INSERT INTO `goete_posts` (`ID`,`post_author`,`post_date`,`post_date_gmt`,`post_content`,`post_title`,`post_excerpt`,`post_status`,`comment_status`,`ping_status`,`post_password`,`post_name`,`to_ping`,`pinged`,`post_modified`,`post_modified_gmt`,`post_content_filtered`,`post_parent`,`guid`,`menu_order`,`post_type`,`post_mime_type`,`comment_count`) VALUES 
 (2625,1,'2016-01-14 11:34:29','2016-01-14 11:34:29','<h3 class=\"p1\"><strong><i>Which activities have you put in place in order to disseminate project results in the future?</i></strong></h3>\r\n<p class=\"p2\"><span class=\"s1\"><i>If your project has already achieved some of the expected results, </i></span><span class=\"s2\"><i>have you started disseminating these results? If so, in what way?</i></span></p>\r\n<p class=\"p4\"><span class=\"s1\">The Spanish Education Office in Romania is a partner in the Strategic Association <b>“Schools: Future Labs” </b>(Erasmus +, KA 2). This Project explores new methods and methodologies for Content and Language Integrated Learning (CLIL) with a special interest for the areas of Sciences, Technology, Engineering and Mathematics (STEM, for short). The aim is to experiment new methodologies for the learning process of these subjects in second or third school foreign languages.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">At the root of the project we face the need to put together two crucial elements in students’ learning, in their competences and in their eventual access to the labour market: linguistic and scientific proficiency, elements that, if we reach our aims, will enable the new generations to develop their capacities in different European environments. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">In Romania, in the case of Spanish language, the experimentation is being carried out in the area of Physics in Spanish at the “<a href=\"http://www.liceulcervantes.ro/\" target=\"_blank\"><span class=\"s3\">Liceul Bilingv Miguel de Cervantes</span></a>” in Bucharest. The didactic team in charge is composed of the Physics teacher, Ms Violeta Govoreanu, and the Spanish teacher Ms Camelia Radulescu who is also the headperson of the Lyceum. Notice of their implication can be found in the very school website.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Three different events concerning the project have been carried out so far; the three of them have been publicized in our website and spread through our channels (social media included, as we have Twitter and Facebook accounts). </span></p>\r\n<p class=\"p4\"><span class=\"s1\">Here is the report for every activity:</span></p>\r\n<p class=\"p4\"><span class=\"s4\"><a href=\"http://www.mecd.gob.es/rumania/dms/consejerias-exteriores/rumania/actividades/2015/LBMiguel_de_Cervantes_SFLabs0/LBMiguel_de_Cervantes_SFLabs.pdf\" target=\"_blank\">October 28</a></span><span class=\"s1\">; <a href=\"http://www.mecd.gob.es/rumania/dms/consejerias-exteriores/rumania/actividades/2015/LBMiguel_de_Cervantes_SFLabs_LUZ.pdf\" target=\"_blank\"><span class=\"s3\">November 19</span></a> and <a href=\"http://www.mecd.gob.es/rumania/dms/consejerias-exteriores/rumania/actividades/2016/LBMiguel_de_Cervantes_SFLabs_26_nov.pdf\" target=\"_blank\"><span class=\"s3\">November 26</span></a> (you can access the publication by clicking on the appropriate date).</span></p>\r\n<p class=\"p5\"><span class=\"s1\">Together with this, we also publish the information in the quarterly publication of the Education Offices in the East (Bulgaria, Hungary, Romania and Turkey) named <a href=\"http://www.mecd.gob.es/bulgaria/dms/consejerias-exteriores/bulgaria/publicaciones/2015/boletin_8_web0/boletin_8_web.pdf\" target=\"_blank\"><span class=\"s3\">Espiral</span></a>. Here is the link where you can reach this publication.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Here you can find the links to our sites:</span></p>\r\n<p class=\"p6\"><span class=\"s5\"><a href=\"http://www.mecd.gob.es/rumania/\" target=\"_blank\">Official website of the Education office at the Spanish Embassy in Bucharest</a></span></p>\r\n<p class=\"p6\"><span class=\"s5\"><a href=\"https://www.facebook.com/Agregaduria-de-Educaci%25C3%25B3n-en-Ruman%25C3%25ADa-700913310039601/\" target=\"_blank\">Official website in Facebook</a></span></p>\r\n<p class=\"p6\"><span class=\"s5\"><a href=\"https://twitter.com/AgregaduriaRo\" target=\"_blank\">Official website in Twitter</a></span></p>','Dissemination and Use of Projects\' Results','Which activities have you put in place in order to disseminate project results in the future?','inherit','closed','closed','','1-revision-v1','','','2016-01-14 11:34:29','2016-01-14 11:34:29','',1,'http://www.sflabs.eu/2625/1-revision-v1/',0,'revision','',0),
 (2626,1,'2016-01-14 11:43:27','2016-01-14 11:43:27','','res','','inherit','open','closed','','res','','','2016-01-14 11:43:27','2016-01-14 11:43:27','',1,'http://www.sflabs.eu/wp-content/uploads/2015/11/res.jpg',0,'attachment','image/jpeg',0),
 (2627,1,'2016-01-14 11:47:58','2016-01-14 11:47:58','<h3 class=\"p4\"> <strong>...2nd visit, Bulgaria, 02-05 December 2015</strong></h3>\r\n<p class=\"p4\"><span class=\"s1\">The second trip of the team of the University of Athens for in situ observation of the SFL program implementation took place on 02-05 December 2015 in Bulgaria. The team formed the Professor of University of Athens Georgios Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Efstratios Kapotis.</span></p>\r\n[gallery size=\"medium\" link=\"none\" ids=\"2620,2619,2618,2617,2616,2615\"]\r\n<p class=\"p4\"><span class=\"s1\">The team arrived in Sofia on Wednesday, December 2nd. The visits to the two schools in the country participating in the SFL program had been scheduled for December 03 and 04, in the morning.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">On December 03, in the morning, Professor Kalkanis and and PhD candidate Efstratios Kapotis went at Knyajevo to visit the school <b>Uwekind</b> (International School Uwekind), where SFL program is being implemented combining the teaching of Chemistry with the German Language. There, the school teachers welcomed the team very warmly. In the brief discussion that preceded the course they informed them about the way the program is implemented this year, the classes, the methodology and how their students respond. Afterwards they visited the premises and classrooms of the school. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">At 10:00 started the course with the teachers Monika Liutova and Radostina Kirina and 18 students of the 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade. The members of the team of the University of Athens were observing the process seated in the back of the room. The duration of the course was an hour and the thematic related to mixtures and ways of separating them (in particular the sedimentation and filtration).</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Initially the teachers handed out to the students the worksheets. The worksheet was written in both languages </span><span class=\"s3\">​​</span><span class=\"s1\">(Bulgarian - German). The 18students were divided into groups of four or three. Initially the teachers asked questions in order to hear the students’ hypotheses (eg. how we can separate a mixture, do components of the mixture determine the procedure to be followed, which substances can be separated by a magnet, etc.). Then there were presented the separation methods, the vocabulary and the instructions for the experimentation.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">At the beginning the students had to name and fill in their worksheets some examples of homogeneous and heterogeneous mixtures they know. Then they had to complete in a table in German the ingredients of some mixtures well known. Students then experimented with various mixtures and their separation, for example they dropped into coffee cups beans and polystyrene and separated the mixtures by filtration. In the next experiment they created a mixture of salt and iron filings, which was separated with a magnet. In the end they had to find examples from everyday life for the appropriate way of mixtures separation.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Throughout the course, students were collaborating during the experimentation. Students used the German language during their discussions with the other students or their teaches. The teachers wrote each time the vocabulary in German in the blackboard (eg. magnet, sieb, filter, filtrieren, absetzen). The students could expressed in German their hypotheses, conclusions and results of experiments without difficulty. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">Upon completion of the course, the team of the University of Athens had a conversation with the teachers and the owner of the school about the Program.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">The next course started at 11:00 with the same teachers and 19 students of the 6</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade. The members of the team of the University of Athens were observing the process seated in the back of the room. The duration of the course was an hour (40’) and the thematic related to chemical changes in substances and chemical reactions, in particular to what chemical reactions are, what is the difference between them and the physical and how they are represented visually.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Students were also divided into groups of four or six. In the worksheets that were given to students were initially presented in Bulgarian questions, the materials of experiments and the procedures that they would follow. Then it was given a German glossary with all the words and terminology needed by students. At the end there were diagrams to be filled by the students.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Teachers asked students to predict the result of the chemical and physical reactions and after a short discussion, they started experimenting. They asked the students to smell the sulfur form a test tube and then a student shuffled the sulfur with iron filings. The teachers asked the students to choose the easiest way of separation of this mixture into its components and after discussion they filled in the stages of the process in their worksheets and a student wrote it on the blackboard. The terminology and the procedures were expressed by the students in both languages.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Afterwards there was a demonstration of an endothermic chemical reaction in a test tube and the students felt the temperature change gripping the tube. In the next experiment there was a discussion about what will happen if phenolphthalein will be added to a solution of sodium. The teachers added it and students observed and schematically designed the reaction in their worksheets. Students wrote in German their conclusions about physical and chemical reactions and were asked to choose from some reactions which are possible and which are not. Then they wrote in German a small suggestion on how one can describe a chemical reaction and read it to the others. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">For the next experiment, they threw baking soda in a balloon and vinegar in a bottle and placed the balloon at the mouth of the bottle, so as to drop the soda inside. Students were asked to predict, experiment and record their findings, but in Bulgarian. Latest activity of the course was the classification of phenomena of everyday life based on the reactions they represent.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">In both classes the students were interested, involved, collaborating responded easily to what requested by the teacher and used the vocabulary of the section in German.<span class=\"Apple-converted-space\">  </span>Also, it was evident that both teachers had successfully prepared their lesson with worksheets and experimental materials. The course in both classes is considered very successful, not only because of the very good preparation of the teachers and the useful worksheets, but also because of the impressive response of students.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Upon completion of the second course, the team from the University of Athens discussed with the teachers implementing the SFL Program. They said that they consider very important its activities, the course is enjoyable for their students and interesting for the teachers. They also noted an increased interest of students in science after the implementation of the program, which impacts very positively also in the learning of the foreign language. They said that in some cases students with lower performance in the language, after the course, began to speak and to express successfully, to the point that impressed their teachers.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The next day, on 04 December in the morning the whole team of the University of Athens (Prof. George Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Efstratios Kapotis) went to the other school of the SFL Program in Sofia, <b>Benito Juarez</b>, which applies the SLF program combining the teaching of Chemistry and the Spanish Language. There, the school teachers welcomed the team very warmly. In the brief discussion that preceded the course they informed the team about the way the program is implemented this year, the classes, the methodology and how their students respond. Afterwards they visited the premises and classrooms of the school. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">At 09:00 started the course with the teachers Radost Mazganova and Yordanka Yordanova and 12 students of the 6</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade. The members of the team of the University of Athens were observing the process seated in the back of the room. The duration of the course was an hour (40’) and the thematic related to chemical elements and pure substances.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">As we were informed by the teachers, these students participated in the program also last year and wanted to participate again this year. Classes for these students are normally in the afternoon, but they had come in the morning to allow us to observe their lesson.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">At the beginning teachers handed out worksheets to the students and watched a YouTube video in Spanish about chemical elements. Students answered questions concerning the content of the video and discussed using the Spanish language. Then each student randomly choose two different cards, where one wrote a chemical element or compound in the Bulgarian language and the other in Spanish another chemical element or chemical compound. Students had to pair their cards. After that students practiced in the terminology of the unity and revised the previous concepts in Spanish: The teacher told the Bulgarian words (eg atoms, molecules, ions) and asked students to name them in Spanish. Students responded in Spanish without difficulty. The educational procedure continued with a video projection that included the periodic table and the students were asked to respond (in Spanish) in questions mentioned in the video and at the end of the video they read a short relevant text in Spanish.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">A game was the next activity, in which there were cards with the names of elements and the students had to place them in a two-column table: chemical elements and compounds. This was followed by a domino game, with the element and compound names were written in both languages, and students had to match the words. Students completed their worksheets with the terminology in both languages. In the last activity, each student stuck a sticker with the name of an element (in Spanish) in the t-shirt and they were asked to form compounds by combining elements of two or more students. The course ended with some homework.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">After a short break, we watched the next lesson, with the same teachers and participants 19 students of the 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade. We were also observing the process seated in the back of the room. The duration of the course was also one hour (40 \') and the thematic related to pure substances and mixtures.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The course began with the teachers handing out to the students the worksheets prepared for this theme. The worksheet was written in<span class=\"Apple-converted-space\">  </span>both languages </span><span class=\"s3\">​​</span><span class=\"s1\">(Bulgarian - Spanish). Initially the students were asked to express their hypotheses whether various materials float or not (eg. cork, stone, wood, metal) and then they tested their hypotheses by throwing this materials into the water. They recorded their answers in Spanish.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Then they made different mixtures and had to answer (in Spanish) whether they are homogeneous or heterogeneous and try to separate them into their components (eg. using a magnet). The next activity was experimenting with solutions. After that they completed the activities in their worksheets and made a sketch of the experiment. The next activity was the separation of the terminology into adjectives and nouns. Each student chose randomly some cards with terms written in Spanish and they were asked to distinguish what was noun and what adjective, placing them in the appropriate box. Last activity was a domino game, with words in Spanish which students had to match with the corresponding images. This unit will continue in next lesson with more activities.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">In both classes the students were interested, involved, collaborating, responded easily to what requested by the teacher and used the vocabulary of the section in Spanish. Also, it was evident that both teachers had successfully prepared their lesson with worksheets and experimental materials. The course in both classes is considered very successful, not only because of the very good preparation of the teachers and the useful worksheets, but also because of the impressive response of students.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Upon completion of the second course (also during the brake), the team from the University of Athens discussed with the teachers implementing the SFL Program and the director of the school. They said that their students show interest and want to participate in the program and that students participating for the second year have improved their performance in the foreign language. They also stressed that also the teachers are enthusiastic about the program and want to continue. They also said that it will be very helpful for the implementation of the Program if they receive and start using the Mobile labs.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The general impression of the whole team of the University of Athens is that the SFL program is being implemented with great success in both schools of Bulgaria.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Students show interest and participate willingly and they respond successfully to the activities of the course. Particularly important is considered that students show great enthusiasm and seem to enjoy throughout the course. They can cooperate harmoniously in smaller or larger groups and they use the German / Spanish language during the course. They seem to understand the instructions they are given in the German / Spanish language and it is not difficult for them use this language.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">With regard to the teachers, apart from the very careful preparation of the course (with worksheets, the necessary vocabulary and appropriate visual material), they also show considerable enthusiasm for the course and especially love for their work, which contributes decisively to the success of program. Important role plays also the very good cooperation between the teachers.</span></p>','University of Athens visiting Schools for observing the implementation of SFL Program',' ...2nd visit, Bulgaria, 02-05 December 2015','inherit','closed','closed','','2285-revision-v1','','','2016-01-14 11:47:58','2016-01-14 11:47:58','',2285,'http://www.sflabs.eu/2627/2285-revision-v1/',0,'revision','',0),
 (2628,1,'2016-01-14 11:53:14','2016-01-14 11:53:14','<h3 class=\"p4\"> <strong>...2nd visit, Bulgaria, 02-05 December 2015</strong></h3>\r\n<p class=\"p4\"><span class=\"s1\">The second trip of the team of the University of Athens for in situ observation of the SFL program implementation took place on 02-05 December 2015 in Bulgaria. The team formed the Professor of University of Athens Georgios Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Efstratios Kapotis.</span></p>\r\n<a href=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-01-14-at-13.24.06.png\" rel=\"attachment wp-att-2620\"><img class=\"aligncenter wp-image-2620 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-01-14-at-13.24.06.png\" alt=\"Screen Shot 2016-01-14 at 13.24.06\" width=\"446\" height=\"340\" /></a>\r\n<p class=\"p4\"><span class=\"s1\">The team arrived in Sofia on Wednesday, December 2nd. The visits to the two schools in the country participating in the SFL program had been scheduled for December 03 and 04, in the morning.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">On December 03, in the morning, Professor Kalkanis and and PhD candidate Efstratios Kapotis went at Knyajevo to visit the school <b>Uwekind</b> (International School Uwekind), where SFL program is being implemented combining the teaching of Chemistry with the German Language. There, the school teachers welcomed the team very warmly. In the brief discussion that preceded the course they informed them about the way the program is implemented this year, the classes, the methodology and how their students respond. Afterwards they visited the premises and classrooms of the school.</span></p>\r\n<p class=\"p4\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-01-14-at-13.24.14.png\" rel=\"attachment wp-att-2619\"><img class=\"aligncenter wp-image-2619 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-01-14-at-13.24.14.png\" alt=\"Screen Shot 2016-01-14 at 13.24.14\" width=\"466\" height=\"369\" /></a></p>\r\n<p class=\"p4\"><span class=\"s1\">At 10:00 started the course with the teachers Monika Liutova and Radostina Kirina and 18 students of the 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade. The members of the team of the University of Athens were observing the process seated in the back of the room. The duration of the course was an hour and the thematic related to mixtures and ways of separating them (in particular the sedimentation and filtration).</span></p>\r\n<p class=\"p4\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-01-14-at-13.24.23.png\" rel=\"attachment wp-att-2618\"><img class=\"aligncenter wp-image-2618 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-01-14-at-13.24.23.png\" alt=\"Screen Shot 2016-01-14 at 13.24.23\" width=\"479\" height=\"174\" /></a></p>\r\n<p class=\"p4\"><span class=\"s1\">Initially the teachers handed out to the students the worksheets. The worksheet was written in both languages </span><span class=\"s3\">​​</span><span class=\"s1\">(Bulgarian - German). The 18students were divided into groups of four or three. Initially the teachers asked questions in order to hear the students’ hypotheses (eg. how we can separate a mixture, do components of the mixture determine the procedure to be followed, which substances can be separated by a magnet, etc.). Then there were presented the separation methods, the vocabulary and the instructions for the experimentation.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">At the beginning the students had to name and fill in their worksheets some examples of homogeneous and heterogeneous mixtures they know. Then they had to complete in a table in German the ingredients of some mixtures well known. Students then experimented with various mixtures and their separation, for example they dropped into coffee cups beans and polystyrene and separated the mixtures by filtration. In the next experiment they created a mixture of salt and iron filings, which was separated with a magnet. In the end they had to find examples from everyday life for the appropriate way of mixtures separation.</span></p>\r\n<p class=\"p4\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-01-14-at-13.24.37.png\" rel=\"attachment wp-att-2616\"><img class=\"aligncenter wp-image-2616 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-01-14-at-13.24.37.png\" alt=\"Screen Shot 2016-01-14 at 13.24.37\" width=\"457\" height=\"317\" /></a></p>\r\n<p class=\"p4\"><span class=\"s1\">Throughout the course, students were collaborating during the experimentation. Students used the German language during their discussions with the other students or their teaches. The teachers wrote each time the vocabulary in German in the blackboard (eg. magnet, sieb, filter, filtrieren, absetzen). The students could expressed in German their hypotheses, conclusions and results of experiments without difficulty. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">Upon completion of the course, the team of the University of Athens had a conversation with the teachers and the owner of the school about the Program.</span></p>\r\n<p class=\"p4\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-01-14-at-13.24.48.png\" rel=\"attachment wp-att-2615\"><img class=\"aligncenter wp-image-2615 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-01-14-at-13.24.48.png\" alt=\"Screen Shot 2016-01-14 at 13.24.48\" width=\"456\" height=\"510\" /></a></p>\r\n<p class=\"p5\"><span class=\"s1\">The next course started at 11:00 with the same teachers and 19 students of the 6</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade. The members of the team of the University of Athens were observing the process seated in the back of the room. The duration of the course was an hour (40’) and the thematic related to chemical changes in substances and chemical reactions, in particular to what chemical reactions are, what is the difference between them and the physical and how they are represented visually.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Students were also divided into groups of four or six. In the worksheets that were given to students were initially presented in Bulgarian questions, the materials of experiments and the procedures that they would follow. Then it was given a German glossary with all the words and terminology needed by students. At the end there were diagrams to be filled by the students.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Teachers asked students to predict the result of the chemical and physical reactions and after a short discussion, they started experimenting. They asked the students to smell the sulfur form a test tube and then a student shuffled the sulfur with iron filings. The teachers asked the students to choose the easiest way of separation of this mixture into its components and after discussion they filled in the stages of the process in their worksheets and a student wrote it on the blackboard. The terminology and the procedures were expressed by the students in both languages.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Afterwards there was a demonstration of an endothermic chemical reaction in a test tube and the students felt the temperature change gripping the tube. In the next experiment there was a discussion about what will happen if phenolphthalein will be added to a solution of sodium. The teachers added it and students observed and schematically designed the reaction in their worksheets. Students wrote in German their conclusions about physical and chemical reactions and were asked to choose from some reactions which are possible and which are not. Then they wrote in German a small suggestion on how one can describe a chemical reaction and read it to the others. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">For the next experiment, they threw baking soda in a balloon and vinegar in a bottle and placed the balloon at the mouth of the bottle, so as to drop the soda inside. Students were asked to predict, experiment and record their findings, but in Bulgarian. Latest activity of the course was the classification of phenomena of everyday life based on the reactions they represent.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">In both classes the students were interested, involved, collaborating responded easily to what requested by the teacher and used the vocabulary of the section in German.<span class=\"Apple-converted-space\">  </span>Also, it was evident that both teachers had successfully prepared their lesson with worksheets and experimental materials. The course in both classes is considered very successful, not only because of the very good preparation of the teachers and the useful worksheets, but also because of the impressive response of students.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Upon completion of the second course, the team from the University of Athens discussed with the teachers implementing the SFL Program. They said that they consider very important its activities, the course is enjoyable for their students and interesting for the teachers. They also noted an increased interest of students in science after the implementation of the program, which impacts very positively also in the learning of the foreign language. They said that in some cases students with lower performance in the language, after the course, began to speak and to express successfully, to the point that impressed their teachers.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The next day, on 04 December in the morning the whole team of the University of Athens (Prof. George Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Efstratios Kapotis) went to the other school of the SFL Program in Sofia, <b>Benito Juarez</b>, which applies the SLF program combining the teaching of Chemistry and the Spanish Language. There, the school teachers welcomed the team very warmly. In the brief discussion that preceded the course they informed the team about the way the program is implemented this year, the classes, the methodology and how their students respond. Afterwards they visited the premises and classrooms of the school. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">At 09:00 started the course with the teachers Radost Mazganova and Yordanka Yordanova and 12 students of the 6</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade. The members of the team of the University of Athens were observing the process seated in the back of the room. The duration of the course was an hour (40’) and the thematic related to chemical elements and pure substances.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">As we were informed by the teachers, these students participated in the program also last year and wanted to participate again this year. Classes for these students are normally in the afternoon, but they had come in the morning to allow us to observe their lesson.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">At the beginning teachers handed out worksheets to the students and watched a YouTube video in Spanish about chemical elements. Students answered questions concerning the content of the video and discussed using the Spanish language. Then each student randomly choose two different cards, where one wrote a chemical element or compound in the Bulgarian language and the other in Spanish another chemical element or chemical compound. Students had to pair their cards. After that students practiced in the terminology of the unity and revised the previous concepts in Spanish: The teacher told the Bulgarian words (eg atoms, molecules, ions) and asked students to name them in Spanish. Students responded in Spanish without difficulty. The educational procedure continued with a video projection that included the periodic table and the students were asked to respond (in Spanish) in questions mentioned in the video and at the end of the video they read a short relevant text in Spanish.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">A game was the next activity, in which there were cards with the names of elements and the students had to place them in a two-column table: chemical elements and compounds. This was followed by a domino game, with the element and compound names were written in both languages, and students had to match the words. Students completed their worksheets with the terminology in both languages. In the last activity, each student stuck a sticker with the name of an element (in Spanish) in the t-shirt and they were asked to form compounds by combining elements of two or more students. The course ended with some homework.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">After a short break, we watched the next lesson, with the same teachers and participants 19 students of the 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade. We were also observing the process seated in the back of the room. The duration of the course was also one hour (40 \') and the thematic related to pure substances and mixtures.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The course began with the teachers handing out to the students the worksheets prepared for this theme. The worksheet was written in<span class=\"Apple-converted-space\">  </span>both languages </span><span class=\"s3\">​​</span><span class=\"s1\">(Bulgarian - Spanish). Initially the students were asked to express their hypotheses whether various materials float or not (eg. cork, stone, wood, metal) and then they tested their hypotheses by throwing this materials into the water. They recorded their answers in Spanish.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Then they made different mixtures and had to answer (in Spanish) whether they are homogeneous or heterogeneous and try to separate them into their components (eg. using a magnet). The next activity was experimenting with solutions. After that they completed the activities in their worksheets and made a sketch of the experiment. The next activity was the separation of the terminology into adjectives and nouns. Each student chose randomly some cards with terms written in Spanish and they were asked to distinguish what was noun and what adjective, placing them in the appropriate box. Last activity was a domino game, with words in Spanish which students had to match with the corresponding images. This unit will continue in next lesson with more activities.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">In both classes the students were interested, involved, collaborating, responded easily to what requested by the teacher and used the vocabulary of the section in Spanish. Also, it was evident that both teachers had successfully prepared their lesson with worksheets and experimental materials. The course in both classes is considered very successful, not only because of the very good preparation of the teachers and the useful worksheets, but also because of the impressive response of students.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Upon completion of the second course (also during the brake), the team from the University of Athens discussed with the teachers implementing the SFL Program and the director of the school. They said that their students show interest and want to participate in the program and that students participating for the second year have improved their performance in the foreign language. They also stressed that also the teachers are enthusiastic about the program and want to continue. They also said that it will be very helpful for the implementation of the Program if they receive and start using the Mobile labs.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The general impression of the whole team of the University of Athens is that the SFL program is being implemented with great success in both schools of Bulgaria.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Students show interest and participate willingly and they respond successfully to the activities of the course. Particularly important is considered that students show great enthusiasm and seem to enjoy throughout the course. They can cooperate harmoniously in smaller or larger groups and they use the German / Spanish language during the course. They seem to understand the instructions they are given in the German / Spanish language and it is not difficult for them use this language.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">With regard to the teachers, apart from the very careful preparation of the course (with worksheets, the necessary vocabulary and appropriate visual material), they also show considerable enthusiasm for the course and especially love for their work, which contributes decisively to the success of program. Important role plays also the very good cooperation between the teachers.</span></p>','University of Athens visiting Schools for observing the implementation of SFL Program',' ...2nd visit, Bulgaria, 02-05 December 2015','inherit','closed','closed','','2285-revision-v1','','','2016-01-14 11:53:14','2016-01-14 11:53:14','',2285,'http://www.sflabs.eu/2628/2285-revision-v1/',0,'revision','',0),
 (2697,1,'2016-02-02 10:42:59','2016-02-02 10:42:59','<p class=\"p1\"></p>\r\n<p class=\"p4\"><span class=\"s1\">The second trip of the University of Athens team for in situ observation of the SFL program implementation took place between the 2</span><span class=\"s2\"><sup>nd</sup></span><span class=\"s1\"> and 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> of December 2015 in Bulgaria.<span class=\"Apple-converted-space\">  </span>The team included Professor of University of Athens Georgios Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Efstratios Kapotis.</span></p>\r\n<p class=\"p4\"><span class=\"s1\"><img class=\"size-full wp-image-2691 alignleft\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-02-02-at-12.39.32.png\" alt=\"Screen Shot 2016-02-02 at 12.39.32\" width=\"170\" height=\"123\" />On December 3rd, Professor Kalkanis and and PhD candidate Efstratios Kapotis visited the school <b>Uwekind</b> (International School Uwekind) in Knyajevo, where the SFL program is being implemented in courses combining the teaching of Chemistry with the German Language. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">At 10 am the course began with teachers Monika Liutova and Radostina Kirina leading eighteen 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade students. The duration of the course was an hour and the thematic related to mixtures and ways of separating them (in particular the sedimentation and filtration).</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The teachers handed worksheets out to the students. The worksheet was written in both languages </span><span class=\"s3\">​​</span><span class=\"s1\">(Bulgarian - German). The 18 students were divided into groups of four or three. Initially the teachers asked questions in order to hear the students’ hypotheses (eg. how to separate a mixture, do components of the mixture determine the procedure to be followed, which substances can be separated by a magnet, etc.). Then students were presented the separation methods, the vocabulary and the instructions for the experimentation.</span></p>\r\n<p class=\"p4\"><img class=\"aligncenter size-full wp-image-2692\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-02-02-at-12.39.39.png\" alt=\"Screen Shot 2016-02-02 at 12.39.39\" width=\"438\" height=\"336\" /></p>\r\n<p class=\"p4\"><span class=\"s1\">At the beginning the students had to name and fill in their worksheets with some examples of homogeneous and heterogeneous mixtures they know. Then they had to complete the ingredients of some mixtures well known, in a table in German. Students then experimented with various mixtures and their separation. For example, they dropped beans and polystyrene into coffee cups, and separated the mixtures by filtration. In the next experiment they created a mixture of salt and iron filings, which was separated with a magnet. In the end they had to find examples of mixture separation from everyday life.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Throughout the course, students collaborated during the experimentation. Students used the German language during their discussions with the other students or their teachers. The teachers wrote the vocabulary in German on the blackboard (eg. magnet, sieb, filter, filtrieren, absetzen). The students could articulate their hypotheses, conclusions and results of experiments in German without difficulty. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">Upon completion of the course, the University of Athens team had a conversation with the teachers and the owner of the school about the Program.</span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">       <img class=\"aligncenter size-full wp-image-2693\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-02-02-at-12.40.08.png\" alt=\"Screen Shot 2016-02-02 at 12.40.08\" width=\"505\" height=\"533\" /></span></span><span class=\"s1\"><span class=\"Apple-converted-space\">       </span></span></p>\r\n<p class=\"p4\"><span class=\"s1\">The next course started at 11:00 with the same teachers and nineteen 6th grade students. The forty minute class covered chemical changes in substances and chemical reactions, specifically what chemical reactions are, the difference between them, and how they are represented visually.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Students were also divided into groups of four or six. The worksheets given to students contained questions in Bulgarian regarding the materials of experiments and the procedures that they would follow. Then students were given a German glossary with all the words and terminology needed by students. At the end there were diagrams to be filled by the students.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Teachers asked students to predict the result of the chemical and physical reactions. After a short discussion, they started experimenting. They asked the students to smell the sulfur from a test tube and then a student shuffled the sulfur with iron filings. The teachers asked the students to choose the easiest way of separating the mixture into its components. After a discussion they filled in the stages of the process in their worksheets and a student wrote it on the blackboard. The terminology and the procedures were articulated by the students in both languages.</span></p>\r\n<p class=\"p4\"><img class=\"aligncenter size-full wp-image-2694\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-02-02-at-12.40.17.png\" alt=\"Screen Shot 2016-02-02 at 12.40.17\" width=\"498\" height=\"510\" /></p>\r\n<p class=\"p4\"><span class=\"s1\">Afterwards there was a demonstration of an endothermic chemical reaction in a test tube and the students felt the temperature change gripping the tube. In the next experiment there was a discussion about what would happen if phenolphthalein was added to a solution of sodium. The teachers added it and students observed and schematically designed the reaction in their worksheets. Students wrote</span> <span class=\"s1\">their conclusions in German regarding physical and chemical reactions. They were asked to choose between reactions which are possible and which are not. Then they wrote in German a small suggestion on how one can describe a chemical reaction and read it to the others. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">For the next experiment, they threw baking soda in a balloon, and vinegar in a bottle and placed the balloon at the mouth of the bottle, so as to drop the soda inside. Students were asked to predict, experiment and record their findings in Bulgarian. The last activity of the course was the classification of phenomena of everyday life based on the reactions they represent.</span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">     <img class=\"aligncenter size-full wp-image-2695\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-02-02-at-12.40.08-1.png\" alt=\"Screen Shot 2016-02-02 at 12.40.08\" width=\"505\" height=\"533\" /></span></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">     </span></span></p>\r\n<p class=\"p4\"><span class=\"s1\">In both classes the students were engaged, involved, and responded easily to requests by the teacher, using German vocabulary.<span class=\"Apple-converted-space\">  </span>Also, it was evident that both teachers had successfully prepared their lesson with worksheets and experimental materials. The course in both classes was very successful, not only because of the very good preparation of the teachers and the useful worksheets, but also because of the impressive response of students.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Upon completion of the second course, the University of Athens team held a discussion with the teachers implementing the SFL Program. The teachers said that they consider their activities very important, and affirmed that the course is both enjoyable for their students and interesting for the teachers. They also noted an increased interest of students in science after the implementation of the program, which impacts foreign language study very positively as well. They said that in some cases students with previously lower performance in the language, began to speak and express successfully to an impressive degree after taking the course.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The next day, on December 4th the University of Athens team visited the other SFL school program in Sofia, <b>Benito Juarez</b>, which applies the SLF program combining the teaching of Chemistry and the Spanish Language. There, the school teachers welcomed the team very warmly. In the brief discussion that preceded the course the school briefed the team regarding program implementation this year, the classes, the methodology and how their students have been responding. Afterwards the team visited the premises and classrooms of the school.</span></p>\r\n<p class=\"p4\"><img class=\"aligncenter size-full wp-image-2696\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-02-02-at-12.39.58.png\" alt=\"Screen Shot 2016-02-02 at 12.39.58\" width=\"256\" height=\"103\" /></p>\r\n<p class=\"p4\"><span class=\"s1\">Teachers Radost Mazganova and Yordanka Yordanova led a 6</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade class of 12 students in the morning. The forty minute course covered chemical elements and pure substances.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The students participating in the program were participants from last year who were interested in taking part again in the program. Classes for these students are normally in the afternoon, but they had come in the morning to allow us to observe their lesson.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">At the beginning teachers handed out worksheets to the students and watched a YouTube video in Spanish about chemical elements. Students answered questions concerning the content of the video and held a discussion in Spanish. Then each student randomly choose two different cards, where one wrote a chemical element or compound in the Bulgarian language and the other in Spanish another chemical element or chemical compound. Students had to pair their cards. After that, students practiced terminology of the unity and revised the previous concepts in Spanish: The teacher presented the Bulgarian words (eg atoms, molecules, ions) and asked students to name them in Spanish. Students responded in Spanish without difficulty. The educational procedure continued with a video projection that included the periodic table and the students were asked to respond (in Spanish) to questions mentioned in the video. At the end of the video they read a short relevant text in Spanish.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">A game was the next activity, during which students had to place cards with the names of elements in a two-column table: chemical elements and compounds. This was followed by a domino game, where the element and compound names were written in both languages, and students had to match the words. Students completed their worksheets with the terminology in both languages. In the last activity, each student stuck a sticker with the name of an element (in Spanish) on the t-shirt and they were asked to form compounds by combining elements of two or more students. The course ended with assigned homework.</span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">       </span></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">      </span></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">       </span></span></p>\r\n<p class=\"p4\"><span class=\"s1\">The same teachers led the next observed class of nineteen 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade students. We were also observing the process seated in the back of the room. The forty minute class addressed pure substances and mixtures.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The course began with the teachers handing out worksheets related to this theme to the students.<span class=\"Apple-converted-space\">  </span>The worksheet was written in both languages </span><span class=\"s3\">​​</span><span class=\"s1\">(Bulgarian<span class=\"Apple-converted-space\">  </span>and Spanish). Initially the students were asked to express their hypotheses based on whether various materials float or not (eg. cork, stone, wood, metal). They then tested their hypotheses by throwing these materials into the water. They recorded their answers in Spanish.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Then the students made different mixtures and had to answer (in Spanish) whether they are homogeneous or heterogeneous and try to separate them into their components (eg. using a magnet). The next activity called for experimenting with solutions. After that the students completed the activities in their worksheets and made a sketch of the experiment. The next activity was the separation of the terminology into adjectives and nouns. Each student chose cards randomly with terms written in Spanish. They were then asked to distinguish what was a noun and what was an adjective, placing them in the appropriate box. The last activity was a domino game, with words in Spanish which students had to match with the corresponding images. This unit will continue in next lesson with more activities.</span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">     </span></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">         </span></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">      </span></span></p>\r\n<p class=\"p4\"><span class=\"s1\">In both classes the students were engaged, involved, eager to collaborate, and responded easily requests by the teacher. They used the vocabulary of the section in Spanish. Also, it was evident that both teachers had successfully prepared their lesson with worksheets and experimental materials. The course in both classes was considered very successful, not only because of the very good preparation of the teachers and the useful worksheets, but also because of the impressive response of students.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Upon completion of the second course (also during the break), the University of Athens team discussed the implementation of the SFL Program with the teachers and the director of the school. The teachers said that their students show interest and want to participate in the program, and that students participating for the second year display marked improvements in their performance of foreign language comprehension. They also stressed that the teachers are enthusiastic about the program and want to continue. The teachers explained that it would be very helpful for the implementation of the Program if they receive and start using the Mobile labs.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The general impression of the University of Athens team is that both Bulgarian schools are implementing the SFL program with great success.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Students show interest and participate willingly and they respond successfully to the activities of the course. A particularly important aspect of this success is the great enthusiasm of the students throughout their courses. They can cooperate harmoniously in smaller or larger groups and they use the German / Spanish language during the course. They seem to understand the instructions they are given in the German / Spanish language and it is not difficult for them use this language.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">With regard to the teachers, apart from the very careful preparation of the course (with worksheets, the necessary vocabulary and appropriate visual material), they also show considerable enthusiasm for the course and especially love for their work, which contributes decisively to the success of program. The constructive and positive cooperation between the teachers has also contributed to the program’s achievements.</span></p>','The research team of the University of Athens visits the schools in Bulgaria',' ...2nd visit, Bulgaria, 02-05 December 2015','inherit','closed','closed','','2285-revision-v1','','','2016-02-02 10:42:59','2016-02-02 10:42:59','',2285,'http://www.sflabs.eu/2697/2285-revision-v1/',0,'revision','',0),
