Creative Teaching

CREATIVE TEACHING 

Collecon of descripons and lesson plans of creave good 

pracces presented by the teachers from the partner schools 

at different LTTA 

part of the project Creave Teaching and Learning 

under the Erasmus+ Programme 

Agreement Number 2016-1-BG01-KA219-023692

The booklet is result of 2 years successful partnership 

between 7 schools from Bulgaria, Spain, Portugal, England, 

Cyprus, Greece, Sweden under the project 

“Creative Teaching and Learning” funded by 

the Erasmus+ Programme of the European Union 

SU Ekzarh Antim I, Kazanlak, Bulgaria-coordinator of the project; 

Florida Secundaria, Catarroja, Spain; Astor College for the Arts, 

Dover, England; American Academy Larnaca, Cyprus; Escola 

Secundaria Maria Amália Vaz de Carvalho, Lisbon, Portugal; 

17 Lykeio Athinon, Pagrati, Athens, Greece; Bromma gymnasium, 

Bromma, Sweden 

In the booklet you will find 18 materials prepared by different 

teachers from the partner‘s schools. 11 of them are presented 

in the booklet in 6 languages. In the booklet you will find 

photos with augmented reality. Next to each of them you will 

see this logo . To see the hidden videos in the photos 

you need HP Reveal APP installed on your phone and internet 

connection.

Creative Teaching and Learning 

The meaning of our project funded by the European Commission for the project time 2016–2018: 

The world needs more and more compassionate creativity to solve difficult problems confronting us. 

Creative people do not have answers, but they habitually question the status quo and think about 

alternatives and improvements. They discover and invent possible answers. They habitually ask 

better questions. They have optimism. When combined with empathy and compassion, creativity is 

bound to be a force for good. Developing creative thinking in students and teachers participating 

in the project (directly and indirectly) will be our small but important step to improve the society 

environment. 

This project contributed to promoting equality, social cohesion, active citizenship, and enhancing 

creativity and innovation in the European education. 

Schools from Bulgaria, Spain, Sweden, Portugal, Cyprus, Greece and England developed and 

implemented creative/innovative ICT-based contents using new pedagogical methods designed to 

strengthen 15-18 year-old students’ learning skills and teaching creative skills. The added value 

of the learning and teaching activities which we implemented in our project time is the promotion 

of the creative teaching and creative learning as necessary condition to improve the educational 

environment at schools and to respond on the needs of the modern society. 

The project aim received it‘s implementation through workshops for teaching and learning 

creatively which were held during the partners meetings in Spain – December 2016, 

Portugal – April 2017, Greece - November 2017 and in England in April 2018. 

We made 48 workshops to present and learn different creative, innovative techniques and 

methods for teaching and learning different subjects at school - Mathematic, History, Geography, 

English language, Social science and humanity, Chemistry, ICT, Physics, Biology, Music, Drama. 

Teachers from the partners countries lead this workshops according to their competence and 

experience in the relevant sphere. Participating teachers observed and discovered different ways to 

be innovative and ingenious. In our opinion the best teaching model is the one which develops skills in 

the practice of the creative teaching. Students will learn to think creatively when they are exhibited on 

creative teaching by their teachers. Participating teachers in the project workshops shared the newly 

learned methods with teachers and students in their own schools with students and teachers who did 

not participated in the motilities. This type of communication improved the teaching environment in 

all participating schools and responded to the needs of the modern society. 

1

Content: 

1. Augmented reality. Using Aurasma- workshops presented by the Bulgarian team 

from the school SU “Ekzarh Antim I”, Kazanlak and by the Cypriot team from 

American Academy Larnaca 3 

2. Anatomy of skin-Biology workshop presented by the Bulgarian team from the 

school SU “Ekzarh Antim I”, Kazanlak 12 

3. A new way to study movements – Physic workshop presented by the Portuguese 

team from Escola Secundaria Maria Amália Vaz de Carvalho, Lisbon 17 

4. Stress - English language lesson plan presented by the Greek team from 17 

LYKEIO ATHINON, Pagrati, Athens 23 

5. Basic knowledge on ICT terminology, lesson plan presented by the Cypriot team 

from American Academy Larnaca 29 

6. Kahoot in class - workshop presented by the Spanish team from Florida 

Secundaria, Catarroja 36 

7. Learning about Quadrilaterals by using Cooperative techniques – workshop 

presented by the Spanish team from Florida Secundaria,Catarroja 46 

8. Philosophers then and now... let’s philosophize’ presented by the Greek team 

from 17 LYKEIO ATHINON, Pagrati, Athens 51 

9. Using QR codes in the classroom, create different games, tests and exercises 

for History school subject presented by the Bulgarian team from SU “Ekzarh 

Antim I”, Kazanlak 56 

10. Interdisciplinary project about International Economy in Social Studies and 

English presented by the Swedish team from Bromma Gimnasium, Stockholm 64 

11. The Art in the XXth Century. English language and ICT interdisciplinary 

presented by the Spanish team from Florida Secundaria, Catarroja 71 

12. Why live in danger zone- Geography lesson with using of thinklink tool – 

presented by the Cypriot team from American Academy Larnaca 73 

13. Sampling and sound design software ‘Soundplant’ Introduction to the theory, 

practice and creative teaching approaches of a sampling software, presented 

by the Cypriot team from American Academy Larnaca, Cyprus 81 

14. Introduction to War Poetry, presented by the English team from Astor College, 

Dover 85 

15. ‚Entrepreneurs‘ workshop presented by the Portuguese team from Escola 

Secundaria Maria Amália Vaz de Carvalho, Lisbon, Portugal 88 

16. Brain without limits- workshop- competition presented by the Bulgarian team 

from the school SU “Ekzarh Antim I”, Kazanlak 90 

17. Drama workshops presented by the English team from Astor College, Dover 92 

18. Creative workshop on Chemistry/ Ethics, presented by the Cypriot team from 

American Academy, Larnaca 94 

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Augmented Reality 

Workshop presented by Stanimira Valcheva – 

History teacher from SU Ekzarah Antim I, Kazanlak, Bulgaria 

at LTTA in Lisbon – April 2017 

Aurasma was used in social science in SU Ekzarah Antim I, Kazanlak, Bulgaria by Natasha 

Dzhurkova. 

After the meeting in Lisbon the Cypriot team Mrs Maria Argyrou (French, Dance) and 

Dr Nektarios Rodosthenous (Music Technology) tried Aurasma to document the rehearsal 

process for Music, Dance and Drama and presented their experience in LTTA in Athens, Greece 

– November 2017. 

What is Aurasma? 

Aurasma is an Augmented Reality site which allows you to see and interact with the world in 

a new way. With Aurasma, every image, object and even place can have its own aura. Auras 

can be as simple as a video and a link to a web page or as complex as a lifelike 3D animation. 

Aurasma‘s augmented reality technology was created in Cambridge, England by the 

software company Autonomy, and first 

demonstrated publicly by Matt Mills in 

early 2011 at the MipTV Media Market 

in Cannes, France. 

It is available as a software 

development kit or as a free app 

for iOS - and Android-based mobile 

devices. 

The Aurasma website has now a new 

look and a new 

URL. www.hpreveal.com 

HP Reveal is one of the most popular and cutting-edge technologies being used in schools 

around the world today. Enabling teachers to connect digital content such as video to images 

in books and classroom walls, HP Reveal offers a uniquely inventive, fun, and holistic way of 

engaging students of all ages. 

3

How to Use Augmented Reality in the Classroom to Engage Students Here are the steps in 

creating auras for your students: 

Step 1: Create an account in Aurasma /HP 

Reveal Studio. Remember your channel 

name. 

video, image, 3D model, audio or web page. 

Lets choose a video. The video 

file has to be on your computer and it has 

to be with maximum size 100 MB. Name the 

video and save 

Step 2: Click on + Create new Aura 

Step 3: Then Load a Trigger Image. Browse 

your computer for the image - give it a 

description, then name your image and save. 

Step 5: Then click next and you Aura is ready 

but private. If you want to share it with your 

students you have to make it public. Click on 

your ready Aura, then click edit then next, 

again next and then click share. Click Save. 

Step 6: Click on your ready public Aura and 

see it in full screen. Then save the image on 

your desktop or in particular folder 

Step 4: Press next. Go through the same 

steps for adding your Overlay. You can add as 

overlay- which will be Augmented reality - a 

4

Step7: Put the saved trigger in word 

document or PPT and print it. To see your 

augmented reality you have to download 

HP Reveal APP on your phone. It is a free 

app which can be downloaded from the App 

Store or Google Play onto iPhones and iPads, 

and Android phones and tablets version 

4.0 and above. Download Aurasma app (for 

iPhone download from AppStore and for 

Android download from Google Play Store) 

Log in using the same account as in Aurasma studio. Open the app and place your device 

over the trigger (photograph). Internet connection is required. The trigger will be scanned and 

then you will see your hidden overlay. 

How the students can see your created Auras. Ask them to download the HP Reveal APP, ask 

them to register themselves, then ask them to find your channel and to follow it. 

Then they can watch the image come to life! 

In which subjects we used Aurasma: 

SU Ekzarh Antim I, Kazanlak, Bulgaria used Aurasma in History lessons by Stanimira Valcheva 

and in social science by Natasha Dzhurkova. 

American Academy Larnaca, Cyprus used Aurasma in Maths, Dance lessons by Mrs Maria 

Argyrou and Dr Nektarios Rodosthenous. 

Stanimira Valcheva-History teacher 

SU Ekzarh Antim I, Kazanlak, Bulgaria 

Natasha Dzhurkova –Social Science, 

SU Ekzarh Antim I, Kazanlak, Bulgaria 

Dr Nektarios Rodosthenous-Music 

Technology , 

American Academy 

Larnaca, Cyprus 

Why this tool is creative - it offers innovative and modern way of teaching and learning. The 

augmented reality can catch the students attention - it is easy to show what you want to 

show to your students, even to put the important information on the wall of the classroom 

and the students can see it again and again. When in SU Ekzarh Antim I, Kazanlak, Bulgaria 

for first time we show the students augmented reality, the younger students said that this is a 

magic and the older one said that this is very modern way of teaching. The students like the 

augmented reality. They even can create some home works using augmented reality 

5

Examples of using Augmented Reality 

in different school subjects 

History - To see the augmented reality in the image for History lesson prepared by Stanimira 

Valcheva from the Bulgarian school you have to use your HP Reveal APP in your phone and 

follow the channel – StanimiraValcheva 

D-day 6 June 1944 

Second Industrial revolution 

Social science- To see the augmented reality in the images prepared by Natasha 

Dzhurkova for social science lesson in the Bulgarian school you have to use 

your HP Reveal APP in your phone and follow the channel – NatashaDzhurkova 

Music- To see the augmented reality in the images from the Bulgarian school you 

have to use your HP Reveal APP in your phone and follow the Bulgarian school 

channel – Antim. 

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Augmented Reality. Aurasma - Portuguese Translation 

Aurasma é um sIte de realidade aumentada 

que permite ver e interagir com o mundo de 

uma nova forma. Com Aurasma, cada imagem, 

objeto e até lugar pode ter a sua própria uara. 

As auras podem ser simples videos ou uma 

ligação a uma página web ou complexas como 

uma animação real em 3D. 

A tecnologia de realidade aumentada Aurasma, 

foi criada em Cambridge , Inglaterra, pela 

empresa de software Autonomy, e a sua 

primeira demonstração pública foi feita por Matt 

Mills no início de 2011 no MipTV Media Market 

em Cannes, França.Está disponível como um kit 

de desenvolvimento de software ou como app 

grátis para aparelhos móveis IOS e andróides. 

O websitLocalizador Uniforme de Recursos) 

www.hpreveal.com 

e da Aurasma tem agora uma nova imagem e 

um novo URL. („Uniform Resource Locator“- 

HP Reveal é uma das tecnologias de ponta mais 

populares a ser usadas em escolas por todo 

o mundo; permite aos professores associar 

conteúdo digital, como vídeo a imagens que 

aparecem em livros e nas paredes das salas de 

aula epermite, de uma forma única, criativa, 

divertida e holística, motivar alunos de todas 

as idades. Como usar Realidade Aumentada na 

sala de aula, para envolver os alunos. Seguemse 

os passos para a criaçãode auras: 

Passo 1: Criar uma conta em Aurasma/HP 

Reveal Studio. Memorizar o nome criado 

neste canal. Passo 2: Premir + Create new 

Aura 

Passo 3: Carregar uma imagem. Procure 

esta imagem no computador – dar-lhe uma 

descrição, um nome e gravá-la. 

Passo 4: Prima next. Proceda aos mesmos 

passos para adicionar o seu Overlay 

(sobreposição) – pode adicionar como Overlay 

– que será a Realidade Aumentada – um vídeo, 

uma imagem, um modelo 3D, uma página web 

ou audio. Escolhamos um vídeo. Este vídeo 

tem que estar no seu computador e só pode ter 

um tamanho máximo de 100 MB. Dê-lhe um 

nome e grave-o. Passo 5: Prima next e a suaaura 

está criada, mas de caráter privado. Se quiser 

partilhá-la com os alunos tem que a tornar 

pública. Prima na Aura, faça edit, depois next, 

de novo next e depois prima share. Grave. 

Passo 6: Prima na Aura já pública e veja-a em 

todo o ecrã. Depois grave a imagem no seu 

ambiente de trabalho ou num ficheiro. 

Passo 7: Coloque esta gravação num 

documento word ou em PDF e imprima-a. 

Para visualizer a sua realidade aumentada 

tem que descarregar o HP Reveal APP para 

o seu telemóvel. É uma app gratis que pode 

ser descarregada da App Store ou da Google 

Play para iPhones, iPads e andróides e tablets 

na versão 4.0 e superiores. Descarregue a 

app Aurasma (para iPhone, da AppStore, para 

Andróide da Google Play Store). Faça Log in, 

usando a mesma conta do Aurasma. Abra a 

app e coloque o seu dispositivo móvel sobre a 

imagem. É necessária ligação à internet. Será 

feito um scan da imagem e poderá ver então 

o Overlay escondido (sobreposição) 

Como podem os alunos ver as Auras que 

criou: peça-lhes que descarreguem HP Reveal 

APP, para se registarem e finalmente para 

encontrarem o seu canal e para o seguirem. 

Poderão então ver a imagem ganhar vida! 

Disciplinas em que usámos Aurasma: 

SU Ekzarh Antim I, Kazanlak, Bulgaria utilizou 

Aurasma nas aulas de História de Stanimira 

Valcheva e nas de Ciências Sociais de Natasha 

Dzhurkova. Para ver realidade aumentada 

nas imagens da escola Bulgária tem que usar 

a sua HP Reveal APP no seu telemóvel e 

seguir o canal desta escola - Antim. American 

Academy Larnaca, Cyprus utilizou Aurasma 

em Matemática, e aulas de dança por Maria 

Argyrou dr Nektarios Rodosthenous. 

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Augmented Reality. Aurasma - Spanish Translation 

Aurasma es una realidad aumentada que 

permite que veas y te relaciones con el mundo 

de un nuevo modo. Con Aurasma, cada imagen, 

objeto y hasta lugar puede tener su propia aura. 

Las auras pueden ser tan simples como un video 

y un link a una página web o tan complejo como 

una animación 3D realista. 

La tecnología de realidad aumentada de 

Aurasma fue creada en Cambridge, Inglaterra 

por la empresa de software la Autonomía, y 

primero demostrada en público por Matt Mills a 

principios de 2011 en el Mercado de medios de 

MipTV en Cannes, Francia. 

Está disponible como un equipo de desarrollo de 

software o como app libre iOS-Android. El sitio 

web de Aurasma ahora tiene una nueva forma y 

un nuevo URL www.hpreveal.com 

HP revela que es una de las tecnologías más 

populares e innovadoras usadas actualmente en 

escuelas alrededor del mundo. Permitiendo a 

profesores unir el contenido digital como el video 

a imágenes en libros i paredes del aula, HP revela 

ofertas a modo únicamente inventivo, divertido 

y holístico de contratar a estudiantes de todas 

las edades. ¿Cómo usar la realidad aumentada 

en el aula para contratar estudiantes? Aquí están 

los pasos para la creación de auras para sus 

estudiantes: 

Paso 1: Crear una cuenta en Aurasma/HP Reveal 

Studio. Recuerda tu nombre del canal. 

Paso 2: Clica en + Crear nueva Aura 

Paso 3: Después carga una imagen más bien 

cuidada. Hojee su ordenador para la imagen- De 

una descripción, nombre y salve la imagen. 

Paso 4: Apréte “siguiente”. Haga los mismos 

pasos para añadir su Revestimiento. Puedes 

añadir como el revestimiento- que será la 

realidad aumentada- un video, imagen, modelo 

3D, audio o página web. Elige un video. El archivo 

de video tiene que estar en su ordenador y tiene 

que ser con la talla máxima de 100 MB. Nombre 

y guarde el video. 

Paso 5: Después haz clic su aura estará lista, 

pero privada. Si lo quiere compartir con sus 

estudiantes tiene que estar en público. Haga 

clic en su Aura lista, después clica en editar el 

siguiente, repita el proceso i de clic en compartir. 

Luego guarda. 

Paso 6: Clica en tu Aura pública lista y véalo en 

pantalla completa. Después salve la imagen en su 

escritorio o en una carpeta particular. 

Paso 7: Ponga el disparador guardado en el 

documento Word o PPT e imprímalo. Para ver 

su realidad aumentada hay que descargar el CV 

Revelan APP por su teléfono. Es una app libre 

que se puede descargar de la tiendo de App o 

Google Play en iPhone e iPad y la versión 4.0 de 

móviles i tabletas de Android. Descarga la app 

de Aurasma (Para iPhone descargarlo desde la 

AppStore y para Android descargarlo en Google 

Play) Entra al sistema usando la misma cuenta 

de Aurasma Studio. Abre la app y coloca tu 

dispositivo en el gatillo (Fotografía). Se requiere 

conexión a internet. El gatillo se explorará y luego 

verá su revestimiento escondido. Como pueden 

ver tus estudiantes el Aura que has creado. 

Pídanles que ellos descarguen el CV reveal APP, 

que se registren y que encuentren tu canal y le 

sigan. 

En ese instante ellos podrán ver la imagen en 

realidad virtual. 

En que asignaturas usamos Aurasma: SU 

Ekzarh Antim I, Kazanlak, Bulgaria usaron 

Aurasma en clases de historia de Stanimira 

Valcheva y en ciencias sociales de Natasha 

Dzhurkova. 

Para ver la realidad augmentada en las 

imágenes en clases de Bulgaria tienes 

que usar tu HP Reveal APP en tu móvil y 

suscribirse en el canal de la escuela de 

Bulgaria—Antim. 

La academia americana de Larnaca, Chipre usó 

Aurasma en Matemáticas, clases de baile de 

Mrs Maria Argyrou Nektarios Rodosthenous. 

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Augmented Reality. Aurasma - Bulgarian Translation 

Aurasma е сайт за Augmented reality / добавена 

реалност/, който позволява на потребителя 

да види света в нова светлина. С Ауразма 

всяка картина, обект или дори място може 

да има своя собствена аура. Аурите могат да 

са прости – например видео или линк към уеб 

страница, или сложни, като реалистична 3Д 

анимация. Добавената реалност на Ауразма е 

създадена в Кеймбридж, Англия, от софтуерната 

компания Autonomy, и беше за пръв път 

демонстрирана пред публиката от Мат Милс 

през 2011 на събитието Медия Маркет на 

МипТВ в Кенс, Франция. Достъпна е като софтуер 

за създаване на добавена реалност или като 

безплатно приложение както за iOS, така и за 

Андроид. Уебсайтът на Ауразма вече има обновен 

интерфейс и нов адрес: ww.hpreveal.com 

HP Reveal е една от най-популярните и 

иновативни технологични платформи с образова-телна 

цел в света. Тя позволява на учители 

да свързват дигитално съдържание, например 

видеа от youtube, с картинки в учебници или 

плакати по класни стаи. 

HP Reveal предлага един изобратетелен и 

забавен начин да се завладее вниманието на 

ученици от всички възрастови групи. 

Как да използваме Aуразма в класната 

стая, за да привлечем вниманието на ученици? 

Стъпките в създаването на аури са следните: 

Стъпка 1: Създайте акаунт в Ауразма/ HP 

Reveal studio. Запомнете името на вашия канал 

Стъпка 2: Кликнете на +create new Aura 

Стъпка 3: Заредете снимка – тригер. 

Потърсете в компютъра ви з снимка – дайте ѝ 

описа-ние, наименувайте я и я запазете. 

Стъпка 4: Кликнете на ‘next’. Минете през 

същите стъпки за да добавите видео-overlay. 

Като overlay можете да сложите видео, снимка, 

3Д модел, звук или уеб страница (като те 

ще бъдат добавена реалност). Нека вземем за 

пример видеото. Видео файлът трябва да бъде 

на компютъра ви и да бъде с максимален размер 

100 MB. Наименувайте видеотор прикачете 

го и го запазете. 

Стъпка 5: Кликнете на ‘next’. Сега аурата ви 

е готова, но е лична (private). Ако желаете да я 

споделите с учениците ви, трябва да я направите 

публична (public). Кликнете на готовата 

ви аура, кликнете ‘edit’, след това ‘next’, отново 

‘next’ и тогава ‘share’. Запазете. 

Стъпка 6: Кликнете на готовата ви, вече 

публична аура и я прегледайте на широк екран 

(full screen). Запазете картината в своя десктоп 

(работен плот) или в лесна за намиране папка. 

Стъпка 7: Поставете файла с аурата в документ 

на Word или PPT и го принтирайте. За 

да видите добавена реалност на телефона ви, 

трябва да изтеглите HP Reveal приложението. 

То е безплатно и може да бъде изтеглено 

от App Store или Google play. Логнете (влезте) 

в същия акаунт, който използвахте за Ауразма 

студиото. Отворете приложението и позиционирайте 

телефона ви така, че камерата да сочи 

към обекта, който носи добавена реалност 

/аура/. За целта е нужна връзка с Интернет. 

Обекта ще бъде сканиран и тогава ще видите 

скритото си съдържание (overlay). Учениците 

ви могат да видят аурите като изтеглят HP 

Reveal приложението и се регистрират. Те трябва 

да следват вашия канал. Тогава могат да 

гледат, как картините оживяват! Използвахме 

Ауразма в следните училищни предмети: 

В СУ “Екзарх Антим I“, Казанлък, България 

– часовете по история с учител Станимира 

Вълчева, предметите от философския цикъл с 

учител Наташа Джуркова. 

В училище Американска Академия Ларнака 

в Кипър използваха Ауразма в часовете по 

математика и в часовете по танци с учител г-жа 

Мария Аргиру и д-р Нектариос Родостенос. 

Защо приложението е креативно: 

Предлага модерен и иновативен начин на 

преподаване. Добавената реалност завладява 

вниманието на учениците. Лесно е да покажеш 

на учениците точно това, което искаш – информацията 

може да бъде закачена‘ дори на стената 

на класната стая и учениците ще имат достъп 

до нея по всяко време. Когато в СУ „Екзарх 

Антим I”, Казанлък за първи път показахме на 

учениците Aуразма, по-малките от тях възкликнаха, 

че това е магия, а по-големите се впечатлиха 

от модерния начин на преподаване. 

9

Augmented Reality. Arasuma - Sweedish Translation 

Aurasma är ett Augmented Reality-sajt som 

låter dig se och interagera med världen på 

ett nytt sätt. Med Aurasma, kan varje bild, 

objekt och även plats ha sin egen aura. Auror 

kan vara så enkelt som en video och en länk 

till en webbsida eller lika komplicerad som en 

verklighetstrogen 3D-animering. Aurasma‘s 

augmented reality-tekniken skapades i 

Cambridge, England av mjukvaruföretaget 

autonomi och först visat offentligt av Matt 

Mills i början av 2011 på mediemarknaden 

MipTV i Cannes, Frankrike det är tillgängligt 

som ett software development kit eller som 

en gratis app för ios - och Android-baserade 

mobila enheter The Aurasma hemsida har 

nu ett nytt utseende och en ny URL www. 

hpreveal.com HP avslöja är en av de mest 

populära och banbrytande teknik som används 

i skolor runt om i världen idag. Gör det möjligt 

för lärare att ansluta digitalt innehåll som 

video till bilder i böcker och klassrummet 

väggar, HP R alla åldrar eveal erbjuder ett 

unikt uppfinningsrik, kul och holistiskt sätt 

engagerande studenter på hur till använda 

Augmented Reality i i klassrummet för att 

engagera studenter här är stegen för att skapa 

auror för dina elever: 

steg 1: skapa ett konto i HP Aurasma avslöja 

Studio. Kom ihåg ditt kanalnamn. 

Steg 2: Klicka på Skapa ny Aura 

steg 3.: Fyll en Trigger-bild. Bläddra i datorn 

för bilden-ge det en beskrivning, och sedan 

namnge din bild och spara 

4: Tryck på next. Gå igenom samma steg för 

att lägga till din Overlay. Du kan lägga till som 

overlay-som kommer att vara Augmented 

reality - en video, bild, 3D-modell, ljud eller 

webbsida. Kan välja en video. Videofilen måste 

finnas på datorn och det måste vara med 

maximal storlek 100 MB. Namn på videon och 

spara steg. 

5: Klicka på Nästa och du 

Aura är redo men privat. Om du vill dela den 

med dina elever har du att göra den offentlig. 

10 

Klicka på din redo Aura, klicka på Redigera 

sedan Nästa igen nästa och klicka sedan på 

dela. Klicka på 

Spara steg 6: Klicka på din redo offentliga Aura 

och se den i helskärm. Sedan spara bilden på 

skrivbordet eller i särskild mapp. 

Spara steg 7: Sätt utlösaren sparade i worddokument 

eller PPT och skriva ut den. För att 

se din förstärkt verklighet måste du Hämta 

HP avslöja APP på telefonen. Det är en gratis 

app som kan laddas ner från App Store eller 

Google Play på iPhones och iPads och Androidtelefoner 

och tabletter version 4.0 och uppåt. 

Hämta Aurasma-appen (för iPhone Ladda 

ner från AppStore och för Android Ladda ner 

från Google Play Store) Logga in med samma 

konto som i Aurasma studio. Öppna appen och 

placera enheten över avtryckaren (fotografi). 

Internetanslutning krävs. Utlösaren kommer 

att skannas och sedan kommer du att se din 

dolda overlay hur eleverna kan se din skapade 

auror. Be dem att ladda ner appen HP avslöja, 

be dem att registerera sig själva, sedan be 

dem att hitta din kanal och lägga i träda det 

då de kan titta på bilden kommer till liv i vilka 

ämnen vi använt Aurasma: Su Ekzarh Antim 

i, Kazanlak, Bulgarien används Aurasma i 

historielektioner av Stanimira Valcheva och i 

social science av Natasha Dzhurkova till se den 

förstärkt verkligheten i bilder från bulgariska 

skolan måste du användayour HP. Avslöja APP i 

telefonen och lägg i träda det bulgariska skolan 

kanal – Antim exempel av AR (Augmented 

Reality) vardagliga tillämpningar: inredning 

Lägg till möbler Dulux visualizer app App som 

låter dig se din omålade rum med färgen 

du föredrar fördelar och nackdelar med 

Aurasma / HP avslöja APP inte tar upp minne 

/ utrymme interaktiva överklaganden till 

ungdomar direkt mängd mediala produktionen 

(överlägg / färdiga produkter Revision verktyg 

tvärvetenskapliga kräver internet kräver en 

kamera F11 Diser Varför verktyget creativeit 

erbjuder innovativa och moderna sätt

inom undervisning och lärande eftersom den 

förstärker verkligheten och fångar studenters 

uppmärksamhet- det är lätt att visa vad du vill 

visa för dina elever, även genom att sätta den 

viktiga informationen på väggen i klassrummet 

och elever kan se det igen och igen. När i 

SU Ekzarh Antim I, Kazanlak, Bulgarien för 

första gången visar vi eleverna den förstärkta 

verkligheten, sa de yngre eleverna att detta 

är magiskt och den äldre sade att detta är 

mycket modernt sätt att undervisa. Eleverna 

gillar den förstärkta verkligheten. De kan även 

skapa några hemverk med hjälp av förstärkt 

verklighet. 

