CURSO DE FORMACIÓN
CITY AND HERITAGE
Nafplio (Greek: Ναύπλιο, Nauplio or Nauplion in Italian and other Western European languages) is a seaport town in the Peloponnese in Greece that has expanded up the hillsides near the north end of the Argolic Gulf.
The town was an important seaport held under a succession of royal houses in the Middle Ages as part of the lordship of Argos and Nauplia, held initially by the de la Roche following the Fourth Crusade before coming under the Republic of Venice and, lastly, the Ottoman Empire.
The town was the capital of the First Hellenic Republic and of the Kingdom of Greece, from the start of the Greek Revolution in 1821 until 1834.
Nafplio is now the capital of the regional unit of Argolis.
Nafplio is located around 30 kilometers from Epidaurus and it stands out as one of the most picturesque towns of Greece. It includes a variety of monuments and traditional buildings, narrow cobble stone alleyways and buildings of Venetian style that create a mosaic of architectural styles that have been preserved from past occupancies of the city. Among these, the Palamidi castle and the Bourtzi Fortress are considered the emblematic monuments of the city.
There are also several public and private museums of various subjects (Art Gallery, Archaeological Museum, Peloponnesian Folklore Foundation, War Museum and others), demonstrating all aspects of the city’s history and traditions.
See the list of videos of my visit to the Peloponnese (Nafplio, Micenas, Mistrá, Hydras and Spetses, Epidauros and Ermioni):
From 8th to 13th July 2019, I attended a teacher training course in Nafplio, Greece, called:
Due to the fact that our school, as well as our society, is increasingly becoming diverse, with the presence of migrant and immigrant students, children with special educational needs and disadvantaged learners, traditional teaching strategies and methods are no valid so far.
That was the main reason I applied for this course. As a teacher in these heterogeneous classrooms, I am very interested in learning about methods and tools for successfully managing a common context for all students.
We were 12 attendees from all over the EU (Portugal, Hungary, Poland and Spain) and two teacher trainers at EUROPASS, Dimitris Zisimopoulos and Foteini Tsioutsia.
The place of the seminar, Nafplio National Gallery, is a stunningly restored neoclassical building with numerous seascapes and different thematic takes on the 1821 Greek War of Independence. The course took place in one of the rooms of this Gallery, providing the attendees with a nice atmosphere during the learning process.
The course was aimed to teachers working in diverse classrooms due to the presence of disadvantaged learners, including migrant and immigrant students and children with special educational needs. Diversity challenges traditional teaching strategies and methods imposing the need on innovative ways for successfully managing a common context for all students.
I have learnt and shared some strategies for managing heterogeneous classrooms by encouraging participation and achievement for all students using some inclusive and classroom management teaching methods and tools (Problem Solving Learning, Jigsaw, Think-Pair-Share)
It is difficult to build a welcoming and reinforcing classroom environment but by means of common reflection, discussion and sharing of good practices regarding the contemporary classroom challenging issues with the rest of participants, I have found some new ways to increase motivation and collaboration among students, establish classroom rules, and incorporate pair and group work, preventive and creative classroom management strategies for encouraging students to reflect on their own classroom behavior.
For more information on the discussions and reflections on this course, have a look at my blog entry: http://alinguistico.blogspot.com/2019/07/managing-diverse-classroom-erasmus.html
TRANSFER TO OUR SCHOOL
During the last decades in Spain, the field of orientation has considerably evolved in our educational system. It is not only a right for all students, but also a symbol of educational quality. Precisely, the current tendency claims for the so-called “mainstream principle” or school integration of students with special educational needs (i.e., those whose physical, intellectual or social capacities are below or above the population average) in the ordinary classroom, instead of segregating them in special education centres or in other kind of institutions. Hence, curricular adaptations appear as a solution and as an alternative to help students with special needs to develop their potential in the most successful way possible.
Curricular adaptations can be carried out in all subjects, but the following activities are aimed at students’ performance in L2, analysed according to Howard Gardner’s theory of multiple intelligences. meeting different students with different needs.
My objective with this transfer learning in a theme-based series of activities on Halloween is to check how students’ performance in L2 benefits from these different and adapted materials to accomplish our aim in the ESL, how students acquire knowledge in L2 and how they gradually improve and evolve.
Parts of the activities are thought to be group activities and the other half should be done individually. It is important that students know how to work in both ways. Group work requires cooperation between the students and encourages social interaction. It is good for the students to know how to work in group because can reflect real life and prepare them for that.
The Multiple Intelligence theory provides a great variation of assessment by suggesting multiple ways to evaluate students (Armstrong 2000:92). it is important to observe the students and keep notes on how well they are working and improving in every activity. At the end of the theme you can compare your notes to the students’ self-assessments.
All the activities are aimed to A1.2 English level students and have been designed as activities to work collaboratively in station work.. You can divide the classroom into stations and each station has one activity. Students are divided into groups of three – four and the groups go from one station to another and complete the activities. It is advisable that all groups rely on diverse and balanced kind of intelligence´ students.
