/gapi/ Iubire( Dragoste) Mio /Miwosc/ Sevgi Armastus Love
/Eftyhia/ Fericire Szczcie /Shchescie/ Mutluluk nn Happiness
/Eleftheria/ Libertate Wolno /Volnosc/ zgrlk Vabadus Freedom
/Perifania/ Mndrie Duma /Duma/ Gurur Uhkus Pride
/Enthusiasm/
Entuziasm Entuzjazm /Enthusiasm/ Gayret, stek Entusiasm Enthusiasm
/Apodohi/ Acceptare Akceptacja /Akceptacja/ Kabul Vastuvtlikkus Acceptance
/Evgnomosini/
Recunotin Wdziczno
/Vdziechnosc/
Minnettarlk Tnulikkus Gratitude
/Tharros/ Curaj Odwaga /Odvaga/ Cesaret Julgus Courage
/Entimotita/ Onestitate( Cinste) Uczciwo /Uchcivosc/ Drstlk Ausus Honesty
/Siginisi/ A te simi micat Wzruszenie /Vzrushenie/ Duygulu Liigutatus Feeling moved
A MULTILINGUAL POSITIVE EMOTIONS GLOSSARY
AIM
Considering the important role of emotional intelligence, positive thinking and
language development we will attempt to use language, ICT technology and art as
a medium for developing our students emotional, artistic, as well as ICT skills.
Our end product will be a multilingual positive emotions glossary.
OBJECTIVES
Following Blooms taxonomy, the projects objectives can be classified in:
Cognitive:Students will be able to develop their native language and foreign language
skills. Affective:a) Students will be able to value the importance of positive thinking
and positive emotions. b) Students will acquire a positive stance towards the
introduction of the European dimension within the school setting. c) Students will
develop their self confidence and self esteem. d) Students will increase their
motivation towards native as well as foreign language learning. Psycho-motor:
Students will be able to: a) Draw and paint pictures reflecting specific positive
emotions (Artistic skills). b) Learn how to use the PC to draw and paint pictures of
positive emotions and make Powerpoint presentations (ICT skills).
Innovation and creativity
The project is innovative for the following reasons:
It aims at developing not only students linguistic and cognitive skills but also their
affective skills (positive thinking, positive emotions etc) and social skills adopting
cooperative learning (students have to cooperate to produce the end product) as well
the interdisciplinary approach (students develop their foreign language skills through
the computer or the art course) as a methodological tool. It also develops students
creativity as it helps them draw and paint pictures of how they perceive certain
positive emotions and also create their own concept maps on how they define each
positive emotion. Moreover, the project develops students critical thinking,
communication and debate skills, as students are required to speak about their
perceptions, compare them with their classmates and also their partners from other
European countries. Through these comparisons students learn about their partners
perceptions, understand them and start feeling close to them, breaking barriers and
stereotypes. Through discussions on positive emotions and positive thinking, students
develop a positive stance towards native and foreign language learning, as well as
ICT.
Integration in the school curriculum
The project is easily incorporated in the native and foreign language school
curriculum. By using visual or audio prompts (e.g. book photos, foreign songs in the
English language course, videos etc) students are asked to discuss, draw and paint
emotions. They write sentences of how they perceive positive emotions in their
language as well as in English, so they develop their linguistic skills. They also use
the computer to make picture frames, concept maps, paint and draw, so it easy to
integrate the project within the Computer course, as well as in the art course.
Role of Partner schools
Each partner schools work was clearly and precisely defined: Each teacher had to use
certain audio or visual prompts to elicit the positive emotions form the students
replies. Students discussed their perceptions, created concept maps and made a
drawing of how they perceived the emotion. Then they wrote the emotions name in
their mother tongue and in English and made sentences of how they define the
emotion in both languages. The drawings were collected and put on a big poster
entitled with the emotion. They were photographed and put in the projects twinspace,
so that each school could see their partners work, discuss and learn about it.
ICT Use
ICT was proved a fine psycho-pedagogic tool. Teachers and students used certain
sites to locate audiovisual material (eg Youtube) to start the disussion. www.bubbl..us
was used to create the concept maps, whereas www.wordle.net was used to create the
beautiful word clouds. Finally, the twin space was used by teachers to exchange
information, chat and discuss issues of common interest.
Results and Benefits
In a world that is constantly changing and feels people with stress and insecurity,
positive emotions and positive thinking provides the answer for dealing with life
difficulties. Students developed their linguistic and ICT skills but more importantly
they learnt the importance of optimism in life. They broke stereotypes and discovered
commonalities by studying the work of their partners and realised that although we
have diffrent languages, we share the same emotions. They also devloped their self
esteem and self awareness. Students at risk of being marginalised were able to
contribute to the project in their own pace and develop a positive stance towards
language learning.
Date:______________________________
Name:______________
A MULTILINGUAL POSITIVE EMOTIONS GLOSSARY
Student Evaluation Quiz
A. In this project I improved (Tick as many as you like):
My mother tongue skills.
My foreign language (English) skills.
My computer skills.
My artistic skills.
My communication skills.
My self esteem/self confidence.
Other____________________________
B. Number the positive emotions we worked with in order of difficulty to descibe,
starting from the most difficult (1) and finishing with the easiest one (10).
______LOVE
______HAPPINESS
______GRATITUDE
______FEELING MOVED/TOUCHED
______ACCEPTANCE
______COURAGE
______FREEDOM
______PRIDE
______ENTHUSIASM
______HONESTY
C. Our partners worked with the same positive emotions. Choose one country
and one emotion and descibe it to us.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
D. Look at the joint glossary. What did you learn?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
E. Which other emotions would you like to work with?
_____________________________________________________________________
F. Answer the following questions:
1. What did you learn from the project?_____________________________________
_________________________________________________________________
2. What will you change in your way of thinking?_____________________________
____________________________________________________________________
3. How will you use what you have learnt?__________________________________
___________________________________________________________________
Thank you for your cooperation
12A MULTILINGUAL POSITIVE EMOTIONS GLOSSARYAIMIntegration in the school curriculumRole of Partner schoolsICT UseResults and Benefits
38Student Evaluation Quiz
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