lithuania programma erasmus+ school to · pdf filelithuania programma erasmus+ fifth...

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Jieznas Gymnasium Vytauto g.42, LT-59427

Prienų r.

+370-319-57118 [email protected]

Lithuania

PROGRAMMA ERASMUS+

FIFTH LEARNING, TEACHING, TRAINING ACTIVITY ACTION KA2 SCHOOL TO SCHOOL PARTNERSHIP

“EUROPE FOR INCLUSION”

ISTITUTO COMPRENSIVO SAN DONATO – SASSARI – ITALY

JIEZNAS GYMNASIUM – PRIENAI REGION – LITHUANIA AGRUPAMENTO DE ESCOLAS COIMBRA SUL – COIMBRA – PORTUGAL

SZKOŁA PODSTAWOWA NR 7 IM. WOJSKA POLSKIEGO W LESZNIE – LESZNO – POLAND SCOALA GIMNAZIALA "I.I. MIRONESCU" – TAZLAU – ROMANIA

TAUTSKOLA 99 BALTIE ZIRGI – DRUSTI, DRUSTU PAGASTS, RAUNAS NOVADS – LATVIA COLLEGE JEAN JAURES – AQUITAINE – CENON – FRANCE

GAP KIZ ANADOLU LISESI – SANLIURFA – TURKEY

Trainee’s

Journal

Name _________________________

by The Lithuanian Scientific Committee Janina Bartuseviciene, coordinator for Lithuania,

Neringa Zujiene, headmaster, Dalia Mazuroniene, deputy headmaster and social educator,

,Jolanta Savukyniene, deputy headmaster and special educator Joalita Jurkeviciene, chemistry teacher

Ramute Bubniene, teacher of primary classes Evelina Tiscenkiene, psychologist

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INTRODUCTION

Born from the collaboration among the members of the Lithuanian Scientific Committee, the

Trainee’s Journal wants to be a tool to answer the trainees’ needs within the training section on

“Didactic Methods for Teaching Children with Mood Disorders”.

Divided into 6 sections, the Journal has been thought in order to:

Guarantee a support to the teachers with orienting and facilitating actions.

Promote comparison on relevant topics.

Help trainees to reflect on their learning plan by visualizing the difference between skills at the

beginning and skills at the end of the training section.

Organize formative and specific assessment.

Along with it grids and questionnaires are provided. They are to offer a guideline, easy to be used by

any teacher. A training support answering criteria of coherence, articulation and clearness.

This support is meant to provide a useful guidance.

The Journal is a tool owned by the trainee.

The Lithuanian Scientific Committee Janina Bartuseviciene, coordinator for Lithuania, Neringa Zujiene, headmaster, Dalia Mazuroniene, deputy headmaster and social educator, Jolanta Savukyniene, deputy headmaster and special educator, Joalita Jurkeviciene, chemistry teacher Ramute Bubniene, teacher of primary classes Evelina Tiscenkiene, psychologist

Jieznas 21/11/2016

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FIRST PART: MY BIOGRAPHIC PROFILE

1.1: biodata grid

School where the course is attended: ____________________________________________________ Title of the training course: ____________________________________________________________ In charge of the course: _______________________________________________________________ Course Coordinator: _________________________________________________________________ Tutor:______________________________________________________________________________ Trainers: ___________________________________________________________________________

Trainee’s biodata Surname _______________________________ Name _________________________________ Date of birth____/_______/________________ Place of birth _______________________________________________________________ Address ___________________________________________________________________ Telephone: ___________________ fax: _________________mobile: __________________ E-mail ____________________________________________________________________

Own School Data Name of the school __________________________ Town _____________________________________ Country____________________________________ Telephone: ___________________ fax: ________________ e-mail: _____________________________

Trainee’s Personal Information and previous experiences

Kind of teaching: ______________________________________________________________________ Number of teaching years:_______________________________________________________________ Kind of school certification: _____________________________________________________________ Special certifications: ___________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Self-evaluation of linguistic competences in English (according to the Common European Framework of Reference): ___________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________

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1.2: gathering of expectations

Write your general expectations towards the training course:

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1.3: specific expectations

Management of meetings, pace and modalities

Trainers’ lessons

Definition of individual needs

Skills level at the end of the training course

Motivation and level of willingness to attend the training course

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SECOND PART: MY INITIAL COMPETENCES

I self-assess my initial knowledge competences by putting a cross in the proper box:

1. Do I know how to recognize students with mood and behaviour disorders?

Yes No Partly 2. Do I know what first teaching actions to be done when students with mood and behaviour

disorders appear in my class?

Yes No Partly 3. Do I know how to maintain contacts with students having mood and behaviour disorders?

Yes No Partly

4. Do I know to involve students with mood and behavior disorders in extra-curricular

activities?

Yes No Partly 5. Do I know how to increase self-esteem of students with mood and behaviour disorders?

Yes No Partly

6. Do I know how to teach students with mood and behaviour disorders problem–solving,

goal–setting , organizational strategies?

Yes No Partly

7. Do I know how to create an inviting classroom for students with mood and behaviour disorders?

Yes No Partly

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THIRD PART: MY FINAL COMPETENCES

What have I learnt from the course?

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FIFTH PART: RECORDING OF THE WORK IN PRESENCE

Diary

5.1: recording grid Lecture

Date Duration from 9.30 to 11.30 Place Trainer/s Title of the lecture Topic

Contents

Kind of activity

Group work Pair work Plenary lesson Cooperative Learning

I have learnt:

It has been useful for:

I had some difficulties:

Solutions found in order to overcome difficulties

Materials produced

Possible spin off on my job

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FOURTH PART: RECORDING OF THE WORK IN PRESENCE

Diary

4.1: recording grid Workshop

Date Duration from to Place Trainer/s Title of the lesson Topic

Contents

Kind of activity

Group work Pair work Meeting Cooperative Learning

I have learnt:




Materials produced


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Diary

5.1: recording grid First Lesson

Date Duration from 12.00 to 12.45 Place Trainer/s Title of the lesson Topic

Contents

Kind of activity


I have learnt:




Materials produced


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Diary

5.1: recording grid Second Lesson


Contents

Kind of activity


I have learnt:




Materials produced


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Diary

5.1: recording grid Third Lesson


Contents

Kind of activity


I have learnt:




Materials produced


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SIXTH PART: EVALUATION OF THE DIFFERENCE BETWEEN THE INITIAL EXPECTATIONS AND THE FINAL RESULTS OF THE TRAINING COURSE.

6.1: EVALUATION OF THE COURSE COMPARED TO THE INITIAL

EXPECTATIONS

Management of meetings, pace and modalities

Trainers’ lessons

Definition of the individual needs

Competence level at the end of the training course

Motivation and level of willingness to the training course

NOTES:

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