F. PROJECT IMPLEMENTATION
F1. DISTRIBUTION OF TASKS
Please explain the distribution of tasks between participating institutions and the competences required from each of them.
Also explain how you will ensure the active envolvement of all partners in common partnership activities.
As we have explained above, each school will choose two different topics and work on one topic a year. The distribution of topics among the participant schools will be as follows:
Poland will study democracy and the comfort of urban life
Rumania will study Maths and Physics
Greece will work on Greek Art and the Olympic Games
Spain will work on Mythology and the Roman roads
Italy will study Roman Art and the influence of Latin in the languages spoken by all the partners
Turkey will work on the waterway system and the city planning
The final aim will be to make a power point presentation about each topic and to upload them in the web pages of all the other participant institutions. Although each school will deal with only two different topics, the students and the teachers involved in the project will have to take into account the topics their mates from the other countries will be working on. In order to achieve this, we will organize a global quiz: each school will propose a question about their topic to the students from the other schools every month. All the schools have to take part in the quiz.
All the partner schools will equally take part in the project and carry out all the work and the activities described in this application. Variations may of course turn up due to facts such as the chosen topics and the special characteristics of each school, the human resources available, the school’s infrastructure and the previous experience in European projects.
The coordinating school will motivate and ensure the effective communication between the partners. It will also plan the activities.
The participating schools will also make the aims and conclusions of the project known to the school community, welcome the visitors and define the schedule during the project meetings in their schools.
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we have to distinguish:
ReplyDeleteCOORDINATOR (he/she must be helped by other partners, of course):
What does he/she have to do? I think to:
propose and to accept proposals, ideas, suggestions...
coordinate activities
organise interchange of dates...
Evaluate the project
to spread the results
publish the final result in a website (or something like that)
PARTNERS:
they participate in every planned activity of the project
they organise, plan, act, analyse, check all the activities in their country and help the others during mobilities
they publish final results in their country on local massmedia
Quiz? it's a good idea, i don't know if it is possible? We should work on a single topic
ReplyDeleteI think we can add:
an exposition every year (six month) to show the results (this is a way to ensure the group that every single partners is working and reaching common result)
Alexandra sent this text by email:
ReplyDeleteAll the partner schools will equally take part in the project and carry out all the work and the activities described in this application. Of course variations may emerge due to the size/type and the special characteristics of each school, the human resources available, the school’s infrastructure and the previous experience in cross curricular, European projects.
The participating schools will also pass the aims and conclusions of the project to the local and school community, welcome the visitors and define the schedule during the project meetings in their schools. The coordinating school will motivate and ensure the effective communication between the partners. It will also plan the activities.
If we want the students to keep in touch, a quiz seems to be a good way to get it. I think it will not be difficult for us to organize it and, besides, as we are going to work different topics, they will be able to know about our partners' work. We only have to think of a monthly question to propose.
ReplyDeleteOK Paloma,
ReplyDeletebut they should work on a common subject, shouldn't they?
Alexandra's text is really good indeed!
Yes, Alexandra's text is really good. I am trying to pick up your suggestions in order to write a final text.
ReplyDeleteAnd as for the quiz, it seems more interesting for the students to propose questions about the subject they are working on. If you think it is too much for them, they can be divided into two groups: a group can work on the presentation and the other on the quiz. Anyway, the questions mustn't be very hard. Teachers must help them choose.
You have chosen Roman Art and Language. What do you mean? We have to choose topics common to all the European countries and Roman languages are not common. A very interesting topic would be the international technical and scientific language. What do you think?
ReplyDeletePaloma: Roman language?
ReplyDeleteI wanted to say the influence of Latin on every language of our team and in English. I think I could find something on each language. Maybe Turkish will be difficult.
Anyway we can study modern technoligical language and scientific one, as you says.
Quiz? well, I was thinking that as it is a competition, maybe some students will not feel confortable with it, but anyway we could form mixed teams, not Italy agains Spain or against Greece...