In this image there is hidden video presented 

the Bulgarian school SU Ekzarh 

Antim I, Kazanlak participation in the 

Programme Euroscola of the European 

Parliament in Strasbourg 

To see the video you have to use your HP 

Reveal APP in your phone and follow the 

Bulgarian school channel – Antim. 


the Bulgarian school SU Ekzarh 

Antim I, Kazanlak 



Bulgarian school channel – Antim 


part of the play “Misunderstood 

Civilisation” performed by the 

Bulgarian school SU Ekzarh Antim I, Kazanlak 

for the project contest for creation 

of original play. 



Bulgarian school channel – Antim. 

11

Anatomy of skin Lesson Plan 

WORKSHOP- „Anatomy of skin“ prepared for the LTTA in Lisbon, Portugal TEACHER: Valya 

Radeva, Biology teacher, SU Ekzarh Antim I, Kazanlak, Bulgaria AUDIENCE: teachers and 

students 

TIME AND PLACE: Escola Secundaria Maria Amália Vaz de Carvalho, Lisbon, Portugal, April 

2017 г. 

LESSON TITLE: Anatomy of skin 

PARTICIPANTS: Students, ages 15-18, participating in LTTA in Lisbon, Portugal, April 2017. The 

students worked in international teams. 

LANGUAGE: English TIME: 40-45 min 

GOAL: Students learn structure of skin by making a model. 

MATERIALS: balloons, cotton, sheets of paper, shoelaces, markers, glue, candies with different 

color, napkins 

ACTIVITIES PLANNED: The first step is explanation of skin by the teacher.- 10 min 

The students are divided into groups by 

choosing candies with different colour .- 

2-5 min Each group has to create a model 

of skin using only balloons, cotton, sheets 

of paper, shoelaces, markers, napkins, 

glue and using their knowledge about the 

anatomy of skin and their own creativity and 

Valya Radeva, SU Ekzarh Antim I, Kazanlak, Bulgaria 

imagination.- 20 min 

At the end of the task each group has to 

represent its model and to explain the 

different parts of skin.- 10 min 

FEEDBACK: Students are having a great fun 

and being in competition they memorize 

structure of skin without difficulty. 

12

Anatomy of skin – Bulgarian Translation 

УОРКШОП – „Устройство на кожата“. 

Урок по биология, включен в дейностите за 

обучение, преподаване и учене по проект 

„Креативно обучение и преподаване” с договор 

№ 2016-1-BG01-KA219-023692 по програма 

Еразъм+ финансиран от Европейската комисия. 

УЧИТЕЛ: Валя Радева, учител по биология 

и здравно образование в СУ „Екзарх Антим I“, 

Казанлък, България 

ВРЕМЕ И МЯСТО НА ПРОВЕЖДАНЕ: училище 

Escola Secundaria Maria Amália Vaz de 

Carvalho, Lisbon, Portugal, април 2017 г. 

УЧАСТНИЦИ: Ученици на възраст 15-18 

години, участващи в обучителната среща в 

Лисабон, Португалия, април 2017 г. Работа в 

международни екипи. 

ЕЗИК: Английски език 

ВРЕМЕ: 40-45 минути. 

ЦЕЛ: Учениците да научат структурата на 

кожата, като направят модел МАТЕРИАЛИ: балони, 

памук, листове хартия, връв, маркери, 

From left to right: Valya Radeva, Natasha Dzhurkova, 

Stanimira Valcheva from SU Ekzarh AntimI, Kazanlak, 

Bulgaria at the LTTA in Lisbon, April2017 

лепило, бонбони с различен цвят, салфетки 

ПЛАНИРАНИ ДЕЙНОСТИ: 

1. Първата стъпка е обяснение на устройството 

на кожата от учителя.- 10 мин. 

2. На учениците се дава да си изберат 

бонбони с различен цвят и след това се разделят 

на отделни групи, според цвета на бонбоните.- 

2-5 мин. 

3. Всяка група трябва да създаде модел на 

кожата, използвайки само материалите, които 

са им дадени в една кутия /балони, памук, 

листове хартия, връви, маркери, салфетки, лепило/ 

и знанията си за устройството на кожата 

и собствената си креативност и въображение.- 

20 мин. 

4. В края на задачата всяка група трябва да 

представи своя модел и да обясни различните 

части на кожата. - 10 минути 

ОБРАТНА ВРЪЗКА: Учениците забавлявайки 

се и състезавайки се помежду си запомнят 

структурата на кожата без затруднения. 

Students from SU Ekzarh AntimI, Kazanlak, Bulgaria 

with the model of skincreated by them 

13

Anatomy of skin – Greek Translation 

Ανατομία του Δέρματος Σχέδιο Μαθήματος 

ΕΡΓΑΣΤΗΡΙΟ (WORKSHOP) – Aνατομία του 

Δέρματος για το Erasmus+ Project ΚΑΘΗΓΗΤΡΙΑ: 

Valya Radeva, καθηγήτρια Βιολογίας, στο σχολείο 

SU Ekzarh Antim I, Kazanlak, Bulgaria (Βουλγαρία). 

ΚΟΙΝΟ: Εκπαιδευτικοί και μαθητές, Σχολείο στη 

Λισαβώνα, Πορτογαλία ΤΙΤΛΟΣ ΜΑΘΗΜΑΤΟΣ: 

Ανατομία του Δέρματος 

ΜΑΘΗΤΕΣ: Λυκείου, ηλικίας ages 15-18, συμμετέχοντες 

στο Erasmus+ Project, στη Λισαβόνα, 

Πορτογαλία, Απρίλιο 2017 

ΓΛΩΣΣΑ: ΑΓΓΛΙΚΗ ΔΙΑΡΚΕΙΑ: 40-45 λεπτά 

ΣΤΟΧΟΣ: Οι μαθητές μαθαίνουν τη δομή του δέρματος 

δημιουργώντας ένα μοντέλο ΥΛΙΚΑ: μπαλόνια, 

βαμβάκι, χαρτί, κορδόνια παπουτσιών, 

μαρκαδόροι, κόλλα, καραμέλες διαφορετικών 

χρωμάτων, χαρτοπετσέτες. 

ΠΡΟΓΡΑΜΜΑΤΙΣΜΕΝΕΣ ΔΡΑΣΤΗΡΙΟΤΗΤΕΣ: 

• Πρώτο βήμα είναι ο ορισμός και η ανάλυση 

της σύνθεσης του δέρματος από την 

• καθηγήτρια. - 10 min 

• Οι μαθητές χωρίζονται σε ομάδες επιλέγοντας 

καραμέλες διαφορετικών χρωμάτων.- 2-5 min 

• Κάθε ομάδα πρέπει να δημιουργήσει ένα μοντέλο 

(μίμηση) δέρματος χρησιμοποιώντας 

μόνο 

• μπαλόνια, βαμβάκι, χαρτί, κορδόνια παπουτσιών, 

μαρκαδόρους, χαρτοπετσέτες, κόλλα σε 

• συνδυασμό με τη γνώση τους για την ανατομία 

του δέρματος, τη δημιουργικότητά τους 

και τη 

• φαντασία τους.- 20 min 

• Στο τέλος της δράσης κάθε ομάδα πρέπει να 

παρουσιάσει το μοντέλο της και να δείξει τα 

• διαφορετικά μέρη του δέρματος.- 10 min 

• ΑΝΑΤΡΟΦΟΔΟΤΗΣΗ: Οι μαθητές διασκεδάζουν 

και η συμμετοχή τους σε διαγωνισμό 

• βοηθά να απομνημονεύσουν τη δομή του δέρματος 

χωρίς δυσκολία. 

International team of 

students created a model of 

skin at LTTA in Lisbon, April 

2017 

Anatomy of skin – Portuguese Translation 

A Anatomia da pele – Plano de aula 

WORKSHOP- Anatomia da pele - Erasmus+ Project 

VALYA RADEVA, Professora de Biologia, SU Ekzarh 

Antim I, Kazanlak, Bulgaria 

PÚBLICO: alunos e professores da ESMAVC, 

Lisboa, Portugal TÍTULO DA AULA: A Anatomia da 

pele 

14 

ALUNOS: Escola Secundária, idades entre 15- 

18, participantes no projeto Erasmus+ Lisbon, 

Portugal, April 2017 

LÍNGUA: Inglês DURAÇÃO: 40-45 min 

OBJETIVO: os alunos aprendem a estrutura 

da pele através da elaboração de um modelo

MATERIAIS: balões, algodão, folhas de papel, 

atacadores de sapatos, marcadores, cola, doces 

de cores diferentes, guardanapos 

ATIVIDADES PLANEADAS: 

• Primeiro passo – explicação da estrutura da 

pele – 10min 

• Os alunos são divididos em grupos de acordo 

com as cores dos doces que escolhem 2-5 min 

• Cada grupo tem que criar um modelo de pele 

usando apenas balões, algodão, folhas de 

papel, 

• atacadores de sapatos, marcadores, guardanapos, 

cola, o conhecimento que têm da anatomia 

• pele e a sua criatividade e imaginação. 20 min 

• No final da tarefa cada grupo tem que apresentar 

o seu modelo e explicar as diferentes camadas 

da pele - 10 min 

• FEEDBACK: Com um espírito competitivo 

e divertindo-se, os alunos divertem-se e 

memorizam 

•a estrutura da pele sem dificuldade. 

All participants from the partner schools at the LTTA in Escola Secundaria Maria Amália Vaz de Carvalho, Lisbon, 

Portugal; April 2017 

Anatomy of skin – Swedish Translation 

Hudens anatomi Lektionsplanering 

Verkstad - Anatomi av hud för Erasmus + 

Projekt Lärare: Valya Radeva, biologi lärare, SU 

Ekzarh Antim I, Kazanlak, Bulgarien 

Publik: lärare och studenter, skolan: Lissabon, 

Portugal Lektion titel: Anatomi av huden 

Studenter: Gymnasium, 15-18 år, deltagande 

i Erasmus + projektet Kreativt lärande och 

undervisning, 2016-2017, Lissabon, Portugal, 

april 2017 Språket engelska 

Tid: 40-45 min 

Mål: Eleverna lär sig struktur av hud genom att 

göra en modell 

Material: ballonger, bomull, papper, skosnören, 

markörer, lim, godis med olika färger, servetter 

Aktiviteter planerade: 

1. Det första steget är förklaring om huden av 

läraren - 10 min 

Eleverna är uppdelade i grupper genom att 

välja godis med olika färg 2-5 min Varje grupp 

måste skapa en hud-modell med endast 

ballonger, bomull, papper, skosnören, markörer, 

servetter, lim och använda kunskapen om 

hudens anatomi och sin egen kreativitet och 

fantasi - 20 min 

15

I slutet av uppgiften måste varje grupp 

presentera sin modell och förklara de olika 

delarna av huden - 10 min 

Återkoppling: Studenterna har det roligt och är 

med i tävlingen, de minns strukturerna i huden 

utan svårigheter. 

All participants from the partners schools 

at the LTTA in Escola Secundaria 

Maria Amália Vaz de Carvalho, 

Lisbon, Portugal; April 2017 

Anatomy of skin – Spanish Translation 

Anatomía de la piel Plan de estudios 

TALLER-Anatomía de la piel para Erasmus+ 

Proyecto 

PROFESORA: Valya Radeva, Profesora de 

Biologia, SU Ekzarh Antim YO, Kazanlak, Bulgaria 

AUDIENCIA: profesores y alumnos, Escuela: 

Lisboa, Portugal TÍTULO DE LA LECCIÓN: 

Anatomia de la piel. 

ALUMNOS: Instituto, edad 15-18, participativo 

en Erasmus+ Proyecto aprendizaje y enseñanza 

creativa, 2016-2017, Lisboa, Portugal, Abril 

2017 

IDIOMA: Inglés TIEMPO: 40-45 min 

META: Que los alumnos aprendan la estructura 

de la piel haciendo un modelo 

MATERIALES: globos, algodón, hojas de papel, 

cordones, marcadores, pegamento, caramelos 

con diferentes colores, servilletas 

•ACTIVIDADES PLANEADAS: 

El primer paso es la explicación de la piel por la 

profesora.- 10 min 

2.Los alumnos se dividen en grupos eligiendo 

caramelos con diferentes colores. -2-5 min 

3. Cada grupo tiene que crear un modelo de 

la piel usando solo globos, algodón, hojas de 

papel, cordones, marcadores, servilletas, 

pegamento y usando so conocimiento sobre 

la anatomía de la piel y su propia creatividad y 

imaginación.- 20 min 

4.Al final de la tarea cada grupo tiene que 

representar su modelo y explicar las diferentes 

partes de la piel.- 10 min 

VALORACIÓN: Los alumnos se divierten mucho 

y al estar en una competición memorizan la 

estructura de la piel sin dificultades. 

Participants from the partners schools 

at the LTTA in Escola Secundaria 

Maria Amália Vaz de Carvalho, 

Lisbon, Portugal; April 2017 

16

Many interesting motions are so fast that students cannot follow them. Modern devices like 

mobile phones, cameras, tablets allow the capture of video. Some other videos are readily 

available on the web. The emergence of software capable of tracking and analysing those 

videos bring the study of motion in the classroom, to a new level. The group of students on 

the ERASMUS+ program from the Maria Amália secondary school explored the software 

Tracker to study motion that has been captured in video. They shared the experience with 

fellow colleagues at LTTA in Greece. 

A new way to study movements 

The workshop of the Portuguese team: “A new way to study 

movement” was conducted by the teachers Helena Teixeira 

and Ana Melo and the students from Escola Secundaria Maria 

Amália Vaz de Carvalho, Lisbon and was presented at LTTA in 

Athens, Greece - November 2017. 

The workshop started with a presentation of the evolution of 

the devices used in the study of movement in the laboratories 

of secondary schools. Multiflash photography, ticker tapes, light 

gates and digital timers and more recently sensors. 

In the following video analysis software Tracker was presented, 

exemplifying the care that must be exercised in the video 

capture. The software was used in the Portuguese school for the 

first time in 2017 and will be a tool to introduce in the classroom as a routine. 

Why to use Tracker? The students become easily familiar with the technology; it is freeware; 

Helena Teixeira- Phisic teacher from 

Escola Secundaria Maria Amália 

Vaz de Carvalho, Lisbon 

17

only requires a smartphone; allows the analysis of videos from several movements, as those 

from the web for the project work; the measuring frequency is high and allows for the study of 

the movement in a short time (for example graphs: position-time, velocity-time, accelerationtime, 

kinetic energy-time). Where to use? In the classroom, in the laboratory or at home. 

Two videos captured during activities in the School laboratory (see pictures) and a video with 

a man walking in the Moon “The hammer and the feather”, with which it was possible to 

calculate a value for the gravity close to the standard. 

Video1 

In the school Laboratory 

To see the augmented reality - the video created by the Portuguese team, you have to use 

your HP Reveal APP in your phone and fallow the channel – NatashaDzhurkova 

Video 2 

18

To see the augmented reality - a video created by the Portuguese team, you have to use your 

HP Reveal APP in your phone and follow the channel – NatashaDzhurkova 

Video3 

To see the augmented 

reality – the video 

created by the 

Portuguese team, 

you have to use your 

HP Reveal APP 

in your phone and 

follow the channel – 

NatashaDzhurkova 

An analysis was made of a video of the movement of body falling captured during the 

workshop. The main objective of this workshop was to make this new tool known to students 

and teachers of non-scientific areas and show the type of work done in the Physics classroom. 

A new way to study movements - Bulgarian Translation 

Нов начин за изучаване на движенията 

Уоркшоп представен от учителите Helena 

Teixeira and Ana Melo и ученици от училище 

Escola Secundaria Maria Amália Vaz de Carvalho, 

Lisbon, Portugal по време на обучителната среща 

в Атина, Гърция през ноември 2017 “Нов 

начин за изучаване на движенията” беше насочен 

и проведен с учители и ученици от партньорските 

държави. 

19

Той започна с презентация 

за еволюцията 

на устройствата използвани 

за изучаване на 

движението в лабораториите 

и прогимназиите. 

Мултифункционална фотография, 

таймерни ленти, 

светлинни изходи, дигитални 

таймери и още много 

нови сензори. В своя 

уоркшоп португалският 

екип представи софтуера 

,,Tracker“, който е използван 

в португалското 

училище за пръв път през 2017 и оттогава насам 

е вмъкнат в обучителния процес по физика 

като рутина. 

Защо да използваме Tracker? Учениците 

по-лесно се справят с новите технологии. 

Софтуерът е достъпен и безплатен. Изисква се 

само смартфон. Tracker позволява анализиране 

на видео от няколко момента. Измерването 

на честотата е висока и позволява изучаването 

на характеристики на движенията като например: 

време на позиция, време на скорост, време 

на ускорение, кинетична енергия-време. 

Къде се използва? В класните стаи, в лабораторията 

или у дома? Може да се използва 

навсякъде. 

Две видеа са заснети по време на занятия 

в училищната Лаборатория (Виж снимките) и 

видео на човек който ходи по луната „Чук и 

перце”, с които беше възможно да се измери 

гравитацията близо до стандартната. 

20 

A new way to study movements - 

Greek Translation Ένας καινούριος τρόπος 

για τη μελέτη των κινήσεων 

Το εργαστήρι της πορτογαλικής ομάδας: “Ένας 

καινούριος τρόπος για τη μελέτη της κίνησης” 

αφορούσε καθηγητές αλλά και μαθητές. Η 

παρουσίαση ξεκίνησε με την εξέλιξη των υλισμικών 

που χρησιμοποιούνταν στη μελέτη της κίνησης 

σε εργαστήρια δευτεροβάθμιας εκπαίδευσης. 

Φωτογράφηση με πολύ-φλάς, ταινίες τηλετυπωτών, 

φωτοδίοδοι, ψηφιακοί χρονογράφοι, καθώς και 

πιο σύγχρονοι αισθητήρες. Το ψηφιακό εργαλείο/ 

εφαρμογή Tracker που αφορά στη ανάλυση βίντεο, 

παρουσιάστηκε σε αυτό το εργαστήρι, δίνοντας 

παραδείγματα για το πώς οι παρευρισκόμενοι να 

μπορούν να χειρίζονται βιντεογραφημένο υλικό. 

Το υλισμικό, χρησιμοποιήθηκε για πρώτη φορά 

στο σχολείο μας το 2017, και είναι ένα 

εργαλείο που μελλοντικά θα το εισάγουμε στην 

εκπαιδευτική ρουτίνα και στη διδασκαλία μας 

γενικότερα. Γιατί να χρησιμοποιούμε το Tracker; 

Η απάντηση είναι ότι οι μαθητές εγκλιματίζονται 

ευκολότερα με τη συγκεκριμένη τεχνολογία, 

εφόσον είναι εξοικειωμένοι με την σημερινή 

τεχνολογία. Έπειτα είναι δωρεάν και για να 

λειτουργήσει χρειάζεται μοναχά ένα 

smartphone. Επιτρέπει την ανάλυση των βίντεο 

από διαφορετικές σκηνές, καθώς και βίντεο 

παρμένα από το διαδίκτυο για το σκοπό αυτού 

του εργαστηρίου. 

Η συχνότητα στην οποία καταγράφει είναι 

αρκετά ψηλή και επιτρέπει καλύτερη μελέτη 

κινήσεων σε πιο σύντομο χρονικό διάστημα (για 

παράδειγμα οι γραφικές παραστάσεις: χρόνος 

θέσης, χρόνος ταχύτητας, χρόνος επιτάχυνσης, 

χρόνος κινητικής ενέργειας). Πού μπορεί να 

χρησιμοποιηθεί; Στην αίθουσα διδασκαλίας, 

σε εργαστήρια ή ακόμη και στο σπίτι. Κατά τη 

διάρκεια των μαθησιακών δραστηριοτήτων, 

δημιουργήθηκαν δύο βιντεογραφήσεις από το 

εργαστήριο του Σχολείου (βλέπε εικόνες), καθώς 

και ένα βίντεο κάποιου άνδρα να περπατάει στο 

φεγγάρι “The hammer and the feather”. Με αυτό 

τον τρόπο ήταν δυνατό να υπολογιστεί η αξία της 

βαρύτητας σε σχέση με τη κίνηση. Επιπλέον, μια 

βίντεο-ανάλυση ενός σώματος να πέφτει, έλαβε 

χώρα κατά τη διάρκεια του εργαστηρίου. 

Το κύριο μαθησιακό αντικείμενο αυτού του 

εργαστηρίου αποσκοπούσε στο να γίνει γνωστό το 

Tracker στους μαθητές, καθώς και σε καθηγητές 

μη επιστημονικών γνωστικών αντικειμένων, αλλά 

και να δείξει το είδος της ερευνητικής δουλειάς 

που γίνεται στο μάθημα της Φυσικής.

A new way to study movements - Swedish Translation 

Ett nytt sätt att studera rörelse 

Workshop för det portugisiska laget: „E ny sä 

a studera rörelse“ genomfördes av läraren och 

studenterna. Det började med en presentaon 

om utvecklingen av de enheter som användes vid 

studier av rörelser i gymnasiernas laboratorier. 

Mulflash fotografering, ckerband, ljusportar, 

digitala mers och nyligen sensorer. 

I det följande presenteras en videoanalys om programvaran 

Tracker som exemplifierar vården som 

måste utövas i videofångst. Programvaran användes 

i vår skola för första gången 2017 och kommer 

introduceras i klassrummen som en run. 

Varför ska man använda Tracker? Eleverna blir väl 

bekanta med tekniken. Freeware kräver bara en 

smartphone och den llåter analys av videor från 

flera rörelser, som de från webben för projektets 

arbete. Mät Frekvensen är hög och möjliggör studier 

av rörelsen på kort d (ll exempel diagram: 

posions d, hasghet d, acceleraonsd, kine- 

sk energi d). 

Vart kan man använda den? I klassrummet, i laboratoriet 

eller hemma. 

Två videor tagna under akviteter i Scholl laboratoriet 

(se bilder) och en video med en man som 

Helena Teixeira- Phisic teacher from Escola Secundaria 

Maria Amália Vaz de Carvalho, Lisbon 

går på månen ”Hammaren och äder”, som gjorde 

det möjligt a beräkna e värde för gravitaonen 

nära ll standarden. Ändå gjordes en analys 

av en rörelse av kroppens fall som fångades under 

workshopen. 

Huvudsyet med denna workshop var a göra 

dea nya verktyg känt för elever och lärare i 

icke-vetenskapliga områden och visa vilken typ av 

arbete som uörts i fysik klassrummet. 

A new way to study movements - Spanish Translation 

Una nueva forma de estudiar los movimientos 

El taller del equipo portugués: „Una nueva forma 

de estudiar el movimiento“ fue realizado por el 

profesor y los alumnos. Comenzó con una presentación 

de la evolución de los disposivos ulizados 

en el estudio del movimiento en los laboratorios 

de las escuelas secundarias. Fotograa multiflash, 

cintas de telepo, puertas de luz y temporizadores 

digitales y, más recientemente, sensores. 

A connuación se presentó el soware de análisis 

de video Tracker, que ejemplifica el cuidado que 

se debe tener en la captura de video. El soware 

fue ulizado en nuestra escuela por primera vez 

en 2017 y será una herramienta para introducir 

en el aula como una runa. 

¿Por qué usar Tracker? Los estudiantes se familiarizan 

fácilmente con la tecnología; es freeware; 

solo requiere un teléfono inteligente; permite el 

análisis de videos de varios movimientos, como 

los de la web para el trabajo del proyecto; la frecuencia 

de medición es alta y permite el estudio 

del movimiento en un empo corto (por ejemplo, 

gráficos: posición-empo, velocidad-empo, 

aceleración-empo, energía cinéca-empo). 

¿Dónde ulizar? En el aula, en el laboratorio o en 

casa. 

Dos videos capturados durante las acvidades en 

el laboratorio Scholl (ver fotos) y un video con un 

hombre caminando en la Luna „El marllo y la 

21

pluma“, con el que fue posible calcular un valor 

para la gravedad cercana al estándar. Además, se 

realizó un análisis de un video del movimiento de 

caída del cuerpo capturado durante el taller. 

El objevo principal de este taller fue dar a conocer 

esta nueva herramienta a estudiantes y profesores 

de áreas no cienficas y mostrar el po de 

trabajo realizado en el aula de Física 

A new way to study movements - Portuguese Translation 

O workshop da equipa portuguesa: “Um novo 

modo de estudar movimentos” foi orientado 

pela professora e pelos alunos. Começou com 

uma apresentação da evolução dos equipamentos 

usados no estudo de movimentos em laboratórios 

de Física de escolas secundárias. Fotografia 

mulflash, marcadores electromagnécos, células 

fotoeléctricas ligadas a digimetros e mais recentemente 

os sensores. 

Apresentou-se em seguida o software de vídeo 

análise Tracker, exemplificando o seu uso e referindo 

os cuidados a ter para obtenção dos vídeos. 

Este software foi usado na nossa escola 

pela primeira vez em 2017 e será uma ferramenta 

a introduzir na práca leva. 

Por que usar o Tracker? É uma tecnologia a que 

os alunos se adaptam facilmente; é de uso livre; 

só necessita de um smartphone; permite a análise 

de vídeos de movimentos diversos obdos 

por exemplo na web para trabalho de projecto; a 

frequência de medida é elevada e permite o estudo 

do movimento em pouco tempo (gráficos 

por exemplo: posição-tempo, velocidade-tempo, 

aceleração-tempo, energia cinéca-tempo). 

Onde usar? Na sala de aula, no laboratório ou em 

casa. 

Foram analisados dois vídeos realizados em ac- 

vidades de laboratório na escola (ver imagens) 

e um vídeo do homem na Lua “Pena e martelo” 

com o qual foi possível chegar a um valor para a 

aceleração gravidade nesse planeta muito próximo 

do tabelado. Foi ainda analisada a queda de 

um corpo recorrendo a um vídeo capturado durante 

o workshop. 

O objecvo do Workshop foi dar a conhecer 

esta nova ferramenta e mostrar aos parcipantes, 

alunos e professores de áreas diferentes 

das ciências, o po de trabalho desenvolvido em 

aulas de Física. 

