TEUM education

1. BIANNUAL
BULLETIN
ΜΑΚΕΔΟΝΙΚΗ ΕΝΩΣΗ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΔΗΜΟΣΙΑΣ
Α/ΘΜΙΑΣ ΚΑΙ Β/ΘΜΙΑΣ ΕΚΠ/ΣΗΣ Ν.ΣΕΡΡΩΝ (Μ.Ε.Κ.Α.Δ.Ε.Σ.Δ.)
ISSN 2585-2620

3. Παυλίδου.
Τα Χριστούγεννα του 2019
συγκεντρώσαμε για πρώτη
φορά βιβλία αγγλικών και
τρόφιμα τα οποία με τα μέλη
του Δ.Σ. Ιφιγένεια Κωφού και
Αγγελική Παπακυριακού,
δωρίσαμε στο Παιδικό Χω-
ριό Φιλύρου. Η ανταπόκριση
των μελών μας στη συγκέ-
ντρωση υλικού ήταν τερά-
στια.
Το Φεβρουάριο του 2020
διοργανώσαμε κοπή βασιλό-
πιτας και επιμορφωτική ομι-
λία από την Δρ. Κατερίνα
Κίτση-Μυτάκου του Αγγλικού
τμήματος του ΑΠΘ με τίτλο
“Girls Babble, Tattle, Prattle
… Boys talk: Experimenting
with Poetry, Language and
Gender in the EFL Class”.
Τον Απρίλιο του 2020, κατά
τη διάρκεια της επιδημίας
του κορονοϊού, πιστεύοντας
ακράδαντα ότι η Υγεία και η
Παιδεία πρέπει να αποτε-
λούν μέλημα όλων, προχω-
ρήσαμε στη δωρεά ποσού
για την αγορά ιατρικών υλι-
κών στο νοσοκομείο ΑΧΕ-
ΠΑ.
Η πρόεδρος
Όλγα Παυλίδου
Η γεν. γραμματέας
Ελένη Αθανασιάδου
Συναδέλφισσες και συνάδελ-
φοι,
Η ΕΚΑΔΕΒΕ εύχεται κάθε
επιτυχία στο περιοδικό της
Ένωσής σας καθώς επίσης
έμπνευση και δημιουργικό-
τητα σε όλο τον κλάδο των
εκπαιδευτικών της αγγλικής.
Λίγα λόγια για τη γνωριμία
με την ΕΚΑΔΕΒΕ και τη
δράση της.
Η ΕΚΑΔΕΒΕ συμμετείχε
ενεργά από κοινού με 9 πα-
νελλαδικές Ενώσεις Αγγλι-
κής στο υπόμνημα προς το
Υπουργείο Παιδείας για την
αναβάθμιση και ενδυνάμω-
ση της διδασκαλίας της αγ-
γλικής γλώσσας στο δημό-
σιο σχολείο.
Το Μάρτιο του 2019 διοργα-
νώσαμε βιωματικό σεμινάριο
με τίτλο «Συνθετικές Δη-
μιουργικές Εργασίες στο
Γυμνάσιο και στο Λύκειο»
στο 2ο Πειραματικό Λύκειο
Θεσ/νίκης. Τα σεμινάρια
έκαναν με επιτυχία τα δύο
σημερινά μέλη του Δ.Σ.,
Παναγιώτης Δόμβρος και
Ιφιγένεια Κωφού.
Το Μάιο του 2019 πραγμα-
τοποιήσαμε εκδήλωση με
ομιλίες συναδέλφων σε θέ-
ματα e-twinning, Αγωγής
Υγείας, webquest use, the
use of nursery rhymes. Ομι-
λήτριες ήταν οι: Μ. Δουλγκέ-
ρη, Χ. Νένου, Μ. Εμμανουη-
λίδου, Α. Πατσεάδου.
Το Σεπτέμβριο του 2019,
λόγω συνταξιοδότησης, τι-
μήσαμε τις σχολικές συμ-
βούλους κ. Κ. Αμανατίδου
και κ. Κ. Κιοκπάσογλου, για
την προσφορά τους στην
εκπαίδευση. Επίσης έγιναν
ομιλίες από τους κ. Θ. Μα-
νιάκα, Π. Ζαγκλιβερινό και
Κ. Καΐσση.
Το Νοέμβριο του 2019 προ-
χωρήσαμε στη δημιουργία
σελίδας στο fb https://
www.facebook.com/
Association-of-State-School-
English-Teachers-of-
Northern-Greece-
553955998453675/ καθώς
επίσης και σελίδας της
Ένωσης https://
ekadeve2020.wixsite.com/
website
Το Δεκέμβριο του 2019 πα-
ρουσιάστηκε το βιβλίο της
Ελένης Γρίβα και Ιφιγένειας
Κωφού με τίτλο “Η εναλλα-
κτική αξιολόγηση στο σύγ-
χρονο εκπαιδευτικό περι-
βάλλον: Σχεδιασμός και ε-
φαρμογή περιγραφικών με-
θόδων αξιολόγησης για τα
γλωσσικά μαθήματα” στην
κατάμεστη από κόσμο αί-
θουσα της Δημοτικής Βιβλιο-
θήκης-Πινακοθήκης του Δή-
μου Θέρμης , με την υπο-
στήρξη της ΕΚΑΔΕΒΕ διά
της προέδρου της, κ. Όλγας
Issue 6 / July—December 2019
OPEN SPACES
Page 3

4. OPEN SPACES
ISSN: 2585-2620
ΠΕΡΙΟΔΙΚΗ ΕΚΔΟΣΗ ΤΗΣ ΜΑΚΕΔΟΝΙΚΗ ΕΝΩΣΗ ΚΑΘΗ-
ΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΔΗΜΟΣΙΑΣ
Α/ΘΜΙΑΣ ΚΑΙ Β/ΒΑΘΜΙΑΣ ΕΚΠ/ΣΗΣ Ν.ΣΕΡΡΩΝ
ΕΚΔΟΤΗΣ: το Δ.Σ. της Ένωσης
ΥΠΕΥΘΥΝΟΣ ΕΚΔΟΣΗΣ: Θεοδώρα Γκένιου
ΤΕΧΝΙΚΗ ΕΠΙΜΕΛΕΙΑ ΕΚΔΟΣΗΣ: Σωφρονία Μαραβελάκη
ΔΙΕΥΘΥΝΣΗ: Κων. Καραμανλή 13
2ος όροφος -Σέρρες-TK 62125
ΕΠΙΚΟΙΝΩΝΙΑ: englishteachersinserres@gmail.com