 (2630,1,'2016-01-14 12:35:32','2016-01-14 12:35:32','<p class=\"p1\"><span class=\"s1\">Observers: Assoc. Prof. Ivanka Kamburova-Milanova, PhD &amp;</span></p>\r\n<p class=\"p2\"><span class=\"s1\"> Irina Ivanova, PhD, University of Shumen, Bulgaria</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The two schools visits in Romania were conducted with the aim of monitoring the process of implementing the project program. The process involved observation of lessons, which were planned in advance, following the CLIL/ STEM observation checklist produced under the project. The checklist is organized into 4 groups of indicators: 1. Lesson structure, design and outcomes; 2. Teaching and learning strategies; 3. Content, language and communication; and 4. Classroom and Learning process management/ Mobile Labs. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The report follows the structure of the observation checklist. </span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Colegiul National Ion Maiorescu, Giurgiu</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\">The observed lesson took place in the morning of November 26th from 10.00 to 10.50 am. The topic of the lesson was <i>Messen</i>. The physics teacher Adriana Cornea taught the lesson on her own due to the absence of the German teacher Monika Mittea who was on sick leave. The class consisted of 33 fifth grade students for whom German is a second foreign language. (Their first foreign language is English). By the time of the observed lesson the students had been studying German for 2 months, which means that they are absolute beginners (A1). For the whole school year they have 36 teaching hours. The lesson was attended by the English teacher who works with the class. She assisted the observers’ team with translation. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">Our first impressions were that the lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is well received and suitable their needs. </span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\">We were provided with a lesson plan in Romanian. The planned objectives were clear and recognizable. The students knew what they were doing at each stage of the lesson. The materials and the tasks corresponded to the topic and were suited to students’ current cognitive level and learning styles. The students used labels with the key vocabulary, worksheets, and an experiment kit (a pendulum, a ruler, threads, scissors, and a stop-watch). The language used by the teacher was appropriate for the students. The teacher switched from Romanian to German to introduce and consolidate the key terms. The learning outcomes became clear when the students presented the results of the experiment in a language which was appropriate for their language and cognitive level. The fact that the students took active part in the summary of the experiment and the conclusions drawn from it, shows that most of the students successfully managed to pass through the stages of the STEM inquiry approach (trigger – hypothesis – experimentation – verification/ conclusion – generalization/ transfer). </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The teacher used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. At the trigger phase she elicited the key words from the students, and then told them to link them to the corresponding objects. The teacher made the input comprehensible by using graphic organizers and visualization, and by monitoring and helping individual students during the experiment. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The language activities were mainly focus-on-form (vocabulary and structures), without a separate focus on skill development. Perhaps that was due to students’ low proficiency level. To compensate for this lack, and to ensure free communication flow, the teacher encouraged constant code- switch.<span class=\"Apple-converted-space\">  </span>In terms of CALP, students can perform a lot of functions – they can observe and recognize the interrelations and dependencies in the physical world, such as numbers and measurements; they know the German terms for the objects, they can differentiate among different notions and summarize results of experiments. As for BICS, they can discuss and exchange ideas about the experiment, they can report their findings, and draw simple conclusions. Students are aware of the application of these phenomena in real life. The experiment and the use of the mobile labs gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), pair work, group work, and individual work which corresponded to different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The fact that the teacher managed to control and motivate a big mixed-proficiency class to explore the world of science and, at the same time, study a foreign language can be used a successful strategy for attracting more students to the school. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The post-lesson discussion was very fruitful; it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the physics trainer. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">    </span></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">    </span></span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Liceul Miguel de Cervantes, Bucarest</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\">The observed lesson took place on November 26</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> from 2:30 to 3:20 p.m. The topic of the lesson was <i>Optical phenomena - eclipse</i>. The lesson was taught by the physics teacher Violeta Govoreanu and the Spanish teacher Camelia Radulescu who worked as a team. The class consisted of 30 fifth grade students for whom Spanish is the first foreign language studied from the 1</span><span class=\"s2\"><sup>st</sup></span><span class=\"s1\"> grade with 4 hours a week. By the time of the observed lesson the students had been studying Spanish for more than 4 years, which means that their level was A1-A2. The lessons are optional and are held once a week as a physics class. The lesson was attended by Vicente Fernandez from the Spanish Embassy and the Spanish teacher-trainer Pilar Veiga. They assisted the observers’ team with translation. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is implemented successfully. </span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\">We were provided with a lesson plan in English for 350 min (7 teaching hours). The planned objectives were clear, recognizable, and detailed. The students were in control at all times and understood the purpose of each task. The materials and the tasks were suitable for the topic and the current cognitive level, life experience, and learning styles of the students. The Spanish teacher spoke the target language throughout the lesson. The language was appropriate for the students’ level. The learning outcomes became clear when the students presented the results of the experiment in very good Spanish. The lesson was well structured and reflected the 5 stages of the STEM inquiry approach. The teacher first elicited students’ opinions on the importance of light (trigger). She reviewed the content of the previous lesson and drew their attention to visuals in order to present the key words. The definitions were color-coded – black in Romanian and red in Spanish. On the basis of physics teacher input the students hypothesized about the nature of light phenomena and later tests their hypothesis in the experiment (hypothesis and experimentation). In the experiment both teachers worked in a team assisting groups of students. Through interactive tasks (question – answer exchanges) students verified the results and made conclusions about the existence of different light phenomena (rainbow, Northern lights, rays of light, shadows, etc.).</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The teachers used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. The input was made comprehensible by using graphic organizers and visualization (an interactive white board and a short film), and by monitoring and helping groups of students during the experiment. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">There was a good balance between focus-on-form and skill development. The code switching was done by students when conducting the experiment and when addressing both teachers. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe, recognize and nominate the interrelations and dependencies in the physical world, such as light phenomena; they know the Spanish terms for the objects, they can differentiate among different notions and summarize results of experiments. As for BICS, they can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions in Spanish. Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as lock-step (plenary), group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Both teachers controlled and motivated a big class to explore the world of science by using a foreign language.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for the exchange of experience and good practices between the observers, physics and foreign language teachers and the Spanish trainer. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">Although there were no mobile labs the teachers provided very good equipment for the experiment from the facilities available at the school. </span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Issues and recommendations</b></span></p>\r\n\r\n<ol class=\"ol1\">\r\n	<li class=\"li4\"><span class=\"s1\">It is difficult to follow the lesson plan during observation because it covers several (7) lessons. Lesson plans (following the agreed detailed template) should be done for each separate lesson.</span></li>\r\n	<li class=\"li4\"><span class=\"s1\">Although the stages are clearly outlined, the activities for these stages are not specified. The procedures and tasks should be described in detail. </span></li>\r\n	<li class=\"li4\"><span class=\"s1\">In the template it is not specified what the actions and responsibilities of each teacher in the team are. These should be differentiated in order to avoid confusion and overlapping. </span></li>\r\n	<li class=\"li4\"><span class=\"s1\">In one of the lessons there was no balance between the participation of the two teachers. There were no clear transitions between their activities. Code switching should be motivated and balanced.</span></li>\r\n	<li class=\"li4\"><span class=\"s1\">There were some issues with the timing of the activities. It is not necessary to do everything that is planned (and put on the worksheets) – it is better to be flexible and adapt to students’ needs, especially at the generalization stage. A good example of this was the short film about the studied <i>Optical phenomena - eclipse</i> which summarized the teaching content and showed its relevance to real life. In the plan this film was placed at the presentation stage, but in the lesson it was shown at the end, where it was more useful for the students.</span></li>\r\n</ol>','The research team of the University of Shumen visits the schools in Romania','','draft','open','open','','university-ofshumen-travels-to-romania','','','2016-02-02 10:47:43','2016-02-02 10:47:43','',0,'http://www.sflabs.eu/?p=2630',0,'post','',0),
 (2631,1,'2016-01-14 12:34:18','2016-01-14 12:34:18','','Screen Shot 2016-01-14 at 14.33.47','','inherit','open','closed','','screen-shot-2016-01-14-at-14-33-47','','','2016-01-14 12:34:18','2016-01-14 12:34:18','',2630,'http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-14-at-14.33.47.png',0,'attachment','image/png',0);
INSERT INTO `goete_posts` (`ID`,`post_author`,`post_date`,`post_date_gmt`,`post_content`,`post_title`,`post_excerpt`,`post_status`,`comment_status`,`ping_status`,`post_password`,`post_name`,`to_ping`,`pinged`,`post_modified`,`post_modified_gmt`,`post_content_filtered`,`post_parent`,`guid`,`menu_order`,`post_type`,`post_mime_type`,`comment_count`) VALUES 
 (2632,1,'2016-01-14 12:35:32','2016-01-14 12:35:32','<p class=\"p2\">25.11. – 27.11. 2015</p>\r\n<p class=\"p3\"><span class=\"s1\"><strong>Observers</strong>: Assoc. Prof. Ivanka Kamburova-Milanova, PhD,</span></p>\r\n<p class=\"p4\"><span class=\"s1\"> Irina Ivanova, PhD, University of Shumen, Bulgaria</span></p>\r\n<p class=\"p6\"><span class=\"s1\">The visits to the two schools in Romania were conducted with the aim of monitoring the process of implementing the project programme. The process involved observation of lessons, which were planned in advance, following the CLIL/ STEM observation checklist produced under the project. The checklist is organized into 4 groups of indicators: 1. Lesson structure, design and outcomes; 2. Teaching and learning strategies; 3. Content, language and communication; and 4. Classroom and Learning process management/ Mobile Labs. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The report follows the structure of the observation checklist. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Colegiul National Ion Maiorescu, Giurgiu</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">The observed lesson took place in the morning of 26</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> November from 10.00 to 10.50 am. The topic of the lesson was <i>Messen</i>. The physics teacher Adriana Cornea taught the lesson on her own due to the absence of the German teacher Monika Mittea who was on sick leave. The class consisted of 33 fifth grade students for whom German is a second foreign language (Their first foreign language is English). By the time of the observed lesson the students had been studying German for 2 months, which means that they are absolute beginners (A1). For the whole school year they have 36 teaching hours. The lesson was attended by the English teacher who works with the class. She assisted the observers’ team with translation. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">Our first impressions were that the lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is well received and suitable their needs. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">We were provided with a lesson plan in Romanian. The planned objectives were clear and recognizable. The students knew what they were doing at any stage of the lesson. The materials and the tasks corresponded to the topic and were suited to students’ current cognitive level and learning styles. The students used labels with the key vocabulary, worksheets, and an experiment kit (a pendulum, a ruler, threads, scissors, and a stop-watch). The language used by the teacher was appropriate for the students. The teacher switched from Romanian to German to introduce and consolidate the key terms. The learning outcomes became clear when the students presented the results of the experiment in a language which was appropriate for their language and cognitive level. The fact that the students took active part in the summary of the experiment and the conclusions drawn from it, shows that most of the students successfully managed to pass through the stages of the STEM inquiry approach (trigger – hypothesis – experimentation – verification/ conclusion – generalization/ transfer). </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The teacher used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. At the trigger phase she elicited the key words from the students, and then told them to link them to the corresponding objects. The teacher made the input comprehensible by using graphic organizers and visualization, and by monitoring and helping individual students during the experiment. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The language activities were mainly focus-on-form (vocabulary and structures), without a separate focus on skills development. Perhaps that was due to students’ low proficiency level. To compensate for this lack and to ensure free communication flow the teacher encouraged constant code- switch.<span class=\"Apple-converted-space\">  </span>In terms of CALP, students can perform a lot of functions – they can observe and recognize the interrelations and dependencies in the physical world, such as numbers and measurements; they know the German terms for the objects, they can differentiate among different notions and summarise results of experiments. As for BICS, they can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions. Students are aware of the application of these phenomena in real life. The experiment and the use of the mobile labs gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), pair work, group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The fact that the teacher managed to control and motivate a big mixed-proficiency class to explore the world of science and, at the same time, study a foreign language can be used a successful strategy for attracting more students to the school. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the physics trainer. </span></p>\r\n<p class=\"p7\"><span class=\"s1\"><span class=\"Apple-converted-space\">    <img class=\"aligncenter wp-image-2631 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-14-at-14.33.47.png\" alt=\"Screen Shot 2016-01-14 at 14.33.47\" width=\"538\" height=\"316\" /></span></span></p>\r\n<p class=\"p7\"><span class=\"s1\"><span class=\"Apple-converted-space\">    </span></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Liceul Miguel de Cervantes, Bucarest</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">The observed lesson took place in the afternoon of 26</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> November from 14.30 to 15.20 pm. The topic of the lesson was <i>Optical phenomena - eclipse</i>. The lesson was taught by the physics teacher Violeta Govoreanu and the Spanish teacher Camelia Radulescu who worked as a team. The class consisted of 30 fifth grade students for whom Spanish is the first foreign language studied from the 1</span><span class=\"s2\"><sup>st</sup></span><span class=\"s1\"> grade with 4 hours a week. By the time of the observed lesson the students had been studying Spanish for more than 4 years, which means that their level was A1-A2. The lessons are optional and are held once a week as a physics class. The lesson was attended by Vicente Fernandez from the Spanish Embassy and the Spanish teacher-trainer Pilar Veiga. They assisted the observers’ team with translation. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is implemented successfully. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">We were provided with a lesson plan in English for 350 min (7 teaching hours). The planned objectives were clear, recognizable and detailed. The students were in control at all times and understood the purpose of each task. The materials and the tasks were suitable for the topic and the current cognitive level, life experience and learning styles of the students. The Spanish teacher spoke the target language throughout the lesson. The language was appropriate for the students’ level. The learning outcomes became clear when the students presented the results of the experiment in a very good Spanish. The lesson was well structured and reflected the 5 stages of the STEM inquiry approach. The teacher first elicited students’ opinions on the importance of light (trigger). She reviewed the content of the previous lesson and drew their attention to visuals in order to present the key words. The definitions were colour-coded – black in Romanian and red in Spanish. On the basis of physics teacher input the students hypothesized about the nature of light phenomena and later tests their hypothesis in the experiment (hypotheisis and experimentation). In the experiment both teachers worked in a team assisting groups of students. Through interactive tasks (question – answer exchanges) students verified the results and made conclusions about the existence of different light phenomena (rainbow, Northern lights, rays of light, shadows, etc.). </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The teachers used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. The input was made comprehensible by using graphic organizers and visualization (interactive white board and a short film), and by monitoring and helping groups of students during the experiment. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">There was a good balance between focus-on-form and skills development. The code switching was done by students when conducting the experiment and when addressing both teachers. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe, recognize and nominate the interrelations and dependencies in the physical world, such as light phenomena; they know the Spanish terms for the objects, they can differentiate among different notions and summarise results of experiments. As for BICS, they can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions in Spanish. Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">Both teachers controlled and motivated a big class to explore the world of science by using a foreign language.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the Spanish trainer. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">Although there were no mobile labs the teachers provided very good equipment for the experiment from the facilities available at the school. </span></p>\r\n<p class=\"p7\"><span class=\"s1\"><b><span class=\"Apple-converted-space\"> </span></b></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Issues and recommendations</b></span></p>\r\n\r\n<ol class=\"ol1\">\r\n	<li class=\"li6\"><span class=\"s1\">It is difficult to follow the lesson plan when observing as it covers several (7) lessons. Lesson plans (following the agreed detailed template) should be done for each separate lesson.</span></li>\r\n	<li class=\"li6\"><span class=\"s1\">Although the stages are clearly outlined, the activities for these stages are not specified. The procedures and tasks should be described in detail. </span></li>\r\n	<li class=\"li6\"><span class=\"s1\">In the template it is not specified what the actions and responsibilities of each teacher in the team are. These should be differentiated in order to avoid confusion and overlapping. </span></li>\r\n	<li class=\"li6\"><span class=\"s1\">In one of the lessons there was no balance between the participation of the two teachers. There were no clear transitions between their activities. Code switching should be motivated and balanced.</span></li>\r\n	<li class=\"li6\"><span class=\"s1\">There were some issues with the timing of the activities. It is not necessary to do everything that is planned (and put on the worksheets) – it is better to be flexible and adapt to students’ needs, especially at the generalization stage. A good example of this was the short film about the studied <i>Optical phenomena - eclipse</i> which summarized the teaching content and showed its relevance to real life. In the plan this film was placed at the presentation stage, but in the lesson it was shown at the end, where it was more useful for the students.</span></li>\r\n</ol>','University ofShumen travels to Romania','','inherit','closed','closed','','2630-revision-v1','','','2016-01-14 12:35:32','2016-01-14 12:35:32','',2630,'http://www.sflabs.eu/2632/2630-revision-v1/',0,'revision','',0),
 (2633,1,'2016-01-15 12:52:52','2016-01-15 12:52:52','','skoly','','publish','closed','closed','','skoly','','','2016-02-16 15:38:40','2016-02-16 15:38:40','',0,'http://www.sflabs.eu/?post_type=client&#038;p=2633',7,'client','',0),
 (2634,1,'2016-01-15 12:52:41','2016-01-15 12:52:41','','Layer 1','','inherit','open','closed','','layer-1','','','2016-01-15 12:52:41','2016-01-15 12:52:41','',2633,'http://www.sflabs.eu/wp-content/uploads/2016/01/layer-1.png',0,'attachment','image/png',0),
 (2635,1,'2016-01-15 12:53:22','2016-01-15 12:53:22','','uwekid','','publish','closed','closed','','uwekid','','','2016-01-15 13:17:49','2016-01-15 13:17:49','',0,'http://www.sflabs.eu/?post_type=client&#038;p=2635',8,'client','',0),
 (2636,1,'2016-01-15 12:53:17','2016-01-15 12:53:17','','Uwekind_logo','','inherit','open','closed','','uwekind_logo','','','2016-01-15 12:53:17','2016-01-15 12:53:17','',2635,'http://www.sflabs.eu/wp-content/uploads/2016/01/uwekind_logo.png',0,'attachment','image/png',0),
 (2637,1,'2016-01-15 13:00:11','2016-01-15 13:00:11','<p class=\"p1\"><b><i>Physics: The Light</i></b></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>19 November 2015</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">The Spanish Education Office in Romania is a partner in the Strategic Association <b>“Schools: Future Labs” </b>(Erasmus +, KA 2). The multilateral project includes among its partners to some educational institutions from Bulgaria, Germany, Greece, Poland and Romania, lead by Goethe Institute in Athens and with the participation of the Cervantes Institute.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">This Project explores new methods and methodologies for Content and Language Integrated Learning (CLIL) with a special interest for the areas of Sciences, Technology, Engineering and Mathematics (STEM, for short). The aim is to experiment new methodologies for the learning process of these subjects in second or third school foreign languages.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">At the root of the project we face the need to put together two crucial elements in students’ learning, in their competences and in their eventual access to the labour market: linguistic and scientific proficiency, elements that, if we reach our aims, will enable the new generations to develop their capacities in different European environments. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">In Romania, in the case of Spanish language, the experimentation is being carried out in the area of Physics in Spanish at the “Liceul Bilingv Miguel de Cervantes” in Bucharest. The didactic team in charge is composed of the Physics teacher, Ms Violeta Govoreanu, and the Spanish teacher Ms Camelia Radulescu who is also the headperson of the Lyceum.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">Last November, 19, 2015 we could notice the progress of the project through the experimentation with 5</span><span class=\"s3\"><sup>th</sup></span><span class=\"s1\"> grade students (11-12 years old). This “open class” (a model class where teachers who are invited to be present while the class is being carried out to later comment on every possible aspect) was in fact al CLIL lesson where Spanish and Physics teacher working in Bucharest could have a first-hand approach to this team-teaching experience. </span></p>\r\n<img class=\"aligncenter wp-image-2638 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.48.png\" alt=\"Screen Shot 2016-01-15 at 14.56.48\" width=\"557\" height=\"310\" />\r\n<p class=\"p6\"><span class=\"s1\">The class was devoted to understanding and acknowledging of light and its physical properties. Students were asked to check in groups the main properties of light in their experimentation: transmission through solid, translucent and transparent bodies.</span></p>\r\n<p class=\"p9\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.55.png\" rel=\"attachment wp-att-2639\"><img class=\"aligncenter wp-image-2639 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.55.png\" alt=\"Screen Shot 2016-01-15 at 14.56.55\" width=\"327\" height=\"178\" /></a></p>\r\n<p class=\"p6\"><span class=\"s1\">After the revision of physical concepts and the presentation of basic vocabulary in Romanian and Spanish, the different work group devoted their time to identify and apply the new contents. The practice consisted in verifying if light is transmitted on straight or curved line or if it could be transmitted trough different materials. </span></p>\r\n<p class=\"p9\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.03.png\" rel=\"attachment wp-att-2640\"><img class=\"aligncenter wp-image-2640 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.03.png\" alt=\"Screen Shot 2016-01-15 at 14.57.03\" width=\"269\" height=\"322\" /></a></p>\r\n<p class=\"p6\"><span class=\"s1\">It goes without saying that this practice was both educational and funny. The different groups applied the new knowledge to reach conclusions which, obviously, had to be contrasted to validate results, a crucial procedure in science.</span></p>\r\n<p class=\"p9\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.09.png\" rel=\"attachment wp-att-2641\"><img class=\"aligncenter wp-image-2641 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.09.png\" alt=\"Screen Shot 2016-01-15 at 14.57.09\" width=\"556\" height=\"268\" /></a></p>\r\n<p class=\"p6\"><span class=\"s1\">The teacher’s role as facilitator was a valuable element, a fact that defines the Project “Schools: Future Labs”.</span></p>\r\n<p class=\"p8\"><img class=\"aligncenter wp-image-2642 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.25.png\" alt=\"Screen Shot 2016-01-15 at 14.57.25\" width=\"475\" height=\"280\" /></p>','Open SFL class in Romania','The teacher’s role as facilitator was a valuable element, a fact that defines the Project “Schools: Future Labs”.','publish','open','open','','open-sfl-in-romania','','','2016-02-12 12:36:11','2016-02-12 12:36:11','',0,'http://www.sflabs.eu/?p=2637',0,'post','',0),
 (2638,1,'2016-01-15 12:57:52','2016-01-15 12:57:52','','Screen Shot 2016-01-15 at 14.56.48','','inherit','open','closed','','screen-shot-2016-01-15-at-14-56-48','','','2016-01-15 12:57:52','2016-01-15 12:57:52','',2637,'http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.48.png',0,'attachment','image/png',0),
 (2639,1,'2016-01-15 12:58:19','2016-01-15 12:58:19','','Screen Shot 2016-01-15 at 14.56.55','','inherit','open','closed','','screen-shot-2016-01-15-at-14-56-55','','','2016-01-15 12:58:19','2016-01-15 12:58:19','',2637,'http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.55.png',0,'attachment','image/png',0),
 (2640,1,'2016-01-15 12:58:40','2016-01-15 12:58:40','','Screen Shot 2016-01-15 at 14.57.03','','inherit','open','closed','','screen-shot-2016-01-15-at-14-57-03','','','2016-01-15 12:58:40','2016-01-15 12:58:40','',2637,'http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.03.png',0,'attachment','image/png',0),
 (2641,1,'2016-01-15 12:59:10','2016-01-15 12:59:10','','Screen Shot 2016-01-15 at 14.57.09','','inherit','open','closed','','screen-shot-2016-01-15-at-14-57-09','','','2016-01-15 12:59:10','2016-01-15 12:59:10','',2637,'http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.09.png',0,'attachment','image/png',0),
 (2642,1,'2016-01-15 12:59:35','2016-01-15 12:59:35','','Screen Shot 2016-01-15 at 14.57.25','','inherit','open','closed','','screen-shot-2016-01-15-at-14-57-25','','','2016-01-15 12:59:35','2016-01-15 12:59:35','',2637,'http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.25.png',0,'attachment','image/png',0),
 (2643,1,'2016-01-15 13:00:11','2016-01-15 13:00:11','<p class=\"p1\"><b><i>Physics: The Light</i></b></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>19 November 2015</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">The Spanish Education Office in Romania is a partner in the Strategic Association <b>“Schools: Future Labs” </b>(Erasmus +, KA 2). The multilateral project includes among its partners to some educational institutions from Bulgaria, Germany, Greece, Poland and Romania, lead by Goethe Institute in Athens and with the participation of the Cervantes Institute.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">This Project explores new methods and methodologies for Content and Language Integrated Learning (CLIL) with a special interest for the areas of Sciences, Technology, Engineering and Mathematics (STEM, for short). The aim is to experiment new methodologies for the learning process of these subjects in second or third school foreign languages.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">At the root of the project we face the need to put together two crucial elements in students’ learning, in their competences and in their eventual access to the labour market: linguistic and scientific proficiency, elements that, if we reach our aims, will enable the new generations to develop their capacities in different European environments. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">In Romania, in the case of Spanish language, the experimentation is being carried out in the area of Physics in Spanish at the “Liceul Bilingv Miguel de Cervantes” in Bucharest. The didactic team in charge is composed of the Physics teacher, Ms Violeta Govoreanu, and the Spanish teacher Ms Camelia Radulescu who is also the headperson of the Lyceum.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">Last November, 19, 2015 we could notice the progress of the project through the experimentation with 5</span><span class=\"s3\"><sup>th</sup></span><span class=\"s1\"> grade students (11-12 years old). This “open class” (a model class where teachers who are invited to be present while the class is being carried out to later comment on every possible aspect) was in fact al CLIL lesson where Spanish and Physics teacher working in Bucharest could have a first-hand approach to this team-teaching experience. </span></p>\r\n<img class=\"aligncenter wp-image-2638 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.48.png\" alt=\"Screen Shot 2016-01-15 at 14.56.48\" width=\"557\" height=\"310\" />\r\n<p class=\"p6\"><span class=\"s1\">The class was devoted to understanding and acknowledging of light and its physical properties. Students were asked to check in groups the main properties of light in their experimentation: transmission through solid, translucent and transparent bodies.</span></p>\r\n<p class=\"p9\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.55.png\" rel=\"attachment wp-att-2639\"><img class=\"aligncenter wp-image-2639 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.55.png\" alt=\"Screen Shot 2016-01-15 at 14.56.55\" width=\"327\" height=\"178\" /></a></p>\r\n<p class=\"p6\"><span class=\"s1\">After the revision of physical concepts and the presentation of basic vocabulary in Romanian and Spanish, the different work group devoted their time to identify and apply the new contents. The practice consisted in verifying if light is transmitted on straight or curved line or if it could be transmitted trough different materials. </span></p>\r\n<p class=\"p9\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.03.png\" rel=\"attachment wp-att-2640\"><img class=\"aligncenter wp-image-2640 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.03.png\" alt=\"Screen Shot 2016-01-15 at 14.57.03\" width=\"269\" height=\"322\" /></a></p>\r\n<p class=\"p6\"><span class=\"s1\">It goes without saying that this practice was both educational and funny. The different groups applied the new knowledge to reach conclusions which, obviously, had to be contrasted to validate results, a crucial procedure in science.</span></p>\r\n<p class=\"p9\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.09.png\" rel=\"attachment wp-att-2641\"><img class=\"aligncenter wp-image-2641 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.09.png\" alt=\"Screen Shot 2016-01-15 at 14.57.09\" width=\"556\" height=\"268\" /></a></p>\r\n<p class=\"p6\"><span class=\"s1\">The teacher’s role as facilitator was a valuable element, a fact that defines the Project “Schools: Future Labs”.</span></p>\r\n<p class=\"p8\"><img class=\"aligncenter wp-image-2642 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.25.png\" alt=\"Screen Shot 2016-01-15 at 14.57.25\" width=\"475\" height=\"280\" /></p>','Open SFL in Romania','The Spanish Education Office in Romania is a partner in the Strategic Association “Schools: Future Labs” (Erasmus +, KA 2)','inherit','closed','closed','','2637-revision-v1','','','2016-01-15 13:00:11','2016-01-15 13:00:11','',2637,'http://www.sflabs.eu/2643/2637-revision-v1/',0,'revision','',0),
 (2644,1,'2016-01-15 13:04:02','2016-01-15 13:04:02','','Thervantes','','publish','closed','closed','','thervantes','','','2016-01-15 13:17:55','2016-01-15 13:17:55','',0,'http://www.sflabs.eu/?post_type=client&#038;p=2644',9,'client','',0),
 (2645,1,'2016-01-15 13:03:55','2016-01-15 13:03:55','','Screen Shot 2016-01-15 at 15.02.40','','inherit','open','closed','','screen-shot-2016-01-15-at-15-02-40','','','2016-01-15 13:03:55','2016-01-15 13:03:55','',2644,'http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-15.02.40.png',0,'attachment','image/png',0),
 (2646,1,'2016-01-15 13:04:45','2016-01-15 13:04:45','','insigia','','publish','closed','closed','','insigia','','','2016-01-15 13:18:03','2016-01-15 13:18:03','',0,'http://www.sflabs.eu/?post_type=client&#038;p=2646',10,'client','',0),
 (2647,1,'2016-01-15 13:04:35','2016-01-15 13:04:35','','insigna 2','','inherit','open','closed','','insigna-2','','','2016-01-15 13:04:35','2016-01-15 13:04:35','',2646,'http://www.sflabs.eu/wp-content/uploads/2016/01/insigna-2.jpg',0,'attachment','image/jpeg',0),
 (2737,1,'2016-02-12 12:36:11','2016-02-12 12:36:11','<p class=\"p1\"><b><i>Physics: The Light</i></b></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>19 November 2015</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">The Spanish Education Office in Romania is a partner in the Strategic Association <b>“Schools: Future Labs” </b>(Erasmus +, KA 2). The multilateral project includes among its partners to some educational institutions from Bulgaria, Germany, Greece, Poland and Romania, lead by Goethe Institute in Athens and with the participation of the Cervantes Institute.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">This Project explores new methods and methodologies for Content and Language Integrated Learning (CLIL) with a special interest for the areas of Sciences, Technology, Engineering and Mathematics (STEM, for short). The aim is to experiment new methodologies for the learning process of these subjects in second or third school foreign languages.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">At the root of the project we face the need to put together two crucial elements in students’ learning, in their competences and in their eventual access to the labour market: linguistic and scientific proficiency, elements that, if we reach our aims, will enable the new generations to develop their capacities in different European environments. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">In Romania, in the case of Spanish language, the experimentation is being carried out in the area of Physics in Spanish at the “Liceul Bilingv Miguel de Cervantes” in Bucharest. The didactic team in charge is composed of the Physics teacher, Ms Violeta Govoreanu, and the Spanish teacher Ms Camelia Radulescu who is also the headperson of the Lyceum.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">Last November, 19, 2015 we could notice the progress of the project through the experimentation with 5</span><span class=\"s3\"><sup>th</sup></span><span class=\"s1\"> grade students (11-12 years old). This “open class” (a model class where teachers who are invited to be present while the class is being carried out to later comment on every possible aspect) was in fact al CLIL lesson where Spanish and Physics teacher working in Bucharest could have a first-hand approach to this team-teaching experience. </span></p>\r\n<img class=\"aligncenter wp-image-2638 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.48.png\" alt=\"Screen Shot 2016-01-15 at 14.56.48\" width=\"557\" height=\"310\" />\r\n<p class=\"p6\"><span class=\"s1\">The class was devoted to understanding and acknowledging of light and its physical properties. Students were asked to check in groups the main properties of light in their experimentation: transmission through solid, translucent and transparent bodies.</span></p>\r\n<p class=\"p9\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.55.png\" rel=\"attachment wp-att-2639\"><img class=\"aligncenter wp-image-2639 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.55.png\" alt=\"Screen Shot 2016-01-15 at 14.56.55\" width=\"327\" height=\"178\" /></a></p>\r\n<p class=\"p6\"><span class=\"s1\">After the revision of physical concepts and the presentation of basic vocabulary in Romanian and Spanish, the different work group devoted their time to identify and apply the new contents. The practice consisted in verifying if light is transmitted on straight or curved line or if it could be transmitted trough different materials. </span></p>\r\n<p class=\"p9\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.03.png\" rel=\"attachment wp-att-2640\"><img class=\"aligncenter wp-image-2640 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.03.png\" alt=\"Screen Shot 2016-01-15 at 14.57.03\" width=\"269\" height=\"322\" /></a></p>\r\n<p class=\"p6\"><span class=\"s1\">It goes without saying that this practice was both educational and funny. The different groups applied the new knowledge to reach conclusions which, obviously, had to be contrasted to validate results, a crucial procedure in science.</span></p>\r\n<p class=\"p9\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.09.png\" rel=\"attachment wp-att-2641\"><img class=\"aligncenter wp-image-2641 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.09.png\" alt=\"Screen Shot 2016-01-15 at 14.57.09\" width=\"556\" height=\"268\" /></a></p>\r\n<p class=\"p6\"><span class=\"s1\">The teacher’s role as facilitator was a valuable element, a fact that defines the Project “Schools: Future Labs”.</span></p>\r\n<p class=\"p8\"><img class=\"aligncenter wp-image-2642 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.25.png\" alt=\"Screen Shot 2016-01-15 at 14.57.25\" width=\"475\" height=\"280\" /></p>','Open SFL class in Romania','The teacher’s role as facilitator was a valuable element, a fact that defines the Project “Schools: Future Labs”.','inherit','closed','closed','','2637-revision-v1','','','2016-02-12 12:36:11','2016-02-12 12:36:11','',2637,'http://www.sflabs.eu/2737/2637-revision-v1/',0,'revision','',0),
 (2648,1,'2016-01-15 13:05:28','2016-01-15 13:05:28','<p class=\"p1\"><b><i>Physics: The Light</i></b></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>19 November 2015</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">The Spanish Education Office in Romania is a partner in the Strategic Association <b>“Schools: Future Labs” </b>(Erasmus +, KA 2). The multilateral project includes among its partners to some educational institutions from Bulgaria, Germany, Greece, Poland and Romania, lead by Goethe Institute in Athens and with the participation of the Cervantes Institute.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">This Project explores new methods and methodologies for Content and Language Integrated Learning (CLIL) with a special interest for the areas of Sciences, Technology, Engineering and Mathematics (STEM, for short). The aim is to experiment new methodologies for the learning process of these subjects in second or third school foreign languages.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">At the root of the project we face the need to put together two crucial elements in students’ learning, in their competences and in their eventual access to the labour market: linguistic and scientific proficiency, elements that, if we reach our aims, will enable the new generations to develop their capacities in different European environments. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">In Romania, in the case of Spanish language, the experimentation is being carried out in the area of Physics in Spanish at the “Liceul Bilingv Miguel de Cervantes” in Bucharest. The didactic team in charge is composed of the Physics teacher, Ms Violeta Govoreanu, and the Spanish teacher Ms Camelia Radulescu who is also the headperson of the Lyceum.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">Last November, 19, 2015 we could notice the progress of the project through the experimentation with 5</span><span class=\"s3\"><sup>th</sup></span><span class=\"s1\"> grade students (11-12 years old). This “open class” (a model class where teachers who are invited to be present while the class is being carried out to later comment on every possible aspect) was in fact al CLIL lesson where Spanish and Physics teacher working in Bucharest could have a first-hand approach to this team-teaching experience. </span></p>\r\n<img class=\"aligncenter wp-image-2638 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.48.png\" alt=\"Screen Shot 2016-01-15 at 14.56.48\" width=\"557\" height=\"310\" />\r\n<p class=\"p6\"><span class=\"s1\">The class was devoted to understanding and acknowledging of light and its physical properties. Students were asked to check in groups the main properties of light in their experimentation: transmission through solid, translucent and transparent bodies.</span></p>\r\n<p class=\"p9\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.55.png\" rel=\"attachment wp-att-2639\"><img class=\"aligncenter wp-image-2639 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.55.png\" alt=\"Screen Shot 2016-01-15 at 14.56.55\" width=\"327\" height=\"178\" /></a></p>\r\n<p class=\"p6\"><span class=\"s1\">After the revision of physical concepts and the presentation of basic vocabulary in Romanian and Spanish, the different work group devoted their time to identify and apply the new contents. The practice consisted in verifying if light is transmitted on straight or curved line or if it could be transmitted trough different materials. </span></p>\r\n<p class=\"p9\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.03.png\" rel=\"attachment wp-att-2640\"><img class=\"aligncenter wp-image-2640 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.03.png\" alt=\"Screen Shot 2016-01-15 at 14.57.03\" width=\"269\" height=\"322\" /></a></p>\r\n<p class=\"p6\"><span class=\"s1\">It goes without saying that this practice was both educational and funny. The different groups applied the new knowledge to reach conclusions which, obviously, had to be contrasted to validate results, a crucial procedure in science.</span></p>\r\n<p class=\"p9\"><a href=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.09.png\" rel=\"attachment wp-att-2641\"><img class=\"aligncenter wp-image-2641 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.09.png\" alt=\"Screen Shot 2016-01-15 at 14.57.09\" width=\"556\" height=\"268\" /></a></p>\r\n<p class=\"p6\"><span class=\"s1\">The teacher’s role as facilitator was a valuable element, a fact that defines the Project “Schools: Future Labs”.</span></p>\r\n<p class=\"p8\"><img class=\"aligncenter wp-image-2642 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.57.25.png\" alt=\"Screen Shot 2016-01-15 at 14.57.25\" width=\"475\" height=\"280\" /></p>','Open SFL class in Romania','The Spanish Education Office in Romania is a partner in the Strategic Association “Schools: Future Labs” (Erasmus +, KA 2)','inherit','closed','closed','','2637-revision-v1','','','2016-01-15 13:05:28','2016-01-15 13:05:28','',2637,'http://www.sflabs.eu/2648/2637-revision-v1/',0,'revision','',0),
 (2649,1,'2016-01-15 13:05:46','2016-01-15 13:05:46','<p class=\"p2\">25.11. – 27.11. 2015</p>\r\n<p class=\"p3\"><span class=\"s1\"><strong>Observers</strong>: Assoc. Prof. Ivanka Kamburova-Milanova, PhD,</span></p>\r\n<p class=\"p4\"><span class=\"s1\"> Irina Ivanova, PhD, University of Shumen, Bulgaria</span></p>\r\n<p class=\"p6\"><span class=\"s1\">The visits to the two schools in Romania were conducted with the aim of monitoring the process of implementing the project programme. The process involved observation of lessons, which were planned in advance, following the CLIL/ STEM observation checklist produced under the project. The checklist is organized into 4 groups of indicators: 1. Lesson structure, design and outcomes; 2. Teaching and learning strategies; 3. Content, language and communication; and 4. Classroom and Learning process management/ Mobile Labs. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The report follows the structure of the observation checklist. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Colegiul National Ion Maiorescu, Giurgiu</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">The observed lesson took place in the morning of 26</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> November from 10.00 to 10.50 am. The topic of the lesson was <i>Messen</i>. The physics teacher Adriana Cornea taught the lesson on her own due to the absence of the German teacher Monika Mittea who was on sick leave. The class consisted of 33 fifth grade students for whom German is a second foreign language (Their first foreign language is English). By the time of the observed lesson the students had been studying German for 2 months, which means that they are absolute beginners (A1). For the whole school year they have 36 teaching hours. The lesson was attended by the English teacher who works with the class. She assisted the observers’ team with translation. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">Our first impressions were that the lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is well received and suitable their needs. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">We were provided with a lesson plan in Romanian. The planned objectives were clear and recognizable. The students knew what they were doing at any stage of the lesson. The materials and the tasks corresponded to the topic and were suited to students’ current cognitive level and learning styles. The students used labels with the key vocabulary, worksheets, and an experiment kit (a pendulum, a ruler, threads, scissors, and a stop-watch). The language used by the teacher was appropriate for the students. The teacher switched from Romanian to German to introduce and consolidate the key terms. The learning outcomes became clear when the students presented the results of the experiment in a language which was appropriate for their language and cognitive level. The fact that the students took active part in the summary of the experiment and the conclusions drawn from it, shows that most of the students successfully managed to pass through the stages of the STEM inquiry approach (trigger – hypothesis – experimentation – verification/ conclusion – generalization/ transfer). </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The teacher used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. At the trigger phase she elicited the key words from the students, and then told them to link them to the corresponding objects. The teacher made the input comprehensible by using graphic organizers and visualization, and by monitoring and helping individual students during the experiment. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The language activities were mainly focus-on-form (vocabulary and structures), without a separate focus on skills development. Perhaps that was due to students’ low proficiency level. To compensate for this lack and to ensure free communication flow the teacher encouraged constant code- switch.<span class=\"Apple-converted-space\">  </span>In terms of CALP, students can perform a lot of functions – they can observe and recognize the interrelations and dependencies in the physical world, such as numbers and measurements; they know the German terms for the objects, they can differentiate among different notions and summarise results of experiments. As for BICS, they can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions. Students are aware of the application of these phenomena in real life. The experiment and the use of the mobile labs gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), pair work, group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The fact that the teacher managed to control and motivate a big mixed-proficiency class to explore the world of science and, at the same time, study a foreign language can be used a successful strategy for attracting more students to the school. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the physics trainer. </span></p>\r\n<p class=\"p7\"><span class=\"s1\"><span class=\"Apple-converted-space\">    <img class=\"aligncenter wp-image-2631 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-14-at-14.33.47.png\" alt=\"Screen Shot 2016-01-14 at 14.33.47\" width=\"538\" height=\"316\" /></span></span></p>\r\n<p class=\"p7\"><span class=\"s1\"><span class=\"Apple-converted-space\">    </span></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Liceul Miguel de Cervantes, Bucarest</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">The observed lesson took place in the afternoon of 26</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> November from 14.30 to 15.20 pm. The topic of the lesson was <i>Optical phenomena - eclipse</i>. The lesson was taught by the physics teacher Violeta Govoreanu and the Spanish teacher Camelia Radulescu who worked as a team. The class consisted of 30 fifth grade students for whom Spanish is the first foreign language studied from the 1</span><span class=\"s2\"><sup>st</sup></span><span class=\"s1\"> grade with 4 hours a week. By the time of the observed lesson the students had been studying Spanish for more than 4 years, which means that their level was A1-A2. The lessons are optional and are held once a week as a physics class. The lesson was attended by Vicente Fernandez from the Spanish Embassy and the Spanish teacher-trainer Pilar Veiga. They assisted the observers’ team with translation. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is implemented successfully. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">We were provided with a lesson plan in English for 350 min (7 teaching hours). The planned objectives were clear, recognizable and detailed. The students were in control at all times and understood the purpose of each task. The materials and the tasks were suitable for the topic and the current cognitive level, life experience and learning styles of the students. The Spanish teacher spoke the target language throughout the lesson. The language was appropriate for the students’ level. The learning outcomes became clear when the students presented the results of the experiment in a very good Spanish. The lesson was well structured and reflected the 5 stages of the STEM inquiry approach. The teacher first elicited students’ opinions on the importance of light (trigger). She reviewed the content of the previous lesson and drew their attention to visuals in order to present the key words. The definitions were colour-coded – black in Romanian and red in Spanish. On the basis of physics teacher input the students hypothesized about the nature of light phenomena and later tests their hypothesis in the experiment (hypotheisis and experimentation). In the experiment both teachers worked in a team assisting groups of students. Through interactive tasks (question – answer exchanges) students verified the results and made conclusions about the existence of different light phenomena (rainbow, Northern lights, rays of light, shadows, etc.). </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The teachers used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. The input was made comprehensible by using graphic organizers and visualization (interactive white board and a short film), and by monitoring and helping groups of students during the experiment. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">There was a good balance between focus-on-form and skills development. The code switching was done by students when conducting the experiment and when addressing both teachers. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe, recognize and nominate the interrelations and dependencies in the physical world, such as light phenomena; they know the Spanish terms for the objects, they can differentiate among different notions and summarise results of experiments. As for BICS, they can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions in Spanish. Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">Both teachers controlled and motivated a big class to explore the world of science by using a foreign language.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the Spanish trainer. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">Although there were no mobile labs the teachers provided very good equipment for the experiment from the facilities available at the school. </span></p>\r\n<p class=\"p7\"><span class=\"s1\"><b><span class=\"Apple-converted-space\"> </span></b></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Issues and recommendations</b></span></p>\r\n\r\n<ol class=\"ol1\">\r\n	<li class=\"li6\"><span class=\"s1\">It is difficult to follow the lesson plan when observing as it covers several (7) lessons. Lesson plans (following the agreed detailed template) should be done for each separate lesson.</span></li>\r\n	<li class=\"li6\"><span class=\"s1\">Although the stages are clearly outlined, the activities for these stages are not specified. The procedures and tasks should be described in detail. </span></li>\r\n	<li class=\"li6\"><span class=\"s1\">In the template it is not specified what the actions and responsibilities of each teacher in the team are. These should be differentiated in order to avoid confusion and overlapping. </span></li>\r\n	<li class=\"li6\"><span class=\"s1\">In one of the lessons there was no balance between the participation of the two teachers. There were no clear transitions between their activities. Code switching should be motivated and balanced.</span></li>\r\n	<li class=\"li6\"><span class=\"s1\">There were some issues with the timing of the activities. It is not necessary to do everything that is planned (and put on the worksheets) – it is better to be flexible and adapt to students’ needs, especially at the generalization stage. A good example of this was the short film about the studied <i>Optical phenomena - eclipse</i> which summarized the teaching content and showed its relevance to real life. In the plan this film was placed at the presentation stage, but in the lesson it was shown at the end, where it was more useful for the students.</span></li>\r\n</ol>','University of Shumen travels to Romania','','inherit','closed','closed','','2630-revision-v1','','','2016-01-15 13:05:46','2016-01-15 13:05:46','',2630,'http://www.sflabs.eu/2649/2630-revision-v1/',0,'revision','',0),
