on. The same topic I found in the activity of the "Hour od code" called "The Maze"

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One idea to teach analytical thinking and other skills like visualization, communication and collaboration: timeline.
Divide the students into small groups.
Each group have to draw a timeline with the dates of 5 important events of their lives.
After the group work, show the timeline of each group for everyone recognize similarities and differences between the periods of events.

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We have a rule that goes ASK 3 BEFORE YOU ASK ME. This encourages students to collaborate. But sometimes they are reluctant to put this into practice. We hold our dojos in the local primary school and I must say it is not the classrooms where the students are most productive it is the kitchen. Why? Very simple - layout of tables. In the classroom the desks are all facing forward, students would sit in pairs or alone, most of these children are not your average students, some might be lacking the average social skills and find comfort in the predictive constant behaviour patters that a computer offers. These students will not walk over to another human to share anything or ask anything. But sit them around a large table where they are facing each other and you see them peeking into other people work, chat, cooperate. As I teach html basics I encourage them to "steal" the code, they clearly understand that it is not really stealing or doing anything illegal,

it is merely copying and pasting publicly available code form various resources. But this thing that makes them feel like they are doing something no one else can maybe slightly mischievous or at least mischievous in appearance gives them some kind of boost of confidence! So layout of room to promote cooperation is what I found VITAL to enhance learning and creativity and promote collaboration.

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An activity for team-building could be to draw a Map before and after a trip. Students will work in small groups of 3 or 4 and will draw a map for a trip. They will collaborate in their groups to finish their work (They will choose own role drawer, writer, speaker etc). We use these maps in our trip andafter the trip we decide which is correct. We discuss this with whole class.

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As a team-building activity I will ask my students to plan an event that will benefit a non-for-profit organization. The students will use visualisation (mind mapping, flow chart, pictures, video) to explain their ideas and work collaboratively in small groups first, then with the whole class.

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Music is a good example of how it is important to improve collaboration, perseverance, analitic thinking to reach good results.

Playing together pupils should pay attention to what the others are playing and help one another. When the exercises are too difficult they should break them up into small pieces, for instance, first doing solfeggio, then doing exercises with only fingers and, afterward, playing the instrument.

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In my classroom I have a rule that say: Ask 3 before me. They have to ask 3 students to get help. If they don't get the right help from others they are allowed to ask me for help.

Another example: Students have to prepare a presentation about the topic of their choosing. They work in groups of 2 or 3. They have to search information online, in library, find images, videos etc. but have to consider copyright. At the end of the process they present they work to other groups and we discuss their work, presentation and how they present.

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I think that a good activity could be to give to the students a narrative text and to ask them to identify the critical steps, synthesize them with short sentences and represent it with a flowchart.

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One classroom activity that can be used for team-building is that of having students take a line for a walk. Firstly students are placed in groups of four. Next they each continue to draw a line further, this line can be straight, curved, bent etc. Students are then to colour resulting shapes and outlines. Next theycompose tell the story of their drawing or art.

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Task: Make a World Water Day (22th March) Poster with the collaboration of every student from the class.

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Each student thinks of a "slogan for saving water" to share with the class.

The teacher writes all the contributions on the blackboard/whiteboard. All the students check if they are written in the most correct way and correct it if necessary.

The students working out in teams, draw one of the slogans using creative fonts and colors (each team work out with one slogan)

Finally the teacher picks all the slogans and organize them in a Poster.

The teams search for suggestive images on the Internet to print, cut and complete the Poster.

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I think collaboration is very important. I often ask my students, in little groups of 3, resolution of problems in mathematics. Working together they share ideas, they combine solutions, they choose the strategy right for the purpose, and they develope analytical think. They learn to be able analyse a complex problem and solve it.

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I devide students in group of four and they are asked to write an algorithem for making pancakes. Then we go to the cooking clasroom and switch recepies in groups and they make pancakes exactly by the code they got. Along the way they point out the mistakes and are allowed to change them.