5. David Harding reciting
W.B. Yeats’ poem "The
Second Coming", among
other educators and intel-
lectuals.
As we are leading to-
wards the end of 2019,
we work on charities,
gathering and donating
books to the Second
Chance School of Nigrita
Detention Centre and the
Childrens’ ward of Serres
Hospital while delivering
a workshop for young
learners at the premises
of Serres Public Library
so as to Jingle all the way
to some Christmas fun!
In the end of this issue,
you will find the common
statement that nine Eng-
lish Teachers’ Unions,
from all over the country,
endorse and proudly pre-
sent, in the belief that
these measures have to
be taken into considera-
tion so that English lan-
guage learning is upgrad-
ed and respected in Pub-
lic Schools.
This editorial has to be
concluded with particular
reference to the interview
with Despina Kalaitzidou,
by Marianthi Tsepeli,
about theatre in educa-
tion, on the occasion of
her latest play “Miss Cha-
os” http://www.greek-
theatre.gr/public/en/
greekplay/index/
playview/522 . Definitely
a must-read!
Dear friends and mem-
bers of our TEUM com-
munity,
The 7th
issue of Open
Spaces 2019 contains a
variety of themes, but is
mostly dedicated to pro-
fessional development
and EU funded pro-
grammes which might
motivate you to take up a
new venture, upgrade
your skills, acquire new
knowledge and expand
your personal learning
network.
The issue’s opening is
addressed by EKADEVE
chair, Ms Olga Pavlidou,
and the General Secre-
tary, Ms Elena Athana-
siadou, who are giving an
overview of the Associa-
tions’ activities so as to
introduce them to a wider
public.
Moving on, the ECML
(CoE) workshop Support-
ing multilingual class-
rooms was attended by
Thekla Kafkia, who is
sharing her experience
on how to integrate stu-
dents of migrant back-
ground into national edu-
cation systems aiming at
a more cohesive society.
Next, Ms Zoe Pigka is
writing about The impact
of PBL on teaching prac-
tices and the role of the
teacher designating the
benefits of assuming
such a model if we wish
to organise our class pro-
jects effectively.
Ms Fryni Maravelaki is
featuring Teacher Train-
ing Seminars at the ESA-
European Space Agency
and how we can teach
with space as the context,
to promote STEM teach-
ing and learning at
school, while inspired by
real ESA space missions.
The KA1 Erasmus+ pro-
ject “CLIL - Connected
Learning Inspiring Lives
in Europe” gave teachers
of Pentapolis Senior High
School the chance to par-
ticipate in a Mobility
Teacher Training course
CLIL- Practical Methodol-
ogy for Teachers working
with CLIL in Malta.
The rest of the 7th
issue is
dedicated to the activities
undertake by TEUM dur-
ing the second semester
of 2019. The book
presentation The Hidden
Stories behind the Songs
on 28th
September 2019,
with Dr Tasos Vafeiadis,
led to the initiation of a
network of collaborating
schools on this topic, un-
der the guidance of the
Directorates of Primary
and Secondary Education
of Serres.
One more book presenta-
tion, by Ifigenia Kofou, on
the topic of alternative
assessment methods, is
featured on the pages of
this issue, as well as the
event organized by the
French Teachers Union
to celebrate the European
Day of Languages, with
Issue 6 / July—December 2019
OPEN SPACES
Theodora
Gkeniou
TEUM Chair
Open Spaces
Editor
Page 5

6. Περιεχόμενα Τεύχους
3 Χαιρετισμός της Προέδρου της ΕΚΑΔΕΒΕ Όλγας Παυλίδου και της
Γραμματέως της ΕΚΑΔΕΒΕ Ελένης Αθανασιάδου
5 Χαιρετισμός της Προέδρου της ΜΕΚΑΔΕΣ Θεοδώρας Γκένιου
7 An interview with Despina Kalaitzidou by Marianthi Tsepeli
10 “Supporting multilingual classrooms”
Attending an ECML workshop by Thekla Kafkia
12 Project-Based-Learning (PBL) and its impact on teaching practices by
Zoe Pigka
14 Teacher Training Seminars at the ESA-European Space Agency
Learning how to integrate space in your lessons by Fryni Maravelaki
16 "Οι κρυμμένες ιστορίες πίσω από τα τραγούδια"
18 «Οι περιπέτειες των γλωσσών»
19 Βιβλιοπαρουσίαση Ελένης Γρίβα και Ιφιγένειας Κωφού
20 Δωρεά βιβλίων στο ΣΔΕ Νιγρίτας και στην Παιδιατρική του ΓΝΣ.Σ
22 Jingle all the way to some Christmas Fun!
Σημείωμα Χρήσης Έργων Τρίτων

7. I think it takes persistence
and courage, like any type
of work. One needs to pro-
mote one's work any way
they can. Be well prepared
and ready to accept that
sometimes a play will not
be well received. That
doesn't mean anything.
You edit your work, write
something new, or wait,
until you find people to ap-
preciate it. Being a woman
makes me be more sensi-
tive to female issues, and
that is why I have so many
strong female characters.
My gender never stopped
me from doing what I want,
but it is more of a question
of having free time and
deciding to allocate it on
writing and not, say, hiking
or brunching. Of course, I
understand that a woman
with kids will face more
diffuiculty in finding free
time to write. Generally, it
is a matter of gender, but
more importantly on life
choices and having people
arround you who under-
stand your needs and help
you realise your writing
dreams.
—First of all, congratula-
tions on the staging of
your latest play ‘Miss
Chaos’. Could you tell us
some things about this
interesting monologue?
Thank you so much! It is
a monologue about a
woman who tries to find
balance between forces:
chaos and order, sick-
ness and health, love and
fear. One of my main in-
fluences was Samuel
Beckett’s “Rockaby”, and
I purposefully allude to
many other literary and
philosophical texts, as a
play on intertextuality. Of
course, the text has a life
of its own, and the wom-
an faces her worst fears
on her journey to herself.
—Looking at your re-
sume, I see that you ac-
tively engage in all stages
of theatre production:
writing, directing, adapt-
ing plays and literary
texts, choosing the score
and music in a play. Ex-
cept for writing, which
obviously lies at the core
of the creative process,
do you think that all other
stages of play production
are equally creative?
Yes. Creativity can be
found in all aspects of
theatre and art on gen-
eral. For example, I adore
directing, which is much
more immediate than writ-
ing. It is interactive and
vibrant, whereas writing is
usually solitary. I also
love singing and the fact
that I cannot read musical
notes cannot stop me
from writing tunes on the
guitar.
—What would you say
are your sources of inspi-
ration? For example, do
you draw from personal
experience, history and
topical events or other
literary texts?
Every experience that I
have, be it an interaction,
the viewing of a play or
movie, the reading of a lit
text can give me inspira-
tion. Of course, inspira-
tion is innate, and it is
basically the skill of letting
everything become your
muse, from a chess move
to news about a serial
killer.
—Your plays ‘Οι Καιόμε-
νοι’ and ‘Eλένη ή Σούλα’
have fared exceptionally
well in competitions, be-
ing awarded second
place in the State Awards
for Playwriting and the
first award in The Greek
Play Project Competi-
tion. Would you say that
it is easy or difficult for a
new playwright, and more
so a woman playwright,
to stand out nowadays?
An interview with Despina Kalaitzidou
by Marianthi Tsepeli
Page 7Issue 6 / July—December 2019
Despina
Kalaitzidou is an
award winning
playwright, a
drama facilitator, a
director, and a
teacher. She also
does theatre
research. Based in
Thessaloniki, her
job brings her to
Kozani and
Siatista, while she
has also worked in
many parts of
Greece as a public
school teacher.

8. In 2016, as part of the two-
day symposium on William
Shakespeare organized by
TEUM, you co-presented a
workshop with Mrs Katerina
Kitsi called ‘Οι μάυρες τρύ-
πες του Shakespeare και το
θέατρο στην εκπαίδευση’.
During your talk, you talked
about the importance of
implementing theatre in
education, as stressed by
numerous well established
educators. I would like to
hear your personal opinion
on the importance of thea-
tre in education and if you
think Greek state schools
are moving in the right di-
rection regarding the culti-
vation of a taste for the arts
in general, and theatre in
particular.
The arts are not welcomed
in schools, especially in
secondary schools. People
do not realise how im-
portant they are to chil-
dren's development. It is not
about art itself, the aesthet-
ic part. Self-expression
through the arts is thera-
peutic and using one’s im-
agination is the way to liber-
ating your spirit. I guess
that is why the school pro-
motes the disciplinary mod-
el of classrooms, lessons,
testing, and punishing. Too
much freedom will never
result in the type of educa-
tion that has been promoted
since modern schools were
invented.
Let’s move on to a more
practical question; many
teachers are fearful of stag-
ing a play. I remember in
your talk you mentioned that
implementing theatre in
education is not only, say, a
school performance at the
end of the year. There are a
number of techniques and
skills one can adapt for the
classroom. Could you name
a few?
An interview with Despina Kalaitzidou
Page 8 OPEN SPACES
be theoretical knowledge.
Apart from theatre, you also
advocate the use of literature
and creative writing in the
classroom. As far as litera-
ture is concerned, what are
some of the benefits of using
an authentic or adapted liter-
ary text in the classroom?
Are all genres appropriate?
Because most teachers, and
students for that matter, are
‘scared’ -so to speak- of
some genres, like poetry.
Poetry can be powerful. If
you carefully choose your
poems, the way that some
poems are written are much
more powerful than prose. All
genres are appropriate. It is
not a matter of genre.
Choose appropriate con-
text. Choose something that
might “speak” to the stu-
dents, and, at the same
time to you.
What parameters should an
educator take into consider-
ation when choosing literary
texts for the classroom?
Age, context, theme, level
are important when choos-
ing your material. Then, be
creative yourself. Choose
something that interests
you, something that you are
passionate about, and
adapt it to your students’
needs.
Drama in education is dif-
ferent from theatre. Theatre
is more focused on a pro-
duction of a play. Drama in
education is an active peda-
gogical method that can be
implemented in many
school subjects. Role play,
for instance can be a meth-
od that will help the stu-
dents 'live' the lesson. Im-
agine History, Literature,
Religious education, For-
eign languages, and Social
studies being taught differ-
ently, actively, with props,
dialogue, improvisation.
Role play is an active tool
that helps students experi-
ence what would otherwise