 (2650,1,'2016-01-15 13:16:53','2016-01-15 13:16:53','','ministero d espania','','publish','closed','closed','','ministero-d-espania','','','2016-01-15 13:18:09','2016-01-15 13:18:09','',0,'http://www.sflabs.eu/?post_type=client&#038;p=2650',11,'client','',0),
 (2651,1,'2016-01-15 13:16:43','2016-01-15 13:16:43','','download','','inherit','open','closed','','download','','','2016-01-15 13:16:43','2016-01-15 13:16:43','',2650,'http://www.sflabs.eu/wp-content/uploads/2016/01/download.png',0,'attachment','image/png',0),
 (2652,1,'2016-01-15 13:53:14','2016-01-15 13:53:14','[vc_row][vc_column][vc_row_inner][vc_column_inner][vc_column_text]\r\n<h2 style=\"text-align: center;\"><span style=\"color: #000000;\">CONTACT US</span></h2>\r\n[/vc_column_text][vc_separator color=\"black\" el_width=\"20\"][/vc_column_inner][/vc_row_inner][vc_gmaps link=\"#E-8_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\"][/vc_column][/vc_row][vc_row][vc_column width=\"2/3\"][vc_column_text]\r\n\r\n<hr />\r\n\r\n[contact_box title=\"\" address=\"Omirou 14-16 Athens\" telephone=\"+30 210 9999999\" telephone_2=\"+30 210 0000000\" fax=\"+30 9999999\" email=\"info@sflabs.eu\" www=\"sflabs.eu\" image=\"\" animate=\"\"][/vc_column_text][clients in_row=\"3\" greyscale=\"0\"][/vc_column][vc_column width=\"1/3\"][vc_custom_heading text=\"the team\" font_container=\"tag:h2|text_align:left|color:%23d21142\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][vc_row_inner][vc_column_inner][vc_column_text]\r\n<ul>\r\n	<li><strong>Sulochana Giesler</strong></li>\r\n	<li><strong>Iliana Kikidou</strong></li>\r\n	<li><strong><a href=\"mailto:anna.slavi@athen.goethe.org\" target=\"_blank\">Anna Slavi</a></strong></li>\r\n	<li><strong><a href=\"http://Penelope.sotiropoulou@athen.goethe.org\" target=\"_blank\">Penelope Sotiropoulou</a></strong></li>\r\n</ul>\r\n[/vc_column_text][vc_single_image image=\"2410\" img_size=\"full\" alignment=\"center\" style=\"vc_box_rounded\"][/vc_column_inner][/vc_row_inner][vc_separator][/vc_column][/vc_row]','CONTACT','','inherit','closed','closed','','2394-revision-v1','','','2016-01-15 13:53:14','2016-01-15 13:53:14','',2394,'http://www.sflabs.eu/2652/2394-revision-v1/',0,'revision','',0),
 (2656,1,'2016-01-15 14:01:04','2016-01-15 14:01:04','[vc_row][vc_column][vc_row_inner][vc_column_inner][vc_column_text]\r\n<h2 style=\"text-align: center;\"><span style=\"color: #000000;\">CONTACT US</span></h2>\r\n[/vc_column_text][vc_separator color=\"black\" el_width=\"20\"][/vc_column_inner][/vc_row_inner][vc_gmaps link=\"#E-8_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\"][/vc_column][/vc_row][vc_row][vc_column width=\"2/3\"][vc_column_text]\r\n\r\n<hr />\r\n\r\n[contact_box title=\"\" address=\"Omirou 14-16 Athens\" telephone=\"+30 210 3661086\" telephone_2=\"+30 210 3661087\" fax=\"+30 210 3643518\" email=\"<span lang=\"EN-GB\"><span lang=\"ES-AR\">anna.slavi@athen.goethe.org</span></span> \" www=\"sflabs.eu\" image=\"\" animate=\"\"][/vc_column_text][clients in_row=\"3\" greyscale=\"0\"][/vc_column][vc_column width=\"1/3\"][vc_custom_heading text=\"the team\" font_container=\"tag:h2|text_align:left|color:%23d21142\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][vc_row_inner][vc_column_inner][vc_column_text]\r\n<ul>\r\n	<li><strong>Sulochana Giesler</strong></li>\r\n	<li><strong>Iliana Kikidou</strong></li>\r\n	<li><strong><a href=\"mailto:anna.slavi@athen.goethe.org\" target=\"_blank\">Anna Slavi</a></strong></li>\r\n	<li><strong><a href=\"http://Penelope.sotiropoulou@athen.goethe.org\" target=\"_blank\">Penelope Sotiropoulou</a></strong></li>\r\n</ul>\r\n[/vc_column_text][vc_single_image image=\"2410\" img_size=\"full\" alignment=\"center\" style=\"vc_box_rounded\"][/vc_column_inner][/vc_row_inner][vc_separator][/vc_column][/vc_row]','CONTACT','','inherit','closed','closed','','2394-revision-v1','','','2016-01-15 14:01:04','2016-01-15 14:01:04','',2394,'http://www.sflabs.eu/2656/2394-revision-v1/',0,'revision','',0),
 (2655,1,'2016-01-15 14:00:18','2016-01-15 14:00:18','[vc_row][vc_column][vc_row_inner][vc_column_inner][vc_column_text]\r\n<h2 style=\"text-align: center;\"><span style=\"color: #000000;\">CONTACT US</span></h2>\r\n[/vc_column_text][vc_separator color=\"black\" el_width=\"20\"][/vc_column_inner][/vc_row_inner][vc_gmaps link=\"#E-8_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\"][/vc_column][/vc_row][vc_row][vc_column width=\"2/3\"][vc_column_text]\r\n\r\n<hr />\r\n\r\n[contact_box title=\"\" address=\"Omirou 14-16 Athens\" telephone=\"+30 210 3661086\" telephone_2=\"+30 210 3661087\" fax=\"+30 210 3643518\" email=\"<span lang=\"EN-GB\"><a href=\"mailto:anna.slavi@athen.goethe.org\" target=\"_blank\"><span lang=\"ES-AR\">anna.slavi@athen.goethe.org</span></a></span> \" www=\"sflabs.eu\" image=\"\" animate=\"\"][/vc_column_text][clients in_row=\"3\" greyscale=\"0\"][/vc_column][vc_column width=\"1/3\"][vc_custom_heading text=\"the team\" font_container=\"tag:h2|text_align:left|color:%23d21142\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][vc_row_inner][vc_column_inner][vc_column_text]\r\n<ul>\r\n	<li><strong>Sulochana Giesler</strong></li>\r\n	<li><strong>Iliana Kikidou</strong></li>\r\n	<li><strong><a href=\"mailto:anna.slavi@athen.goethe.org\" target=\"_blank\">Anna Slavi</a></strong></li>\r\n	<li><strong><a href=\"http://Penelope.sotiropoulou@athen.goethe.org\" target=\"_blank\">Penelope Sotiropoulou</a></strong></li>\r\n</ul>\r\n[/vc_column_text][vc_single_image image=\"2410\" img_size=\"full\" alignment=\"center\" style=\"vc_box_rounded\"][/vc_column_inner][/vc_row_inner][vc_separator][/vc_column][/vc_row]','CONTACT','','inherit','closed','closed','','2394-revision-v1','','','2016-01-15 14:00:18','2016-01-15 14:00:18','',2394,'http://www.sflabs.eu/2655/2394-revision-v1/',0,'revision','',0),
 (2657,1,'2016-01-15 14:01:45','2016-01-15 14:01:45','[vc_row][vc_column][vc_row_inner][vc_column_inner][vc_column_text]\r\n<h2 style=\"text-align: center;\"><span style=\"color: #000000;\">CONTACT US</span></h2>\r\n[/vc_column_text][vc_separator color=\"black\" el_width=\"20\"][/vc_column_inner][/vc_row_inner][vc_gmaps link=\"#E-8_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\"][/vc_column][/vc_row][vc_row][vc_column width=\"2/3\"][vc_column_text]\r\n\r\n<hr />\r\n\r\n[contact_box title=\"\" address=\"Omirou 14-16 Athens\" telephone=\"+30 210 3661086\" telephone_2=\"+30 210 3661087\" fax=\"+30 210 3643518\" email=\"<span lang=\"EN-GB\"><span lang=\"ES-AR\">anna.slavi@athen.goethe.org</span></span>\" www=\"sflabs.eu\" image=\"\" animate=\"\"][/vc_column_text][clients in_row=\"3\" greyscale=\"0\"][/vc_column][vc_column width=\"1/3\"][vc_custom_heading text=\"the team\" font_container=\"tag:h2|text_align:left|color:%23d21142\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][vc_row_inner][vc_column_inner][vc_column_text]\r\n<ul>\r\n	<li><strong>Sulochana Giesler</strong></li>\r\n	<li><strong>Iliana Kikidou</strong></li>\r\n	<li><strong><a href=\"mailto:anna.slavi@athen.goethe.org\" target=\"_blank\">Anna Slavi</a></strong></li>\r\n	<li><strong><a href=\"http://Penelope.sotiropoulou@athen.goethe.org\" target=\"_blank\">Penelope Sotiropoulou</a></strong></li>\r\n</ul>\r\n[/vc_column_text][vc_single_image image=\"2410\" img_size=\"full\" alignment=\"center\" style=\"vc_box_rounded\"][/vc_column_inner][/vc_row_inner][vc_separator][/vc_column][/vc_row]','CONTACT','','inherit','closed','closed','','2394-revision-v1','','','2016-01-15 14:01:45','2016-01-15 14:01:45','',2394,'http://www.sflabs.eu/2657/2394-revision-v1/',0,'revision','',0),
 (2658,1,'2016-01-15 14:03:02','2016-01-15 14:03:02','[vc_row][vc_column][vc_row_inner][vc_column_inner][vc_column_text]\r\n<h2 style=\"text-align: center;\"><span style=\"color: #000000;\">CONTACT US</span></h2>\r\n[/vc_column_text][vc_separator color=\"black\" el_width=\"20\"][/vc_column_inner][/vc_row_inner][vc_gmaps link=\"#E-8_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\"][/vc_column][/vc_row][vc_row][vc_column width=\"2/3\"][vc_column_text]\r\n\r\n<hr />\r\n\r\n[contact_box title=\"\" email=\"<span lang=\"EN-GB\"><span lang=\"ES-AR\">anna.slavi@athen.goethe.org</span></span>\" address=\"Omirou 14-16 Athens\" telephone=\"+30 210 3661086\" telephone_2=\"+30 210 3661087\" fax=\"+30 210 3643518\"  www=\"sflabs.eu\" image=\"\" animate=\"\"][/vc_column_text][clients in_row=\"3\" greyscale=\"0\"][/vc_column][vc_column width=\"1/3\"][vc_custom_heading text=\"the team\" font_container=\"tag:h2|text_align:left|color:%23d21142\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][vc_row_inner][vc_column_inner][vc_column_text]\r\n<ul>\r\n	<li><strong>Sulochana Giesler</strong></li>\r\n	<li><strong>Iliana Kikidou</strong></li>\r\n	<li><strong><a href=\"mailto:anna.slavi@athen.goethe.org\" target=\"_blank\">Anna Slavi</a></strong></li>\r\n	<li><strong><a href=\"http://Penelope.sotiropoulou@athen.goethe.org\" target=\"_blank\">Penelope Sotiropoulou</a></strong></li>\r\n</ul>\r\n[/vc_column_text][vc_single_image image=\"2410\" img_size=\"full\" alignment=\"center\" style=\"vc_box_rounded\"][/vc_column_inner][/vc_row_inner][vc_separator][/vc_column][/vc_row]','CONTACT','','inherit','closed','closed','','2394-revision-v1','','','2016-01-15 14:03:02','2016-01-15 14:03:02','',2394,'http://www.sflabs.eu/2658/2394-revision-v1/',0,'revision','',0),
 (2659,1,'2016-01-15 14:03:25','2016-01-15 14:03:25','[vc_row][vc_column][vc_row_inner][vc_column_inner][vc_column_text]\r\n<h2 style=\"text-align: center;\"><span style=\"color: #000000;\">CONTACT US</span></h2>\r\n[/vc_column_text][vc_separator color=\"black\" el_width=\"20\"][/vc_column_inner][/vc_row_inner][vc_gmaps link=\"#E-8_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\"][/vc_column][/vc_row][vc_row][vc_column width=\"2/3\"][vc_column_text]\r\n\r\n<hr />\r\n\r\n[contact_box title=\"\" mail=\"<span lang=\"EN-GB\"><span lang=\"ES-AR\">anna.slavi@athen.goethe.org</span></span>\" address=\"Omirou 14-16 Athens\" telephone=\"+30 210 3661086\" telephone_2=\"+30 210 3661087\" fax=\"+30 210 3643518\"  www=\"sflabs.eu\" image=\"\" animate=\"\"][/vc_column_text][clients in_row=\"3\" greyscale=\"0\"][/vc_column][vc_column width=\"1/3\"][vc_custom_heading text=\"the team\" font_container=\"tag:h2|text_align:left|color:%23d21142\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][vc_row_inner][vc_column_inner][vc_column_text]\r\n<ul>\r\n	<li><strong>Sulochana Giesler</strong></li>\r\n	<li><strong>Iliana Kikidou</strong></li>\r\n	<li><strong><a href=\"mailto:anna.slavi@athen.goethe.org\" target=\"_blank\">Anna Slavi</a></strong></li>\r\n	<li><strong><a href=\"http://Penelope.sotiropoulou@athen.goethe.org\" target=\"_blank\">Penelope Sotiropoulou</a></strong></li>\r\n</ul>\r\n[/vc_column_text][vc_single_image image=\"2410\" img_size=\"full\" alignment=\"center\" style=\"vc_box_rounded\"][/vc_column_inner][/vc_row_inner][vc_separator][/vc_column][/vc_row]','CONTACT','','inherit','closed','closed','','2394-revision-v1','','','2016-01-15 14:03:25','2016-01-15 14:03:25','',2394,'http://www.sflabs.eu/2659/2394-revision-v1/',0,'revision','',0);
INSERT INTO `goete_posts` (`ID`,`post_author`,`post_date`,`post_date_gmt`,`post_content`,`post_title`,`post_excerpt`,`post_status`,`comment_status`,`ping_status`,`post_password`,`post_name`,`to_ping`,`pinged`,`post_modified`,`post_modified_gmt`,`post_content_filtered`,`post_parent`,`guid`,`menu_order`,`post_type`,`post_mime_type`,`comment_count`) VALUES 
 (2660,1,'2016-01-15 14:04:27','2016-01-15 14:04:27','','logo-erasmus-plus','','inherit','open','closed','','logo-erasmus-plus','','','2016-01-15 14:04:27','2016-01-15 14:04:27','',0,'http://www.sflabs.eu/wp-content/uploads/2016/01/logo-erasmus-plus.png',0,'attachment','image/png',0),
 (2662,1,'2016-01-15 14:13:05','2016-01-15 14:13:05','[vc_row][vc_column][vc_row_inner][vc_column_inner][vc_column_text]\r\n<h2 style=\"text-align: center;\"><span style=\"color: #000000;\">WELCOME</span></h2>\r\n[/vc_column_text][vc_separator color=\"black\" el_width=\"20\"][/vc_column_inner][/vc_row_inner][/vc_column][/vc_row][vc_row][vc_column width=\"2/3\"][vc_custom_heading text=\"Project Description\" font_container=\"tag:h2|text_align:left|color:%23000000\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][vc_column_text]\r\n\r\n<hr />\r\n\r\n<h5><strong>The <i>Schools: Future Labs</i></strong><span style=\"font-weight: 400;\"> project team recognizes the currently ineffectual classroom practices with regards to STEM and Spanish and German language study. The lack of participation and direct application during class misrepresents these subjects as abstruse and vague, rather than useful and exciting.  Studies assert that careers which contribute to a thriving, productive economy require knowledge of these fields; however, student disengagement in class leads to low levels of interest and commitment.</span></h5>\r\n<h5><i><span style=\"font-weight: 400;\">SFL</span></i><span style=\"font-weight: 400;\"> aims to help students become captivated with these often dismissed subjects; to revive motivation and enthusiasm for both students and teachers. Through a detailed system of method implementation and evaluation, while working with esteemed educational experts and dedicated researchers, the project aims to investigate the capacity of success through bottom-up teaching methodology informed by Action Research. STEM material will actually be taught in tandem with language study for an integrative approach to learning.</span></h5>\r\n<h5><span style=\"font-weight: 400;\">The program will begin with teacher training events, covering the details of teaching methodology. Mentorship relationships will be forged for the duration of the curriculum through an online platform wherein teachers will share lesson plans and outcomes. Following the preliminary phase of research and training, teachers will pilot the program and develop lesson plans further. Participating schools will join in organizing a science fair to demonstrate the consummation of each student’s learning experience. Following the evaluations of SFL, a closing conference will be held presenting the results of the project and discussing how the methodology could be incorporated in more classrooms. </span></h5>\r\n<h5><span style=\"font-weight: 400;\">The long-term goals of SFL reach beyond simply implementing and documenting this new methodology. Rather, the SFL team desire to inspire progress in global educational institutions.</span></h5>\r\n<h5></h5>\r\n<h5><strong>Deliverables-Activities</strong></h5>\r\n<ul>\r\n	<li style=\"font-weight: 400;\">\r\n<h5><span style=\"font-weight: 400;\">Year 1 will consist of training trainers and teachers, the use of labs, and draft project output presentations.</span></h5>\r\n</li>\r\n</ul>\r\n<ul>\r\n	<li style=\"font-weight: 400;\">\r\n<h5><span style=\"font-weight: 400;\">In Year 2, methodology will continue to be tested during the entire school year, after which all formal teaching materials will be assessed and completed.</span></h5>\r\n</li>\r\n</ul>\r\n<ul>\r\n	<li style=\"font-weight: 400;\">\r\n<h5><span style=\"font-weight: 400;\">Year 3 will illustrate the outcomes of the program after analysis of research results, as lab work continues in the classrooms.</span></h5>\r\n\r\n<hr />\r\n\r\n<h5></h5>\r\n</li>\r\n</ul>\r\n[/vc_column_text][clients in_row=\"3\" greyscale=\"0\"][/vc_column][vc_column width=\"1/3\"][vc_row_inner][vc_column_inner][vc_single_image image=\"2307\" img_size=\"full\" alignment=\"center\" style=\"vc_box_rounded\"][/vc_column_inner][/vc_row_inner][vc_separator][vc_row_inner][vc_column_inner][vc_single_image image=\"2310\" img_size=\"full\" style=\"vc_box_rounded\"][vc_column_text]\r\n<h2><strong>Project outcomes:</strong></h2>\r\n<span style=\"font-weight: 400;\">Through consistently attentive reflection and evaluation, SFL will establish teaching modules for STEM study in combination with Content and Language Integrated Learning. The program will conceive a thorough teacher training course methodology. Evaluation results and learning outcomes will be documented on a virtual student learning portfolio. Lastly, the effectiveness of the methodology will be considered in both qualitative and quantitative terms. Test scores as well as classroom dynamics will be analyzed in order to give a well- rounded perspective of SFL’s strengths.</span>[/vc_column_text][/vc_column_inner][/vc_row_inner][/vc_column][/vc_row]','THE PROJECT','','inherit','closed','closed','','2345-revision-v1','','','2016-01-15 14:13:05','2016-01-15 14:13:05','',2345,'http://www.sflabs.eu/2662/2345-revision-v1/',0,'revision','',0),
 (2664,1,'2016-01-22 13:25:09','2016-01-22 13:25:09','<p class=\"p2\">25.11. – 27.11. 2015</p>\r\n<p class=\"p3\"><span class=\"s1\"><strong>Observers</strong>: Assoc. Prof. Ivanka Kamburova-Milanova, PhD,</span></p>\r\n<p class=\"p4\"><span class=\"s1\"> Irina Ivanova, PhD, University of Shumen, Bulgaria</span></p>\r\n<p class=\"p6\"><span class=\"s1\">The visits to the two schools in Romania were conducted with the aim of monitoring the process of implementing the project programme. The process involved observation of lessons, which were planned in advance, following the CLIL/ STEM observation checklist produced under the project. The checklist is organized into 4 groups of indicators: 1. Lesson structure, design and outcomes; 2. Teaching and learning strategies; 3. Content, language and communication; and 4. Classroom and Learning process management/ Mobile Labs. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The report follows the structure of the observation checklist. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Colegiul National Ion Maiorescu, Giurgiu</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">The observed lesson took place in the morning of 26</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> November from 10.00 to 10.50 am. The topic of the lesson was <i>Messen</i>. The physics teacher Adriana Cornea taught the lesson on her own due to the absence of the German teacher Monika Mittea who was on sick leave. The class consisted of 33 fifth grade students for whom German is a second foreign language (Their first foreign language is English). By the time of the observed lesson the students had been studying German for 2 months, which means that they are absolute beginners (A1). For the whole school year they have 36 teaching hours. The lesson was attended by the English teacher who works with the class. She assisted the observers’ team with translation. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">Our first impressions were that the lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is well received and suitable their needs. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">We were provided with a lesson plan in Romanian. The planned objectives were clear and recognizable. The students knew what they were doing at any stage of the lesson. The materials and the tasks corresponded to the topic and were suited to students’ current cognitive level and learning styles. The students used labels with the key vocabulary, worksheets, and an experiment kit (a pendulum, a ruler, threads, scissors, and a stop-watch). The language used by the teacher was appropriate for the students. The teacher switched from Romanian to German to introduce and consolidate the key terms. The learning outcomes became clear when the students presented the results of the experiment in a language which was appropriate for their language and cognitive level. The fact that the students took active part in the summary of the experiment and the conclusions drawn from it, shows that most of the students successfully managed to pass through the stages of the STEM inquiry approach (trigger – hypothesis – experimentation – verification/ conclusion – generalization/ transfer). </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The teacher used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. At the trigger phase she elicited the key words from the students, and then told them to link them to the corresponding objects. The teacher made the input comprehensible by using graphic organizers and visualization, and by monitoring and helping individual students during the experiment. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The language activities were mainly focus-on-form (vocabulary and structures), without a separate focus on skills development. Perhaps that was due to students’ low proficiency level. To compensate for this lack and to ensure free communication flow the teacher encouraged constant code- switch.<span class=\"Apple-converted-space\">  </span>In terms of CALP, students can perform a lot of functions – they can observe and recognize the interrelations and dependencies in the physical world, such as numbers and measurements; they know the German terms for the objects, they can differentiate among different notions and summarise results of experiments. As for BICS, they can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions. Students are aware of the application of these phenomena in real life. The experiment and the use of the mobile labs gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), pair work, group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The fact that the teacher managed to control and motivate a big mixed-proficiency class to explore the world of science and, at the same time, study a foreign language can be used a successful strategy for attracting more students to the school. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the physics trainer. </span></p>\r\n<p class=\"p7\"><span class=\"s1\"><span class=\"Apple-converted-space\">    <img class=\"aligncenter wp-image-2631 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-14-at-14.33.47.png\" alt=\"Screen Shot 2016-01-14 at 14.33.47\" width=\"538\" height=\"316\" /></span></span></p>\r\n<p class=\"p7\"><span class=\"s1\"><span class=\"Apple-converted-space\">    </span></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Liceul Miguel de Cervantes, Bucarest</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">The observed lesson took place in the afternoon of 26</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> November from 14.30 to 15.20 pm. The topic of the lesson was <i>Optical phenomena - eclipse</i>. The lesson was taught by the physics teacher Violeta Govoreanu and the Spanish teacher Camelia Radulescu who worked as a team. The class consisted of 30 fifth grade students for whom Spanish is the first foreign language studied from the 1</span><span class=\"s2\"><sup>st</sup></span><span class=\"s1\"> grade with 4 hours a week. By the time of the observed lesson the students had been studying Spanish for more than 4 years, which means that their level was A1-A2. The lessons are optional and are held once a week as a physics class. The lesson was attended by Vicente Fernandez from the Spanish Embassy and the Spanish teacher-trainer Pilar Veiga. They assisted the observers’ team with translation. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is implemented successfully. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">We were provided with a lesson plan in English for 350 min (7 teaching hours). The planned objectives were clear, recognizable and detailed. The students were in control at all times and understood the purpose of each task. The materials and the tasks were suitable for the topic and the current cognitive level, life experience and learning styles of the students. The Spanish teacher spoke the target language throughout the lesson. The language was appropriate for the students’ level. The learning outcomes became clear when the students presented the results of the experiment in a very good Spanish. The lesson was well structured and reflected the 5 stages of the STEM inquiry approach. The teacher first elicited students’ opinions on the importance of light (trigger). She reviewed the content of the previous lesson and drew their attention to visuals in order to present the key words. The definitions were colour-coded – black in Romanian and red in Spanish. On the basis of physics teacher input the students hypothesized about the nature of light phenomena and later tests their hypothesis in the experiment (hypotheisis and experimentation). In the experiment both teachers worked in a team assisting groups of students. Through interactive tasks (question – answer exchanges) students verified the results and made conclusions about the existence of different light phenomena (rainbow, Northern lights, rays of light, shadows, etc.). </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The teachers used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. The input was made comprehensible by using graphic organizers and visualization (interactive white board and a short film), and by monitoring and helping groups of students during the experiment. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">There was a good balance between focus-on-form and skills development. The code switching was done by students when conducting the experiment and when addressing both teachers. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe, recognize and nominate the interrelations and dependencies in the physical world, such as light phenomena; they know the Spanish terms for the objects, they can differentiate among different notions and summarise results of experiments. As for BICS, they can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions in Spanish. Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">Both teachers controlled and motivated a big class to explore the world of science by using a foreign language.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the Spanish trainer. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">Although there were no mobile labs the teachers provided very good equipment for the experiment from the facilities available at the school. </span></p>\r\n<p class=\"p7\"><span class=\"s1\"><b><span class=\"Apple-converted-space\"> </span></b></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Issues and recommendations</b></span></p>\r\n\r\n<ol class=\"ol1\">\r\n	<li class=\"li6\"><span class=\"s1\">It is difficult to follow the lesson plan when observing as it covers several (7) lessons. Lesson plans (following the agreed detailed template) should be done for each separate lesson.</span></li>\r\n	<li class=\"li6\"><span class=\"s1\">Although the stages are clearly outlined, the activities for these stages are not specified. The procedures and tasks should be described in detail. </span></li>\r\n	<li class=\"li6\"><span class=\"s1\">In the template it is not specified what the actions and responsibilities of each teacher in the team are. These should be differentiated in order to avoid confusion and overlapping. </span></li>\r\n	<li class=\"li6\"><span class=\"s1\">In one of the lessons there was no balance between the participation of the two teachers. There were no clear transitions between their activities. Code switching should be motivated and balanced.</span></li>\r\n	<li class=\"li6\"><span class=\"s1\">There were some issues with the timing of the activities. It is not necessary to do everything that is planned (and put on the worksheets) – it is better to be flexible and adapt to students’ needs, especially at the generalization stage. A good example of this was the short film about the studied <i>Optical phenomena - eclipse</i> which summarized the teaching content and showed its relevance to real life. In the plan this film was placed at the presentation stage, but in the lesson it was shown at the end, where it was more useful for the students.</span></li>\r\n</ol>','The research team from the University of Shumen visits the schools in Romania','','inherit','closed','closed','','2630-revision-v1','','','2016-01-22 13:25:09','2016-01-22 13:25:09','',2630,'http://www.sflabs.eu/2664/2630-revision-v1/',0,'revision','',0),
 (2665,1,'2016-01-22 13:26:13','2016-01-22 13:26:13','<p class=\"p2\">25.11. – 27.11. 2015</p>\n<p class=\"p3\"><span class=\"s1\"><strong>Observers</strong>: Assoc. Prof. Ivanka Kamburova-Milanova, PhD,</span></p>\n<p class=\"p4\"><span class=\"s1\"> Irina Ivanova, PhD, University of Shumen, Bulgaria</span></p>\n<p class=\"p6\"><span class=\"s1\">The visits to the two schools in Romania were conducted with the aim of monitoring the process of implementing the project programme. The process involved observation of lessons, which were planned in advance, following the CLIL/ STEM observation checklist produced under the project. The checklist is organized into 4 groups of indicators: 1. Lesson structure, design and outcomes; 2. Teaching and learning strategies; 3. Content, language and communication; and 4. Classroom and Learning process management/ Mobile Labs. </span></p>\n<p class=\"p6\"><span class=\"s1\">The report follows the structure of the observation checklist. </span></p>\n<p class=\"p6\"><span class=\"s1\"><b>Colegiul National Ion Maiorescu, Giurgiu</b></span></p>\n<p class=\"p6\"></p>\n<p class=\"p6\"><span class=\"s1\"><b>General information</b></span></p>\n<p class=\"p6\"><span class=\"s1\">The observed lesson took place in the morning of 26</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> November from 10.00 to 10.50 am. The topic of the lesson was <i>Messen</i>. The physics teacher Adriana Cornea taught the lesson on her own due to the absence of the German teacher Monika Mittea who was on sick leave. The class consisted of 33 fifth grade students for whom German is a second foreign language (Their first foreign language is English). By the time of the observed lesson the students had been studying German for 2 months, which means that they are absolute beginners (A1). For the whole school year they have 36 teaching hours. The lesson was attended by the English teacher who works with the class. She assisted the observers’ team with translation. </span></p>\n<p class=\"p6\"><span class=\"s1\">Our first impressions were that the lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is well received and suitable their needs. </span></p>\n<p class=\"p6\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\n<p class=\"p6\"><span class=\"s1\">We were provided with a lesson plan in Romanian. The planned objectives were clear and recognizable. The students knew what they were doing at any stage of the lesson. The materials and the tasks corresponded to the topic and were suited to students’ current cognitive level and learning styles. The students used labels with the key vocabulary, worksheets, and an experiment kit (a pendulum, a ruler, threads, scissors, and a stop-watch). The language used by the teacher was appropriate for the students. The teacher switched from Romanian to German to introduce and consolidate the key terms. The learning outcomes became clear when the students presented the results of the experiment in a language which was appropriate for their language and cognitive level. The fact that the students took active part in the summary of the experiment and the conclusions drawn from it, shows that most of the students successfully managed to pass through the stages of the STEM inquiry approach (trigger – hypothesis – experimentation – verification/ conclusion – generalization/ transfer). </span></p>\n<p class=\"p6\"><span class=\"s1\">The teacher used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. At the trigger phase she elicited the key words from the students, and then told them to link them to the corresponding objects. The teacher made the input comprehensible by using graphic organizers and visualization, and by monitoring and helping individual students during the experiment. </span></p>\n<p class=\"p6\"><span class=\"s1\">The language activities were mainly focus-on-form (vocabulary and structures), without a separate focus on skills development. Perhaps that was due to students’ low proficiency level. To compensate for this lack and to ensure free communication flow the teacher encouraged constant code- switch.<span class=\"Apple-converted-space\">  </span>In terms of CALP, students can perform a lot of functions – they can observe and recognize the interrelations and dependencies in the physical world, such as numbers and measurements; they know the German terms for the objects, they can differentiate among different notions and summarise results of experiments. As for BICS, they can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions. Students are aware of the application of these phenomena in real life. The experiment and the use of the mobile labs gave students hands-on experience which facilitated their understanding and learning. </span></p>\n<p class=\"p6\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), pair work, group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts. </span></p>\n<p class=\"p6\"><span class=\"s1\">The fact that the teacher managed to control and motivate a big mixed-proficiency class to explore the world of science and, at the same time, study a foreign language can be used a successful strategy for attracting more students to the school. </span></p>\n<p class=\"p6\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the physics trainer. </span></p>\n<p class=\"p7\"><span class=\"s1\"><span class=\"Apple-converted-space\">    <img class=\"aligncenter wp-image-2631 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-14-at-14.33.47.png\" alt=\"Screen Shot 2016-01-14 at 14.33.47\" width=\"538\" height=\"316\" /></span></span></p>\n<p class=\"p7\"><span class=\"s1\"><span class=\"Apple-converted-space\">    </span></span></p>\n<p class=\"p6\"><span class=\"s1\"><b>Liceul Miguel de Cervantes, Bucarest</b></span></p>\n<p class=\"p6\"><span class=\"s1\"><b>General information</b></span></p>\n<p class=\"p6\"><span class=\"s1\">The observed lesson took place in the afternoon of 26</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> November from 14.30 to 15.20 pm. The topic of the lesson was <i>Optical phenomena - eclipse</i>. The lesson was taught by the physics teacher Violeta Govoreanu and the Spanish teacher Camelia Radulescu who worked as a team. The class consisted of 30 fifth grade students for whom Spanish is the first foreign language studied from the 1</span><span class=\"s2\"><sup>st</sup></span><span class=\"s1\"> grade with 4 hours a week. By the time of the observed lesson the students had been studying Spanish for more than 4 years, which means that their level was A1-A2. The lessons are optional and are held once a week as a physics class. The lesson was attended by Vicente Fernandez from the Spanish Embassy and the Spanish teacher-trainer Pilar Veiga. They assisted the observers’ team with translation. </span></p>\n<p class=\"p6\"><span class=\"s1\">The lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is implemented successfully. </span></p>\n<p class=\"p6\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\n<p class=\"p6\"><span class=\"s1\">We were provided with a lesson plan in English for 350 min (7 teaching hours). The planned objectives were clear, recognizable and detailed. The students were in control at all times and understood the purpose of each task. The materials and the tasks were suitable for the topic and the current cognitive level, life experience and learning styles of the students. The Spanish teacher spoke the target language throughout the lesson. The language was appropriate for the students’ level. The learning outcomes became clear when the students presented the results of the experiment in a very good Spanish. The lesson was well structured and reflected the 5 stages of the STEM inquiry approach. The teacher first elicited students’ opinions on the importance of light (trigger). She reviewed the content of the previous lesson and drew their attention to visuals in order to present the key words. The definitions were colour-coded – black in Romanian and red in Spanish. On the basis of physics teacher input the students hypothesized about the nature of light phenomena and later tests their hypothesis in the experiment (hypotheisis and experimentation). In the experiment both teachers worked in a team assisting groups of students. Through interactive tasks (question – answer exchanges) students verified the results and made conclusions about the existence of different light phenomena (rainbow, Northern lights, rays of light, shadows, etc.). </span></p>\n<p class=\"p6\"><span class=\"s1\">The teachers used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. The input was made comprehensible by using graphic organizers and visualization (interactive white board and a short film), and by monitoring and helping groups of students during the experiment. </span></p>\n<p class=\"p6\"><span class=\"s1\">There was a good balance between focus-on-form and skills development. The code switching was done by students when conducting the experiment and when addressing both teachers. </span></p>\n<p class=\"p6\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe, recognize and nominate the interrelations and dependencies in the physical world, such as light phenomena; they know the Spanish terms for the objects, they can differentiate among different notions and summarise results of experiments. As for BICS, they can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions in Spanish. Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\n<p class=\"p6\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts.</span></p>\n<p class=\"p6\"><span class=\"s1\">Both teachers controlled and motivated a big class to explore the world of science by using a foreign language.</span></p>\n<p class=\"p6\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the Spanish trainer. </span></p>\n<p class=\"p6\"><span class=\"s1\">Although there were no mobile labs the teachers provided very good equipment for the experiment from the facilities available at the school. </span></p>\n<p class=\"p7\"><span class=\"s1\"><b><span class=\"Apple-converted-space\"> </span></b></span></p>\n<p class=\"p6\"><span class=\"s1\"><b>Issues and recommendations</b></span></p>\n\n<ol class=\"ol1\">\n	<li class=\"li6\"><span class=\"s1\">It is difficult to follow the lesson plan when observing as it covers several (7) lessons. Lesson plans (following the agreed detailed template) should be done for each separate lesson.</span></li>\n	<li class=\"li6\"><span class=\"s1\">Although the stages are clearly outlined, the activities for these stages are not specified. The procedures and tasks should be described in detail. </span></li>\n	<li class=\"li6\"><span class=\"s1\">In the template it is not specified what the actions and responsibilities of each teacher in the team are. These should be differentiated in order to avoid confusion and overlapping. </span></li>\n	<li class=\"li6\"><span class=\"s1\">In one of the lessons there was no balance between the participation of the two teachers. There were no clear transitions between their activities. Code switching should be motivated and balanced.</span></li>\n	<li class=\"li6\"><span class=\"s1\">There were some issues with the timing of the activities. It is not necessary to do everything that is planned (and put on the worksheets) – it is better to be flexible and adapt to students’ needs, especially at the generalization stage. A good example of this was the short film about the studied <i>Optical phenomena - eclipse</i> which summarized the teaching content and showed its relevance to real life. In the plan this film was placed at the presentation stage, but in the lesson it was shown at the end, where it was more useful for the students.</span></li>\n</ol>','The research team from the University of Shumen visits the schools in Romania','','inherit','closed','closed','','2630-autosave-v1','','','2016-01-22 13:26:13','2016-01-22 13:26:13','',2630,'http://www.sflabs.eu/2665/2630-autosave-v1/',0,'revision','',0),
 (2666,1,'2016-01-22 13:26:20','2016-01-22 13:26:20','','Screen Shot 2016-01-22 at 15.25.42','','inherit','open','closed','','screen-shot-2016-01-22-at-15-25-42','','','2016-01-22 13:26:20','2016-01-22 13:26:20','',2630,'http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-22-at-15.25.42.png',0,'attachment','image/png',0),
 (2682,1,'2016-01-29 11:36:25','2016-01-29 11:36:25','<p class=\"p1\"><span class=\"s1\">Observers: Assoc. Prof. Ivanka Kamburova-Milanova, PhD &amp;</span></p>\r\n<p class=\"p2\"><span class=\"s1\"> Irina Ivanova, PhD, University of Shumen, Bulgaria</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The two schools visits in Romania were conducted with the aim of monitoring the process of implementing the project program. The process involved observation of lessons, which were planned in advance, following the CLIL/ STEM observation checklist produced under the project. The checklist is organized into 4 groups of indicators: 1. Lesson structure, design and outcomes; 2. Teaching and learning strategies; 3. Content, language and communication; and 4. Classroom and Learning process management/ Mobile Labs. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The report follows the structure of the observation checklist. </span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Colegiul National Ion Maiorescu, Giurgiu</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\">The observed lesson took place in the morning of November 26th from 10.00 to 10.50 am. The topic of the lesson was <i>Messen</i>. The physics teacher Adriana Cornea taught the lesson on her own due to the absence of the German teacher Monika Mittea who was on sick leave. The class consisted of 33 fifth grade students for whom German is a second foreign language. (Their first foreign language is English). By the time of the observed lesson the students had been studying German for 2 months, which means that they are absolute beginners (A1). For the whole school year they have 36 teaching hours. The lesson was attended by the English teacher who works with the class. She assisted the observers’ team with translation. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">Our first impressions were that the lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is well received and suitable their needs. </span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\">We were provided with a lesson plan in Romanian. The planned objectives were clear and recognizable. The students knew what they were doing at each stage of the lesson. The materials and the tasks corresponded to the topic and were suited to students’ current cognitive level and learning styles. The students used labels with the key vocabulary, worksheets, and an experiment kit (a pendulum, a ruler, threads, scissors, and a stop-watch). The language used by the teacher was appropriate for the students. The teacher switched from Romanian to German to introduce and consolidate the key terms. The learning outcomes became clear when the students presented the results of the experiment in a language which was appropriate for their language and cognitive level. The fact that the students took active part in the summary of the experiment and the conclusions drawn from it, shows that most of the students successfully managed to pass through the stages of the STEM inquiry approach (trigger – hypothesis – experimentation – verification/ conclusion – generalization/ transfer). </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The teacher used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. At the trigger phase she elicited the key words from the students, and then told them to link them to the corresponding objects. The teacher made the input comprehensible by using graphic organizers and visualization, and by monitoring and helping individual students during the experiment. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The language activities were mainly focus-on-form (vocabulary and structures), without a separate focus on skill development. Perhaps that was due to students’ low proficiency level. To compensate for this lack, and to ensure free communication flow, the teacher encouraged constant code- switch.<span class=\"Apple-converted-space\">  </span>In terms of CALP, students can perform a lot of functions – they can observe and recognize the interrelations and dependencies in the physical world, such as numbers and measurements; they know the German terms for the objects, they can differentiate among different notions and summarize results of experiments. As for BICS, they can discuss and exchange ideas about the experiment, they can report their findings, and draw simple conclusions. Students are aware of the application of these phenomena in real life. The experiment and the use of the mobile labs gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), pair work, group work, and individual work which corresponded to different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The fact that the teacher managed to control and motivate a big mixed-proficiency class to explore the world of science and, at the same time, study a foreign language can be used a successful strategy for attracting more students to the school. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The post-lesson discussion was very fruitful; it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the physics trainer. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">    </span></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">    </span></span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Liceul Miguel de Cervantes, Bucarest</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\">The observed lesson took place on November 26</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> from 2:30 to 3:20 p.m. The topic of the lesson was <i>Optical phenomena - eclipse</i>. The lesson was taught by the physics teacher Violeta Govoreanu and the Spanish teacher Camelia Radulescu who worked as a team. The class consisted of 30 fifth grade students for whom Spanish is the first foreign language studied from the 1</span><span class=\"s2\"><sup>st</sup></span><span class=\"s1\"> grade with 4 hours a week. By the time of the observed lesson the students had been studying Spanish for more than 4 years, which means that their level was A1-A2. The lessons are optional and are held once a week as a physics class. The lesson was attended by Vicente Fernandez from the Spanish Embassy and the Spanish teacher-trainer Pilar Veiga. They assisted the observers’ team with translation. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is implemented successfully. </span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\">We were provided with a lesson plan in English for 350 min (7 teaching hours). The planned objectives were clear, recognizable, and detailed. The students were in control at all times and understood the purpose of each task. The materials and the tasks were suitable for the topic and the current cognitive level, life experience, and learning styles of the students. The Spanish teacher spoke the target language throughout the lesson. The language was appropriate for the students’ level. The learning outcomes became clear when the students presented the results of the experiment in very good Spanish. The lesson was well structured and reflected the 5 stages of the STEM inquiry approach. The teacher first elicited students’ opinions on the importance of light (trigger). She reviewed the content of the previous lesson and drew their attention to visuals in order to present the key words. The definitions were color-coded – black in Romanian and red in Spanish. On the basis of physics teacher input the students hypothesized about the nature of light phenomena and later tests their hypothesis in the experiment (hypothesis and experimentation). In the experiment both teachers worked in a team assisting groups of students. Through interactive tasks (question – answer exchanges) students verified the results and made conclusions about the existence of different light phenomena (rainbow, Northern lights, rays of light, shadows, etc.).</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The teachers used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. The input was made comprehensible by using graphic organizers and visualization (an interactive white board and a short film), and by monitoring and helping groups of students during the experiment. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">There was a good balance between focus-on-form and skill development. The code switching was done by students when conducting the experiment and when addressing both teachers. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe, recognize and nominate the interrelations and dependencies in the physical world, such as light phenomena; they know the Spanish terms for the objects, they can differentiate among different notions and summarize results of experiments. As for BICS, they can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions in Spanish. Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as lock-step (plenary), group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Both teachers controlled and motivated a big class to explore the world of science by using a foreign language.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for the exchange of experience and good practices between the observers, physics and foreign language teachers and the Spanish trainer. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">Although there were no mobile labs the teachers provided very good equipment for the experiment from the facilities available at the school. </span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Issues and recommendations</b></span></p>\r\n\r\n<ol class=\"ol1\">\r\n	<li class=\"li4\"><span class=\"s1\">It is difficult to follow the lesson plan during observation because it covers several (7) lessons. Lesson plans (following the agreed detailed template) should be done for each separate lesson.</span></li>\r\n	<li class=\"li4\"><span class=\"s1\">Although the stages are clearly outlined, the activities for these stages are not specified. The procedures and tasks should be described in detail. </span></li>\r\n	<li class=\"li4\"><span class=\"s1\">In the template it is not specified what the actions and responsibilities of each teacher in the team are. These should be differentiated in order to avoid confusion and overlapping. </span></li>\r\n	<li class=\"li4\"><span class=\"s1\">In one of the lessons there was no balance between the participation of the two teachers. There were no clear transitions between their activities. Code switching should be motivated and balanced.</span></li>\r\n	<li class=\"li4\"><span class=\"s1\">There were some issues with the timing of the activities. It is not necessary to do everything that is planned (and put on the worksheets) – it is better to be flexible and adapt to students’ needs, especially at the generalization stage. A good example of this was the short film about the studied <i>Optical phenomena - eclipse</i> which summarized the teaching content and showed its relevance to real life. In the plan this film was placed at the presentation stage, but in the lesson it was shown at the end, where it was more useful for the students.</span></li>\r\n</ol>','The research team from the University of Shumen visits the schools in Romania','','inherit','closed','closed','','2630-revision-v1','','','2016-01-29 11:36:25','2016-01-29 11:36:25','',2630,'http://www.sflabs.eu/2682/2630-revision-v1/',0,'revision','',0),
