Mini exchange program with Dutch students

Mini exchange program with Dutch students

We are students of the 7d and we would like to tell you about our mini exchange program on the 6th of June 2023 with a school in the Netherlands. About sixty Dutch students visited us and spent a day with us.
We had a lot of fun with them and it was overall a very exciting day. You might be interested in what we did during the day. For us, the day started with usual classes as the Dutch students were supposed to arrive in the first break. That is why we waited for them, welcomed them and after that we all went to the soccer ground and split up into four mixed groups. Then, we all got a Dutch buddy that we had to take care of during the day. Every group did something different from now on. Altogether, there were 4 stations: Spike Ball, typical Dutch – typical German, a school tour and Activity (a game where you have to explain words with pantomime, drawings or words. At the end of the day every person had completed every station. The kids were very nice and we think it was cool to have a buddy so you can talk about each other’s lives in the Netherlands and Germany. Some of us even exchanged their numbers with their buddy and are still in contact with each other. It wasn’t really a problem to communicate. We also think it was a good practice for our real life because you had to communicate in English. It all resulted in a common lunch (noodle buffet in the cafeteria). For dessert, the students of the 7b and 7d brought some homemade goods such as cakes, fruits, cookies and much more. The Dutch students also brought us some typical Dutch sweets. All in all, it was a very nice day with a lot of fun and good weather. We would all like to see them again and maybe next time they can show us their school in the Netherlands.
Mattis, Soraya, Fynn, Johann, Alex G., Hannah, Henrike, Leah, Erik and Noah (7d)
 

Neuigkeiten aus Europa

Grammunication reloaded

Das eTwinning Projekt Grammunication reloaded der 5D kommt in ganz Europa groß raus. Hier kann man sehen, wie das Projekt in Griechenland präsentiert wird:


‚Grammunication reloaded‘ im Online-Seminar [externer Link]

Neben Griechenland kommen die Projektschulen aus Schweden, Frankreich und der Türkei.

In dem Projekt arbeiten die Schülerinnen nach dem „Ping-Pong Prinzip“: Ein Europäer lädt etwas hoch, z.B. eine Skizze von den Routinen der Woche, und eine andere Europäerin verfasst hierzu einen Text – gesprochen oder geschrieben.

Das ganze findet in der Verkehrssprache Englisch statt. Die Klasse 5d wird sich für ein eTwinning-Siegel bewerben. Jetzt heißt es Daumen drücken, dass die Jury das Projekt genauso gut findet wie die Lehrerinnen und Schülerinnen!

C. Fischer

(Quelle Screeshot: http://dim-sapon.rod.sch.gr/drastiriotites/2022-23/european.programs/grammunication.reloaded.html, vom 5.6.2023)

E-Twinning im Fremdsprachenunterricht – Ein Filmteam an der Schillerschule

Ein Filmteam an der Schillerschule

Die 6b aus dem Schuljahr 2021/2022 hatte in dem Projekt „Grammunication“ so gut abgeschnitten, dass der „Pädagogische Austauschdienst“ die SchülerInnen im Unterricht besuchen wollte. Passend: Die SchülerInnen arbeiteten grade an Briefen, die sie von ihren digitalen PartnerInnen bekommen hatten.

Alle Beteiligten können sehr stolz sein, dass dieses Projekt auf Bundesebene als beispielhaft gesehen wird.

Hej hej aus Stockholm

Välkommen!

Welcome to Näsbyparksskolan! Could you please take off your shoes?! Wir schauten etwas ungläubig und zogen dann unsere Straßenschuhe aus, denn an vielen schwedischen Schulen werden Hausschuhe getragen. Dies ist nur einer der kleinen Unterschiede zwischen einer deutschen und einer schwedischen Schule, die wir in unserer Zeit in Täby, einem Vorort von Stockholm, feststellten.