We can make quizes using "hot potatoes", and so the students can check their answers and do not need the help of their teachers. The students can come up with the questions about their topic and also provide the answers; so the students from the other schools can do the test real easy.
ReplyDeleteI proposed a quiz because students love games and quizzes but I don't like competing.
ReplyDeleteAnd the influence of Latin on every language of our team and in English is perfect. Surely you will be able to find some Turkish words and expressions coming from Latin.
I'd like to make a change: instead of engeneering put only Roman roads because I'd like to draw a big European map of Roman roads.
This is what I have sketched as a kind of work programme for my school. As Paloma suggested, it can be included in the distribution of tasks,or not be included at all. Any suggestions?
ReplyDeleteWork Programme
Each school prepares a quiz with 20 questions about its own country and carries out an essay competition on the topic of national identity . September 2010
Results are evaluated and commented on. The best essays will be posted on the blog and on the website. A control team is installed at all schools to supervise and evaluate the progress of the project. October 2010
Each school carries out research work into its chosen topic: Poland – democracy
Romania – Maths
Greece – Greek art
Spain – mythology
Italy - Roman art
Turkey – waterway system
Each school will publish the results of the research on the blog/ webpage and will suggest a question connected with its topic for the other partners.
For example, Romania will investigate into Greek Mathematics, how the Greeks refined and expanded the subject-matter of Maths (deductive reasoning). November –December 2010
We will investigate the rebirth of Mathematics in Europe, how the Greek texts were translated into Latin which led to further development of Math in Medieval Europe . January- February 2011
We will look into the early modern Mathematics and follow the new mathematical developments, how they interacted with new scientific discoveries. March- April 2011
We will deal with the application of Mathematics to science, engineering, economics. May- June 2011
Second year of the project
We will investigate the ancient roots of science, from observing the heavens, to natural philosophy, what did ancient Greeks achieve in astronomy? September, October, November 2011
How does modern science trace its roots to the Greeks? Key Greek philosophers, Ptolemaic model of the cosmos. December 2011, January, February 2012
How did Islamic scientists preserve and extend Greek science? How did they help ignite the European Renaissance and formed the foundation of western scientific thought? March, April 2012
We will look into the Copernican Revolution, how did Galileo solidify the Copernican Revolution, how did Newton change our view of the Universe. May, June 2012
As we journey through the rich and vibrant history of Math and Physics we will see how ideas and creations grew out of our very human need to solve the problems in our everyday life, to make sense of our environment, of our world.
We have divided our work in five sections and we give you a hint of how we intend to work as far as the content and the dates are concerned. We expect to present the outcome of our survey in the project meetings that you have suggested.
ReplyDelete•1st YEAR OF THE PROJECT: OLYMPIC GAMES
September 2010 – January 2011
a)People’s life is an eternal strife
b)Awareness of fighting spirit and healthy competition
c)Establishment of Olympic Games (description of ideals and sports)
d)Olympic Games as a source of inspiration for art (Ceramics)
February 2011 – June 2011
a)Olympic Games in ancient times and today
b)The position of women athletes in antiquity and nowadays
•2st YEAR OF THE PROJECT: ART
September 2011 – November 2011
Art in ancient Greece
a)short historic description and characteristic works of art
b)causes (the artistic expression is a human need) , influences , relationships , conditions of development – integration in the environment
December 2011 – March 2012
Influence of Greek art in Europe (generally – today)
a)how it spreads (characteristic works of art)
b)comparison (Cyclades – modern art)
March 2012 – June 2012
Evaluation
a)the significance of art in our lives
b)the importance of art in the creation and shape of the European civilization
c)the contribution of art in the creation of the common European consiousness
I am afraid it will be impossible to explain all the topics in the same way because there is a maximum number of words for every paragraph of the application form. I have already had to change something in D.3 "Project objectives and strategy" in order to reduce the number of words.
ReplyDelete