22 

Ana Melo -English language teacher from Escola 

Secundaria Maria Amália Vaz de Carvalho, Lisbon , 

Portugal

STRESS 

Lesson Plan 

WORKSHOP – PRESENTATION for ERASMUS + Project: 

TEACHER: Elen Sotiropoulou, English Language Teacher at 17 Lyceum of Athens Date: 

29.4.2017 AUDIENCE: Teachers, Students - School: Lisbon, Portugal ‘ 

STUDENTS: Senior High School, ages 15-18, participating in ERASMUS+ Project , Lisbon, 

PORTUGAL, April 2017. 

LANGUAGE - LEVEL: ENGLISH, Advanced Level English Language Skills TIME: ~40 MIN 

SKILLS: ALL (LISTENING – SPEAKING – READING – WRITING) 

AIM/GOAL: HOLISTIC LEARNING THROUGH CREATIVITY, LEARNING THE NEW USING THE 

FAMILIAR- MASTERING AND IMPLEMENTING RELEVANT KNOWLEDGE AND SKILLS VIA 

INTERDISCIPLINARY APPROACH: English Language, Biology, Drama, Art, ICT, PBL, OBJECTIVES: 

VOCABULARY AND GRAMMAR PRACTICE, ORAL SKILLS DEVELOPMENT, COGNITIVE, 

METACOGNITIVE, SOCIAL, EMOTIONAL, COMMUNICATIVE DEVELOPMENT, CRITICAL THINKING 

OUTLINE: 

ACTIVITIES PLANNED + TIME ALLOCATED FOR 

EACH ONE: 

Use English language and all four learning skills. 

Practice using conditionals. 1’ – Introduction to 

topic via realistic shock tactic 

1’ – split students into groups of 3-4 (each one 

from a different country so they get to use 

English only, to communicate) 

1’ – Introduction to activity – requirements, 

objectives, outcome – give handouts 

1’ – Students allocate roles (two doctors, one 

Elen Sotiropoulou, English Language Teacher 

from 17 Lyceum of Athens, Greece 

cameraman, one patient-if there is a fourth 

person in the group, time keeper) – use journallist 

10’ - Read (skim), choose and use ideas from: 

text, vocabulary list of expressions, alternative 

medicine handout, body charts (both controlled 

and freer practice) - use journal-list 

10’ – Act – Role Play improvising and record on 

video each group’s attempt. Students – Teacher 

can use mobile phone camera. Video should not 

be more than 1-2 min. in length – use journal-list 

10’ – Watch videos silently - use journal-list 

5’ – Students gather in groups of common roles, 

23

e.g. all alternative doctors together. They give 

feedback and share their notes - use journal-list. 

They allocate a speaker for their group to report 

to class 

5’-- Feedback to whole class from all groups.. 

What went well, what they enjoyed, realized 

and/or learned, what they would do differently. 

Evaluation of self, others, activity. 

1’ – Show our English language WIKI page on 

‘Stress’ and Play song(s) while wrapping up with 

positive outcomes, e.g. realizing there are ways 

out of stress and the best way is to communicate 

with others. Talking helps identify and solve 

underlying issues causing stress. 

Solutions to stress will be offered in next 

meeting through a special Mindfulness Activity. 

RESOURCES/REFERENCES/LINKS: 

QSE ADVANCED LEVEL by Andrew Betsis, unit 19, p.87 STRESS https://www.psychologytoday. 

com/basics/stress 

Alternative medicine http://altmedworld.net/alternative.htm https://www.verywell.com/holistichealth-4014763 

Body chart http://www.mindbodygreen.com/0-18426/diy-foot-reflexology-7-pressure-points-toreduce-stress-boost-metabolism.html 

http://www.newhealthguide.org/Reflexology-Foot-Chart.html 

Expressing opinion vocabulary - handout 

Songs Don’t worry be Happy , Bob Marley 

https://www.youtube.com/watch?v=L3HQMbQAWRc 

all you need is love, Beatles 

https://www.youtube.com/watch?v=dsxtImDVMig 

Perfect, Fairground attraction 

https://www.youtube.com/watch?v=txapREGWHp0 

Journal-list - handout 

Wiki http://17lyka.wikispaces.com/health 

Evaluation sheet - handout 

Quiz STRESS QUIZ - Enjoy https://quizlet.com/36437382/flashcards http://www.webmd.com/ 

balance/rm-quiz-health-benefits-music http://www.webmd.com/balance/rm-quiz-happiness https:// 

quizlet.com/36437382/stress-managment-flash-cards/ 

http://study.com/academy/practice/quiz-worksheet-characteristics-of-general 

adaptation-syndrome.html –GAS 

http://study.com/academy/practice/quiz-worksheet-chronic-stress-related-health-risks.html 

LESSON PLAN : https://v.gd/9OhBsb 

http://learningdesigner.org/ 

EVALUATION: Self, Others, Activity 

TAKE HOME TASKS/ASSIGNMENT: - Create a video with captions, title, project info etc and upload on 

our wiki Erasmus page to share with all 

Write a list of ideas to help students overcome exams stress and present in a PPT with Visuals and 

music. Upload on our Erasmus wiki and share. A discussion may follow on which PPT was most 

helpful/inspiring. 

LESSON PLANNING WITH BLOOM : http://learningdesigner.org/ 

STATE LEARNING STANDARDS 

Five Components of Comprehensive Social and Emotional Learning 

• Self-Awareness (identifying emotions, self-confidence, self-efficacy) 

• Self-Management (impulse control, stress management, self-discipline, motivation, goal 

setting, organizational skills) 

24

• Social-Awareness (perspective taking, empathy, appreciating diversity, respect for others) 

• Relationship Skills (communication, social engagement, relationships, cooperation, resolving 

conflicts, seeking help or helping) 

• Responsible Decision Making (problem solving skills, ethical responsibility) UIC, 

UNI OF ILLINOIS CHICAGO 

GOALS, OBJECTIVES AND LEARNING OUTCOMES http://schools.aucegypt.edu/academics/eli/IEG/ 

Pages/Goals,%20Objectives,%20and%20Lea rning%20Outcomes.aspx 

MY WIKI LINKS http://17lyka.wikispaces.com/BLOOMhttp://17lyka.wikispaces.com/ 

ERASMUS++KA2 http://storybird.com/books/dreaming-of-happiness-or-living-it/ http://17lyka. 

wikispaces.com/happiness 

http://17lyka.wikispaces.com/health 

(Scroll down to ‘STRESS’) 

STRESS QUIZ - Enjoy 

https://quizlet.com/36437382/fl ashcards 

Elen Sotiropoulou, English Language Teacher 


25

STRESS, Lesson Plan - Bulgarian Translation 

Холистичен модел на учене чрез креативност; 

изучаване на новото, използвайки познатото; 

усвояване и практикуване на съответните 

знания и умения чрез интердисциплинарния 

подход: английски език, биология, театър, изкуство, 

ИКТ, учене, базирано на разрешаване 

на проблеми. 

ЦЕЛИ: Практикуване на лексика и граматика, 

развитие на комуникативни умения, когнитивно, 

метакогнитивно, социално, емоционално 

развитие; критично мислене 

1’ – Въведение в темата чрез поставяне в 

реалистични ситуации 

Разделяне на учениците на групи по 3 или 

4 (всеки от разлчна държава, за да използват 

само английски език за комуникация.) 

1’ – Въведение в дейността - изисквания, 

цели, резултати РАЗДАВАНЕ НА ЛИСТИ СЪС 

ЗАДАЧИ 

1’ – Учениците разпределят роли (двама 

лекари, един оператор на камера, един пациент 

ако има четвърти човек в групата, той отчита 

времето) – да се използва лист за отбелязване 

10’ -Прочитат набързо, избират и използват 

идеи от: текст, списък с изрази, листът с 

методи от алтернативната медицина, телесни 

диаграми (и двете контролирани и на по-свободна 

практика) – правят се записки 

10’ -Действие – импровизиране на ролеви 

игри и заснемане на опитите на всички групи. 

Ученици - Учителят може да използва камера 

на мобилен телефон. Видеото не трябва да 

бъде по-дълго от минута, две; използване на 

записки 10’ -Гледане на видеата без да се коментира; 

да се използват записки 

5’ - Учениците се събират в групи от общи 

роли, напр. всички алтернативни медици заедно. 

Те дават обратна връзка и споделят бележките 

си - използват записки. Те определят 

говорител на групата, който да докладва на 

класа. 

5’- Обратна връзка към целия клас от всички 

групи. Какво се е получило добре, какво им 

е харесало, какво са осъзнали и/или научили, 

какво биха направили по различен 

начин. Оценка на себе си, другите, дейностите. 

1’ – Показване на нашата английска WIKI 

страница за стреса и пускане на песни докато 

се зареждат с позитивни начини за избавяне, 

напр. осъзнавайки, че има такива начини 

и най-добрият начин е да общуват с другите. 

Говоренето помага да се идентифицират и 

решат основните проблеми, предизвикващи 

стрес. Решенията как да се справим със стреса 

ще бъдат предложени на следващата среща 

чрез специална техника за запълване на ума. 

Необходими материали: проектор, PC, 

Internet, телефон с камера, HD cable 

STRESS, Lesson Plan - Greek Translation 

ΜΑΘΗΤΕΣ: Λυκείου, ηλικίας15-18, συμμετέχοντες 

στο ERASMUS+ Project ‘Creative Learning & 

Teaching’, 2016-2017. Lisbon, PORTUGAL, April 

2017. 

ΓΛΩΣΣΑ - ΕΠΙΠΕΔΟ: ΑΓΓΛΙΚΑ Advanced Level 

English Language Skills ΔΙΑΡΚΕΙΑ: ~40 λεπτά 

ΔΕΞΙΟΤΗΤΕΣ: ΟΛΕΣ (ΑΚΟΗ/LISTENING – ΟΜΙΛΙΑ/ 

SPEAKING – ΑΝΑΓΝΩΣΗ/READING – ΓΡΑΦΗ/ 

WRITING) ΣΤΟΧΟΣ: ΟΛΙΣΤΙΚΗ ΜΑΘΗΣΗ ΜΕΣΩ 

ΔΗΜΙΟΥΡΓΙΚΟΤΗΤΑΣ, ΜΑΘΑΙΝΟΝΤΑΣ ΤΟ ΝΕΟ 

26 

ΜΕΣΩ ΤΟΥ ΓΝΩΡΙΜΟΥ- ΚΑΤΑΚΤΩΝΤΑΣ ΚΑΙ 

ΕΦΑΡΜΟΖΟΝΤΑΣ ΓΝΩΣΗ ΚΑΙ ΔΕΞΙΟΤΗΤΕΣ ΜΕΣΩ 

ΔΙΕΠΙΣΤΗΜΟΝΙΚΗΣ ΠΡΟΣΕΓΓΙΣΗΣ: ΑΓΓΛΙΚΗ 

ΓΛΩΣΣΑ, ΒΙΟΛΟΓΙΑ, ΔΡΑΜΑΤΟΠΙΗΣΗ/ΘΕΑΤΡΟ, 

ΤΕΧΝΗ, Η/Υ, ΕΡΕΥΝΗΤΙΚΑ ΣΧΕΔΙΑ/PROJECT 

ΕΠΙ ΜΕΡΟΥΣ ΣΤΟΧΟΙ: ΕΞΑΣΚΗΣΗ ΛΕΞΙΛΟΓΙΟΥ 

ΚΑΙ ΓΡΑΜΜΑΤΙΚΗΣ, ΒΕΛΤΙΩΣΗ ΔΕΞΙΟΤΗΤΑΣ 

ΠΡΟΦΟΡΙΚΗΣ ΧΡΗΣΗΣ ΤΗΣ ΓΛΩΣΣΑΣ, ΓΝΩΣΤΙΚΗ, 

ΜΕΤΑΓΝΩΣΤΙΚΗ, ΚΟΙΝΩΝΙΚΗ, ΣΥΝΑΙΣΘΗΜΑΤΙΚΗ, 

ΕΠΙΚΟΙΝΩΝΙΑΚΗ ΑΝΑΠΤΥΞΗ, ΚΡΙΤΙΚΗ ΣΚΕΨΗ

ΠΕΡΙΓΡΑΦΗ: 

ΔΡΑΣΕΙΣ ΚΑΙ ΔΙΑΡΚΕΙΑ: 

Χρήση της Αγγλικής Γλώσσας και του συνόλου 

των τεσσάρων μαθησιακών δεξιοτήτων. Πρακτική 

στη χρήση Υποθετικών Λόγων. 

1’ – Εισαγωγή στο θέμα με τακτική σοκ. 

1’ – Οι μαθητές σχηματίζουν ομάδες 3-4 ατόμων 

(κάθε άτομο είναι από διαφορετική χώρα ώστε 

να χρησιμοποιήσουν την Αγγλική γλώσσα για επικοινωνία) 

1’ – Εισαγωγή στη δράση – απαιτήσεις, στόχοι, 

αποτέλεσμα – μοιράζουμε φωτοτυπίες για εργασίες 

1’ – Οι μαθητές αναθέτουν ρόλους μεταξύ 

τους (δύο γιατροί, ένας εικονολήπτης, ένας 

ασθενής και κάποιος αναλαμβάνει να κρατάει 

χρόνο) – αρχίζουν να χρησιμοποιούν το έντυπο 

σημειώσεων journal-list 

10’ – Ανάγνωση κειμένου – επιλέγουν και χρησιμοποιούν 

ιδέες από το κείμενο, τη λίστα λεξιλογίου 

με εκφράσεις, φωτοτυπία εναλλακτικής 

ιατρικής (αlternative medicine), τους πίνακες σώματος 

τοπογραφίας ασθενειών (καθοδηγούμενη 

και ελεύθερη πρακτική εξάσκηση γλώσσας – χρήση 

έντυπου journal-list 

10’ – Δραματοποίηση – αυτοσχεδιασμός και καταγραφή 

σε βίντεο της προσπάθειας κάθε ομάδας. 

Οι μαθητές – καθηγητές μπορούν να χρησιμοποιήσουν 

την κάμερα του κινητού τηλεφώνου 

τους. Η διάρκεια του βίντεο να μην υπερβαίνει 

το 1-2 λεπτά – χρήση εντύπου journal-list 10’ – 

Παρακολούθηση των βίντεο – σιωπηλά – χρήση 

εντύπου journal-list 

5’ – Οι μαθητές συγκεντρώνονται σε ομάδες 

με βάση τους κοινούς ρόλους τους, π.χ. όλοι οι 

εναλλακτικοί γιατροί σε μια ομάδα. Προσφέρουν 

ανατροφοδότηση και μοιράζονται τις σημειώσεις 

τους – χρήση εντύπου journal-list. 

Αναθέτουν σε ένα άτομο της ομάδας τους να μιλήσει 

εκ μέρους τους στην τάξη. 

5’- Ανατροφοδότηση από όλες τις ομάδες 

στην τάξη. Τι πήγε καλά, τι απόλαυσαν, τι συνειδητοποίησαν 

ή/κι έμαθαν, τι θα έκαναν διαφορετικά 

στην όλη διαδικασία. 

Αξιολόγηση άλλων και της δραστηριότητας και 

αυτοαξιολόγηση. 

1’ – Δείχνουμε τη σελίδα μας στο WIKI για το 

‘Stress’ και παίζουμε τραγούδια ενώ συνοψίζουμε 

τα θετικά αποτελέσματα που νιώθουν οι μαθητές 

ότι αποκόμισαν, π.χ. συνειδητοποίηση ότι 

υπάρχουν λύσεις διαφυγής από το στρες και η 

καλύτερη είναι η επικοινωνία με άλλους. 

Η επικοινωνία μας βοηθά να αναγνωρίσουμε και 

να επιλύσουμε θέματα που υποβόσκουν σε λανθάνουσα 

μορφή και προκαλούν στρες / άγχος. 

Λύσεις για το στρες θα δοθούν στο επόμενη συνάντηση 

μέσω ειδικών Δράσεων Ενσυνειδητότητας. 

ΥΛΙΚΑ/ΕΞΟΠΛΙΣΜΟΣ: Projector, PC, WIFI, Internet, 

Mobile phone camera, HD cable, Ρόμπα γιατρού 

(εάν υπάρχει δυνατότητα), Φωτοτυπίες (text 

from coursebook, alternative medicine, body 

chart, journal-list, …) 

ΑΞΙΟΛΟΓΗΣΗ : Εαυτού, Άλλων, Δράσης ΕΡΓΑΣΙΕΣ 

ΓΙΑ ΤΟ ΣΠΙΤΙ: 

- Δημιουργείστε ένα video με κείμενο, τίτλο, πληροφορίες 

για τη δραστηριότητα αυτή κ.λ.π. κι 

ανεβάστε το στη σελίδα μας wiki Erasmus page 

ώστε να το μοιραστείτε με όλους 

- Γράψτε μια λίστα με ιδέες που θα βοηθήσουν 

μαθητές να ξεπεράσουν το στρες των εξετάσεων/διαγωνισμάτων 

και παρουσιάστε τις με PPT 

με οπτικό υλικό και μουσική. Ανεβάστε το στο 

Erasmus wiki μας και μοιραστείτε το. Μπορεί να 

ακολουθήσει συζήτηση ως προς το ποιο PPT ήταν 

πιο χρήσιμο /ενδιαφέρον (εμπνέει). 

STRESS, Lesson Plan - Spanish Translation 

Plan de estudios 

TALLER – PRESENTACION para ERASMUS + 

Proyecto: 

PROFESORA: Elen Soropoulou, Profesora de inglés 

en 17 Lyceum de Atenas Fecha: 29.4.2017 

PARTICIPANTES: Profesores, (Estudiantes?) - 

Escuela: Lisboa, Portugal ‘ 

TÍTULO DE LA LECCIÓN : ESTRÉS 

ESTUDIANTES: Escuela secundaria superior, edades 

15-18, parcipantes en ERASMUS+ Projecto 

‘Aprendizaje y enseñanza creva, 2016-2017. 

Lisboa, PORTUGAL, Abril 2017. IDIOMA - NIVEL: 

INGLÉS, Nivel avanzado de habilidades en inglés. 

TIEMPO: ~40 MIN 

27

HABILIDADES: TODAS (ESCUCHAR – HABLAR – 

LEER – ESCRIBIR) 

OBJETIVO: APRENDIZAJE HOLÍSTICO A TRAVÉS 

DE LA CREATIVIDAD, APRENDIZAJE DE LA NUEVA 

UTILIZACION DEL FAMILIAR – DOMINANDO Y 

PONIENDO EN PRÁCTICA LOS CONOCIMIENTOS 

RELEVANTES Y HABILIDADES VIA ENFOQUE 

INTERDISCIPLINARIO: Inglés, Biologia, Drama, 

Arte, ICT, PBL, 

OBJECTIVES: PRÁCTICA DE VOCABULARIO 

Y GRAMAR, HABILIDADES DEL 

DESENVOLUPAMIENTO COGNITIVO, 

METACOGNUTIVO, SOCIAL, EMOCIONAL, 

DESENVOLUPAMIENTO Y PENSAMIENTOS 

CRÍTICOS 

RESUMEN 

ACTIVIDADES PLANEADAS + TIEMPO ASIGNADO 

PRA CADA UNO: 

Usa el inglés para mostrar tus habilidades de 

aprendizaje. Pracca usando condicionales 1’ 

Introduccion al tópico via tácca de choque realista 

1’ – Haz grupos de 3-4 estudiantes (En cada grupo 

ene que haber un estudiante de cada país, así 

usaran el inglés para comunicarse) 

1’ – Introducción a la acvidad – requerimientos, 

objevos, resultado – Da folletos 

1’ – Los estudiantes se asignan papeles (2 doctores, 

Un cámara, un paciente si son 4 en el grupo, 

encargado del empo) – usa la lista jornal 

10’ – Leer, escoje y usa una idea: texto, vocabulario, 

lista de expressiones, folletos de medicina 

alternavos, imagenes del cuerpo (Ambos controlados) 

( una prácca más libre) usa las listas 

jornales 

10’ – Acvidad – Imporvisacion de los roles del 

juego y grabar en video en grupo Estudiantes – 

La profesora puede usar el movil para grabar. El 

video no debería ser 

más de 1-2 min. de largo – usa la lista jornal 

10’ – Mirar videos silenciosamente- usa la lista 

jornal 

5’ – Los estudiantes se reunen en grupos de roles 

comunes, e.g. todos doctores alternavos juntos. 

Ellos dan valoración y comparten sus notas- usa 

lista jornal. Ellos asignan un portavoz en su grupo 

para informar a la clase. 

5’- Comentar a los grupos de toda la clase. 

Qué salió bién, que disfrutaron, realizaron y/o 

aprendieron, que harían de diferente manera. 

Avaluación de si mismos, otros, acvidad. 

1’ – Mostar nuestra WIKI en inglés en ‘Stress’ y 

Play song(s) 

Mientras termina con resultados posivos, e.g. 

darse cuenta de que hay formas de salir del estrés 

y la major forma es comunicarte con otros. 

Hablar ayuda a idenficar y resolver problemas 

subyacentes que causan estrés. 

Se ofrecerán soluciones para el estrés en la próxima 

reunión a través de un Acvidad plena antención. 

STRESS, Lesson Plan - Swedish Translation 

WORKSHOP – PRESENTATION för ERASMUS + 

Project: Lärare: Elen Soropoulou, Lärare i engelska 

vid 17 Lyceum av Athen 

Datum: 29.4.2017 

Publik: lärare, studenter - Skola: Lisbon, Portugal 

LEKTIONSTITLE : STRESS 

STUDENTER: Gymnasium, ålder15-18, deltagare 

i ERASMUS+ Projektet ‘Creave Learning & 

Teaching’, 2016-2017. Lissabon, PORTUGAL, April 

2017. 

SPRÅK - NIVÅ: ENGELSKA, Avancerad engelska 

TID: ~40 MIN 

FÄRDIGHETER: ALLA (HÖRA –TALA- LÄSA – SKRIVA) 

28 

MÅL: HOLISTISKT LÄRANDE GENOM KREATIVITET, 

LÄRA SIG NYA KUNSKAPER MED ANVÄNDNING 

AV FAMILJÄRA METODER – BEMÄSTRA OCH 

IMPLEMENTERA RELEVANT KUNSKAP GENOM 

ÄMNESÖVERGRIPANDE SAMARBETE: Engelska, 

Biologi, Drama, konst, IKT, PBL 

VOKABULÄR OCH GRAMMATIKÖVNINGAR, 

UTVECKLING AV MUNTLIGA FÖRMÅGOR, 

KOGNITIVA, METAKOGNITIVA, SOCIALT, 

EMOTIONELLT, KOMMUNIKATIV UTVECKLING, 

KRITISKT TÄNKANDE 

PLANERADE AKTIVITETER + TID FÖR VAR OCH EN 

Använd det engelska språket och alla fyra färdig-

heter. Träna på a använda kondionalis. 

1’ – Introdukon av ämnet genom realisc chocktakk. 

1’ – Dela in eleverna i grupper (alla från olika länder, 

så a de kan använda engelska för a kommuniciera 

på e naturligt sä). 

1’ – introducera akviteterna: krav och instrukoner 

delas ut 

1’ – studenterna lldelas roller (två doktorer, en 

kameraman, en paent – om det finns en ärde 

person kan den vara dtagare. 

10’ – Läs (skumma), välj och använd ideer från 

texten, uryck från ordlistan, medicine listan, 

kroppsdelar – använd er av journallistan. 

10’ – Rollspel: improviser och spela in en video av 

varje grupps försök. 

Studenter och lärare kan använda sig av mobiltelefoner. 

Videon skall inte vara längre än 1-2 minuter- 

använd era v journallistan. 

10’ – Tia på filmen – använd era v journallistan 

5’ – Studenterna samlas I grupper av genemsamma 

karaktärer: exempelvis alla doktorer samlas I 

en grupp osv. Ni ger varandra feedback och delar 

era noteringar– använd er av era journallistor. En 

I varje grupp rapporterar llbaks ll hela klassen 

hur det gå. 

5’- Feedback ll hela klassen vad som gick 

bra, vad som var roligt, vad de lärt sig, och vad de 

kunde gjort annorlunda. 

1’ – Vining av vår egen wikisida om STRESS och 

spela musik. 

Dela med oss av egna erfarenheter och förståelsen 

av a det finns vägar bort från stress, och 

bästa säet är a kommunicera med andra. A 

prata hjälper ll a idenfier och lösa underliggande 

problem som orsakar stress. Lösningen ll 

stress kommer vid nästa Erasmus+ mote genom 

en övning I mindfulness. 

MATERIAL/BEHOV: Projektor, PC, WIF douts (text 

från kursbok, alternav medicine, kroppsbilder, 

journallistor, …)I, Internet, Mobile phone camera, 

HD cable, Doctor’s robes om möjligt), Han 

ICT class activity description 

Subject: ICT Level: Year 3 

Duration: 60 minutes 

Teacher: George Poullides from American 

Academy Larnaca, Cyprus Area/context: Basic 

knowledge on ICT terminology: software & 

hardware Requirements: Smartboard, video 

projector, smart voting machines, 

teacher’s Computer. Prepared 

material: electronic presentation 

with pre-set 20 custom questions and 

multiple-choice answers. 

George Poullides from 

American Academy 


29

Overview 

This class activity aims to help students understand 

and revise on various ICT terminologies related to 

the software and the hardware of a computer 

The activity is an electronic in-class game of 

multiple choice questions on the subject area 

covered in previous lessons. The aim mostly is to 

help students revise for a forthcoming test while 

at the same time provide motivation for students 

to at least revise the main points before the 

activity. 

Arrangements 

This a group work activity. Students are divided 

into groups of maximum four students. The 

students are given the chance to choose the 

members in their group because this will make it 

more enjoyable and fair. 

Each groups can choose their own name and that 

name appears on the electronic score board. A 

wireless voting device which has been previously 

configured to connect to the smartboard will be 

given to each team. The devices are labelled with 

numbers for scoring purposes, i.e. each labelled 

device will be given a name using the smartboard’s 

software. The voting device is shown on the right. 

Activity implementation 

The questions appear on the board and students 

are given 20 seconds to read, understand and 

answer each of them. The groups must discuss 

and decide on one answer, therefore, 

to make the activity more realistic, the 20 

seconds timer will start after the teacher reads 

the question out loud, such that to give time to 

the groups to shortly discuss possible answers. 

A screenshot of a question just as soon as the 

timer started is shown below: 

Students are required to press one button on 

the electronic voting device which corresponds 

to the answer they think is correct. Most of the 

times questions are prepared to have five choices 

(instead of the maximum 6 that the device 

allows) to make the activity more time-efficient 

and enjoyable. 

After all groups answer or when the 20 seconds 

time allowance passes (whichever is first), what 

was answered by each group is shown on the 

board together with the correct answer which is 

highlighted in green, as shown below. 

The green rectangles labelled 2 indicate which 

30

4 

5 

3 

1 

2 

teams have answered correctly and, similarly, red 

rectangles labelled 3 show which teams have not. 

Label 4 is a choice that when clicked shows the 

overall scoreboard of the game and label 5 is 

the green highlighted square which indicates the 

correct answer. 

Conclusion 

Students will get one point for answering a 

question correctly and are not penalised when 

they make a mistake. The final scores could then 

be used for assessment purposes, if needed. All 

in all, this is an enjoyable way to help students 

revise the material learned and at the same time 

provide an incentive to study for the subject. 