9. Page 9Issue 6 / July—December 2019
age, an emotion, an experi-
ence written in poetic form.
Do you think there is an emo-
tional barrier to creative writ-
ing? I mean, do students feel
self-conscious for fear of
being judged for their crea-
tive output? What are some
of the challenges of using
creative writing in the class-
room?
A teacher/facilitator can find
beauty and worth in anything.
She will help the students
realise their full potential. She
will not be judgemental, but
motivational. Then the stu-
dents will feel much better
than of they had written a
"correct" essay. When the
students use their imagina-
tion, they go to a place that
begs to get out. They have
a wealth of creative ideas,
but few outlets. Well, let’s
give them some!
Are there any differences in
motivation and eagerness
between primary, second-
ary and tertiary students?
Students in High school
who aim at passing the
university exams might not
be willing to participate in
any type of lesson apart
from the major ones.
In 2018 you held a very
inspiring creative writing
workshop here in Serres,
‘You’re a poet and you don’t
know it: Creative Writing in
EFL’. What would you say
are some of the reasons
which make creative writing
in the EFL classroom bene-
ficial?
What shows more compe-
tency in language than us-
ing it creatively? Haven’t we
had enough of essay writ-
ing? Haven’t we written
enough letters to pen pals
about our day? Poetry
doesn’t have to be a dense
text. It can be a simple im-
An interview with Despina Kalaitzidou
how to implement creative
writing in our classrooms?
You need to create a posi-
tive classroom climate, first
of all, and feel good about
you as a creative teacher.
Don’t feel like you need to
use drama or creative writ-
ing
all the time. It is part of your
lesson, maybe a project, or
a series of projects. Go to
experiential seminars. That
is when you’ll be able to
“live” the activities, decide
which ones you like etc.
Most importantly, don’t be
afraid to experiment in
class.
Choose one activity, say
writing a diamond poem.
Do it in one class. If it goes
well,
do it in another. If not, see
what you don’t like and edit
it. But you need to
experiment, to take risks.
As Henri Mattise is said to
have said, "creativity takes
courage"!
Thank you for taking the
time to answer our ques-
tions and we hope to see
you again soon. Good luck
with you creative endeav-
ours!
Tsepeli Marianthi
But isn’t imagination and
creativity essential to all
people? Give them appro-
priate activities, and they
will love it. Younger stu-
dents are more willing to try
out such methods. Universi-
ty students will love it, de-
pending on their school of
choice.
As with theatre, I sense that
many educators and stu-
dents feel that creative writ-
ing is a form of homework
exercise, where one writes
a poem or a story based on
prompts. Obviously, crea-
tive writing is more than
that. Can you give us some
practical suggestions on

10. An inspiring two-day work-
shop was held by the Euro-
pean Center for Modern
Languages (ECML) of the
Council of Europe with the
collaboration of the Greek
Ministry of Education, Re-
search and Religious Af-
fairs, under the auspices of
the Regional Directorate for
Primary and Secondary
Education of Central Mace-
donia coordinated by
Dr. Theodore Maniakas on
February, 14th and 15th
2019 in Thessaloniki.
The ECML aims at promot-
ing quality language educa-
tion in Europe by helping
member states implement
effective language teaching
policies and organising in-
ternational projects, among
which is the “Supporting
multilingual classrooms”
initiative.
The long-term objective of
the particular initiative is to
better integrate students of
migrant background into
national education systems
aiming at a more cohesive
society. Integration will ena-
ble these students to have
better educational achieve-
ment, thus improving their
self-esteem and employ-
ment prospects. As part of
the initiative, a series of
national workshops in par-
ticipating states are offered,
such as the aforementioned
one that I attended. The
ECML consultants that led
the workshops were Mercè
Bernaus from the Universi-
tat Autònoma de Barcelona
in Spain and Kristin Brogan
from the School of Social
Sciences, Institute of Tech-
nology, in Tralee, Ireland.
“Supporting multilingual classrooms”
Attending an ECML workshop
“Respect for
linguistic
diversity is a
fundamental
value of the EU,
as are respect
for the
person and
openness
towards other
cultures.”
From the EU
Language
Policy
Page 10 OPEN SPACES
Thekla Kafkia,
Teacher of English
in Secondary Edu-
cation,
M.Ed. in TESOL,
thekaf-
kia@gmail.com

11. On the first day of the work-
shop, multilingualism and pluri-
lingualism in the participants’
school context and experience
were explored. The first ses-
sion evolved around linguistic
and cultural diversity as a norm
in the Greek schools nowa-
days. As students of various
ethnic origins attend them, it is
important that we, as educa-
tors, do not to disregard the
other languages that our stu-
dents may speak, since accord-
ing to Cummings (2015) ignor-
ing these would be devaluing
the students’ identities and
themselves. During the follow-
ing session good practices
which help students develop
their language repertoires
and support the develop-
ment of a holistic linguistic
identity were presented,
such as the FREPA
(Framework of Reference for
Pluralistic Approaches to
Languages and Cultures) or
the Maledive projects. The
first was the PluriMobil, a
teaching tool that offers ac-
tivities and materials to sup-
port the plurilingual and in-
tercultural learning of stu-
dents for the phases before,
during and after a mobility
activity. Then, some
ICOPROMO activities, origi-
nally devised to build inter-
cultural competences for
professional mobility, were
adapted for the Greek
school context. Certain
CONBAT+ activities, illus-
trating ways the students’
languages and cultures can
be turned into a cross-
curricular resource at pri-
mary and secondary level,
were practised.
The ECML “Supporting
multilingual classrooms”
workshop was for me a
great opportunity to widen
my general perspective on
inclusive, plurilingual and
intercultural approaches
Cummins, J. (2015). Inclu-
sion and Language Learn-
ing: Pedagogical Principles
for Integrating Students from
Marginalized Groups in the
Mainstream Classroom from
Christiane M. Bongartz /
Andreas Rohde (Hrsg.)
Inklusion im Englischun-
terricht. Retrieved from
https://www.peterlang.com/
view/9783653971880/xhtml/
chapter006.xhtml?
pdfVersion=true
European Centre for Modern
Languages. ECML re-
sources. Free access materi-
als. Retrieved from https://
www.ecml.at
and taught me how to value
and make use of the rich lin-
guistic and cultural heritage
that all students bring to the
classroom.
Sincere congratulations to the
coordinator Dr Theodore
Maniakas and all those in-
volved in the organisation of
the workshop.
References
Council of Europe.
(2007). From linguistic diversity
to plurilingual education: Guide
for the development of lan-
guage education policies in
Europe. Retrieved from https://
rm.coe.int/16802fc1c4
“Supporting multilingual classrooms”
Attending an ECML workshop
Page 11Issue 6 / July—December 2019
On the second
day, after
roleplaying
different greeting
rituals from
around the
world, some
ECML projects
were presented.
Activities which
use all students’
languages as a
valuable
resource to help
them make
sense of written
and spoken texts
in languages
they have never
heard of, or even
Gromolo, were
practised.