 (2667,1,'2016-01-22 13:26:34','2016-01-22 13:26:34','<p class=\"p2\">25.11. – 27.11. 2015</p>\r\n<p class=\"p3\"><span class=\"s1\"><strong>Observers</strong>: Assoc. Prof. Ivanka Kamburova-Milanova, PhD,</span></p>\r\n<p class=\"p4\"><span class=\"s1\"> Irina Ivanova, PhD, University of Shumen, Bulgaria</span></p>\r\n<p class=\"p6\"><span class=\"s1\">The visits to the two schools in Romania were conducted with the aim of monitoring the process of implementing the project programme. The process involved observation of lessons, which were planned in advance, following the CLIL/ STEM observation checklist produced under the project. The checklist is organized into 4 groups of indicators: 1. Lesson structure, design and outcomes; 2. Teaching and learning strategies; 3. Content, language and communication; and 4. Classroom and Learning process management/ Mobile Labs. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The report follows the structure of the observation checklist. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Colegiul National Ion Maiorescu, Giurgiu</b></span></p>\r\n<p class=\"p6\"><img class=\"aligncenter size-full wp-image-2666\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-22-at-15.25.42.png\" alt=\"Screen Shot 2016-01-22 at 15.25.42\" width=\"562\" height=\"351\" /></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">The observed lesson took place in the morning of 26</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> November from 10.00 to 10.50 am. The topic of the lesson was <i>Messen</i>. The physics teacher Adriana Cornea taught the lesson on her own due to the absence of the German teacher Monika Mittea who was on sick leave. The class consisted of 33 fifth grade students for whom German is a second foreign language (Their first foreign language is English). By the time of the observed lesson the students had been studying German for 2 months, which means that they are absolute beginners (A1). For the whole school year they have 36 teaching hours. The lesson was attended by the English teacher who works with the class. She assisted the observers’ team with translation. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">Our first impressions were that the lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is well received and suitable their needs. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">We were provided with a lesson plan in Romanian. The planned objectives were clear and recognizable. The students knew what they were doing at any stage of the lesson. The materials and the tasks corresponded to the topic and were suited to students’ current cognitive level and learning styles. The students used labels with the key vocabulary, worksheets, and an experiment kit (a pendulum, a ruler, threads, scissors, and a stop-watch). The language used by the teacher was appropriate for the students. The teacher switched from Romanian to German to introduce and consolidate the key terms. The learning outcomes became clear when the students presented the results of the experiment in a language which was appropriate for their language and cognitive level. The fact that the students took active part in the summary of the experiment and the conclusions drawn from it, shows that most of the students successfully managed to pass through the stages of the STEM inquiry approach (trigger – hypothesis – experimentation – verification/ conclusion – generalization/ transfer). </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The teacher used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. At the trigger phase she elicited the key words from the students, and then told them to link them to the corresponding objects. The teacher made the input comprehensible by using graphic organizers and visualization, and by monitoring and helping individual students during the experiment. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The language activities were mainly focus-on-form (vocabulary and structures), without a separate focus on skills development. Perhaps that was due to students’ low proficiency level. To compensate for this lack and to ensure free communication flow the teacher encouraged constant code- switch.<span class=\"Apple-converted-space\">  </span>In terms of CALP, students can perform a lot of functions – they can observe and recognize the interrelations and dependencies in the physical world, such as numbers and measurements; they know the German terms for the objects, they can differentiate among different notions and summarise results of experiments. As for BICS, they can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions. Students are aware of the application of these phenomena in real life. The experiment and the use of the mobile labs gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), pair work, group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The fact that the teacher managed to control and motivate a big mixed-proficiency class to explore the world of science and, at the same time, study a foreign language can be used a successful strategy for attracting more students to the school. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the physics trainer. </span></p>\r\n<p class=\"p7\"><span class=\"s1\"><span class=\"Apple-converted-space\">    <img class=\"aligncenter wp-image-2631 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-14-at-14.33.47.png\" alt=\"Screen Shot 2016-01-14 at 14.33.47\" width=\"538\" height=\"316\" /></span></span></p>\r\n<p class=\"p7\"><span class=\"s1\"><span class=\"Apple-converted-space\">    </span></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Liceul Miguel de Cervantes, Bucarest</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">The observed lesson took place in the afternoon of 26</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> November from 14.30 to 15.20 pm. The topic of the lesson was <i>Optical phenomena - eclipse</i>. The lesson was taught by the physics teacher Violeta Govoreanu and the Spanish teacher Camelia Radulescu who worked as a team. The class consisted of 30 fifth grade students for whom Spanish is the first foreign language studied from the 1</span><span class=\"s2\"><sup>st</sup></span><span class=\"s1\"> grade with 4 hours a week. By the time of the observed lesson the students had been studying Spanish for more than 4 years, which means that their level was A1-A2. The lessons are optional and are held once a week as a physics class. The lesson was attended by Vicente Fernandez from the Spanish Embassy and the Spanish teacher-trainer Pilar Veiga. They assisted the observers’ team with translation. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is implemented successfully. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p6\"><span class=\"s1\">We were provided with a lesson plan in English for 350 min (7 teaching hours). The planned objectives were clear, recognizable and detailed. The students were in control at all times and understood the purpose of each task. The materials and the tasks were suitable for the topic and the current cognitive level, life experience and learning styles of the students. The Spanish teacher spoke the target language throughout the lesson. The language was appropriate for the students’ level. The learning outcomes became clear when the students presented the results of the experiment in a very good Spanish. The lesson was well structured and reflected the 5 stages of the STEM inquiry approach. The teacher first elicited students’ opinions on the importance of light (trigger). She reviewed the content of the previous lesson and drew their attention to visuals in order to present the key words. The definitions were colour-coded – black in Romanian and red in Spanish. On the basis of physics teacher input the students hypothesized about the nature of light phenomena and later tests their hypothesis in the experiment (hypotheisis and experimentation). In the experiment both teachers worked in a team assisting groups of students. Through interactive tasks (question – answer exchanges) students verified the results and made conclusions about the existence of different light phenomena (rainbow, Northern lights, rays of light, shadows, etc.). </span></p>\r\n<p class=\"p6\"><span class=\"s1\">The teachers used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. The input was made comprehensible by using graphic organizers and visualization (interactive white board and a short film), and by monitoring and helping groups of students during the experiment. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">There was a good balance between focus-on-form and skills development. The code switching was done by students when conducting the experiment and when addressing both teachers. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe, recognize and nominate the interrelations and dependencies in the physical world, such as light phenomena; they know the Spanish terms for the objects, they can differentiate among different notions and summarise results of experiments. As for BICS, they can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions in Spanish. Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">Both teachers controlled and motivated a big class to explore the world of science by using a foreign language.</span></p>\r\n<p class=\"p6\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the Spanish trainer. </span></p>\r\n<p class=\"p6\"><span class=\"s1\">Although there were no mobile labs the teachers provided very good equipment for the experiment from the facilities available at the school. </span></p>\r\n<p class=\"p7\"><span class=\"s1\"><b><span class=\"Apple-converted-space\"> </span></b></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Issues and recommendations</b></span></p>\r\n\r\n<ol class=\"ol1\">\r\n	<li class=\"li6\"><span class=\"s1\">It is difficult to follow the lesson plan when observing as it covers several (7) lessons. Lesson plans (following the agreed detailed template) should be done for each separate lesson.</span></li>\r\n	<li class=\"li6\"><span class=\"s1\">Although the stages are clearly outlined, the activities for these stages are not specified. The procedures and tasks should be described in detail. </span></li>\r\n	<li class=\"li6\"><span class=\"s1\">In the template it is not specified what the actions and responsibilities of each teacher in the team are. These should be differentiated in order to avoid confusion and overlapping. </span></li>\r\n	<li class=\"li6\"><span class=\"s1\">In one of the lessons there was no balance between the participation of the two teachers. There were no clear transitions between their activities. Code switching should be motivated and balanced.</span></li>\r\n	<li class=\"li6\"><span class=\"s1\">There were some issues with the timing of the activities. It is not necessary to do everything that is planned (and put on the worksheets) – it is better to be flexible and adapt to students’ needs, especially at the generalization stage. A good example of this was the short film about the studied <i>Optical phenomena - eclipse</i> which summarized the teaching content and showed its relevance to real life. In the plan this film was placed at the presentation stage, but in the lesson it was shown at the end, where it was more useful for the students.</span></li>\r\n</ol>','The research team from the University of Shumen visits the schools in Romania','','inherit','closed','closed','','2630-revision-v1','','','2016-01-22 13:26:34','2016-01-22 13:26:34','',2630,'http://www.sflabs.eu/2667/2630-revision-v1/',0,'revision','',0),
 (2680,1,'2016-01-28 13:37:46','2016-01-28 13:37:46','[vc_row][vc_column][vc_custom_heading text=\"Schools\" font_container=\"tag:h2|text_align:left|color:%23000000\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][/vc_column][/vc_row][vc_row][vc_column][vc_tta_accordion style=\"flat\" shape=\"square\" color=\"sky\" spacing=\"4\" gap=\"10\" active_section=\"\" no_fill=\"true\"][vc_tta_section title=\"«Miguel de Cervantes» Highschool | ROMANIA\" tab_id=\"1449490293672-36f75d19-e5dd\"][vc_column_text]<span style=\"color: #000000;\"><strong><em>\"Miguel de Cervantes\" Bilingual Highschool</em></strong> is a secondary school in Bucharest, including all three levels of pre-university education: primary (forms I-IV), elementary (forms V-VIII) and secondary (forms IX-XII). Both the teachers and the school board strive for each student to reach their maximum potential.</span>\r\n\r\n<span style=\"color: #000000;\">Miguel de Cervantes encourages students to develop their sense of respect, responsibility, and courage to help foster bright and motivated members of society. The school also aims to inspire further education.</span>\r\n\r\n<span style=\"color: #000000;\">During the 1990-1991 academic year, Miguel de Cervantes became the first high school in Romania to offer intensive Spanish classes (for the primary and elementary levels) and bilingual classes for the highschool level.</span>\r\n\r\n<span style=\"color: #000000;\">The school is consistently involved in various European and local projects and programmes, which aim to broaden the educational offerings of the school and enrich students\' learning experiences.</span>\r\n\r\n<span style=\"color: #000000;\">Teachers of Miguel de Cervantes decided to partner in the European Project <em>School - Future Labs</em> due to their interest in both diversifying their teaching methods and improving the 12-13-year old students\' language skills. This project represents a welcome challenge for both Physics and Spanish teachers, as an interdisciplinary approach has never before been adopted in Romanian schools.</span>\r\n<p style=\"text-align: right;\"><span style=\"color: #000000;\"><em>Liceul Bilingv, MIGUEL DE CERVANTES”</em></span>\r\n<span style=\"color: #000000;\"><em>e-mail: liceulcervantes@gmail.com</em></span>\r\n<span style=\"color: #000000;\"><em>web: <a style=\"color: #000000;\" href=\"http://www.liceulcervantes.ro\" target=\"_blank\">www.liceulcervantes.ro</a></em></span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"School Benito Juarez | BULGARIA\" tab_id=\"1449490293890-f1486505-0887\"][vc_column_text]<span style=\"color: #000000;\">Primary School № 49 \"Benito Juarez\" was founded over 30 years ago.</span>\r\n\r\n<span style=\"color: #000000;\">The school, attended by one thousand students, is the largest school size within the Poduyane district. About 60 teachers are employed at Benito Juarez, leading classes from the nursery stage through 7<sup>th</sup> grade.</span>\r\n\r\n<span style=\"color: #000000;\">The school offers unique programs such as choreography, art, and tennis. Our students have won awards at the national level in each of these disciplines. Also, both English and Spanish language classes are included in the curriculum.</span>\r\n\r\n<span style=\"color: #000000;\">The school has three well-equipped computer labs and a hall with a seating capacity of 250.</span>\r\n\r\n<span style=\"color: #000000;\">A representative of the educational department of the Instituto Cervantes invited us to participate in this project in April 2014. Our headmaster accepted the offer, believing that this new method of learning would be a highly constructive and inspiring experience for our students.</span>\r\n\r\n<span style=\"color: #000000;\">We are thrilled to take part in the project <em>Schools:</em> <em>Future Labs.</em></span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"International School Uwekind | BULGARIA\" tab_id=\"1449490393350-706e8ae2-980a\"][vc_column_text]<span style=\"color: #000000;\">The mission of International School Uwekind is to cultivate well-rounded, responsible, independent thinking global citizens, with a passion for learning. Uwekind is committed to providing a supportive and nurturing learning environment in which all members of the community are motivated to achieve their individual potential.</span>\r\n\r\n<span style=\"color: #000000;\">International School Uwekind provides IPC education (International Primary Curriculum) and is a member of IBO (International Baccalaureate Organization) authorized in MYP and a candidate for Diploma.</span>\r\n\r\n<span style=\"color: #000000;\">At International School Uwekind we aim to foster a love of language as a means of engaging with society and developing an appreciation of culture. We want our students to develop the necessary and relevant skills to effectively and confidently understand and communicate language through quality learning and teaching.</span>\r\n\r\n<span style=\"color: #000000;\">To achieve its goals Uwekind is open to new educational methods, which provide appropriate support for teachers and enhance children’s learning.</span>\r\n\r\n<span style=\"color: #000000;\">The Schools: Future Labs project is committed to developing a methodology that transforms language and STEM subject education, so that students become more self-motivated, exploratory participants in their own learning process. This initiative harmonizes perfectly with the Uwekind school’s mission.</span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Społeczna Szkoła Podstawowa nr 4 STO\" tab_id=\"1449568031341-6f5d5664-959b\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">Social Primary School no 4 in Cracow is one of the schools included in the unit of Juliusz Słowacki general education school of welfare education community in Cracow. In addition to primary school the team includes Social Nursery “Julek”, Social Gymnasium no 7 and III Community High School.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Furthermore since 2014 alongside the school a non public House of Culture “Juliusz” exists. Our school is situated in historical centre of Craco, the Małopolska Capitol and an old Capitol of Poland. Attendance in all our schools is over 500 pupils, and over 300 in the Primary school itself. Our Students are learning English from the age of 6. Spanish, French or German is introduced in 5<sup>th</sup> grade.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Ample educational program, diversified after school clubs, teachers with very high qualifications, small classes and small groups for foreign languages lessons provides children with perfect learning conditions and enables them to expand their talents.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The school allows the perfect development of physical fitness. During PE lessons activities are carried out on various levels of play. Classes are conducted both for general development but also offering swimming, tennis, skiing and ice skating lessons. At the school also operates a sports club “Glosator”. In our schools we emphasise respect for the traditions and values and our mission is based on love, freedom and wisdom. Our pupils are volunteering in organising a Christmas Eve in Brother Albert’s Shelter and other charity based events ongoing in the Cracow area. Our tradition also includes activities integrating the whole School Community such as the Inauguration for the beginning and at the End of the School Year at Wawel Cathedral and a solemn procession with the banner of the school, as well as school Christmas Eve wafer event or summer school picnic or skiing picnic. Furthermore research and sport camps have become a new trend, which was designed for holistic development of our pupils.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Taking under consideration all of the above and also the pressure we put on general and wide progress of our students we joined the International SCHOOLS: FUTURE LABS Project. Interdisciplinary undertake on process of learning and in this case combining science and Spanish it is a very important step in a young person educational progress. Entering the new Project we aimed to foster the interests of science among students by simultaneously forming their sense of the need to develop language skills so necessary in the modern world.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Through the training included in the project our teachers have the opportunity to learn new teaching methods – CLLIL and to include them in their day to day work. Purchased with the project funds laboratory equipment will also enable our students to develop their practical skills and shape their attitudes of a young explorer.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Colegiul National Ion Maiorescu | ROMANIA\" tab_id=\"1449568033554-663af725-6c05\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">The National College \"Ion Maiorescu\" located in the center of the city of Giurgiu in Romania, is the oldest secondary school of our city and was founded in 1869. It consists of several buildings: lyceum (grades 9-12), high school (grades 5-8), sports hall and home (this building needs to be repaired). It has several laboratories (physics, chemistry, biology, computer science laboratory) and a library (27000 volumes).</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The College has classes for mathematics - computer science, mathematics - natural sciences, philology, Intensive - English, social sciences. Every year, the students participate in the National stages of the Olympics and they get prizes and commendations</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">This project is an opportunity to broaden the study of the German language in a bilingual context for our school. In a united Europe, in today\'s society, communication and understanding play an important role. The bilingual teaching offers students the opportunity not only to master the language itself, but also technical terms from different fields (physics, chemistry, etc.)</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The cooperation with colleagues from other countries leads to a better experience. We can see how our colleagues work in the classroom and vice versa, and choose the best methods for language and subject.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Ellinogermaniki Agogi - A school with tradition and future perspective.\" tab_id=\"1449568034692-38eeb3b0-6549\"][vc_column_text]<span style=\"color: #000000;\">Ellinogermaniki Agogi pursues with great interest and a restive mind the developments in the field of education: It is a multi-unit educational institution comprising 2200 students of pre-primary, primary and secondary education, and 235 teaching and 330 administration staff. Today it is one of the most modern educational institutions in Greece, using the most up-to-date facilities, an enriched curriculum, experienced and skilled teaching staff. Moreover and, most importantly, through consistency on principles and respect towards pupils and parents, the school has pursued a multifaceted education for its students.</span>\r\n\r\n<span style=\"color: #000000;\">Since 1969, the school has introduced the German language as the first foreign language its students get exposed to, systematically and intensively at all levels (therefore the name “Ellinogermaniki Agogi”). Within the scope of the broadest possible education and through a series of social and cultural activities the school aims to achieve what is suggested by its very name: a balanced combination of the restless Greek spirit with the German precision.</span>\r\n\r\n<span style=\"color: #000000;\">Consistent with its pursue of educational innovations in general, but also more particularly in science education and new technologies, Ellinogermaniki Agogi has joined the project “Schools: Future Labs” which introduces the teaching of German in the teaching of science of 5th and 6th school year students, via the CLIL (Content and Language Integrated Learning) approach.</span>[/vc_column_text][/vc_tta_section][/vc_tta_accordion][/vc_column][/vc_row]','SCHOOLS','','inherit','closed','closed','','2435-revision-v1','','','2016-01-28 13:37:46','2016-01-28 13:37:46','',2435,'http://www.sflabs.eu/2680/2435-revision-v1/',0,'revision','',0),
 (2681,1,'2016-01-28 13:39:15','2016-01-28 13:39:15','[vc_row][vc_column][vc_custom_heading text=\"Schools\" font_container=\"tag:h2|text_align:left|color:%23000000\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][/vc_column][/vc_row][vc_row][vc_column][vc_tta_accordion style=\"flat\" shape=\"round\" color=\"green\" spacing=\"4\" gap=\"4\" c_icon=\"chevron\" active_section=\"54\" no_fill=\"true\" collapsible_all=\"true\"][vc_tta_section title=\"«Miguel de Cervantes» Highschool | ROMANIA\" tab_id=\"1449490293672-36f75d19-e5dd\"][vc_column_text]<span style=\"color: #000000;\"><strong><em>\"Miguel de Cervantes\" Bilingual Highschool</em></strong> is a secondary school in Bucharest, including all three levels of pre-university education: primary (forms I-IV), elementary (forms V-VIII) and secondary (forms IX-XII). Both the teachers and the school board strive for each student to reach their maximum potential.</span>\r\n\r\n<span style=\"color: #000000;\">Miguel de Cervantes encourages students to develop their sense of respect, responsibility, and courage to help foster bright and motivated members of society. The school also aims to inspire further education.</span>\r\n\r\n<span style=\"color: #000000;\">During the 1990-1991 academic year, Miguel de Cervantes became the first high school in Romania to offer intensive Spanish classes (for the primary and elementary levels) and bilingual classes for the highschool level.</span>\r\n\r\n<span style=\"color: #000000;\">The school is consistently involved in various European and local projects and programmes, which aim to broaden the educational offerings of the school and enrich students\' learning experiences.</span>\r\n\r\n<span style=\"color: #000000;\">Teachers of Miguel de Cervantes decided to partner in the European Project <em>School - Future Labs</em> due to their interest in both diversifying their teaching methods and improving the 12-13-year old students\' language skills. This project represents a welcome challenge for both Physics and Spanish teachers, as an interdisciplinary approach has never before been adopted in Romanian schools.</span>\r\n<p style=\"text-align: right;\"><span style=\"color: #000000;\"><em>Liceul Bilingv, MIGUEL DE CERVANTES”</em></span>\r\n<span style=\"color: #000000;\"><em>e-mail: liceulcervantes@gmail.com</em></span>\r\n<span style=\"color: #000000;\"><em>web: <a style=\"color: #000000;\" href=\"http://www.liceulcervantes.ro\" target=\"_blank\">www.liceulcervantes.ro</a></em></span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"School Benito Juarez | BULGARIA\" tab_id=\"1449490293890-f1486505-0887\"][vc_column_text]<span style=\"color: #000000;\">Primary School № 49 \"Benito Juarez\" was founded over 30 years ago.</span>\r\n\r\n<span style=\"color: #000000;\">The school, attended by one thousand students, is the largest school size within the Poduyane district. About 60 teachers are employed at Benito Juarez, leading classes from the nursery stage through 7<sup>th</sup> grade.</span>\r\n\r\n<span style=\"color: #000000;\">The school offers unique programs such as choreography, art, and tennis. Our students have won awards at the national level in each of these disciplines. Also, both English and Spanish language classes are included in the curriculum.</span>\r\n\r\n<span style=\"color: #000000;\">The school has three well-equipped computer labs and a hall with a seating capacity of 250.</span>\r\n\r\n<span style=\"color: #000000;\">A representative of the educational department of the Instituto Cervantes invited us to participate in this project in April 2014. Our headmaster accepted the offer, believing that this new method of learning would be a highly constructive and inspiring experience for our students.</span>\r\n\r\n<span style=\"color: #000000;\">We are thrilled to take part in the project <em>Schools:</em> <em>Future Labs.</em></span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"International School Uwekind | BULGARIA\" tab_id=\"1449490393350-706e8ae2-980a\"][vc_column_text]<span style=\"color: #000000;\">The mission of International School Uwekind is to cultivate well-rounded, responsible, independent thinking global citizens, with a passion for learning. Uwekind is committed to providing a supportive and nurturing learning environment in which all members of the community are motivated to achieve their individual potential.</span>\r\n\r\n<span style=\"color: #000000;\">International School Uwekind provides IPC education (International Primary Curriculum) and is a member of IBO (International Baccalaureate Organization) authorized in MYP and a candidate for Diploma.</span>\r\n\r\n<span style=\"color: #000000;\">At International School Uwekind we aim to foster a love of language as a means of engaging with society and developing an appreciation of culture. We want our students to develop the necessary and relevant skills to effectively and confidently understand and communicate language through quality learning and teaching.</span>\r\n\r\n<span style=\"color: #000000;\">To achieve its goals Uwekind is open to new educational methods, which provide appropriate support for teachers and enhance children’s learning.</span>\r\n\r\n<span style=\"color: #000000;\">The Schools: Future Labs project is committed to developing a methodology that transforms language and STEM subject education, so that students become more self-motivated, exploratory participants in their own learning process. This initiative harmonizes perfectly with the Uwekind school’s mission.</span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Społeczna Szkoła Podstawowa nr 4 STO\" tab_id=\"1449568031341-6f5d5664-959b\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">Social Primary School no 4 in Cracow is one of the schools included in the unit of Juliusz Słowacki general education school of welfare education community in Cracow. In addition to primary school the team includes Social Nursery “Julek”, Social Gymnasium no 7 and III Community High School.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Furthermore since 2014 alongside the school a non public House of Culture “Juliusz” exists. Our school is situated in historical centre of Craco, the Małopolska Capitol and an old Capitol of Poland. Attendance in all our schools is over 500 pupils, and over 300 in the Primary school itself. Our Students are learning English from the age of 6. Spanish, French or German is introduced in 5<sup>th</sup> grade.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Ample educational program, diversified after school clubs, teachers with very high qualifications, small classes and small groups for foreign languages lessons provides children with perfect learning conditions and enables them to expand their talents.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The school allows the perfect development of physical fitness. During PE lessons activities are carried out on various levels of play. Classes are conducted both for general development but also offering swimming, tennis, skiing and ice skating lessons. At the school also operates a sports club “Glosator”. In our schools we emphasise respect for the traditions and values and our mission is based on love, freedom and wisdom. Our pupils are volunteering in organising a Christmas Eve in Brother Albert’s Shelter and other charity based events ongoing in the Cracow area. Our tradition also includes activities integrating the whole School Community such as the Inauguration for the beginning and at the End of the School Year at Wawel Cathedral and a solemn procession with the banner of the school, as well as school Christmas Eve wafer event or summer school picnic or skiing picnic. Furthermore research and sport camps have become a new trend, which was designed for holistic development of our pupils.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Taking under consideration all of the above and also the pressure we put on general and wide progress of our students we joined the International SCHOOLS: FUTURE LABS Project. Interdisciplinary undertake on process of learning and in this case combining science and Spanish it is a very important step in a young person educational progress. Entering the new Project we aimed to foster the interests of science among students by simultaneously forming their sense of the need to develop language skills so necessary in the modern world.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Through the training included in the project our teachers have the opportunity to learn new teaching methods – CLLIL and to include them in their day to day work. Purchased with the project funds laboratory equipment will also enable our students to develop their practical skills and shape their attitudes of a young explorer.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Colegiul National Ion Maiorescu | ROMANIA\" tab_id=\"1449568033554-663af725-6c05\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">The National College \"Ion Maiorescu\" located in the center of the city of Giurgiu in Romania, is the oldest secondary school of our city and was founded in 1869. It consists of several buildings: lyceum (grades 9-12), high school (grades 5-8), sports hall and home (this building needs to be repaired). It has several laboratories (physics, chemistry, biology, computer science laboratory) and a library (27000 volumes).</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The College has classes for mathematics - computer science, mathematics - natural sciences, philology, Intensive - English, social sciences. Every year, the students participate in the National stages of the Olympics and they get prizes and commendations</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">This project is an opportunity to broaden the study of the German language in a bilingual context for our school. In a united Europe, in today\'s society, communication and understanding play an important role. The bilingual teaching offers students the opportunity not only to master the language itself, but also technical terms from different fields (physics, chemistry, etc.)</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The cooperation with colleagues from other countries leads to a better experience. We can see how our colleagues work in the classroom and vice versa, and choose the best methods for language and subject.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Ellinogermaniki Agogi - A school with tradition and future perspective.\" tab_id=\"1449568034692-38eeb3b0-6549\"][vc_column_text]<span style=\"color: #000000;\">Ellinogermaniki Agogi pursues with great interest and a restive mind the developments in the field of education: It is a multi-unit educational institution comprising 2200 students of pre-primary, primary and secondary education, and 235 teaching and 330 administration staff. Today it is one of the most modern educational institutions in Greece, using the most up-to-date facilities, an enriched curriculum, experienced and skilled teaching staff. Moreover and, most importantly, through consistency on principles and respect towards pupils and parents, the school has pursued a multifaceted education for its students.</span>\r\n\r\n<span style=\"color: #000000;\">Since 1969, the school has introduced the German language as the first foreign language its students get exposed to, systematically and intensively at all levels (therefore the name “Ellinogermaniki Agogi”). Within the scope of the broadest possible education and through a series of social and cultural activities the school aims to achieve what is suggested by its very name: a balanced combination of the restless Greek spirit with the German precision.</span>\r\n\r\n<span style=\"color: #000000;\">Consistent with its pursue of educational innovations in general, but also more particularly in science education and new technologies, Ellinogermaniki Agogi has joined the project “Schools: Future Labs” which introduces the teaching of German in the teaching of science of 5th and 6th school year students, via the CLIL (Content and Language Integrated Learning) approach.</span>[/vc_column_text][/vc_tta_section][/vc_tta_accordion][/vc_column][/vc_row]','SCHOOLS','','inherit','closed','closed','','2435-revision-v1','','','2016-01-28 13:39:15','2016-01-28 13:39:15','',2435,'http://www.sflabs.eu/2681/2435-revision-v1/',0,'revision','',0);
INSERT INTO `goete_posts` (`ID`,`post_author`,`post_date`,`post_date_gmt`,`post_content`,`post_title`,`post_excerpt`,`post_status`,`comment_status`,`ping_status`,`post_password`,`post_name`,`to_ping`,`pinged`,`post_modified`,`post_modified_gmt`,`post_content_filtered`,`post_parent`,`guid`,`menu_order`,`post_type`,`post_mime_type`,`comment_count`) VALUES 
 (2683,1,'2016-01-29 11:38:35','2016-01-29 11:38:35','<p class=\"p1\"><span class=\"s1\">Observers: Assoc. Prof. Ivanka Kamburova-Milanova, PhD &amp;</span></p>\r\n<p class=\"p2\"><span class=\"s1\"> Irina Ivanova, PhD, University of Shumen, Bulgaria</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The two schools visits in Romania were conducted with the aim of monitoring the process of implementing the project program. The process involved observation of lessons, which were planned in advance, following the CLIL/ STEM observation checklist produced under the project. The checklist is organized into 4 groups of indicators: 1. Lesson structure, design and outcomes; 2. Teaching and learning strategies; 3. Content, language and communication; and 4. Classroom and Learning process management/ Mobile Labs. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The report follows the structure of the observation checklist. </span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Colegiul National Ion Maiorescu, Giurgiu</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\">The observed lesson took place in the morning of November 26th from 10.00 to 10.50 am. The topic of the lesson was <i>Messen</i>. The physics teacher Adriana Cornea taught the lesson on her own due to the absence of the German teacher Monika Mittea who was on sick leave. The class consisted of 33 fifth grade students for whom German is a second foreign language. (Their first foreign language is English). By the time of the observed lesson the students had been studying German for 2 months, which means that they are absolute beginners (A1). For the whole school year they have 36 teaching hours. The lesson was attended by the English teacher who works with the class. She assisted the observers’ team with translation. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">Our first impressions were that the lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is well received and suitable their needs. </span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\">We were provided with a lesson plan in Romanian. The planned objectives were clear and recognizable. The students knew what they were doing at each stage of the lesson. The materials and the tasks corresponded to the topic and were suited to students’ current cognitive level and learning styles. The students used labels with the key vocabulary, worksheets, and an experiment kit (a pendulum, a ruler, threads, scissors, and a stop-watch). The language used by the teacher was appropriate for the students. The teacher switched from Romanian to German to introduce and consolidate the key terms. The learning outcomes became clear when the students presented the results of the experiment in a language which was appropriate for their language and cognitive level. The fact that the students took active part in the summary of the experiment and the conclusions drawn from it, shows that most of the students successfully managed to pass through the stages of the STEM inquiry approach (trigger – hypothesis – experimentation – verification/ conclusion – generalization/ transfer). </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The teacher used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. At the trigger phase she elicited the key words from the students, and then told them to link them to the corresponding objects. The teacher made the input comprehensible by using graphic organizers and visualization, and by monitoring and helping individual students during the experiment. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The language activities were mainly focus-on-form (vocabulary and structures), without a separate focus on skill development. Perhaps that was due to students’ low proficiency level. To compensate for this lack, and to ensure free communication flow, the teacher encouraged constant code- switch.<span class=\"Apple-converted-space\">  </span>In terms of CALP, students can perform a lot of functions – they can observe and recognize the interrelations and dependencies in the physical world, such as numbers and measurements; they know the German terms for the objects, they can differentiate among different notions and summarize results of experiments. As for BICS, they can discuss and exchange ideas about the experiment, they can report their findings, and draw simple conclusions. Students are aware of the application of these phenomena in real life. The experiment and the use of the mobile labs gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), pair work, group work, and individual work which corresponded to different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The fact that the teacher managed to control and motivate a big mixed-proficiency class to explore the world of science and, at the same time, study a foreign language can be used a successful strategy for attracting more students to the school. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The post-lesson discussion was very fruitful; it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the physics trainer. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">    </span></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><span class=\"Apple-converted-space\">    </span></span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Liceul Miguel de Cervantes, Bucarest</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\">The observed lesson took place on November 26</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> from 2:30 to 3:20 p.m. The topic of the lesson was <i>Optical phenomena - eclipse</i>. The lesson was taught by the physics teacher Violeta Govoreanu and the Spanish teacher Camelia Radulescu who worked as a team. The class consisted of 30 fifth grade students for whom Spanish is the first foreign language studied from the 1</span><span class=\"s2\"><sup>st</sup></span><span class=\"s1\"> grade with 4 hours a week. By the time of the observed lesson the students had been studying Spanish for more than 4 years, which means that their level was A1-A2. The lessons are optional and are held once a week as a physics class. The lesson was attended by Vicente Fernandez from the Spanish Embassy and the Spanish teacher-trainer Pilar Veiga. They assisted the observers’ team with translation. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">The lesson was taught according to plan, with active and even students’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which shows that the project’s idea is implemented successfully. </span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p4\"><span class=\"s1\">We were provided with a lesson plan in English for 350 min (7 teaching hours). The planned objectives were clear, recognizable, and detailed. The students were in control at all times and understood the purpose of each task. The materials and the tasks were suitable for the topic and the current cognitive level, life experience, and learning styles of the students. The Spanish teacher spoke the target language throughout the lesson. The language was appropriate for the students’ level. The learning outcomes became clear when the students presented the results of the experiment in very good Spanish. The lesson was well structured and reflected the 5 stages of the STEM inquiry approach. The teacher first elicited students’ opinions on the importance of light (trigger). She reviewed the content of the previous lesson and drew their attention to visuals in order to present the key words. The definitions were color-coded – black in Romanian and red in Spanish. On the basis of physics teacher input the students hypothesized about the nature of light phenomena and later tests their hypothesis in the experiment (hypothesis and experimentation). In the experiment both teachers worked in a team assisting groups of students. Through interactive tasks (question – answer exchanges) students verified the results and made conclusions about the existence of different light phenomena (rainbow, Northern lights, rays of light, shadows, etc.).</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The teachers used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. The input was made comprehensible by using graphic organizers and visualization (an interactive white board and a short film), and by monitoring and helping groups of students during the experiment. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">There was a good balance between focus-on-form and skill development. The code switching was done by students when conducting the experiment and when addressing both teachers. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe, recognize and nominate the interrelations and dependencies in the physical world, such as light phenomena; they know the Spanish terms for the objects, they can differentiate among different notions and summarize results of experiments. As for BICS, they can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions in Spanish. Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as lock-step (plenary), group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">Both teachers controlled and motivated a big class to explore the world of science by using a foreign language.</span></p>\r\n<p class=\"p4\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for the exchange of experience and good practices between the observers, physics and foreign language teachers and the Spanish trainer. </span></p>\r\n<p class=\"p4\"><span class=\"s1\">Although there were no mobile labs the teachers provided very good equipment for the experiment from the facilities available at the school. </span></p>\r\n<p class=\"p4\"><span class=\"s1\"><b>Issues and recommendations</b></span></p>\r\n\r\n<ol class=\"ol1\">\r\n	<li class=\"li4\"><span class=\"s1\">It is difficult to follow the lesson plan during observation because it covers several (7) lessons. Lesson plans (following the agreed detailed template) should be done for each separate lesson.</span></li>\r\n	<li class=\"li4\"><span class=\"s1\">Although the stages are clearly outlined, the activities for these stages are not specified. The procedures and tasks should be described in detail. </span></li>\r\n	<li class=\"li4\"><span class=\"s1\">In the template it is not specified what the actions and responsibilities of each teacher in the team are. These should be differentiated in order to avoid confusion and overlapping. </span></li>\r\n	<li class=\"li4\"><span class=\"s1\">In one of the lessons there was no balance between the participation of the two teachers. There were no clear transitions between their activities. Code switching should be motivated and balanced.</span></li>\r\n	<li class=\"li4\"><span class=\"s1\">There were some issues with the timing of the activities. It is not necessary to do everything that is planned (and put on the worksheets) – it is better to be flexible and adapt to students’ needs, especially at the generalization stage. A good example of this was the short film about the studied <i>Optical phenomena - eclipse</i> which summarized the teaching content and showed its relevance to real life. In the plan this film was placed at the presentation stage, but in the lesson it was shown at the end, where it was more useful for the students.</span></li>\r\n</ol>','The research team of the University of Shumen visits the schools in Romania','','inherit','closed','closed','','2630-revision-v1','','','2016-01-29 11:38:35','2016-01-29 11:38:35','',2630,'http://www.sflabs.eu/2683/2630-revision-v1/',0,'revision','',0),