Nach den erfolgreichen eTwinning-Projekten der Schillerschule mit der Näsbyparksskolan in den Fächern Englisch und Deutsch als Zweitsprache kam die Idee auf, die virtuelle Zusammenarbeit auszudehnen und durch eine langfristige Partnerschaft mit Austauschprogramm zu ergänzen. Darüber hinaus wollten wir erfahren, wie digitale Tools an schwedischen Schulen eingesetzt werden. Wir machten uns deshalb mit dem Nachtzug auf den Weg nach Stockholm, um im Mai 2022 an der Näsbyparksskolan zu hospitieren und uns mit Sandra Bixler, unserer Projektpartnerin, und ihren KollegInnen auszutauschen.

Wir staunten nicht schlecht, als vor Beginn der ersten Unterrichtsstunde alle SchülerInnen ihre Handys ohne Diskussion in einen dafür vorgesehenen Kasten steckten. Nach der Stunde konnten die Geräte in Klasse 7 wieder mitgenommen werden, in den Klassen 1-6 verblieben sie den ganzen Tag in den Boxen, wie wir später erfuhren. Wir stellten auch noch andere Unterschiede im Umgang mit digitalen Geräten fest. Alle SchülerInnen in Täby verwenden ab Klasse 1 Chromebooks. Schrittweise werden die SchülerInnen an die Nutzung der Geräte herangeführt. Für diesen Zweck hat die Schule ein internes Nutzungskonzept entwickelt. Zunächst teilen sich zwei SchülerInnen ein Gerät, das nach Schulschluss in der Schule bleibt. Sie unterstützen sich gegenseitig beim Erlernen des Umgangs mit dem Chromebook. Später wird allen ihr eigenes Gerät kostenlos von der Kommune zur Verfügung gestellt. Alle Arbeitsergebnisse werden in digitalen Mappen in der Cloud gespeichert. Die digitale Zusammenarbeit wird durch die Möglichkeit der gleichzeitigen Bearbeitung der Dokumente vereinfacht. Selbst die Klassenarbeiten werden auf den Geräten im Prüfungsmodus durchgeführt.

Bei der Arbeit im Fremdsprachenunterricht werden vielfältige digitale Tools genutzt. So setzten SchülerInnen der Klasse 5 eine Geschichtsszene in einen digitalen Cartoon um. Einer anderen Klasse wurde von einer Schauspielerin ein Kinderbuch online vorgelesen. Anschließend erarbeiteten die SchülerInnen in Gruppen ein eigenes Ende, das sie mit viel schauspielerischem Einsatz präsentierten.

Dank der herzlichen Aufnahme und der angenehmen Atmosphäre haben wir uns an der Näsbyparksskolan sehr wohl gefühlt und freuen uns schon auf ein Wiedersehen. Nächstes Mal bringen wir Hausschuhe mit ;-).

Christina Peschke und Karen Braun

Bläserklasse 6B erwärmt die Herzen mit Musik

Spendenaktion bringt 400 €uro für den Kältebus

Inspiriert von der Partnerklasse im eTwinning-Projekt führte die 6B im Rahmen der „Corona-Kompensation“ ein Projekt namens Dragon’s Den durch. Verschiedene Schülergruppen präsentierten ihre Ideen für eine Wohltätigkeitsaktion. Die Gewinnerideen wurden vom Klassenleitungsteam mit einer Anschubfinanzierung ausgestattet.  Am Dienstag, den 21.12. um 16.00 Uhr trafen sich dann Mirko, Jim, Tyreese, Erich, Lukas, Maria P., Alina, Julia, Alice, Henrike, Maria M., Titus und Annika, um den BewohnerInnen der Gartenstadt kurze Weihnachtslieder zu spielen. Dazu wurden die von allen Schülerinnen der 6B selbst gemachten CDs, Karten, Weihnachtsdekorationen und Kekse verteilt.

Vielen Dank an die Beschenkten, die insgesamt 400 €uro für den „Kältebus“ spendeten.

