A Multilingual Positive Emotions Glossary The Greek Multilingual

The Greek Multilingual Positive Emotions Glossary

Τίτλος Προγράμματος: Multilingual Positive Emotions Glossary (Πολύγλωσσο Γλωσσάριο Θετικών Συναισθημάτων) Ιδρυτικά Σχολεία (Founding Schools):

Γλώσσες Εργασίας(Working Languages): Ελληνική & Αγγλική (Greek & English) Τάξη (Class): Ε 2 Εκπαιδευτικός

OBJECTIVES Following Bloom´s taxonomy, the project´s objectives can be classified in: Cognitive: Students will

Methodology • • • Our methodology focuses on activities that develop students’ emotional intelligence

Tools • • • Computer Camera Worksheet Cd Player Short Stories Products • A

Project Evaluation The project’s evaluation will be made via a questionnaire, developed on Kirkpatrick’s

Our Joint Multilingual Positive Emotions Glossary

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A Multilingual Positive Emotions Glossary

The Greek Multilingual Positive Emotions Glossary

Τίτλος Προγράμματος: Multilingual Positive Emotions Glossary (Πολύγλωσσο Γλωσσάριο Θετικών Συναισθημάτων) Ιδρυτικά Σχολεία (Founding Schools): • 7 th Primary School of Agii Anargiri, Greece (Ms Thalia Hadzigiannoglou) • Holywell Primary School (Mr Simon King) Συμμετέχοντα Σχολεία (Partner Schools): • 7 th Primary School of Agii Anargiri, Greece (Mr Giannis Stergios) • Scoala cu cls I-VIII “Lucian Blaga”, Romania (Ms Domnica Buzgar) • Scoala cu cls I-VIII Deveselu Romania (Ms Fota Magdalena & Nicolaita Cristina) • Zespół Szkół w Markuszowie, Markuszów, Poland (Ms Iwona Samoń) • Zespół Szkół nr 3 Dabrowa Górnicza, Poland (Ms Magdalena Kucharczyk) • Arjantin Ilkogretim Okulu, Turkey (Mr Dilek Seckin Sayan) • Rahmanlar İlköğretim Okulu, Manisa Turkey (Mr Sabri Tavaz) • Liceul cu Program Sportiv, Slatina, Romania (Ms Simona Matescu) • Gustav Adolfi Gumnaasium, Tallinn, Esthonia (Ms Ingrid Maadvere) • Realt na Mara Senior School, Dundalk, Ireland (Ms Rebecca Cullen) • Escola EB 2, 3 D. João II - Santarém, Portugal (Ms Silvia Cristina Costa Salavisa)

Γλώσσες Εργασίας(Working Languages): Ελληνική & Αγγλική (Greek & English) Τάξη (Class): Ε 2 Εκπαιδευτικός (Educator): Θάλεια Χατζηγιάννογλου (T. Hadzigiannoglou) Διάρκεια (Time Length ): 10 εβδομάδες (10 weeks) Σχολική χρονιά (School Year): 2008 -09 AIM Considering the important role of emotional intelligence, positive thinking and language development we will attempt to use language, ICT technology and art as a medium for developing our students´ emotional, artistic, as well as ICT skills. Our end product will be a multilingual positive emotions glossary.

OBJECTIVES Following Bloom´s taxonomy, the project´s objectives can be classified in: Cognitive: Students will be able to develop their native language and foreign language skills. Affective: a) Students will be able to value the importance of positive thinking and positive emotions. b) Students will acquire a positive stance towards the introduction of the European dimension within the school setting. c) Students will develop their self confidence and self esteem. d) Students will increase their motivation towards native as well as foreign language learning. e) Students will understand how positive emotions are expressed and perceived by other Europeans. Psycho-motor: Students will be able to: a) Draw and paint pictures reflecting specific positive emotions (Artistic skills). b) Learn how to use the PC to draw and paint pictures of positive emotions and make Powerpoint presentations (ICT skills).

Methodology • • • Our methodology focuses on activities that develop students’ emotional intelligence and linguistic skills. In more detail: Using audio/visual prompts (photos/songs/videos) or linguistic material (eg. short stories) students work cooperatively attempting to recognise a specific positive emotion. A discussion follows as how students perceive the emotion and how they would describe it to an alien. All opinions are collected by the group secretary and recorded on a piece of paper. Then, in groups students use www. bubbl. us to create concept maps. On a worksheet, students write the emotion both in Greek and in English. Then, they make a sentence in both languages to descibe it. Finally, students paint a picture of the emotion. All worksheets are collected and pinned on a large poster entitled with the emotion. They are photographed, put in beautiful e-frames and published in the twinblog/twinspace/school’s website. The emotions we work on are: ACCEPTANCE/COURAGE/ENTHUSIASM/MOVED/FREEDOM/ GRATITUDE/HAPPINESS/ HONESTY/LOVE/PRIDE

Tools • • • Computer Camera Worksheet Cd Player Short Stories Products • A Multilingual Positive Emotions Glossary • A multilingual Positive Emotions Poster

Project Evaluation The project’s evaluation will be made via a questionnaire, developed on Kirkpatrick’s evaluation model. Students will try to answer the following questions, among others: • • • Did they like the project? (Reactions) What did they learn? (Learning) Will they use what they learnt? (Transfer of knowledge) Will they change? What is the impact to the school setting? (Result) ROI (Return on Investment). How will the school benefit from the students’ involvement in the project?

Acceptance Concept Map

Acceptance Poster

Courage Concept Map

Courage Poster

Enthusiasm Concept Map

Enthusiasm Poster

Feeling moved Concept Map

Feeling moved Poster

Freedom Concept Map

Freedom Poster

Gratitude Concept Map

Gratitude Poster