 (2684,1,'2016-01-29 11:41:29','2016-01-29 11:41:29','<p class=\"p3\"><span class=\"s1\">Observers: Assoc. Prof. Ivanka Kamburova-Milanova, PhD,</span></p>\r\n<p class=\"p4\"><span class=\"s1\"> Irina Ivanova, PhD, University of Shumen, Bulgaria</span></p>\r\n<p class=\"p3\"><span class=\"s1\">07.12. – 10.12.2015</span></p>\r\n<p class=\"p5\"><span class=\"s1\">The visit to the school Ellinogermaniki Agogi in Athens, Greece was conducted with the aim of monitoring the process of implementing the project programme. The process involved observation of two lessons, which were planned in advance, following the CLIL/ STEM observation checklist produced under the project. The checklist is organized into 4 groups of indicators: 1. Lesson Structure, Design and Outcomes; 2. Teaching and Learning Strategies; 3. Content, Language and Communication; and 4. Classroom and Learning Process Management/ Mobile Labs. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The report follows the structure of the observation checklist. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Ellinogermaniki Agogi Dimitriou Panagea</b>, <b>Athens/Pallini ,</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>5th Grade</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">The observed lesson of the 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade class took place in the afternoon of December 7</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> from 15.30 to 16.50 p.m. The topic of the class was <i>Electricity (Elektrizität/Strom)</i>. The German teacher Christina<span class=\"Apple-converted-space\">  </span>Leontzakou taught the class together with the Physics teacher Marianna Potsidi. The class consisted of 10 fifth grade students for whom German is their first foreign language. They have 6 lessons (teaching hours) per week. The lesson we observed was an optional lesson in physics. By the time of the observed<span class=\"Apple-converted-space\">  </span>lesson the students had been studying German for 4 school years, which means that they had a language competence level A1+ (Elementary). The class was attended by Fani Stylianidou who works as researcher in the Research Department of the school and also participates in the project. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">Our first impressions were that the lesson was taught according to plan, with active and even student participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material. This affirms that the project’s idea is well received and suitable to their needs. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">Before the class we were provided with a lesson plan in English. The planned objectives were appropriate for the students\' level and</span><span class=\"s3\"> recognizable</span><span class=\"s1\">, though not explicitly stated in the plan. The students knew what they were doing at each stage of the lesson. The materials and the tasks corresponded to the topic, and were suited to students’ current cognitive level and learning styles. With respect to the lexis taught in the lesson,<span class=\"Apple-converted-space\">  </span>the students used labels with the key vocabulary, worksheets, and an experiment kit (das Holz, das Kabel, die Lampe, leuchten, das Metall, der Draht, der Fußkontakt, der Sockelkontakt, Plus Pol, Minus Pol, der Stromkreis, geschlossen). However, the key vocabulary as planned did not contain the structure „verbunden ist” (is connected) and the verb „verbinden“ (to connect), which provoked questions in students and made it difficult for them understand and draw<span class=\"Apple-converted-space\">  </span>conclusions. In general, the language used by the teacher was appropriate for the students. The German teacher spoke the target language throughout the lesson. The Physics teacher also took active part in some tasks, explaining in Greek the subject matter which students found difficult to understand (e.g. Task C in the worksheet in which they had to find the difference between the atoms of plastic and atoms of metal). The Physics teacher spoke only Greek to consolidate the key terms and to explain some of the content. The learning outcomes became clear when the students presented the results of the experiment in a language which was appropriate for their language and cognitive level. The fact that the students took active part in the summary of the experiment and the conclusions drawn from it, shows that most of the students successfully managed to pass through the stages of the STEM inquiry approach (trigger – hypothesis – experimentation – verification/ conclusion – generalization/ transfer). </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The teacher used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. At the trigger phase she elicited the key words from the learners, and then asked them to fill them in the scheme on the white board. The teacher made the input comprehensible by using graphic organizers and visualization (interactive white board), and by monitoring and helping individual students during the experiment. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The language activities were mainly focus-on-form (vocabulary and structures, question - answer exchange), without a separate focus on skills development. However, given the students\' level of German, we think that they could have been asked to explain the functioning of the electrical circuit themselves or ask and answer questions about it in pairs, if they were encouraged or prompted by the teacher. To compensate for this lack of interaction between students and to ensure free communication flow, the Physics teacher encouraged constant code-switch. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe and recognize the interrelations and dependencies in the physical world, such as what atoms are composed of and what electricity is. They know the German terms for the objects, they can differentiate among different notions and summarize results of experiments. As for BICS, students can make hypotheses, explain and exchange ideas about the experiment, report their findings, dеscribe what a closed electricity circuit is, and draw simple conclusions. These abilities can be reinforced by introducing language structures and verbs such as <i>bestehen aus (consist of), sich unterscheiden (differ from)/, verbinden (connect), geschlossen ist (is closed),</i> etc.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), pair work, group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the project researcher from the school. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Ellinogermaniki Agogi Dimitriou Panagea</b>, <b>Athens /Pallini,</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>6th Grade</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">The observed lesson took place in the afternoon of December 9th from 15.30 to 16.50 p.m. The topic of the lesson was <i>Reibungskräfte</i> (Friction). The lesson was taught by the German teacher Christina Leontzakou and the physics teacher Athena Tsagogeorga who worked as a team. The class consisted of 9 sixth grade students for whom German is their first foreign language. They have studied German language from the 1</span><span class=\"s2\"><sup>st</sup></span><span class=\"s1\"> grade. By the time the observed lesson took place, students had been studying German for more than 4 years, which means that their level was A1<b>+</b> - A2. The lessons are optional and are held once a week as a science (physics) class. The topic of the lesson was chosen by the teacher. The lesson was attended by the researcher Fani Stylianidou from the Research Department of the school.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">The lesson was taught according to plan, with active and even learners’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which exhibits the successful implementation of the project. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">We were provided with a lesson plan in English for 80-85 min. The planned objectives were clear, recognizable, and detailed - especially the communicative goals. The students were in control at all times and understood the purpose of the tasks. The materials and the tasks were suitable for the topic and the current cognitive and language level, life experience, and learning styles of the students. The German teacher spoke the target language throughout the lesson. The language was appropriate for the students’ level. The learning outcomes became clear when the students presented the results of the experiment in German. The lesson was well structured and reflected the 5 stages of the STEM inquiry approach. The teacher first elicited students’ opinions on the importance of friction (trigger). She reviewed the content of the previous lesson and drew their attention to visuals in order to present the key words. She also used short video films to introduce the topic and provoke students\' thinking. On the basis of physics teacher input the students hypothesized about the nature of friction phenomena and later tests their hypothesis in the experiment (hypothesis and experimentation). In the experiment both teachers worked in a team assisting groups of students. Through interactive tasks (question – answer exchanges) students verified the results and made conclusions about the existence of friction as a phenomenon. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The teachers used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. The input was made comprehensible by using photos, drawings, graphic organizers and visualization (interactive white board and short videos), and by monitoring and helping groups of students during the experiment. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">There was a good balance between focus-on-form and skill development. The code switching was done by students when conducting the experiment and when addressing both teachers. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe, recognize and nominate the interrelations and dependencies in the physical world, such as forces and friction phenomena. They know most of the German terms for the objects, they can differentiate among different notions, and summarize results of experiments. As for BICS, students can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions in German. Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as lock-step (plenary), pair work, group work, and individual work which corresponded to the nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other real-life contexts.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the project researcher from the school. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">Although there were no mobile labs the teachers provided very good equipment for the experiment from the facilities available at the school. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Issues and recommendations</b></span></p>\r\n\r\n<ol class=\"ol1\">\r\n	<li class=\"li5\"><span class=\"s1\">The optional observed 80-minute lessons are held in the afternoon in one block without a break, after the students have had 6 regular teaching hours in the morning. Although the students participated actively and were interested in the studied material, in the second half of the lesson they showed clear signs of fatigue and lack of concentration. In order to make both teaching and learning more effective, we would recommend a short (10 min.) break or, alternatively, shorter lessons. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">It was difficult to follow the teacher\'s activities in the lesson plan of the second lesson, because they were only marked schematically (e.g. ‚,T. monitors”). In order to make the observer\'s task easier, the lesson plan should use clear sequencing and numbering of activities and corresponding worksheets. Although the stages were clearly outlined, the activities for these stages were not specified. The procedures and tasks should be described in more detail. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">Although the German and the Physics teacher worked together in the preparation of the lesson, the observers were left with the impression that it was the German teacher alone who taught the whole lesson. In the template the actions and responsibilities of each team’s teacher are not specified. These should be differentiated in order to avoid confusion and overlapping. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">In one of the lessons there was no balance between the participation of the two teachers. There were no clear transitions between their activities. Neither of the Physics teachers spoke any German. We recommend that code switching be motivated and balanced. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">There were some issues with the timing of the activities. It is not necessary to do everything that is planned (and outlined in the worksheets, as in the second lesson) – it is better to be flexible and adapt to students’ needs, especially at the generalization stage. It would be more beneficial to the students to make a better use of games and game-like activities.</span></li>\r\n	<li class=\"li5\"><span class=\"s1\">In teaching the key vocabulary in a STEM lesson and developing students\' BISC and CALP, it is important not only to introduce but also to practice and consolidate key verbs and structures which are central to understanding and adopting scientific discourse. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">The worksheets were very well-prepared and suitable for visualizing the studied material and can be a recommended best practice. They played a vital role in facilitating students\' understanding and learning of the subject matter. </span></li>\r\n</ol>','The research team of the University of Shumen visits Ellinogermaniki Agogi','The visit to the school Ellinogermaniki Agogi in Athens, Greece was conducted with the aim of monitoring the process of implementing the project programme','draft','open','open','','the-research-team-of-the-university-of-shumen-visits-ellinogermaniki-agogi','','','2016-02-02 10:47:15','2016-02-02 10:47:15','',0,'http://www.sflabs.eu/?p=2684',0,'post','',0),
 (2685,1,'2016-01-29 11:41:24','2016-01-29 11:41:24','','Screen Shot 2016-01-29 at 13.40.56','','inherit','open','closed','','screen-shot-2016-01-29-at-13-40-56','','','2016-01-29 11:41:24','2016-01-29 11:41:24','',2684,'http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-29-at-13.40.56.png',0,'attachment','image/png',0),
 (2689,1,'2016-01-29 11:43:25','2016-01-29 11:43:25','<p class=\"p3\"><span class=\"s1\">Observers: Assoc. Prof. Ivanka Kamburova-Milanova, PhD,</span></p>\r\n<p class=\"p4\"><span class=\"s1\"> Irina Ivanova, PhD, University of Shumen, Bulgaria</span></p>\r\n<p class=\"p3\"><span class=\"s1\">07.12. – 10.12.2015</span></p>\r\n<p class=\"p5\"><span class=\"s1\">The visit to the school Ellinogermaniki Agogi in Athens, Greece was conducted with the aim of monitoring the process of implementing the project programme. The process involved observation of two lessons, which were planned in advance, following the CLIL/ STEM observation checklist produced under the project. The checklist is organized into 4 groups of indicators: 1. Lesson Structure, Design and Outcomes; 2. Teaching and Learning Strategies; 3. Content, Language and Communication; and 4. Classroom and Learning Process Management/ Mobile Labs. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The report follows the structure of the observation checklist. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Ellinogermaniki Agogi Dimitriou Panagea</b>, <b>Athens/Pallini ,</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>5th Grade</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">The observed lesson of the 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade class took place in the afternoon of December 7</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> from 15.30 to 16.50 p.m. The topic of the class was <i>Electricity (Elektrizität/Strom)</i>. The German teacher Christina<span class=\"Apple-converted-space\">  </span>Leontzakou taught the class together with the Physics teacher Marianna Potsidi. The class consisted of 10 fifth grade students for whom German is their first foreign language. They have 6 lessons (teaching hours) per week. The lesson we observed was an optional lesson in physics. By the time of the observed<span class=\"Apple-converted-space\">  </span>lesson the students had been studying German for 4 school years, which means that they had a language competence level A1+ (Elementary). The class was attended by Fani Stylianidou who works as researcher in the Research Department of the school and also participates in the project. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">Our first impressions were that the lesson was taught according to plan, with active and even student participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material. This affirms that the project’s idea is well received and suitable to their needs. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">Before the class we were provided with a lesson plan in English. The planned objectives were appropriate for the students\' level and</span><span class=\"s3\"> recognizable</span><span class=\"s1\">, though not explicitly stated in the plan. The students knew what they were doing at each stage of the lesson. The materials and the tasks corresponded to the topic, and were suited to students’ current cognitive level and learning styles. With respect to the lexis taught in the lesson,<span class=\"Apple-converted-space\">  </span>the students used labels with the key vocabulary, worksheets, and an experiment kit (das Holz, das Kabel, die Lampe, leuchten, das Metall, der Draht, der Fußkontakt, der Sockelkontakt, Plus Pol, Minus Pol, der Stromkreis, geschlossen). However, the key vocabulary as planned did not contain the structure „verbunden ist” (is connected) and the verb „verbinden“ (to connect), which provoked questions in students and made it difficult for them understand and draw<span class=\"Apple-converted-space\">  </span>conclusions. In general, the language used by the teacher was appropriate for the students. The German teacher spoke the target language throughout the lesson. The Physics teacher also took active part in some tasks, explaining in Greek the subject matter which students found difficult to understand (e.g. Task C in the worksheet in which they had to find the difference between the atoms of plastic and atoms of metal). The Physics teacher spoke only Greek to consolidate the key terms and to explain some of the content. The learning outcomes became clear when the students presented the results of the experiment in a language which was appropriate for their language and cognitive level. The fact that the students took active part in the summary of the experiment and the conclusions drawn from it, shows that most of the students successfully managed to pass through the stages of the STEM inquiry approach (trigger – hypothesis – experimentation – verification/ conclusion – generalization/ transfer). </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The teacher used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. At the trigger phase she elicited the key words from the learners, and then asked them to fill them in the scheme on the white board. The teacher made the input comprehensible by using graphic organizers and visualization (interactive white board), and by monitoring and helping individual students during the experiment. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The language activities were mainly focus-on-form (vocabulary and structures, question - answer exchange), without a separate focus on skills development. However, given the students\' level of German, we think that they could have been asked to explain the functioning of the electrical circuit themselves or ask and answer questions about it in pairs, if they were encouraged or prompted by the teacher. To compensate for this lack of interaction between students and to ensure free communication flow, the Physics teacher encouraged constant code-switch. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe and recognize the interrelations and dependencies in the physical world, such as what atoms are composed of and what electricity is. They know the German terms for the objects, they can differentiate among different notions and summarize results of experiments. As for BICS, students can make hypotheses, explain and exchange ideas about the experiment, report their findings, dеscribe what a closed electricity circuit is, and draw simple conclusions. These abilities can be reinforced by introducing language structures and verbs such as <i>bestehen aus (consist of), sich unterscheiden (differ from)/, verbinden (connect), geschlossen ist (is closed),</i> etc.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), pair work, group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the project researcher from the school. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Ellinogermaniki Agogi Dimitriou Panagea</b>, <b>Athens /Pallini,</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>6th Grade</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">The observed lesson took place in the afternoon of December 9th from 15.30 to 16.50 p.m. The topic of the lesson was <i>Reibungskräfte</i> (Friction). The lesson was taught by the German teacher Christina Leontzakou and the physics teacher Athena Tsagogeorga who worked as a team. The class consisted of 9 sixth grade students for whom German is their first foreign language. They have studied German language from the 1</span><span class=\"s2\"><sup>st</sup></span><span class=\"s1\"> grade. By the time the observed lesson took place, students had been studying German for more than 4 years, which means that their level was A1<b>+</b> - A2. The lessons are optional and are held once a week as a science (physics) class. The topic of the lesson was chosen by the teacher. The lesson was attended by the researcher Fani Stylianidou from the Research Department of the school.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">The lesson was taught according to plan, with active and even learners’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which exhibits the successful implementation of the project. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">We were provided with a lesson plan in English for 80-85 min. The planned objectives were clear, recognizable, and detailed - especially the communicative goals. The students were in control at all times and understood the purpose of the tasks. The materials and the tasks were suitable for the topic and the current cognitive and language level, life experience, and learning styles of the students. The German teacher spoke the target language throughout the lesson. The language was appropriate for the students’ level. The learning outcomes became clear when the students presented the results of the experiment in German. The lesson was well structured and reflected the 5 stages of the STEM inquiry approach. The teacher first elicited students’ opinions on the importance of friction (trigger). She reviewed the content of the previous lesson and drew their attention to visuals in order to present the key words. She also used short video films to introduce the topic and provoke students\' thinking. On the basis of physics teacher input the students hypothesized about the nature of friction phenomena and later tests their hypothesis in the experiment (hypothesis and experimentation). In the experiment both teachers worked in a team assisting groups of students. Through interactive tasks (question – answer exchanges) students verified the results and made conclusions about the existence of friction as a phenomenon. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The teachers used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. The input was made comprehensible by using photos, drawings, graphic organizers and visualization (interactive white board and short videos), and by monitoring and helping groups of students during the experiment. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">There was a good balance between focus-on-form and skill development. The code switching was done by students when conducting the experiment and when addressing both teachers. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe, recognize and nominate the interrelations and dependencies in the physical world, such as forces and friction phenomena. They know most of the German terms for the objects, they can differentiate among different notions, and summarize results of experiments. As for BICS, students can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions in German. Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as lock-step (plenary), pair work, group work, and individual work which corresponded to the nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other real-life contexts.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the project researcher from the school. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">Although there were no mobile labs the teachers provided very good equipment for the experiment from the facilities available at the school. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b>Issues and recommendations</b></span></p>\r\n\r\n<ol class=\"ol1\">\r\n	<li class=\"li5\"><span class=\"s1\">The optional observed 80-minute lessons are held in the afternoon in one block without a break, after the students have had 6 regular teaching hours in the morning. Although the students participated actively and were interested in the studied material, in the second half of the lesson they showed clear signs of fatigue and lack of concentration. In order to make both teaching and learning more effective, we would recommend a short (10 min.) break or, alternatively, shorter lessons. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">It was difficult to follow the teacher\'s activities in the lesson plan of the second lesson, because they were only marked schematically (e.g. ‚,T. monitors”). In order to make the observer\'s task easier, the lesson plan should use clear sequencing and numbering of activities and corresponding worksheets. Although the stages were clearly outlined, the activities for these stages were not specified. The procedures and tasks should be described in more detail. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">Although the German and the Physics teacher worked together in the preparation of the lesson, the observers were left with the impression that it was the German teacher alone who taught the whole lesson. In the template the actions and responsibilities of each team’s teacher are not specified. These should be differentiated in order to avoid confusion and overlapping. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">In one of the lessons there was no balance between the participation of the two teachers. There were no clear transitions between their activities. Neither of the Physics teachers spoke any German. We recommend that code switching be motivated and balanced. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">There were some issues with the timing of the activities. It is not necessary to do everything that is planned (and outlined in the worksheets, as in the second lesson) – it is better to be flexible and adapt to students’ needs, especially at the generalization stage. It would be more beneficial to the students to make a better use of games and game-like activities.</span></li>\r\n	<li class=\"li5\"><span class=\"s1\">In teaching the key vocabulary in a STEM lesson and developing students\' BISC and CALP, it is important not only to introduce but also to practice and consolidate key verbs and structures which are central to understanding and adopting scientific discourse. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">The worksheets were very well-prepared and suitable for visualizing the studied material and can be a recommended best practice. They played a vital role in facilitating students\' understanding and learning of the subject matter. </span></li>\r\n</ol>','The research team of the University of Shumen visits Ellinogermaniki Agogi','The visit to the school Ellinogermaniki Agogi in Athens, Greece was conducted with the aim of monitoring the process of implementing the project programme','inherit','closed','closed','','2684-revision-v1','','','2016-01-29 11:43:25','2016-01-29 11:43:25','',2684,'http://www.sflabs.eu/2689/2684-revision-v1/',0,'revision','',0),
 (2686,1,'2016-01-29 11:41:29','2016-01-29 11:41:29','<p class=\"p1\"></p>\r\n<p class=\"p3\"><span class=\"s1\">Observers: Assoc. Prof. Ivanka Kamburova-Milanova, PhD,</span></p>\r\n<p class=\"p4\"><span class=\"s1\"> Irina Ivanova, PhD, University of Shumen, Bulgaria</span></p>\r\n<p class=\"p3\"><span class=\"s1\">07.12. – 10.12.2015</span></p>\r\n<p class=\"p5\"><span class=\"s1\">The visit to the school Ellinogermaniki Agogi in Athens, Greece was conducted with the aim of monitoring the process of implementing the project programme. The process involved observation of two lessons, which were planned in advance, following the CLIL/ STEM observation checklist produced under the project. The checklist is organized into 4 groups of indicators: 1. Lesson Structure, Design and Outcomes; 2. Teaching and Learning Strategies; 3. Content, Language and Communication; and 4. Classroom and Learning Process Management/ Mobile Labs. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The report follows the structure of the observation checklist. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Ellinogermaniki Agogi Dimitriou Panagea</b>, <b>Athens/Pallini ,</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>5th Grade</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">The observed lesson of the 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade class took place in the afternoon of December 7</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> from 15.30 to 16.50 p.m. The topic of the class was <i>Electricity (Elektrizität/Strom)</i>. The German teacher Christina<span class=\"Apple-converted-space\">  </span>Leontzakou taught the class together with the Physics teacher Marianna Potsidi. The class consisted of 10 fifth grade students for whom German is their first foreign language. They have 6 lessons (teaching hours) per week. The lesson we observed was an optional lesson in physics. By the time of the observed<span class=\"Apple-converted-space\">  </span>lesson the students had been studying German for 4 school years, which means that they had a language competence level A1+ (Elementary). The class was attended by Fani Stylianidou who works as researcher in the Research Department of the school and also participates in the project. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">Our first impressions were that the lesson was taught according to plan, with active and even student participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material. This affirms that the project’s idea is well received and suitable to their needs. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">Before the class we were provided with a lesson plan in English. The planned objectives were appropriate for the students\' level and</span><span class=\"s3\"> recognizable</span><span class=\"s1\">, though not explicitly stated in the plan. The students knew what they were doing at each stage of the lesson. The materials and the tasks corresponded to the topic, and were suited to students’ current cognitive level and learning styles. With respect to the lexis taught in the lesson,<span class=\"Apple-converted-space\">  </span>the students used labels with the key vocabulary, worksheets, and an experiment kit (das Holz, das Kabel, die Lampe, leuchten, das Metall, der Draht, der Fußkontakt, der Sockelkontakt, Plus Pol, Minus Pol, der Stromkreis, geschlossen). However, the key vocabulary as planned did not contain the structure „verbunden ist” (is connected) and the verb „verbinden“ (to connect), which provoked questions in students and made it difficult for them understand and draw<span class=\"Apple-converted-space\">  </span>conclusions. In general, the language used by the teacher was appropriate for the students. The German teacher spoke the target language throughout the lesson. The Physics teacher also took active part in some tasks, explaining in Greek the subject matter which students found difficult to understand (e.g. Task C in the worksheet in which they had to find the difference between the atoms of plastic and atoms of metal). The Physics teacher spoke only Greek to consolidate the key terms and to explain some of the content. The learning outcomes became clear when the students presented the results of the experiment in a language which was appropriate for their language and cognitive level. The fact that the students took active part in the summary of the experiment and the conclusions drawn from it, shows that most of the students successfully managed to pass through the stages of the STEM inquiry approach (trigger – hypothesis – experimentation – verification/ conclusion – generalization/ transfer). </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The teacher used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. At the trigger phase she elicited the key words from the learners, and then asked them to fill them in the scheme on the white board. The teacher made the input comprehensible by using graphic organizers and visualization (interactive white board), and by monitoring and helping individual students during the experiment. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The language activities were mainly focus-on-form (vocabulary and structures, question - answer exchange), without a separate focus on skills development. However, given the students\' level of German, we think that they could have been asked to explain the functioning of the electrical circuit themselves or ask and answer questions about it in pairs, if they were encouraged or prompted by the teacher. To compensate for this lack of interaction between students and to ensure free communication flow, the Physics teacher encouraged constant code-switch. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe and recognize the interrelations and dependencies in the physical world, such as what atoms are composed of and what electricity is. They know the German terms for the objects, they can differentiate among different notions and summarize results of experiments. As for BICS, students can make hypotheses, explain and exchange ideas about the experiment, report their findings, dеscribe what a closed electricity circuit is, and draw simple conclusions. These abilities can be reinforced by introducing language structures and verbs such as <i>bestehen aus (consist of), sich unterscheiden (differ from)/, verbinden (connect), geschlossen ist (is closed),</i> etc.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), pair work, group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the project researcher from the school. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><span class=\"Apple-converted-space\">      </span></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><span class=\"Apple-converted-space\">       </span></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Ellinogermaniki Agogi Dimitriou Panagea</b>, <b>Athens /Pallini,</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>6th Grade</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">The observed lesson took place in the afternoon of December 9th from 15.30 to 16.50 p.m. The topic of the lesson was <i>Reibungskräfte</i> (Friction). The lesson was taught by the German teacher Christina Leontzakou and the physics teacher Athena Tsagogeorga who worked as a team. The class consisted of 9 sixth grade students for whom German is their first foreign language. They have studied German language from the 1</span><span class=\"s2\"><sup>st</sup></span><span class=\"s1\"> grade. By the time the observed lesson took place, students had been studying German for more than 4 years, which means that their level was A1<b>+</b> - A2. The lessons are optional and are held once a week as a science (physics) class. The topic of the lesson was chosen by the teacher. The lesson was attended by the researcher Fani Stylianidou from the Research Department of the school.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">The lesson was taught according to plan, with active and even learners’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which exhibits the successful implementation of the project. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">We were provided with a lesson plan in English for 80-85 min. The planned objectives were clear, recognizable, and detailed - especially the communicative goals. The students were in control at all times and understood the purpose of the tasks. The materials and the tasks were suitable for the topic and the current cognitive and language level, life experience, and learning styles of the students. The German teacher spoke the target language throughout the lesson. The language was appropriate for the students’ level. The learning outcomes became clear when the students presented the results of the experiment in German. The lesson was well structured and reflected the 5 stages of the STEM inquiry approach. The teacher first elicited students’ opinions on the importance of friction (trigger). She reviewed the content of the previous lesson and drew their attention to visuals in order to present the key words. She also used short video films to introduce the topic and provoke students\' thinking. On the basis of physics teacher input the students hypothesized about the nature of friction phenomena and later tests their hypothesis in the experiment (hypothesis and experimentation). In the experiment both teachers worked in a team assisting groups of students. Through interactive tasks (question – answer exchanges) students verified the results and made conclusions about the existence of friction as a phenomenon. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The teachers used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. The input was made comprehensible by using photos, drawings, graphic organizers and visualization (interactive white board and short videos), and by monitoring and helping groups of students during the experiment. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">There was a good balance between focus-on-form and skill development. The code switching was done by students when conducting the experiment and when addressing both teachers. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe, recognize and nominate the interrelations and dependencies in the physical world, such as forces and friction phenomena. They know most of the German terms for the objects, they can differentiate among different notions, and summarize results of experiments. As for BICS, students can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions in German. Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as lock-step (plenary), pair work, group work, and individual work which corresponded to the nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other real-life contexts.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the project researcher from the school. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">Although there were no mobile labs the teachers provided very good equipment for the experiment from the facilities available at the school. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b><span class=\"Apple-converted-space\">     </span></b></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b><span class=\"Apple-converted-space\">     </span></b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Issues and recommendations</b></span></p>\r\n\r\n<ol class=\"ol1\">\r\n	<li class=\"li5\"><span class=\"s1\">The optional observed 80-minute lessons are held in the afternoon in one block without a break, after the students have had 6 regular teaching hours in the morning. Although the students participated actively and were interested in the studied material, in the second half of the lesson they showed clear signs of fatigue and lack of concentration. In order to make both teaching and learning more effective, we would recommend a short (10 min.) break or, alternatively, shorter lessons. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">It was difficult to follow the teacher\'s activities in the lesson plan of the second lesson, because they were only marked schematically (e.g. ‚,T. monitors”). In order to make the observer\'s task easier, the lesson plan should use clear sequencing and numbering of activities and corresponding worksheets. Although the stages were clearly outlined, the activities for these stages were not specified. The procedures and tasks should be described in more detail. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">Although the German and the Physics teacher worked together in the preparation of the lesson, the observers were left with the impression that it was the German teacher alone who taught the whole lesson. In the template the actions and responsibilities of each team’s teacher are not specified. These should be differentiated in order to avoid confusion and overlapping. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">In one of the lessons there was no balance between the participation of the two teachers. There were no clear transitions between their activities. Neither of the Physics teachers spoke any German. We recommend that code switching be motivated and balanced. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">There were some issues with the timing of the activities. It is not necessary to do everything that is planned (and outlined in the worksheets, as in the second lesson) – it is better to be flexible and adapt to students’ needs, especially at the generalization stage. It would be more beneficial to the students to make a better use of games and game-like activities.</span></li>\r\n	<li class=\"li5\"><span class=\"s1\">In teaching the key vocabulary in a STEM lesson and developing students\' BISC and CALP, it is important not only to introduce but also to practice and consolidate key verbs and structures which are central to understanding and adopting scientific discourse. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">The worksheets were very well-prepared and suitable for visualizing the studied material and can be a recommended best practice. They played a vital role in facilitating students\' understanding and learning of the subject matter. </span></li>\r\n</ol>','The research team of the University of Shumen visits Ellinogermaniki Agogi','','inherit','closed','closed','','2684-revision-v1','','','2016-01-29 11:41:29','2016-01-29 11:41:29','',2684,'http://www.sflabs.eu/2686/2684-revision-v1/',0,'revision','',0),
 (2687,1,'2016-01-29 11:42:09','2016-01-29 11:42:09','<p class=\"p3\"><span class=\"s1\">Observers: Assoc. Prof. Ivanka Kamburova-Milanova, PhD,</span></p>\r\n<p class=\"p4\"><span class=\"s1\"> Irina Ivanova, PhD, University of Shumen, Bulgaria</span></p>\r\n<p class=\"p3\"><span class=\"s1\">07.12. – 10.12.2015</span></p>\r\n<p class=\"p5\"><span class=\"s1\">The visit to the school Ellinogermaniki Agogi in Athens, Greece was conducted with the aim of monitoring the process of implementing the project programme. The process involved observation of two lessons, which were planned in advance, following the CLIL/ STEM observation checklist produced under the project. The checklist is organized into 4 groups of indicators: 1. Lesson Structure, Design and Outcomes; 2. Teaching and Learning Strategies; 3. Content, Language and Communication; and 4. Classroom and Learning Process Management/ Mobile Labs. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The report follows the structure of the observation checklist. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Ellinogermaniki Agogi Dimitriou Panagea</b>, <b>Athens/Pallini ,</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>5th Grade</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">The observed lesson of the 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade class took place in the afternoon of December 7</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> from 15.30 to 16.50 p.m. The topic of the class was <i>Electricity (Elektrizität/Strom)</i>. The German teacher Christina<span class=\"Apple-converted-space\">  </span>Leontzakou taught the class together with the Physics teacher Marianna Potsidi. The class consisted of 10 fifth grade students for whom German is their first foreign language. They have 6 lessons (teaching hours) per week. The lesson we observed was an optional lesson in physics. By the time of the observed<span class=\"Apple-converted-space\">  </span>lesson the students had been studying German for 4 school years, which means that they had a language competence level A1+ (Elementary). The class was attended by Fani Stylianidou who works as researcher in the Research Department of the school and also participates in the project. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">Our first impressions were that the lesson was taught according to plan, with active and even student participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material. This affirms that the project’s idea is well received and suitable to their needs. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">Before the class we were provided with a lesson plan in English. The planned objectives were appropriate for the students\' level and</span><span class=\"s3\"> recognizable</span><span class=\"s1\">, though not explicitly stated in the plan. The students knew what they were doing at each stage of the lesson. The materials and the tasks corresponded to the topic, and were suited to students’ current cognitive level and learning styles. With respect to the lexis taught in the lesson,<span class=\"Apple-converted-space\">  </span>the students used labels with the key vocabulary, worksheets, and an experiment kit (das Holz, das Kabel, die Lampe, leuchten, das Metall, der Draht, der Fußkontakt, der Sockelkontakt, Plus Pol, Minus Pol, der Stromkreis, geschlossen). However, the key vocabulary as planned did not contain the structure „verbunden ist” (is connected) and the verb „verbinden“ (to connect), which provoked questions in students and made it difficult for them understand and draw<span class=\"Apple-converted-space\">  </span>conclusions. In general, the language used by the teacher was appropriate for the students. The German teacher spoke the target language throughout the lesson. The Physics teacher also took active part in some tasks, explaining in Greek the subject matter which students found difficult to understand (e.g. Task C in the worksheet in which they had to find the difference between the atoms of plastic and atoms of metal). The Physics teacher spoke only Greek to consolidate the key terms and to explain some of the content. The learning outcomes became clear when the students presented the results of the experiment in a language which was appropriate for their language and cognitive level. The fact that the students took active part in the summary of the experiment and the conclusions drawn from it, shows that most of the students successfully managed to pass through the stages of the STEM inquiry approach (trigger – hypothesis – experimentation – verification/ conclusion – generalization/ transfer). </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The teacher used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. At the trigger phase she elicited the key words from the learners, and then asked them to fill them in the scheme on the white board. The teacher made the input comprehensible by using graphic organizers and visualization (interactive white board), and by monitoring and helping individual students during the experiment. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The language activities were mainly focus-on-form (vocabulary and structures, question - answer exchange), without a separate focus on skills development. However, given the students\' level of German, we think that they could have been asked to explain the functioning of the electrical circuit themselves or ask and answer questions about it in pairs, if they were encouraged or prompted by the teacher. To compensate for this lack of interaction between students and to ensure free communication flow, the Physics teacher encouraged constant code-switch. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe and recognize the interrelations and dependencies in the physical world, such as what atoms are composed of and what electricity is. They know the German terms for the objects, they can differentiate among different notions and summarize results of experiments. As for BICS, students can make hypotheses, explain and exchange ideas about the experiment, report their findings, dеscribe what a closed electricity circuit is, and draw simple conclusions. These abilities can be reinforced by introducing language structures and verbs such as <i>bestehen aus (consist of), sich unterscheiden (differ from)/, verbinden (connect), geschlossen ist (is closed),</i> etc.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), pair work, group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the project researcher from the school. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><span class=\"Apple-converted-space\">      </span></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><span class=\"Apple-converted-space\">       </span></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Ellinogermaniki Agogi Dimitriou Panagea</b>, <b>Athens /Pallini,</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>6th Grade</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>General information</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">The observed lesson took place in the afternoon of December 9th from 15.30 to 16.50 p.m. The topic of the lesson was <i>Reibungskräfte</i> (Friction). The lesson was taught by the German teacher Christina Leontzakou and the physics teacher Athena Tsagogeorga who worked as a team. The class consisted of 9 sixth grade students for whom German is their first foreign language. They have studied German language from the 1</span><span class=\"s2\"><sup>st</sup></span><span class=\"s1\"> grade. By the time the observed lesson took place, students had been studying German for more than 4 years, which means that their level was A1<b>+</b> - A2. The lessons are optional and are held once a week as a science (physics) class. The topic of the lesson was chosen by the teacher. The lesson was attended by the researcher Fani Stylianidou from the Research Department of the school.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">The lesson was taught according to plan, with active and even learners’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which exhibits the successful implementation of the project. </span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\r\n<p class=\"p5\"><span class=\"s1\">We were provided with a lesson plan in English for 80-85 min. The planned objectives were clear, recognizable, and detailed - especially the communicative goals. The students were in control at all times and understood the purpose of the tasks. The materials and the tasks were suitable for the topic and the current cognitive and language level, life experience, and learning styles of the students. The German teacher spoke the target language throughout the lesson. The language was appropriate for the students’ level. The learning outcomes became clear when the students presented the results of the experiment in German. The lesson was well structured and reflected the 5 stages of the STEM inquiry approach. The teacher first elicited students’ opinions on the importance of friction (trigger). She reviewed the content of the previous lesson and drew their attention to visuals in order to present the key words. She also used short video films to introduce the topic and provoke students\' thinking. On the basis of physics teacher input the students hypothesized about the nature of friction phenomena and later tests their hypothesis in the experiment (hypothesis and experimentation). In the experiment both teachers worked in a team assisting groups of students. Through interactive tasks (question – answer exchanges) students verified the results and made conclusions about the existence of friction as a phenomenon. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">The teachers used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. The input was made comprehensible by using photos, drawings, graphic organizers and visualization (interactive white board and short videos), and by monitoring and helping groups of students during the experiment. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">There was a good balance between focus-on-form and skill development. The code switching was done by students when conducting the experiment and when addressing both teachers. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe, recognize and nominate the interrelations and dependencies in the physical world, such as forces and friction phenomena. They know most of the German terms for the objects, they can differentiate among different notions, and summarize results of experiments. As for BICS, students can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions in German. Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as lock-step (plenary), pair work, group work, and individual work which corresponded to the nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other real-life contexts.</span></p>\r\n<p class=\"p5\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the project researcher from the school. </span></p>\r\n<p class=\"p5\"><span class=\"s1\">Although there were no mobile labs the teachers provided very good equipment for the experiment from the facilities available at the school. </span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b><span class=\"Apple-converted-space\">     </span></b></span></p>\r\n<p class=\"p6\"><span class=\"s1\"><b><span class=\"Apple-converted-space\">     </span></b></span></p>\r\n<p class=\"p5\"><span class=\"s1\"><b>Issues and recommendations</b></span></p>\r\n\r\n<ol class=\"ol1\">\r\n	<li class=\"li5\"><span class=\"s1\">The optional observed 80-minute lessons are held in the afternoon in one block without a break, after the students have had 6 regular teaching hours in the morning. Although the students participated actively and were interested in the studied material, in the second half of the lesson they showed clear signs of fatigue and lack of concentration. In order to make both teaching and learning more effective, we would recommend a short (10 min.) break or, alternatively, shorter lessons. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">It was difficult to follow the teacher\'s activities in the lesson plan of the second lesson, because they were only marked schematically (e.g. ‚,T. monitors”). In order to make the observer\'s task easier, the lesson plan should use clear sequencing and numbering of activities and corresponding worksheets. Although the stages were clearly outlined, the activities for these stages were not specified. The procedures and tasks should be described in more detail. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">Although the German and the Physics teacher worked together in the preparation of the lesson, the observers were left with the impression that it was the German teacher alone who taught the whole lesson. In the template the actions and responsibilities of each team’s teacher are not specified. These should be differentiated in order to avoid confusion and overlapping. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">In one of the lessons there was no balance between the participation of the two teachers. There were no clear transitions between their activities. Neither of the Physics teachers spoke any German. We recommend that code switching be motivated and balanced. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">There were some issues with the timing of the activities. It is not necessary to do everything that is planned (and outlined in the worksheets, as in the second lesson) – it is better to be flexible and adapt to students’ needs, especially at the generalization stage. It would be more beneficial to the students to make a better use of games and game-like activities.</span></li>\r\n	<li class=\"li5\"><span class=\"s1\">In teaching the key vocabulary in a STEM lesson and developing students\' BISC and CALP, it is important not only to introduce but also to practice and consolidate key verbs and structures which are central to understanding and adopting scientific discourse. </span></li>\r\n	<li class=\"li5\"><span class=\"s1\">The worksheets were very well-prepared and suitable for visualizing the studied material and can be a recommended best practice. They played a vital role in facilitating students\' understanding and learning of the subject matter. </span></li>\r\n</ol>','The research team of the University of Shumen visits Ellinogermaniki Agogi','','inherit','closed','closed','','2684-revision-v1','','','2016-01-29 11:42:09','2016-01-29 11:42:09','',2684,'http://www.sflabs.eu/2687/2684-revision-v1/',0,'revision','',0),