ICT class activity description - Greek Translation 

Μάθημα: ΤΠΕ Επίπεδο: 3 Duration: 60 λεπτά 

Καθηγητής: Γιώργος Πουλλίδης 

Area/context: Βασική γνώση σε ορισμούς ΤΠΕ: 

λογισμικό & υλισμικό 

Τεχνικές ανάγκες: Έξυπνος πίνακας, προτζεκτορ 

βίντεο, μηχανής, συσκευές έξυπνης ψηφοφορίας 

(παρελκόμενα), Η/Υ του διδάσκοντα 

Μαθησιακό υλικό: ηλεκτρονική παρουσίαση με 

20 προ-σχεδιασμένες ερωτήσεις και απαντήσεις 

πολλαπλής επιλογής. 

Περιγραφή 

Αυτή η μαθησιακή δραστηριότητα αποσκοπεί 

στο να βοηθήσει τους μαθητές να κατανοήσουν 

και να κάνουν επανάληψη σε διάφορες ορολογίες 

των ΤΠΕ. Αυτοί οι ορισμοί έχουν να κάνουν με το 

λογισμικό όπως και με το υλισμικό ενός Η/Υ. 

Αυτή η δραστηριότητα είναι ένα ηλεκτρονικό 

παιχνίδι, που λαμβάνει χώρα μέσα στην τάξη 

και περιέχει ερωτήσεις πολλαπλής επιλογής 

βασισμένες πάνω στο μαθησιακό υλικό των 

προηγούμενων εβδομάδων. Ο στόχος της 

δραστηριότητας είναι να βοηθηθούν οι μαθητές 

στο να κάνουν επανάληψη για ένα μελλοντικό 

διαγώνισμα, καθώς και να τους ωθήσει να 

θυμηθούν τα κύρια σημεία πριν από την 

δραστηριότητα αξιολόγησης. 

Ετοιμασίες 

Αυτή είναι μια ομαδική δραστηριότητα. Οι 

μαθητές είναι χωρισμένοι σε γκρουπ με μέγιστο 

αριθμό τα τέσσερα άτομα. Έχουν την επιλογή 

να διαλέξουν τα μέλη του γκρουπ τους, για να 

διεξαχθεί το μάθημα πιο ομαλά και να είναι 

δίκαιο και διασκεδαστικό. 

Το κάθε γκρουπ μπορεί να διαλέξει την ονομασία 

του όπως και το όνομα που θα εμφανίζεται στο 

σκορ του ηλεκτρονικού πίνακα. Μια ασύρματη 

31

συσκευή ψηφοφορίας, που έχει ήδη συνδεθεί 

με τον έξυπνο πίνακα, δίνεται σε κάθε ομάδα. Οι 

συσκευές είναι αριθμημένες για σκοπούς βαθμολογίας, 

δηλαδή, κάθε αριθμημένη συσκευή 

έχει αντίστοιχο αριθμό ή όνομα καταχωρημένο 

στο λογισμικό του έξυπνου πίνακα. 

Η συσκευή ψηφοφορίας βρίσκεται στη δεξιά εικόνα. 

Εκτέλεση δραστηριότητας 

Οι ερωτήσεις εμφανίζονται στον πίνακα και οι 

μαθητές έχουν 20 δευτερόλεπτα για να διαβάσουν, 

να κατανοήσουν και να απαντήσουν την 

κάθε ερώτηση. Τα γκρουπ μπορούν 

να συζητήσουν και έπειτα να αποφασίσουν την 

τελική απάντηση, επομένως, για να υπάρχει σωστός 

χρόνος ώστε να υλοποιηθεί αυτή η δραστηριότητα, 

το χρονόμετρο των 20 δευτερολέπτων 

ξεκινά εφόσον ο καθηγητής διαβάσει δυνατά την 

ερώτηση. 

Η πιο κάτω διαφάνεια είναι ένα screenshot μιας 

από τις ερωτήσεις, όπως φαίνεται αμέσω ς μετά 

την έναρξη του χρονομέτρου. 

Έπειτα, έχει ζητηθεί από τους μαθητές να 

πατήσουν ένα κουμπί στη συσκευή ηλεκτρονικής 

ψηφοφορίας, που αυτό αντιστοιχεί στην 

απάντηση την οποία θεωρούν σωστή. Τις 

περισσότερες φορές οι ερωτήσεις στήθηκαν 

με τέτοιο τρόπο ούτως ώστε να υπάρχουν 

πέντε επιλογές (αντί έξι, που είναι το μέγιστο 

επιτρεπόμενο όριο επιλογών της μηχανής) και 

αυτό γίνεται για να είναι πιο αποτελεσματικό 

χρονικά, σύντομο και ευχάριστο. 

Όταν πλέον όλα τα γκρουπ έχουν απαντήσει τις 

ερωτήσεις ή όταν η χρονική προθεσμία των 20 

δευτερολέπτων έχει λήξει (οποιοδήποτε από τα 

δύο έρθει πρώτο), θα εμφανιστούν στον πίνακα 

τα εξής στοιχεία: το τί έχει απαντηθεί από το 

κάθε γκρουπ, μαζί με τις σωστές απαντήσεις που 

θα είναι επιλεγμένες με πράσινο χρώμα, όπως 

ακριβώς φαίνεται πιο κάτω. 

Τα πράσινα ορθογώνια με την ένδειξη 2 

υποδηλώνουν ποιες ομάδες έχουν απαντήσει 

σωστά, και παρομοίως, τα κόκκινα ορθογώνια 

με την ένδειξη 3 δείχνουν ποιες ομάδες δεν 

έχουν απαντήσει σωστά. Η επιγραφή 4 είναι 

μια επιλογή η οποία δείχνει το τελικό σκορ του 

παιχνιδιού καιΗ επιγραφή 5 είναι το πράσινο, 

τετράγωνο, το οποίο δείχνει τη σωστή απάντηση. 

Συμπέρασμα 

Οι μαθητές παίρνουν ένα βαθμό για κάθε σωστή 

απάντηση και δεν παίρνουν αρνητική βαθμολογία 

εάν κάνουν λάθος. Το τελικό αποτέλεσμα μπορεί 

να χρησιμοποιηθεί για σκοπούς αξιολόγησης, 

εάν χρειαστεί. Κλείνοντας, αυτός είναι ένας 

ευχάριστος τρόπος για να βοηθηθούν οι μαθητές 

στην επανάληψη του μαθησιακού υλικού καθώς 

επίσης παρέχει μια εκτενή σπουδή στο γνωστικό 

αντικείμενο του διδάσκοντα. 

ICT class activity description - Spanish Translation 

32 

Tema: TIC Nivel: Año 3 Duración: 60 minutos 

Profesor: George Poullides 

Área / contexto: conocimiento básico sobre terminología 

de las 

TIC: soware y hardware Requisitos: Smartboard, 

video proyector, máquinas de votación inteligente, 

odenador del profesor 

Material preparado: presentación electrónica con 

20 preguntas personalizadas preestablecidas y 

respuestas de opción múlple. 

Resumen 

Esta acvidad de clase ene como objevo ayudar 

a los alumnos a comprender y revisar diversas 

terminologías de las TIC relacionadas con el 

soware y el hardware de un ordenador. La acvidad 

es un juego electrónico durante la clase de 

preguntas de opción múlple sobre el tema tratado 

en lecciones anteriores. El objevo principal 

es ayudar a los estudiantes a revisar una próxima 

prueba y, al mismo empo, movar a los alumnos 

para que al menos revisen los puntos principales 

antes de la acvidad. 

Acuerdos 

Esta es una acvidad de trabajo grupal. Los estudiantes 

se dividen en grupos de máximo cuatro 

estudiantes. Los estudiantes enen la oportunidad 

de elegir a los miembros de su grupo porque 

esto lo hará más agradable y justo. Cada grupo 

puede elegir su propio nombre y ese nombre aparece 

en el marcador electrónico. Se le otorgará a

cada equipo un disposivo de votación inalámbrico 

que habrá sido configurado previamente para 

conectarse al tablero. Los disposivos están equetados 

con números para conocer la puntuación 

final, es decir, a cada disposivo equetado 

se le asignará un nombre ulizando el soware 

del tablero inteligente. El disposivo de votación 

se muestra a la derecha. Implementación de la 

acvidad Las preguntas aparecen en la pizarra y 

los estudiantes enen 20 segundos para leerlas, 

comprenderlas y responder a cada una de ellas. 

Los grupos deben debar y decidirse por una respuesta, 

por lo tanto, para hacer la acvidad más 

realista, el temporizador de 20 segundos comenzará 

después de que el docente lea la pregunta 

en voz alta, de modo que se da más empo a los 

grupos para debar las respuestas posibles. 

Una captura de pantalla de una pregunta en el 

momento en el que se inició el temporizador se 

muestra a connuación. Los estudiantes deben 

presionar un botón en el disposivo de votación 

electrónico que corresponde a la respuesta que 

consideran correcta. La mayoría de las veces, las 

preguntas están preparadas para tener cinco opciones 

(en lugar de 6 que son el número máximo 

que permite el disposivo) para que la acvidad 

sea más eficiente en cuanto al empo y sea más 

agradable.Después de que todos los grupos responden 

o cuando pasa el margen de empo de 

20 segundos (lo que ocurra primero), lo que fue 

respondido por cada grupo se muestra en el tablero 

junto con la respuesta correcta que se resalta 

en verde, como se muestra arriba. El área de 

la pantalla equetada con el 1 arriba son los nombres 

de los equipos. Como se mencionó anteriormente, 

los estudiantes pueden elegir el nombre 

de su propio equipo. Los rectángulos verdes equetados 

como 2 indican qué equipos han respondido 

correctamente y, de manera similar, los 

rectángulos rojos equetados como 3 muestran 

qué equipos no han respondido. La equeta 4 es 

una opción que al hacer clic muestra el marcador 

general del juego y la equeta 5 es el recuadro 

verde resaltado que indica la respuesta correcta. 

Conclusión 

Los estudiantes obtendrán un punto por responder 

correctamente a una pregunta y no serán penalizados 

cuando cometan un error. La puntuación 

se puede usar para evaluar, si es necesario. En 

general, esta es una manera diverda de ayudar 

a los estudiantes a revisar el material aprendido 

y, al mismo empo, proporcionarles un incenvo 

para que estudien para la materia. 

ICT class activity description - Swedish Translation 

Ämne: IKT Nivå: År tre 

Varakghet: 60 minuter Lärare George Poullides 

Kontext: Grundläggande kunskap om IKT terminologi: 

mjukvara & hårdvara Material: Smart board, 

projektor, röstmaskiner, lärardator 

Förberedda material: elektronisk presentaon 

med 20 förvalda frågor med flervals alternav 

Överblick: 

Den här klassakvitetens mål är a hjälpa elever 

förstå och revidera på olika IKT terminologier 

som är relaterat ll mjukvaran och hårdvaran på 

en dator. 

Akviteten är e elektroniskt spel i klassen av 

flervalsfrågor inom ämnesområdet som omfaas 

av digare lekoner. Målet är mestadels ll för a 

hjälpa elever revidera för e framåtkommande 

prov medan samdigt förser movaon för studenter 

för a åtminstone revidera för akviteten. 

Det här är en gruppakvitet. Elever är indelade 

i grupper av max fyra stycken. Eleverna får en 

chans a välja eersom det här kommer a göra 

det roligare och rävist. 

Varje grupp kan välja si egna namn som kommer 

a visas på en elektronisk tabell. En trådlös 

röstningsapparat som digare blivit ansluten ll 

smart boarden kommer a ges ll vardera lag. 

Apparaterna har nummer på sig för a kunna ge 

poäng och varje apparat kommer a få e namn 

genom smart boardens mjukvara. 

Röstapparaten visas ll höger. Uörande akvitet 

Frågorna visas på tavlan och eleverna har 20 sekunder 

på sig a läsa, förstå och svara på varje. 

Grupperna måste diskutera och välja e svar, därför, 

för a göra akviteten mer realissk, startar 

de 20 sekunderna eer a läraren har läst frågorna 

högt, för a kort diskutera de olika svaren inom 

33

gruppen. En skärmdump av en fråga som just har 

startat visas nedanför: Elever ska trycka på den 

knapp på röstningsapparaten som motsvarar det 

svar som dem tycker är korrekt. Till stor del är det 

fem-svars alternav. Mestadels av den är frågorna 

förberedda med 5 val (istället för maximala 

6 som apparaten llåter) för a göra akviteten 

mer dseffekv och njutbar. 

Den del av skärmen som visar siffran 1 är namnen 

på lagen. Som det nämndes digare, får eleverna 

bestämma sina lagar själva. 

Den gröna rektangeln som visar siffran 2 visa vilja 

lag som har svarat korrekt och, liknande, de 3 

röda rektanglarna visa vilka lag som inte har svarat 

korrekt. 

Eke nummer 4 är e val som när man klickar på 

det visar den allmänna poängtavlan av spelet och 

eke 5 är den gröna upplysta fyrkanten so visar 

det korrekta svaret. Sammanfanings vis 

Elever får e poäng för varje korrekt svar på frågorna 

och blir inte straffade när det gör e misstag. 

Den avslutande poäng summan kan sedan 

användas för bedömande användning, om nödvändigt. 

Sammanfanings vis. Är det här e njutbar 

väg ll a hjälpa elever repetera de material 

som man har lärt sig och samdigt förse d ll a 

arbeta ll e arbete 

ICT class activity description - PORTUGUESE TRANSLATION 

Descrição da atividade 

Disciplina: Tecnologias de Informação e 

Comunicação (TIC) Ano: nível 3 Duração: 60 minutos 

Professor: George Poullides 

Área/contexto: Conhecimentos básicos da terminologia 

em TIC: soware e hardware Prérequisitos: 

quadro interavo, vídeo-projetor, disposivo 

móvel para votação, 

computador do professor. Material a apresentar: 

apresentação eletrónica com 20 questões e respostas 

de escolha múlpla. 

Descrição 

Esta avidade tem como objevo ajudar os alunos 

a compreender e rever terminologia das TIC 

relacionada com o soware e hardware do computador. 

A avidade é um jogo de aula eletrónico 

com perguntas de escolha múlple sobre a matéria 

das aulas anteriores. Tem como objevo ajudar 

os alunos a rever matéria para um próximo teste 

e simultaneamente proporcionar movação aos 

alunos para reverem os aspetos principais antes 

da avidade em si. 

Disposições 

Esta é uma avidade de grupo. Dividem-se os 

alunos em grupos máximos de 4 – é-lhes dada a 

possibilidade de escolher os membros do grupo 

pois torna a avidade mais justa e aprazível.Cada 

grupo pode escolher o nome do grupo que aparece 

no quadro eletrónico. Será dado a cada grupo 

um disposivo para votação sem cabos, que 

foi previamente configurado para ligar ao quadro 

34 

interavo. Os disposivos são rotulados com números 

para fins de votação, ie, a cada disposivo 

numerado será dado um nome, ulizando o software 

do quadro interavo. Este é o disposivo de 

votação. Implementação da avidade 

As perguntas aparecem no ecrã e os alunos têm 

20 segundos para ler, compreender e responder 

a cada uma delas. Os grupos têm que decidir-se 

por uma resposta; consequentemente, para tornar 

a avidade mais realista, o temporizador com 

os 20 seg começa depois de o professor ler a pergunta 

em voz alta, para dar tempo aos grupos de 

se decidirem pela resposta que consideram certa. 

É mostrada em baixo a captura de ecrã de uma 

pergunta, mal o temporizador começa a contar.Os 

alunos têm que premir um botão no disposivo 

eletrónico de votação que corresponde à pergunta 

que eles consideram correta. Na maioria das 

vezes as perguntas são elaboradas com cinco respostas 

possíveis (em vez do máximo de 6 que o 

disposivo permite) de forma a tornar a avidade 

mais dinâmica e aprazível. 

Depois de todos os grupos responderem ou quando 

terminarem os 20 segundos (o que acontecer 

primeiro), as respostas de cada grupo serão mostradas 

no ecrã juntamente com a resposta certa, 

assinalada a verde, como se vê na imagem em 

baixo. 

A área do ecrã assinalada 1 aos nomes das equipas. 

Conforme já mencionado, os alunos podem 

escolher o nome da equipa. O rectângulo verde

assinalado 2 indica as equipas que responderam 

corretamente e o vermelho assinalado 3 aquelas 

que não responderam bem. O número 4 permite 

mostrar a pontuação geral do jogo e o 5 é o quadrado 

verde que indica a resposta correta. 

Conclusão 

Os alunos ganham 1 ponto por cada resposta 

correta e não são penalizados por respostas incorretas. 

Caso haja necessidade, as pontuações 

finais podem ser ulizadas para fins avaliavos. 

Em suma, esta é uma forma agradável de ajudar 

os alunos a rever matéria anterior e, simultaneamente, 

proporcionar um incenvo para estudar. 

ICT class activity description - BULGARIAN TRANSLATION 

Предмет: Информационни технологии 

Ниво: Трета година Времетраене: 60 минути 

Учител: George Poullides, American Academy 


Област/Тема: Основни знания по терминология 

в информационните технологии: софтуер 

и хардуер 

Изисквания: Смарт дъска, видео проектор, 

смарт гласуващи машини, учителски компютър. 

Приготвени материали: електронна презентация 

с предварително зададени 20 обичайни въпроса 

и много избираеми отговори. 

Преглед: Тази дейност има за цел да помогне 

на учениците, да разберат и да проверят 

различните ICT технологии, свързани със 

софтуера и хардуера на компютъра. 

Същност - електронна игра в клас от много 

избираеми въпроси по предметната област 

изучавана в предишните уроци. Целта на играта 

е да мотивира учениците да се подготвят за 

предстоящ тест и им осигурява възможност да 

преговорят основните точки. 

Приготовления: Това е групова работа. 

Учениците са разделени на групи от максимално 

четирима ученици, като те сами избират 

членовете на тяхната група, за да се ангажират 

максимално и да им бъде по- приятно в изпълнението 

на задачите. Всяка група си избира 

собствено име и това име излиза на електронната 

точкова дъска. На всеки отбор се дава безжично 

гласуващо устройство, което преди това 

е било конфигурирано да се свърже към смарт 

дъската. Устройствата са с надпис с числа за 

целта на точкуването, тоест всяко устройство с 

надпис ще получи име, използващо софтуера 

на смарт дъската. Гласуващото устройство е показано 

вдясно. Изпълнение на дейността: 

Въпросите се показват на дъската и учениците 

имат по 20 секунди да четат, разберат и 

отговорят на всеки един от тях. Групите трябва 

да обсъдят и да отговорят на конкретен въпрос. 

За да е и по- истинска дейността,20 секундно 

време за отговор започва да тече след 

като учителят прочете въпроса на глас. От учениците 

се изисква да натиснат един бутон на 

електронно гласуващото устройство, което съответства 

на отговора, който те мислят за правилен. 

Повечето пъти въпросите са подготвени 

да имат по пет избора (вместо максималните 

6, което устройството позволява),за да направи 

дейността по ефективна и по-приятна. 

След като всички групи отговорят или 20 

секундното позволено време изтече , отговорите 

на всяка група се показват на дъската заедно 

с правилния отговор, който е осветен в 

зелено, както е показано отдолу. 

Областта на екрана с надпис 1 са имената 

на отборите. 

Зеления правоъгълник с надпис 2 посочва, 

кой отбор е отговорил вярно, а червените 

правоъгълници с надпис 3 показват, кой отбор 

не е отговорил правилно. Надпис 4 е избор, 

когато кликнеш показва общия брой точки на 

играта и надпис 5 е зелено оцветен квадрат, 

който посочва правилния отговор. 

Заключение 

Учениците получават една точка за правилен 

отговор на въпрос и не са санкционирани, 

ако сгрешат. Крайните точки могат после 

да бъдат използвани за оценяваща цел, ако е 

нужно. Като цяло това е приятен начин да помогне 

на учениците да преговорят научения 

материал и в същото време им осигурява стимул 

да учат по предмета. 

35

KAHOOT! IN CLASS 

How to create a Kahoot! 

Workshop presented by Ana Martin in Learning, 

Teaching, training activity in Portugal, April 2017 

1. Go to 

https://kahoot.com and sign in or sign up. 

2. Click NewK and pick a game type 

3. Fill in details and settings for the kahoot!. 

4. Click Ok, go 

5. Click Add question.. 

6. Set up questions and answers, and mark 

one or more correct ones. 

7. Tune time limits for hard questions and toggle 

points. 

8. Add an image or video. 9. When you’re done adding questions click Save. 

10. Preview, play or share your newly made 

kahoot! 

11. Click I’m done. 

36

How to Play a Kahoot! 

1. Go to https://kahoot.com and log in. 

2. Click My kahoots and select a kahoot. Click 

Play 

3. Select between Classic or Team mode 

4. Students go to https://kahoot.it on their 

devices and enter the pin. 

5. Players enter a nickname and when all 

players are joined you click Start and the game 

begins 

6. Students have limited time for answers. 

7. This is displayed on students’ devices when 

the answer is correct or wrong. 

8. After each question you can see how many 

students gave correct or wrong answers. 

9. At the end you can see the final results. 

37

After the workshop at LTTA in Lisbon, April 2017, 

all partners used Kahoot! in different school 

subjects in their schools: 

Valya Radeva –SU Ekzarh Antim I, Kazanlak, 

Bulgaria 

“In biology classes Kahoot! is a funny way to 

engage students. You can use it as a review 

for an assessment, to help the students to 

remember the most important facts of the 

lesson or to motivate competition.” 

Stanimira Valcheva- SU Ekzarh Antim I, Kazanlak, 

Bulgaria 

“In history classes Kahoot! is very useful for 

memorizing different historical facts, dates and 

events. Having fun and being in competition 

students memorize them without any 

difficulties. The game is very good for learning to 

recognize famous historical figures. 

After the game is over the teacher can download 

the results or to save them and use later. My 

students and me are having great fun teaching 

and learning while playing Kahoot!.” 

Sabina Angelova - SU Ekzarh Antim I, Kazanlak, 

Bulgaria 

“We often use Kahoot! in Maths classes. It’s a 

platform which offers many opportunities to 

create exercises. They can be done by a phone 

which is easier and funnier than the casual way 

of learning. Students work in pairs, help each 

other and learn from one another. At the end of 

the game the teacher can see their progress and 

to motivate students to be more careful, fast 

and concentrated.” 

Tobias Söderström (teacher of English and 

History) Eleonor Lauter (teacher of social 

studies) Mats Rendahl (teacher of History and 

Swedish) from Bromma gymnasium, Stockholm, 

Sweden used 

Kahoot! in Interdisciplinary project about 

International Economy in Social Studies and 

English. They presented their workshop about 

International Economy at LTTA in Athens, Greece 

- November 2017. 

In American Academy Larnaca, Cyprus, Kahoot 

was used by Fodini Ioannou – Stavrou/ teacher 

of Ethics/, Polyana Papadopoulou/ teacher of 

Chemistry/, Dr Nektarios Rodosthenous/ music 

technology/. They presented their creative 

workshop on Chemistry/ Ethics using Kahoot! at 

LTTA in Dover, England- April 2018. 

Ana Martin - Biology teacher from Florida 

Secundaria, Catarroja, Spain 

The project team of teachers at LTTA in Athens –November 2017 

38

KAHOOT! IN CLASS- Bulgarian Translation 

Урокшоп представен от Ана Мартин /чител по английски език във 

Florida Secundaria, Catarroja, Spain / в Дейностите за обучение, преподаване и 

учене в Лисабон, Португалия, aприл 2017 

Как се създава Kahoot! 

1. Идете на https://kahoot.com и се регистрирайте 

или впишете. 

2. Кликнете New и изберете вид на игра. 

3. Напишете детайлите на игра . 

4. Натиснете Ok, go. 

5. Натиснете Add question. 

6. Създайте въпроси и отговори и маркирайте 

един или повече като верни. 

7. Изберете време за трудните въпроси и 

точки . 

8. Добавете снимка или видео. 

9. Когато сте готови с попълването на въпроси 

натиснете Save. 10. Вижте, играйте или 

споделете своя кахут. 

11. Натиснете I’m done. 

Как се играе Кahoot! 

1. Идете на https://kahoot.com и се впишете. 

2. Натиснете My kahoots и изберете 

kahoot. Натиснете Play. 

3. Изберете между Classic (класически) 

или Team (Отборен) mode. 

4. Учениците отварят https://kahoot.it на 

техните устройства и въвеждат паролата. 

5. Играчите въвеждат име и когато всички 

играчи са се присъединили натиснете 

6. Start и играта започва. 

7. Учениците имат определено време за 

отговор. 

8. Получава се съобщение за верен или 

грешен отговор. 

9. След всеки въпрос можете да видите колко 

от учениците са дали верен или грешен отговор. 

10. Накрая ще видите крайните резултати. 

След представяне на уоркшопа от Ана 

Мартин в Португалия, партньорите разпространиха 

и въведоха добрата практика в своите 

училища. Българският екип представи добрата 

практика пред останалата част от колегите си в 

СУ Екзарх Антим I, Казанлък България. В резултат 

на училищния семинар Kahoot! се използва 

вече по предмети от начален етап, история, 

биология, математика, английски език. 

Валя Радева - СУ Екзарх Антим I, Казанлък 

България : 

„ В часовете по биология Кahoot! е интересен 

начин да ангажираме учениците. Може да се 

използва като преглед и оценка, за да се помогне 

на учениците да запомнят най-важните факти от 

урока или да се насърчи състезаването.“ 

Станимира Вълчева - СУ Екзарх Антим I, 

Казанлък, България : 

„В часовете по история е доста полезен 

за запомняне на различни исторически факти, 

дати и събития. Чрез забавление и съревнование, 

учениците запомнят фактите без допълнителни 

затруднения. Играта е доста полезна 

за научаването на разпознаване на исторически 

фигури и личности. След като играта 

приключи, учителят може да запази резултатите 

или да ги изтегли. Моите ученици и аз 

се забавляваме с изучаването докато играем 

Kahoot! „ 

Събина Ангелова - СУ Екзарх Антим I, 

Казанлък, България: 

„Ние често използваме Кахут в часовете 

по математика. Той дава много възможности 

за съзадаването на упражнения. Те могат 

да се правят на телефон, което е по-лесно и 

по-забавно от обикновения начин на учене. 

Учениците работят по двойки, помагат си един 

на друг и учат един от друг. След края на играта 

учителят може да види техния прогрес и да 

мотивира учениците да бъдат по-внимателни, 

бързи и концентрирани.“ 

В училище Bromma gymnasium, Stockholm, 

Sweden учителите Tobias Söderström (teacher 

of English and History) Eleonor Lauter (teacher of 

social studies) Mats Rendahl 

(teacher of History and Swedish) използваха 

Kahoot! в интердисциплинарен и интерактивен 

проект по международна икономика, социални 

науки и английски език. Те представиха 

своя опит на партньорите в Атина, Гърция през 

ноември 2017 г. 

В училище American Academy Larnaca, 

Cyprus, Kahoot! беше използван от Fodini 

Ioannou – Stavrou/ teacher of Ethics/, Polyana 

Papadopoulou/ teacher of Chemistry/, Dr 

Nektarios Rodosthenous/ music technology/. Те 

представиха своя опит чрез креативен уоркшоп 

по химия и етика в Довър, Англия през април 

2018 г. 