Sehen Sie selbst – in dem gemeinsamen virtuellen Klassenzimmer, dem „Twinspace“, haben die SchülerInnen selber über die Aktion berichtet: https://twinspace.etwinning.net/128312/pages/page/1988226/

Christian Fischer

eTwinning Projekt der 10b

Year 9 eTwinning Project with Swedish Partner School

Promoting cultural understanding with the novel ”The Absolutely True Diary of a Part-time Indian“ by Sherman Alexie

Schillerschule, Germany (10b) with Täby Gymnasium, Sweden

In March 2021 we, the students of the 10b Schillerschule Hanover and Mrs. Braun, started an eTwinning project with students and their teacher Mrs. Bixler from the Swedish Täby Gymnasium near Stockholm.

While working on many different tasks which were themed around the topic of discrimination, we read the book “The Absolutely True Diary of a Part-Time Indian” by Sherman Alexie as a specific example of discrimination of Native Americans in the U.S. We met online with the Swedish students usually once a week where we worked on tasks of racism and aspects of the novel together.
Through this, new friendships were formed and we were and still are glad for these three months of collaboration during a time when distance and separation were the norm.

Luis and J.P., 10b

  • This is how we started out: By drawing ourselves!

    „This is me“-drawings, eTwinning project 10b (2021),
    s
    ources: https://absolutelytruediaryna.weebly.com/character-analysis.html, drawings from/of Felix and Greta 10b, published on TwinSpace

 

If you like to find out more about this project, check out our schedule and some of our results:

Schedule of our eTwinning project

2021-eTwinning project 10b-schedule

Some results

  • Infographics: We had to do research about the Spokane Native American reservation and create an infographic displaying the answers we found.
    2021-eTwinning-10b-Infographic example1
  • Racism presentations: In our teams, we had to conduct research about the past and present racism against different groups in our countries. The students from Germany had to cover the Nazi movement while the Swedish students had to focus on how the Sami were treated.

    The results were published in the project’s TwinSpace that can be accessed by both classes

  • Blackout poems: We had to create a blackout poem on one of the topics of the novel The Absolutely True Diary of a Part-time Indian.
    Look at or listen to some of our results:

2021-etwinning-10b-Blackout poem – student2(Schiller)

  • Radio News Reports: We had to make a radio news report for the Australian radio program Amplify. The topic of the show was Interesting Young People and in that context we had to present Junior/Arnold, the protagonist of the novel.

    Listen to a radio news report ,,Junior finds hope” by Nadine & Mahdia (Schillerschule).

    More news reports were published by the students in the project’s TwinSpace.

NEW: eTwinning Quality Label

If you want to know what the eTwinning Jury wrote, read their evaluation here:

2021-E-Mail-Auszeichnung-eTwinning Qualitätssiegel

eTwinning Projekt der 10b (nicht als Neuigkeit wg. Layout)

Year 9 eTwinning Project with Swedish Partner School

Promoting cultural understanding with the novel ”The Absolutely True Diary of a Part-time Indian“ by Sherman Alexie

Schillerschule, Germany (10b) with Täby Gymnasium, Sweden

In March 2021 we, the students of the 10b Schillerschule Hanover and Mrs. Braun, started an eTwinning project with students and their teacher Mrs. Bixler from the Swedish Täby Gymnasium near Stockholm.

While working on many different tasks which were themed around the topic of discrimination, we read the book “The Absolutely True Diary of a Part-Time Indian” by Sherman Alexie as a specific example of discrimination of Native Americans in the U.S. We met online with the Swedish students usually once a week where we worked on tasks of racism and aspects of the novel together.
Through this, new friendships were formed and we were and still are glad for these three months of collaboration during a time when distance and separation were the norm.

Luis and J.P., 10b

  • This is how we started out: By drawing ourselves!

    „This is me“-drawings, eTwinning project 10b (2021),
    s
    ources: https://absolutelytruediaryna.weebly.com/character-analysis.html, drawings from/of Felix and Greta 10b, published on TwinSpace

 

If you like to find out more about this project, check out our schedule and some of our results:

  • Infographics: We had to do research about the Spokane Native American reservation and create an infographic displaying the answers we found.
    2021-eTwinning-10b-Infographic example1
  • Racism presentations: In our teams, we had to conduct research about the past and present racism against different groups in our countries. The students from Germany had to cover the Nazi movement while the Swedish students had to focus on how the Sami were treated.