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Children, working in groups, have to prepare a Powerpoint presentation about an animal that is in extinction. They search information, images, videos etc in the internet and prepare they presentation. Finally, each group will present his work in the classroom

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Group of 3 or 4 students had to make a poster with information from your favorite animal.

They had to manage to work in group and divide the work in small tasks. They work very well and they were very independents.

The students search the in the internet and some of them made some sketches as well.

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Sandra Crean Learning Diary a fun activity that my pupils engage with involves using a remote control jeep. In groups they design a route for the jeep and then they draw a map of the route giving directions and length of time. They then blindfold the driver with the remote and read the instructions for each other. They are required to use their analytical thinking to design the route and a great deal of communication is required within the task to complete the course and then give instructions to each other.

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Every day I try to teach my students to collaborate. Usually we are working in teams of 5-6 students. Each student has a task to fulfill. It's important for them to analyze problems, to find solutions, to inform each other. For me, as a teacher, teamwork is very important because it prepares them for life.

I also want my students to communicate, be perseverant and develop their ability to carry out the task.

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I think computing is something that fits into any subject and one of the easiest is math. When I let the students cooperate solving problems they use not only one but several of the skills that is mentioned in the video. I like to vary the assignments and sometimes they get an assignment that is divided into four parts, they are four students in each group and they each get an unique lead. You need all the leads in order to solve the problem. THen they need to not only speak individually but also listen carefully, which also is an important skill. They need to be persistant and they need to be a teamplayer in order to reach a solution that they all agree on.

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The  activity that I would to do  with my students, the kids of age 6/7 is  "how to make an e-book."

I diveded my pupils in small groups.Each groups : 1-write a simple story 2-draw and illustrates the story 3-choose the front cover.4- use apps (bookcreator).

And finaly publish and share.

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In order to implement the PBL- Project Based Learning, we`ve been working on a lot of eTwinning projects since 2007. A lot of skills were developed through the work on these projects- collaboration, language skills, creativity, drawing skills, analytical thinking, etc. The vision of the world was exended. The work on the project is very carefully planned and set as smaller tasks, which pupils work on in groups. Then they perform the results and we go on until we finish.

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The activity that I would like to propose involves the division of the class into groups of 4 or 5 students.

Each group will have to draw a path with obstacles and common characteristics that pupils should observe. Then they will exchange the paths drawn, and from that moment begins the "race": the purpose of the game is to guide our hero through the course from start to finish (finish).

Begins on the first of each group and draws the first two arrows (north, south, west, east) corresponding to the first two steps. The second does the same, but must make sure that his partner has written his part well; if there are errors it fixes them. And so on for the third and the fourth. Then we start again until the end of the path, as in a relay. The winner is the team that reaches the finish line first with the correct path.

Skills: problem solving, perserverence, collaboration, visualization, analytical thinking, debugging.

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In order to develop some of the skills we´ve talked about, I came across this idea: In small groups, a student will have to explain to his blindfolded classmates, the proper way of how to tie a shoelace.

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The website CSUnplugged.org has a lot of good activities for teaching Computer Science without a computer. A nice one is to let a group create a picture of a person in the group doing an artistic figure using post-it notes. A fun task, demanding both social skills, language and communication, and also learning the students how pixels in a picture looks like.

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CS Unplugged is a collection of free teaching material that teaches Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around.

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The activity I would propose to my students would be "how to bake a cake". They should work in small groups, 4 students each., they would be given an example of a cake and from there they should be able to do the cake and explain to other groups how to do it. If possible it should be enriched with the cake it self.

