Наші навчальні програми спрямовані на популяризацію класичної дитячої та юнацької літератури, одночасно розвиваючи когнітивні та соціально-емоційні функції учнів, використовуючи роботів ArTeC та відповідно до викликів сучасності.
Нашою метою було розробити педагогічний методичний пакет, який надає педагогам можливість ефективно розвивати розуміння, алгоритмічне мислення, просторово-візуальну обробку, навички співпраці та креативність учнів за допомогою інноваційних інструментів. Все це може бути ефективно використано для дітей з ООП, талановитих і невстигаючих талановитих учнів із застосуванням підходу інклюзивної педагогіки, що базується на індивідуальних потребах учнів. Розвиток може здійснюватися як на уроках, так і у формі спеціальної діяльності.
We have developed a module matrix which allows for differentiation, so that even children working together in a group on a piece of text can receive personalized development. All this is helped by the literature excerpts themselves, the worksheets created at the intersection of the targeted nine development areas, the teacher guides, sample robots, and the robot programming knowledge base.
Our lessons are based on European literature and cultural heritage: fairy tales, novels, and history.. Among them, you can find: The Paul Street Boys & Vuk (Hungary), Camino de Santiago & Don Quixote (Spain), The Walk of the Absent-Minded Boy & The Comic Book Mouse (Italy), The Five Loaves & The Enchanted Pig (Romania), Alice in Wonderland & The Jungle Book (European).
Learning materials are prepared in variations to practice different developmental skills: text comprehension, graphomotor skills, spatial orientation, attention, social competences, computational thinking – life skills, technical knowledge (physics, robotics, engineering), teaching other subjects with robotics, creativity, and talent development.
What can you find on these pages? Tips on how to use our materials, a general teacher’s guide, video lessons from the training program to use RIDE materials effectively (psychological background, methodological recommendations, ArTeC robotics basics), and you can review the module matrix as well.
The philosophy behind the RIDE project
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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
How ICT can be used in the teaching of other subjects
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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
How involvement of robotics teaching process
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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
A few examples of robotics being applied in classroomdifferentiation
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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Можливості та переваги інклюзивної освіти
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Фінансується до “У нас тут є Європейський Союз. Погляди і думки висловив це однак ці з “У нас тут є автор(s) тільки і робити не обов’язково роздумувати ці з “У нас тут є Європейський Союз або “У нас тут є Європейська освіта та Культура Виконавчий Агентство (EACEA). Ні. “У нас тут є Європейський Союз ні EACEA може бути проведений відповідальний за їх.
Використання можливостей ІКТ для вчителів розвитку у своїй роботі
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Фінансується до “У нас тут є Європейський Союз. Погляди і думки висловив це однак ці з “У нас тут є автор(s) тільки і робити не обов’язково роздумувати ці з “У нас тут є Європейський Союз або “У нас тут є Європейська освіта та Культура Виконавчий Агентство (EACEA). Ні. “У нас тут є Європейський Союз ні EACEA може бути проведений відповідальний за їх.
Можливості розвитку розвитку обчислювального мислення мислення через різні методів та діяльності
Фінансується до “У нас тут є Європейський Союз. Погляди і думки висловив це однак ці з “У нас тут є автор(s) тільки і робити не обов’язково роздумувати ці з “У нас тут є Європейський Союз або “У нас тут є Європейська освіта та Культура Виконавчий Агентство (EACEA). Ні. “У нас тут є Європейський Союз ні EACEA може бути проведений відповідальний за їх.
Можливості та переваги сторітелінгу
Завантажити:“Питання, що використовуються в техніці мозкового штурму при створенні історій”: “Питання, що використовуються в техніці мозкового штурму при створенні історій”.
Включення студентів-мігрантів
On our websites you will find robotics-based processing of 10 text projects. Our materials have been designed to provide the greatest possible flexibility during the project for the employing educators and students involved in the project.
During the projects, we help to develop in an inclusive group in 9 areas, while also giving the children the opportunity to differentiate according to their robotics / programming knowledge and skills.
The module matrix defined by the text 10, the development area 9 and the programming level 4 allows even students working on the same part of the task to work together to solve tasks of different emphasis and difficulty.
According to our vision, during the processing of stories, the teacher has an orienting andmentoring role, and the students have a wide margin of maneuver to process the topics that are exciting for them, to implement their own ideas. In order to achieve the development goals, the educator can select the appropriate elements of the module matrix, taking into account the students’ choices.
On our pages you will find our materials prepared for students and teachers in a separate section. The students’ worksheets and supportive brainstorming and templates primarily help self-regulating learning, the teacher’s materials include “scenarios”, lesson plans and brainstorms adapted to specific areas of development.
Our module matrix is thus fundamentally based on the close interaction between the teacher and the students, and on the teacher’s “invisible” leadership role, encouraging discovery, creativity, group, independent creation instead of specific task definition and instruction.