39

The Bulgarian project team. From left to right: Valya Radeva, Natasha Dzhurkova, Stanimira Valcheva, Valya Garbacheva, 

Miroslav Kostov 

KAHOOT! IN CLASS- GREEK TRANSLATION 

KAHOOT ΣΤΗ ΤΑΞΗ 

ΔΗΜΙΟΥΡΓΗΣΤΕ ΕΝΑ ΕΡΓΑΣΤΗΡΙ ΜΕ ΤΟ KAHOOT: ΠΑΡΟΥΣΙΑΣΤΗΚΕ 

ΑΠΟ ΤΗΝ ΑΝΑ ΜΑΡΤΙΝ ΣΤΟ LEARNING,TEACHING, TRAINING 

ACTIVITY ΣΤΗΝ ΠΟΡΤΟΓΑΛΙΑ, ΤΟΝ ΑΠΡΙΛΙΟ ΤΟΥ 2017 

KAHOOT ΣΤΗ ΤΑΞΗ 

ΔΗΜΙΟΥΡΓΗΣΤΕ ΕΝΑ ΕΡΓΑΣΤΗΡΙ ΜΕ ΤΟ KAHOOT: 

ΠΑΡΟΥΣΙΑΣΤΗΚΕ ΑΠΟ ΤΗΝ ΑΝΑ ΜΑΡΤΙΝ ΣΤΟ 

LEARNING,TEACHING, TRAINING ACTIVITY ΣΤΗΝ 

ΠΟΡΤΟΓΑΛΙΑ, ΤΟΝ ΑΠΡΙΛΙΟ ΤΟΥ 2017 

1. Πηγαίνετε στην ιστοσελίδα https://kahoot. 

com και sign in ή sign up. 

2. Επιλέξτε NewK για να δημιουργήσετε ένα καινούριο 

παιχνίδι και έπειτα διαλέξτε τον τύπο παιχνιδιού 

που επιθυμείτε. 

3. Συμπληρώστε τις λεπτομέρειες και τις ρυθμίσεις 

για το kahoot. 4. Επιλέξτε OΚ. 

5. Διαλέξτε Add question για να εισάγετε ερώτηση. 

6. Δημιουργήστε ερωτήσεις και απαντήσεις, και 

επιλέξτε τη σωστή απάντηση για τη σωστή λειτουργία 

του παιχνιδιού. 

7. Ρυθμίστε την χρονική προθεσμία για τις ερωτήσεις 

και τις εναλλαγές σημείων. 8. Προσθέστε 

εικόνα ή βίντεο. 

9. Όταν έχετε τελειώσει με την εισαγωγή ερωτήσεων, 

τότε κάνετε Save. 

10. Δυνατότητα προεπισκόπησης. Μπορείτε να 

παίξετε ή να κοινοποιήσετε το νέο σας kahoot. 

11. Τέλος, κάνετε κλικ στο I’m done για να τελειώσει 

το στήσιμο του παιχνιδιού. 

ΠΩΣ ΝΑ ΠΑΙΞΕΤΕ ΜΕ ΤΟ KAHOOT 

1. Πηγαίνετε στο https://kahoot.com και log in. 

2. Διαλέξετε My kahoots και επιλέξετε ένα από 

40

τα διαθέσιμα kahoot. Κάνετε κλικ στο Play. 3. 

Επιλέξτε μεταξύ Classic ή Team mode για τον τρόπο 

λειτουργίας του παιχνιδιού. 

4. Οι μαθητές μπορούν να ενωθούν με τις συσκευές 

τους στην ιστοσελίδα https://kahoot.it 

για να εισάγουν τον κωδικό που τους δίνεται. 

5. Έπειτα, οι παίχτες πρέπει εισάγουν ένα ψευδώνυμο 

και όταν όλοι έχουν εγγραφεί, τότε επιλέγουμε 

Start για να αρχίσει το παιχνίδι. 

6. Οι μαθητές έχουν προκαθορισμένο χρόνο για 

τις απαντήσεις τους. 

7. Οι ερωτήσεις εμφανίζονται σαν σωστό ή λάθος 

στις οθόνες των συσκευών των συμμετεχόντων. 

8. Στο τέλος της κάθε ερώτησης μπορείτε να δείτε 

πόσοι μαθητές έδωσαν σωστές ή λανθασμένες 

απαντήσεις. 

9. Στο τέλος μπορείτε να δείτε τα τελικά αποτελέσματα. 

Valya Radeva – SU Ekzarh Antim I, Kazanlak, 

Βουλγαρία 

“Σε μαθήματα Βιολογίας, το Kahoot είναι ένας 

ευχάριστος τρόπος για να ενασχοληθούν οι μαθητές. 

Μπορεί επίσης να χρησιμοποιηθεί σαν 

επανάληψη για διαγώνισμα, ή ακόμη για να βοηθήσει 

τους μαθητές να θυμηθούν τα πιο σημαντικά 

δεδομένα του μαθήματος, ή για να 

δημιουργήσουν συναγωνισμό.” 

Stanimira Valcheva - SU Ekzarh Antim I, Kazanlak, 


“Στο μάθημα της Ιστορίας, το Kahoot είναι πολύ 

χρήσιμο για την απομνημόνευση διαφορετικών 

ιστορικών γεγονότων, ημερομηνιών και περιστατικών. 

Οι μαθητές διασκεδάζουν αλλά και συναγωνίζονται 

μεταξύ τους, καθώς και απομνημονεύουν 

το μάθημα χωρίς δυσκολία. Το παιχνίδι 

είναι ένα πολύ καλό εργαλείο μάθησης και αναγνώρισης 

σημαντικών, ιστορικών προσωπικοτήτων. 

Μετά το τέλος του παιχνιδιού, ο εκπαιδευτικός 

μπορεί να κατεβάσει τα αποτελέσματα, ή να τα 

αποθηκεύσει και να τα χρησιμοποιήσει μετέπειτα. 

Οι μαθητές μου και εγώ 

διδάσκουμε και μαθαίνουμε με ευχάριστο τρόπο, 

παίζοντας Kahoot.” 

Sabina Angelova - SU Ekzarh Antim I, Kazanlak, 


“Πολύ συχνά χρησιμοποιούμε το Kahoot στο 

μάθημα Μαθηματικών. Είναι μια πλατφόρμα η 

οποία προσφέρει πολλές δυνατότητες όσο αφορά 

τη δημιουργία εργασιών. Αυτές 

μπορούν να απαντηθούν από ένα κινητό, κάτι το 

οποίο είναι πιο εύκολο και πιο ευχάριστο από 

κάποιο άλλο είδος μάθησης. Οι μαθητές δουλεύουν 

σε ζευγάρια, βοηθούν και μαθαίνουν ο ένας 

από τον άλλον. Στο τέλος του κάθε παιχνιδιού ο 

εκπαιδευτικός μπορεί 

να δει την πρόοδο και να δώσει κίνητρο στους 

μαθητές, όσο αφορά στο να είναι πιο προσεκτικοί, 

γρήγοροι και πιο συγκεντρωμένοι.” 

The partner schools’ students and teachers at LTTA in Athens, 

Greece – November 2017 

The partner schools’ teacher team 

at the First Transnational meeting in Kazanlak, Bulgaria, 

October 2016 

41

KAHOOT! IN CLASS - SPANISH TRANSLATION 

KAHOOT EN CLASE 

Cómo crear un Kahoot! 

Taller presentado por Ana Marn en Aprendizaje, 

Enseñanza, acvidad formava. Portugal, Abril de 

2017 

1. Vaya a hps://kahoot.com e inicie sesión o regístrese. 

2. Haga clic en NewK y elija un po de juego. 

3. Complete los detalles y la configuración para el 

Kahoot! 

4. Haz clic en Ok, 

5. Haga clic en Agregar pregunta 

6. Establezca preguntas y respuestas, y marque 

una o más respuestas correctas. 

7. Ajuste los límites de empo para las preguntas 

diciles y los puntos de alternancia. 

8. Agregue una imagen o video. 

9. Cuando termine de agregar preguntas, haga 

clic en Guardar. 

10. Previsualiza, juega o comparte tu Kahoot! recién 

creado. 

11. Haz clic en “Estoy listo”. 

CÓMO JUGAR AL KAHOOT 

1. Vaya a h ps://kahoot.com e inicie sesión. 

2. Haz clic en Mis Kahoots y selecciona un kahoot. 

Haga clic en Reproducir. 3. Seleccione el modo 

clásico o en equipo 

4. Los estudiantes visitan h ps://kahoot.it con 

sus disposivos e insertan el pin. 

5. Los jugadores escriben un pseudónimo y cuando 

todos los jugadores se han unido, haz clic en 

“Comenzar” y comienza el juego. 

6. Los estudiantes enen empo limitado para las 

respuestas. 

7. En los disposivos de los estudiantes se muestra 

cuando la respuesta es correcta o incorrecta. 

8. Después de cada pregunta, puede ver cuántos 

estudiantes dieron respuestas correctas o incorrectas. 

9. Al final puedes ver los resultados finales. 

10. Students go to h ps://kahoot.it on their devices 

and enter the pin. 

11. Players enter a nickname and when all players 

are joined you click Start and the game begins. 

12. Students have limited me for answers. 

13. This is displayed on students’ devices when 

the answer is correct or wrong. 

14. Aer each queson you can see how many 

students gave correct or wrong answers. 15. At 

the end you can see the final results. 

Stanimira Valcheva- SU Ekzarh Anm I, Kazanlak, 

Bulgaria 

„En las clases de historia, Kahoot es muy úl para 

memorizar diferentes hechos históricos, fechas 

y eventos. Diviréndose y compiendo los estudiantes 

memorizan sin dificultad. 

El juego es muy bueno para aprender a reconocer 

figuras históricas famosas. 

Una vez que el juegotermina, el maestro puede 

descargarse los resultados o guardarlos y usarlos 

más tarde. Mis alumnos y yo nos divermos mucho 

enseñando y aprendiendo mientras jugamos 

a Kahoot! 

Sabina Angelova - SU Ekzarh Anm I, Kazanlak, 

Bulgaria „A menudo usamos Kahoot! en las clases 

de Matemácas. Es una plataforma que ofrece 

muchas oportunidades para crear ejercicios. Se 

pueden hacer con un teléfono que es más fácil y 

diverdo que la forma casual de aprendizaje. Los 

estudiantes trabajan en parejas , se ayudan unos 

a otros y aprenden unos de otros. Al final del juego, 

el docente puede ver su progreso y movar a 

los estudiantes a ser más cuidadosos, rápidos y 

concentrarse más“. 

Valya Radeva –SU Ekzarh Anm I, Kazanlak, 

Bulgaria 

„En las clases de biología, Kahoot! es una forma 

diverda de involucrar a los estudiantes. Puede 

usarse como una revisión para una evaluación, 

para ayudar a los estudiantes a recordar los hechos 

más importantes de la lección o para movar 

a la competencia“. 

42

The partners schools’ students at LTTA at Catarroja, 

Spain – December 2016 

The partners schools’ students at LTTA at Lisbon, 

Portugal – April 2017 

KAHOOT! IN CLASS - PORTUGUESE TRANSLATION 

O Kahoot na sala de aula 

COMO CRIAR UM KAHOOT! 

apresentado por Ana Marn, como avidade 

para a Learning,Teaching, and training acvity em 

Portugal April 2017 

1. Aceder a hps://kahoot.com e inscrever-se 

(sign in) 

2. Clicar em NewK and selecionar o po de jogo. 

3. Preencher os detalhes e especificações para o 

Kahoot! 

4. Clicar Ok e começar. 

5. Clicar em Adicionar Pergunta . 

6. Elabore as perguntas e respostas e assinale as 

corretas 

7. Defina tempos limites para as respostas e alterne 

os pontos. 

8. Acrescente uma imagem ou video 

9. Quando terminar esta fase, grave tudo. 

10. Faça um Preview, jogue, ou parlhe o kahoot. 

11. Clique em Estou pronto. 

COMO UTILIZAR O KAHOOT! 

1. Vá para hps://kahoot.com e faça log in. 

2. Clique em My kahoots e selecione um kahoot. 

Clique em Play 3. Selecione o modo clássico ou o 

de equipa. 

4. Os alunos acedem a hps://kahoot.it nos seus 

telemóveis ou disposivos móveis e colocam o 

código de acesso. 

5. Os jogadores assumem um nome ficcio e 

quando todos os jogadores esverem prontos, 

clique Start e o jogo começa. 

6. Os alunos dispôem de um tempo limitado para 

as respostas. 

7. Isto é mostrado nos telemóveis dos alunos com 

a resposta certa ou errada. 

8. Depois de cada pergunta pode ver quantos 

alunos acertaram nas respostas. 

9. Final pode ver os resultados finais. 

Valya Radeva –SU Ekzarh Anm I, Kazanlak, 

Bulgaria 

Nas aulas de Biologia o Kahoot! é uma forma 

engraçada de envolver os alunos. Pode ser usado 

como material de revisão para uma avaliação, 

para ajudar os alunos a lembrarem-se dos factos 

mais importantes da aula ou para movar a compeção 

Stanimira Valcheva- SU Ekzarh Anm I, Kazanlak, 

Bulgaria 

Nas aulas de História o Kahoot! é muito úl paramemorizar 

factos históricos importantes, datas 

e acontecimentos. Quando se divertem e competem 

os alunos memorizam com mais facilidade. 

O jogo é muito bom para aprender a reconhecer 

figuras históricas famosas. 

Depois de o jogo terminado o professor pode fazer 

download dos resultados ou gravá-los para 

ulização posterior. 

Eu e os meus alunos divermo-nos imenso a en- 

43

sinar e a aprender enquanto jogamos Kahoot 


Bulgaria 

Usamos frequentemente o kahoot nas aulas de 

Matemáca. É uma plataforma que oferece muitas 

oportunidades de criar exercícios que podem 

ser respondidos num simples telemóvel, o que 

se torna mais fácil e mais diverdo do que uma 

prendizagem formal. Os alunos trabalham em 

pares, entreajudam-se e aprendem uns com os 

outros. No final do jogo, o professor pode ver o 

progresso e mová-los para serem mais cuidadosos, 

mais rápidos e mais concentrados. 

Ana Martin in Kahoot! workshop with teachers 

at LTTA in Lisbon, Portugal April 2017 

The Portuguese team at LTTA in Lisbon, April 2017. 

From left to right: Maria de Fátima Lopes, Manuela Santos, 

Francisco Ferreira, Margarida Godinho 

KAHOOT! IN CLASS - SWEDISH TRANSLATION 

Kahoot! I klass 

Hur man skapar ett kahoot, verkstad av Ana martin i 

Lärande, Utlärning, träning aktivitet i Portugal april 2017 

1. Gå ll h ps://kahoot.com och logga in eller 

registrera. 

2. Klicka Newk och välj en spel typ. 

3. Fyll I detaljer och inställningar I Kahoot! 

4. Klicka ok, kör. 

5. Klicka lägg ll fråga. 

6. Sä upp frågor och svar och märk ut en eller 

flera räa svar. 

7. Justera dsgränser för svåra frågor och sä 

poöng. 

8. Lägg ll en bild eller video. 

9. Sä upp frågor och svar och märk ut en eller 

flera räa svar. 

10. Justera dsgränser för svåra frågor och sä 

poöng. 

11. Lägg ll en bild eller video. 

Hur man spelar e Kahoot! 

1. Gå ll hps://kahoot.com och logga in. 

44 

2. Klicka mina kahoots och välj e kahoot. 

3. Välj mellan klassisk eller lag spel. 

4. Elever gå ll hps://kahoot.it på deras enheter 

och skriv koden. 

5. Spelare skriver in spelnamn och när alla spelare 

är inne klicka start och spelet börjar. 

6. Elever har en dbegränsning för svar. 

7. Det visas på elevers enheter när svaret är rä 

eller fel. 

8. Eer varje fråga kan du se hur många elever 

som gav rä eller fel svar. 

9. I slutet kan du se slutresultaten. 

Valya Radeva- SU Ekzarh Anm I, Kazanlak, 

Bulgarien. 

”i Biology klasser är kahoot e roligt sä a 

engagera elever.du kan använda det som en 

genomgång av en uppgi, för a hjälpa elever a 

minnas den vikgaste informaonen av l ekonen 

eller movera eleverna ll a tävla.”

Stanimira Valcheva-SU Ekzarh I, Kazanlak, 

Bulgarien. 

”I historia klasser är kahoot väldigt användbart 

för a memorera olika historia fakta, datum 

och händelser. A ha kul och vara i en tävling 

memorerar elever de utan några svårigheter. 

Spelet är väldigt bra för lärning ll a känna igen 

kända historiska figurer. Eer spelet är över kan 

läraren ladda ned resultaten eller spara do och 

använd senare. Mina elever och jag har 

väldigt kul i undervisning medans vi spelar kahoot. 


Bulgarian. 

”I använder oa kahoot inom matemak 

klasser. Det är en plaorm som erbjuder många 

möjligheter ll kreava övningar. De kan göras 

med telefon vilket är läare och 

roligare än den vanliga undervisningen. Elever 

arbetar i par, hjälper varandra och lär av varandra. 

I slutet av spelet kan läraren se deras utveckling 

och ge eleverna respons l l a vara mer försikga, 

snabba och koncentrerade.” 

The partners schools’ students and teachers at LTTA in Athens, Greece - November 2017 

The partners schools’ coordinator team at The Third Transnational meeting in Stockholm, Sweden, June 2018 

45

Learning about Quadrilaterals by using 

Cooperative techniques 

Presented at LTTA Greece - November 2017 

by the SPANISH TEAM: MARÍA ESPELETA & LARA 

SANTOLAYA FROM FLORIDA SECUNDARIA CATARROJ 

1st STEP: FORM GROUPS OF 4 PEOPLE 

with Different NATIONALILIES MIXING 

GENRE: males/ females, Varied AGES (SIT IN 

ASCENDING ORDER YOU HAVE FORMED THE 

JIGSAW GROUPS! 

2nd STEP: FLIPPAO TECHNIQUE 

The oldest person (Flippao) of the group goes 

to the teacher to listen to an explanation Then 

comes back to the group and explains to the 

group what the teacher has told him/her 

3rd STEP: STICKERS ON 

Flippao distributes the stickers . Each member 

sticks his/her sticker on 

4th STEP: FORMING EXPERTS GROUPS 

Stand up! Look for those who have the same 

figure you have. You have formed the EXPERTS 

GROUPS: 

Squares group Rectangles group Rhombus 

group Trapezium group 

5th STEP: DEFINE YOUR FIGURE 

Discuss about the characteristics of your figure 

to define it. When you agree on the definition 

check it with the teacher. Each member of the 

expert group has to have it clear! 

5th STEP: DEFINE YOUR FIGURE 

6th STEP: COME BACK TO YOUR JIGSAW 

GROUP 

Come back to your original group (your Jigsaw 

group. Each member explains to the Jigsaw 

group the characteristics of his/her figure 

making sure everyone has understood them. 

7th STEP: CHEKKING WHAT YOU HAVE LEARNT. 

ROLL THE QUIZ TECHNIQUE 

Each member answers to one question and 

checks the answer of the previous question 

Flippao starts. Answer in decreasing order of 

ages. When you finish, the whole group agree 

the answers 

46

QUADRILATERALS QUIZ 

1. RHOMBUS and SQUARE 

a) How does they look like? 

b) Which are their differences? 

2. RHOMBUS and TRAPEZIUM 



3. SQUARE and RECTANGLE 



4. TRAPEZIUM and RECTANGLE 



5. Of all the figures you have studied, which 

one can be cut only once and form another 

different 

The Spanish team at LTTA in Athens, Greece, November 2017 

47

Learning about Quadrilaterals by using Cooperative 

techniques - PORTUGUESE TRANSLATION 

Aprender Quadrilateros usando técnicas cooper 

a v a s 

Apresentado pela equipa Espanhola: : MARÍA 

ESPELETA e LARA SANTOLAYA , Grécia, Novembro 

2017 

1ºPASSO : Formação de grupos de 4. Nacionalidades 

diferentes 

Equilibrara géneros: masulino/feminine.Idades 

variadas (Sentando-se em ordem ascendente, 

formam-se os grupos). 

2ºPASSO: TÉCNICA FLIPPAO 

A pessoa mais velha do grupo (Flippao) desloca-se 

até ao professor para ouvir a explicação. 

Regressa ao grupo e transmite intruções do professor. 

3ºPASSO: AUTOCOLANTES Flippao distribui os 

autocolantes.Cada membro do grupo afixa o seu 

autocolante 

4ºPASSO: CONSTITUIÇÃO DE GRUPOS DE PERITOS 

Levantam-se todos! Procuram colegas que tenham 

figuras iguais às suas. Formam - se os 

GRUPOS DE PERITOS. 

Grupo dos quadrados Grupo dos rectângulos 

Grupo dos rombos Grupo dos trapázios 

5ºPASSO: DEFINIR A SUA FIGURA 

Discur as caracteríscas da sua figura de forma 

a defini-la. Quando houver unanimidade na definição, 

confirmar com o professor.Cada membro 

deste grupo tem que tornar claro aquilo de que 

está a falar. 

6ºPASSO: VOLTE AO SEU GRUPO INICIAL 

Cada membro explica ao grupo as caracteríscas 

da sua figura, cerficando-se que todos compreendem 

. 

7ºPASSO :CONFIRMAR O QUE APRENDEU. 

APLICAR TÉCNICA DO QUIZ 

Cada membro responde a uma questão e confirma 

a resposta da pergunta anterior. O Flippao 

começa. Respostas por ordem decrescente de 

idades. 

Quando terminar, todo o grupo terá concordado 

com todas as respostas. 


Cooperative techniques – GREEK TRANSLATION 

Μαθαίνοντας για τα Τετράπλευρα χρησιμοποιώντας 

τεχνικές συνεργατικής μάθησης 

Παρουσίαση από την ΙΣΠΑΝΙΚΗ ΟΜΑΔΑ: MARÍA 

ESPELETA & LARA SANTOLAYA στην LTTA Ελλάδα 

Νοέμβριος, 2017 

1ο ΒΗΜΑ: ΣΧΗΜΑΤΙΣΤΕ ΟΜΑΔΕΣ ΤΩΝ 4 ΑΤΟΜΩΝ 

Οι μαθητές πρέπει να είναι από διαφορετικές 

ΕΘΝΙΚΟΤΗΤΕΣ. ΜΙΚΤΑ ΦΥΛΑ: αγόρια/ κορίτσια. 

Διαφορετικές ηλικίες (καθισμένα παιδιά σε μια 

αύξουσα ηλικιακή σειρά). ΕΧΕΤΕ ΔΗΜΙΟΥΡΓΗΣΕΙ 

ΓΚΡΟΥΠ JIGSAW/ΣΥΝΑΡΜΟΛΟΓΗΣΕΩΣ! 

2ο ΒΗΜΑ: Η τεχνική FLIPPAO 

Το παιδί μεγαλύτερης ηλικίας του γκρουπ (Flippao) 

πάει στον καθηγητή και ακούει την εξήγηση. Έπειτα 

επιστρέφει στο γκρουπ και εξηγεί στα παιδιά τι 

του είπε ο καθηγητής. 3ο ΒΗΜΑ: ΑΥΤΟΚΟΛΛΗΤΑ O 

Flippao διανέμει τα αυτοκόλλητα. 

Κάθε μέλος κολλάει τα αυτοκόλλητα του/της. 

4ο ΒΗΜΑ: ΔΗΜΙΟΥΡΓΩΝΤΑΣ ΕΞΕΙΔΙΚΕΥΜΕΝΑ 

ΓΚΡΟΥΠ Στέκονται όλοι πάνω! 

Κοιτάξετε αυτούς που έχουν δώσει το ίδιο αριθμό/ 

αποτέλεσμα με εσάς. Έχετε δημιουργήσει τα 

πιο κάτω ΕΞΕΙΔΙΚΕΥΜΕΝΑ ΓΚΡΟΥΠ : 

Γκρουπ τετραγώνων Γκρουπ ορθογωνίων Γκρουπ 

ρόμβων Γκρουπ τραπεζοειδών 

5Ο ΒΗΜΑ: ΟΡΙΣΕ ΤΟΥΣ ΑΡΙΘΜΟΥΣ/ ΜΟΡΦΗ 

Συζητήστε για τα χαρακτηριστικά του σχήματος 

σας για να μπορέσετε να το ορίσετε. Όταν οι μαθητές 

έχουν συμφωνήσει για τον ορισμό, τότε 

μπορούν να το ελέγξουν με τον καθηγητή. 

Κάθε μέλος από το γκρουπ των εξειδικευμένων 

μαθητών πρέπει να το έχει κατανοήσει και να είναι 

ξεκάθαρο! 

6ο ΒΗΜΑ: ΕΠΙΣΤΡΕΨΕΤΕ ΣΤΟ JIGSAW ΓΚΡΟΥΠ 

48

Επιστρέψετε στο αρχικό σας γκρουπ (στο Jigsaw 

γκρουπ). 

Κάθε μέλος εξηγεί στο Jigsaw γκρουπ τα χαρακτηριστικά 

του αποτελέσματος του/της, σιγουρεύοντας 

πως ο κάθε ένας το έχει κατανοήσει. 

7ο ΒΗΜΑ: ΤΙ ΕΧΟΥΜΕ ΜΑΘΕΙ. ΕΦΑΡΜΟΣΤΕ ΤΗΝ 

ΤΕΧΝΙΚΗ QUIZ 

Κάθε μέλος απαντά σε μια ερώτηση και επαληθεύει/ 

την απάντηση της προηγούμενης ερώτησης. 

Ο Flippao έχει ξεκινήσει. Απαντήστε με φθίνουσα 

ηλικιακή σειρά. Όταν έχετε τελειώσει, όλο το 

γκρουπ συμφωνεί με το αποτέλεσμα. 

Learning about Quadrilaterals by using Cooperative 

techniques - SPANISH TRANSLATION 

Aprender sobre cuadriláteros mediante el uso de 

técnicas cooperavas Presentado por el EQUIPO 

ESPAÑOL: MARÍA ESPELETA u LARA SANTOLAYA en 

LTTA Grecia noviembre de 2017 

1er PASO: FORMAR GRUPOS DE 4 PERSONAS 

Diferentes NATIONALIDADES GÉNERO MEZCLA- 

DOR: chicos / chicas EDAD variada (SENTARSE EN 

ORDEN ASCENDENTE ¡HABÉIS FORMADO LOS 

GRUPOS JIGSAW! 

2º PASO: TECNICA FLIPPAO 

La persona más vieja (Flippao) del grupo escucha 

una explicación del profesor Luego regresa al grupo 

y explica al grupo lo que le dijo. 

3er PASO: PEGATINAS Flippao distribuye las pega- 

nas Cada miembro se pega la equeta 

4to PASO: FORMAR GRUPOS DE EXPERTOS ¡Nos 

ponemos de pie! 

Busca a aquellos/as que enen la misma figura 

que tú Ya tenemos los GRUPOS DE EXPERTOS: 

• Grupo de escuadras 

• Grupo de rectángulos 

• Grupo rombo 

• Grupo trapecio 

5º PASO: DEFINE TU FIGURA 

Discute con el grupo sobre las caracteríscas de la 

figura para definirla Cuando el grupo acepta la definición, 

compruébala con el profesor ¡Cada miembro 

del grupo de expertos debe tenerlo claro! 

