Developing Human Values Through the Cross-curricular Approach.

Παρουσίαση με θέμα: "Developing Human Values Through the Cross-curricular Approach."— Μεταγράφημα παρουσίασης:

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2 Developing Human Values Through the Cross-curricular Approach

3 Εθνοκεντρισμός και ξενοφοβία ΕθνοκεντρικοίΞενόφοβοι Μαθητές Γυμνασίου 56,1%50,5% Μαθητές Λυκείου 60,3%53,9% Καθηγητές* -46,5% Γονείς* -47,4% *Δεν έγιναν σχετικές ερωτήσεις περί εθνοκεντρισμού ΕΡΕΥΝΑ ΤΟΥ ΕΘΝΙΚΟΥ ΚΕΝΤΡΟΥ ΚΟΙΝΩΝΙΚΩΝ ΕΡΕΥΝΩΝ (ΕΚΚΕ)

4 Στάσεις απέναντι στους ξένους Συμφωνούν ότι Μαθητές Γυμνασίου Μαθητές Λυκείου ΚαθηγητέςΓονείς Οι ξένοι αυξάνουν την ανεργία στους Έλληνες 85,4%92,1%69,4%86,9% Οι ξένοι αλλοιώνουν την εθνική μας ομοιογένεια 66,5%74,5%46,4%64,1% Οι ξένοι που ζουν σε μία γειτονιά την υποβαθμίζουν 35,8%42,1%41,5%57,1% ΕΡΕΥΝΑ ΤΟΥ ΕΘΝΙΚΟΥ ΚΕΝΤΡΟΥ ΚΟΙΝΩΝΙΚΩΝ ΕΡΕΥΝΩΝ (ΕΚΚΕ)

5 Findings of the PISA Research The concept of reading literacy in PISA has three dimensions: the type of reading task the form and structure of reading ability the use for which the text was constructed

6 Findings of the PISA Research What is being assessed in each of the reading literacy scales: Retrieving information (defined as locating one or more pieces of information in a text) Interpreting texts (defined as constructing meaning and drawing inferences from one or more parts of a text.) Reflection and evaluation (defined as relating a text to one’s experience, knowledge and ideas.)

7 o 23 countries o Greece o 7 countries Greece Percentage of students Level 5 4% Level 4 17% Level 3 28% Level 2 26% Level 1 16% Below Level 1 9% Findings of the PISA Research

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9 Cross-cultural approach relating to the differences between cultures bridging the gap between cultures

10 Multicultural approach referring to a society made up of many distinct cultural groups

11 Multiculturalism the policy of accommodating any number of distinct cultures within the one society without prejudice or discrimination

12 Cross-curricular (approach) Learning through a combination of two or more disciplines

13 We shouldn’t give students fragments of knowledge.. If knowledge is fragmented, then students don’t become critical thinkers.

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16 What kind of projects can we develop? “individual” projects or “group” projects

17 Before we develop a project, we should specify the following: Topic of project: …………………….. Type of project: ……………………… Number of students: ………………... Level: …………………………………. Number of hours to complete the project: …….. Deadline: ……………………………… Aims:1) Personal & Social development 2) Types of life skills 3) Language skills Subjects related: ……………………..

18 How can we assess students? Giving marks? Introducing them to the self-assessment concept?

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