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In my activity I would like to unite problems solving, learning language and working in groups. One member in a group may not listen to group ( for example, he/she is going out of class or to other group). In that time, group has to solve one problem in English (for example, how to do a scenario and how to capture some experiment in biology).  After a while come the other student back to the group he/she has to connect with them. So the task for the student that came back is that he/she has to figure out what are they doing and give his opinion, ideas and what he would change in the scenario. Other group members have to explain to the student what they are doing. This activity is about how to connect to the group that already did something and how to accept somebody to the group, but also how to do something in the best way. All members have to agree with scenario. Everything must be in English.

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A classroom activity I thought is writing comics in groups about a story that the chidren have just read.

For this activity the students, divided into little groups (3 or 4) , had to break down the text into some parts, in each part they had to identify the environments, the characters and the dialogues. Then they had to draw pictures and to  write texts.

In this  project students had to  break up a bigger task into smaller tasks, to work in team, collaborate and share ideas.

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I tried to develop communication and collaboration through the newspaper project I had with my students. Each student had a task he had to complete, but they depended on each other (for instance, some of them had to work on the newspaper`s cover, others had to take interviews, others had to write about different topics and so on). The result was a cohesive group, a team, which worked like in a real work position.

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There are many activities that we can do to engage our pupils to collaborate. Teamwork is an important skill for these new generations and it isn’t something natural we have to teach it. I usually encourage my pupils to work together to reach the same goal in different activities. Having practical experiences into science lab, playing and creating games, cooperative learning and learning by ICT activities in team or creating ICT documents focus on a specific goals. Etwinning projects are also a good tools to engage our pupils in something really interesting, enjoyable and creative. Also with these projects pupils are stimulated to communicate, to work in team and to use their own skills.

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Social skills and problem solving skills can be developed by games. For example Acitvity board game with self-made cards connected to school subjects. They can make new board games (drawing the board, creating tasks even related to multimedia).

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Every day I try to developpe collaboration, communication, perserverence and working indendently with activities in team for my 8/9 old students : resolution of problems, writing or more complex activities like create an e-book fot e-twinning project. Working in team is not easy for them in the beginning but after some weeks they really developpe numerous skills.

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Last days they was a competition vfor primary school students, initiated by lunchbox.bg.

The students acted in teams of three. Each team has received an empty lunch box. there were also tables with different kind of foods - nuts, sandwiches, sweets, niscuits, fruits, water, etc. The goal was to arrange the mostly balanced (in terms of nutritions) lunch box. Students were able to use also internet and picture of food piramyd.

The activity helps to develop working in a team skills, taks distribution, inquiry skills - looking for and evaluating information, information interpretation, application of the conclusions, taking decisions and responsibility.

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I invited my students to make posters about traditional food, fashion, sports and beautiful places from Romania. They were divided into 4 groups, I gave them some rules. In this activity I used collaborative work, independent work, analitical thinking. One student of each group had to present the poster in front of the classroom. This activity enjoyed the pupils.

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Puzzle activities are a good example of perseverance. Contrasting pieces with patient and organization will lead you to finish the puzzle.

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I would show students a short film about a subject didactic and ask them to do it again, of course with some adjustments. This would make the students aware of how<br>this requires to break up a bigger task into smaller tasks

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Analitical thinking - students have to

Independence - to solve problems independently, not just in

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I think that one of the skills on which we can focus on, with very young students, is the collaboration. For an etwinning project about historical comics that we have realized this school year, children collaborated to find out and research information about the historical legend they wanted to talk about. Then they found the most important part to illustrate. The whole comic was the final result that could not have been realized without the support and the work of each student. On my learning diary I have uploaded the ppt of the work

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Independence and analythical thinking: give a students task to solve example: find how an object bounces at the edge of the screen when making a video game). The task consists of questions (like in quiz): what you need to know when your object get to the edge (object's coordinates - position and coordinates of screen), how you link both coordinates (object's and screen's) in your problem and what happends after you link them in propper activity. With simple questions and sources where to find those answers encourage students to find their solutions by themselves.