 (2688,1,'2016-01-29 11:43:13','2016-01-29 11:43:13','<p class=\"p3\"><span class=\"s1\">Observers: Assoc. Prof. Ivanka Kamburova-Milanova, PhD,</span></p>\n<p class=\"p4\"><span class=\"s1\"> Irina Ivanova, PhD, University of Shumen, Bulgaria</span></p>\n<p class=\"p3\"><span class=\"s1\">07.12. – 10.12.2015</span></p>\n<p class=\"p5\"><span class=\"s1\">The visit to the school Ellinogermaniki Agogi in Athens, Greece was conducted with the aim of monitoring the process of implementing the project programme. The process involved observation of two lessons, which were planned in advance, following the CLIL/ STEM observation checklist produced under the project. The checklist is organized into 4 groups of indicators: 1. Lesson Structure, Design and Outcomes; 2. Teaching and Learning Strategies; 3. Content, Language and Communication; and 4. Classroom and Learning Process Management/ Mobile Labs. </span></p>\n<p class=\"p5\"><span class=\"s1\">The report follows the structure of the observation checklist. </span></p>\n<p class=\"p5\"><span class=\"s1\"><b>Ellinogermaniki Agogi Dimitriou Panagea</b>, <b>Athens/Pallini ,</b></span></p>\n<p class=\"p5\"><span class=\"s1\"><b>5th Grade</b></span></p>\n<p class=\"p5\"><span class=\"s1\"><b>General information</b></span></p>\n<p class=\"p5\"><span class=\"s1\">The observed lesson of the 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> grade class took place in the afternoon of December 7</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> from 15.30 to 16.50 p.m. The topic of the class was <i>Electricity (Elektrizität/Strom)</i>. The German teacher Christina<span class=\"Apple-converted-space\">  </span>Leontzakou taught the class together with the Physics teacher Marianna Potsidi. The class consisted of 10 fifth grade students for whom German is their first foreign language. They have 6 lessons (teaching hours) per week. The lesson we observed was an optional lesson in physics. By the time of the observed<span class=\"Apple-converted-space\">  </span>lesson the students had been studying German for 4 school years, which means that they had a language competence level A1+ (Elementary). The class was attended by Fani Stylianidou who works as researcher in the Research Department of the school and also participates in the project. </span></p>\n<p class=\"p5\"><span class=\"s1\">Our first impressions were that the lesson was taught according to plan, with active and even student participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material. This affirms that the project’s idea is well received and suitable to their needs. </span></p>\n<p class=\"p5\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\n<p class=\"p5\"><span class=\"s1\">Before the class we were provided with a lesson plan in English. The planned objectives were appropriate for the students\' level and</span><span class=\"s3\"> recognizable</span><span class=\"s1\">, though not explicitly stated in the plan. The students knew what they were doing at each stage of the lesson. The materials and the tasks corresponded to the topic, and were suited to students’ current cognitive level and learning styles. With respect to the lexis taught in the lesson,<span class=\"Apple-converted-space\">  </span>the students used labels with the key vocabulary, worksheets, and an experiment kit (das Holz, das Kabel, die Lampe, leuchten, das Metall, der Draht, der Fußkontakt, der Sockelkontakt, Plus Pol, Minus Pol, der Stromkreis, geschlossen). However, the key vocabulary as planned did not contain the structure „verbunden ist” (is connected) and the verb „verbinden“ (to connect), which provoked questions in students and made it difficult for them understand and draw<span class=\"Apple-converted-space\">  </span>conclusions. In general, the language used by the teacher was appropriate for the students. The German teacher spoke the target language throughout the lesson. The Physics teacher also took active part in some tasks, explaining in Greek the subject matter which students found difficult to understand (e.g. Task C in the worksheet in which they had to find the difference between the atoms of plastic and atoms of metal). The Physics teacher spoke only Greek to consolidate the key terms and to explain some of the content. The learning outcomes became clear when the students presented the results of the experiment in a language which was appropriate for their language and cognitive level. The fact that the students took active part in the summary of the experiment and the conclusions drawn from it, shows that most of the students successfully managed to pass through the stages of the STEM inquiry approach (trigger – hypothesis – experimentation – verification/ conclusion – generalization/ transfer). </span></p>\n<p class=\"p5\"><span class=\"s1\">The teacher used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. At the trigger phase she elicited the key words from the learners, and then asked them to fill them in the scheme on the white board. The teacher made the input comprehensible by using graphic organizers and visualization (interactive white board), and by monitoring and helping individual students during the experiment. </span></p>\n<p class=\"p5\"><span class=\"s1\">The language activities were mainly focus-on-form (vocabulary and structures, question - answer exchange), without a separate focus on skills development. However, given the students\' level of German, we think that they could have been asked to explain the functioning of the electrical circuit themselves or ask and answer questions about it in pairs, if they were encouraged or prompted by the teacher. To compensate for this lack of interaction between students and to ensure free communication flow, the Physics teacher encouraged constant code-switch. </span></p>\n<p class=\"p5\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe and recognize the interrelations and dependencies in the physical world, such as what atoms are composed of and what electricity is. They know the German terms for the objects, they can differentiate among different notions and summarize results of experiments. As for BICS, students can make hypotheses, explain and exchange ideas about the experiment, report their findings, dеscribe what a closed electricity circuit is, and draw simple conclusions. These abilities can be reinforced by introducing language structures and verbs such as <i>bestehen aus (consist of), sich unterscheiden (differ from)/, verbinden (connect), geschlossen ist (is closed),</i> etc.</span></p>\n<p class=\"p5\"><span class=\"s1\">Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\n<p class=\"p5\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as, lock-step (plenary), pair work, group work and individual work which corresponded to nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other contexts. </span></p>\n<p class=\"p5\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the project researcher from the school. </span></p>\n<p class=\"p5\"><span class=\"s1\"><b>Ellinogermaniki Agogi Dimitriou Panagea</b>, <b>Athens /Pallini,</b></span></p>\n<p class=\"p5\"><span class=\"s1\"><b>6th Grade</b></span></p>\n<p class=\"p5\"><span class=\"s1\"><b>General information</b></span></p>\n<p class=\"p5\"><span class=\"s1\">The observed lesson took place in the afternoon of December 9th from 15.30 to 16.50 p.m. The topic of the lesson was <i>Reibungskräfte</i> (Friction). The lesson was taught by the German teacher Christina Leontzakou and the physics teacher Athena Tsagogeorga who worked as a team. The class consisted of 9 sixth grade students for whom German is their first foreign language. They have studied German language from the 1</span><span class=\"s2\"><sup>st</sup></span><span class=\"s1\"> grade. By the time the observed lesson took place, students had been studying German for more than 4 years, which means that their level was A1<b>+</b> - A2. The lessons are optional and are held once a week as a science (physics) class. The topic of the lesson was chosen by the teacher. The lesson was attended by the researcher Fani Stylianidou from the Research Department of the school.</span></p>\n<p class=\"p5\"><span class=\"s1\">The lesson was taught according to plan, with active and even learners’ participation. The rapport was good and was conducive to students’ learning. The students were enthusiastic and interested in the material which exhibits the successful implementation of the project. </span></p>\n<p class=\"p5\"><span class=\"s1\"><b>Discussion of indicators</b></span></p>\n<p class=\"p5\"><span class=\"s1\">We were provided with a lesson plan in English for 80-85 min. The planned objectives were clear, recognizable, and detailed - especially the communicative goals. The students were in control at all times and understood the purpose of the tasks. The materials and the tasks were suitable for the topic and the current cognitive and language level, life experience, and learning styles of the students. The German teacher spoke the target language throughout the lesson. The language was appropriate for the students’ level. The learning outcomes became clear when the students presented the results of the experiment in German. The lesson was well structured and reflected the 5 stages of the STEM inquiry approach. The teacher first elicited students’ opinions on the importance of friction (trigger). She reviewed the content of the previous lesson and drew their attention to visuals in order to present the key words. She also used short video films to introduce the topic and provoke students\' thinking. On the basis of physics teacher input the students hypothesized about the nature of friction phenomena and later tests their hypothesis in the experiment (hypothesis and experimentation). In the experiment both teachers worked in a team assisting groups of students. Through interactive tasks (question – answer exchanges) students verified the results and made conclusions about the existence of friction as a phenomenon. </span></p>\n<p class=\"p5\"><span class=\"s1\">The teachers used a variety of teaching strategies to link new to old information and to ensure continuity between old and new material. The input was made comprehensible by using photos, drawings, graphic organizers and visualization (interactive white board and short videos), and by monitoring and helping groups of students during the experiment. </span></p>\n<p class=\"p5\"><span class=\"s1\">There was a good balance between focus-on-form and skill development. The code switching was done by students when conducting the experiment and when addressing both teachers. </span></p>\n<p class=\"p5\"><span class=\"s1\">In terms of CALP, students can perform a lot of functions – they can observe, recognize and nominate the interrelations and dependencies in the physical world, such as forces and friction phenomena. They know most of the German terms for the objects, they can differentiate among different notions, and summarize results of experiments. As for BICS, students can talk and exchange ideas about the experiment, they can report their findings, and draw simple conclusions in German. Students are aware of the application of these phenomena in real life. The experiment gave students hands-on experience which facilitated their understanding and learning. </span></p>\n<p class=\"p5\"><span class=\"s1\">One positive aspect of the lesson was the variety of interaction formats, such as lock-step (plenary), pair work, group work, and individual work which corresponded to the nature of different tasks. There was a variety of activities, such as revision, tasks integrating language and content, and tasks focusing on the application of the studied phenomena in other real-life contexts.</span></p>\n<p class=\"p5\"><span class=\"s1\">The post-lesson discussion was very fruitful, as it provided opportunities for exchange of experience and good practices between the observers, physics and foreign language teachers and the project researcher from the school. </span></p>\n<p class=\"p5\"><span class=\"s1\">Although there were no mobile labs the teachers provided very good equipment for the experiment from the facilities available at the school. </span></p>\n<p class=\"p6\"><span class=\"s1\"><b>Issues and recommendations</b></span></p>\n\n<ol class=\"ol1\">\n	<li class=\"li5\"><span class=\"s1\">The optional observed 80-minute lessons are held in the afternoon in one block without a break, after the students have had 6 regular teaching hours in the morning. Although the students participated actively and were interested in the studied material, in the second half of the lesson they showed clear signs of fatigue and lack of concentration. In order to make both teaching and learning more effective, we would recommend a short (10 min.) break or, alternatively, shorter lessons. </span></li>\n	<li class=\"li5\"><span class=\"s1\">It was difficult to follow the teacher\'s activities in the lesson plan of the second lesson, because they were only marked schematically (e.g. ‚,T. monitors”). In order to make the observer\'s task easier, the lesson plan should use clear sequencing and numbering of activities and corresponding worksheets. Although the stages were clearly outlined, the activities for these stages were not specified. The procedures and tasks should be described in more detail. </span></li>\n	<li class=\"li5\"><span class=\"s1\">Although the German and the Physics teacher worked together in the preparation of the lesson, the observers were left with the impression that it was the German teacher alone who taught the whole lesson. In the template the actions and responsibilities of each team’s teacher are not specified. These should be differentiated in order to avoid confusion and overlapping. </span></li>\n	<li class=\"li5\"><span class=\"s1\">In one of the lessons there was no balance between the participation of the two teachers. There were no clear transitions between their activities. Neither of the Physics teachers spoke any German. We recommend that code switching be motivated and balanced. </span></li>\n	<li class=\"li5\"><span class=\"s1\">There were some issues with the timing of the activities. It is not necessary to do everything that is planned (and outlined in the worksheets, as in the second lesson) – it is better to be flexible and adapt to students’ needs, especially at the generalization stage. It would be more beneficial to the students to make a better use of games and game-like activities.</span></li>\n	<li class=\"li5\"><span class=\"s1\">In teaching the key vocabulary in a STEM lesson and developing students\' BISC and CALP, it is important not only to introduce but also to practice and consolidate key verbs and structures which are central to understanding and adopting scientific discourse. </span></li>\n	<li class=\"li5\"><span class=\"s1\">The worksheets were very well-prepared and suitable for visualizing the studied material and can be a recommended best practice. They played a vital role in facilitating students\' understanding and learning of the subject matter. </span></li>\n</ol>','The research team of the University of Shumen visits Ellinogermaniki Agogi','','inherit','closed','closed','','2684-autosave-v1','','','2016-01-29 11:43:13','2016-01-29 11:43:13','',2684,'http://www.sflabs.eu/2688/2684-autosave-v1/',0,'revision','',0);
INSERT INTO `goete_posts` (`ID`,`post_author`,`post_date`,`post_date_gmt`,`post_content`,`post_title`,`post_excerpt`,`post_status`,`comment_status`,`ping_status`,`post_password`,`post_name`,`to_ping`,`pinged`,`post_modified`,`post_modified_gmt`,`post_content_filtered`,`post_parent`,`guid`,`menu_order`,`post_type`,`post_mime_type`,`comment_count`) VALUES 
 (2692,1,'2016-02-02 10:40:58','2016-02-02 10:40:58','','Screen Shot 2016-02-02 at 12.39.39','','inherit','open','closed','','screen-shot-2016-02-02-at-12-39-39','','','2016-02-02 10:40:58','2016-02-02 10:40:58','',2285,'http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-02-02-at-12.39.39.png',0,'attachment','image/png',0),
 (2693,1,'2016-02-02 10:41:24','2016-02-02 10:41:24','','Screen Shot 2016-02-02 at 12.40.08','','inherit','open','closed','','screen-shot-2016-02-02-at-12-40-08','','','2016-02-02 10:41:24','2016-02-02 10:41:24','',2285,'http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-02-02-at-12.40.08.png',0,'attachment','image/png',0),
 (2694,1,'2016-02-02 10:42:10','2016-02-02 10:42:10','','Screen Shot 2016-02-02 at 12.40.17','','inherit','open','closed','','screen-shot-2016-02-02-at-12-40-17','','','2016-02-02 10:42:10','2016-02-02 10:42:10','',2285,'http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-02-02-at-12.40.17.png',0,'attachment','image/png',0),
 (2695,1,'2016-02-02 10:42:25','2016-02-02 10:42:25','','Screen Shot 2016-02-02 at 12.40.08','','inherit','open','closed','','screen-shot-2016-02-02-at-12-40-08-2','','','2016-02-02 10:42:25','2016-02-02 10:42:25','',2285,'http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-02-02-at-12.40.08-1.png',0,'attachment','image/png',0),
 (2696,1,'2016-02-02 10:42:51','2016-02-02 10:42:51','','Screen Shot 2016-02-02 at 12.39.58','','inherit','open','closed','','screen-shot-2016-02-02-at-12-39-58','','','2016-02-02 10:42:51','2016-02-02 10:42:51','',2285,'http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-02-02-at-12.39.58.png',0,'attachment','image/png',0),
 (2691,1,'2016-02-02 10:40:40','2016-02-02 10:40:40','','Screen Shot 2016-02-02 at 12.39.32','','inherit','open','closed','','screen-shot-2016-02-02-at-12-39-32','','','2016-02-02 10:40:40','2016-02-02 10:40:40','',2285,'http://www.sflabs.eu/wp-content/uploads/2015/11/screen-shot-2016-02-02-at-12.39.32.png',0,'attachment','image/png',0),
 (2698,1,'2016-02-02 10:48:42','2016-02-02 10:48:42','','UoA','','inherit','open','closed','','uoa-2','','','2016-02-02 10:48:42','2016-02-02 10:48:42','',2354,'http://www.sflabs.eu/wp-content/uploads/2015/12/uoa-1.png',0,'attachment','image/png',0),
 (2699,1,'2016-02-02 12:17:20','2016-02-02 12:17:20','[vc_row][vc_column][vc_custom_heading text=\"Schools\" font_container=\"tag:h2|text_align:left|color:%23000000\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][/vc_column][/vc_row][vc_row][vc_column][vc_tta_accordion style=\"flat\" shape=\"round\" color=\"green\" spacing=\"4\" gap=\"4\" c_icon=\"chevron\" active_section=\"54\" no_fill=\"true\" collapsible_all=\"true\"][vc_tta_section title=\"Liceul Teoretic Bilingv Miguel de Cervantes | ROMANIA\" tab_id=\"1449490293672-36f75d19-e5dd\"][vc_column_text]<span style=\"color: #000000;\"><strong><em>\"Miguel de Cervantes\" Bilingual Highschool</em></strong> is a secondary school in Bucharest, including all three levels of pre-university education: primary (forms I-IV), elementary (forms V-VIII) and secondary (forms IX-XII). Both the teachers and the school board strive for each student to reach their maximum potential.</span>\r\n\r\n<span style=\"color: #000000;\">Miguel de Cervantes encourages students to develop their sense of respect, responsibility, and courage to help foster bright and motivated members of society. The school also aims to inspire further education.</span>\r\n\r\n<span style=\"color: #000000;\">During the 1990-1991 academic year, Miguel de Cervantes became the first high school in Romania to offer intensive Spanish classes (for the primary and elementary levels) and bilingual classes for the highschool level.</span>\r\n\r\n<span style=\"color: #000000;\">The school is consistently involved in various European and local projects and programmes, which aim to broaden the educational offerings of the school and enrich students\' learning experiences.</span>\r\n\r\n<span style=\"color: #000000;\">Teachers of Miguel de Cervantes decided to partner in the European Project <em>School - Future Labs</em> due to their interest in both diversifying their teaching methods and improving the 12-13-year old students\' language skills. This project represents a welcome challenge for both Physics and Spanish teachers, as an interdisciplinary approach has never before been adopted in Romanian schools.</span>\r\n<p style=\"text-align: right;\"><span style=\"color: #000000;\"><em>Liceul Bilingv, MIGUEL DE CERVANTES”</em></span>\r\n<span style=\"color: #000000;\"><em>e-mail: liceulcervantes@gmail.com</em></span>\r\n<span style=\"color: #000000;\"><em>web: <a style=\"color: #000000;\" href=\"http://www.liceulcervantes.ro\" target=\"_blank\">www.liceulcervantes.ro</a></em></span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"School Benito Juarez | BULGARIA\" tab_id=\"1449490293890-f1486505-0887\"][vc_column_text]<span style=\"color: #000000;\">Primary School № 49 \"Benito Juarez\" was founded over 30 years ago.</span>\r\n\r\n<span style=\"color: #000000;\">The school, attended by one thousand students, is the largest school size within the Poduyane district. About 60 teachers are employed at Benito Juarez, leading classes from the nursery stage through 7<sup>th</sup> grade.</span>\r\n\r\n<span style=\"color: #000000;\">The school offers unique programs such as choreography, art, and tennis. Our students have won awards at the national level in each of these disciplines. Also, both English and Spanish language classes are included in the curriculum.</span>\r\n\r\n<span style=\"color: #000000;\">The school has three well-equipped computer labs and a hall with a seating capacity of 250.</span>\r\n\r\n<span style=\"color: #000000;\">A representative of the educational department of the Instituto Cervantes invited us to participate in this project in April 2014. Our headmaster accepted the offer, believing that this new method of learning would be a highly constructive and inspiring experience for our students.</span>\r\n\r\n<span style=\"color: #000000;\">We are thrilled to take part in the project <em>Schools:</em> <em>Future Labs.</em></span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"International School Uwekind | BULGARIA\" tab_id=\"1449490393350-706e8ae2-980a\"][vc_column_text]<span style=\"color: #000000;\">The mission of International School Uwekind is to cultivate well-rounded, responsible, independent thinking global citizens, with a passion for learning. Uwekind is committed to providing a supportive and nurturing learning environment in which all members of the community are motivated to achieve their individual potential.</span>\r\n\r\n<span style=\"color: #000000;\">International School Uwekind provides IPC education (International Primary Curriculum) and is a member of IBO (International Baccalaureate Organization) authorized in MYP and a candidate for Diploma.</span>\r\n\r\n<span style=\"color: #000000;\">At International School Uwekind we aim to foster a love of language as a means of engaging with society and developing an appreciation of culture. We want our students to develop the necessary and relevant skills to effectively and confidently understand and communicate language through quality learning and teaching.</span>\r\n\r\n<span style=\"color: #000000;\">To achieve its goals Uwekind is open to new educational methods, which provide appropriate support for teachers and enhance children’s learning.</span>\r\n\r\n<span style=\"color: #000000;\">The Schools: Future Labs project is committed to developing a methodology that transforms language and STEM subject education, so that students become more self-motivated, exploratory participants in their own learning process. This initiative harmonizes perfectly with the Uwekind school’s mission.</span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Społeczna Szkoła Podstawowa nr 4 STO\" tab_id=\"1449568031341-6f5d5664-959b\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">Social Primary School no 4 in Cracow is one of the schools included in the unit of Juliusz Słowacki general education school of welfare education community in Cracow. In addition to primary school the team includes Social Nursery “Julek”, Social Gymnasium no 7 and III Community High School.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Furthermore since 2014 alongside the school a non public House of Culture “Juliusz” exists. Our school is situated in historical centre of Craco, the Małopolska Capitol and an old Capitol of Poland. Attendance in all our schools is over 500 pupils, and over 300 in the Primary school itself. Our Students are learning English from the age of 6. Spanish, French or German is introduced in 5<sup>th</sup> grade.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Ample educational program, diversified after school clubs, teachers with very high qualifications, small classes and small groups for foreign languages lessons provides children with perfect learning conditions and enables them to expand their talents.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The school allows the perfect development of physical fitness. During PE lessons activities are carried out on various levels of play. Classes are conducted both for general development but also offering swimming, tennis, skiing and ice skating lessons. At the school also operates a sports club “Glosator”. In our schools we emphasise respect for the traditions and values and our mission is based on love, freedom and wisdom. Our pupils are volunteering in organising a Christmas Eve in Brother Albert’s Shelter and other charity based events ongoing in the Cracow area. Our tradition also includes activities integrating the whole School Community such as the Inauguration for the beginning and at the End of the School Year at Wawel Cathedral and a solemn procession with the banner of the school, as well as school Christmas Eve wafer event or summer school picnic or skiing picnic. Furthermore research and sport camps have become a new trend, which was designed for holistic development of our pupils.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Taking under consideration all of the above and also the pressure we put on general and wide progress of our students we joined the International SCHOOLS: FUTURE LABS Project. Interdisciplinary undertake on process of learning and in this case combining science and Spanish it is a very important step in a young person educational progress. Entering the new Project we aimed to foster the interests of science among students by simultaneously forming their sense of the need to develop language skills so necessary in the modern world.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Through the training included in the project our teachers have the opportunity to learn new teaching methods – CLLIL and to include them in their day to day work. Purchased with the project funds laboratory equipment will also enable our students to develop their practical skills and shape their attitudes of a young explorer.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Colegiul National Ion Maiorescu | ROMANIA\" tab_id=\"1449568033554-663af725-6c05\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">The National College \"Ion Maiorescu\" located in the center of the city of Giurgiu in Romania, is the oldest secondary school of our city and was founded in 1869. It consists of several buildings: lyceum (grades 9-12), high school (grades 5-8), sports hall and home (this building needs to be repaired). It has several laboratories (physics, chemistry, biology, computer science laboratory) and a library (27000 volumes).</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The College has classes for mathematics - computer science, mathematics - natural sciences, philology, Intensive - English, social sciences. Every year, the students participate in the National stages of the Olympics and they get prizes and commendations</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">This project is an opportunity to broaden the study of the German language in a bilingual context for our school. In a united Europe, in today\'s society, communication and understanding play an important role. The bilingual teaching offers students the opportunity not only to master the language itself, but also technical terms from different fields (physics, chemistry, etc.)</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The cooperation with colleagues from other countries leads to a better experience. We can see how our colleagues work in the classroom and vice versa, and choose the best methods for language and subject.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Ellinogermaniki Agogi - A school with tradition and future perspective.\" tab_id=\"1449568034692-38eeb3b0-6549\"][vc_column_text]<span style=\"color: #000000;\">Ellinogermaniki Agogi pursues with great interest and a restive mind the developments in the field of education: It is a multi-unit educational institution comprising 2200 students of pre-primary, primary and secondary education, and 235 teaching and 330 administration staff. Today it is one of the most modern educational institutions in Greece, using the most up-to-date facilities, an enriched curriculum, experienced and skilled teaching staff. Moreover and, most importantly, through consistency on principles and respect towards pupils and parents, the school has pursued a multifaceted education for its students.</span>\r\n\r\n<span style=\"color: #000000;\">Since 1969, the school has introduced the German language as the first foreign language its students get exposed to, systematically and intensively at all levels (therefore the name “Ellinogermaniki Agogi”). Within the scope of the broadest possible education and through a series of social and cultural activities the school aims to achieve what is suggested by its very name: a balanced combination of the restless Greek spirit with the German precision.</span>\r\n\r\n<span style=\"color: #000000;\">Consistent with its pursue of educational innovations in general, but also more particularly in science education and new technologies, Ellinogermaniki Agogi has joined the project “Schools: Future Labs” which introduces the teaching of German in the teaching of science of 5th and 6th school year students, via the CLIL (Content and Language Integrated Learning) approach.</span>[/vc_column_text][/vc_tta_section][/vc_tta_accordion][/vc_column][/vc_row]','SCHOOLS','','inherit','closed','closed','','2435-revision-v1','','','2016-02-02 12:17:20','2016-02-02 12:17:20','',2435,'http://www.sflabs.eu/2699/2435-revision-v1/',0,'revision','',0),
 (2701,1,'2016-02-02 12:19:07','2016-02-02 12:19:07','[vc_row][vc_column][vc_custom_heading text=\"Schools\" font_container=\"tag:h2|text_align:left|color:%23000000\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][/vc_column][/vc_row][vc_row][vc_column][vc_tta_accordion style=\"flat\" shape=\"round\" color=\"green\" spacing=\"4\" gap=\"4\" c_icon=\"chevron\" active_section=\"54\" no_fill=\"true\" collapsible_all=\"true\"][vc_tta_section title=\"Liceul Teoretic Bilingv Miguel de Cervantes | ROMANIA\" tab_id=\"1449490293672-36f75d19-e5dd\"][vc_column_text]<span style=\"color: #000000;\"><strong><em>\"Miguel de Cervantes\" Bilingual Highschool</em></strong> is a secondary school in Bucharest, including all three levels of pre-university education: primary (forms I-IV), elementary (forms V-VIII) and secondary (forms IX-XII). Both the teachers and the school board strive for each student to reach their maximum potential.</span>\r\n\r\n<span style=\"color: #000000;\">Miguel de Cervantes encourages students to develop their sense of respect, responsibility, and courage to help foster bright and motivated members of society. The school also aims to inspire further education.</span>\r\n\r\n<span style=\"color: #000000;\">During the 1990-1991 academic year, Miguel de Cervantes became the first high school in Romania to offer intensive Spanish classes (for the primary and elementary levels) and bilingual classes for the highschool level.</span>\r\n\r\n<span style=\"color: #000000;\">The school is consistently involved in various European and local projects and programmes, which aim to broaden the educational offerings of the school and enrich students\' learning experiences.</span>\r\n\r\n<span style=\"color: #000000;\">Teachers of Miguel de Cervantes decided to partner in the European Project <em>School - Future Labs</em> due to their interest in both diversifying their teaching methods and improving the 12-13-year old students\' language skills. This project represents a welcome challenge for both Physics and Spanish teachers, as an interdisciplinary approach has never before been adopted in Romanian schools.</span>\r\n<p style=\"text-align: right;\"><span style=\"color: #000000;\"><em>Liceul Bilingv, MIGUEL DE CERVANTES”</em></span>\r\n<span style=\"color: #000000;\"><em>e-mail: liceulcervantes@gmail.com</em></span>\r\n<span style=\"color: #000000;\"><em>web: <a style=\"color: #000000;\" href=\"http://www.liceulcervantes.ro\" target=\"_blank\">www.liceulcervantes.ro</a></em></span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"49th Primary School ``Benito Juarez`` | BULGARIA\" tab_id=\"1449490293890-f1486505-0887\"][vc_column_text]<span style=\"color: #000000;\">Primary School № 49 \"Benito Juarez\" was founded over 30 years ago.</span>\r\n\r\n<span style=\"color: #000000;\">The school, attended by one thousand students, is the largest school size within the Poduyane district. About 60 teachers are employed at Benito Juarez, leading classes from the nursery stage through 7<sup>th</sup> grade.</span>\r\n\r\n<span style=\"color: #000000;\">The school offers unique programs such as choreography, art, and tennis. Our students have won awards at the national level in each of these disciplines. Also, both English and Spanish language classes are included in the curriculum.</span>\r\n\r\n<span style=\"color: #000000;\">The school has three well-equipped computer labs and a hall with a seating capacity of 250.</span>\r\n\r\n<span style=\"color: #000000;\">A representative of the educational department of the Instituto Cervantes invited us to participate in this project in April 2014. Our headmaster accepted the offer, believing that this new method of learning would be a highly constructive and inspiring experience for our students.</span>\r\n\r\n<span style=\"color: #000000;\">We are thrilled to take part in the project <em>Schools:</em> <em>Future Labs.</em></span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"International School Uwekind | BULGARIA\" tab_id=\"1449490393350-706e8ae2-980a\"][vc_column_text]<span style=\"color: #000000;\">The mission of International School Uwekind is to cultivate well-rounded, responsible, independent thinking global citizens, with a passion for learning. Uwekind is committed to providing a supportive and nurturing learning environment in which all members of the community are motivated to achieve their individual potential.</span>\r\n\r\n<span style=\"color: #000000;\">International School Uwekind provides IPC education (International Primary Curriculum) and is a member of IBO (International Baccalaureate Organization) authorized in MYP and a candidate for Diploma.</span>\r\n\r\n<span style=\"color: #000000;\">At International School Uwekind we aim to foster a love of language as a means of engaging with society and developing an appreciation of culture. We want our students to develop the necessary and relevant skills to effectively and confidently understand and communicate language through quality learning and teaching.</span>\r\n\r\n<span style=\"color: #000000;\">To achieve its goals Uwekind is open to new educational methods, which provide appropriate support for teachers and enhance children’s learning.</span>\r\n\r\n<span style=\"color: #000000;\">The Schools: Future Labs project is committed to developing a methodology that transforms language and STEM subject education, so that students become more self-motivated, exploratory participants in their own learning process. This initiative harmonizes perfectly with the Uwekind school’s mission.</span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Społeczna Szkoła Podstawowa nr 4 STO | POLAND\" tab_id=\"1449568031341-6f5d5664-959b\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">Social Primary School no 4 in Cracow is one of the schools included in the unit of Juliusz Słowacki general education school of welfare education community in Cracow. In addition to primary school the team includes Social Nursery “Julek”, Social Gymnasium no 7 and III Community High School.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Furthermore since 2014 alongside the school a non public House of Culture “Juliusz” exists. Our school is situated in historical centre of Craco, the Małopolska Capitol and an old Capitol of Poland. Attendance in all our schools is over 500 pupils, and over 300 in the Primary school itself. Our Students are learning English from the age of 6. Spanish, French or German is introduced in 5<sup>th</sup> grade.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Ample educational program, diversified after school clubs, teachers with very high qualifications, small classes and small groups for foreign languages lessons provides children with perfect learning conditions and enables them to expand their talents.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The school allows the perfect development of physical fitness. During PE lessons activities are carried out on various levels of play. Classes are conducted both for general development but also offering swimming, tennis, skiing and ice skating lessons. At the school also operates a sports club “Glosator”. In our schools we emphasise respect for the traditions and values and our mission is based on love, freedom and wisdom. Our pupils are volunteering in organising a Christmas Eve in Brother Albert’s Shelter and other charity based events ongoing in the Cracow area. Our tradition also includes activities integrating the whole School Community such as the Inauguration for the beginning and at the End of the School Year at Wawel Cathedral and a solemn procession with the banner of the school, as well as school Christmas Eve wafer event or summer school picnic or skiing picnic. Furthermore research and sport camps have become a new trend, which was designed for holistic development of our pupils.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Taking under consideration all of the above and also the pressure we put on general and wide progress of our students we joined the International SCHOOLS: FUTURE LABS Project. Interdisciplinary undertake on process of learning and in this case combining science and Spanish it is a very important step in a young person educational progress. Entering the new Project we aimed to foster the interests of science among students by simultaneously forming their sense of the need to develop language skills so necessary in the modern world.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Through the training included in the project our teachers have the opportunity to learn new teaching methods – CLLIL and to include them in their day to day work. Purchased with the project funds laboratory equipment will also enable our students to develop their practical skills and shape their attitudes of a young explorer.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Colegiul National Ion Maiorescu | ROMANIA\" tab_id=\"1449568033554-663af725-6c05\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">The National College \"Ion Maiorescu\" located in the center of the city of Giurgiu in Romania, is the oldest secondary school of our city and was founded in 1869. It consists of several buildings: lyceum (grades 9-12), high school (grades 5-8), sports hall and home (this building needs to be repaired). It has several laboratories (physics, chemistry, biology, computer science laboratory) and a library (27000 volumes).</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The College has classes for mathematics - computer science, mathematics - natural sciences, philology, Intensive - English, social sciences. Every year, the students participate in the National stages of the Olympics and they get prizes and commendations</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">This project is an opportunity to broaden the study of the German language in a bilingual context for our school. In a united Europe, in today\'s society, communication and understanding play an important role. The bilingual teaching offers students the opportunity not only to master the language itself, but also technical terms from different fields (physics, chemistry, etc.)</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The cooperation with colleagues from other countries leads to a better experience. We can see how our colleagues work in the classroom and vice versa, and choose the best methods for language and subject.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Ellinogermaniki Agogi | GREECE\" tab_id=\"1449568034692-38eeb3b0-6549\"][vc_column_text]<span style=\"color: #000000;\">Ellinogermaniki Agogi pursues with great interest and a restive mind the developments in the field of education: It is a multi-unit educational institution comprising 2200 students of pre-primary, primary and secondary education, and 235 teaching and 330 administration staff. Today it is one of the most modern educational institutions in Greece, using the most up-to-date facilities, an enriched curriculum, experienced and skilled teaching staff. Moreover and, most importantly, through consistency on principles and respect towards pupils and parents, the school has pursued a multifaceted education for its students.</span>\r\n\r\n<span style=\"color: #000000;\">Since 1969, the school has introduced the German language as the first foreign language its students get exposed to, systematically and intensively at all levels (therefore the name “Ellinogermaniki Agogi”). Within the scope of the broadest possible education and through a series of social and cultural activities the school aims to achieve what is suggested by its very name: a balanced combination of the restless Greek spirit with the German precision.</span>\r\n\r\n<span style=\"color: #000000;\">Consistent with its pursue of educational innovations in general, but also more particularly in science education and new technologies, Ellinogermaniki Agogi has joined the project “Schools: Future Labs” which introduces the teaching of German in the teaching of science of 5th and 6th school year students, via the CLIL (Content and Language Integrated Learning) approach.</span>[/vc_column_text][/vc_tta_section][/vc_tta_accordion][/vc_column][/vc_row]','SCHOOLS','','inherit','closed','closed','','2435-revision-v1','','','2016-02-02 12:19:07','2016-02-02 12:19:07','',2435,'http://www.sflabs.eu/2701/2435-revision-v1/',0,'revision','',0),
 (2700,1,'2016-02-02 12:18:05','2016-02-02 12:18:05','[vc_row][vc_column][vc_custom_heading text=\"Schools\" font_container=\"tag:h2|text_align:left|color:%23000000\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][/vc_column][/vc_row][vc_row][vc_column][vc_tta_accordion style=\"flat\" shape=\"round\" color=\"green\" spacing=\"4\" gap=\"4\" c_icon=\"chevron\" active_section=\"54\" no_fill=\"true\" collapsible_all=\"true\"][vc_tta_section title=\"Liceul Teoretic Bilingv Miguel de Cervantes | ROMANIA\" tab_id=\"1449490293672-36f75d19-e5dd\"][vc_column_text]<span style=\"color: #000000;\"><strong><em>\"Miguel de Cervantes\" Bilingual Highschool</em></strong> is a secondary school in Bucharest, including all three levels of pre-university education: primary (forms I-IV), elementary (forms V-VIII) and secondary (forms IX-XII). Both the teachers and the school board strive for each student to reach their maximum potential.</span>\r\n\r\n<span style=\"color: #000000;\">Miguel de Cervantes encourages students to develop their sense of respect, responsibility, and courage to help foster bright and motivated members of society. The school also aims to inspire further education.</span>\r\n\r\n<span style=\"color: #000000;\">During the 1990-1991 academic year, Miguel de Cervantes became the first high school in Romania to offer intensive Spanish classes (for the primary and elementary levels) and bilingual classes for the highschool level.</span>\r\n\r\n<span style=\"color: #000000;\">The school is consistently involved in various European and local projects and programmes, which aim to broaden the educational offerings of the school and enrich students\' learning experiences.</span>\r\n\r\n<span style=\"color: #000000;\">Teachers of Miguel de Cervantes decided to partner in the European Project <em>School - Future Labs</em> due to their interest in both diversifying their teaching methods and improving the 12-13-year old students\' language skills. This project represents a welcome challenge for both Physics and Spanish teachers, as an interdisciplinary approach has never before been adopted in Romanian schools.</span>\r\n<p style=\"text-align: right;\"><span style=\"color: #000000;\"><em>Liceul Bilingv, MIGUEL DE CERVANTES”</em></span>\r\n<span style=\"color: #000000;\"><em>e-mail: liceulcervantes@gmail.com</em></span>\r\n<span style=\"color: #000000;\"><em>web: <a style=\"color: #000000;\" href=\"http://www.liceulcervantes.ro\" target=\"_blank\">www.liceulcervantes.ro</a></em></span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"49th Primary School ``Benito Juarez`` | BULGARIA\" tab_id=\"1449490293890-f1486505-0887\"][vc_column_text]<span style=\"color: #000000;\">Primary School № 49 \"Benito Juarez\" was founded over 30 years ago.</span>\r\n\r\n<span style=\"color: #000000;\">The school, attended by one thousand students, is the largest school size within the Poduyane district. About 60 teachers are employed at Benito Juarez, leading classes from the nursery stage through 7<sup>th</sup> grade.</span>\r\n\r\n<span style=\"color: #000000;\">The school offers unique programs such as choreography, art, and tennis. Our students have won awards at the national level in each of these disciplines. Also, both English and Spanish language classes are included in the curriculum.</span>\r\n\r\n<span style=\"color: #000000;\">The school has three well-equipped computer labs and a hall with a seating capacity of 250.</span>\r\n\r\n<span style=\"color: #000000;\">A representative of the educational department of the Instituto Cervantes invited us to participate in this project in April 2014. Our headmaster accepted the offer, believing that this new method of learning would be a highly constructive and inspiring experience for our students.</span>\r\n\r\n<span style=\"color: #000000;\">We are thrilled to take part in the project <em>Schools:</em> <em>Future Labs.</em></span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"International School Uwekind | BULGARIA\" tab_id=\"1449490393350-706e8ae2-980a\"][vc_column_text]<span style=\"color: #000000;\">The mission of International School Uwekind is to cultivate well-rounded, responsible, independent thinking global citizens, with a passion for learning. Uwekind is committed to providing a supportive and nurturing learning environment in which all members of the community are motivated to achieve their individual potential.</span>\r\n\r\n<span style=\"color: #000000;\">International School Uwekind provides IPC education (International Primary Curriculum) and is a member of IBO (International Baccalaureate Organization) authorized in MYP and a candidate for Diploma.</span>\r\n\r\n<span style=\"color: #000000;\">At International School Uwekind we aim to foster a love of language as a means of engaging with society and developing an appreciation of culture. We want our students to develop the necessary and relevant skills to effectively and confidently understand and communicate language through quality learning and teaching.</span>\r\n\r\n<span style=\"color: #000000;\">To achieve its goals Uwekind is open to new educational methods, which provide appropriate support for teachers and enhance children’s learning.</span>\r\n\r\n<span style=\"color: #000000;\">The Schools: Future Labs project is committed to developing a methodology that transforms language and STEM subject education, so that students become more self-motivated, exploratory participants in their own learning process. This initiative harmonizes perfectly with the Uwekind school’s mission.</span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Społeczna Szkoła Podstawowa nr 4 STO\" tab_id=\"1449568031341-6f5d5664-959b\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">Social Primary School no 4 in Cracow is one of the schools included in the unit of Juliusz Słowacki general education school of welfare education community in Cracow. In addition to primary school the team includes Social Nursery “Julek”, Social Gymnasium no 7 and III Community High School.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Furthermore since 2014 alongside the school a non public House of Culture “Juliusz” exists. Our school is situated in historical centre of Craco, the Małopolska Capitol and an old Capitol of Poland. Attendance in all our schools is over 500 pupils, and over 300 in the Primary school itself. Our Students are learning English from the age of 6. Spanish, French or German is introduced in 5<sup>th</sup> grade.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Ample educational program, diversified after school clubs, teachers with very high qualifications, small classes and small groups for foreign languages lessons provides children with perfect learning conditions and enables them to expand their talents.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The school allows the perfect development of physical fitness. During PE lessons activities are carried out on various levels of play. Classes are conducted both for general development but also offering swimming, tennis, skiing and ice skating lessons. At the school also operates a sports club “Glosator”. In our schools we emphasise respect for the traditions and values and our mission is based on love, freedom and wisdom. Our pupils are volunteering in organising a Christmas Eve in Brother Albert’s Shelter and other charity based events ongoing in the Cracow area. Our tradition also includes activities integrating the whole School Community such as the Inauguration for the beginning and at the End of the School Year at Wawel Cathedral and a solemn procession with the banner of the school, as well as school Christmas Eve wafer event or summer school picnic or skiing picnic. Furthermore research and sport camps have become a new trend, which was designed for holistic development of our pupils.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Taking under consideration all of the above and also the pressure we put on general and wide progress of our students we joined the International SCHOOLS: FUTURE LABS Project. Interdisciplinary undertake on process of learning and in this case combining science and Spanish it is a very important step in a young person educational progress. Entering the new Project we aimed to foster the interests of science among students by simultaneously forming their sense of the need to develop language skills so necessary in the modern world.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Through the training included in the project our teachers have the opportunity to learn new teaching methods – CLLIL and to include them in their day to day work. Purchased with the project funds laboratory equipment will also enable our students to develop their practical skills and shape their attitudes of a young explorer.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Colegiul National Ion Maiorescu | ROMANIA\" tab_id=\"1449568033554-663af725-6c05\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">The National College \"Ion Maiorescu\" located in the center of the city of Giurgiu in Romania, is the oldest secondary school of our city and was founded in 1869. It consists of several buildings: lyceum (grades 9-12), high school (grades 5-8), sports hall and home (this building needs to be repaired). It has several laboratories (physics, chemistry, biology, computer science laboratory) and a library (27000 volumes).</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The College has classes for mathematics - computer science, mathematics - natural sciences, philology, Intensive - English, social sciences. Every year, the students participate in the National stages of the Olympics and they get prizes and commendations</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">This project is an opportunity to broaden the study of the German language in a bilingual context for our school. In a united Europe, in today\'s society, communication and understanding play an important role. The bilingual teaching offers students the opportunity not only to master the language itself, but also technical terms from different fields (physics, chemistry, etc.)</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The cooperation with colleagues from other countries leads to a better experience. We can see how our colleagues work in the classroom and vice versa, and choose the best methods for language and subject.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Ellinogermaniki Agogi - A school with tradition and future perspective.\" tab_id=\"1449568034692-38eeb3b0-6549\"][vc_column_text]<span style=\"color: #000000;\">Ellinogermaniki Agogi pursues with great interest and a restive mind the developments in the field of education: It is a multi-unit educational institution comprising 2200 students of pre-primary, primary and secondary education, and 235 teaching and 330 administration staff. Today it is one of the most modern educational institutions in Greece, using the most up-to-date facilities, an enriched curriculum, experienced and skilled teaching staff. Moreover and, most importantly, through consistency on principles and respect towards pupils and parents, the school has pursued a multifaceted education for its students.</span>\r\n\r\n<span style=\"color: #000000;\">Since 1969, the school has introduced the German language as the first foreign language its students get exposed to, systematically and intensively at all levels (therefore the name “Ellinogermaniki Agogi”). Within the scope of the broadest possible education and through a series of social and cultural activities the school aims to achieve what is suggested by its very name: a balanced combination of the restless Greek spirit with the German precision.</span>\r\n\r\n<span style=\"color: #000000;\">Consistent with its pursue of educational innovations in general, but also more particularly in science education and new technologies, Ellinogermaniki Agogi has joined the project “Schools: Future Labs” which introduces the teaching of German in the teaching of science of 5th and 6th school year students, via the CLIL (Content and Language Integrated Learning) approach.</span>[/vc_column_text][/vc_tta_section][/vc_tta_accordion][/vc_column][/vc_row]','SCHOOLS','','inherit','closed','closed','','2435-revision-v1','','','2016-02-02 12:18:05','2016-02-02 12:18:05','',2435,'http://www.sflabs.eu/2700/2435-revision-v1/',0,'revision','',0),
 (2703,1,'2016-02-02 12:24:21','2016-02-02 12:24:21','[vc_row][vc_column][vc_row_inner][vc_column_inner][vc_column_text]\r\n<h2 style=\"text-align: center;\"><span style=\"color: #000000;\">WELCOME</span></h2>\r\n[/vc_column_text][vc_separator color=\"black\" el_width=\"20\"][/vc_column_inner][/vc_row_inner][/vc_column][/vc_row][vc_row][vc_column width=\"2/3\"][vc_custom_heading text=\"Project Description\" font_container=\"tag:h2|text_align:left|color:%23000000\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:400%20regular%3A400%3Anormal\"][vc_column_text]\r\n\r\n<hr />\r\n\r\n<strong>The <i>Schools: Future Labs</i></strong><span style=\"font-weight: 400;\"> project team recognizes the currently ineffectual classroom practices with regards to STEM and Spanish and German language study. The lack of participation and direct application during class misrepresents these subjects as abstruse and vague, rather than useful and exciting.  Studies assert that careers which contribute to a thriving, productive economy require knowledge of these fields; however, student disengagement in class leads to low levels of interest and commitment.</span>\r\n\r\n<i><span style=\"font-weight: 400;\">SFL</span></i><span style=\"font-weight: 400;\"> aims to help students become captivated with these often dismissed subjects; to revive motivation and enthusiasm for both students and teachers. Through a detailed system of method implementation and evaluation, while working with esteemed educational experts and dedicated researchers, the project aims to investigate the capacity of success through bottom-up teaching methodology informed by Action Research. STEM material will actually be taught in tandem with language study for an integrative approach to learning.</span>\r\n\r\n<span style=\"font-weight: 400;\">The program will begin with teacher training events, covering the details of teaching methodology. Mentorship relationships will be forged for the duration of the curriculum through an online platform wherein teachers will share lesson plans and outcomes. Following the preliminary phase of research and training, teachers will pilot the program and develop lesson plans further. Participating schools will join in organizing a science fair to demonstrate the consummation of each student’s learning experience. Following the evaluations of SFL, a closing conference will be held presenting the results of the project and discussing how the methodology could be incorporated in more classrooms. </span>\r\n\r\n<span style=\"font-weight: 400;\">The long-term goals of SFL reach beyond simply implementing and documenting this new methodology. Rather, the SFL team desire to inspire progress in global educational institutions.</span>\r\n\r\n&nbsp;\r\n\r\n<strong>Deliverables-Activities</strong>\r\n<ul>\r\n	<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Year 1 will consist of training trainers and teachers, the use of labs, and draft project output presentations.</span></li>\r\n</ul>\r\n<ul>\r\n	<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">In Year 2, methodology will continue to be tested during the entire school year, after which all formal teaching materials will be assessed and completed.</span></li>\r\n</ul>\r\n<ul>\r\n	<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Year 3 will illustrate the outcomes of the program after analysis of research results, as lab work continues in the classrooms.</span>\r\n\r\n<hr />\r\n\r\n&nbsp;</li>\r\n</ul>\r\n[/vc_column_text][clients in_row=\"3\" greyscale=\"0\"][/vc_column][vc_column width=\"1/3\"][vc_row_inner][vc_column_inner][vc_single_image image=\"2307\" img_size=\"full\" alignment=\"center\" style=\"vc_box_rounded\"][/vc_column_inner][/vc_row_inner][vc_separator][vc_row_inner][vc_column_inner][vc_single_image image=\"2310\" img_size=\"full\" style=\"vc_box_rounded\"][vc_column_text]\r\n<h2><strong>Project outcomes:</strong></h2>\r\n<span style=\"font-weight: 400;\">Through consistently attentive reflection and evaluation, SFL will establish teaching modules for STEM study in combination with Content and Language Integrated Learning. The program will conceive a thorough teacher training course methodology. Evaluation results and learning outcomes will be documented on a virtual student learning portfolio. Lastly, the effectiveness of the methodology will be considered in both qualitative and quantitative terms. Test scores as well as classroom dynamics will be analyzed in order to give a well- rounded perspective of SFL’s strengths.</span>[/vc_column_text][/vc_column_inner][/vc_row_inner][/vc_column][/vc_row]','THE PROJECT','','inherit','closed','closed','','2345-revision-v1','','','2016-02-02 12:24:21','2016-02-02 12:24:21','',2345,'http://www.sflabs.eu/2703/2345-revision-v1/',0,'revision','',0),