    The results were published in the project's TwinSpace that can be accessed by both classes

  • Blackout poems: We had to create a blackout poem on one of the topics of the novel The Absolutely True Diary of a Part-time Indian.
    Look at or listen to some of our results:

2021-etwinning-10b-Blackout poem - student2(Schiller)

  • Radio News Reports: We had to make a radio news report for the Australian radio program Amplify. The topic of the show was Interesting Young People and in that context we had to present Junior/Arnold, the protagonist of the novel.


    Listen to a radio news report ,,Junior finds hope” by Nadine & Mahdia (Schillerschule).

    More news reports were published by the students in the project's TwinSpace.

If you want to know what the eTwinning Jury wrote, read their evaluation here:

2021-E-Mail-Auszeichnung-eTwinning Qualitätssiegel

  

HIGH CONTEXT NATION Insights on India, cultural dimensions and distinction

HIGH CONTEXT NATION Insights on India, cultural dimensions and distinction

Everyone of us knows culture, and everyone of us has its own culture. But how do we really define it? Do all of us perceive certain cultures in the same way? And how much can cultures differ from one another? About these and so many more questions, we recently talked about in our year 12 higher level English class with Mr. Fischer and a special guest: Ranjeet Jain, the father of one our fifth grade students. He did us the honour of sharing his perception of culture with us and he gave us some insights on his Indian background, cultural norms and, some intercultural differences between India and Germany, which I am going to present to you now. 

The Basics of Culture 

It is important to state a clear definition for the word „culture“, because the perception of it may differ from person to person. According to Mr. Jain, the general definition would be something like; „how things are done around here.“ It means that culture is basically the way a community handles certain things. However, everyone has a subjective view on that, which is why it is hard to put one culture into a specific box. Mr. Jain gave us the example of the United States; Brazil sees America as rather busy, systematic and cautious while Japan perceives them as relaxed and careless. Therefore, culture can be labelled as pretty relative.

The Dimensions of Culture 

To get an even further understanding of culture, we were introduced to „Hofstede’s Cultural Dimensions“ which is a model by the Dutch social psychologist Geert Hofstede. It shows the effects of a society’s culture on the values of its members and how these values relate to behaviour. This model consists of five basic factors including „Power Distance“, „Individualism vs. Collectivism“, „Masculinity vs. Femininity“, „Uncertainty Avoidance“ and „Long-term vs. Short-term.“

The Differences of Culture

Mr. Jain showed us the intercultural differences between India and Germany by using Hofstede’s model of cultural dimensions. He explained that Germany can be seen as masculine, individualistic and of less power distance, whereas India is perceived as more collective and of high power distance. This means that German culture can be looked at as a society in which social gender roles are clearly distinct, in which everyone is more focused on his personal goals than the collective, and in which everyone can speak up their mind regardless of their social status. Unlike Germans, Indian people think more about others and how certain decisions would have an effect on their families and the society than thinking individualistically. In addition, hierarchies are extremely respected in India, which means that you would not simply speak up and say when anything bothers you, but you would give in to your superior even if you think they are wrong. Besides that, Mr. Jain used some other terms to distinguish between Germany and India. He mentioned the aspect of high and low context, as well as the aspect of polychronicity. High context would be, for example, that when you want to ask your parents for permission to go somewhere, you have to talk and explain a lot before coming to the point, and asking what you really want. Contrary to that, low context means being straight-forward. Polychronicity is when you think of time as flexible, and when you don’t care being a bit late. Therefore, Germany is a culture with a low context and definitely not polychronic, whereas India has a high context and is considered to be polychronic, according to Mr. Jain.

The Uniqueness of Culture

Even though everyone could learn something from someone else, and basic human rights should be seen as a necessity regardless of one’s culture, Mr. Jain stated clearly that every culture is perfect the way it is. You should always respect the customs and traditions of one’s nation. There is no „flawless culture“ or something like that. This is the reason why everyone should embrace its culture and should not try to change other ones. This is where we can draw a line back to the beginning of this article: culture is relative and perceptions are subjective. What do you think about that topic? Do you share Mr. Jain’s perspective? 

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