Teaching scenarios
Topic outline
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This manual aims to provide educators, instructional designers, and administrators with a comprehensive guide to effective collaborative scenarios and best practices within the realm of blended learning. We recognize that the integration of technology into education brings both opportunities and challenges, and understanding how to harness its potential for collaborative learning is crucial.
The guidelines and best practices presented in this manual are grounded in research, practical experience, and the evolving landscape of educational technology. Whether you are a seasoned educator looking to enhance your existing blended learning strategies, a newcomer seeking guidance on where to begin, or someone in need of strategies to combat burnout, this resource will provide valuable insights, strategies, and tools to optimize the collaborative aspects of blended learning and find solace in your teaching journey.
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Guidelines for collaborative teaching scenarios (Translates in Greek)
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A proposed template to help you create a new teaching scenario!
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A presentation suggesting steps that teachers must follow in order to turn the activities included in the curricula into activities that can be implemented collaboratively using the appropriate ICT tools by groups of students and teachers of two or more school units in the context of an eTwinning implementation project.
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This presentation suggests ICT tools for the collaborative teaching scenarios, in order to combine Erasmus+ and eTwinning projects.
Successful activities from funded projects can be transformed into eTwinning projects to extend their lifespan after the project's funding ends.
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This is a teaching scenario that aims to make students realize how they can search valid and up-to-date knowledge. Decide to change their own habits to protect the environment or improve their quality of life based on what they have learned. To take active action to inform and change the habits of their entire society. The students understand, by doing , what means active citizen. This scenario focuses on trying to get students to stop or reduce the use of single-use plastic bottles.
The scenario was implemented transnationaly though eTwinning during this Erasmus project.
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A step by step presentation about the implementation of this teaching scenario, during the school year 2022-23
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The scenario "I learn, I change, I change the world" translated in Greek.
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Violence against women constitutes a serious attack on the physical and mental integrity of the victim. It is a violation of human rights and also undermines a number of other human rights, such as life, the
physical and mental health, personal safety, liberty, equality within the family and before the law, regardless of gender.
Unfortunately, often victims do not know their rights, they are faced with obstacles such as gender stereotypes, accusations of guilt, doubts about credibility, etc.
It is therefore appropriate that from an early age girls and boys understand the need for consent in one affective relationship. Consent, based on awareness (of whoever gives it and whoever receives it), must be the result of a healthy process of taking responsibility for one's own emotions and thoughts.
This scenario, originally designed as "Women rights are human rights" changed it's name to "No matter who I am, I am a hero" when decided to implement it transnationally through eTwinning platform
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From the 1950’s to the present, the portrayal of women in advertising has gone from objectification through lack of agency and portrayals servitude, to objectification through an increased sexuality, where the product doesn’t matter, as much as the body of the person selling it.
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What messages about women were conveyed to society through print and television advertisements in the 1950s? How did these messages uphold gender stereotypes and reflect social norms of the time?
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All teaching scenarios must meet specific evaluation criteria. Evaluation is a particularly important activity in the course of development of a teaching scenario and consists in evaluating the learning effectiveness of the teaching process carried out.
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During the Erasmus KA220 “The teacher burnout and the new educational reality as a challenge of cooperation and professional enhancement “ 2021-1-EL01-KA220-SCH-000031629 project, one of the objectives was to suggest teaching ideas that would improve working conditions for teachers. Partners presented scenarios that are easy to organize and which are expected to improve teaching and learning. The scenarios presented can enhance education work, thus reducing burn out of teachers. There are fourteen scenarios that were presented and two of them were adjusted to be implemented through eTwinning platform
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