12. Project-Based-Learning
(PBL) is a model that or-
ganizes learning around
projects which are defined
by Bransform and Stein
(1993) as complex tasks
that drive students to work
relatively autonomously in
sustained and cooperative
investigation over extended
periods of time until they
finally culminate in realistic
products or presentations.
Several researchers have
suggested that PBL is an
effective teaching tool be-
cause it is situated within
the dynamic of active stu-
dent involvement (e.g.,
Frank, Lavy, & Elata, 2003;
Han, Capraro, & Capraro,
2015; Leggett & Harrington,
2019). Unlike traditional
teaching which directs stu-
dents down a specific path
of learning, PBL allows in-
depth investigation of a
topic worth-learning more
about (Chiang & Lee, 2016;
Harris & Kats, 2001).
The essence of PBL meth-
od is that a question or
problem serves as a stimu-
lus that organizes and
drives activities which cul-
minate in a final product
that addresses the driving
question (Blumenfeld et al.,
1991). Fried-Booth (2002)
asserts that it is the route to
the end-product that ‘brings
opportunities for the stu-
dents to develop their confi-
dence and independence
and to work in a real-world
environment by collaborat-
ing on a task which they
have defined for them-
selves and which has not
been externally im-
posed’ (p.6).
Project-Based-Learning (PBL) and its impact on teaching
practices
PBL
 Student
support
 Teacher
support
 Effective group
work
 Balancing
didactic
instruction with
independent
inquiry method
 Assessment
emphasis on
reflection, self
and peer
evaluation
 Student
Page 12 OPEN SPACES
Zoe Pigka1
MA in
Applied
Linguistics
Zoepi1263
@gmail.com
The impact of PBL on
teaching practices and the
role of the teacher
Obviously, the major effect of
PBL on teaching practices is
the radical shift from conven-
tional modes of textbook-
based teaching, which assumes
students playing a passive role
in the learning process, to
innovative teaching strategies
that promote active engage-
ment and participation in the
classroom. According to Spec-
tor et al. (2008) for teachers
who bring PBL into the class-
room, it means that they have
to adopt new instructional
strategies moving away from
lectures to a more integrated
course where emphasis is on
recognizing the importance of
problem-solving, critical
thinking and self-directed
learning. This is a challenge -
or a fear- for them as this is
neither the way they were
taught nor even the way they
were taught to teach.
An additional effect is that
teachers must recognize and
accept new roles and responsi-
bilities. Spector et al. (2008)
maintain that successful imple-
mentation of PBL methods
requires teachers to assume a
guiding and facilitating role
and to simultaneously attend to
many different aspects of the
learning environment. The key
components of the teacher’s
role as a guide involve manag-
ing student engagement to
ensure meaningful student
learning and creating a culture
of collaboration and interde-
pendence. Components associ-
ated with the role of the teach-
er as a facilitator have to do
with the shift of learning re-
sponsibilities from the teacher
to the students. Although this
shift promotes the develop-
ment of students’ critical
thinking and problem-solving
skills (Saye & Brush, 2001), it
does not occur naturally or
easily.

13. Students can become disorient-
ed or frustrated if they do not
receive the support or scaffold
needed to be successful.
Therefore, the teacher must
enable their learners to reach
higher levels of understanding
and performance by supporting
them to deal with the complexi-
ties of a task while simultane-
ously teaching them how to
work independently.
A final point that should be
made is that teachers have an
important role in how their stu-
dents experience their learning
in PBL (Kokotsaki, Menzies, &
Wiggins, 2016). For students
accustomed to a more tradition-
al school experience, this
means a transformation from
following orders to carrying
out self-directed learning
activities; from memorizing
and repeating to discovering,
integrating and presenting
information; from listening
and reading to communi-
cating and taking responsi-
bility; and from being teacher
-dependent to acting autono-
mously. In other words, stu-
dents must learn how to
learn. Teachers are signifi-
cant resource persons for
self-directed, reflecting
learning aimed at student
autonomy.
On a final note,
PBL is a complex process
that requires time, commit-
ment and expertise on the
part of the teacher and as
Little (1999) points out,
students do not become
autonomous learners simp-
ly by being told that they
are in charge of their learn-
ing. They can take control
of more and more aspects
of their learning process
gradually and only to the
extent that they acquire the
appropriate knowledge,
skills and motivation.
teachers through regular net-
working and professional de-
velopment opportunities. The
support from the school senior
management is crucial.
3. Effective group work: High-
quality group work will help
ensure that students share
equal levels of agency and
participation.
4. Balancing didactic instruc-
tion with independent inquiry
method work will ensure that
students develop a certain
level of knowledge and skills
before being comfortably en-
gaged in independent work.
On the basis of pertinent litera-
ture (Kokotsaki et al., 2016,
p.274) the following six key
recommendations are consid-
ered to be essential for a suc-
cessful adoption of PBL ap-
proach in the mainstream
school setting:
1. Student support: Students
need to be effectively guided
and supported; emphasis
should be given on effective
time management and student
self-management, including
making safe and productive
use of technological resources.
2. Teacher support: Regular
support needs to be offered to
Project-Based-Learning (PBL) and its impact on teaching practices
Page 13Issue 6 / July—December 2019
5. Assessment empha-
sis on reflection, self and
peer evaluation. Evi-
dence of progress needs
to be regularly moni-
tored and recorded.
6. An element of student
choice and autonomy
throughout the PBL pro-
cess will help students
develop a sense of own-
ership and control over
their learning.
References
Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, support-
ing the learning. Educational Psychologist, 26, 369-398. DOI: 10.1080/00461520.1991.9653139
Bransford, J. D, & Stein, B. S. (1993). The ideal problem solver: a guide for improving thinking, learning, and creativity. 2nd ed. New York: W.H. Free-
man.
Chiang, C. L., & Lee, H. (2016). The effect of project-based learning on learning motivation and problem-solving ability of vocational high school stu-
dents. International Journal of Information and Education Technology, 6(9), 709-712. DOI: 10.7763/IJIET.2016.V6.779
Frank, M., Lavy, I., & Elata, D. (2003). Implementing the project-based learning approach in an academic engineering course. International Journal of
Technology and Design Education, 13(3), 273-288. DOI: 10.1023/A:1026192113732
Fried-Booth, D. L. (2002). Project Work. 2nd ed. New York: Oxford University Press.
Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects
high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education,
13(5), 1089-1113. DOI: 10.1007/s10763-014-9526-0
Harris, J. H., & Katz, L. G. (2001). Young investigators: The project approach in the early years. New York: Teachers College, Columbia University
Jonassen, D., Spector, M. J., Driscoll, M., Merrill, M. D., van Merrienboer, J., & Driscoll, M. P. (2008). Handbook of research on educational communi-
cations and technology: a project of the association for educational communications and technology. New York: Lawrence Erlbaum Associates.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277. DOI:
10.1177/1365480216659733
Leggett, G., & Harrington, I. (2019). The impact of Project Based Learning (PBL) on students from low socio economic statuses: a review. International
Journal of Inclusive Education, 1-17. DOI: 10.1080/13603116.2019.1609101
Little, D. (1999). The European language portfolio and self-assessment. Strasbourg: Council of Europe. Document DECS/EDU/LANG (99) 30.
Saye, J., & Brush, T. (2001). The use of embedded scaffolds with hypermedia-supported student-centered learning. Journal of Educational Multimedia
and Hypermedia, 10(4), 333-356.
Spector, M., J., Merrill, M. D., Merriënboer, J. V., & Driscoll, M. P. (2008). Handbook of Research on Educational Communications and Technology.
New york: Lawrence Erlbaum Associates

