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eTwinning project: Diversity is our greatest strength". 1st primary School of Pefki, Athens, Greece/Art Teacher Theodora Chandrinou

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eTwinning project: Diversity is our greatest strength". 1st primary School of Pefki, Athens, Greece/Art Teacher Theodora Chandrinou

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https://twinspace.etwinning.net/39464/pages/page/373948
We had a perfect collaboration!

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eTwinning project "Diversity is our greatest strength" -1st primary School of Pefki, Greece

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The pupils of the 1st primary School of Pefki, Athens, Greece share their creations and present their diversity through Art/ eTwinning International project "D...

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Cultivating life skills through Land Art -eTwinning project

Awarded with Quality label
https://twinspace.etwinning.net/39401/home
Γεια σας φίλοι μας!!! Hello dear friends!!! Ciao a tuti!!! ¡Hola amigos!

We wish to thank Irene Confalone from Italy that accepted the invitation of Theodora Chandrinou (me). Also we thank Esperanza Caro from Spain and Maria Confalone and all the pupils for the perfect collaboration!!!
Welcome to our Twin-space pages:
Our eTwinning project "Cultivating life skills through Land Art" opened wings and now we are very happy that full-field the aims set and gave positive results!

*********************************
https://plus.google.com/112301998097321239520/posts/HaMAxzeeHHg * Επιμορφωτικό σεμινάριο "Καλλιεργώντας αξίες στον σχολικό κήπο"
We had a great first presentation on the theme by educating Teachers, I presented an experiential worshop in the School garden and the idea was shared in the eTwinning project.
"Γιορτάζοντας την Ανακύκλωση μέσα από την Τέχνη - Celebrating Recycling through Art"
Thanks for the perfect organized event to Mrs Alexandra Tsigkou, Administrator of Environmental Education, West Attica 1rst Grade Education, Greece.

The project "Cultivating life skills through Land Art" was part of my Greek project:

realized during 2016 - 2017 with the pupils of the 1st primary School of pefki, Athens, Greece.

***

We kept our project active for one more School year, the pupils really learned and enjoyed the cooperation.
About our Land Art project
The pupils of the 4th primary School of Zografou, Greece interacted and participated in the project through my National Environmental project, during the School 2017 - 2018:

**************************
https://www.slideshare.net/TheodoraChandrinou/ss-81346102
The School garden is the location that our project is going to be realized.
Through Land Art creations, students will have the opportunity to cultivate life skills, personal, social, interpersonal and intrapersonal ones. The School garden will help us learn, share and have fun!
The Aesthetic perception is going to raise and the children's environmental awareness. An international educational net will be created.
Pedagogical procedure
Partners are invited to work at the School garden, to realize an Art creation by using materials from nature, like leaves, nuts, branches, stones, flowers, etch.
Each School will take a photo of their creation and upload it on the twin space platform project folder.
After the fulfillment of the project we are going to create a digital presentation and communicate the results through the internet.
Our last aim is to hold photo exhibition open to public.
https://padlet.com/arteducate/9c6hb7zai2aa Μετάβαση στο padlet.com Μετάβαση στο padlet.com https://padlet.com/arteducate/f6y3zqf7k7j8 Μετάβαση στο padlet.com Μετάβαση στο padlet.com Μετάβαση στο padlet.com https://padlet.com/arteducate/7xixpj2tdtw4 Μετάβαση στο padlet.com https://padlet.com/arteducate/bymzjjxyendc Μετάβαση στο padlet.com Μετάβαση στο padlet.com
We present here a part of the educational material and activities exchanged. Interaction and imagination is the key for our project success. We used different web 2.0 ICT tools and and Art techniques. I present a part of the effort and hard work of my pupils:

Also you can see more about the collaboration we had in the padlets:
https://wordart.com/1767qs1gswxk/3prschpefkiathens-greece-etwinning-land-art https://wordart.com/5v2go3ljt097/etwinning-project-cultivating-life-skills-through-land-art
****
eTwinning project:"Diversity is our greatest strength"
We invited the pupils and Teachers to evaluate the project:
https://spark.adobe.com/page/nuPK0MHb9FWva/
Interaction and imagination! We are all united when we respect the diversity of each other. Through our projects we cultivate values, we educate and help children to accept differences. "Diversity is our greatest stregth" and one more of our eTwinning projects:

Cooperation in eTwinning. We celebrated inclusion as we are part of the "Creative classroom" eTwinning group:

By Irene Pateraki - Creative Classroom Group founder: "Inclusion and Creativity" padlet:https://padlet.com/renia_95/etwinninginclusion
Χρήση της τεχνολογίας
*****************