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Collaborating and communication skills:
12 students have to create ONE slide show SIMULTANEOUSLY on Google Drive (one slideshow with cover page + 12 slides, every slide prepared by different student). Teacher gives a subject (painters, musicians, countries, plants, insects, feelings....) and what information needs to be found. Each student chooses a "topic" of the subject. One student will be chosen as a leader to open the document and share it with the others. Soon after the students notice that they have to settle some rules (f.ex. nobody may change each other's slide or the general design). They can message each other in Google Drive. 12 pupil group is a big group, there are all kinds of characters. Students need to help and support each other, they must ask their questions first each other, not the teacher.

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I think that eTwinning projects address all of the skils identified in the video, especially when students are involed in creating project activities. In one of my projects my students were faced with the challenge to teach our project partners how to prepare a Polish dish. They have prepared a video with instructions:

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One way to get younger students to be able to structure their thoughts and to break up a complex story into manageable units is to use storyboards. I have used this approach both when students are to write stories and when they are making movies. I often let them work together and start off by making a mind map to have as a starting off point.

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Griddlers are great way of learning. They have some simple rules that they have to follow to make kids arrive to the final solution (an image).

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Students prepared e-book about the city I live in. First we visited many places inour city and took photos. Then they created their e- book in groups.

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1.3 What should we focus on in our teaching? Skills

I have used EV3 Mindstorm robots to training students in analytical thinking and problem solving. The students plan the robots to achieve the various missions. This activity requires cooperation, planning time and communication. Students acquire skills development of algorithms for solving problems.

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There is one simple activity that develop team and cooperation skills. Four of five students stand on three chairs. They have to move chairs for two meters forward without stepping down. They have to agree about the problem and the solution. And then they have to realize it.

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1.3 What to focus on;Skills

I have been using voicethread for language .Here we can practice spelling, pronunciation , grammar and exchange ideas. We develope the skill of understanding, collaboration and cooperation.

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My the last project in 6nd graders had to make is recording a short film. In groups of 5 they had to divide the tasks (plan the project, write the script, create a set, take the pictures, record narration, edit the video) and evaluate their work. During the process they have to communicate, collaborate, take decisions, solve real life problems, think, reflect and evaluate. I believe students develop so many skills that will be very useful for them in the future and most importantly students love this activity.

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We need to do an e-book using the tales and paintings my pupils have done and add their voices to it.

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TEAMWORK- learning to express yourself- in the area where i live sometimes people aren't so confidential, they fear what others think what you say and they are worried to be jugged. So in my teacher activities ( I'am a religion teacher) I try to work this out and therefore I use very different activities. I have a link a my blog page were I described them in a short and simple way

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Free weblog publishing tool from Google, for sharing text, photos and video.

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Mission: To build a Rube Goldberg machine

Training the student in analytical thinking, perseverance, problem solving and communication.

I introduced the students by showing them some movies of Rube Goldberg machine on Youtube. Then I divided the class into groups of three to four students. Each group should design a part of a Rube Goldberg machine. I decided in which turn the groups parts would be in. Now the students first had to decide what their part should do. Then they had to ask the group before them how theirs part should end. They also must inform the group after how their own part will end. After designing, building and some try and error sections, was time to put the Rube Goldberg machine together. It worked and the students were very excited.

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My class usually work with mind maps to sum up new knowledge. It means the students have to analize a text, find all the important information, link the information following logical criteria.

We also work on recipies, this means we have to create the correct instructions to prepare a particular food.

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Activity from our eTwinning project. Online drawing: Students in teams together with their partners created Christmas cards. In chatbox they decided what, where, what colour to draw. This activity required team work, communication, planning time...

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Etwinning projects

We participate in this projects, which include a lot of skills mentioned in the video: communication, English language, team work or collaboration:

Each group of students must make a project about a topic using digital tools; we exchange information, projects and works with other eurpean schools and share them in a commun digital space. This space gives the chance of building collaborative projects with students and teachers who live far away from our town.