6º PASO: VUELVE A TU GRUPO JIGSAW 

Regresa a tu grupo original (tu grupo de Jigsaw) 

Cada miembro explica al grupo Jigsaw las caracteríscas 

de su figura asegurándose Todos y todas lo 

han entendido 

7º PASO: COMPROBAMOS LO QUE HAN 

APRENDIDO. ROLL THE QUIZ TECHNIQUE Cada 

miembro responde a una pregunta y verifica la 

respuesta a la pregunta anterior 

Flippao comienza. Respuesta en orden decreciente 

de las edades Cuando terminas, todo el grupo 

acepta las respuestas. 

49


Cooperative techniques - 

BULGARIAN TRANSLATION 

Изучаване на четириъгълници чрез използване 

на екипни техники Представено от испанският 

отбор: MARIA ESPELETA & LARA SANTOLAYA в 

LTTA Гърция през ноември 2017 

Първа стъпка: Формиране на групи от 4 души 

от различни националности 

Смесени полове: мъже/жени. Разнообразни 

години (стоят в последователен ред) 

Втора стъпка: Flippao техника. Най-възрастният 

човек (Flippao) от групата отива при учителя, за 

да чуе обяснение за съответната геометрична 

фитура.След това се връща в групата и обяснява 

на групата какво е казал учителят. 

Трета стъпка: Стикери. Разпространяват се 

стикерите. Всеки член държи своя стикер. 

Четвърта стъпка: Формиране на експертни групи.Задача 

за участниците: Потърсете онези, 

които имат същата фигура, която имате и вие. 

Създали сте експертните групи: 

Група квадратчета 

Група правоъгълници 

Група ромбове 

Група трапец 

Пета стъпка: Определете фигурата си. Намерете 

характеристиките на вашата фигура, за да я определите.Когато 

сте съгласни с определението, 

проверете го с учителя Всеки член на експертната 

група трябва да е сигурен! 

Шеста стъпка: Върнете се във вашата група 

(първоначалната си група) 

Всеки член обяснява на групата характеристиките 

на неговата / нейната фигур. 

Седма стъпка: Проверка на наученото. Всеки 

член отговаря на един въпрос и проверява 

отговора на предишния въпрос. Отговаряте в 

низходящ ред на възрастта (от най-големите 

към най-малките членове на групата) .Когато 

приключите, цялата група трябва да е съгласна 

с отговорите. 

50 

The partner schools’ coordinator team at the First Transnational meeting in Kazanlak, Bulgaria, October 2016

Philosophers then and now... 

let’s philosophize’ 

WORKSHOP – PRESENTATION – LTTA 

Athens, Greece, November 2017 

Teachers: Evanthia Mandouraraki, Greek Language teacher; 

Anggelina Papadopoulou, Greek Language teacher 


Anggelina Papadopoulou, Evanthia Mandouraraki 

ABSTRACT 

Working on the issue of Ancient Greek 

philosophy. 

We created a PPT with the main ideas of 

the basic ancient Greek philosophers , that 

shows the history of the ideas. Then, after the 

presentation, we played a game of memory . 

AIMS 

● to motivate students to explore philosoph 

● to motivate students to cooperate in 

groups 

● to be able to remember some important 

ideas of humanity that influenced the 

western philosophy 

● to realize that basic meanings/ questions 

are still preoccupying human mind 

51

LESSON STEPS 

Step 1: The students and teachers are 

in groups and everyone watches the 

presentation of ancient Greek philosophers. 

Step 2:Some students appear dressed as 

philosophers. There is a basket full of strips of 

paper with quotes of each philosopher. 

Step 3 : A member of each team come in front 

and pick up a paper , read loudly the quote to 

his team. Then, he/she tries to find the correct 

philosopher, οotherwise he/she asks for help 

from his/her team. If the answer is correct, 

the team takes a point. If not , they don’t. Step 

4: we count the points and the winner team 

takes a prize. 

MATERIAL / FACILITIES / REQUIREMENTS: 

Projector, PC EVALUATION 

This project is flexible and adaptable to many 

lessons for various age levels. 

The teacher is free to adapt the subjects and 

the time she/he wants to devote to every step 

of the project. Also, the students seem to have 

fun with the game. They feel free while trying 

to find the rite answer , because they are not 

afraid of making a mistake, like they usually 

are. They also get support from each other. 

Finally, all our aims were fulfilled , 

the students learned to cooperate . 

To see the augmented reality – the video with the Greek workshop, you have to use your HP Reveal APP in your phone 

and follow the channel – NatashaDzhurkova. 

Philosophers then and now...let’s philosophize’ – 

SWEDISH TRANSLATION 

Lärare: Evanthia Mandouraraki, lärare i grekiska 

at 17 Lyceum of Athens, Anggelina Papadopoulou, 

lärare i grekiska teacher at 17 high school of Athens, 

Ämne: ‘‘FILISOFER DÅ OCH NU...LÅT FILOSOFERA’ PRACTICES 

IN SUBJECT AREAS: ANCIENT GREEK PHILOSOPHY. 

Sammanfaning 

Arbete med de klassiska grekiska filosoferna. 

Vi skapade en PPT med de grundläggande klassiska 

grekiska filosoferna som visar vårt idéhistoriska 

arv. Eer dea lekte vi en minneslek i form av 

en tävling. 

Mål 

● a movera eleverna a upptäcka filosofi 

● a movera eleverna a arbeta i grupp 

● a bli förtrogen med några av de vikgaste 

idéerna från den grekiska idévärlden som 

kommit a påverka västerlandets filosofi. 

● a inse a samma frågor om livets mening 

forarande står i focus hos 

Lekonsplan 

Steg 1: Eleverna och lärarna placeras i grupper 

och samtliga tar del av presentaons kring den 

grekiska filosofin. 

Steg 2: Några av eleverna uppträder som de kän- 

52

daste filosoferna. Där finns också en korg med pappersremsor 

fyllda av citat från samma filosofer. 

Steg 3: En i varje grupp kommer fram och tar en 

pappersremsa och läser högt citatet för sin grupp. 

Nu ska eleven associera ll rä filosof. Kan denna 

inte får gruppen hjälpa ll. Rä svar ger en poäng 

– dock inga minuspoäng. 

Steg 4: När alla remsor är upplästa har den grupp 

med flest poäng vunnit. 

Material/Lokal/Hjälpmedel: 

Projektor, dator 

Utvärdering 

Lekonsupplägget är flexibelt anpassningsbart 

ll fler områden än grekisk filosofi och varierade 

åldrar. Läraren kan också färga in upplägget eer 

egna behov och utvecka varje steg i projektet eer 

behov. Dessutom verkade eleverna ha roligt med 

a både få uppträda och tävla. I grupp framme på 

scen är man inte så rädd a göra bort sig och tävla 

i grupp blir inte heller så avslöjande eersom man 

också kan ta hjälp av gruppmedlemmarna – alla 

stödjer varandra. Eleverna samarbetade på e 

lyckosamt vis. 

Philosophers then and now...let’s philosophize’ 

PORTUGUESE TRANSLATION 

Professores: Evanthia Mandouraraki, professora de Língua Grega 

em 17 Lyceum of Athens, e Anggelina Papadopoulou, professora 

de Língua Grega em 17 high school de Atenas, 

TÓPICO : ‘‘FILÓSOFOS: ANTES E AGORA... VAMOS FILOSOFAR’ 

PRATICAS NAS ÁREAS DISCIPLINARES: 

FILOSOFIA GREGA ANTIGA 

ABSTRACT 

Trabalhar o conceito de Filosofia Grega Antiga. 

Foi criado um PPT com as ideias principais dos 

antigos filósofos gregos mais importantes que 

ilustram a história das ideias. De seguida, após a 

apresentação, foi feito um jogo de memória. 

OBJETIVOS 

● motivar os alunos para explorar Filosofia 

● motivar os alunos para cooperar em grupo 

● conseguir memorizar algumas ideias 

importantes da humanidade, que 

influenciaram a filosofia ocidental. 

● Compreender que conceitos/questões 

básicas continuam a preocupar a mente 

humana. 

PASSOS DA AULA 

Passo 1: Alunos e professors estão em grupos 

e todos assistem à apresentação dos Filósofos 

Gregos antigos. 

Passo 2:Alguns alunos encarnam a figura dos 

filósofos. Um cesto, existem tiras de papel com 

várias citações de cada filósofo. 

Passo 3 : Um membro de cada equipa retira 

uma destas tiras de papel, e lê evoz alta a 

citação. De seguida, tenta identificar o filósofo 

correspondente ou pode pedir ajuda à equipa 

para o 

fazer. Se a resposta for correta a equipa ganha 1 

ponto. 

Passo 4: contam-se os pontos e a equipa 

vencedora ganha um prémio. 

MATERIAL / LOGÍSTICA : Projetor, PC 

AVALIAÇÃO 

Este projeto é flexível e adaptável a várias aulas 

com grupos etários diferentes. O professor é 

livre de adaptar os temas e o tempo a utilizar. 

Os alunos divertem-se a aprender. Sentemse 

desinibidos enquanto procuram a resposta 

certa, sem medo de errar. Sentem-se apoiados 

uns pelos outros. 

Os objetivos foram atingidos, os alunos 

aprenderam a cooperar. 

53

Philosophers then and now...let’s philosophize 


Учители: Евантия Мандоарараки, учител по гръцки език и 

Ангелина Пападопулоу, учител по гръцки език 

в 17-та гимназия в Атина, Гърция. 

Тема: „ФИЛОСОФИТЕ ТОГАВА И СЕГА... ДА ПОФИЛОСОФСТВАМЕ“. 

Резюме 

Основна тема - ДРЕВНОГРЪЦКА ФИЛОСОФИЯ. 

Създадохме PPT с главните идеи на древните 

гръцки философи. След презентацията се 

използва игра за запаметените знания. 

Цели 

- Да мотивираме учениците да изучават философия 

- Да мотивираме учениците да работят 

в екип 

- Да съдействаме учениците да запомнят 

важните идеи на човечеството, които са повлияли 

западната философия 

- Да осъзнаят базовите понятия/ въпроси, които 

още търсят отговорите си в човешкия ум 

Стъпки 

Стъпка 1: Учениците и учителите са в групи 

и всеки гледа презентацията за древногръцките 

философи. 

Стъпка 2: Някои от учениците се появяват 

облечени като философи. Има кошница, пълна 

с листове, съдържащи цитати на всеки философ. 

Стъпка 3: Член на всеки екип излиза от- 

пред и избира лист, чете цитата на глас на екипа 

си. След това той/тя се опитва да отгатне 

философа,чиято мисъл е прочел/а. Ако не успее 

иска помощ от сътборниците си. При верен 

отговор отборът получава точка. 

Стъпка 4: Преброяваме точките и победителите 

получават награда-лавров венец. 

Материали/Изисквания 

Проектор, компютър 

Оценяване. 

Проектът е гъвкав и приспособим за 

различни уроци и за всякакви възрасти. 

Преподавателят е свободен да адаптира учебните 

предмети и времето, необходимо за всяка 

стъпка на урока. Също така учениците се 

забавляват с играта. Чувстват се свободни докато 

се опитват да намерят отговора, защото 

не се притесняват да сгрешат, както правят по 

принцип. Те се подкрепят взаимно. Учениците 

се научават да си сътрудничат. 

The partner schools’ coordinator team at the First Transnational meeting in Kazanlak, Bulgaria, 

October 2016 

54

Philosophers then and now...let’s philosophize’ 

GREEK TRANSLATION 

“ΦΙΛΟΣΟΦΟΙ ΤΟΤΕ ΚΑΙ ΤΩΡΑ … Ας φιλοσοφήσουμε…” 

Σχετικά γνωστικά αντικείμενα: ΑΡΧΑΙΑ ΕΛΛΗΝΙΚΗ ΦΙΛΟΣΟΦΙΑ, 

Αγγλική Γλώσσα 

ΠΕΡΙΛΗΨΗ 

Δημιουργήσαμε μια παρουσίαση (ppt) με τις βασικές 

ρήσεις των βασικών φιλοσόφων της αρχαίας 

ελληνικής φιλοσοφίας, που παρουσιάζουν σε 

αδρές γραμμές την ιστορία των ιδεών. Μετά από 

την προβολή της παρουσίασης, παίξαμε ένα παιχνίδι 

μνήμης. 

ΣΚΟΠΟΙ 

● Να κινητοποιηθούν οι μαθητές να διερευνήσουν 

τους αρχαίους φιλοσόφους 

● Να κινητοποιήσουμε τους μαθητές να συνεργαστούν 

σε ομάδες. 

● να απομνημονεύσουν ρήσεις/θέσεις φιλοσόφων 

που ενεργοποίησαν κι επηρέασαν τη δυτική 

σκέψη. 

● Να συνειδητοποιήσουν ότι βασικά ερωτήματα 

απασχολούν ακόμη την ανθρώπινη διανόηση. 

ΠΟΡΕΙΑ ΜΑΘΗΜΑΤΟΣ 

ΒΗΜΑ 1ο : Μαθητές και καθηγητές είναι χωρισμένοι 

σε ομάδες και παρακολουθούν την παρουσίαση 

της ιστορίας της φιλοσοφίας. 

ΒΗΜΑ 2ο: Παρουσιάζεται ομάδα μαθητών ντυμένοι 

αρχαίοι Έλληνες φιλόσοφοι , εκπροσωπώντας 

ο καθένας από έναν φιλόσοφο. Επίσης, τοποθετείται 

στο κέντρο ένα κουτί γεμάτο με κομμάτια 

χαρτί στα οποία αναγράφεται και από μια 

ρήση φιλοσόφου. 

ΒΗΜΑ 3ο : Στη συνέχεια ένα μέλος κάθε ομάδας 

έρχεται στο κέντρο και τραβά ένα χαρτάκι με τη 

ρήση του φιλοσόφου. Διαβάζει δυνατά τα λόγια 

προς την ομάδα του, εάν καταφέρει να βρει 

το όνομα του φιλοσόφου στον οποίο ανήκει η 

ρήση, παίρνει ένα πόντο για την ομάδα του, διαφορετικά 

ζητά τη βοήθεια της ομάδας , για να 

κερδίσουν τον πόντο. 

ΒΗΜΑ 4: Μετριούνται οι πόντοι κάθε ομάδας και 

δίνεται ένα στεφάνι ελιάς ως συμβολικό βραβείο 

στη νικήτρια ομάδα. 

ΑΠΑΡΑΙΤΗΤΟΣ ΕΞΟΠΛΙΣΜΟΣ: 

Ηλεκτρονικός υπολογιστής, βιντεοπροβολέας. 

ΑΞΙΟΛΟΓΗΣΗ 

Αυτό το μάθημα είναι ευέλικτο και προσαρμόσιμο 

σε πολλά μαθήματα με διαφορετικά επίπεδα 

δυσκολίας , ανάλογα με την ηλικία των μαθητών 

μας αλλά και ανάλογα με τους στόχους μας. 

Γιατί, ο διδάσκων είναι ελεύθερος να προσαρμόσει 

το μάθημα ανάλογα με τους διδακτικούς του 

στόχους και τον χρόνο που θέλει να αφιερώσει 

κάθε φορά. Επίσης, οι μαθητές φαίνεται να διασκεδάζουν 

με το παιχνίδι. Αισθάνονται ελεύθεροι 

, καθώς προσπαθούν να βρουν τη σωστή 

απάντηση , διότι δε φοβούνται μήπως κάνουν 

λάθος, όπως συμβαίνει συνήθως με την κλασική 

αξιολόγηση του μαθητή. Εξάλλου θα 

πρέπει να συνυπολογίσουμε το γεγονός ότι αλληλοϋποστηρίζονται 

στο πλαίσιο της ομάδας 

και δεν λειτουργούν τόσο ανταγωνιστικά.Τέλος, 

όλοι οι διδακτικοί μας στόχοι εκπληρώθηκαν και 

οι μαθητές μας συνεργάστηκαν εποικοδομητικά 

και δημιουργικά. 

55

Using different QR codes in the classroom, 

create games, tests and exercises 

for History school subject 

Presented by Stanimira Valcheva, History teacher 

in SU Ekzarh Antim I, Kazanlak, Bulgaria 

at LTTA in Lisbon, Portugal – April 2017 

To see the augmented reality – the video with the Bulgarian workshop, you have to use your HP Reveal APP in your 

phone and follow the channel – NatashaDzhurkova 

Scanning the QR code students can practice 

and have fun in the classroom…and at the 

same time preparing for the history tests and 

examinations. I use QR code for giving different 

history lessons to my students. 

Once scanning the QR code they can find the 

lesson or the exercise anytime and Anywhere 

These are some examples of the exercises I 

use…. 

I create these games in https://learningapps.org 

All you need is to go to http://goqr.me/ where you can create QR code very easy and quickly. 

56

After picking a template you will see 3 Examples… 

…check them to see what the template is like… 

…then click on CREATE NEW APP…. 

…and start creating your App… 

57

58 

When you are ready with your App click on … Finish editing and show preview. 

At the end Save App. 

After saving your App you can 

find at the bottom of the same 

page Web link and QR code of 

your App. 

You can use it to give it to the 

students. 

For copying the QR code click 

on it with right button…. 

...copy … and paste it on Word 

document…and print it…. 

I usually use QR codes printed 

and posted on the walls of my classroom…. 

….or display them and students scan the QR code with their phones and …work…

Using different QR codes in the classroom, create 

games, tests and exercises for History school subject 



in SU Ekzarh Antim I, Kazanlak, Bulgaria at LTTA 

in Lisbon, Portugal – April 2017 

A ulização de QR codes (Quick response code 

- Código de resposta rápida) nas aulas oferece a 

possibilidade de criar jogos, testes e exercícios 

nas minhas aulas de História. 

Ao fazer o scan dos QR codes os alunos pracam 

e divertem-se na sala de aula... e em simultâneo 

preparam-se para os testes e exames de História. 

Uso QR codes para leccionar aulas diferentes aos 

meus alunos. Ao fazer scan dos códigos podem 

encontrar as aulas ou exercícios em qualquer altura, 

em qualquer lugar. 

Estes são alguns exemplos dos exercícios que uso 

59

Consigo criar estes jogos em hps://learningapps.org 

Só precisa aceder a hp://goqr.me/ onde pode 

criar QR codes de uma forma fácil e rápida. 

Após escolher um template dispõe de 3 exemplos: 

... veja como é o template ... 

… depois clique em CREATE NEW APP…. 

… e comece a criar a sua App… 

Quando a sua App esver pronta, finalize a edição 

e faça preview No final guarde a App 

Depois de guardar a App encontrará no final da 

mesma página a ligação web e o QR code respe- 

v o . 

Use-o para o transmir aos alunos. 

Para copiar o QR code clique em cima dele com 

o botão do lado direito do rato ... copie ... cole-o 

num documento word ... e imprima-o 

Uso geralmente QR codes expostos nas paredes 

da minha sala de aula ... ou divulgo-os para os alunos 

poderem fazer scan dos cógigos om os telemóveis 

e ... trabalharem ... 



SPANISH TRANSLATION 




Ulizar códigos QR en clase para crear diferentes 

juegos, pruebas y ejercicios en clases de historia. 

Escaneando el código QR los estudiantes pueden 

praccar y diverrse en el aula ... y al mismo 

empo, prepararse para los tests y exámenes. 

Yo uso el código QR para dar diferentes lecciones 

a mis alumnos de historia. 

Una vez escaneado el cógido QR, ellos podrán encontrar 

la lección o el ejercicio en cualquier momento 

y en cualquier lugar . 

Estos son algunos ejemplos de los ejercicios que 

uso .... 

He creado estos juegos a través de hps://learningapps.org 

Todo lo que necesitais es a ir a hp://goqr.me/ 

donde podréis crear el código QR fácil y rápidamente. 

Después de escoger un modelo enes 3 ejemplos 

... ... 

compruébalos para ver si funcionan ... ... Entonces 

clica para crear una nueva APP ... y comenzará la 

creación de tu aplicación ... 

Cuando esté lista, inicia la aplicación... 

Termina la edición y usa la vista previa para guardar 

la aplicación. 

Después de guardar tu aplicación, puedes encontrar 

en el fondo de la misma página web, el link 

y el código QR de tu aplicación. Puedes dársela a 

los estudiantes. 

60

Para copiar el código QR, clica el botón derecho 

del ratón .... ... copia ... y pega en un documento 

de Word... y imprímelo .... 

Usualmente uso códigos QR los imprimo y los 

cuelgo en las paredes de mi aula ..... 

o los muestro a los estudiantes para que escaneen 

el código QR con sus teléfonos y ... trabajen ... 







Genom a använda QR koder i klassrummet kan 

man skapa olika spel, prov och övningar för min 

historia klass. 

Genom a scanna QR koder kan studenter öva 

och ha kul i klassrummet… och kan samdigt förbreda 

sig inför historia prov och läxförhör. 

Jag använder QR kod för a ge olika historielek- 

oner ll mina elever eer scanning av QR koden 

kan de hia övningar närsomhelst och överallt 

Här är några av de övningarna jag använder 

Jag skapar dessa spel i hps://learningapps.org 

Allt du behöver veta är hp://goqr.me/ där kan 

du skapa Qr koder enkelt och snabbt. Eer du väljer 

en mall för dina 3 exempel 

…undersök dem för a se vad mallarna är… 

…klicka sedan på CREATE NEW APP…. …och börja 

skapa en ny app… 

När du är klar med appen klicka på … redigera och 

förhandsvisa spara sedan när du är klar. 

Eer a du har sparat appen kan du hia den 

längst ned på sidan Weblink och QR koden av 

eran App du kan sedan dela appen med dina elever 

För a kopiera QR koden,höger klicka på den 

...kopiera 

… och klistra ll word documen…och skriv ut 

den…. 

Jag annvänder vanligtvis QR koder utskrivna och 

uphängda på väggarna i mi klassrum…. ….eller 

visar dem ll studenter som scannar QR koderna 

deras telefoner …arbeta… 

61







Използването на QR кодове в часовете, създаване 

на различни игри, тестове и упражнения. 

Сканирайки QR кода учениците могат да учат 

и да се забавляват, докато са в час или се 

подготвят за тестове по история и изпитвания. 

Използвам QR кода, за да дам по-различни 

уроци на учениците си. Веднъж сканирайки QR 

код, те могат да намерят урок или упражнение 

навсякъде по всяко време. 

Това са някои примери на упражнения, които 

аз използвам. Създадох тези игри в https:// 

learningapps.org 

Всичко, което ви трябва е да отидете на http:// 

goqr.me/ където можете да създадете QR код 

много бързо и лесно. 

След като изберете тема трябва да проверите 

как изглежда тя. После натискате - Създай 

ново приложение. 

И започвате да създавате своето приложение. 

Когато сте готови с приложението си натискате 

върху Завърши обработването и покажи 

преглед. На края запазвате приложението. 

62

Using different QR codes in the classroom, 

create games, tests and exercises for 

History school subject – GREEK TRANSLATION 

Με τη χρήση QR codes στην τάξη δημιουργώ διάφορα 

παιχνίδια, τεστ και ασκήσεις για το μάθημα 

της Ιστορίας. 

Σκανάροντας το QR code οι μαθητές κάνουν πρακτική 

ενώ ταυτόχρονα διασκεδάζουν μαθαίνοντας 

και παράλληλα κάνουν προετοιμάζονται για 

τα διαγωνίσματα και τις εξετάσεις στο μάθημα 

της Ιστορίας. 

Χρησιμοποιώ QR code στην παράδοση διαφορετικών 

κάθε φορά μαθημάτων Ιστορίας για τους 

μαθητές μου. 

Σκανάροντας το QR code βρίσκουν το μάθημα ή 

την άσκηση που θέλουν οποτεδήποτε και οπουδήποτε. 

Παρακάτω είναι ορισμένα παραδείγματα ασκήσεων 

που χρησιμοποιώ. Αυτά τα μαθήματα τα 

δημιουργώ με το https://learningapps.org 

Απλά επισκεφθείτε το http://goqr.me/ όπου μπορείτε 

να δημιουργήσετε QR code πολύ εύκολα 

και γρήγορα 

Επιλέγοντας μία εικόνα σας δίνονται 3 δείγματα…. 

Ελέγξτε τα και επιλέξτε την εικόνα που σας αρέσει 

κι επιθυμείτε να χρησιμοποιήσετε Κάντε κλικ 

στο CREATE NEW APP…. στην επάνω μπάρα και 

αρχίστε να δημιουργείτε τη δική σας εφαρμογή. 

Όταν έχετε ολοκληρώσει με την εφαρμογή σας 

κάντε κλικ κάτω δεξιά στο … Finish editing και δείτε 

την προεπισκόπηση που εμφανίζεται. 

Στο τέλος πατήστε Save App για να σώσετε την 

εφαρμογή σας. 

Αφού σώσετε την εφαρμογή σας ( App ) μπορείτε 

να τη βρείτε στο κάτω μέρος της ίδιας σελίδας 

μαζί με τον σύνδεσμο (Weblink) και το QR code 

της εφαρμογής σας. ( App ). Μπορείτε να το δώσετε 

στους μαθητές σας. 

Για να αντιγράψετε το QR code κάντε δεξί κλικ 

επάνω του – αντιγραφή (copy ) και επικολλήστε 

(paste) το σε έγγραφο Word document και εκτυπώστε 

το ( print ). 

Συνήθως τυπώνω και προβάλω τα QR codes 

στους τοίχους της τάξης μου ή τους παρουσιάζω 

ηλεκτρονικά και οι μαθητές μου τους αντιγράφουν 

με τα κινητά τους και δουλεύουν μετά… 

STANIMIRA VALCHEVA, KAΘΗΓΗΤΡΙΑ ΙΣΤΟΡΙΑΣ- 

HISTORY TEACHER, Bulgarian Team 

63

Interdisciplinary project 

about International Economy 

in Social Studies and English 

Workshop presented by Tobias Söderström 

(teacher of English and History) 

Eleonor Lauter (teacher of social studies) 

Mats Rendahl (teacher of History and Swedish) 

from Bromma Gimnasim, Stockholm, Sweden at LTTA in Athens, 

November 2017 

We will show you an example on how we 

sometimes work in interdisciplinary projects 

at our school Bromma Gymnasium. In spring 

2017 we had an interdisciplinary project 

in English, Business and Social studies about 

International Economy. This project usually 

runs over 4-5 weeks and is taught in English 

and Social Studies, where the students finally 

write an essay in English putting Theories in 

Economics into a new context (such as the 

economic crises in Europe of 2007 or similar). 

Material we´ve used: See attached files 

Economic theories – Mercantilism, Liberalism, 

Marxism, Keyneanism, Monetarism Films: The 

Inside Job, Big Short 

Kahoot! Comic Strip 

However, todays lesson is more of an 

introduction about money. What is money? 

What is fractional reserve banking? 

Take a few minutes in groups of 4 and 

discuss: What is money? Divide into groups 

1,2,3,4,5,6,7 

• Take a few minutes in groups of 4 and 

discuss: What is money? 

• Hands up! 

• Now you need a device (such as a phone 

or iPad or computer, with internet 

connection 

• Soo - just a few questions to let us know 

about your preunderstanding about 

Money 

• Kahoot in groups 

• Explanation of the Words 

• Hand out comic strip about money, and 

how it is ”created” 

• Prepare in your groups and act out: from 3 

euros, you are supposed to create 6 euros. 

• You need to have two bankers and two 

borrowers. 

• You have 10 minutes! 