Εκπαιδευτικές δραστηριότητες 2016 -17 με όχημα το μάθημα των Εικαστικών
Χρήση της twinspace πλατφόρμας κυρίως ενσωματώσαμε τα εργαλεία μας εκεί, έκανα φόρουμ και επικοινωνούσαμε, επίσης με τους συμμετέχοντες. Κάναμε χρήση πολλών διαφορετικών εργαλείων ICT web 2.0 όπως: padlet, slideshare, twinspace πλατφόρμα (σελίδες, events, mails, chat, forum), google Earth, google+, airpano, you tube, airpano, wordArt, answer garden. Αποφάσισα τη δημιουργία twin space ορατών σελίδων σε όλους στο διαδίκτυο κι έγινε χρήση του blog για την παρουσίαση των αποτελεσμάτων. Συνεργαστήκαμε στα padlet και τα eTwinning events για να μοιραστούμε τις εργασίες μας με τα άλλα Σχολεία .

Enter to see more activities -in Greek-for the School year 2016-2017:

Also we disseminated our project results by participating in the eTwinning "Creative Clssroom" group by Irene Pateraki.

Congratulations to all! Συγχαρητήρια σε όλους!

Ευχαριστώ για το ενδιαφέρον σας!

Thank you for the interest!

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ΧΑΝΔΡΙΝΟΥ ΘΕΟΔΩΡΑ

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Cultivating life skills through Land Art - Theodora Chandrinou- arteducate

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https://twinspace.etwinning.net/39401/home
Interaction and imagination!
Theodora Chandrinou/ Greece
"Cultivating life skills through Land Art " eTwinning project/. We share best practicies applied in the project.

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Cultivating life skills through Land Art -eTwinning project

Awarded with Quality label
https://twinspace.etwinning.net/39401/home
Γεια σας φίλοι μας!!! Hello dear friends!!! Ciao a tuti!!! ¡Hola amigos!

We wish to thank Irene Confalone from Italy that accepted the invitation of Theodora Chandrinou (me). Also we thank Esperanza Caro from Spain and Maria Confalone and all the pupils for the perfect collaboration!!!
Welcome to our Twin-space pages:
Our eTwinning project "Cultivating life skills through Land Art" opened wings and now we are very happy that full-field the aims set and gave positive results!

*********************************
https://plus.google.com/112301998097321239520/posts/HaMAxzeeHHg * Επιμορφωτικό σεμινάριο "Καλλιεργώντας αξίες στον σχολικό κήπο"
We had a great first presentation on the theme by educating Teachers, I presented an experiential worshop in the School garden and the idea was shared in the eTwinning project.
"Γιορτάζοντας την Ανακύκλωση μέσα από την Τέχνη - Celebrating Recycling through Art"
Thanks for the perfect organized event to Mrs Alexandra Tsigkou, Administrator of Environmental Education, West Attica 1rst Grade Education, Greece.

The project "Cultivating life skills through Land Art" was part of my Greek project:

realized during 2016 - 2017 with the pupils of the 1st primary School of pefki, Athens, Greece.

***

We kept our project active for one more School year, the pupils really learned and enjoyed the cooperation.
About our Land Art project
The pupils of the 4th primary School of Zografou, Greece interacted and participated in the project through my National Environmental project, during the School 2017 - 2018:

**************************
https://www.slideshare.net/TheodoraChandrinou/ss-81346102
The School garden is the location that our project is going to be realized.
Through Land Art creations, students will have the opportunity to cultivate life skills, personal, social, interpersonal and intrapersonal ones. The School garden will help us learn, share and have fun!
The Aesthetic perception is going to raise and the children's environmental awareness. An international educational net will be created.
Pedagogical procedure
Partners are invited to work at the School garden, to realize an Art creation by using materials from nature, like leaves, nuts, branches, stones, flowers, etch.
Each School will take a photo of their creation and upload it on the twin space platform project folder.
After the fulfillment of the project we are going to create a digital presentation and communicate the results through the internet.
Our last aim is to hold photo exhibition open to public.
https://padlet.com/arteducate/9c6hb7zai2aa Μετάβαση στο padlet.com Μετάβαση στο padlet.com https://padlet.com/arteducate/f6y3zqf7k7j8 Μετάβαση στο padlet.com Μετάβαση στο padlet.com Μετάβαση στο padlet.com https://padlet.com/arteducate/7xixpj2tdtw4 Μετάβαση στο padlet.com https://padlet.com/arteducate/bymzjjxyendc Μετάβαση στο padlet.com Μετάβαση στο padlet.com
We present here a part of the educational material and activities exchanged. Interaction and imagination is the key for our project success. We used different web 2.0 ICT tools and and Art techniques. I present a part of the effort and hard work of my pupils:

Also you can see more about the collaboration we had in the padlets:
https://wordart.com/1767qs1gswxk/3prschpefkiathens-greece-etwinning-land-art https://wordart.com/5v2go3ljt097/etwinning-project-cultivating-life-skills-through-land-art
****
eTwinning project:"Diversity is our greatest strength"
We invited the pupils and Teachers to evaluate the project:
https://spark.adobe.com/page/nuPK0MHb9FWva/
Interaction and imagination! We are all united when we respect the diversity of each other. Through our projects we cultivate values, we educate and help children to accept differences. "Diversity is our greatest stregth" and one more of our eTwinning projects:

Cooperation in eTwinning. We celebrated inclusion as we are part of the "Creative classroom" eTwinning group:

By Irene Pateraki - Creative Classroom Group founder: "Inclusion and Creativity" padlet:https://padlet.com/renia_95/etwinninginclusion
Χρήση της τεχνολογίας
*****************

Εκπαιδευτικές δραστηριότητες 2016 -17 με όχημα το μάθημα των Εικαστικών
Χρήση της twinspace πλατφόρμας κυρίως ενσωματώσαμε τα εργαλεία μας εκεί, έκανα φόρουμ και επικοινωνούσαμε, επίσης με τους συμμετέχοντες. Κάναμε χρήση πολλών διαφορετικών εργαλείων ICT web 2.0 όπως: padlet, slideshare, twinspace πλατφόρμα (σελίδες, events, mails, chat, forum), google Earth, google+, airpano, you tube, airpano, wordArt, answer garden. Αποφάσισα τη δημιουργία twin space ορατών σελίδων σε όλους στο διαδίκτυο κι έγινε χρήση του blog για την παρουσίαση των αποτελεσμάτων. Συνεργαστήκαμε στα padlet και τα eTwinning events για να μοιραστούμε τις εργασίες μας με τα άλλα Σχολεία .

Enter to see more activities -in Greek-for the School year 2016-2017:

Also we disseminated our project results by participating in the eTwinning "Creative Clssroom" group by Irene Pateraki.

Congratulations to all! Συγχαρητήρια σε όλους!

Ευχαριστώ για το ενδιαφέρον σας!

Thank you for the interest!

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ΧΑΝΔΡΙΝΟΥ ΘΕΟΔΩΡΑ

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Cultivating life skills through Land Art - Theodora Chandrinou- arteducate

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Inclusive Education - Education Equity Now

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When we start the day with a smile, when we work together, when we know that we will be appreciated for what we are,
without distinction - this is our permanent project on inclusion.

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Inclusion is an educational principle that justifies the morality of teaching.

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TURKEY

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Why eTwinning - project-based learning?

1. Because project-based learning is filled with active and engaged learning.

2. Students obtain a deeper knowledge of the subjects they're studying.

3. They retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning.

4. Students develop confidence and self-direction as they move through both team-based and independent work.

5. Students explore real-world problems and challenges

Students develope cross-curriculum skills while working in small collaborative

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In our school, it is very important to work on Social and emotional learning (SEL). What is is? It is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
Every week, our students do different activities through what we call "Emotional Education". Also, once a week, every tutor makes an assembly to let students express their emotions towards their peers. They use this space to show positive feelings to the rest of their peers.
As an example, each class, from an early age, they start working on the name of the emotions and how to express them. When they are in Pre-K, these are three basic ones and the list keeps growing as long as the grades comes. There is an activity we cal "I-message" which consists in making a message directly to the class or a classmate who's behaving unproperly. The kid says "When you xxx (name of the kid or group of kids) do this, I feel xxx (name of a feeling). Could you please stop doing it?". This has helped a lot in stopping many negative behaviours in a pacific way and specially in the case of kids that might have felt bullying or other similar situations instead, because not only they have grown empathy for the rest but also make them more communicative and less agressive.

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We participated in a project about inclusion named Inclusion cercle. It is about how can we help people with dissabilities to learn in a normal classroom.
https://www.facebook.com/pg/Cercul-Incluziunii-1889034154718205/photos/?ref=page_internal

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Game is kids' life and let them play the games everywhere.

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We begin the movement from exclusion to inclusion, from judgement to understanding, ''from fear to Trust!'' It's a movement of the heart!

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Trying to make things easier for all...

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We all the same:)

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My idea of INCLUSION

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Principals play an important role in making schools real schools where every single child finds their place and feels loved.

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Linda Cliatt-Wayman: How to fix a broken school? Lead fearlessly, love hard

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Tackling intolerance and discrimination 

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Tackling intolerance and discrimination 

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A toolbox to assist youth workers, educators and trainers in acquiring knowledge on the subjects of diversity and anti discrimination. It offers practical advice on how to train groups and provides examples of the activities.
Angeliki Kougiourouki, Greece

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Angeliki Kougiourouki, Greece

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A group activity based on self-learning and the pleasure of discovery, with the aim to stimulate the discussion about social inclusion and the creation of a group definition of it.
Angeliki Kougiourouki, Greece

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SALTO-YOUTH - Toolbox - What does inclusion mean?