Activities for each of the intelligences on the theme of Halloween:
1.- ACTIVITY: History of Halloween (Linguistic Intelligence).- People with high Linguistic Intelligence show abilities with words and languages. They like reading, writing, telling stories and playing word games. They are sensitive to sound structure and how language and words function.
Students read a handout, History of Halloween, silently. Students should get a feel for Halloween and think about how they would celebrate Halloween and what costume they would like to be.
Students think about what costume they would be on Halloween and how would their normal life be like if the were that costume. It is a fun activity and a great idea to hang their work on the wall so everybody can read each other work.
2.- ACTIVITY: Halloween crossword and word search (Logical-Mathematical Intelligence).- People with high Logical-Mathematical Intelligence have the ability to use numbers effectively and are sensitive to logical patterns and relationships They like experimenting, questioning and figuring out logical puzzles. They have a unique way of searching for relationships and connections, categorizing, sequencing and outlining. The Logical-Mathematical learner typically solves problems with logic, calculates math problems quickly, and prefers to see things categorized in a logical sense of order.
Students practice their vocabulary and their logical thinking. Students work on the crossword and word search. They are allowed to work together, either in pairs or the group together.
3.- ACTIVITY: Create a collage poster (Spatial intelligence).- The Spatial Intelligence has to do with vision and spatial judgment. They have a strong visual memory and are often artistic. They are sensitive to colors, shapes, form, space and the relationships that exist between these elements (Armstrong 2000:2). They like designing, drawing and visualization
Students have to create a scary poster which describes something related to Halloween.
Each group makes one poster and each member of the group should have a role. Their work will include cutting and pasting figures and things and glue it to a poster.
When each group has finished working on their poster they present their poster and explain their ideas. Each member should take part of the presentation.
This activity also connects to the Linguistic Intelligence. They can have a vocabulary list to prepare their poster
4.- ACTIVITY: Create a play (Bodily-Kinesthetic Intelligence).- This area has to do with movement and actions. In this category people are generally skilled at physical activities such as sports or dance and often prefer activities which include movement. They may enjoy acting, dancing, touching, gesturing and in general they are good at building and making things. They like hands-on learning and tangible experiences.
The plays should be related to Halloween and students will have to create them.
Each member of the group should have a role and should try to take part of the preparation. Make sure that everyone is involved.
Time limits vary from how much time you want to spend on the activity. It is a good idea to spend a whole lesson on the activity but it can also be used in station work. You should walk around and help the students with any vocabulary that they need. The properties could be wigs, old clothes, glasses, hats, sheets, masks, stuffed animals and so on.
At the end of the theme or the lesson each group performs their play. The play is supposed to be in English of course. It is a good idea to remind the students to respect each others’ work and listen carefully to the other groups.
5.- ACTIVITY: Poetry (Musical Intelligence).- This intelligence has to do with rhythm, music and listening. People who have high Musical Intelligence are more perceptive to sounds, rhythms, tones and music. They like singing, whistling, humming and tapping feet and hands.
Students read through the two different poems. The poems are very different and that shows the students that poetry doesn’t have to be boring and it can be done in many different ways.
Next they get the opportunity to create their own poem. They can choose their own style and way to do it. Those who have a hard time getting started can use the Halloween acrostic poem sheet to help them along.
It is up to the students if they want to share their poems with the class.
6.- ACTIVITY: 6.1.- Interviews (Interpersonal intelligence).- This area has to do with interaction with others. People who have high Interpersonal Intelligence are usually friendly and are sensitive to others' moods, feelings and motivations (Armstrong 2000:2). They like leading, organizing and relating and work best as part of a group (Armstrong 2000:22).
Students practice speaking English
Students practice communication
Students practice vocabulary use
6.2.- Students reflect on the different activities that they have been working on in the Halloween theme (Interpersonal intelligence).-
This lesson wraps up the discussion of Halloween and all the different activities that the students have been working on. Students should reflect on these activities by filling out a rubric which helps them to think about their learning and learning habits.
Students will also fill out self assessment rubrics and set goals for themselves. The goals could be what areas they feel like they have to improve for example working with others, speaking in front of the class etc.
Organizing teaching with the Multiple Intelligence theory in mind offers various teaching ideas and can increase students’ interest in their studies. That way there is a chance for everyone to shine and feel comfortable in the classroom. The teaching becomes more like the real world and gives students the opportunity to develop their special abilities which is very useful in later life.
It is important that schools value what the students can do and support their strongest intelligences as well as improving the others. Implementing the Multiple Intelligence theory to the English language classroom can mean a better outcome for the students as well as the teacher because there is so much variety involved.
The theory also offers various possibilities and ways to better and more organized assessment where students are greatly involved.
It can be useful to get them the chance to investigate on their own learning and set goals for themselves regarding the intelligences.