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fileadmin/content/projekte/pecc/bilder/pecc/-2.2-pecc-vol.-1.pdf
hands. touch your hair. ((one pupil moves and is out of the game)) simon says sh simon says turn around. simon says snap your fingers. snap your fingers. ((one pupil moves and is out of the game)) yes. Class: [...] shake your fingers. touch your nose. ((one pupil moves and is out of the game)) clap your hands. simon says clap your hands. turn around. ((some pupils move and are out of the game)) okay maybe i can manage [...] your hands. simon says touch your nose. simon says bend your knees. stamp your feet. ((one pupil moves and is out of the game)) okay matt you watch the others okay? simon says turn around. [2.2] GS 1 4b
fileadmin/content/projekte/pecc/bilder/pecc/-2.4-pecc-vol.-1.pdf
Valentine:((moves Vince's token two steps back)) ((throws the dice)) one two [((moves her token two steps forward))] Vince: what's the time? Valentine:it's half past four. Vince: yes Valentine:((moves her token [...] four [((moves her token four steps forward))] Vince: what's the time? Valentine:it's quarter past twelve. Vince: yes Valentine:((moves her token one step forward)) Vince: ((throws the dice)) ((moves his token [...] to go two back. [one two] [((moves her token two steps back))] then it's lucy's turn. Lucy: ((throws the dice)) Teacher: two okay i do it for you okay? [one two] [((moves one of the tokens two steps forward
fileadmin/content/projekte/pecc/bilder/pecc/-2.5-pecc-vol.-1.pdf
[i´m not scared of spiders.] [((moves her hand from side to side to gesture the negation))] Class: i´m not scared of spiders. Teacher: [i´m not scared of frogs.] [((moves her hand from side to side to gesture [...] [i´m not scared of snakes.] [((moves her hand from side to side to gesture the negation))] Class: i´m not scared of snakes. Teacher: [and i´m not scared of dogs.] [((moves her hand from side to side to [...] one after another)) Teacher: okay please move two chairs or the OUTER circle two chairs to the left. Class: [((pupils sitting in the outer circle stand up and move two chairs to the left))] Teacher: [matt
fileadmin/content/institute/physik/bilder-und-dokumente-aktuell/6-forschung/img-4581.trim.mov
fileadmin/content/abteilungen/psychologie/pdf-dateien/abstractbooklet-final.pdf
future, - ideas that might also play a part in children’s everyday life in the present, and in their moves towards the future. My project is based on the need for further exploration of children's subjective
fileadmin/content/institute/anglistik/dokumente/downloads/how-to-write-a-term-paper-daewes.pdf
nation or culture, and increasingly vigorous forces of political correctness, this is an understandable move. As historian Arthur Schlesinger puts it, “[t]he more people feel themselves adrift in a vast, impersonal
fileadmin/content/seminare/soziologie/dokumente/working-paper-series/seu-working-paper-6.pdf
remuneration and other conditions of work and employment, as well as the right of such workers to move freely within the Community in order to pursue activities as employed persons subject to any limitations [...] interests, all claimants presupposed a European sphere of healthcare, within which they are able to move freely, seeking cross-border healthcare. Interestingly, in all these cases the claimants drew explicitly
fileadmin/content/seminare/soziologie/dokumente/working-paper-series/seu-working-paper-3-2012.pdf
(European Council 2003) and “labour market re- forms” (European Commission 2012). Obviously, these reforms move beyond the tradi- tional focus on market making. They hint at a new problem definition of EU-level
fileadmin/content/zentren/zfl/dokumente/publikationen/2020-winkel-ua-forschendes-lernen-online.pdf
17): The teacher’s role as evaluator, for example, makes the follow-up move very important in classrooms; where the follow-up move is withheld, the pupils are likely to suspect that something is wrong […]
fileadmin/content/institute/physik/bilder-und-dokumente-aktuell/6-forschung/material-culture/bispo-da-silva-ana-paula-contributions-of-material-culture-studies-to-scientific-instruments.-a-possible-biography-to-a-camera-lucida.pdf
be well delineated. To control lightness, it was necessary either to move the table towards the lighter parts of the object or to move the colored glasses 2 and 3 vertically towards the prism to reduce the