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Created to help you find and share useful training Tools, the Toolbox for training is an online catalogue you can browse through freely or even contribute to!

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The overall aim of our partnership is to foster equity and inclusion, enabling high quality learning for all pupils. Within this, we aim to develop strategies, within a 'Cultural' theme, to increase competences in digital technology and foreign language acquisition for all pupils.
The main outcome is the "Inclusive Stories from Europe" documentary  that promoted deeper learning opportunities through thought-provoking topics (e.g. immigration), asking and answering questions and finally, interviewing and filming each other. It contributed to promote an inclusive school and education, where individual differences were experienced & taught, to support a democratic school, where equality is respect of diversity & diversity is considered as an added value, to promote increased inclusion in future environments through appreciation & acceptance of individual differences. Students have caught the connections among the stories, the blending between their relatives’ past as emigrants and that of their parents' as immigrants in other countries. Students have learnt that there are as many differences within cultural groups as there are across different cultures. This has helped them break down cultural stereotypes in society as a whole. Working together for a common aim, making a product, following the same rules, using the same tools and technique, sharing materials, videos, pictures, experiences have given to every student an equal opportunity to achieve his/her full potential and prepared him/her to participate competently in an increasingly multicultural society. One of the main objectives of the project was to teach teachers and students and also people indirectly that it is possible and necessary to think independently together and share ideas and rules. This is clearly stated in the strong messages of inclusiveness, welcoming, respect, tolerance, empowering diversity, openness, dignity, joy, healing by kids in England when in the documentary they say about the immigrants "We should give them a house, some food, some clothes...", or comparing experiences of life such as friendship and love, so an Italian boy tells his love story "Our relationship was broken off because I was so boring!" or feelings such as happiness and fear connected to the grandfather's death or to the earthquake or by adults from Finland, Greece, Italy, France and England telling their experience of emigrates for job or for a better place to live for his/herself and his/her family.

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Our Colourful World-the documentary: inclusive stories from Europe

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The Erasmus Plus Project "Our Colourful World" was born in 2013 from the collaboration among 5 European schools, Crossgates Primary School (England), Nipiagogeio Drepanou (Greece), Latokartanon peruskoulu (Finland), College des seize fontaines (France) aiming to enrich lives and open minds.

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Primary school students- promote understanding and empathy on persons with disabilities
We show in class the following video. Afterwards, we gave each student post it papers and let them answer the last question of the video"Why it's wrong". Then we post the papers on the wall/board and the students one after the other read all the answers. A discussion is necessary to be made in class. A poster could be made as a result of the descussion, talking also into account the answers on the papers with the title "We respect persons with disabilities" or similar.

Chara Liakou, German teacher, Greece

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Name calling and teasing are some ways children unknowingly discriminate against their peers. They don't know it's wrong. You do. http://www.unicef.org/malaysia/media_features2015-teach-children-respect.html #teachRESPECT appeals to the public, particularly parents, teachers, caregivers and adults in contact with children to nurture positive attitudes and behaviours in children to prevent discrimination and bullying.

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Greeting. I'm working in primary school for 21 years. Several years ago, inclusion began in Serbia. My school attends several physically disabled children, a couple of blind people, and there are also several students with autism.

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Collaboration with parents - a good opportunity for successful integration.

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Collaboration with parents - a good opportunity for successful integration.

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Ispir Iuliana si Vlad Alexandra, Romania, Valcea
For preschool children, it is quite difficult to integrate a child with special edu- cational requirements into a group of normal children.

The most concrete case I can discuss, in terms of the story of a girl (who has an observable problem after the behavior), but which parents do not want to recognize. It took us a semester to succeed in integration.

The best method I experienced with my classmate was the mother's involvement in the little girl's kindergarten program. In the first three weeks, the mother accompanied the little girl to the kindergarten for three hours, at the time she just stood at the door, so she would not get involved in the girl's games but only be seen permanently.

After that, Mom shortened her time to half an hour a day for a week.

When she could not stay away from my mother, we called her mother to take her home.

This increased confidence in mother, that she would not leave her in the kindergarten, but also in the teacher: listening to her, and sending her home.

During the activities we tried to involve her in all our activities, and if she had refused everything and was crying, she could still get used to our program with time.

We have organized a lot of activities together with all the parents to see the behavior of the other colleagues.

I did not try a standard program - strictly; but more flexible, collaborative, and I say I succeeded, because in the second semester I was fond of kindergarten, even if she did not always want to work. We will have time this year to work on full integration into our activities.

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Visual moments from the integration period.