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fileadmin/content/portal/international/erfahrungsberichte/griechenland/2022-23-panteion-1.pdf
There were some courses in English, but you could also choose Greek courses and then read up on material yourself and then, for example, give a presentation, write an essay or an exam. Some lecturers were [...] like going on trips with the university. ESN also organises buddies (unfortunately quite late, by then I had already found my way around on my own) and a Welcome Week, one week before the start of the [...] order to enjoy your time, regardless of where you go abroad. It is best not to have any expectations, then you will be happy about everything that comes. Welche Tipps haben Sie für einen umweltfreundliche
fileadmin/content/portal/international/erfahrungsberichte/frankreich/2022-2023-lyon-1.pdf
I was used to. In France they tend to learn a lot of things by heart, they memorize everything and then write the exams. Also, for more than half of the semester, the campuses were blocked due to strikes [...] I would have a different schedule at university. I would get up, have breakfast, take the bus and then a tram to university. It took me around 40-45 minutes to get to the main campus. We sadly did not
fileadmin/content/abteilungen/ernaehrung/bilder/klimafood/veroeffentlichungen/spielebox-aufgetischt-/dished-up-learning-german-through-games-about-eating-and-drinking.pdf
evident. “The students are motivated by the playful approach and have a great deal of fun. Learning then becomes the best side effect that one can achieve [hope for],” recounts one teacher. Dished up is [...] ..“ while naming all the previous items, adding the new food item on his or her picture card, and then placing that card face up next to the previous one(s). Players can practice singular and plural of [...] The game can either end here or be played further to see who gets the most bingos. This player is then the winner. Games for minimal knowledge of German 9 Game rules Jeder Spieler bekommt sechs Bildkarten
fileadmin/content/projekte/globales-lernen/dokumente/orientierungsrahmen-globale-entwicklung-2016.pdf
water and drink it. Heavy rain can damage the banana trees in our village, the small bridge or houses. Then we can´t go to school. Now I have a new umbrella and a new school bag. Manikandan’s letter My name [...] plenty of information on the Internet, so it may be helpful to look at the main events for an idea and then research it. What strikes you most? For a start go to http://en.wikipedia.org/wiki/Adivasi Task 2
fileadmin/content/projekte/pecc/bilder/pecc/-2.1-pecc-vol.-1.pdf
it, clap your hands” - Small talk: One pupil after the other asks his/her neighbour a question, who then answers it. The activity is finished when everyone has asked and answered a question. - Activity: [...] , about a minute later)) Teacher: okay tim can you please sit down (6.0) okay oscar can we start? then please stand up. Class: ((pupils stand up)) Teacher: oscar stand up please. ((starts singing)) < if [...] Class: ((pupils repeat after the teacher)) what's the time? Teacher: no [((first points at herself and then lifts her arms again symbolizing 12 o’clock))] [what's the time?] Class: ((now most of the pupils
fileadmin/content/projekte/pecc/bilder/pecc/-2.2-pecc-vol.-1.pdf
is asked a question by the teacher gets a card and is supposed to ask someone else; the cards are then passed on)) Teacher: ((asks questions and hands out cards)) Class: ((pupils ask and answer questions [...] the time on the big clock)) we have got a time here. ((shows the big clock to the class)) okay and then jonas you for example say it's two o'clock. and mila you say (--) it's nine o'clock. and vince (-) [...] [((pupils cheer and applaud))] Teacher: and you count your points okay? lucy has got one point [and then lucy you go there] [((leads her to one of the time tellers’ positions))] [mia you] [((takes the clock
fileadmin/content/projekte/pecc/bilder/pecc/-2.3-pecc-vol.-1.pdf
down. linus < okay> we start < with a chant> it's eight o'clock it's eight o'clock then we do the small talk and then you learn a few new words okay? and we talk about your day. okay stand up please. [((turns [...] introduction and revision (with word cards) Activity phrases including time expressions are introduced and then repeated (“get up”, “have breakfast”, “go to school”, “go home”, “go to bed”, “at one/two/three … [...] 1 4a 011013 65 - Worksheet: The pupils arrange the pictures on the sheet in the correct order and then write five sentences about their daily routine. The sheet is glued into their treasure books, which
fileadmin/content/projekte/pecc/bilder/pecc/-2.4-pecc-vol.-1.pdf
group constellations. - Small talk: One pupil after the other asks his/her neighbour one question who then answers it. This activity is done until everyone in class has said something. - Repetition: “What’s [...] water. ehm (---) ehm what's the time? ((to Mia)) Mia: oh it's ((first looks at the classroom clock, then looks at the teacher)) Teacher: eighteen minutes Mia: it's eighteen minutes ((looks at the clock and [...] 0) two of these. ((shows two tokens to the class)) okay? Class: ((pupils mumble)) Teacher: okay and then (-) i throw the dice. ((throws the dice on one of the tables in the front row)) what is it lucy? Lucy:
fileadmin/content/projekte/pecc/bilder/pecc/-2.5-pecc-vol.-1.pdf
are you scared of witches? and you answer. okay? and then the other partner is. so you always melvin start and then it´s leon´s turn okay? and then melvin leon melvin leon. when i do this ((rings a bell)) [...] (-) frogs [and then] [((points again at the pupils on the left side of the class to signal them that it´s their turn))] oh really? are you never scared? and so on okay? we try (--) and then we: (-) swap [...] you afraid of...?“ - Small talk: One pupil after the other asks his/her neighbour a question, who then answers it. The activity is finished when everyone has said something. - Repetition of Halloween
fileadmin/content/zentren/zfl/dokumente/forschung-und-entwicklung/forschendes-lernen-gesamt-17-03-14-end-internet.pdf
Urmson and Marina Sbisà), Oxford: Clarendon Press. Barone, T. (2006): Arts-based educational research then, now, and later. Studies in Art Education, 48(1), 4-8. Barone, T. (2008): How arts-based research