Ssa Og Engelsk_1-2-3 Samarbeid_astrid Myskja 22

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1-2-3 samarbeid! Hvordan få til yrkesretting og tverrfaglig samarbeid i skolehverdagen? Eksempler fra Service og Samferdsel med fellesfag. Bilde: http://theshift.com/the-shiftezine/2014/11/17/magic-wand/ Nødvendig for godt FYRsamarbeid • Timeplanfestet møtetid • Avdelingsledere som kaller inn til møter og setter agenda • Avdelingsledere som leder og følger opp FYRarbeidet • Årshjul, læreplansinnhold og kalender for hver avdeling Også årshjul! FYR samarbeidsmøte SSA Fra naturfagslærer: • «nå oppleves det som om vi samarbeider naturlig, vi spør hverandre og ser hvordan fagene kan styrke hverandre» • Årshjul + innholdsforklaring! Eksempler yrkesretting Engelsk på Service og samferdsel Bestilling fra programfagslærer i Sikkerhet Sikkerhetsvakter i World Cup i Granåsen Bilde: http://blogg.trondheim.kommune.no/kulturognaring/ Bedriftbesøk Lerøy Hitra SS vg1 Et tverrfaglig prosjekt i FYR-ånd Charlottenlund vgs Bilder fra turen til Lerøy er gjengitt med tillatelse av deltakerne Fra klasserom til bedrift Service og Samferdsel Fra idé til ekskursjon • Gründeruka – annen elevgruppe i år • Fellesfagene: Norsk, engelsk, matematikk, naturfag • Relevans: Bedrift: Fiskeoppdrett Lerøy Midt, Hestvika Hygiene – på med beskyttelsesdrakter! På vei ut til anlegget Reitholmen Omvisning på Reitholmen Great expectations? “When I heard that we were going to a fish factory I thought it was going to be very boring. I was thinking that they were going to put us in a room and talk about their factory for the whole day. So I was very wrong, because I actually enjoyed this trip a lot, and it was so interesting, even to listen to the presentation! So I was positivily shocked.” In English! 5 things I learned about fish farming • I learned that the fish cages weren’t so automated, I thought everything was done automatically by computers • Fish does smell even worse than I thought • Fish require a very little amount of food to grow big • They use lots of food every day • The farmed fish business is very large Learning outcome “I learned a lot this day, and it was a really good experience. They also treated us very well and described things in a way that we could understand. In specific I learned a lot about how they made their fish from it just was a little egg until it was a grown fish ready to be harvested. Many things were really different than I thought. Especially the way they were feeding the fish. I thought it was just someone throwing a bucket of food to them hoping they were eating it. But it turns out that they had a much better way to do it. They had some tubes that were going from the food case and into the fish cages. And they had cameras to see if the fish were hungry or full. I also learned what they did with the fish after they have harvested them. I learned a lot about the factory and saw the different jobs down in the factory.” Fra ekskursjon til kunnskap • Samskrivingsdokument i Google docs Oppgave engelsk (Astrid og Eilert) Omfang: 5 timer Oppgave a eller b eller c: • a Lage engelsk informasjonsbrosjyre for Lerøy Midt i Publisher. • b Lage engelsk rekrutteringsbrosjyre for Lerøy Midt i Publisher • c Lage engelsk webside for Lerøy Midt Læreplansmål og vurdering Mål: • forstå og bruke et bredt generelt ordforråd og et faglig ordforråd knyttet til eget utdanningsprogram (skriftlig og muntlig) • fordype seg i et faglig emne innenfor eget utdanningsprogram og presentere dette Vurdering: • Karakter på engelsk produkt • Karakter settes også i kommunikasjonsfaget Project work Tourism – presenting my town Tuesday 29th of September 2015 The project: Trondheim as a tourist attraction • Oral presentation (individual) o Two subjects: English and Communication (SSA) • Choose one tourist attraction • You are going to: o o o o Take pictures Make a short film Find background information Find tourist information • Share your own reflections o Why is your attraction special? o Reflect on your working process (Planning, using sources, taking pictures, using PPT) List of tourist attractions • • • • • • • • • • • Nidaros Catheral-Anniken/Elina Old Town Bridge-Helle Tyholttårnet-Aleksander/Einar Stiftsgården Kristiansten Fortress Rockheim Lerkendal stadion – Robin/ Philip Vår Frue Church - Malin Olav Tryggvason (statue) Ravnkloa Nidelva • • • • • • • • • • Ladestien Sponhuset Ringve Museum The Cissi Klein statue Trampe- Isak Blomsterbrua- Andrea Solsiden- Sakariye Bakklandet- Nati Sverresborg museumThe Jewish museum Criteria for assessment • Students participating in assessment criteria • Language • Content • Communication Prosjekt Jordbærpikene Bilde: http://jordbarpikene.no/# Fair Trade • Film The True Cost / Bilde: http://dewanonton.com/the-true-cost Mål FYR: Økt motivasjon gjennom yrkesretting og relevans • Hva sier elevene? • Hva fører til økt motivasjon? Happy School project Norway-Estonia • Relevance og motivation? And the answer? • • • • • • • A good teacher varies his/her teaching methods Happy, energetic and positive charisma Gives good and specific feedback – how to improve – in a way that we can understand. Differentiated teaching/tasks for the students – not only more exercises. There are different needs in the classroom – those who are “smart” and those who “struggle a bit”. A teacher has to know his or her subject well – and know the practical use of the theory in this subject. If I have problems understanding something – and I really want to learn it – give me the opportunity to take extra lessons! Makes me feel ok after a test – not like a fool – if I did not do well – and tries to tell me that the next test is a new opportunity to do well!