ΔΙΑΧΥΣΕΙΣ ΚΙΝΗΤΙΚΟΤΗΤΩΝ ΤΩΝ DO IT ΣΤΟΝ ΣΥΛΛΟΓΟ ΔΙΔΑΣΚΟΝΤΩΝ ΤΟΥ 5ου ΓΥΜΝΑΣΙΟΥ ΝΕΑΠΟΛΗΣ

ΚΙΝΗΤΙΚΟΤΗΤΑ ΣΤΗ LAULASMAA ΤΗΣ ΕΣΘΟΝΙΑΣ (9-13/5/23)

 https://docs.google.com/presentation/d/18CcYbheuSvcow5-DBk5XG6ZXuWCU1IhfGf32qX7DaeQ/edit?usp=sharing 

KINHTIKOTHTA ΣΤΟ ΒΟΥΚΟΥΡΕΣΤΙ ΤΗΣ ΡΟΥΜΑΝΙΑΣ (27/9-1/10/23) https://docs.google.com/presentation/d/1AkGqLaQ2K5QoRDovUXoQ03KNdAzmhNdPJ8gfEFTbgJ4/edit?usp=sharing

ΚΙΝΗΤΙΚΟΤΗΤΑ ΣΤΗΝ PENACOVA ΤΗΣ ΠΟΡΤΟΓΑΛΙΑΣ (10-14/4/24)

https://docs.google.com/presentation/d/1ttKCSTDJaAzU18Q-Xsq2qozi7ATouvGhLZ0F3YtiYug/edit?usp=sharing

Βίντεο ευαισθητοποίησης κατά της λεκτικής βίας στο σχολείο

 Οι μαθητές του Α1 στα πλαίσια του DoiT Erasmus+ με υπεύθυνη εκπαιδευτικό την Καρφοπούλου Μάρα δημιούργησαν ένα βίντεο ευαισθητοποίησης κατά της λεκτικής βίας. 

Η λεκτική βία είναι η πιο συχνή μορφή σχολικού εκφοβισμού. Λέμε όχι στη λεκτική βία, λέμε όχι στο σχολικό εκφοβισμό.

Μπορείτε να το παρακολουθήσετε εδώ στα αγγλικά

 

MINDFULNESS project

 Technology lesson at the 2nd grade is about creating a factory business: The students decide what kind of business they will study, they name it, create the logo, they constract the products, calculate the cost, they advertise their products by video, audio, social media etc. The B3 class decided to construct compoloi and begleri. They named their business “COBECO”.

The teacher of technology lesson, Karfopoulou Mara, applied the mindfulnes method on the proccess of the rosary manufacturing of the ”COBECO” company.  

The project goals are

• The students will get to know to the mindfulness practice
• To apply the mindfulness practice in the lesson process
• To evaluate the results of the mindfulness practice

The steps we followed:

1. We studied how the begleri and the compoloi is made and we constructed some begleri without mindfulness practice
2. We made some practices of mindfulness and we practiced the construction of the begleri with mindfulness
3. The students constructed the compoloi with mindfulness practice.

Procedure

 Each pupil had the materials in front of him/her and without talking, with full concentration he/she constructed the coboloi and the begleri. We videotaped the procedure

 

Evaluation

We asked the kids about the procedure and they also completed a questionnaire.

Results

• 23% of the kids that attended the procedure are students with learning difficulties

to all students

• 53 % of the kids think that the mindfulness practice HELPED them A LOT to CONCENTRATE on the structure procedure AND 75% of the kids with learning difficulties
• 35% of the kids think that the mindfulness practice helped them a lot to achieve the goal of making a coboloi AND 50% of the kids with learning difficulties
• 53% of the kids prefer the mindfulness practice for future projects AND 50% of the kids with learning difficulties
• 31% of the students prefer the mindfulness approach to other activities too AND 50% of the kids with learning difficulties

• 75% of the students with learning difficulties prefer the mindfulness approach to other activities too.

 

Conclusion

Considering the duration and the fact that he children were not familiar with the procedure, the mindfulness approach is a successful method, helped the students with learning difficulties more.