• Any volunteers who will show the rest how 

you were thinking? 

64

Task for the participating students: 

Explain how you can create 80 Euros based on 100 Euros? 

Please illustrate your answer with an example! 

To see the augmented reality – the video with the Swedish workshop, you have to use your HP Reveal APP in your phone 

and follow the channel –NatashaDzhurkova 

1. ¿Cuál es el significado de “fracción”? 

A) Proporción de algo 

B) Número completo C) Dinero 

D) Seguridad 

2. ¿Cuál es el significado de “depósito”? 

A) Préstamo 

B) Banco 

C) Seguridad de prepago 

D) Factura 

3 ¿Cuál es el significado de “crédito”? 

A) Préstamo 

B) Cosas 

C) Prepag 

D) Banco 

4. ¿Cuál es el significado de interés? 

A) Afición 

B) Coste del dinero 

C) Inflación 

D ) Hipoteca 

5. ¿Cómo expresarías 1/5 en porcentaje? 

A) 10% 

B) 20% 

C) 25% 

D) 33% 

65

Interdisciplinary project about International 

Economy in Social Studies and English 


Θα σας παρουσιάσουμε ένα παράδειγμα του πως 

δουλεύουμε μερικές φορές στο πλαίσιο διεπιστημονικών 

προγραμμάτων στο σχολείο μας, το 

Γυμνάσιο Bromma. Την άνοιξη του 2017 διεξήγαμε 

ένα διεπιστημονικό πρόγραμμα στα Αγγλικά, 

στις Οικονομικές και στις Κοινωνικές Σπουδές 

σχετικά με τη Διεθνή Οικονομία. Συνήθως το πρόγραμμα 

αυτό διαρκεί 4-5 εβδομάδες και διδάσκεται 

στο Αγγλικά και στις Κοινωνικές Σπουδές, 

όπου οι μαθητές γράφουν στο τέλος μια εργασία 

στα Αγγλικά βάζοντας τις Οικονομικές Θεωρίες 

σε ένα νέο γενικό πλαίσιο (όπως 

η οικονομική κρίση στην Ευρώπη το 2007 ή κάτι 

παρόμοιο). Υλικό που χρησιμοποιήσαμε: 

Δείτε τα συνημμένα αρχεία: 

Οικονομικές θεωρίες– Μερκαντιλισμός, 

Φιλελευθερισμός, Μαρξισμός, Kυνισσιονισμός, 

Νομισματισμός 

Ταινίες: The Inside Job, Big Short Kahoot 

Κόμικς 

Βέβαια, το σημερινό μάθημα είναι περισσότερο 

σαν μια εισαγωγή σχετικά με το χρήμα. 

Τι είναι το χρήμα; Tι είναι το αποθεματικό τραπεζικό 

σύστημα; 

Χωριστείτε σε ομάδες των τεσσάρων και συζητείστε: 

Τι είναι το χρήμα; 

Χωριστείτε σε ομάδες 1,2,3,4,5,6,7 

• Συζητήστε για λίγα λεπτά σε ομάδες των τεσσάρων: 

Τι είναι το χρήμα; 

• Σηκώστε το χέρι σας όταν είστε έτοιμοι! 

• Tώρα θα χρειαστείτε μια ηλεκτρονική συσκευή 

(όπως ένα κινητό, έναν υπολογιστή ή 

ένα iPad, με σύνδεση στο internet). 

• Άρα- απλά μερικές ερωτήσεις ώστε να ενημερωθούμε 

για το πώς εσείς κατανοείτε το 

Χρήμα 

• Kahoot σε ομάδες 

• Επεξήγηση των λέξεων 

• Σας δίνεται ένα κόμικ σχετικά με το χρήμα και 

πώς αυτό ‚‘δημιουργείται‘‘ 

• Προετοιμαστείτε στις ομάδες σας και ενεργείστε: 

Kαλείστε από 3 ευρώ να 

• δημιουργήσετε 6 ευρώ. Πρέπει να έχετε δύο 

τραπεζίτες και δύο δανειστές. 

• Έχετε 10 λεπτά! 

• Ποιοί εθελοντές θα δείξουν στους υπόλοιπους 

πώς σκέφτηκαν; 

From le ft t o r ight: Dr Nektarios Rodosthenous 

(Music Technology in American Academy 

Larnaca, Cyprus); Petra Matthews Crow –Astor 

College, Dover, England; Eleonor Lauter (teacher 

of social studies from Bromma Gimnasium, 

Sweden) 

66




Tobias Söderström (Profesor de ingles y historia), 

Elenor Lauter (profesora de estudios sociales), 

Mats Rendahl (profesor de historia y sueco) 

Te enseñaremos un ejemplo de cómo trabajamos 

a veces en proyectos interdisciplinarios en nuestra 

escuela “Bromma Gymmnasium”. En primavera 

de 2017 tuvimos un proyecto interdisciplinario 

en estudios ingleses de comercio y sociales sobre 

la economía internacional. Este proyecto normalmente 

dura entre 4-5 semanas y es impardo en 

inglés y estudios sociales, donde los estudiantes 

escribirán un ensayo en ingles poniendo las teorías 

economías en un nuevo contexto (como la 

crisis europea de 2007 o similares). 

Material que hemos usado: Ver archivos adjuntos 

Teorías económicas – Mercanlismo, Liberalismo, 

Marxismo, Keyneanismo y Monetarismo Películas: 

The inside job y big short Kahoot! 

Tira comica 

Sin embargo, la lección de es más que una introducción 

sobre el dinero. ¿Qué es el dinero? ¿Qué 

es el banco de reserva fraccional? 

Toma unos pocos minutos en grupos de 4 i discu- 

d: ¿Que es el dinero 

• Divide en los grupos 1,2,3,4,5,6,7 

• Toma unos pocos minutos en grupos de 4 i discud: 

¿Que es el dinero? 

• ¡Manos arriba! 

• Ahora necesitas un disposivo (algo como una 

Tablet un móvil o un ordenador con conexión a 

internet) 

• Bueno solo unas pocas preguntas para que 

nosotros sepamos tus conocimientos previos 

sobre el dinero 

• Kahoot ! en grupos 

• Explicación de las palabras 

• Reparr una ra cómica sobre el dinero i como 

fue “creado” 

• Preparaos en vuestros grupos y actuad: de 3 

euros, enes que crear 6 euros necesitáis tener 

2 banqueros y dos prestatarios 

• Tienes 10 minutos 

• ¿Algunos voluntarios para mostrar a los 

demás para lo que están pensando? 

To see the augmented reality – the video with the Swedish workshop, you have to use your HP Reveal APP 

in your phone and follow the channel –NatashaDzhurkova 

67




Tobias Söderström (professor de Inglês e História), 

Eleonor Lauter (professor de estudos sociais) 

Mats Rendahl (professor de História e de Sueco) 

Iremos mostrar-vos um exemplo de trabalho de 

projeto interdisciplinar na nossa escola Bromma 

Gymnasium, Na primavera de 2017, iniciámos 

um projeto interdisciplinar 

em Inglês, Negócios e Estudos Sociais no âmbito 

de Economia Internacional. De uma forma geral 

um projeto assim tem a duração de 4-5 semanas 

e é lecionado nas disciplinas de Inglês e Estudos 

Sociais, tendo os alunos que escrever um ensaio 

em Inglês, 

aplicando as Teorias da Economia num novo contexto 

(como por exemplo as crises económicas na 

Europa em 2007). 

Material ulizado: Ver ficheiros anexos 

Teorias económicas – Mercanlismo, Liberalismo, 

Marxismo, Keyneanismo, Monetarismo Filmes: 

The Inside Job, Big Short 

Kahoot! 

Banda desenhada 

A aula de hoje, é contudo, mais uma introdução 

sobre dinheiro. O que é o dinheiro? O que é a re- 

serva financeira fracional? 

Dividam-se por diferentes grupos de quatro; 1, 2, 

3, 4, 5, 6, 7 

• Discuta em grupos de 4 sobre a questão: O 

que é o dinheiro? 

• Ponham as mãos no ar! 

• Vão precisar de um disposivo móvel (telemóvel, 

iPad ou computador com ligação à internet) 

• Agora algumas perguntas para perceber a vossa 

perceção do significado do dinherio. 

• Kahoot em grupos 

• Explicação do significado de palavras 

• Exibam a banda desehada que criaram sobre 

o dinheiro e como é “criado” 

• Em grupos, explique como se faz: a parr de 

3€ tem que criar 6€. Precisam de 2 bancos e 

de 2 mutuários/devedores. 

• Tem 10 minutos! 

• Voluntários para fazer de porta voz dos grupos 

68




Интердисциплинарен проект по международна икономика, 

социални науки и английски език 

Тобиас Сьодерстрьом (преподавател по английски и история) 

Елеонор Лаутер (преподавател по социални науки), 

Матс Рендъл (преподавател по история и шведски) 

Ще ви покажем пример за това, как понякога 

работим в интердисциплинарни 

проекти в нашето училище Bromma 

Gymnasium. 

През пролетта на 2017 г. имахме интердисциплинарен 

проект по английски, бизнес 

и социални изследвания по международна 

икономика. 

Този проект обикновено се провежда на 

4-5 седмици и се преподава на английски и 

социални науки, където учениците накрая 

пишат есе на английски език, поставяйки 

Теорията на икономиката в нов контекст 

(като икономическата криза в Европа през 

2007 г. или подобни). Материал, който сме 

използвали: 

Икономически теории -Меркантилизъм, 

Либерализъм, Марксизъм, Кейнсианска икономика, 

Mонетаризъм 

Филми: Вътрешна афера,Големият залог 

Kahoot! 

Комикси 

Днешният урок обаче е повече от едно 

въведение за парите. Какво са парите? Какво 

е резервното банкиране? 

Отделете няколко минути на групи по 4 

и обсъдете: Какви са парите? Разделете на 

групи 1,2,3,4,5,6,7 

Сега имате нужда от устройство (като 

телефон или iPad или компютър и връзка с 

интернет). 

Кahoot! в групи Обяснение на думите 

Комикси за парите и как са създадени 

Подгответе се във вашите групи и действайте: 

от 3 евро, вие трябва да създадете 6 

евро. Трябва да имате двама банкери и двама 

кредитополучатели. 

Обяснете: Как можете да направите от 

80 евро- 100 евро? Илюстрирайте отговора 

си с пример. Имате 10 минути! 

The team of the English language teachers from the partner schools 

at the first transnational meeting in Kazanlak, Bulgaria, October 2016 

69




Ämnesövergripande projekt om intenationell eknomi, 

samhällkunskap och engelska 

Tobias Söderström (lärare i engelska och historia) 

Eleonor Lauter (Lärare i samhällskunskap) 

Mats Rendahl (Lärare i historia och svenska) 

Vi vill visa ett exempel på hur vi i Bromma kan 

jobba med ämnensövergripande projekt. På våren 

2017 hade vi e tt ämnesövergripande projekt 

i engelska, ekonomi och samhällskunskap 

om internationell ekonomi. D e tt a projekt brukar 

o ft a s t sträcka sig över 

4-5 veckor och lärs ut i engelska och samhällskunskap, 

där eleverna slutligen får skriva en 

uppsats på engelska där de sätter in teorier inationelekonomi 

ti l le tt n y tt sammanhang 

(till exempel den ekonomiska krisen i Europa 

2007 eller liknande). Materialen vi använde: 

Ekonomiska teorier – Liberialism, Marxism, 

Keyneanism, monetarism Filmer: Inside Job, 

Big Short 

Kahoot! Tecknad serie 

Men dagens lekon är mer en introdukon om 

pengar. Vad är pengar? Vad är fractional reserve 

banking? 

Ta några minuter i grupper om 4 och diskutera: 

Vad är pengar? Dela upp er i grupper 

1,2,3,4,5,6,7 

• Ta några minuter i grupper 4 och 4 och diskutera: 

Vad är pengar? 

• Upp med händerna! 

• Nu behöver du en enhet (t.ex. en telefon 

eller iPad eller dator, med internetanslutning). 

• Introducera med några frågorför a låta oss 

veta om er förförståelse om pengar 

• Kahoot! i grupper 

• Förklaring av orden 

• Utdela seriedning om pengar, och hur det 

är „skapat“ 

• Förbered dig i dina grupper och agera: från 

3 euro, ska du skapa 6 euro. Du måste ha 

två bankirer och två låntagare. 

• Du har 10 minuter! 

• Vilka är frivilliga som kan visar resten av hur 

ni tänkte? 

70 

Partner schools’ teacher team 

at LTTA, Dover, April 2018

The Art in the XX th Century. English language 

and ICT interdisciplinary 

Workshop presented at LTTA , Spain in December 

2016 by Charo López - English language teacher 

from Florida Secundaria, Catarroja, Spain 

In the next weeks, you‘re going to investigate about the art in the XX th Century. The avantgarde 

movements represented a break up with the previous vision of the art, and you‘re going 

to take a walk around them. Follow the instructions and enjoy the visit!! 

TASK: investigate about the principal artists of the avant-garde movements of the XXth Century 

and make your personal interpretation of one of their works. 

Work in groups of 3 people. 

The Art in the XX th Century 

To see the video from the 

workshop presented by 

Charo López, you have to 

use your HP Reveal APP 

in your phone and follow 

the channel – 


Follow the instructions in the „Thinglink“ image below 

https://www.thinglink.com/scene/376309786444038144 

71

Session 1 (investigation in groups): select your artist from the list and divide your tasks: 

Student 1 will write about the biography (date and place of birth and death, relevant 

details...). 

Student 2 will identify the principal features of the movement. 

Student 3 will select the 3 representative works and create the reinterpretation of one of 

them. 

Session 2 (individual investigation): each student completes their task (biography, movement 

features and works selection + reinterpretation) 

Session 3 (writing): all the students write their descriptions of the work following the model. 

Session 4-5 (work in groups): all the group collaborates to create the thinglink image. 

https://www.thinglink.com/scene/507440248389632002 

72

Why live in a danger zone? 

Workshop presented in the project eTwinning space 

by Patricia Kokkinou Geography teacher 

from American Academy Larnaca, Cyprus 

07/01/2017 Cyprus: ThingLink activity for Year 3 students (Key Stage 3, Year 9) 

I have used ThingLink in the past to teach but I have never asked my students to complete an 

activity by using this tool. After the meeting in Spain and the presentation by the English teacher on 

the use of ThingLink in her lesson, I have prepared a simple ThingLink activity for my students on 

the reasons for people to live in areas of volcanic activity. The following presentation will be used to 

explain this new tool next week. Examples of student‘s work will be added later. 

Patricia Kokkinou 

Lesson plan 

Your goal for this lesson is to understand the reasons why people continue to live in areas of 

volcanic and earthquake activity. 

People chose to live in areas of volcanic and earthquake activity because they felt that the 

advantages outweighed the disadvantages. 

2 main types of reasons to live in an area: - Social reasons (people) 

- Economic reasons (money) Social reasons: 

These are the main social reasons: 

1- Poverty: Poor people, particularly in LICs, can’t afford to leave. 2- People don’t want to leave 

family and friends. 

3- People feel safe due to earthquake proof buildings. 

4- Prediction: 

– Most volcanic eruptions are preceded by clear warning of activity from the volcanoes, 

– Economic reasons 

4 main economic reasons explain why people continue to live in areas affected by volcanoes: 

1-Fertile soils 

2- Geothermal energy 

3- Valuable materials 

4- Tourism 

From le ft t o r ight: Dr Nektarios Rodosthenous - Cyprus; 

Patricia Kokkinou- Cyprus ; Francisco Ferreira - Portugal 

Patricia Kokkinou 

73

Living With Volcanoes: ThinkLink Activity 

Explain why people continue to live in areas affected by volcanoes Create an interactive 

image… 

You are going to use thinglink, a free web tool, to explain why people continue to live in areas 

affected by volcanoes. 

https://www.thinglink.com/ 

Sign up for the free version. You may use your Facebook account for that. 

Click on create. 

This page will ask you to upload an image. 

Create your own image to show the 4 main reasons (don’t include fossil fuels). Next slide 

shows you the image I created. 

Add a title. Click where you want to add a tag which is going to be text. 

Save-bottom right. The following slide shows you how your image will appear once you have 

saved it. 

Go over the image your first tag is. A circle appears. Put the arrow in the circle. The 

annotations appears. 

74

Final steps: 

At least one of the tags must be a video. 

Find one video which shows one of the reasons e.g. sulphur mining in Indonesia . Copy the 

link. 

Go back to your image on thinglink. Click on edit on the right. Click to add a tag on the image. 

Paste you link. Your video must appear on your image. Delete the text from the video and add 

your own text. E.g. Valuable materials. For instance, sulphur is mined around volcano vents 

Click on the circle. The new text appears below the video. 

Once you have completed this activity, copy the link on top of your page and send the link to 

your teachers/students. 

75

76 



Workshop presented in the project eTwinning space 

by Patricia Kokkinou Geography teacher 


Вашата цел за този урок е да разберете причините 

защо хората продължават да живеят в 

области с вулканични или земетръсни активности. 

Хората избират да живеят в тези райони с вулканични 

или земетръсни активности, защото 

смятат, че преимуществата са повече от недостатъците. 

2 основни причини да се живее в тези райони: 

-Социални причини (хората) 

-Икономически причини (пари) Социални причини: 

Това са основните социални причини: 

1. Бедност: Бедни хора, особено в развиващите 

се страни, не могат да си позволят да си 

тръгнат 

2. Хората не желаят да напускат семейството и 

приятелите си 

3. Хората се чувстват в безопасност заради 

издръжливите на земетресения сгради 4. 

Предвиждане: Повечето вулканични изригвания 

са предшествани от предупреждения за 

активност от вулканите 

Икономически причини: 

4. Главни икономически причини защо хората 

продължават да живеят в райони засегнати от 

вулкани 

1. Плодородни почви 2. Геотермална енергия 

3. Ценни материали 

4. Туризъм 

Живот с вулкани: ThinkLink Activity Създайте 

интерактивно изображение… 

Трябва да ползвате thinklink, безплатен уеб 

инструмент, за да обясните защо хората продължават 

да живеят в райони засегнати от вулкани. 


Регистрирайте се за безплатната версия. 

Защо живеем в опасна зона? 

Можете да използвате Facebook акаунта си за 

това. 

Тази страница ще поиска да качите изображение. 

Създайте свое изображение за да покажете 

4-те главни причини (не включвайте изкопаемите 

горива). Видяхте изображението, което 

аз създадох. 

Добавете заглавие. Кликнете, там където искате 

да поставите маркировка, която ще бъде 

текст. 

Запазете долу вдясно и ще видите , как вашето 

изображение ще изглежда след като сте го 

запаметили. 

Отидете върху изображението, къдета е вашата 

първа маркировка. Появява се кръг. 

Поставете стрелката в кръга. Появява се анотация. 

Финални стъпки: 

Поне един от маркерите трябва да е видеоклип. 

Намерете един видеоклип, който показва 

една от причините- например сяра в 

Индонезия. 

Копирайте линка. 

Върнете се към изображението си на 

thniklink. Кликнете, за да добавите маркер 

на изображението. 

Поставете линка си. Вашият видеоклип 

трябва да се появи на изображението ви. 

Изтрийте текста от видеоклипа и добавете 

свой текст. Например: Ценни материали. 

Кликнете върху кръгчето. Новият текст се появява 

под видеоклипа. 

След като приключите с тази дейност, копирайте 

линка отгоре на вашето изображение 

и го пратете на вашия учител.



Varför bo i en farozon? 

Why live in a danger zone 

Di mål för den här lekonen är a förstå orsakerna 

ll a människor fortsäer a leva i områden 

med vulkanoch jordbävningsakvitet. 

Människor valde a bo i områden med vulkanoch 

jordbävningsakvitet eersom de tyckte a 

fördelarna övervägde nackdelarna. 2 huvudsakliga 

skäl a bo i e område: - Sociala skäl (personer) 

- Ekonomiska skäl (pengar) 

Sociala skäl: 

Det här är de vikgaste sociala orsakerna: 

1 - Fagdom: Dåliga människor, särskilt i LIC, har 

inte råd a lämna. 2- Folk vill inte lämna familj 

och vänner. 

3 - Folk känner sig säkra på grund av jordbävningsbekämpade 

byggnader. 

4 - Predicon: De flesta vulkanutbro föregås 

av tydlig varning av akvitet från vulkanerna, 

Ekonomiska skäl 

4 huvudsakliga ekonomiska skäl förklarar varför 

människor fortsäer a bo i områden som påverkas 

av vulkaner: 

1 -ferla jordar 

2 - Geotermisk energi 3- Värderbara material 4- 

Turism 

Bor med vulkaner: ThinkLink Akvitet 

Förklara varför människor fortsäer a bo i områden 

som påverkas av vulkaner Skapa en interakv 

bild ... 

Du kommer a använda saklänk, e gras webbverktyg, 

för a förklara varför människor fortsätter 

a leva i områden som påverkas av vulkaner. 


Registrera dig för den fria versionen. Du kan använda 

di Facebook-konto för det. 

Klicka på skapa. 

Den här sidan kommer a be dig a ladda upp en 

bild. 

Skapa din egen bild för a visa de 4 huvudorsakerna 

(inte fossila bränslen). Nästa bild visar bilden 

jag skapade. 

Lägg ll en tel. Klicka där du vill lägga ll en tagg 

som kommer a bli text. Spara ll höger. Följande 

bild visar hur bilden ska visas när du har sparat 

den. 

Gå över bilden som din första tagg är. En cirkel 

visas. Sä pilen i cirkeln. Anteckningarna visas. 

Slutsteg: 

Minst en av taggarna måste vara en video. 

Hia en video som visar en av anledningarna ll 

exempel svavelutvinning i Indonesien. Kopiera 

länken. 

Gå llbaka ll din bild på saklänk. Klicka på redigera 

ll höger. Klicka för a lägga ll en tagg på 

bilden. 

Klistra in länken. Din video måste visas på din bild. 

Ta bort texten från videon och lägg ll din egen 

text. T.ex. Värderbara material. Till exempel bryts 

svavel kring vulkanvenler. Klicka på cirkeln. Den 

nya texten visas under videon. 

När du har sluört denna akvitet, kopiera länken 

ovanpå din sida och skicka länken ll dina lärare 

/ elever. 



¿Por qué vivir en una zona peligrosa? 

El objevo de esta clase es entender las razones 

por las que la gente connúa viviendo en zonas 

volcánicas y con seísmos. 

La gente elegía vivir en zonas volcánicas y con 

seísmos porque consideraban que las ventajas 

superaban el número de desventajas. 

77

Dos principales razones para vivir en un área: - razones 

sociables (gente) - razones económicas (dinero) 

Razones sociales: 

Estas son las principales razones sociales: 

1- Pobreza: gente pobre, parcularmente en LICs, 

no pueden permirse parr. 2- La gente no quiere 

abandonar su familia y amigos. 

3- La gente se siente segura con edificios a prueba 

de seísmos. 

4- Predicción: muchas de las erupciones volcánicas 

son precedidas por claros avisos de acvidad 

de los volcanes. 

Razones económicas 

Cuatro principales razones explican porque la 

gente connúa viviendo en áreas afectadas por 

los volcanes: 

1- Suelo férl 

2- Energía geotérmica 

3-Materiales válidos 

4- Turismo 

Vivir con volcanes: acvidad ThingLink 

Explica por qué la gente connúa viviendo en 

áreas afectadas por volcanes. 

Crea una imagen interacva...vas a usar ThingLink, 

una web gras para explicar porque la gente con- 

núa viviendo en áreas afectadas por volcanes. 

hps://www.thinglink.com/ 

Regístrate en la versión gratuita. Puede usar tu 

cuenta de Facebook. Haz click en “Crear”. Esta página 

te pedirá que subas una imagen. 

Crea tu propia imagen para mostrar las 4 princi- 

pales razones (no incluyas fluidos fósiles). La siguiente 

diaposiva te enseña la imagen que has 

creado. 

Añade tulo. Clica en el lugar dónde quieras añadir 

texto. 

Botón de guardar derecho. La siguiente disposiva 

muestra cómo aparecerá tu imagen una vez la 

hayas guardado 

Ve a la imagen con la primera equeta. Aparecerá 

un círculo. Sitúa el pulsador en el círculo. Las anotaciones 

aparecen. 

Pasos finales: 

Al menos una de las equetas ene que ser un 

vídeo. 

Encuentra un vídeo que enseñe una de las razones, 

por ejemplo, la importancia del sulfuro en 

Indonesia. 

Copia el enlace. 

Regresa tu imagen en ThingLink, clica en “editar” 

a la derecha. Selecciona “Añadir una equeta a 

la imagen”. 

Pega el enlace. Tu vídeo debería aparecer en tu 

imagen. Borra el texto del vídeo y añade El sulfuro: 

las minas de sulfuro se encuentran alrededor 

de los volcanes 

Haz click en el círculo. 

El nuevo texto aparecerá debajo del video 

Una vez hayas terminado esta acvidad, copia el 

link de arriba de tu página y envía el link a tus 

profesores/ alumnos. 



Porquê viver numa zona de perigo? 

O objevo desta aula é compreender as razões 

peas quais as pessoas connuam a viver em áreas 

com avidade vulcâncica e com propensão para 

tremores de terra. 

As pessoas escolhem viver em áreas com avidade 

vulcâncica e com propensão para tremores 

de terra porque consideram que as vantagens são 

mais do que as desvantagens. Há dois pos de razões 

principais: 

- razões sociais (pessoas) 

- razões económicas (dinheiro) Principais razões 

de caráter social: 

1- Pobreza: as pessoas pobres, não têm os meios 

necessários para ir embora. 2- As pessoas não 

querem deixar família e amigos;. 

3- As pessoas sentem-se seguras pelos edíficios à 

prova de tremores de terra. 

4- Previsão: a maioria das erupções vulcânicas 

são precedidas por alertas óbvios de avidade 

vulcânica. 

Principais razões de caráter económico: 

Existem 4 razões prinicipais que explicam o por- 

78

quê de as populações connuarem a viver em 

áreas afetadas pelos vulcões: 

1- Solos férteis; 

2- Energia geotermal 3- Materiais valiosos 4 - 

Turismo 

Viver com os vulcões: Avidade ThinkLink 

Explique porque razão as populações connuam 

a viver em áreas afetadas pelos vulcões Crie uma 

imagem interava ... 

Vai usar ThinkLink, uma ferramente grás da internet, 

para explicar porque razão as populações 

connuam a viver em áreas afetadas pelos vulcões: 

hps://www.thinglink.com/ 

Registe-se. Pode usar a sua conta do Facebook. 

Premir create. 

Esta página irá pedir-lhe para descarregar uma 

imagem. 

Crie a sua próópria imagem para ilustrar as 4 razões 

prinicipais (não inclua combusveis fósseis). 

O slide seguinte mostra-lhe a imagem que criei. 

Acrescente um tulo. Prima no local onde quiser 

adicionar texto. 

Tecla para guardar à direita. Este slide mostra 

como a sua imagem vai aparecer depois de ter 

sido guardada. 

Posicione-se sobre a imagem onde esver o primeiro 

texto. Aparece um círculo. Coloque a seta 

no círculo. Aparecem as anotações. 

Úlmos passos: 

Pelo menos um dos marcadores deve ser um vídeo. 

Encontre um vídeo que ilustre uma das razões, 

eg, trabalho nas minas de enxofre na Indonésia. 