14. The European Space Agen-
cy (ESA) is Europe’s gate-
way to space. Its mission is
to shape the development
of Europe’s space capability
and ensure that investment
in space continues to deliv-
er benefits to the citizens of
Europe and the world.
ESA carries out space ac-
tivities in our 22 Member
States, and works together
with national agencies, in-
stitutions and organisations.
Each year ESA invites Pri-
mary and Secondary school
teachers from ESA Member
States, Canada and Slove-
nia to apply to technology
and robotics training work-
shops to be given at the e-
technology lab in the ESA
Education Training Centre,
located in Belgium.
During the 2.5-day work-
shops, teachers learn how
to use space robotics as
well as automation
(Arduino) in the context of
curricular subjects such as
physics and technology,
and discover and master
new tools and inquiry-based
practices for STEM teach-
ing and learning at school.
Inspired by real ESA space
missions, teachers learn
about the different kinds of
expertise and skills neces-
sary to make a space pro-
ject successful.
The workshops take place
at the ESA Education Train-
ing Centre at ESEC-
Galaxia, located in
Transinne, Belgium. The
working language of the
workshop is English. At-
tendance to the entire work-
shop is mandatory. Select-
ed teachers arrange their
travel from their departure
point in an ESA Member or
Associate State to the loca-
tion of the training course,
and back to their original
departure point. Travel ex-
penses are covered by ESA
up to a maximum of 200€
per teacher.
Teacher Training Seminars at the ESA-European Space
Agency
Page 14 OPEN SPACES
These expenses are reim-
bursed to the teacher’s
bank account after the
event, upon delivery of val-
id, original receipts. For the
duration of the workshop,
accommodation, catering,
and local transportation is
organised, booked, and
paid by ESA’s Education
Office. Teachers share ho-
tel rooms and are responsi-
ble for their own arrange-
ments for passports, visas,
and any additional insur-
ance required.
ESA also offers summer
and autumn teacher work-
shops. The summer edition
takes place from 7 to 10
July, and the autumn edi-
tion from 1 to 4 October.
Both workshops take place
in the Netherlands and are
geared toward both primary
and secondary STEM
(Science, Technology, En-
gineering and Mathematics)
teachers.
In November 27-29, 2019,
two secondary teachers
from Iraklia’s Junior High
School, Mrs Maravelaki
Fryni and Mrs Chatzivasili-
adou Despina, took part in
the ESA Robotics and Auto-
mation Secondary Teacher
Workshop at the e-
technology lab in the ESA
Education Training Centre
in Belgium. Despite the fact
that they were language
arts teachers (English and
German) the ESA teacher
training team, Anestis Mav-
ridis, Ariane Dédeban and
Fanny Albert, welcomed the
fact that teachers from oth-
er disciplines than maths
and physics were interested
in integrating activities con-
cerning space in their les-
sons.
On the first day, after a de-
tailed introductory presenta-
tion about safety and secu-
rity at the ESA’s premises,
teachers were introduced to
the ESA’s Education pro-
gramme and its objectives:
Maravelaki
Fryni
MA in TESOL
Irakleia Junior
High School
frynimarvel@gm
ail.com

15. —
Motivate and enable young
people to enhance their literacy
& competence in sciences and
technology (STEM disciplines).
—Inspire and enable young
people to consider pursuing a
career in the STEM field, in the
space domain in particular
—Contribute to increase
youngsters’ awareness of the
importance of space research,
exploration and applications in
modern society and economy.
ESA Education Aims and Ob-
jectives:
At ESA Education space is the
context, not the subject.
Three main branches:
—Technology
—Space exploration
—Earth observation
—Audience is primarily
STEM teachers
—Give teachers the re-
sources and means to in-
spire the next generation of
STEM students via class-
room resources
—Run European wide class-
room projects and competi-
tions to engage students
Deliver teacher training.
COMPETITIONS
European CanSat Competi-
tion
European Astro Pi Chal-
lenge
Moon Camp Challenge
Climate Detectives
Teacher training
Primary & secondary
education
Workshop Components
Part 1: Lego Mindstorms
Program a rover to turn a
corner of the Martian sur-
face, to spin around, to use
sensors, to make one com-
plete circuit of the Martian
terrain, to explore the dif-
ferent functions of the col-
our and light sensors, to
stop over the hole in the
Martian surface and begin
collecting data.
Part 2: Astro Pi (Scratch,
Python)
Say Hello to the astro-
nauts!
Teaching with space as the context
Page 15Issue 6 / July—December 2019
Part 3:
Arduino, Raspberry Pi (C++)
CHALLENGES
Make a LED blink Blink a
S.O.S.!
Measuring the temperature with
a thermistor
Measuring pressure
Measuring altitude
Measuring temperature, pres-
sure, altitude
Combine your understanding to
build a more complex weather
station!
Part 4:
Plants on Mars: Build an auto-
matic plant watering system
Teachers explore technology
used in space through the Ar-
duino tool. They build an auto-
matic watering system that
measures soil humidity and
waters a plant accordingly.
The basics of programming
in C++ is introduced using
the Arduino Integrated
Development Environment
(IDE) software. This activity
introduces teachers to the
context of a Mars space
mission, and the challenges
that might be associated
with living on Mars. Mars is
the fourth planet from the
Sun and the Earth’s second
closest neighbour, after Ve-
nus. The minimum distance
between Earth and Mars is a
huge 55 million kilometres,
compared to the relatively
short 380,000 kilometres
between the Earth and the
Moon. The maximum dis-
tance between the Earth
and Mars is about 400 mil-
lion km. Such a big varia-
tion in the distance increas-
es the complexity of any
missions to Mars signifi-
cantly, as it is much costlier
and more difficult to send
supplies. A possible solu-
tion to this is for the
astronauts to take plant
seeds with them.
This would allow the astro-
nauts to grow the seeds
once they arrive, and cre-
ate a self sufficient food
source.
https://
www.esa.int/
Education