 (2705,1,'2016-02-02 12:28:24','2016-02-02 12:28:24','[vc_row][vc_column][vc_row_inner][vc_column_inner][vc_column_text]\r\n<h2 style=\"text-align: center;\"><strong><span style=\"color: #000000;\">WELCOME</span></strong></h2>\r\n[/vc_column_text][vc_separator color=\"black\" el_width=\"20\"][/vc_column_inner][/vc_row_inner][/vc_column][/vc_row][vc_row][vc_column width=\"2/3\"][vc_custom_heading text=\"Project Description\" font_container=\"tag:h2|text_align:left|color:%23000000\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:400%20regular%3A400%3Anormal\"][vc_column_text]\r\n\r\n<hr />\r\n\r\n<strong>The <i>Schools: Future Labs</i></strong><span style=\"font-weight: 400;\"> project team recognizes the currently ineffectual classroom practices with regards to STEM and Spanish and German language study. The lack of participation and direct application during class misrepresents these subjects as abstruse and vague, rather than useful and exciting.  Studies assert that careers which contribute to a thriving, productive economy require knowledge of these fields; however, student disengagement in class leads to low levels of interest and commitment.</span>\r\n\r\n<i><span style=\"font-weight: 400;\">SFL</span></i><span style=\"font-weight: 400;\"> aims to help students become captivated with these often dismissed subjects; to revive motivation and enthusiasm for both students and teachers. Through a detailed system of method implementation and evaluation, while working with esteemed educational experts and dedicated researchers, the project aims to investigate the capacity of success through bottom-up teaching methodology informed by Action Research. STEM material will actually be taught in tandem with language study for an integrative approach to learning.</span>\r\n\r\n<span style=\"font-weight: 400;\">The program will begin with teacher training events, covering the details of teaching methodology. Mentorship relationships will be forged for the duration of the curriculum through an online platform wherein teachers will share lesson plans and outcomes. Following the preliminary phase of research and training, teachers will pilot the program and develop lesson plans further. Participating schools will join in organizing a science fair to demonstrate the consummation of each student’s learning experience. Following the evaluations of SFL, a closing conference will be held presenting the results of the project and discussing how the methodology could be incorporated in more classrooms. </span>\r\n\r\n<span style=\"font-weight: 400;\">The long-term goals of SFL reach beyond simply implementing and documenting this new methodology. Rather, the SFL team desire to inspire progress in global educational institutions.</span>\r\n\r\n&nbsp;\r\n\r\n<strong>Deliverables-Activities</strong>\r\n<ul>\r\n	<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Year 1 will consist of training trainers and teachers, the use of labs, and draft project output presentations.</span></li>\r\n</ul>\r\n<ul>\r\n	<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">In Year 2, methodology will continue to be tested during the entire school year, after which all formal teaching materials will be assessed and completed.</span></li>\r\n</ul>\r\n<ul>\r\n	<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Year 3 will illustrate the outcomes of the program after analysis of research results, as lab work continues in the classrooms.</span>\r\n\r\n<hr />\r\n\r\n</li>\r\n</ul>\r\n[/vc_column_text][clients in_row=\"3\" greyscale=\"0\"][/vc_column][vc_column width=\"1/3\"][vc_row_inner][vc_column_inner][vc_single_image image=\"2307\" img_size=\"full\" alignment=\"center\" style=\"vc_box_rounded\"][/vc_column_inner][/vc_row_inner][vc_separator][vc_row_inner][vc_column_inner][vc_single_image image=\"2310\" img_size=\"full\" style=\"vc_box_rounded\"][vc_column_text]\r\n<h2>Project outcomes:</h2>\r\n<span style=\"font-weight: 400;\">Through consistently attentive reflection and evaluation, SFL will establish teaching modules for STEM study in combination with Content and Language Integrated Learning. The program will conceive a thorough teacher training course methodology. Evaluation results and learning outcomes will be documented on a virtual student learning portfolio. Lastly, the effectiveness of the methodology will be considered in both qualitative and quantitative terms. Test scores as well as classroom dynamics will be analyzed in order to give a well- rounded perspective of SFL’s strengths.</span>[/vc_column_text][/vc_column_inner][/vc_row_inner][/vc_column][/vc_row]','THE PROJECT','','inherit','closed','closed','','2345-revision-v1','','','2016-02-02 12:28:24','2016-02-02 12:28:24','',2345,'http://www.sflabs.eu/2705/2345-revision-v1/',0,'revision','',0),
 (2708,1,'2016-02-02 12:39:00','2016-02-02 12:39:00',' ','','','publish','closed','closed','','2708','','','2016-02-02 12:39:00','2016-02-02 12:39:00','',0,'http://www.sflabs.eu/?p=2708',1,'nav_menu_item','',0),
 (2714,2,'2016-02-10 13:36:12','2016-02-10 13:36:12','<h2>Το <strong>Lorem Ipsum</strong> είναι απλά ένα κείμενο χωρίς νόημα για τους επαγγελματίες της τυπογραφίας και στοιχειοθεσίας.</h2>\r\nΤο Lorem Ipsum είναι το επαγγελματικό πρότυπο όσον αφορά το κείμενο χωρίς νόημα, από τον 15ο αιώνα,\r\n<p style=\"padding-left: 30px;\">όταν ένας ανώνυμος τυπογράφος</p>\r\n<p style=\"padding-left: 30px;\">πήρε ένα δοκίμιο και ανακάτεψε τις λέξεις</p>\r\n<p style=\"padding-left: 30px;\">για να δημιουργήσει ένα δείγμα βιβλίου.</p>\r\n\r\n<blockquote><strong>Όχι μόνο επιβίωσε πέντε αιώνες, αλλά κυριάρχησε στην ηλεκτρονική στοιχειοθεσία, παραμένοντας με κάθε τρόπο αναλλοίωτο. </strong></blockquote>\r\nΈγινε δημοφιλές τη δεκαετία του \'60 με την έκδοση των δειγμάτων της Letraset όπου περιελάμβαναν αποσπάσματα του Lorem Ipsum, και πιο πρόσφατα με το λογισμικό ηλεκτρονικής σελιδοποίησης όπως το Aldus PageMaker που περιείχαν εκδοχές του Lorem Ipsum.<img class=\"aligncenter size-full wp-image-2678\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/06/home-girl8.png\" alt=\"home-girl8\" width=\"554\" height=\"497\" /><a href=\"http://www.sflabs.eu/wp-content/uploads/2015/12/home_interactive_slider2.png\" rel=\"attachment wp-att-2291\">\r\n</a>','Title','','trash','open','open','','title','','','2016-02-12 11:42:23','2016-02-12 11:42:23','',0,'http://www.sflabs.eu/?p=2714',0,'post','',0),
 (2718,2,'2016-02-12 11:39:42','2016-02-12 11:39:42','<h2>Το <strong>Lorem Ipsum</strong> είναι απλά ένα κείμενο χωρίς νόημα για τους επαγγελματίες της τυπογραφίας και στοιχειοθεσίας.</h2>\nΤο Lorem Ipsum είναι το επαγγελματικό πρότυπο όσον αφορά το κείμενο χωρίς νόημα, από τον 15ο αιώνα,\n<p style=\"padding-left: 30px;\">όταν ένας ανώνυμος τυπογράφος</p>\n<p style=\"padding-left: 30px;\">πήρε ένα δοκίμιο και ανακάτεψε τις λέξεις</p>\n<p style=\"padding-left: 30px;\">για να δημιουργήσει ένα δείγμα βιβλίου.</p>\n\n<blockquote><strong>Όχι μόνο επιβίωσε πέντε αιώνες, αλλά κυριάρχησε στην ηλεκτρονική στοιχειοθεσία, παραμένοντας με κάθε τρόπο αναλλοίωτο. </strong></blockquote>\nΈγινε δημοφιλές τη δεκαετία του \'60 με την έκδοση των δειγμάτων της Letraset όπου περιελάμβαναν αποσπάσματα του Lorem Ipsum, και πιο πρόσφατα με το λογισμικό ηλεκτρονικής σελιδοποίησης όπως το Aldus PageMaker που περιείχαν εκδοχές του Lorem Ipsum.<img class=\"aligncenter size-full wp-image-2678\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/06/home-girl8.png\" alt=\"home-girl8\" width=\"554\" height=\"497\" /><a href=\"http://www.sflabs.eu/wp-content/uploads/2015/12/home_interactive_slider2.png\" rel=\"attachment wp-att-2291\">m </a>hgkhtkxhfxkytdskhgc.ult','Title','','inherit','closed','closed','','2714-autosave-v1','','','2016-02-12 11:39:42','2016-02-12 11:39:42','',2714,'http://www.sflabs.eu/2718/2714-autosave-v1/',0,'revision','',0),
 (2717,2,'2016-02-12 11:27:12','2016-02-12 11:27:12','<h2>Το <strong>Lorem Ipsum</strong> είναι απλά ένα κείμενο χωρίς νόημα για τους επαγγελματίες της τυπογραφίας και στοιχειοθεσίας.</h2>\r\nΤο Lorem Ipsum είναι το επαγγελματικό πρότυπο όσον αφορά το κείμενο χωρίς νόημα, από τον 15ο αιώνα,\r\n<p style=\"padding-left: 30px;\">όταν ένας ανώνυμος τυπογράφος</p>\r\n<p style=\"padding-left: 30px;\">πήρε ένα δοκίμιο και ανακάτεψε τις λέξεις</p>\r\n<p style=\"padding-left: 30px;\">για να δημιουργήσει ένα δείγμα βιβλίου.</p>\r\n\r\n<blockquote><strong>Όχι μόνο επιβίωσε πέντε αιώνες, αλλά κυριάρχησε στην ηλεκτρονική στοιχειοθεσία, παραμένοντας με κάθε τρόπο αναλλοίωτο. </strong></blockquote>\r\nΈγινε δημοφιλές τη δεκαετία του \'60 με την έκδοση των δειγμάτων της Letraset όπου περιελάμβαναν αποσπάσματα του Lorem Ipsum, και πιο πρόσφατα με το λογισμικό ηλεκτρονικής σελιδοποίησης όπως το Aldus PageMaker που περιείχαν εκδοχές του Lorem Ipsum.<img class=\"aligncenter size-full wp-image-2678\" src=\"http://www.sflabs.eu/wp-content/uploads/2015/06/home-girl8.png\" alt=\"home-girl8\" width=\"554\" height=\"497\" /><a href=\"http://www.sflabs.eu/wp-content/uploads/2015/12/home_interactive_slider2.png\" rel=\"attachment wp-att-2291\">\r\n</a>','Title','','inherit','closed','closed','','2714-revision-v1','','','2016-02-12 11:27:12','2016-02-12 11:27:12','',2714,'http://www.sflabs.eu/2717/2714-revision-v1/',0,'revision','',0),
 (2719,2,'2016-02-12 11:47:24','2016-02-12 11:47:24','Welcome to SFL. This is your first post. Edit or delete it, then start blogging!\r\n\r\n<a href=\"http://matsoukas.eu\" target=\"_blank\"><img class=\"aligncenter wp-image-2639 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.55.png\" alt=\"Screen Shot 2016-01-15 at 14.56.55\" width=\"327\" height=\"178\" /></a>\r\n\r\n&nbsp;','Google in Education!','','inherit','closed','closed','','2273-autosave-v1','','','2016-02-12 11:47:24','2016-02-12 11:47:24','',2273,'http://www.sflabs.eu/2719/2273-autosave-v1/',0,'revision','',0),
 (2720,2,'2016-02-12 11:46:57','2016-02-12 11:46:57','Welcome to SFL. This is your first post. Edit or delete it, then start blogging!\r\n\r\n<a href=\"http://matsoukas.eu\"><img class=\"aligncenter wp-image-2639 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.55.png\" alt=\"Screen Shot 2016-01-15 at 14.56.55\" width=\"327\" height=\"178\" /></a>\r\n\r\n&nbsp;','Google in Education!','','inherit','closed','closed','','2273-revision-v1','','','2016-02-12 11:46:57','2016-02-12 11:46:57','',2273,'http://www.sflabs.eu/2720/2273-revision-v1/',0,'revision','',0),
 (2721,2,'2016-02-12 11:47:20','2016-02-12 11:47:20','Welcome to SFL. This is your first post. Edit or delete it, then start blogging!\r\n\r\n<a href=\"http://matsoukas.eu\" target=\"_blank\"><img class=\"aligncenter wp-image-2639 size-full\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/01/screen-shot-2016-01-15-at-14.56.55.png\" alt=\"Screen Shot 2016-01-15 at 14.56.55\" width=\"327\" height=\"178\" /></a>\r\n\r\n&nbsp;','Google in Education!','','inherit','closed','closed','','2273-revision-v1','','','2016-02-12 11:47:20','2016-02-12 11:47:20','',2273,'http://www.sflabs.eu/2721/2273-revision-v1/',0,'revision','',0),
 (2722,2,'2016-02-12 12:00:44','2016-02-12 12:00:44','<p class=\"p1\"><span class=\"s1\">The first trip of the team of the University of Athens for on site observation of the SFL program implementation took place on 27-29 October 2015 in Romania. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">The team formed the Professor of University of Athens Georgios Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Dimitrios Gousopoulos.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">On October 28</span><span class=\"s2\"><sup>th </sup></span><span class=\"s1\">the team visited the school <b>Colegiul National Ion Maiorescu</b>, where SFL program is implementing combining the teaching of Physics with the German Language.</span></p>\r\n<p class=\"p1\"> <img class=\"aligncenter size-full wp-image-2730\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/02/screen-shotn.png\" alt=\"screen-shotn\" width=\"448\" height=\"269\" /></p>\r\n<p class=\"p1\"><span class=\"s1\">The team visited on the same day <b>Liceul Bilingv Miguel de Cervantes</b>, in Bucharest<span class=\"Apple-converted-space\">  </span>where SFL program is implemented combining the teaching physics with the Spanish Language. </span></p>\r\n<p class=\"p1\"><img class=\"aligncenter size-full wp-image-2732\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/02/screen-shot-2016-02-12-at-14.19.13.png\" alt=\"Screen Shot 2016-02-12 at 14.19.13\" width=\"385\" height=\"237\" /></p>','The team of University of Athens visits the schools in Romania','','publish','open','open','','the-team-of-university-of-athens-visits-the-schools-in-romania','','','2016-02-12 12:19:56','2016-02-12 12:19:56','',0,'http://www.sflabs.eu/?p=2722',0,'post','',0),
 (2723,2,'2016-02-12 11:59:08','2016-02-12 11:59:08','<p class=\"p1\"><span class=\"s1\">The first trip of the team of the University of Athens for on site observation of the SFL program implementation took place on 27-29 October 2015 in Romania. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">The team formed the Professor of University of Athens Georgios Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Dimitrios Gousopoulos.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">On October 28</span><span class=\"s2\"><sup>th </sup></span><span class=\"s1\">the team visited the school <b>Colegiul National Ion Maiorescu</b>, where SFL program is implementing combining the teaching of Physics with the German Language. </span></p>','The team of University of Athens visits the schools in Romania','','inherit','closed','closed','','2722-revision-v1','','','2016-02-12 11:59:08','2016-02-12 11:59:08','',2722,'http://www.sflabs.eu/2723/2722-revision-v1/',0,'revision','',0),
 (2724,2,'2016-02-12 12:00:38','2016-02-12 12:00:38','<p class=\"p1\"><span class=\"s1\">The first trip of the team of the University of Athens for on site observation of the SFL program implementation took place on 27-29 October 2015 in Romania. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">The team formed the Professor of University of Athens Georgios Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Dimitrios Gousopoulos.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">On October 28</span><span class=\"s2\"><sup>th </sup></span><span class=\"s1\">the team visited the school <b>Colegiul National Ion Maiorescu</b>, where SFL program is implementing combining the teaching of Physics with the German Language.</span></p>\r\n<p class=\"p1\"></p>\r\n<p class=\"p1\"></p>\r\n<p class=\"p1\"></p>\r\n<p class=\"p1\"></p>\r\n<p class=\"p1\"></p>\r\n<p class=\"p1\"></p>\r\n<p class=\"p1\"></p>\r\n<p class=\"p1\"></p>\r\n<p class=\"p1\"></p>\r\n<p class=\"p1\"></p>\r\n<p class=\"p1\"></p>\r\n<p class=\"p1\"></p>','The team of University of Athens visits the schools in Romania','','inherit','closed','closed','','2722-revision-v1','','','2016-02-12 12:00:38','2016-02-12 12:00:38','',2722,'http://www.sflabs.eu/2724/2722-revision-v1/',0,'revision','',0),
 (2725,2,'2016-02-12 12:01:37','2016-02-12 12:01:37','<p class=\"p1\"><span class=\"s1\">The first trip of the team of the University of Athens for on site observation of the SFL program implementation took place on 27-29 October 2015 in Romania. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">The team formed the Professor of University of Athens Georgios Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Dimitrios Gousopoulos.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">On October 28</span><span class=\"s2\"><sup>th </sup></span><span class=\"s1\">the team visited the school <b>Colegiul National Ion Maiorescu</b>, where SFL program is implementing combining the teaching of Physics with the German Language.</span></p>\r\n<p class=\"p1\"></p>','The team of University of Athens visits the schools in Romania','','inherit','closed','closed','','2722-revision-v1','','','2016-02-12 12:01:37','2016-02-12 12:01:37','',2722,'http://www.sflabs.eu/2725/2722-revision-v1/',0,'revision','',0),
 (2726,2,'2016-02-12 12:18:42','2016-02-12 12:18:42','<p class=\"p1\"><span class=\"s1\">The first trip of the team of the University of Athens for on site observation of the SFL program implementation took place on 27-29 October 2015 in Romania. </span></p>\n<p class=\"p1\"><span class=\"s1\">The team formed the Professor of University of Athens Georgios Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Dimitrios Gousopoulos.</span></p>\n<p class=\"p1\"><span class=\"s1\">On October 28</span><span class=\"s2\"><sup>th </sup></span><span class=\"s1\">the team visited the school <b>Colegiul National Ion Maiorescu</b>, where SFL program is implementing combining the teaching of Physics with the German Language.</span></p>\n<p class=\"p1\"> <img class=\"aligncenter size-full wp-image-2730\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/02/screen-shotn.png\" alt=\"screen-shotn\" width=\"448\" height=\"269\" /></p>\n<p class=\"p1\"></p>','The team of University of Athens visits the schools in Romania','','inherit','closed','closed','','2722-autosave-v1','','','2016-02-12 12:18:42','2016-02-12 12:18:42','',2722,'http://www.sflabs.eu/2726/2722-autosave-v1/',0,'revision','',0),
 (2727,2,'2016-02-12 12:09:27','2016-02-12 12:09:27','','Screen Shot 2016-02-12 at 14.08.52','','inherit','open','closed','','screen-shot-2016-02-12-at-14-08-52','','','2016-02-12 12:09:27','2016-02-12 12:09:27','',2722,'http://www.sflabs.eu/wp-content/uploads/2016/02/screen-shot-2016-02-12-at-14.08.52.png',0,'attachment','image/png',0);
INSERT INTO `goete_posts` (`ID`,`post_author`,`post_date`,`post_date_gmt`,`post_content`,`post_title`,`post_excerpt`,`post_status`,`comment_status`,`ping_status`,`post_password`,`post_name`,`to_ping`,`pinged`,`post_modified`,`post_modified_gmt`,`post_content_filtered`,`post_parent`,`guid`,`menu_order`,`post_type`,`post_mime_type`,`comment_count`) VALUES 
 (2728,2,'2016-02-12 12:09:34','2016-02-12 12:09:34','<p class=\"p1\"><span class=\"s1\">The first trip of the team of the University of Athens for on site observation of the SFL program implementation took place on 27-29 October 2015 in Romania. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">The team formed the Professor of University of Athens Georgios Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Dimitrios Gousopoulos.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">On October 28</span><span class=\"s2\"><sup>th </sup></span><span class=\"s1\">the team visited the school <b>Colegiul National Ion Maiorescu</b>, where SFL program is implementing combining the teaching of Physics with the German Language.</span></p>\r\n<p class=\"p1\"><img class=\"aligncenter size-full wp-image-2727\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/02/screen-shot-2016-02-12-at-14.08.52.png\" alt=\"Screen Shot 2016-02-12 at 14.08.52\" width=\"448\" height=\"534\" /></p>\r\n<p class=\"p1\"></p>','The team of University of Athens visits the schools in Romania','','inherit','closed','closed','','2722-revision-v1','','','2016-02-12 12:09:34','2016-02-12 12:09:34','',2722,'http://www.sflabs.eu/2728/2722-revision-v1/',0,'revision','',0),
 (2729,2,'2016-02-12 12:14:14','2016-02-12 12:14:14','','kkk','','inherit','open','closed','','kkk','','','2016-02-12 12:14:14','2016-02-12 12:14:14','',2722,'http://www.sflabs.eu/wp-content/uploads/2016/02/kkk.png',0,'attachment','image/png',0),
 (2730,2,'2016-02-12 12:17:06','2016-02-12 12:17:06','','screen-shotn','','inherit','open','closed','','screen-shotn','','','2016-02-12 12:17:06','2016-02-12 12:17:06','',2722,'http://www.sflabs.eu/wp-content/uploads/2016/02/screen-shotn.png',0,'attachment','image/png',0),
 (2731,2,'2016-02-12 12:17:11','2016-02-12 12:17:11','<p class=\"p1\"><span class=\"s1\">The first trip of the team of the University of Athens for on site observation of the SFL program implementation took place on 27-29 October 2015 in Romania. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">The team formed the Professor of University of Athens Georgios Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Dimitrios Gousopoulos.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">On October 28</span><span class=\"s2\"><sup>th </sup></span><span class=\"s1\">the team visited the school <b>Colegiul National Ion Maiorescu</b>, where SFL program is implementing combining the teaching of Physics with the German Language.</span></p>\r\n<p class=\"p1\"></p>\r\n<p class=\"p1\"> <img class=\"aligncenter size-full wp-image-2730\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/02/screen-shotn.png\" alt=\"screen-shotn\" width=\"448\" height=\"269\" /></p>','The team of University of Athens visits the schools in Romania','','inherit','closed','closed','','2722-revision-v1','','','2016-02-12 12:17:11','2016-02-12 12:17:11','',2722,'http://www.sflabs.eu/2731/2722-revision-v1/',0,'revision','',0),
 (2732,2,'2016-02-12 12:19:39','2016-02-12 12:19:39','','Screen Shot 2016-02-12 at 14.19.13','','inherit','open','closed','','screen-shot-2016-02-12-at-14-19-13','','','2016-02-12 12:19:39','2016-02-12 12:19:39','',2722,'http://www.sflabs.eu/wp-content/uploads/2016/02/screen-shot-2016-02-12-at-14.19.13.png',0,'attachment','image/png',0),
 (2733,2,'2016-02-12 12:19:56','2016-02-12 12:19:56','<p class=\"p1\"><span class=\"s1\">The first trip of the team of the University of Athens for on site observation of the SFL program implementation took place on 27-29 October 2015 in Romania. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">The team formed the Professor of University of Athens Georgios Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Dimitrios Gousopoulos.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">On October 28</span><span class=\"s2\"><sup>th </sup></span><span class=\"s1\">the team visited the school <b>Colegiul National Ion Maiorescu</b>, where SFL program is implementing combining the teaching of Physics with the German Language.</span></p>\r\n<p class=\"p1\"> <img class=\"aligncenter size-full wp-image-2730\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/02/screen-shotn.png\" alt=\"screen-shotn\" width=\"448\" height=\"269\" /></p>\r\n<p class=\"p1\"><span class=\"s1\">The team visited on the same day <b>Liceul Bilingv Miguel de Cervantes</b>, in Bucharest<span class=\"Apple-converted-space\">  </span>where SFL program is implemented combining the teaching physics with the Spanish Language. </span></p>\r\n<p class=\"p1\"><img class=\"aligncenter size-full wp-image-2732\" src=\"http://www.sflabs.eu/wp-content/uploads/2016/02/screen-shot-2016-02-12-at-14.19.13.png\" alt=\"Screen Shot 2016-02-12 at 14.19.13\" width=\"385\" height=\"237\" /></p>','The team of University of Athens visits the schools in Romania','','inherit','closed','closed','','2722-revision-v1','','','2016-02-12 12:19:56','2016-02-12 12:19:56','',2722,'http://www.sflabs.eu/2733/2722-revision-v1/',0,'revision','',0),
 (2742,1,'2016-02-29 13:00:01','0000-00-00 00:00:00','','Auto Draft','','auto-draft','open','open','','','','','2016-02-29 13:00:01','0000-00-00 00:00:00','',0,'http://www.sflabs.eu/?p=2742',0,'post','',0),
 (2735,3,'2016-02-12 12:26:50','2016-02-12 12:26:50','<p class=\"p1\"><span class=\"s1\">The second trip of the University of Athens team for in situ observation of the SFL program implementation took place between the 2</span><span class=\"s2\"><sup>nd</sup></span><span class=\"s1\"> and 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> of December 2015 in Bulgaria.<span class=\"Apple-converted-space\">  </span>The team included Professor of University of Athens Georgios Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Efstratios Kapotis.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">On December 3rd, Professor Kalkanis and and PhD candidate Efstratios Kapotis visited the school <b>Uwekind</b> (International School Uwekind) in Knyajevo, where the SFL program is being implemented in courses combining the teaching of Chemistry with the German Language. </span></p>','University of Athens visiting Schools for observing the implementation of SFL Program','','trash','open','open','','university-of-athens-visiting-schools-for-observing-the-implementation-of-sfl-program','','','2016-02-12 12:29:52','2016-02-12 12:29:52','',0,'http://www.sflabs.eu/?p=2735',0,'post','',0),
 (2736,3,'2016-02-12 12:26:50','2016-02-12 12:26:50','<p class=\"p1\"><span class=\"s1\">The second trip of the University of Athens team for in situ observation of the SFL program implementation took place between the 2</span><span class=\"s2\"><sup>nd</sup></span><span class=\"s1\"> and 5</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> of December 2015 in Bulgaria.<span class=\"Apple-converted-space\">  </span>The team included Professor of University of Athens Georgios Kalkanis, Dr. Rania Gkikopoulou and PhD candidate Efstratios Kapotis.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">On December 3rd, Professor Kalkanis and and PhD candidate Efstratios Kapotis visited the school <b>Uwekind</b> (International School Uwekind) in Knyajevo, where the SFL program is being implemented in courses combining the teaching of Chemistry with the German Language. </span></p>','University of Athens visiting Schools for observing the implementation of SFL Program','','inherit','closed','closed','','2735-revision-v1','','','2016-02-12 12:26:50','2016-02-12 12:26:50','',2735,'http://www.sflabs.eu/2736/2735-revision-v1/',0,'revision','',0),
 (2738,1,'2016-02-18 12:12:32','2016-02-18 12:12:32','','home-girlc','','inherit','open','closed','','home-girlc','','','2016-02-18 12:12:32','2016-02-18 12:12:32','',2257,'http://www.sflabs.eu/wp-content/uploads/2015/06/home-girlc.png',0,'attachment','image/png',0),
 (2739,1,'2016-02-18 12:26:39','2016-02-18 12:26:39','','home_interactive_slider1b','','inherit','open','closed','','home_interactive_slider1b','','','2016-02-18 12:26:39','2016-02-18 12:26:39','',0,'http://www.sflabs.eu/wp-content/uploads/2016/02/home_interactive_slider1b.png',0,'attachment','image/png',0),
 (2740,1,'2016-02-18 12:46:40','2016-02-18 12:46:40','','slider1','','inherit','open','closed','','slider1','','','2016-02-18 12:46:40','2016-02-18 12:46:40','',0,'http://www.sflabs.eu/wp-content/uploads/2016/02/slider1.png',0,'attachment','image/png',0),
 (2741,1,'2016-02-18 12:47:34','2016-02-18 12:47:34','','slider2','','inherit','open','closed','','slider2','','','2016-02-18 12:47:34','2016-02-18 12:47:34','',0,'http://www.sflabs.eu/wp-content/uploads/2016/02/slider2.png',0,'attachment','image/png',0),
 (2743,1,'2016-03-01 13:29:15','2016-03-01 13:29:15','[vc_row][vc_column][vc_custom_heading text=\"Strategic Partnership\" font_container=\"tag:h2|text_align:left|color:%23000000\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][/vc_column][/vc_row][vc_row][vc_column][vc_tta_accordion style=\"flat\" shape=\"round\" color=\"green\" spacing=\"4\" gap=\"4\" c_icon=\"chevron\" active_section=\"54\" no_fill=\"true\" collapsible_all=\"true\"][vc_tta_section title=\"Instituto Cervantes Atenas/ GREECE\" tab_id=\"1449490293672-36f75d19-e5dd\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\"><a href=\"http://cervantes.es/\" target=\"_blank\">Instituto Cervantes</a></span><span class=\"s2\"> is a public institution founded in 1991 by the Government of Spain, with the aim of promoting Spanish language teaching, and fostering knowledge of Spanish and Hispanic American culture. Instituto Cervantes is located in five continents and has more than 90 centers in over 43 countries around the world</span><span class=\"s3\">.</span></p>\r\n<p class=\"p1\"><span class=\"s2\">Spanish is the second most widely used language for international communication in areas such as finance, culture and science, in addition to being a language that facilitates job opportunities. Instituto Cervantes functions effectively and ideally for the promotion and dissemination of Spanish-speaking culture.</span></p>\r\n<p class=\"p2\"><span class=\"s2\">One of the Institution´s main aims is to inspire and motivate the use of Spanish and encourage all means and activities which contribute to the language´s dissemination on a global scale. Within this frame and following the European language policy, Instituto Cervantes recognizes the importance of being present in European projects which promote the exchange of experiences and encourages many countries to come together. </span><span class=\"s4\">The organization is mindful of the importance of mastering other languages as the basis for greater personal and professional opportunities. Spanish, with 470 million speakers worldwide, is undoubtedly one of the languages with the most potential and therefore, it is important to be put into practice from the earliest ages. </span></p>\r\n<p class=\"p3\"><span class=\"s2\">The SFL project meets the goals set by the Erasmus + program that include, among others, knowledge of several languages and lifelong learning in education and training for youth. Instituto Cervantes contributes to establishing its presence in Europe, both institutionally through collaboration with educational institutions (University of Athens, University of Shumen Bulgaria, Department of the Ministry of Education of Spain and MSCDN in Poland) and at the educational level in schools.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"The Education Office in Bucharest /ROMANIA\" tab_id=\"1449490293890-f1486505-0887\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\">The Spanish Embassy’s Education Office in Romania and the Republic of Moldova depends at a functional level on The Education Office in Bulgaria. It is part of the Spanish Educational Action abroad that is currently developed by the Ministry of Education, Culture and Sport. As such, it promotes and spreads Spanish language and culture, and manages the programs developed in the field of education between Spain and Romania (notably the ten Spanish bilingual sections in Romanian High Schools all over the country).</span></p>\r\n<p class=\"p2\"><span class=\"s1\">Notable functions include:</span></p>\r\n\r\n<ul>\r\n	<li class=\"li2\"><span class=\"s1\">the supervision of current programs created in collaboration with the Romanian and Spanish Ministry of Education.</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">the organization of continuous teacher support and training in collaboration with the Menéndez Pelayo International University in Santander (Spain).</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">the promotion of international projects of association as a means to increase mutual knowledge among Romanian and Spanish educational centers.</span></li>\r\n</ul>\r\n<p class=\"p1\"><span class=\"s1\">The participation in the Project “Schools: Future Labs” offers the Education Office in Romania the following benefits:</span></p>\r\n\r\n<ul>\r\n	<li class=\"li1\"><span class=\"s1\">to know and share good practices with relevant European educational institutions</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">to participate in a cutting-edge experience that may open new areas of interest specifically for Spanish as well as foreign languages in general </span></li>\r\n	<li class=\"li1\"><span class=\"s1\">to provide support to one of the high schools with a Spanish bilingual section, with the aim of extending results to other educational institutions and centers</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">to collaborate with the Instituto Cervantes, the language institute for Spanish</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">to disseminate the results of the investigation carried out through the extensive network of Spain Education offices in the world (thus benefiting the project by attracting recognition of our institution and collaboration with prestigious partners)</span></li>\r\n</ul>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"National and Kapodistrian University of Athens/ GREECE\" tab_id=\"1449490393350-706e8ae2-980a\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\">The National and Kapodistrian University of Athens is the largest higher learning state institution in Greece, and among the largest universities in Europe. With a student body of about 108,000 undergraduate and postgraduate students, over 2,000 members of academic staff, and approximately 1,300 administrative and secretarial staff and specialized personnel, the University of Athens aims at excellence in both teaching and research in a significantly varied range of disciplines. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">The Science Laboratory was founded in 1995 and is located at the 4</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> floor of Faculty of Primary Education of National and Kapodistrian University of Athens. Professor George Kalkanis has been the Director of the Laboratory since its opening.<span class=\"Apple-converted-space\">  </span>Educational activities of the Laboratory include: Science education (theoretical and practical/experimental) for undergraduate students, science education and educational technologies of in-practice-teachers of primary and secondary education, theoretical science education, and experimental practice in the Laboratory of postgraduate students. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">Research Activities of the Laboratory include: </span></p>\r\n\r\n<ul>\r\n	<li class=\"li1\"><span class=\"s1\">New Ways on Teaching and Experimentation in Science, Modeling / Simulation / Animation of Micro Cosmos (Monte Carlo method)</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">Sensors /Actuators driven by the Computer in Science Educational Laboratory</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">Information Technology Application to Science and Environmental Education</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">Distance Learning, Design, Application and Evaluation of Educational Simulations and Educational Software for Science and Technology</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">Participation in many National and International Experimental / Educational Programs</span></li>\r\n</ul>\r\n<p class=\"p1\"><span class=\"s1\"> The results of Laboratory’s educational and experimental activities are featured in magazines and also presented in a wide variety of publications at international conferences.   </span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Mazowieckie Samorządowe Centrum Doskonalenia Nauczycieli / POLAND\" tab_id=\"1449568031341-6f5d5664-959b\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\">The driving force behind the development of Mazowieckie Samorządowe Centrum Doskonalenia Nauczycieli (MSCDN) in 2005 was the goal to create a coherent, modern and effective system of in-service training for Mazovian teachers.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">The training personnel of the Mazovian In-Service Teacher Training Center consist of experienced advisors and teachers. These consultants, professionals in their respective subjects, aim to consistently advance their competence within various areas of education. Our personnel focuses on preparing and implementing a comprehensive training offer realized by professionals (professors of the universities, lecturers and educators), both external and internal for the Center. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">We are concerned with our development and the support of schools in their development. The Center finds solutions to methodological and educational problems. MSCDN also seeks partners within many professional institutions, Polish and foreign universities among others, to develop another area of interest – Educational Projects. A small sample of projects MSCDN is involved in includes: <i>The Professional Teacher’s Academy,<span class=\"Apple-converted-space\">  </span>A Wakening School, The TOC , The School in Democracy, Early Language Education, Mazovian Talent and Career Centra </i>and others<i>.</i></span></p>\r\n<p class=\"p1\"><span class=\"s1\">We accepted the invitation from Goethe Intitute for the Schools Future Labs Project in order to support CLIL development in Polish schools, and to support our teachers in Language and STEM subjects.<span class=\"Apple-converted-space\">   </span></span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Colegiul National Ion Maiorescu | ROMANIA\" tab_id=\"1449568033554-663af725-6c05\"][vc_column_text]\r\n\r\nThe National College \"Ion Maiorescu\" located in the center of the city of Giurgiu in Romania, is the oldest secondary school of our city and was founded in 1869. It consists of several buildings: lyceum (grades 9-12), high school (grades 5-8), sports hall and home (this building needs to be repaired). It has several laboratories (physics, chemistry, biology, computer science laboratory) and a library (27000 volumes).\r\n\r\nThe College has classes for mathematics - computer science, mathematics - natural sciences, philology, Intensive - English, social sciences. Every year, the students participate in the National stages of the Olympics and they get prizes and commendations\r\n\r\nThis project is an opportunity to broaden the study of the German language in a bilingual context for our school. In a united Europe, in today\'s society, communication and understanding play an important role. The bilingual teaching offers students the opportunity not only to master the language itself, but also technical terms from different fields (physics, chemistry, etc.)\r\n\r\nThe cooperation with colleagues from other countries leads to a better experience. We can see how our colleagues work in the classroom and vice versa, and choose the best methods for language and subject.\r\n\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Ellinogermaniki Agogi | GREECE\" tab_id=\"1449568034692-38eeb3b0-6549\"][vc_column_text]Ellinogermaniki Agogi pursues with great interest and a restive mind the developments in the field of education: It is a multi-unit educational institution comprising 2200 students of pre-primary, primary and secondary education, and 235 teaching and 330 administration staff. Today it is one of the most modern educational institutions in Greece, using the most up-to-date facilities, an enriched curriculum, experienced and skilled teaching staff. Moreover and, most importantly, through consistency on principles and respect towards pupils and parents, the school has pursued a multifaceted education for its students.\r\n\r\nSince 1969, the school has introduced the German language as the first foreign language its students get exposed to, systematically and intensively at all levels (therefore the name “Ellinogermaniki Agogi”). Within the scope of the broadest possible education and through a series of social and cultural activities the school aims to achieve what is suggested by its very name: a balanced combination of the restless Greek spirit with the German precision.\r\n\r\nConsistent with its pursue of educational innovations in general, but also more particularly in science education and new technologies, Ellinogermaniki Agogi has joined the project “Schools: Future Labs” which introduces the teaching of German in the teaching of science of 5th and 6th school year students, via the CLIL (Content and Language Integrated Learning) approach.[/vc_column_text][/vc_tta_section][/vc_tta_accordion][/vc_column][/vc_row]','STRATEGIC PARTNERSHIP','','inherit','closed','closed','','2492-revision-v1','','','2016-03-01 13:29:15','2016-03-01 13:29:15','',2492,'http://www.sflabs.eu/2743/2492-revision-v1/',0,'revision','',0),
 (2748,1,'2016-03-02 14:21:02','2016-03-02 14:21:02','[vc_row][vc_column][vc_custom_heading text=\"Strategic Partnership\" font_container=\"tag:h2|text_align:left|color:%23000000\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][/vc_column][/vc_row][vc_row][vc_column][vc_tta_accordion style=\"flat\" shape=\"round\" color=\"green\" spacing=\"4\" gap=\"4\" c_icon=\"chevron\" active_section=\"54\" no_fill=\"true\" collapsible_all=\"true\"][vc_tta_section title=\"Liceul Teoretic Bilingv Miguel de Cervantes | ROMANIA\" tab_id=\"1449490293672-36f75d19-e5dd\"][vc_column_text]<span style=\"color: #000000;\"><strong><em>\"Miguel de Cervantes\" Bilingual Highschool</em></strong> is a secondary school in Bucharest, including all three levels of pre-university education: primary (forms I-IV), elementary (forms V-VIII) and secondary (forms IX-XII). Both the teachers and the school board strive for each student to reach their maximum potential.</span>\r\n\r\n<span style=\"color: #000000;\">Miguel de Cervantes encourages students to develop their sense of respect, responsibility, and courage to help foster bright and motivated members of society. The school also aims to inspire further education.</span>\r\n\r\n<span style=\"color: #000000;\">During the 1990-1991 academic year, Miguel de Cervantes became the first high school in Romania to offer intensive Spanish classes (for the primary and elementary levels) and bilingual classes for the highschool level.</span>\r\n\r\n<span style=\"color: #000000;\">The school is consistently involved in various European and local projects and programmes, which aim to broaden the educational offerings of the school and enrich students\' learning experiences.</span>\r\n\r\n<span style=\"color: #000000;\">Teachers of Miguel de Cervantes decided to partner in the European Project <em>School - Future Labs</em> due to their interest in both diversifying their teaching methods and improving the 12-13-year old students\' language skills. This project represents a welcome challenge for both Physics and Spanish teachers, as an interdisciplinary approach has never before been adopted in Romanian schools.</span>\r\n<p style=\"text-align: right;\"><span style=\"color: #000000;\"><em>Liceul Bilingv, MIGUEL DE CERVANTES”</em></span>\r\n<span style=\"color: #000000;\"><em>e-mail: liceulcervantes@gmail.com</em></span>\r\n<span style=\"color: #000000;\"><em>web: <a style=\"color: #000000;\" href=\"http://www.liceulcervantes.ro\" target=\"_blank\">www.liceulcervantes.ro</a></em></span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section tab_id=\"1449490293890-f1486505-0887\"][vc_column_text]<span style=\"color: #000000;\">Primary School № 49 \"Benito Juarez\" was founded over 30 years ago.</span>\r\n\r\n<span style=\"color: #000000;\">The school, attended by one thousand students, is the largest school size within the Poduyane district. About 60 teachers are employed at Benito Juarez, leading classes from the nursery stage through 7<sup>th</sup> grade.</span>\r\n\r\n<span style=\"color: #000000;\">The school offers unique programs such as choreography, art, and tennis. Our students have won awards at the national level in each of these disciplines. Also, both English and Spanish language classes are included in the curriculum.</span>\r\n\r\n<span style=\"color: #000000;\">The school has three well-equipped computer labs and a hall with a seating capacity of 250.</span>\r\n\r\n<span style=\"color: #000000;\">A representative of the educational department of the Instituto Cervantes invited us to participate in this project in April 2014. Our headmaster accepted the offer, believing that this new method of learning would be a highly constructive and inspiring experience for our students.</span>\r\n\r\n<span style=\"color: #000000;\">We are thrilled to take part in the project <em>Schools:</em> <em>Future Labs.</em></span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"International School Uwekind | BULGARIA\" tab_id=\"1449490393350-706e8ae2-980a\"][vc_column_text]<span style=\"color: #000000;\">The mission of International School Uwekind is to cultivate well-rounded, responsible, independent thinking global citizens, with a passion for learning. Uwekind is committed to providing a supportive and nurturing learning environment in which all members of the community are motivated to achieve their individual potential.</span>\r\n\r\n<span style=\"color: #000000;\">International School Uwekind provides IPC education (International Primary Curriculum) and is a member of IBO (International Baccalaureate Organization) authorized in MYP and a candidate for Diploma.</span>\r\n\r\n<span style=\"color: #000000;\">At International School Uwekind we aim to foster a love of language as a means of engaging with society and developing an appreciation of culture. We want our students to develop the necessary and relevant skills to effectively and confidently understand and communicate language through quality learning and teaching.</span>\r\n\r\n<span style=\"color: #000000;\">To achieve its goals Uwekind is open to new educational methods, which provide appropriate support for teachers and enhance children’s learning.</span>\r\n\r\n<span style=\"color: #000000;\">The Schools: Future Labs project is committed to developing a methodology that transforms language and STEM subject education, so that students become more self-motivated, exploratory participants in their own learning process. This initiative harmonizes perfectly with the Uwekind school’s mission.</span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Społeczna Szkoła Podstawowa nr 4 STO | POLAND\" tab_id=\"1449568031341-6f5d5664-959b\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">Social Primary School no 4 in Cracow is one of the schools included in the unit of Juliusz Słowacki general education school of welfare education community in Cracow. In addition to primary school the team includes Social Nursery “Julek”, Social Gymnasium no 7 and III Community High School.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Furthermore since 2014 alongside the school a non public House of Culture “Juliusz” exists. Our school is situated in historical centre of Craco, the Małopolska Capitol and an old Capitol of Poland. Attendance in all our schools is over 500 pupils, and over 300 in the Primary school itself. Our Students are learning English from the age of 6. Spanish, French or German is introduced in 5<sup>th</sup> grade.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Ample educational program, diversified after school clubs, teachers with very high qualifications, small classes and small groups for foreign languages lessons provides children with perfect learning conditions and enables them to expand their talents.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The school allows the perfect development of physical fitness. During PE lessons activities are carried out on various levels of play. Classes are conducted both for general development but also offering swimming, tennis, skiing and ice skating lessons. At the school also operates a sports club “Glosator”. In our schools we emphasise respect for the traditions and values and our mission is based on love, freedom and wisdom. Our pupils are volunteering in organising a Christmas Eve in Brother Albert’s Shelter and other charity based events ongoing in the Cracow area. Our tradition also includes activities integrating the whole School Community such as the Inauguration for the beginning and at the End of the School Year at Wawel Cathedral and a solemn procession with the banner of the school, as well as school Christmas Eve wafer event or summer school picnic or skiing picnic. Furthermore research and sport camps have become a new trend, which was designed for holistic development of our pupils.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Taking under consideration all of the above and also the pressure we put on general and wide progress of our students we joined the International SCHOOLS: FUTURE LABS Project. Interdisciplinary undertake on process of learning and in this case combining science and Spanish it is a very important step in a young person educational progress. Entering the new Project we aimed to foster the interests of science among students by simultaneously forming their sense of the need to develop language skills so necessary in the modern world.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Through the training included in the project our teachers have the opportunity to learn new teaching methods – CLLIL and to include them in their day to day work. Purchased with the project funds laboratory equipment will also enable our students to develop their practical skills and shape their attitudes of a young explorer.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Colegiul National Ion Maiorescu | ROMANIA\" tab_id=\"1449568033554-663af725-6c05\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">The National College \"Ion Maiorescu\" located in the center of the city of Giurgiu in Romania, is the oldest secondary school of our city and was founded in 1869. It consists of several buildings: lyceum (grades 9-12), high school (grades 5-8), sports hall and home (this building needs to be repaired). It has several laboratories (physics, chemistry, biology, computer science laboratory) and a library (27000 volumes).</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The College has classes for mathematics - computer science, mathematics - natural sciences, philology, Intensive - English, social sciences. Every year, the students participate in the National stages of the Olympics and they get prizes and commendations</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">This project is an opportunity to broaden the study of the German language in a bilingual context for our school. In a united Europe, in today\'s society, communication and understanding play an important role. The bilingual teaching offers students the opportunity not only to master the language itself, but also technical terms from different fields (physics, chemistry, etc.)</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The cooperation with colleagues from other countries leads to a better experience. We can see how our colleagues work in the classroom and vice versa, and choose the best methods for language and subject.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Ellinogermaniki Agogi | GREECE\" tab_id=\"1449568034692-38eeb3b0-6549\"][vc_column_text]<span style=\"color: #000000;\">Ellinogermaniki Agogi pursues with great interest and a restive mind the developments in the field of education: It is a multi-unit educational institution comprising 2200 students of pre-primary, primary and secondary education, and 235 teaching and 330 administration staff. Today it is one of the most modern educational institutions in Greece, using the most up-to-date facilities, an enriched curriculum, experienced and skilled teaching staff. Moreover and, most importantly, through consistency on principles and respect towards pupils and parents, the school has pursued a multifaceted education for its students.</span>\r\n\r\n<span style=\"color: #000000;\">Since 1969, the school has introduced the German language as the first foreign language its students get exposed to, systematically and intensively at all levels (therefore the name “Ellinogermaniki Agogi”). Within the scope of the broadest possible education and through a series of social and cultural activities the school aims to achieve what is suggested by its very name: a balanced combination of the restless Greek spirit with the German precision.</span>\r\n\r\n<span style=\"color: #000000;\">Consistent with its pursue of educational innovations in general, but also more particularly in science education and new technologies, Ellinogermaniki Agogi has joined the project “Schools: Future Labs” which introduces the teaching of German in the teaching of science of 5th and 6th school year students, via the CLIL (Content and Language Integrated Learning) approach.</span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Instituto Cervantes Atenas | GREECE\" tab_id=\"1456928246619-172bdc50-6e5f\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\"><a href=\"http://cervantes.es/\" target=\"_blank\">Instituto Cervantes</a></span><span class=\"s2\"> is a public institution founded in 1991 by the Government of Spain, with the aim of promoting Spanish language teaching, and fostering knowledge of Spanish and Hispanic American culture. Instituto Cervantes is located in five continents and has more than 90 centers in over 43 countries around the world.</span></p>\r\n<p class=\"p1\"><span class=\"s2\">Spanish is the second most widely used language for international communication in areas such as finance, culture and science, in addition to being a language that facilitates job opportunities. Instituto Cervantes functions effectively and ideally for the promotion and dissemination of Spanish-speaking culture.</span></p>\r\n<p class=\"p1\"><span class=\"s2\">One of the Institution´s main aims is to inspire and motivate the use of Spanish and encourage all means and activities which contribute to the language´s dissemination on a global scale. Within this frame and following the European language policy, Instituto Cervantes recognizes the importance of being present in European projects which promote the exchange of experiences and encourages many countries to come together. The organization is mindful of the importance of mastering other languages as the basis for greater personal and professional opportunities. Spanish, with 470 million speakers worldwide, is undoubtedly one of the languages with the most potential and therefore, it is important to be put into practice from the earliest ages. </span></p>\r\n<p class=\"p1\"><span class=\"s2\">The SFL project meets the goals set by the Erasmus + program that include, among others, knowledge of several languages and lifelong learning in education and training for youth. Instituto Cervantes contributes to establishing its presence in Europe, both institutionally through collaboration with educational institutions (University of Athens, University of Shumen Bulgaria, Department of the Ministry of Education of Spain and MSCDN in Poland) and at the educational level in schools.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"The Education Office in Bucharest | ROMANIA\" tab_id=\"1456928295542-a3f1d576-db6a\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\">The Spanish Embassy’s Education Office in Romania and the Republic of Moldova depends at a functional level on The Education Office in Bulgaria. It is part of the Spanish Educational Action abroad that is currently developed by the Ministry of Education, Culture and Sport. As such, it promotes and spreads Spanish language and culture, and manages the programs developed in the field of education between Spain and Romania (notably the ten Spanish bilingual sections in Romanian High Schools all over the country).</span></p>\r\n<p class=\"p1\"><span class=\"s1\">Notable functions include:</span></p>\r\n\r\n<ul class=\"ul1\">\r\n	<li class=\"li2\"><span class=\"s1\">the supervision of current programs created in collaboration with the Romanian and Spanish Ministry of Education.</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">the organization of continuous teacher support and training in collaboration with the Menéndez Pelayo International University in Santander (Spain).</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">the promotion of international projects of association as a means to increase mutual knowledge among Romanian and Spanish educational centers.</span></li>\r\n</ul>\r\n<p class=\"p1\"><span class=\"s1\">The participation in the Project “Schools: Future Labs” offers the Education Office in Romania the following benefits:</span></p>\r\n\r\n<ul class=\"ul1\">\r\n	<li class=\"li2\"><span class=\"s1\">to know and share good practices with relevant European educational institutions</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">to participate in a cutting-edge experience that may open new areas of interest specifically for Spanish as well as foreign languages in general</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">to provide support to one of the high schools with a Spanish bilingual section, with the aim of extending results to other educational institutions and centers</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">to collaborate with the Instituto Cervantes, the language institute for Spanish</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">to disseminate the results of the investigation carried out through the extensive network of Spain Education offices in the world (thus benefiting the project by attracting recognition of our institution and collaboration with prestigious partners)</span></li>\r\n</ul>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"National and Kapodistrian University of Athens | GREECE\" tab_id=\"1456928330206-d8a62c2b-1dab\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\">The National and Kapodistrian University of Athens is the largest higher learning state institution in Greece, and among the largest universities in Europe. With a student body of about 108,000 undergraduate and postgraduate students, over 2,000 members of academic staff, and approximately 1,300 administrative and secretarial staff and specialized personnel, the University of Athens aims at excellence in both teaching and research in a significantly varied range of disciplines.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">The Science Laboratory was founded in 1995 and is located at the 4<sup>th</sup> floor of Faculty of Primary Education of National and Kapodistrian University of Athens. Professor George Kalkanis has been the Director of the Laboratory since its opening.<span class=\"Apple-converted-space\">  </span>Educational activities of the Laboratory include: Science education (theoretical and practical/experimental) for undergraduate students, science education and educational technologies of in-practice-teachers of primary and secondary education, theoretical science education, and experimental practice in the Laboratory of postgraduate students.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">Research Activities of the Laboratory include:</span></p>\r\n\r\n<ul class=\"ul1\">\r\n	<li class=\"li2\"><span class=\"s1\">New Ways on Teaching and Experimentation in Science, Modeling / Simulation / Animation of Micro Cosmos (Monte Carlo method)</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">Sensors /Actuators driven by the Computer in Science Educational Laboratory</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">Information Technology Application to Science and Environmental Education</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">Distance Learning, Design, Application and Evaluation of Educational Simulations and Educational Software for Science and Technology</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">Participation in many National and International Experimental / Educational Programs</span></li>\r\n</ul>\r\n<p class=\"p1\"><span class=\"s1\">The results of Laboratory’s educational and experimental activities are featured in magazines and also presented in a wide variety of publications at international conferences.  </span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Mazowieckie Samorządowe Centrum Doskonalenia Nauczycieli | POLAND\" tab_id=\"1456928425493-893b51d5-0a10\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\">The driving force behind the development of Mazowieckie Samorządowe Centrum Doskonalenia Nauczycieli (MSCDN) in 2005 was the goal to create a coherent, modern and effective system of in-service training for Mazovian teachers.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">The training personnel of the Mazovian In-Service Teacher Training Center consist of experienced advisors and teachers. These consultants, professionals in their respective subjects, aim to consistently advance their competence within various areas of education. Our personnel focuses on preparing and implementing a comprehensive training offer realized by professionals (professors of the universities, lecturers and educators), both external and internal for the Center.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">We are concerned with our development and the support of schools in their development. The Center finds solutions to methodological and educational problems. MSCDN also seeks partners within many professional institutions, Polish and foreign universities among others, to develop another area of interest – Educational Projects. A small sample of projects MSCDN is involved in includes: <i>The Professional Teacher’s Academy,<span class=\"Apple-converted-space\">  </span>A Wakening School, The TOC , The School in Democracy, Early Language Education, Mazovian Talent and Career Centra </i>and others<i>.</i></span></p>\r\n<p class=\"p1\"><span class=\"s1\">We accepted the invitation from Goethe Intitute for the Schools Future Labs Project in order to support CLIL development in Polish schools, and to support our teachers in Language and STEM subjects.</span></p>\r\n[/vc_column_text][/vc_tta_section][/vc_tta_accordion][/vc_column][/vc_row]','STRATEGIC PARTNERSHIP','','inherit','closed','closed','','2492-revision-v1','','','2016-03-02 14:21:02','2016-03-02 14:21:02','',2492,'http://www.sflabs.eu/2748/2492-revision-v1/',0,'revision','',0),