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As many teachers I also use activities from CS Unplugged. They can be easily costumized for students of all ages and abilities.

I also use programs for animations. My favorite is Powerpoint. It is easy and at the same time as learning skills (analytical thinking, team cooperation, perseverence, ...) students also learn a lot about computer presentations.

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I will talk about the last project my 2nd graders had to make. I challenged them to create a stop-motion video about Means of Transports. In groups of 4 they had to decide how to do it (some decide a presentation, others a story), they had to divide the tasks (plan the project, write the script, create a set, take the pictures, record narration, edit the video) and evaluate their work. I always challenge my pupils to create a final product and during the process they have to communicate, collaborate, take decisions, solve real life problems, think, reflect and evaluate. There's a huge potential in this approach and I believe students develop so many skills that will be very useful for them in the future. I'll leave you now one of the final products they created:

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Projeto sobre os Transportes - 2º ano - Colégio Monte Flor Diniz Francisco Miguel Tiago

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form teams of 3 students . one student is blindfolded and will have to make a journey listening to the indications of teammates

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Pupils work cooperatively on a poetry exercise. They are given a poem without a title and each one in the group must suggest a title. As a group they agree on the groups preference. This builds up teamwork and also gives support to the less able pupils.

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There are different activities that develop more Skills:
analitical thinking - to be able to analyse a complex problem and solve it,
to be able to analyse a complex problem and solve it, finding the solution or the solutions
be able to solving problem also in collaborative way, in working team,
be able to choose the tools and the strategy right for the purpose
improve their knowledge of English language and their translating skills
developlogical ability, critical thinking,
be able to plan an object, reflect on ideas, on their feasibility, realize modelings of events.

For example:

- analyse and modelize situation (like MoSE)

http://amschool.jimdo.com/progetto-europeo-itec-2013-2014/il-mo-s-e/?logout=1

find in his/her own territory the memories of the past

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There are different activities that develop more Skills:

analitical thinking - to be able to analyse a complex problem and solve it,to be able to analyse a complex problem and solve it, finding the solution ot the solutions

be able to solving problem also in collaborative way, in working team,

be able to chose tools and strategy right for the purpose

improve their knowledge of English language and their translating skills

develop logical ability, critical thinking,

be able to plan an object, reflect on ideas, on their feasibility,

realize modelings of events

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My pupils in Science (Grade 6) have been working either alone or in small groups with different energy sources and some conceptions like

photosynthesis and the

greenhouse effect. All of them started to read the same text as an introduction to their work and afterwards they had to look for specifik information about their topic. The information has been presented on posters on a wall. They have chosen tre different questions about their on work (questions with different levels of difficulty) and told their classmates what is essential to know. Tomorrow (when I am on a programming course) they will get their school tasks in Google Classroom and on Thursday they will get a form with the questions they have made by themselves. Who are to correct the form? - Themselves with some help of me. Next week the younger students in my school are going to look at the posters and give my students response (Two stars and a wish).

I hadn't thought of it really like this before - but their work include both freedom with responsibility and a lot of collaboration.

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I Work a lot with cooperativ learning structures -one of the structures is: role reading.

Students are split into Groups of 4.

Each Group gets a text in English (I teach English) in the Group they must split the text into 4 pieces - agree on where the 4 pieces start and end.

Then they give Group members a number from 1-4.

There are now 4 roles that have to be done every time a text piece is read:

- reading

- dictionary (looking Words up that Group members do not understand)

- resumer

- headliner

number one n the Group read the 1st text piece - number 2 look up Words in the dictionary - number 3 makes a resume of the piece - number 4 gives the piece a headline.

All Group members help each other if one person gets stuck.

after the first text piece the roles rotate, number 2 reas, no 3 dictionary.....

until all 4 text pieces have been read.

The students are all active, but have to collaborate and Work together in order to get through the text . They also depend on each other in the Group - all members have to fill out their role.