16. Τη Μάλτα από τις 17
ως τις 21 Φεβρουαρί-
ου 2020 και στο πλαί-
σιο ευρωπαϊκού προ-
γράμματος Erasmus
ΚΑ1 επισκέφτηκαν
τρεις καθηγήτριες του
Γενικού Λυκείου Πε-
ντάπολης, οι κ.κ. Θε-
οδώρα Μπαγανά
(φιλόλογος), Βασιλική
Μπότσιου
(μαθηματικός) και
Νυμφοδώρα Τσιαούση
(θεολόγος).
Το εκπαιδευτικό σεμι-
νάριο που παρακολού-
θησαν στο ΕΤΙ
(Executive Training
Institute) της Μάλτας
αφορούσε τη μέθοδο
CLIL (Content and
Language Integrated
Learning – Συνδυα-
σμένη Εκμάθηση Ε-
πιστημονικού Αντι-
κειμένου και Ξένης
Γλώσσας).
Πιο συγκεκριμένα, πα-
ρακολούθησαν και ε-
φάρμοσαν τον σχεδια-
σμό ενός μαθήματος
CLIL, που προτάσσει
τα 5Cs: Content
(οργάνωση περιεχομέ-
νου), Cognition
(κατανόηση βάσει της
ταξινόμησης Bloom),
Communication
(έμφαση στην επικοι-
νωνία), Competence
(κατάκτηση δεξιοτή-
των), Community
(διάχυση στην κοινό-
τητα). Επίσης οι εκπαι-
Mobility Teacher Training course : CLIL- Practical Methodology for Teachers
working with CLIL
(Content and Language Integrated Learning – Συνδυασμένη Εκμάθηση
Επιστημονικού Αντικειμένου και Ξένης Γλώσσας)
πλής ευφυΐας του H.
Gardner, την οργάνω-
ση κριτηρίων αξιολό-
γησης. Τέλος, παρου-
σίασαν το δικό τους
μάθημα CLIL.
Ταυτόχρονα, δόθηκε
στις εκπαιδευτικούς,
μέσω των οργανωμέ-
νων επισκέψεων από
τον φιλοξενούντα ορ-
γανισμό, η ευκαιρία να
γνωρίσουν από κοντά
μια πολυπολιτισμική
κοινωνία, όπου αρμο-
νικά συμβιώνουν οι
ντόπιοι Μαλτέζοι με
τους πολυπληθείς αλ-
λοεθνείς εργαζόμενους
και τα εκατομμύρια
των τουριστών, που
επισκέπτονται όλο το
χρόνο το νησί.
δευτικοί εργάστηκαν
στη διαμόρφωση ερω-
τήσεων σύμφωνα με
την ταξινόμηση Mar-
zano, ενημερώθηκαν
για τα εργαλεία και τις
εφαρμογές της διδα-
σκαλίας με CLIL, τις
τεχνικές δόμησης του
μαθήματος σε επίπεδο
γλώσσας και συνεργα-
τικής εκμάθησης, το
μοντέλο της πολλα-
Οι εκπαιδευτικοί
παρακολούθησαν
και εφάρμοσαν
σχεδιασμό ενός
μαθήματος CLIL,
που προτάσσει τα
5Cs: Content
(οργάνωση
περιεχομένου),
Cognition
(κατανόηση βάσει
της ταξινόμησης
Bloom),
Communication
(έμφαση στην
επικοινωνία),
Competence
(κατάκτηση
δεξιοτήτων),
Community
(διάχυση στην
κοινότητα).
Σελίδα 16 OPEN SPACES

17. Σελίδα 17Issue 6 / July—December 2019
Executive
Training
Institute
in Malta
Γενικό Λύκειο
Πεντάπολης
“CLIL - Con-
nected Learn-
ing Inspiring
Lives in
Europe”
ΚΑ1 Erasmus+

18. Η Μακεδονική Ένωση Κα-
θηγητών Αγγλικής Γλώσσας
Δημόσιας Εκπαίδευσης ν.
Σερρών, το Καφέ-Μπαρ
Αίγλη και οι Εκδόσεις ΖΗΤΗ
σας προσκαλούν στις Σέρ-
ρες, το Σάββατο
28/09/2019, στην παρουσί-
αση βιβλίου του Τάσου Βα-
φειάδη "Οι κρυμμένες ιστο-
ρίες πίσω από τα τραγού-
δια". Θα μιλήσει ο συγγρα-
φέας Τάσος Βαφειάδης και
θα προλογίσει η Θεοδώρα
Γκένιου (καθηγήτρια Αγγλι-
κών, Πρόεδρος ΜΕΚΑΔΕΣ).
Τη βραδιά θα πλαισιώσουν
μουσικά οι Μίλτος Μπίζιος
και Αναστασία Κυρίτση
(κιθάρα-τραγούδι).
• Ποια τηλεοπτική εμφάνιση
άλλαξε την ιστορία της σύγ-
χρονης μουσικής;
• Ποιο ροκ εν ρολ τραγούδι
έστειλε η NASA στους εξω-
γήινους;
• Για ποιο τραγούδι έκανε
επίσημη έρευνα επί 31 ολό-
κληρους μήνες το FBI;
• Σε ποιο τραγούδι αναφέ-
ρεται ένα πρωτοφανές γε-
γονός, που έγινε ανήμερα
των Χριστουγέννων στη
διάρκεια του Α’ Παγκοσμίου
Πολέμου;
• Tο “Common People” των
Pulp γράφτηκε τελικά για
κάποια Ελληνίδα;
Οι ιστορίες που ξεδιπλώνο-
νται στις σελίδες του βιβλίου
δεν έχουν ως σκοπό μόνο
να απαντήσουν στα παρα-
πάνω ερωτήματα, αλλά
κυρίως ν’ αποτελέσουν μι-
κρά ταξίδια στο χρόνο, στις
πόλεις, στα γεγονότα και
στα πρόσωπα, με όχημα τις
δημιουργίες καλλιτεχνών
όπως η Billie Holiday ο Elv-
is Presley, ο Ray Charles,
οι Beatles, οι Rolling
Stones, o Bob Dylan, οι
Doors,ο Bob Marley, οι Ra-
mones, οι Cure, ο Nick
Cave, οι Radiohead, η Amy
Winehouse κ.ά. Είναι ιστο-
ρίες αναπάντεχες, μελαγχο-
λικές, περίεργες, αστείες,
τραγικές, αισιόδοξες, που
θα μας κάνουν να ακούσου-
με πασίγνωστα τραγούδια
σαν να είναι η πρώτη φορά.
διαδικτυακού μουσικού
περιοδικού Mic.gr. Έχει
αποκτήσει δυο παιδιά με
την Αλέκα, δυο με τη Χη-
μεία και (πλέον) ένα με
τη Μουσική.
Ο Τάσος Βαφειάδης γεν-
νήθηκε το 1974 στην
Αθήνα. Σπούδασε Χημεί-
α στο Αριστοτέλειο Πανε-
πιστήμιο Θεσσαλονίκης,
στο οποίο εκπόνησε δι-
δακτορική διατριβή στην
Κβαντική Χημεία. Ζει στη
Θεσσαλονίκη όπου εργά-
ζεται ως καθηγητής στο
Πειραματικό ΓΕΛ Παν.
Μακεδονίας. Υπήρξε
ραδιοφωνικός παραγω-
γός και είναι ιδρυτικό
μέλος του πρώτου μαθη-
τικού ραδιοφώνου
"European School Ra-
dio". Ανήκει επίσης στη
συντακτική ομάδα του
Page 18 OPEN SPACES
"Οι κρυμμένες ιστορίες πίσω από τα τραγούδια"
Τάσος
Βαφειάδης
Συγγραφέας
Δρ Χημείας
Πειραματικό
ΓΕΛ
Πανεπιστημίου
Μακεδονίας

19. "Οι κρυμμένες ιστορίες πίσω από τα τραγούδια"
Page 19Issue 6 / July—December 2019

20. Την Τετάρτη, 8 Οκτωβρί-
ου και με αφορμή την
Ευρωπαϊκή Ημέρα
Γλωσσών, ο Σύλλογος
Ελληνογαλλικής Φιλίας
Σέρρες-Fosses και η Δη-
μόσια Κεντρική Βιβλιοθή-
κη Σερρών διοργάνωσαν
την εκδήλωση: «Οι περι-
πέτειες των γλωσσών»
στο αμφιθέατρο της Δη-
μόσιας Κεντρικής Βιβλιο-
θήκης.
Κεντρικός ομιλητής, ο
κύριος Καμαρούδης
Σταύρος, Αναπληρωτής
Καθηγητής της Νέας Ελ-
ληνικής Γλώσσας του
Πανεπιστημίου Δυτικής
Μακεδονίας.
Μετά την πολύ ενδιαφέ-
ρουσα ομιλία του κυρίου
Καμαρούδη, ακούστηκαν
εμβληματικά ποιήματα
στα αγγλικά, γαλλικά,
γερμανικά, ιταλικά, ισπα-
νικά και πορτογαλικά, με
τον κύριο Αστέριο Πολυ-
χρονίδη να απαγγέλει τις
αντίστοιχες μεταφράσεις
των ποιημάτων στα ελ-
ληνικά.
Ο Σύλλογος Καθηγητών
Αγγλικής Γλώσσας Δη-
μόσιας Εκπαίδευσης
Σερρών είχε την χαρά και
την τιμή να συμμετέχει με
το ποίημα του W.B.
Yeats "The Second
Coming" (Η "Δευτέρα
Παρουσία"), που απείγ-
γειλε ο φιλόλογος αγγλι-
κής γλώσσας κύριος Da-
vid Harding.
Ήταν μια εξαιρετική
πρωτοβουλία του Συλλό-
γου Ελληνογαλλικής Φι-
λίας, που ανέδειξε τη
γλωσσική πολυφωνία
μέσω της αντίστιξης λο-
γοτεχνίας, μετάφρασης,
και εν γένει της γλώσ-
σας.
Page 20 OPEN SPACES
«Οι περιπέτειες των γλωσσών»
Καμαρούδης
Σταύρος
Αναπληρωτής
Καθηγητής της
Νέας Ελληνικής
Γλώσσας του
Πανεπιστημίου
Δυτικής
Μακεδονίας.