 (2746,1,'2016-03-02 13:01:53','2016-03-02 13:01:53','[vc_row][vc_column][vc_custom_heading text=\"Strategic Partnership\" font_container=\"tag:h2|text_align:left|color:%23000000\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][/vc_column][/vc_row][vc_row][vc_column][vc_tta_accordion style=\"flat\" shape=\"round\" color=\"green\" spacing=\"4\" gap=\"4\" c_icon=\"chevron\" active_section=\"54\" no_fill=\"true\" collapsible_all=\"true\"][vc_tta_section title=\"Liceul Teoretic Bilingv Miguel de Cervantes | ROMANIA\" tab_id=\"1449490293672-36f75d19-e5dd\"][vc_column_text]<span style=\"color: #000000;\"><strong><em>\"Miguel de Cervantes\" Bilingual Highschool</em></strong> is a secondary school in Bucharest, including all three levels of pre-university education: primary (forms I-IV), elementary (forms V-VIII) and secondary (forms IX-XII). Both the teachers and the school board strive for each student to reach their maximum potential.</span>\r\n\r\n<span style=\"color: #000000;\">Miguel de Cervantes encourages students to develop their sense of respect, responsibility, and courage to help foster bright and motivated members of society. The school also aims to inspire further education.</span>\r\n\r\n<span style=\"color: #000000;\">During the 1990-1991 academic year, Miguel de Cervantes became the first high school in Romania to offer intensive Spanish classes (for the primary and elementary levels) and bilingual classes for the highschool level.</span>\r\n\r\n<span style=\"color: #000000;\">The school is consistently involved in various European and local projects and programmes, which aim to broaden the educational offerings of the school and enrich students\' learning experiences.</span>\r\n\r\n<span style=\"color: #000000;\">Teachers of Miguel de Cervantes decided to partner in the European Project <em>School - Future Labs</em> due to their interest in both diversifying their teaching methods and improving the 12-13-year old students\' language skills. This project represents a welcome challenge for both Physics and Spanish teachers, as an interdisciplinary approach has never before been adopted in Romanian schools.</span>\r\n<p style=\"text-align: right;\"><span style=\"color: #000000;\"><em>Liceul Bilingv, MIGUEL DE CERVANTES”</em></span>\r\n<span style=\"color: #000000;\"><em>e-mail: liceulcervantes@gmail.com</em></span>\r\n<span style=\"color: #000000;\"><em>web: <a style=\"color: #000000;\" href=\"http://www.liceulcervantes.ro\" target=\"_blank\">www.liceulcervantes.ro</a></em></span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"49th Primary School ``Benito Juarez`` | BULGARIA\" tab_id=\"1449490293890-f1486505-0887\"][vc_column_text]<span style=\"color: #000000;\">Primary School № 49 \"Benito Juarez\" was founded over 30 years ago.</span>\r\n\r\n<span style=\"color: #000000;\">The school, attended by one thousand students, is the largest school size within the Poduyane district. About 60 teachers are employed at Benito Juarez, leading classes from the nursery stage through 7<sup>th</sup> grade.</span>\r\n\r\n<span style=\"color: #000000;\">The school offers unique programs such as choreography, art, and tennis. Our students have won awards at the national level in each of these disciplines. Also, both English and Spanish language classes are included in the curriculum.</span>\r\n\r\n<span style=\"color: #000000;\">The school has three well-equipped computer labs and a hall with a seating capacity of 250.</span>\r\n\r\n<span style=\"color: #000000;\">A representative of the educational department of the Instituto Cervantes invited us to participate in this project in April 2014. Our headmaster accepted the offer, believing that this new method of learning would be a highly constructive and inspiring experience for our students.</span>\r\n\r\n<span style=\"color: #000000;\">We are thrilled to take part in the project <em>Schools:</em> <em>Future Labs.</em></span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"International School Uwekind | BULGARIA\" tab_id=\"1449490393350-706e8ae2-980a\"][vc_column_text]<span style=\"color: #000000;\">The mission of International School Uwekind is to cultivate well-rounded, responsible, independent thinking global citizens, with a passion for learning. Uwekind is committed to providing a supportive and nurturing learning environment in which all members of the community are motivated to achieve their individual potential.</span>\r\n\r\n<span style=\"color: #000000;\">International School Uwekind provides IPC education (International Primary Curriculum) and is a member of IBO (International Baccalaureate Organization) authorized in MYP and a candidate for Diploma.</span>\r\n\r\n<span style=\"color: #000000;\">At International School Uwekind we aim to foster a love of language as a means of engaging with society and developing an appreciation of culture. We want our students to develop the necessary and relevant skills to effectively and confidently understand and communicate language through quality learning and teaching.</span>\r\n\r\n<span style=\"color: #000000;\">To achieve its goals Uwekind is open to new educational methods, which provide appropriate support for teachers and enhance children’s learning.</span>\r\n\r\n<span style=\"color: #000000;\">The Schools: Future Labs project is committed to developing a methodology that transforms language and STEM subject education, so that students become more self-motivated, exploratory participants in their own learning process. This initiative harmonizes perfectly with the Uwekind school’s mission.</span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Społeczna Szkoła Podstawowa nr 4 STO | POLAND\" tab_id=\"1449568031341-6f5d5664-959b\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">Social Primary School no 4 in Cracow is one of the schools included in the unit of Juliusz Słowacki general education school of welfare education community in Cracow. In addition to primary school the team includes Social Nursery “Julek”, Social Gymnasium no 7 and III Community High School.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Furthermore since 2014 alongside the school a non public House of Culture “Juliusz” exists. Our school is situated in historical centre of Craco, the Małopolska Capitol and an old Capitol of Poland. Attendance in all our schools is over 500 pupils, and over 300 in the Primary school itself. Our Students are learning English from the age of 6. Spanish, French or German is introduced in 5<sup>th</sup> grade.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Ample educational program, diversified after school clubs, teachers with very high qualifications, small classes and small groups for foreign languages lessons provides children with perfect learning conditions and enables them to expand their talents.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The school allows the perfect development of physical fitness. During PE lessons activities are carried out on various levels of play. Classes are conducted both for general development but also offering swimming, tennis, skiing and ice skating lessons. At the school also operates a sports club “Glosator”. In our schools we emphasise respect for the traditions and values and our mission is based on love, freedom and wisdom. Our pupils are volunteering in organising a Christmas Eve in Brother Albert’s Shelter and other charity based events ongoing in the Cracow area. Our tradition also includes activities integrating the whole School Community such as the Inauguration for the beginning and at the End of the School Year at Wawel Cathedral and a solemn procession with the banner of the school, as well as school Christmas Eve wafer event or summer school picnic or skiing picnic. Furthermore research and sport camps have become a new trend, which was designed for holistic development of our pupils.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Taking under consideration all of the above and also the pressure we put on general and wide progress of our students we joined the International SCHOOLS: FUTURE LABS Project. Interdisciplinary undertake on process of learning and in this case combining science and Spanish it is a very important step in a young person educational progress. Entering the new Project we aimed to foster the interests of science among students by simultaneously forming their sense of the need to develop language skills so necessary in the modern world.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Through the training included in the project our teachers have the opportunity to learn new teaching methods – CLLIL and to include them in their day to day work. Purchased with the project funds laboratory equipment will also enable our students to develop their practical skills and shape their attitudes of a young explorer.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Colegiul National Ion Maiorescu | ROMANIA\" tab_id=\"1449568033554-663af725-6c05\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">The National College \"Ion Maiorescu\" located in the center of the city of Giurgiu in Romania, is the oldest secondary school of our city and was founded in 1869. It consists of several buildings: lyceum (grades 9-12), high school (grades 5-8), sports hall and home (this building needs to be repaired). It has several laboratories (physics, chemistry, biology, computer science laboratory) and a library (27000 volumes).</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The College has classes for mathematics - computer science, mathematics - natural sciences, philology, Intensive - English, social sciences. Every year, the students participate in the National stages of the Olympics and they get prizes and commendations</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">This project is an opportunity to broaden the study of the German language in a bilingual context for our school. In a united Europe, in today\'s society, communication and understanding play an important role. The bilingual teaching offers students the opportunity not only to master the language itself, but also technical terms from different fields (physics, chemistry, etc.)</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The cooperation with colleagues from other countries leads to a better experience. We can see how our colleagues work in the classroom and vice versa, and choose the best methods for language and subject.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Ellinogermaniki Agogi | GREECE\" tab_id=\"1449568034692-38eeb3b0-6549\"][vc_column_text]<span style=\"color: #000000;\">Ellinogermaniki Agogi pursues with great interest and a restive mind the developments in the field of education: It is a multi-unit educational institution comprising 2200 students of pre-primary, primary and secondary education, and 235 teaching and 330 administration staff. Today it is one of the most modern educational institutions in Greece, using the most up-to-date facilities, an enriched curriculum, experienced and skilled teaching staff. Moreover and, most importantly, through consistency on principles and respect towards pupils and parents, the school has pursued a multifaceted education for its students.</span>\r\n\r\n<span style=\"color: #000000;\">Since 1969, the school has introduced the German language as the first foreign language its students get exposed to, systematically and intensively at all levels (therefore the name “Ellinogermaniki Agogi”). Within the scope of the broadest possible education and through a series of social and cultural activities the school aims to achieve what is suggested by its very name: a balanced combination of the restless Greek spirit with the German precision.</span>\r\n\r\n<span style=\"color: #000000;\">Consistent with its pursue of educational innovations in general, but also more particularly in science education and new technologies, Ellinogermaniki Agogi has joined the project “Schools: Future Labs” which introduces the teaching of German in the teaching of science of 5th and 6th school year students, via the CLIL (Content and Language Integrated Learning) approach.</span>[/vc_column_text][/vc_tta_section][/vc_tta_accordion][/vc_column][/vc_row][vc_row][vc_column][vc_tta_accordion style=\"flat\" shape=\"round\" color=\"green\" spacing=\"4\" gap=\"4\" c_icon=\"chevron\" active_section=\"54\" no_fill=\"true\" collapsible_all=\"true\"][vc_tta_section title=\"Instituto Cervantes Atenas | GREECE\" tab_id=\"1449490293672-36f75d19-e5dd\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\"><a href=\"http://cervantes.es/\" target=\"_blank\">Instituto Cervantes</a></span><span class=\"s2\"> is a public institution founded in 1991 by the Government of Spain, with the aim of promoting Spanish language teaching, and fostering knowledge of Spanish and Hispanic American culture. Instituto Cervantes is located in five continents and has more than 90 centers in over 43 countries around the world</span><span class=\"s3\">.</span></p>\r\n<p class=\"p1\"><span class=\"s2\">Spanish is the second most widely used language for international communication in areas such as finance, culture and science, in addition to being a language that facilitates job opportunities. Instituto Cervantes functions effectively and ideally for the promotion and dissemination of Spanish-speaking culture.</span></p>\r\n<p class=\"p2\"><span class=\"s2\">One of the Institution´s main aims is to inspire and motivate the use of Spanish and encourage all means and activities which contribute to the language´s dissemination on a global scale. Within this frame and following the European language policy, Instituto Cervantes recognizes the importance of being present in European projects which promote the exchange of experiences and encourages many countries to come together. </span><span class=\"s4\">The organization is mindful of the importance of mastering other languages as the basis for greater personal and professional opportunities. Spanish, with 470 million speakers worldwide, is undoubtedly one of the languages with the most potential and therefore, it is important to be put into practice from the earliest ages. </span></p>\r\n<p class=\"p3\"><span class=\"s2\">The SFL project meets the goals set by the Erasmus + program that include, among others, knowledge of several languages and lifelong learning in education and training for youth. Instituto Cervantes contributes to establishing its presence in Europe, both institutionally through collaboration with educational institutions (University of Athens, University of Shumen Bulgaria, Department of the Ministry of Education of Spain and MSCDN in Poland) and at the educational level in schools.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"The Education Office in Bucharest | ROMANIA\" tab_id=\"1449490293890-f1486505-0887\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\">The Spanish Embassy’s Education Office in Romania and the Republic of Moldova depends at a functional level on The Education Office in Bulgaria. It is part of the Spanish Educational Action abroad that is currently developed by the Ministry of Education, Culture and Sport. As such, it promotes and spreads Spanish language and culture, and manages the programs developed in the field of education between Spain and Romania (notably the ten Spanish bilingual sections in Romanian High Schools all over the country).</span></p>\r\n<p class=\"p2\"><span class=\"s1\">Notable functions include:</span></p>\r\n\r\n<ul>\r\n	<li class=\"li2\"><span class=\"s1\">the supervision of current programs created in collaboration with the Romanian and Spanish Ministry of Education.</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">the organization of continuous teacher support and training in collaboration with the Menéndez Pelayo International University in Santander (Spain).</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">the promotion of international projects of association as a means to increase mutual knowledge among Romanian and Spanish educational centers.</span></li>\r\n</ul>\r\n<p class=\"p1\"><span class=\"s1\">The participation in the Project “Schools: Future Labs” offers the Education Office in Romania the following benefits:</span></p>\r\n\r\n<ul>\r\n	<li class=\"li1\"><span class=\"s1\">to know and share good practices with relevant European educational institutions</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">to participate in a cutting-edge experience that may open new areas of interest specifically for Spanish as well as foreign languages in general </span></li>\r\n	<li class=\"li1\"><span class=\"s1\">to provide support to one of the high schools with a Spanish bilingual section, with the aim of extending results to other educational institutions and centers</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">to collaborate with the Instituto Cervantes, the language institute for Spanish</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">to disseminate the results of the investigation carried out through the extensive network of Spain Education offices in the world (thus benefiting the project by attracting recognition of our institution and collaboration with prestigious partners)</span></li>\r\n</ul>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"National and Kapodistrian University of Athens | GREECE\" tab_id=\"1449490393350-706e8ae2-980a\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\">The National and Kapodistrian University of Athens is the largest higher learning state institution in Greece, and among the largest universities in Europe. With a student body of about 108,000 undergraduate and postgraduate students, over 2,000 members of academic staff, and approximately 1,300 administrative and secretarial staff and specialized personnel, the University of Athens aims at excellence in both teaching and research in a significantly varied range of disciplines. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">The Science Laboratory was founded in 1995 and is located at the 4</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> floor of Faculty of Primary Education of National and Kapodistrian University of Athens. Professor George Kalkanis has been the Director of the Laboratory since its opening.<span class=\"Apple-converted-space\">  </span>Educational activities of the Laboratory include: Science education (theoretical and practical/experimental) for undergraduate students, science education and educational technologies of in-practice-teachers of primary and secondary education, theoretical science education, and experimental practice in the Laboratory of postgraduate students. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">Research Activities of the Laboratory include: </span></p>\r\n\r\n<ul>\r\n	<li class=\"li1\"><span class=\"s1\">New Ways on Teaching and Experimentation in Science, Modeling / Simulation / Animation of Micro Cosmos (Monte Carlo method)</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">Sensors /Actuators driven by the Computer in Science Educational Laboratory</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">Information Technology Application to Science and Environmental Education</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">Distance Learning, Design, Application and Evaluation of Educational Simulations and Educational Software for Science and Technology</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">Participation in many National and International Experimental / Educational Programs</span></li>\r\n</ul>\r\n<p class=\"p1\"><span class=\"s1\"> The results of Laboratory’s educational and experimental activities are featured in magazines and also presented in a wide variety of publications at international conferences.   </span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Mazowieckie Samorządowe Centrum Doskonalenia Nauczycieli | POLAND\" tab_id=\"1449568031341-6f5d5664-959b\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\">The driving force behind the development of Mazowieckie Samorządowe Centrum Doskonalenia Nauczycieli (MSCDN) in 2005 was the goal to create a coherent, modern and effective system of in-service training for Mazovian teachers.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">The training personnel of the Mazovian In-Service Teacher Training Center consist of experienced advisors and teachers. These consultants, professionals in their respective subjects, aim to consistently advance their competence within various areas of education. Our personnel focuses on preparing and implementing a comprehensive training offer realized by professionals (professors of the universities, lecturers and educators), both external and internal for the Center. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">We are concerned with our development and the support of schools in their development. The Center finds solutions to methodological and educational problems. MSCDN also seeks partners within many professional institutions, Polish and foreign universities among others, to develop another area of interest – Educational Projects. A small sample of projects MSCDN is involved in includes: <i>The Professional Teacher’s Academy,<span class=\"Apple-converted-space\">  </span>A Wakening School, The TOC , The School in Democracy, Early Language Education, Mazovian Talent and Career Centra </i>and others<i>.</i></span></p>\r\n<p class=\"p1\"><span class=\"s1\">We accepted the invitation from Goethe Intitute for the Schools Future Labs Project in order to support CLIL development in Polish schools, and to support our teachers in Language and STEM subjects.<span class=\"Apple-converted-space\">   </span></span></p>\r\n[/vc_column_text][/vc_tta_section][/vc_tta_accordion][/vc_column][/vc_row]','STRATEGIC PARTNERSHIP','','inherit','closed','closed','','2492-revision-v1','','','2016-03-02 13:01:53','2016-03-02 13:01:53','',2492,'http://www.sflabs.eu/2746/2492-revision-v1/',0,'revision','',0),
 (2745,1,'2016-03-02 13:00:43','2016-03-02 13:00:43','[vc_row][vc_column][vc_custom_heading text=\"Strategic Partnership\" font_container=\"tag:h2|text_align:left|color:%23000000\" google_fonts=\"font_family:Raleway%3A100%2C200%2C300%2Cregular%2C500%2C600%2C700%2C800%2C900|font_style:900%20bold%20regular%3A900%3Anormal\"][/vc_column][/vc_row][vc_row][vc_column][vc_tta_accordion style=\"flat\" shape=\"round\" color=\"green\" spacing=\"4\" gap=\"4\" c_icon=\"chevron\" active_section=\"54\" no_fill=\"true\" collapsible_all=\"true\"][vc_tta_section title=\"Liceul Teoretic Bilingv Miguel de Cervantes | ROMANIA\" tab_id=\"1449490293672-36f75d19-e5dd\"][vc_column_text]<span style=\"color: #000000;\"><strong><em>\"Miguel de Cervantes\" Bilingual Highschool</em></strong> is a secondary school in Bucharest, including all three levels of pre-university education: primary (forms I-IV), elementary (forms V-VIII) and secondary (forms IX-XII). Both the teachers and the school board strive for each student to reach their maximum potential.</span>\r\n\r\n<span style=\"color: #000000;\">Miguel de Cervantes encourages students to develop their sense of respect, responsibility, and courage to help foster bright and motivated members of society. The school also aims to inspire further education.</span>\r\n\r\n<span style=\"color: #000000;\">During the 1990-1991 academic year, Miguel de Cervantes became the first high school in Romania to offer intensive Spanish classes (for the primary and elementary levels) and bilingual classes for the highschool level.</span>\r\n\r\n<span style=\"color: #000000;\">The school is consistently involved in various European and local projects and programmes, which aim to broaden the educational offerings of the school and enrich students\' learning experiences.</span>\r\n\r\n<span style=\"color: #000000;\">Teachers of Miguel de Cervantes decided to partner in the European Project <em>School - Future Labs</em> due to their interest in both diversifying their teaching methods and improving the 12-13-year old students\' language skills. This project represents a welcome challenge for both Physics and Spanish teachers, as an interdisciplinary approach has never before been adopted in Romanian schools.</span>\r\n<p style=\"text-align: right;\"><span style=\"color: #000000;\"><em>Liceul Bilingv, MIGUEL DE CERVANTES”</em></span>\r\n<span style=\"color: #000000;\"><em>e-mail: liceulcervantes@gmail.com</em></span>\r\n<span style=\"color: #000000;\"><em>web: <a style=\"color: #000000;\" href=\"http://www.liceulcervantes.ro\" target=\"_blank\">www.liceulcervantes.ro</a></em></span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"49th Primary School ``Benito Juarez`` | BULGARIA\" tab_id=\"1449490293890-f1486505-0887\"][vc_column_text]<span style=\"color: #000000;\">Primary School № 49 \"Benito Juarez\" was founded over 30 years ago.</span>\r\n\r\n<span style=\"color: #000000;\">The school, attended by one thousand students, is the largest school size within the Poduyane district. About 60 teachers are employed at Benito Juarez, leading classes from the nursery stage through 7<sup>th</sup> grade.</span>\r\n\r\n<span style=\"color: #000000;\">The school offers unique programs such as choreography, art, and tennis. Our students have won awards at the national level in each of these disciplines. Also, both English and Spanish language classes are included in the curriculum.</span>\r\n\r\n<span style=\"color: #000000;\">The school has three well-equipped computer labs and a hall with a seating capacity of 250.</span>\r\n\r\n<span style=\"color: #000000;\">A representative of the educational department of the Instituto Cervantes invited us to participate in this project in April 2014. Our headmaster accepted the offer, believing that this new method of learning would be a highly constructive and inspiring experience for our students.</span>\r\n\r\n<span style=\"color: #000000;\">We are thrilled to take part in the project <em>Schools:</em> <em>Future Labs.</em></span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"International School Uwekind | BULGARIA\" tab_id=\"1449490393350-706e8ae2-980a\"][vc_column_text]<span style=\"color: #000000;\">The mission of International School Uwekind is to cultivate well-rounded, responsible, independent thinking global citizens, with a passion for learning. Uwekind is committed to providing a supportive and nurturing learning environment in which all members of the community are motivated to achieve their individual potential.</span>\r\n\r\n<span style=\"color: #000000;\">International School Uwekind provides IPC education (International Primary Curriculum) and is a member of IBO (International Baccalaureate Organization) authorized in MYP and a candidate for Diploma.</span>\r\n\r\n<span style=\"color: #000000;\">At International School Uwekind we aim to foster a love of language as a means of engaging with society and developing an appreciation of culture. We want our students to develop the necessary and relevant skills to effectively and confidently understand and communicate language through quality learning and teaching.</span>\r\n\r\n<span style=\"color: #000000;\">To achieve its goals Uwekind is open to new educational methods, which provide appropriate support for teachers and enhance children’s learning.</span>\r\n\r\n<span style=\"color: #000000;\">The Schools: Future Labs project is committed to developing a methodology that transforms language and STEM subject education, so that students become more self-motivated, exploratory participants in their own learning process. This initiative harmonizes perfectly with the Uwekind school’s mission.</span>[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Społeczna Szkoła Podstawowa nr 4 STO | POLAND\" tab_id=\"1449568031341-6f5d5664-959b\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">Social Primary School no 4 in Cracow is one of the schools included in the unit of Juliusz Słowacki general education school of welfare education community in Cracow. In addition to primary school the team includes Social Nursery “Julek”, Social Gymnasium no 7 and III Community High School.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Furthermore since 2014 alongside the school a non public House of Culture “Juliusz” exists. Our school is situated in historical centre of Craco, the Małopolska Capitol and an old Capitol of Poland. Attendance in all our schools is over 500 pupils, and over 300 in the Primary school itself. Our Students are learning English from the age of 6. Spanish, French or German is introduced in 5<sup>th</sup> grade.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Ample educational program, diversified after school clubs, teachers with very high qualifications, small classes and small groups for foreign languages lessons provides children with perfect learning conditions and enables them to expand their talents.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The school allows the perfect development of physical fitness. During PE lessons activities are carried out on various levels of play. Classes are conducted both for general development but also offering swimming, tennis, skiing and ice skating lessons. At the school also operates a sports club “Glosator”. In our schools we emphasise respect for the traditions and values and our mission is based on love, freedom and wisdom. Our pupils are volunteering in organising a Christmas Eve in Brother Albert’s Shelter and other charity based events ongoing in the Cracow area. Our tradition also includes activities integrating the whole School Community such as the Inauguration for the beginning and at the End of the School Year at Wawel Cathedral and a solemn procession with the banner of the school, as well as school Christmas Eve wafer event or summer school picnic or skiing picnic. Furthermore research and sport camps have become a new trend, which was designed for holistic development of our pupils.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Taking under consideration all of the above and also the pressure we put on general and wide progress of our students we joined the International SCHOOLS: FUTURE LABS Project. Interdisciplinary undertake on process of learning and in this case combining science and Spanish it is a very important step in a young person educational progress. Entering the new Project we aimed to foster the interests of science among students by simultaneously forming their sense of the need to develop language skills so necessary in the modern world.</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">Through the training included in the project our teachers have the opportunity to learn new teaching methods – CLLIL and to include them in their day to day work. Purchased with the project funds laboratory equipment will also enable our students to develop their practical skills and shape their attitudes of a young explorer.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Colegiul National Ion Maiorescu | ROMANIA\" tab_id=\"1449568033554-663af725-6c05\"][vc_column_text]\r\n<p class=\"p1\"><span style=\"color: #000000;\">The National College \"Ion Maiorescu\" located in the center of the city of Giurgiu in Romania, is the oldest secondary school of our city and was founded in 1869. It consists of several buildings: lyceum (grades 9-12), high school (grades 5-8), sports hall and home (this building needs to be repaired). It has several laboratories (physics, chemistry, biology, computer science laboratory) and a library (27000 volumes).</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The College has classes for mathematics - computer science, mathematics - natural sciences, philology, Intensive - English, social sciences. Every year, the students participate in the National stages of the Olympics and they get prizes and commendations</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">This project is an opportunity to broaden the study of the German language in a bilingual context for our school. In a united Europe, in today\'s society, communication and understanding play an important role. The bilingual teaching offers students the opportunity not only to master the language itself, but also technical terms from different fields (physics, chemistry, etc.)</span></p>\r\n<p class=\"p1\"><span style=\"color: #000000;\">The cooperation with colleagues from other countries leads to a better experience. We can see how our colleagues work in the classroom and vice versa, and choose the best methods for language and subject.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Ellinogermaniki Agogi | GREECE\" tab_id=\"1449568034692-38eeb3b0-6549\"][vc_column_text]<span style=\"color: #000000;\">Ellinogermaniki Agogi pursues with great interest and a restive mind the developments in the field of education: It is a multi-unit educational institution comprising 2200 students of pre-primary, primary and secondary education, and 235 teaching and 330 administration staff. Today it is one of the most modern educational institutions in Greece, using the most up-to-date facilities, an enriched curriculum, experienced and skilled teaching staff. Moreover and, most importantly, through consistency on principles and respect towards pupils and parents, the school has pursued a multifaceted education for its students.</span>\r\n\r\n<span style=\"color: #000000;\">Since 1969, the school has introduced the German language as the first foreign language its students get exposed to, systematically and intensively at all levels (therefore the name “Ellinogermaniki Agogi”). Within the scope of the broadest possible education and through a series of social and cultural activities the school aims to achieve what is suggested by its very name: a balanced combination of the restless Greek spirit with the German precision.</span>\r\n\r\n<span style=\"color: #000000;\">Consistent with its pursue of educational innovations in general, but also more particularly in science education and new technologies, Ellinogermaniki Agogi has joined the project “Schools: Future Labs” which introduces the teaching of German in the teaching of science of 5th and 6th school year students, via the CLIL (Content and Language Integrated Learning) approach.</span>[/vc_column_text][/vc_tta_section][/vc_tta_accordion][/vc_column][/vc_row][vc_row][vc_column][vc_tta_accordion style=\"flat\" shape=\"round\" color=\"green\" spacing=\"4\" gap=\"4\" c_icon=\"chevron\" active_section=\"54\" no_fill=\"true\" collapsible_all=\"true\"][vc_tta_section title=\"Instituto Cervantes Atenas | GREECE\" tab_id=\"1449490293672-36f75d19-e5dd\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\"><a href=\"http://cervantes.es/\" target=\"_blank\">Instituto Cervantes</a></span><span class=\"s2\"> is a public institution founded in 1991 by the Government of Spain, with the aim of promoting Spanish language teaching, and fostering knowledge of Spanish and Hispanic American culture. Instituto Cervantes is located in five continents and has more than 90 centers in over 43 countries around the world</span><span class=\"s3\">.</span></p>\r\n<p class=\"p1\"><span class=\"s2\">Spanish is the second most widely used language for international communication in areas such as finance, culture and science, in addition to being a language that facilitates job opportunities. Instituto Cervantes functions effectively and ideally for the promotion and dissemination of Spanish-speaking culture.</span></p>\r\n<p class=\"p2\"><span class=\"s2\">One of the Institution´s main aims is to inspire and motivate the use of Spanish and encourage all means and activities which contribute to the language´s dissemination on a global scale. Within this frame and following the European language policy, Instituto Cervantes recognizes the importance of being present in European projects which promote the exchange of experiences and encourages many countries to come together. </span><span class=\"s4\">The organization is mindful of the importance of mastering other languages as the basis for greater personal and professional opportunities. Spanish, with 470 million speakers worldwide, is undoubtedly one of the languages with the most potential and therefore, it is important to be put into practice from the earliest ages. </span></p>\r\n<p class=\"p3\"><span class=\"s2\">The SFL project meets the goals set by the Erasmus + program that include, among others, knowledge of several languages and lifelong learning in education and training for youth. Instituto Cervantes contributes to establishing its presence in Europe, both institutionally through collaboration with educational institutions (University of Athens, University of Shumen Bulgaria, Department of the Ministry of Education of Spain and MSCDN in Poland) and at the educational level in schools.</span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"The Education Office in Bucharest | ROMANIA\" tab_id=\"1449490293890-f1486505-0887\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\">The Spanish Embassy’s Education Office in Romania and the Republic of Moldova depends at a functional level on The Education Office in Bulgaria. It is part of the Spanish Educational Action abroad that is currently developed by the Ministry of Education, Culture and Sport. As such, it promotes and spreads Spanish language and culture, and manages the programs developed in the field of education between Spain and Romania (notably the ten Spanish bilingual sections in Romanian High Schools all over the country).</span></p>\r\n<p class=\"p2\"><span class=\"s1\">Notable functions include:</span></p>\r\n\r\n<ul>\r\n	<li class=\"li2\"><span class=\"s1\">the supervision of current programs created in collaboration with the Romanian and Spanish Ministry of Education.</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">the organization of continuous teacher support and training in collaboration with the Menéndez Pelayo International University in Santander (Spain).</span></li>\r\n	<li class=\"li2\"><span class=\"s1\">the promotion of international projects of association as a means to increase mutual knowledge among Romanian and Spanish educational centers.</span></li>\r\n</ul>\r\n<p class=\"p1\"><span class=\"s1\">The participation in the Project “Schools: Future Labs” offers the Education Office in Romania the following benefits:</span></p>\r\n\r\n<ul>\r\n	<li class=\"li1\"><span class=\"s1\">to know and share good practices with relevant European educational institutions</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">to participate in a cutting-edge experience that may open new areas of interest specifically for Spanish as well as foreign languages in general </span></li>\r\n	<li class=\"li1\"><span class=\"s1\">to provide support to one of the high schools with a Spanish bilingual section, with the aim of extending results to other educational institutions and centers</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">to collaborate with the Instituto Cervantes, the language institute for Spanish</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">to disseminate the results of the investigation carried out through the extensive network of Spain Education offices in the world (thus benefiting the project by attracting recognition of our institution and collaboration with prestigious partners)</span></li>\r\n</ul>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"National and Kapodistrian University of Athens | GREECE\" tab_id=\"1449490393350-706e8ae2-980a\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\">The National and Kapodistrian University of Athens is the largest higher learning state institution in Greece, and among the largest universities in Europe. With a student body of about 108,000 undergraduate and postgraduate students, over 2,000 members of academic staff, and approximately 1,300 administrative and secretarial staff and specialized personnel, the University of Athens aims at excellence in both teaching and research in a significantly varied range of disciplines. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">The Science Laboratory was founded in 1995 and is located at the 4</span><span class=\"s2\"><sup>th</sup></span><span class=\"s1\"> floor of Faculty of Primary Education of National and Kapodistrian University of Athens. Professor George Kalkanis has been the Director of the Laboratory since its opening.<span class=\"Apple-converted-space\">  </span>Educational activities of the Laboratory include: Science education (theoretical and practical/experimental) for undergraduate students, science education and educational technologies of in-practice-teachers of primary and secondary education, theoretical science education, and experimental practice in the Laboratory of postgraduate students. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">Research Activities of the Laboratory include: </span></p>\r\n\r\n<ul>\r\n	<li class=\"li1\"><span class=\"s1\">New Ways on Teaching and Experimentation in Science, Modeling / Simulation / Animation of Micro Cosmos (Monte Carlo method)</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">Sensors /Actuators driven by the Computer in Science Educational Laboratory</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">Information Technology Application to Science and Environmental Education</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">Distance Learning, Design, Application and Evaluation of Educational Simulations and Educational Software for Science and Technology</span></li>\r\n	<li class=\"li1\"><span class=\"s1\">Participation in many National and International Experimental / Educational Programs</span></li>\r\n</ul>\r\n<p class=\"p1\"><span class=\"s1\"> The results of Laboratory’s educational and experimental activities are featured in magazines and also presented in a wide variety of publications at international conferences.   </span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Mazowieckie Samorządowe Centrum Doskonalenia Nauczycieli | POLAND\" tab_id=\"1449568031341-6f5d5664-959b\"][vc_column_text]\r\n<p class=\"p1\"><span class=\"s1\">The driving force behind the development of Mazowieckie Samorządowe Centrum Doskonalenia Nauczycieli (MSCDN) in 2005 was the goal to create a coherent, modern and effective system of in-service training for Mazovian teachers.</span></p>\r\n<p class=\"p1\"><span class=\"s1\">The training personnel of the Mazovian In-Service Teacher Training Center consist of experienced advisors and teachers. These consultants, professionals in their respective subjects, aim to consistently advance their competence within various areas of education. Our personnel focuses on preparing and implementing a comprehensive training offer realized by professionals (professors of the universities, lecturers and educators), both external and internal for the Center. </span></p>\r\n<p class=\"p1\"><span class=\"s1\">We are concerned with our development and the support of schools in their development. The Center finds solutions to methodological and educational problems. MSCDN also seeks partners within many professional institutions, Polish and foreign universities among others, to develop another area of interest – Educational Projects. A small sample of projects MSCDN is involved in includes: <i>The Professional Teacher’s Academy,<span class=\"Apple-converted-space\">  </span>A Wakening School, The TOC , The School in Democracy, Early Language Education, Mazovian Talent and Career Centra </i>and others<i>.</i></span></p>\r\n<p class=\"p1\"><span class=\"s1\">We accepted the invitation from Goethe Intitute for the Schools Future Labs Project in order to support CLIL development in Polish schools, and to support our teachers in Language and STEM subjects.<span class=\"Apple-converted-space\">   </span></span></p>\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Colegiul National Ion Maiorescu | ROMANIA\" tab_id=\"1449568033554-663af725-6c05\"][vc_column_text]\r\n\r\nThe National College \"Ion Maiorescu\" located in the center of the city of Giurgiu in Romania, is the oldest secondary school of our city and was founded in 1869. It consists of several buildings: lyceum (grades 9-12), high school (grades 5-8), sports hall and home (this building needs to be repaired). It has several laboratories (physics, chemistry, biology, computer science laboratory) and a library (27000 volumes).\r\n\r\nThe College has classes for mathematics - computer science, mathematics - natural sciences, philology, Intensive - English, social sciences. Every year, the students participate in the National stages of the Olympics and they get prizes and commendations\r\n\r\nThis project is an opportunity to broaden the study of the German language in a bilingual context for our school. In a united Europe, in today\'s society, communication and understanding play an important role. The bilingual teaching offers students the opportunity not only to master the language itself, but also technical terms from different fields (physics, chemistry, etc.)\r\n\r\nThe cooperation with colleagues from other countries leads to a better experience. We can see how our colleagues work in the classroom and vice versa, and choose the best methods for language and subject.\r\n\r\n[/vc_column_text][/vc_tta_section][vc_tta_section title=\"Ellinogermaniki Agogi | GREECE\" tab_id=\"1449568034692-38eeb3b0-6549\"][vc_column_text]Ellinogermaniki Agogi pursues with great interest and a restive mind the developments in the field of education: It is a multi-unit educational institution comprising 2200 students of pre-primary, primary and secondary education, and 235 teaching and 330 administration staff. Today it is one of the most modern educational institutions in Greece, using the most up-to-date facilities, an enriched curriculum, experienced and skilled teaching staff. Moreover and, most importantly, through consistency on principles and respect towards pupils and parents, the school has pursued a multifaceted education for its students.\r\n\r\nSince 1969, the school has introduced the German language as the first foreign language its students get exposed to, systematically and intensively at all levels (therefore the name “Ellinogermaniki Agogi”). Within the scope of the broadest possible education and through a series of social and cultural activities the school aims to achieve what is suggested by its very name: a balanced combination of the restless Greek spirit with the German precision.\r\n\r\nConsistent with its pursue of educational innovations in general, but also more particularly in science education and new technologies, Ellinogermaniki Agogi has joined the project “Schools: Future Labs” which introduces the teaching of German in the teaching of science of 5th and 6th school year students, via the CLIL (Content and Language Integrated Learning) approach.[/vc_column_text][/vc_tta_section][/vc_tta_accordion][/vc_column][/vc_row]','STRATEGIC PARTNERSHIP','','inherit','closed','closed','','2492-revision-v1','','','2016-03-02 13:00:43','2016-03-02 13:00:43','',2492,'http://www.sflabs.eu/2745/2492-revision-v1/',0,'revision','',0);