The module matrix structure and lessons use
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
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| Történet száma | Származási ország | Cím | Ajánlott korosztály | Az egyes szövegrészek hozzávetőleges hossza Eredeti változat / rövidített változat | Szövegrészek száma (csoport) | Tantárgyi koncentráció |
|---|---|---|---|---|---|---|
|
S1 |
|
Az öt kenyér |
8+ |
0,5 oldal / 5 sor |
4 |
Matematika, állampolgári ismeretek |
|
S2 |
|
Szent Jakab: A zarándoklat története |
10+ |
0,5 oldal / 0,5 oldal |
5 |
Történelem, földrajz, állampolgári ismeretek |
|
S3 |
|
A Pál utcai fiúk |
10+ |
2,5 oldal / 1 oldal |
5-6 |
Etika, biológia, fizika |
|
S4 |
|
A dzsungel könyve |
8+ |
0,5 oldal / 5 sor |
4 |
Biológia, etika, dráma |
|
S5 |
|
Egy szétszórt fiú sétája |
8+ |
0,5 oldal / 5 sor |
4 |
Biológia |
|
S6 |
|
Don Quijote |
10+ |
1 oldal / 0,5 oldal |
4 |
Fizika, történelem |
|
S7 |
|
Vuk |
8+ |
2 oldal / 0,5 oldal |
5 |
Biológia, természet, történelem
|
|
S8 |
|
Disznómese |
8+ |
1 oldal / 0,5 oldal |
4 |
Irodalom Természet, Népművészet
|
|
S9 |
|
Alice Csodaországban |
8+ |
1 oldal / 0,5 oldal |
6 |
Állampolgársi ismeretek, Matematika
|
|
S10 |
|
A képregény egér |
7+ |
0,5 oldal / 5 sor |
3 |
Nyelv, etika, biológia |
|
S11 |
|
A két Lotti |
8+ |
2 oldal/0,5-1 oldal |
5 |
Etika |
|
S12 |
|
Torzonborz a rabló |
8+ |
4 oldal/1 oldal |
4 |
Irodalom, zene |
|
S13 |
|
Maros és Olt |
8+ |
2 oldal/1 oldal |
3 |
Földrajz, néprajz |
|
S14 |
|
Az apó lánya és az anyó lánya |
7+ |
1 oldal/0,5 oldal |
3 |
Népművészet |
|
S15 |
|
Nyaralás Fahéj majmocskával |
7+ |
5 oldal/2 oldal |
5 |
Állampolgári készségek |
|
S16 |
|
Bobula |
7+ |
2 oldal/1 oldal |
5 |
Állampolgári ismeretek, néprajz |
|
S17 |
|
Keloglan és a varázslatos tál |
7+ |
1 oldal/0,5 oldal |
4 |
Etika |
|
S18 |
|
Az elefántok szultánja |
10+ |
2 oldal/1 oldal |
4 |
Etika, történelem |
|
S19 |
|
A macskák társasága |
8+ |
2 oldal/1 oldal |
5 |
Médiaműveltség |
|
S20 |
|
Pumukli |
7+ |
3 oldal/1 oldal |
3 |
Technológia, néprajz |
In order to use the modules developed in the framework of the RIDE project, the teacher has to select the appropriate worksheets and lesson plans from a complex web of many smaller units.
For the most effective use possible, please read the Teacher’s Guide carefully.
Successful use of the module matrix requires knowledge of theconstruction and programming capabilities of ArTeC robots. We provide help for this here and on the linked pages.
ArTec robots with Arduino and with micro:bit
Install Studuino program (the program is free)
Programming guide
Technical corner
The “Technical corner” link contains sample programs for robotic solutions specifically proposed for development levels in the modules .
Robot ideas
We support the implementation of the modules with sample robots and programs – this can be found in each module under the heading “Robot Ideas”.
Additional pages for robotics and programming ideas:
We’re testing the curricula developed within the framework of the RIDE project in multiple phases.
The schools participating in the projectpartnership test all curricula developed within the project, and provide both teacher and student feedback on the employed modules. This feedback concerns both pedagogical experiences gained during the application of the developed curricula, as well as practical experiences relating to the use of thedocuments.
The participation of the associated schools in the testing of the curricula serves the widest possiblefeedback, and thus the more thorough refinement and further development of the materials. Associated schools – according to their capacity – can choose from the developed modules and provide feedback on their application to the project organizations. We incorporate their experiences into the improvement and development of curricula.
In the case of students participating in testing in partner schools (led by ELTE and UNIBZ), we conduct an impact assessment, which examines children’s abilities in the 9 priority development areas at the beginning and end of the school year.
Downloadable materials:
The period of the project (and hopefully later as well) build links between students in between students in the between students Their virtual mobility creates a RIDE community across Europe by sharing the implementation of the processed modules.
Documentation of evaluation methods and test hours
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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Communication between students in the context of virtual mobility
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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
For the successful and efficient application of the RIDE module matrix, the training of the teacher applying it is essential. On the following pages, in addition to the learning materials of the in-service teacher training, we also address the issues of organizing teacher training programs. as well as of teacher training methodology, in order for as many educators as possible to be prepared to apply our method.