21. Το βιβλίο της Ελένης Γρίβα
και της Ιφιγένειας Κωφού με
τίτλο “Η εναλλακτική αξιολό-
γηση στο σύγχρονο εκπαι-
δευτικό περιβάλλον: Σχεδια-
σμός και εφαρμογή περι-
γραφικών μεθόδων αξιολό-
γησης για τα γλωσσικά μα-
θήματα” παρουσιάστηκε το
Σάββατο 14 Δεκεμβρίου
2019, στη κατάμεστη από
κόσμο αίθουσα της Δημοτι-
κής Βιβλιοθήκης-
Πινακοθήκης του Δήμου
Θέρμης .
Το βιβλίο φιλοδοξεί να κα-
λύψει το κενό στη βιβλιο-
γραφία για τη συγκεκριμένη
μορφή αξιολόγησης και να
αποτελέσει μια πηγή
έμπνευσης και ενημέρωσης
για εκπαιδευτικούς της
Πρωτοβάθμιας και Δευτερο-
βάθμιας Εκπαίδευσης, ε-
ρευνητές, προπτυχιακούς
και μεταπτυχιακούς φοιτη-
τές, ώστε να ενσωματώ-
σουν αυτές τις τεχνικές στην
διδασκαλία τους. Η παρου-
σίασή του έδωσε την αφορ-
μή για έναν γόνιμο και δη-
μιουργικό διάλογο για τη
σημασία της αξιολόγησης
γενικά στο εκπαιδευτικό
σύστημα και για την αξιολό-
γηση του μαθητή ειδικότε-
ρα, καθώς στις τοποθετή-
σεις διακεκριμένων ακαδη-
μαϊκών και στελεχών της
εκπαίδευσης, υπό τον
άψογο συντονισμό από τον
δημοσιογράφο Βασίλη Κο-
ντογουλίδη, επισημάνθηκε
η αναγκαιότητα μιας κουλ-
τούρας αξιολόγησης, ση-
μειώθηκε ο μη ανταποδοτι-
κός χαρακτήρας του βαθ-
μού για τον μαθητή και τονί-
στηκε η σημασία της ανα-
τροφοδότησης για τη βελτί-
ωση του διδακτικού έργου,
αλλά και η αναγκαιότητα της
συστηματικής επιμόρφωσης
των εκπαιδευτικών.
Βιβλιοπαρουσίαση Ελένης Γρίβα και Ιφιγένειας Κωφού
Page 21Issue 6 / July—December 2019

22. Στο πλαίσιο της πολιτιστι-
κής δράσης και του κοινωνι-
κού έργου της ΜΕΚΑΔΕΣ
και με αφορμή τη Χριστου-
γεννιάτικη εορταστική περί-
οδο, αντιπροσωπεία του
Δ.Σ. μετέβη στο Σχολείο
Δεύτερης Ευκαιρίας των
Φυλακών Νιγρίτας προκει-
μένου να παραδώσει τα
βιβλία, που συγκεντρώθη-
καν με την ευγενική χορηγία
των μελών της Ένωσης,
στους εκπαιδευόμενους του
σχολείου και να παραστεί
στην εκδήλωση «Θερινό
Σχολείο», την Τετάρτη
18/12/2019.
Κατά τη διάρκεια της επί-
σκεψης στο ΣΔΕ, το Δ.Σ.
είχε την ευκαιρία να παρα-
κολουθήσει τα παραγόμενα
προϊόντα της δράσης του
Θερινού Σχολείου από τους
τρόφιμους των φυλακών, τα
οποία εντυπωσίασαν λόγω
της φαντασίας, της δημιουρ-
γικότητας και της εργατικό-
τητας των συμμετεχόντων.
Τα βιβλία που δωρίσαμε,
λογοτεχνικά και μέθοδοι
εκμάθησης, έγιναν δεκτά με
ευγνωμοσύνη και ενθουσια-
σμό από τους εκπαιδευόμε-
νους, οι οποίοι στη συντρι-
πτική πλειοψηφία τους ανα-
γνωρίζουν την αναγκαιότη-
τα καλής γνώσης της Αγγλι-
κής, ως διεθνούς γλώσσας.
Έχοντας ολοκληρώσει την
παράδοση του υλικού, ευ-
χαριστήσαμε τον Διευθυντή
κ. Αναστάσιο Λασπά για τη
θερμή φιλοξενία, με την
υπόσχεση να ενισχύσουμε
τις κοινωνικές δράσεις εθε-
λοντικού χαρακτήρα της
ΜΕΚΑΔΕΣ.
Λίγες μέρες αργότερα, πα-
ραδώσαμε παιδικά βιβλία
στην εκπαιδευτικό κ. Ζαχα-
ρούλα Τζίνη, υπεύθυνη της
βιβλιοθήκης του τμήματος
Παιδιατρικής στο Γενικό
Νοσοκομείου Σερρών, προ-
κειμένου να εμπλουτίσουμε
τη υπάρχουσα συλλογή
βιβλίων, για τους μικρούς
ασθενείς.
Page 22 OPEN SPACES
ΔΩΡΕΑ ΒΙΒΛΙΩΝ ΣΤΟ ΣΔΕ ΤΟΥ ΣΩΦΡΟΝΙΣΤΙΚΟΥ
ΚΑΤΑΣΤΗΜΑΤΟΣ ΝΙΓΡΙΤΑΣ

23. ΔΩΡΕΑ ΒΙΒΛΙΩΝ ΣΤΗΝ ΠΑΙΔΙΑΤΡΙΚΗ ΚΛΙΝΙΚΗ ΤΟΥ ΓΕΝΙΚΟΥ
ΝΟΣΟΚΟΜΕΙΟΥ ΣΕΡΡΩΝ
Page 23Issue 6 / July—December 2019
Η πρόεδρος και τα μέλη του Δ.Σ. της Μ.Ε.Κ.Α.Δ.Ε.Σ. επιθυμούν να εκφράσουν τις θερμές
ευχαριστίες τους για την ευγενική χειρονομία των μελών της ένωσης να ενισχύσουν την
υλοποίηση της δράσης χορηγίας και διανομής δωρεάν βιβλίων. Ευχαριστούμε από καρδιάς
για την άμεση ανταπόκριση και συμβολή σας, που κατέστησε την εθελοντική αυτή δράση
του συλλόγου μας απόλυτα επιτυχημένη.