Copie o link. 

Regresse à sua imagem no thinglink. Clique no 

editar à direita. Clique para adicionar um marcador 

na imagem. 

Cole o seu link. O seu video deve aparecer na 

imagem. Apague o texto do vídeo e o seu próprio 

texto, e.g. materiais valiosos. Outro exemplo, o 

sulfúrio é extraído em redor das crateras vulcânicas. 

Clique no círculo. O texto novo aparece por baixo 

do video. 

Quando completar esta avidade, copie o link 

que está no topo da página e envie-o aos seus 

professores/alunos 



Γιατί να ζει κάποιος σε επικίνδυνες ζώνες 

Ο στόχος σας για αυτό το μάθημα είναι να καταλάβετε 

τους λόγους για τους οποίους οι άνθρωποι 

συνεχίζουν να ζουν σε περιοχές με ηφαιστειακή 

και σεισμική δραστηριότητα. Οι άνθρωποι 

επιλέγουν να ζουν σε περιοχές με ηφαιστειακή 

και σεισμική δραστηριότητα επειδή αισθάνονται 

ότι τα πλεονεκτήματα υπερτερούν των μειονεκτημάτων. 

Υπάρχουν 2 κύρια είδη λόγων για να ζουν σε τέτοιες 

περιοχές: - Κοινωνικοί λόγοι (άνθρωποι) 

- Οικονομικοί λόγοι (χρήματα) Κοινωνικοί λόγοι: 

Αυτοί είναι οι κύριοι κοινωνικοί λόγοι: 

1- Φτώχεια: Οι φτωχοί άνθρωποι, ιδιαίτερα στα 

LICs, δεν έχουν την δυνατότητα να ζήσουν. 2- Οι 

άνθρωποι δεν θέλουν να αφήσουν τους φίλους 

και τις οικογένειες τους. 

3- Οι άνθρωποι αισθάνονται ασφάλεια λόγω των 

αντισεισμικών κτηρίων. σας. 

4- Προβλέψεις: Οι περισσότερες ηφαιστειακές 

εκρήξεις ακολουθούν ύστερα από ξεκάθαρη 

προειδοποίηση ενεργής δραστηριότητας από τα 

ηφαίστεια. 

Οικονομικοί λόγοι: 

4 κύριοι οικονομικοί λόγοι που εξηγούν γιατί οι 

άνθρωποι εξακολουθούν να ζουν σε περιοχές 

που επηρεάζονται από ηφαίστεια: 

1- Γόνιμα εδάφη 

2- Γεωθερμική ενέργεια 3- Πολύτιμα υλικά 

4- Τουρισμός 

Ζώντας Με Ηφαίστεια: ThinkLink Activity 

Εξηγήστε γιατί οι άνθρωποι εξακολουθούν να 

ζουν σε περιοχές που επηρεάζονται από ηφαίστεια. 

Δημιουργήστε μια διαδραστική εικόνα… 

Θα χρησιμοποιήσετε το thinglink, ένα δωρεάν 

79

διαδικτυακό εργαλείο, για να εξηγήσετε γιατί 

οι άνθρωποι συνεχίζουν να ζουν σε περιοχές 

που επηρεάζονται από ηφαίστεια. https://www. 

thinglink.com/ 

Εγγραφείτε για την πλήρη έκδοση. Μπορείτε 

να χρησιμοποιήσετε τον λογαριασμό σας στο 

Facebook για αυτό. 

Κάντε κλικ στο create. 

Αυτή η σελίδα θα σας ζητήσει να αναρτήσετε μια 

εικόνα. 

Δημιουργήστε μια δική σας εικόνα για να δείξετε 

τους 4 κύριους λόγους (μην συμπεριλάβετε τα 

ορυκτά καύσιμα). Η επόμενη διφάνεια σας δείχνει 

την εικόνα που δημιούργησα εγώ. 

Προσθέστε έναν τίτλο. Κάντε κλικ εκεί που θέλετε 

να προσθέσετε μια ετικέτα όπου θα μπει το 

κείμενο. 

Αποθηκεύστε κάτω δεξιά. Η επόμενη διαφάνεια 

σας δείχνει πώς θα εμφανιστεί η εικόνα σας μόλις 

την αποθηκεύσετε. 

Πηγαίνετε στο σημείο της εικόνας όπου βρίσκεται 

η πρώτη σας ετικέτα. Θα εμφανιστεί ένας κύκλος. 

Τοποθετήστε το βελάκι στον κύκλο. Το σχόλιο 

εμφανίζεται. 

Τελικά βήματα: 

Τουλάχιστον μια από τις ετικέτες πρέπει να είναι 

βίντεο. 

Βρείτε ένα βίντεο που να δείχνει έναν από τους 

λόγους π.χ. εξόρυξη θείου στην Ινδονησία. 

Αντιγράψτε τον σύνδεσμο. 

Πηγαίνετε πίσω στην εικόνα σας στο thinglink. 

Κάντε κλικ στο edit στα δεξιά.Κάντε κλικ για να 

προσθέσετε μια ετικέτα στην εικόνα. 

Επικολλήστε τον σύνδεσμο. Το βίντεο σας θα πρέπει 

να εμφανίζεται στην εικόνα σας. Διαγράψτε 

το κείμενο από το βίντεο και προσθέστε ένα δικό 

σας κείμενο π.χ. πολύτιμα υλικά. Για παράδειγμα, 

το θείο εξορύσσεται γύρω από ηφαιστειακές 

οπές. 

Κάντε κλικ στον κύκλο. Το νέο κείμενο εμφανίζεται 

κάτω από το βίντεο. 

Μόλις ολοκληρώσετε την δραστηριότητα, αντιγράψτε 

τον σύνδεσμο στο πάνω μέρος της σελίδας 

και στείλτε τον σύνδεσμο στους καθηγητές/ 

συμμαθητές 

The team of partners coordinators at the last Transnational meeting in Stockholm, June 2018. 

80

Sampling and sound design software 

‘Soundplant’ Introduction to the theory, 

practice and creative teaching 

approaches of a sampling software 

Dr Nektarios Rodosthenous (American Academy Larnaca) 

Presentation/ workshop outline through 

eTwinning 

Explaining sampling and different ways 

of collecting sound material. How do we 

reproduce/ perform/ sample today? – Definitions 

On Sampling: 

Introduction to the theory and use of different 

sampling equipment Examples 

On Soundplant: 

Developmental background of the software 

Practical applications 

Links and examples from YouTube 

Q & A: Student-based applications and ideas 

based on the educational use of Soundplant. 

UNIT I - ON SAMPLING 

Digital and analogue samplers (hardware/ 

υλισμικό): 

• Terminology: The process of sampling is 

one of the most important principles of 

contemporary electronic music, which 

forms the basis of this genre and of music 

production in general. According to its 

name, sampling deals with mapping to and 

triggering certain sound samples from a 

music equipment. 

• Who is using it: Sampling is the main 

function/ creative process used by DJ and 

VJ (video jockey), theatre, radio and TV 

technicians/ operators. 

• What material are we using: Sampling 

does not necessarily mean pre-existing 

recordings. It could be a collections of our 

own recordings from our smartphone, tablet, 

a high quality recorder or from a professional 

recording studio. If we download any 

samples, they have to fall under the ‘fair use’ 

category! Samplers (hardware) 

- electribe by Korg - MPX16 by Akai 

- LaunchControl by Novation 

- LaunchPad by Novation 

- Machine Studio by Native Instruments - 

Analog Rytm by elektron 

- OP1 by Teenage Engineering 

- Push by Ableton 

- Digital Warrior by Tomash Ghz Keezy by 

Elepath (application by iOS) 

Keezy (free) 

Recording voice or instruments Sampling (8 

sounds) 

Dr Nektarios Rodosthenous (American Academy Larnaca) 

81

• Other applications: detailed presentation of 

the following in Cyprus 

• http://www.patatap.com/ (Introduction to 

online basic sampling practices with A/V 

background). 

• http://samplestitch.com/ (Online sampling 

application: listener could remix three preexisting 

songs with the virtual keyboard as 

the sampler). 

• https://www.mixthecity.com (Online 

sampling from different countries by 

Kutiman) 

• YouTube – sampling artist Akufen 

• Deck the House (2002) - https://www. 

youtube.com/watch?v=w7nNF0FJ3-I A music 

example of sampling 

- Album My way by Akufen - Released in 

2002 

- Made of 2000 radio samples 

- Pic album cover. What are the extensions? 

What to know – legal issues on copyrights and 

mechanical rights when it comes to sampling 

• Tips and advice on how to clear the 

copyrights: http://diymusician.cdbaby.com/ 

musician-tips/clear-samples-to-copyrightedmusic 

• In which cases we need permission to use 

sound samples recorded and produced by 

others (Law Encyclopedia Nolo) – 

http://www.nolo.com/legal-encyclopedia/ 

permission-sampled-music-sample 

-clearance-30165.html 

• Research on the IP law (intellectual property) 

before uploading on the internet • your 

composition made of pre-recorded sound 

samples. 

• Try to get hold of John Oswald’s 

Plunderphonics, or Audio Piracy as 

• Compositional Prerogative, (Toronto, 1985): 

http://www.plunderphonics.com/xhtml/ 

xplunder.html 

On copyrights – John Oswald VS Michael Jackson 

lawsuit 

Unit ΙΙ – Teaching with sampling and sound 

design software Soundplant Theoretical 

background 

• The 18-year old Soundplant was created by 

Marcel Blum. It is used by various professionals 

82 

worldwide, in theaters and TV shows and in 

channels like the NFL, on BBC‘s Top Gear. It was 

also used by Disney professionals as well as 

Hollywood movies. 

• It uses the QWERTY keyboard of the PC as 

buttons for activating and 

reproducing samples. This ‚sound mapping‘ / 

sound mapping on the keyboard allows us to 

experiment with the concept of multi-channel 

sampling. 

• Easily import / import audio formats (.mp3, 

.wav and .aiff.) With drag-and-drop (using the 

mouse on the PC). 

• It works with low latency which allows us 

to have no delay between the moment we 

activate the sound and the moment the 

sound is heard. 

• Ability to process sound samples (create 

smaller waves on the waveform), and allow 

looping. 

• It works on various Operating Systems (OS), 

such as Windows and Mac. 

It works as standalone software, thus does not 

need to be combined with any other software 

via MIDI or USB. 

• The software is available for free for 

educational / non-commercial use on the 

Internet, or for $ 50 for commercial use. 

Installing Soundplant 

- Open the folder with the downloaded 

Soundplant. Run the icon you see on the - 

left picture Soundplant43_setup.exe to start 

installing the software 

- When the first window with the installation 

wizard appears, click Next. - In the next 

window regarding the licence agreement, we 

typically chose the 

- option: I accept the agreement and click 

Next. 

- In the next window we select if we want an 

icon of the software of the software - to be 

created on the Start Menu and then we click 

Next. 

- In the next window we must select the box 

Associate .keymap files with - Soundplant 42 

and then we click Next. 

- In the final window we click Install and we

wait for the installation to finish. 

- This shouldn’t take long as it is a small 

software. 

Soundplant: working environment 

• The above is the Soundplant home page. 

Here we can drag and drop the sounds we 

want to use as samples (drag and drop) on 

any key from the PC keyboard. 

Escape keys (top left) are excluded as well as 

backspace. In this case, I have chosen the ‚E‘ key 

to enter my sound sample. If I click on the button 

then I have the ability to choose what 

colour I want to assign to that key, but also to see 

all the information about it (duration, sound 

quality, format, location on the PC). 

• The Escape and Backspace keys are used to 

mute all sounds. Soundplant: key-modes 

• The mode of operation of each key 

(keymode) is very important to the playback 

of the sounds and the project in general. 

When all the samples inserted, the users can 

choose how they want to reproduce each 

sample when they click on those particular 

keys they have chosen. It is important 

to understand that each key may have a 

different keymode – two modes in general. 

The keymodes are explained below, starting 

with the modes on the left: 

• Sustain = maintenance 

• Restart 

• Kill = sudden stop 

• Mute (when mute is back then the sound 

continues as if it was playing incessantly 

throughout the mute mode) 

• Pause 

• Fade = Turn-off gradually Soundplant: more 

tools 

• In addition, users have the choice to 

edit different properties of the samples 

separately. Just select / press on a key that 

a sound is allocated to, and then process 

in according to the following properties. 

Volume fader has to do with the amplitude 

of each sample, pitch has to do with the 

frequency of each sample, and the reverb 

has to do with the space that we want to 

create in a recording. There are two choices 

when it comes to applying these effects/ 

parameters: the real-time mode (while the 

sound is being performed), and the random 

mode (randomly). Chose the real-time mode, 

when it comes to mixing, but for the sake of 

experimentation, it is good to also try the 

random mode, in order to understand how it 

works, and how it is different to the previous 

mode. 

Soundplant: music production tools 

• To conclude with the sound effects/ 

parameters, the users can edit and apply these 

panning changes of each sample separately. 

Just click on the key/ sample that you would like 

to edit and then move the fader accordingly. 

Panning is a parameter which deals with 

positioning each sound to the left or to the right 

of our stereophonic image. If you would like to 

send the sample slightly to the left, then position 

the fader slightly to the left. If we would like to 

send the sound to the right side of the mix, then 

move the panning fader to the right. Pay 

attention to the panning balance that you aim to 

give with the panning tool, so that you have an 

equal and balanced stereophonic image (so that 

it is not right-heavy or left-heavy). 

• After the final mix of your project, where 

each and every key/ sound has been edited and 

mixed with all the above parameters, the users 

can select their preferable view mode, in the 

main Soundplant window. The ‘Detailed view 

mode’, shows all the parameters in the screen/ 

working window, and this may be confusing in 

the performance of each project. Hence, the 

users can chose the ‘Simple view mode’, where 

they can only see the iconic keyboard/sampler 

with the available samples, for clarity in the 

performance. 

Soundplant: mixing tools 

• General volume fader (master volume) 

• Final reverberation for the whole mix. 

This is more advanced than the previous reverb 

because it has more options and parameters 

than each key separately. 

83

• Keys Escape and backspace STOP the 

reproduction of all the samples, and this is 

exactly the reason why we cannot allocate 

samples on this two keys. 

Soundplant: editing waveform 

• Edit/ select which part you want from each 

sample on each key separately. This can be 

done by setting a starting point and an ending 

point on the waveform. 

Soundplant: Sound design tools 

• Loop: repeat the selected motif 

• Top right side of the software we can see all 

the active sounds. You can stop any sound you 

do not wish to hear with the close option on 

each sound individually. 

• Filtering options for shaping the sound and 

Filter Resonance, which amplifies the effect of 

the filter’s cut-off frequencies. 

• (Low Frequency Oscillator could be used as a 

tremolo effect. 

Soundplant: save and export 

• Save keymap (this will not export recording) 

of the sampling mix that you have created. 

• Open keymap (this is not the recording of 

your mix) 

• Free version of Soundplant allows the users to 

export the recording of their work, only in the 

next 25 times that is used. The recordings will 

be in .wav format for Windows, and in .aiff 

format for Macintosh).After the first 25 uses, 

this free function does not work anymore 

and you have to buy the software if you want 

to export recordings of your mixes. 

Soundplant: Preferences 

• To open the preferences (settings) window, 

click on the next icon. 

84

Introduction to War Poetry 

Presented by Rioch O‘Gorman 

Deputy Director of English , Astor College for the Arts, Dover, 

England through eTwinning project page 

L/O: Use your imagination to create a soldier. 

Who is this man? 

What is his name? Where does he live? 

What is his favourite food? What is his 

favourite drink? 

What is his favourite sports team? What is 

his best friend called? Who is his favourite 

relative? 

What is his favourite subject at school? What 

is his special talent? 

What is the name of his girlfriend? What is 

his dream job? 

Where would he like to live in his old age? 

1) Corporal Task : 

Write three lines you would say to your 

parents about going off to fight for your 

country. 

2) Sergeant Task: 

Write down three private feelings about 

being sent into a war zone. How do you feel? 

3) Major Task: 

Think of three positive sights and sounds and 

85

three negative sights and sounds of being at war. 

Choose your task 

4) General Task: 

Using all of your sentences, write an imaginative 

diary entry about being at war. Remember that 

the main point of this is to think about how war 

would have affected the individuals. 

2018 marks 100 years since the First World War 

ended… … so let’s jump into the present day! 

Under your work, I’d like you to write a social 

media style message on what you’ve learnt 

today. You can start with: ‘’Today in English, I 

learnt…’’ 

Rioch O‘Gorman- Deputy Director of English , Astor College for the Arts, Dover, England 

L/O: I can write slowly to create a tension-filled short story 

What do you think of this story? 

It was a dark night when I walked up to the 

castle. The moon was out and I could hear 

wolves howling. There was a cold wind 

blowing towards me from the north. The 

castle walls were so high they filled me with 

fear. I thought that if I went inside I would 

see something frightening 

86 

Vocabulary check! 

Trepidation- to approach a situation with 

caution. Eerie- spooky or strange. 

Cavernous- large and spacious. 

Story opening 

Sentence One: Describe the emotions you 

feel as you approach the castle. Sentence 

Two: Can only be five words. 

Sentence Three: Must describe the hallway 

of the castle with three adjectives. 

Sentence One: I was gripped with terror as 

I approached the old castle; it’s stone walls 

towering menacingly above me as if they 

were capable of crushing me, body and soul. 

Sentence Two: With trepidation I entered 

silently. 

Sentence Three: I peered nervously around a 

dark and dingy but clearly cavernous hallway, 

that stretched out to a feint light in the 

distance. 

Building tension 

Sentence Four: Must speak about a smell. 

Sentence Five: Must be seven words long. 

Sentence Six: Must use a simile. 

Sentence Four: A strange and 

overpoweringly acrid smell assaulted my 

senses, almost knocking me off my feet. 

Sentence Five: I was hypnotically compelled 

to venture further.

Sentence Six: Coming to the end of the 

hallway and racked with anxiety, I arrived at 

a door that was as big and wide as a tree; 

an ancient oak monument that threatened 

death. 

Vocabulary check! 

Peripheral vision- what you can just about 

see from the corners of your eyes. Gloom- a 

darkness that suggests sadness. 

Incandescent- A light that comes from a heat 

source. 

Introduce a plot twist 

Sentence Seven: Must include three 

adjectives. 

Sentence Eight: Must describe something 

you discover in the castle. Sentence Nine: 

Must begin ‘Then suddenly… 

Sentence Seven: Through the narrow gap 

in the giant doors, I noticed a seemingly 

incandescent light being emitted from the 

top of a wooden table. 

Sentence Eight: Entering the room, I 

approached the source of the light and saw 

that it was a floating vial of deep scarlet 

liquid, pulsating with the heat of a human 

body. Sentence Nine: Then suddenly, from 

my peripheral vision, I noticed a child; small 

and thin with a demonic look in it’s eyes and 

a thin dribble of fresh blood leaking from the 

corner of it’s mouth. 

words. Remember to mix up your sentence 

lengths. 

Safe at last! 

You’ve made it safely out of the castle, 

despite going very slowly! 

So that you remember your experience, can 

you please complete the following sentence 

to show me what you’ve learnt today. 

‘Today in English I learnt…’ 

Slow writing - general 

Sentence One: Describe the emotions you 

feel in a location. Sentence Two: Can only be 

five words. 

Sentence Three: Must describe something 

specific where you are. Sentence Four: Must 

speak about a smell. 

Sentence Five: Must be seven words long. 

Sentence Six: Must use a simile. 

Sentence Seven: Must include three 

adjectives. Sentence Eight: Must describe 

something you find. Sentence Nine: Must 

begin ‘Then suddenly…’ 

Finish your story 

Homework: 

1Finish your story in NO MORE THAN 50 

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‚Entrepreneurs‘ workshop presented 

in Lisbon - April 2017 by Francisco Ferreira 

from Escola Secundaria Maria Amália Vaz 

de Carvalho, Lisbon, Portugal 

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To see the video with the workshop presented by Francisco Ferreira from Escola 

Secunda ria Maria Amália Vaz de Carvalho, Lisbon, Portugal, you have to use your 

HP Reveal APP in your phone and follow the channel – NatashaDzhurkova 

Your task: See the video and discover the product! 

To see the video you have 

to use your HP Reveal APP in your phone and follow the channel – 


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Brain without limits 

Workshop - Competition presented 

by Natasha Dzhurkova from SU Ekzarh Antim I, Kazanlak, Bulgaria 

at LTTA in Lisbon, April 2017 

The Universe is lightened by the Sun, and the Man- by knowledge. 

The strong will defeat one person, the knowledgeable- a thousand 

people. 

The competition “Brain without limits“ was created by Natasha 

Dzhurkova to provoke students and to show 

them, that they have reserve abilities for resolve problems and 

different tasks, to show them that their mind has no limits to 

develop. The competition is organized as a brainstorming activity 

and has no need for students to be prepared in advance. Some of 

the tasks are addressed to their reasonability, logical thinking, 

some tasks need to be resolved in short time, and to resolve 

other tasks they need to use their knowledge accumulated during 

the years. The competition is creative approach for teaching 

Natasha Dzhurkova from 

SU Ekzarh Antim I, 

Kazanlak, Bulgaria 

and learning all school subjects and demonstration how different school subjects can be 

integrated. 

To read the script for the competition Brain without limits held in Lisbon in LTTA, April 2017, 

please visit the link: https://en.calameo.com/read/000723709562c72b57c5e 

To see the video with the presentation with the tasks and answers from the competition Brain without limits from Lisbon 

you have to use your HP Reveal APP in your phone and follow the channel – NatashaDzhurkova 

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To see the video with the competition Brain without limits from Lisbon you have to use your HP Reveal APP in your phone 

and follow the channel – NatashaDzhurkova 

After the LTTA in Lisbon, the competition Brain without limits was shared with the students from SU Ekzarh Antim I, 

Kazanlak, Bulgaria and with the students from Florida Secundaria Catarroja, Spain, who did not have chance to participate 

in the project motilities. 

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Drama workhops 

Presented in LTTA at Lisbon, Portugal and in Athens, Greece 

by Michael Hornsey from Astor College for the Arts , 

Dover, England 

During the LTTA teachers and students trained 

their creative attitude and creative thinking 

through problem solving games different 

creative tasks and drama activities. 

The Drama workshops presented by Michael 

Hornsey for teachers and students, were 

central vehicles of new skill development to 

improve professional performance, personal 

management. 

Michael Hornsey with students from Astor College 

for the Arts , Dover, England 

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To see the video of the Drama workshops for students presented 

by Michael Hornsey in Lisbon you have to use your 

HP Reveal APP in your phone and follow the channel – 



by Michael Hornsey in Athens you have to use your 



To see the video of the Drama workshops for teachers presented 

by Michael Hornsey in Larnaca you have to use your 




by Michael Hornsey in Athens you have to use your 



Drama activities at LTTA, Dover, April 2018 

The partners teams prepared performances and movies based on untold stories for soldiers from the WW1 

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Creative workshop on Chemistry / Ethics 

Workshop presented at LTTA in Dover, England – 

April 2018 by Mrs Fodini Ioannou – Stavrou, 

Ms Polyana Papadopoulou, Dr Nektarios Rodosthenous 


1. Icebreaker activity Based on the 

following questions: 

• What country would you go to on 

holiday? 

• What job would you choose if you were 

beginning now? 

• What famous person would you like to 

have dinner with? 

2. Introduction to principles of Ethics 

• Types of decisions: moral, non-moral, 

amoral, and immoral decisions 

• How do we learn morality? How do we 

know what is right and wrong? 

• Match exercise on the definitions of 

various moral dilemmas – extended by 

examples 

• Overview of ethical theory (deontological 

and teleological) and definition oethics 

and connected dilemmas (how to live 

a good life, rights and reponsibilities, 

language of right and wrong, moral 

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decisions on what is good and bad) 

3. Overview of chemical weapons in past 

wars 

• WWI: Chlorine gas – key features and 

effects 

• WWI: Mustard gas – key features and 

effects 

• WWII: Holocaust and the gas chambers 

4. Case studies of ethical decisions : 

1/ You are living in Second World War 

Germany and you are hiding a Jewish family 

in your attic. A German officer knocks on 

your door and asks you if you are hiding any 

Jews. What do you say to him? 

2/ You are at Tesco supermarket and you see 

a mother with a young child steal a loaf of 

bread. They both look very thin. What do you 

do? 

3/ You see a young girl steal an old woman’s 

handbag. At that moment, a car swerves 

towards them both. You only have time to 

save one, who do you save and why?

4/ You are walking down a quiet street at 

night and you see a scientist who is world 

famous for his research into possible cures 

for terminal diseases. You notice that he Is 

arguing with another man and has pulled a 

knife out. He lunges at the man. Would you 

intervene to stop the murder from taking 

place, even if it meant you might kill or injure 

the scientist? 

5/ You are a doctor working in a hospital. 

One day a healthy young man walks into 

reception and says that several members 

of his family are in danger of dying because 

they need organ transplants. One needs a 

heart, one needs a lung, two need kidneys 

and one needs a liver. He wants you to give 

him painless but lethal injection, then take 

his organs and use them to save his relatives. 

If you don’t he says that he will go to a backstreet 

doctor who has agreed to ‘have a go’ 

at the operation for a small price. Should you 

allow this youth to sacrifice his life in order 

to save his family? 

6/ An empty train is fast approaching a 

junction. You are standing by the points. If 

you do nothing, the train will go straight on 

and will run over a baby who has crawled 

onto the line. If you alter the points, the train 

will be diverted and will run over a drunken 

old tramp who is lying on the track Do you 

divert the train? 

7/ You are on a business trip visiting a foreign 

country and, as a part of your tour, your 

hosts show you round a local prison. You are 

shocked to find that the guards are about 

to execute six political prisoners. The prison 

governor explains that as today is a festival, 

you have the opportunity to save the lives 

of five of these prisoners: in a gesture of 

goodwill to his important guest he explains 

that if you shoot one of the prisoners, then 

the others will be spared. Do you kill one of 

the prisoners yourself? 

8/ Breaking Bad series as dilemma sample 

Walter White, the protagonist, is a former 

chemistry teacher who has been diagnosed 

with cancer. He decides to ensure his family’s 

future by producing drugs. What questions 

would you come up with to assess whether 

this is right or wrong? How do you decide? 

9/ Final debate based on the principle of 

execution by firing squad: 

• Categorise the execution procedure 

according to ethical dilemmas (see section 2). 

• What would you do? 

• How accountable are you for your actions? 

• Use the opinion line (totally wrong – unsure 

– totally right) to define your point of view. 

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To see entire presentation you have to use your HP Reveal 

APP in your phone and follow the channel – 

Natasha Dzhurkova

The team of partners coordinators in the last Transnational meeting in Stockholm, June 2018. 

From left to right: Vasiliki Dali, Margarida Godinho, Ana Martin Garcia, Radiana Stefanova, Ana Melo, Mats Rendahl, 

Eleni Sotiropoulou , Enric Ortega, Michael Hornsey, Nektarios Rodosthenous, Natasha Dzhurkova, 

Tobias Söderström, Eleonor Lauter 

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The booklet was created by Natasha Dzhurkova 

from SU Ekzarh Antim I, Kazanlak, Bulgaria – 

coordinator of the project “CREATIVE TEACHING AND LEARNING” 

June 2018

Creative Teaching

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