Generation Z Global Citizen fighting for the future (Citi. Gen Z+)

Author: Panagiota Argyri

The rapidly evolving modern society makes the role of the school crucial to prepare young people for the transition to the labor market, and above all to equip them with the knowledge, attitudes and skills to play an active role as future citizens in actions and decisions that will have a positive impact. Teachers can cultivate students’ curiosity and provide them with the tools and resources to ask, understand, participate and make the importance of sustainability known. This understanding strengthens individual and collective action in the local, national and international level.

Students research and decide for the sustainable society of the future as global citizens of the modern world (CITI.GEN Z+)

Message for Global Citizen

The first word citi.gen is a combination of the world citizen and generation, Z is the name of the current generation and + refers to all the future generations. We chose this name because it fully expresses our cause: Help the members of the new generations to become the global citizens of tomorrow.

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Learning mathematics with Covid-19

Author: Panagiota Argyri

Are you STEM teacher and look for lesson plans or materials to share with your students, while schools are closed? Do you think that learning mathematics are strongly connected with real world? Are you worried to give explanations to you students for the global pandemic, called “Covid-19”?

Our classroom is away from us but we can bring it close to us by exploiting the new technologies’ affordances on distance learning and through up-to-date and important issues create incentives for learning and exploitation of knowledge we teach in the national curriculum, even with our schools closed.

I, Ms Panagiota Argyri, by exploiting the digital tools on distance teaching and learning of the European project Golab, created the inquiry learning space Mathematical Aproach Covid-19 Into Global Community.

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Developing and evaluating skills for creativity and innovation

The project Developing and Evaluating Skills for Creativity and Innovation (DESCI) promotes alternating training paths based on the Living Lab approach, adopting participatory design methodologies, connecting school, enterprise, research and territory.

The school has the potential to create a co-working space, an innovation laboratory for the local community, for which the students, also guided by company tutors and by researchers, can develop innovative products that will be socially, ecologically and economically sustainable.

Desci arises from the need to address the problem of the mismatch between education and professional integration, to strengthen the links  between educational systems and the world of work, relating training programmes to the cultural, social and economic development of the territory.

A key issue is the teaching of innovation in its various facets and its vital connection, emphasised in many studies, to ethical, sociological and environmental aspects.

DESCI is funded under the programme Erasmus+, Key Action K2, by the National Agency INDIRE. The leader of the project is CNR-IRPPS, its partners are  institutions belonging to the world of eesearch and wducation from Italy, Greece and Spain.

”The 3rd Open Campus DESCI “Knowledge, Attitudes and Skills to Link Education to Workplaces” organised on 18 & 19 May at the National Kapodistrian University of Athens (with re-presenter professor Mrs Smyrnaiou Z.) in collaboration with  Hellenic Association of Science Journalists, Communicators and Writers is based in Athens  and 1st Experimental Middle School of Athens.

Main topics of the programme: Skills (Innovative, Multilevel), Innovative Teaching Practices for Linking Education and Workplaces, Skills Development in Practice Communities in the Educational and Work Environment, Informal Education, Work-Based Learning, Business Learning, field-centered learning, Assessment of attitudes, knowledge, skills.

 

Training Courses KA1 for Professional Development

Participants: Mr Alejandro Luana Cabal; Mr Antonio Albiol; Mr Bojan Radistic; Mr Kristian Dokic; Mrs Ana De Blas Gonzalez; Mrs Eirini Arnaouti; Mrs Esther Rodriguez and Mrs Panagiota Argyri in a training session for professional development via Erasmus+ Key Action 1 (KA1 is a mix of decentralised projects run by National Agencies and centralised activities managed by the European Commission’s Executive Agency).
The topic of the training session is “Game-Based Learning Course about Theory and Practice of Serious Games & Gamification”.

In this VIDEO participants share their experience for their professional development

Triseum Variant Limits Game for learning mathematics

Games and gamification is one of the important developments in educational technology for European schools.

Game-based learning (GBL) has become an effective training and learning method that both students and teachers enjoy being part of these days. GBL has been developed to help students around the world acquire the knowledge and skills they need to live an educated life with a wide ranges of benefits (Clark, M.)

In the Zones of Game Variant Limits based on Bloom’s Taxonomy of Educational Objectives By Bloom’s Taxonomy, teachers can access a multi-tiered scale to express the level of expertise required to achieve each measurable student outcome. Organising measurable student outcomes in this way will allow us to select appropriate classroom assessment techniques for the course.

Visual graphs provide clues that words and equations don’t. For example, it might take middle school or high school students several minutes to read, digest, interpret and map a word problem. By using graphical representations, one can quickly draw conclusions. Graphs show trends, gaps and clusters, and compare multiple data sets at once, often accommodating large sets of data. They make it easy for scientists and students alike to form hypotheses and draw conclusions.

Finally, Variant Limits could be used for Flipped Classroom Teaching. Students work and play games as their homework, and in the classroom school teachers could evaluate their knowledge levels by using worksheets. It is a combination of direct teaching and constructive learning, in which the teacher is not the “wise on the stage”, or the “sage on the stage”, but the “guide on the side”. Students who are absent due to illness or extracurricular activities, such as sports, are not left behind. All pupils are actively involved in the learning process through personalised training.

  • Students manipulate objects within a 3Dworld using calculus principles and theories.
  • Players are immersed in an environment that includes an engaging narrative, hidden backstory, and a high-stakes adventure.
  • Intuitive feedback and game interaction allow players to play and explore at their own pace.
  • Intelligent game analytics allow instructors to monitor student activity and provide insight into student progress

A tool to increase interaction and personalised contact time between students and teachers. An environment where students are responsible for their own learning.

Download the software Variant Limits of Triseum https://triseum.com/variant-limits/

CALCULUS TOPICS COVERED IN VARIANT: LIMITS
Variant: Limits promotes conceptual understanding through direct interaction and immediate feedback in the game environment.
»» Finite Limits: Introduction to limits, one-sided limits, and limits of combined functions.
»» Continuity: Limit definition of continuity at a point,continuity of combined functions, and the intermediatevalue theorem.
»» Infinite Limits: Horizontal and vertical asymptotes.