24. Jingle all the way to some Christmas fun!
Page 24 OPEN SPACES

25. Jingle all the way to some Christmas fun !
Page 25Issue 6 / July—December 2019

26. Cover
https://www.reddit.com/r/greece/comments/fxg3uw/lavender_fields_kozani/
Pages. 2—3
https://ekadeve2020.wixsite.com/website
Pages: 7,8,9
https://www.researchgate.net/profile/Despina_Kalaitzidou
http://www.kulturosupa.gr/theatromania/s-kalaitzidou-elenh-h-soula-kotsahlidou-16264/
Δεσποινίς Χάος
https://www.researchgate.net/publication/339298427_Despoinis_Chaos_-Theatriko_ergo_Miss_Chaos_-
_Theatrical_play
https://www.fkstories.gr/despoinis-chaos-theatro-maiotron/
https://www.thessalonikiguide.gr/event/despoinis-xaos-sto-theatro-maiwtron/
http://olympiobima.gr/oi-kaiomenoi-tis-despoinas-kalaitzidoy-sto-theatro-pigasos
https://www.culturenow.gr/kaiomenoi-ths-despoinas-kalaitzidoy-sto-theatro-sofoylh/
Pages 12—13
https://www.gettingsmart.com/2017/03/the-need-for-a-high-quality-pbl-model/
https://acsieurope.org/cms/news_631
http://www.ocmboces.org/pbl
Pages 14—15
https://www.esa.int/Education
Pages 16—17
https://www.ianos.gr/events/tasos-vafeiadis-oi-krummenes-istories-pisw-apo-ta-tragoudia.html
https://www.youtube.com/watch?v=nNA8My-zwbE
https://merlins.gr/index.php/component/tags/tag/2018-02-21-15-49-56
https://freedomgreece.blogspot.com/2018/04/blog-post_98.html
Page 18
https://www.anexartitos.gr/oi-peripeteies-ton-glosson
Page 19
https://www.thermisnews.gr/2019/12/blog-post_256.html
Page 20
https://libkileler.gr/news/deltia-typoy/176-efxaristiria-epistoli-gia-tin-dorea-vivlion-sti-vivliothiki-nikaias.html
Σημείωμα Χρήσης Έργων Τρίτων
Στο τεύχος αυτό γίνεται χρήση των ακόλουθων:
Εικόνες/Φωτογραφίες
Page 26 OPEN SPACES

27. Page 27Issue 6 / July—December 2019
OPEN SPACES
ISSN: 2585-2620
ΠΕΡΙΟΔΙΚΗ ΕΚΔΟΣΗ ΤΗΣ ΜΑΚΕΔΟΝΙΚΗ ΕΝΩΣΗ
ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΔΗΜΟΣΙΑΣ
Α/ΘΜΙΑΣ ΚΑΙ Β/ΘΜΙΑΣ ΕΚΠ/ΣΗΣ Ν.ΣΕΡΡΩΝ
ΕΚΔΟΤΗΣ: το Δ.Σ. της Ένωσης
ΥΠΕΥΘΥΝΟΣ ΕΚΔΟΣΗΣ: Θεοδώρα Γκένιου
ΤΕΧΝΙΚΗ ΕΠΙΜΕΛΕΙΑ ΕΚΔΟΣΗΣ:
Σωφρονία Μαραβελάκη
ΔΙΕΥΘΥΝΣΗ: Κων. Καραμανλή 13-
2ος όροφος -Σέρρες-TK 62125
ΕΠΙΚΟΙΝΩΝΙΑ: englishteachersinserres@gmail.com

28. ISSN 2585-2620
Connect|Communicate|Collaborate
June-December
2019
Με εκτίμηση
ΠΑΝΕΛΛΗΝΙΑ ΕΝΩΣΗ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΔΗΜΟΣΙΑΣ ΕΚΠΑΙ-
ΔΕΥΣΗΣ (ΠΕΚΑΔΕ)
ΕΝΩΣΗ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΔΗΜΟΣΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ ΒΟ-
ΡΕΙΟΥ ΕΛΛΑΔΟΣ (ΕΚΑΔΕΒΕ)
ΕΝΩΣΗ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΔΗΜΟΣΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ Ν. ΣΕΡ-
ΡΩΝ (ΕΚΑΔΕΣ)
ΕΝΩΣΗ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΔΗΜΟΣΙΟΥ Ν. ΗΜΑΘΙΑΣ (ΕΚΑΔΕΗ)
ΕΝΩΣΗ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΔΥΤΙΚΗΣ ΜΑΚΕΔΟΝΙΑΣ
(ΕΚΑΔΥΜΑ)
ΣΥΛΛΟΓΟΣ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΦΙΛΟΛΟΓΙΑΣ ΝΟ-
ΜΟΥ ΛΑΡΙΣΑΣ
ΣΥΛΛΟΓΟΣ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΛΕΣΒΟΥ «Κ.Α.ΛΕΣ.ΜΑ»
ΕΝΩΣΗ ΕΚΠΑΙΔΕΥΤΙΚΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΚΑΒΑΛΑΣ (ΕνΕΑΓΚ)
ΕΠΙΣΤΗΜΟΝΙΚΗ ΕΝΩΣΗ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΔΗΜΟΣΙΑΣ ΕΚ-
ΠΑΙΔΕΥΣΗΣ ΔΩΔΕΚΑΝΗΣΟΥ (ΕΠΕΚΑΔΕ)
Κοινές προτάσεις των Ενώσεων Αγγλικής που έχουν σταλεί στο Υπουργείο,
για την αναβάθμιση του μαθήματος της Αγγλικής Γλώσσας
• Υποχρεωτική 12ετή διδασκαλία της αγγλικής γλώσσας από την Α’ Δημοτικού
έως και τη Γ’ Λυκείου (ΓΕΛ-ΕΠΑΛ)
• Ενιαίο, συνεχές Πρόγραμμα Σπουδών με συνεκτική και ολοκληρωμένη αντιμε-
τώπιση του μαθήματος.
• Αύξηση των ωρών διδασκαλίας σε τουλάχιστον 3 ώρες την εβδομάδα στη Β’/
θμια εκπ/ση, ώστε να κατακτούν οι μαθητές υψηλά επίπεδα γλωσσομάθειας ως
εξής: Β2/Β2+ στο Γυμνάσιο, Γ1+/Γ2- στο Λύκειο (ΓΕΛ-ΕΠΑΛ).
• Αύξηση των ωρών διδασκαλίας σε 2 ώρες την εβδομάδα στην Α΄ και Β΄ δημο-
τικού ώστε να κατακτούν οι μαθητές το επίπεδο Α2+/Β1- στην ΣΤ΄ τάξη δημοτι-
κού.
• Σύνδεση της διδασκαλίας και εκμάθησης της αγγλικής γλώσσας με το ΚΠγ –
πιστοποίηση στο σχολείο.
• Καταγραφή στο Απολυτήριο του Γυμνασίου και του Λυκείου (ΓΕΛ-ΕΠΑΛ)
του επιπέδου γλωσσομάθειας που έχει κατακτηθεί και ενδεχομένως πιστοποιη-
θεί μέσω του ΚΠγ.
• Δημιουργία οργανικών θέσεων ΠΕ06 στην Ειδική Αγωγή.
• Επαναφορά της υποχρεωτικότητας της διδασκαλίας της αγγλικής γλώσσας στα
ΓΕΛ ΕΠΑΛ ως βασικού μαθήματος κορμού για όλους τους μαθητές.
• Επαναφορά της διδασκαλίας της αγγλικής γλώσσας στη Γ’ τάξη ΓΕΛ Ημερή-
σιου και Εσπερινού ως μαθήματος Γενικής Παιδείας.
• Εφαρμογή εξειδικευμένου προγράμματος για την προετοιμασία της εξέτασης
του Ειδικού Μαθήματος στη Γ’ τάξη ΓΕΛ & ΕΠΑΛ και ταυτόχρονα δημιουργία
ειδικών τμημάτων προετοιμασίας, ανεξάρτητα του αριθμού συμμετεχόντων.
• Διδασκαλία της αγγλικής γλώσσας στο Επαγγελματικό Λύκειο (ΕΠΑΛ) ως
μαθήματος Γενικής Παιδείας σε όλες τις τάξεις «Γενικά Αγγλικά» και ως μαθή-
ματος Τομέα στη Β’ τάξη «Επαγγελματικά Αγγλικά I» και Ειδικότητας στη Γ’