Microsoft in Education Global Forum 11-14 March 2014 Barcelona

Project Name: Dedoflistskaro Basic Information Project Name: Dedoflistskaro Name Rusudan Gonashvili School Name Description of School Khornabuji public school My school is situated on the east part of Georgia it is on the edge of Georgia border. School is situated in the village. It is 116 years old. It is public school. It has elementary, basic, secondary education. School Website It has no website Subject Area Georgian language Age / Grade Level 14-17 year, X-XI grade Project Objectives Critical thinking; Collaboration; To use the knowledge which you get at the lesson in real life situation, To find the ways to solve the problems; To develop creative skills (essays, interviews); To develop the skills of 21 century; Links between the subjects, to unit the lessons and outdoor activity works; To use and develop informative and communicative technologies

To achieve the result envisaged by the National Learning Plan: Project Description Brief description of the project (Learning Activity) and the background Is the learning activity long-term? Does it call on students to plan their work and assess their work over time? Design of the Learning Environment   How did you plan for your Learning Activity? Examples of planning (e.g. pedagogic approach, links to resources used). Emphasize to what extent the planning for learning facilitates the development of different dimensions of 21st century skills? e.g. knowledge building, use of ICT for learning, problem-solving and innovation, self-regulation, collaboration and skilled communication. Please highlight creativity and innovative teaching practices used in your learning activity Our project is about how to get more information about native part of Georgia. The project is long lasting and it is running already for two years. I’m teaching Georgian literature and it is for the children native language. That's why I need more innovation, to make them more motivated. I’m class teacher of their class, who are working on this project, That's why by this project I tried to unit out door activities and class activities and by the using of innovative methods teach them how to make better their conversation, spelling, to reach their vocabulary and thinking skills. The adults like the modern technologies very much, that’s why I decided to use them Despite this the using of modern technologies help the students to make collaborative atmosphere in the classroom and study independently, be more creative towards the studying, because they can explore and get deep knowledge which they have already had. To achieve the result envisaged by the National Learning Plan: Georgian: X.1; X.3; X.5; X.7; X.11; X.13; X.14; X.16; Lesson Plan To develop these skills , I used the doctrine , which is based on this project , because it is very interesting and creative teaching method , because it actively involves students in the study , both individually members of the group work , to study the procedures to make the interpretation of exploration and evaluate things . Method of teaching writing is limited, as they can make the task only with words. That's why , to develop this skill , we used Windows Movie Maker. I touch students working method by means of this project , they wrote their own plays in the subject line . Then they found the pictures they used for editing editor paint. Then they recorded the song and dubbed and they create movies to block everything. They used a Power Point, to make a presentation of their own ideas , for Windows potostory, songsmith more. The project was designed with the purposes and results of the 21st century skills, such as the construction of knowledge , using IST in teaching process, using problem solving skills and interdisciplinary knowledge, integrity , teamwork and other skills .

Evidence of Learning   What are the stated learning outcomes? Examples of products and outcomes created by the learners throughout the project – including use of technology. What sort of technology is used and how has it been used in the project? To what extent do students use technology in ways that support knowledge building, collaboration, or learning beyond the classroom? Does technology use enable new knowledge-building/collaboration/learning beyond the classroom opportunities that would not have been possible without it? Have digital tools been used in imaginative and ground-breaking ways to support learning processes? Under the project, the students took photos using a digital camera , have formed video materials, slide shows, made presentations using Microsoft PowerPoint, Movie Maker for Windows7, made tests and presentations in Microsoft PowerPoint, gathered Legends about the region, using ICT helped them to unite their findings, to construct the team thinking and sharing the ideas .During the extracurricular activities , they had to select a different options so that to give their final presentations which have contributed to the development of thinking, teamwork , cooperation , and constructing new knowledge on the previous one. Educational Materials: Presentation : "How we worked project"; Presentation : " Niko PIROSMANI " Niko PIROSMANI ; Amusing Test; Presentation: "Dedoflistskaro„ ; Legends about the region; Dedoflistskaro cultural and Sports Centre

Knowledge Building & Critical Thinking   Provide examples of how the learning activity require students to move beyond reproducing what they have learned to building knowledge through interpretation, analysis, synthesis, or evaluation. Extended Learning Beyond the Classroom If the learning experience is not bound by classroom walls, time-frame of conventional lessons, subject parameters – please show examples of this. If the project addresses real world issues (i.e. authentic situation and data from outside the classroom) or has meaningful impact on communities locally and / or globally please show examples of this. When we started working on this project we decided to get information about the historical castle of middle century ( The Castle of Tamari) which is situated in our region and visit Vashlovani reserve to. By this activity we wanted to unit the language and historical aims. We visited this castle and Vashlovani reserve too. We got detail information about them, We took photos ( to use them for other aims such as virtual tours)., to make information booklets. Then we returned to school and we were working with groups in the computer classroom. We have done this to create teaching text which will be used by other students and teachers who wants to study these things but they have no ability. Make up the virtual tours, funny tests, films.,auto collage., blog Chosen topic goes beyond the scope of the proposed training program and the project was introduced according to the students' interest . We appeared in front of a completely new tasks , which were essentially different from traditional classes because the project involves out-of-school institutions in the educational process . This project gave me the opportunity to demonstrate my educational and professional competence as a partner .It was necessary to visit various museums, Archives of Grotto, the eldest , and famous people of the region, online resources , theoretical and practical knowledge, integration of different knowledge skills( transfer) , which was impossible to be reached in the lesson format frame .       The project achieved some important results : 1. The growing role of museums ; 2. Receiving knowledge in the history and landmarks of Dedoflistskaro. 3. Learn teamwork and projects.  After work the children created interesting materials : Presentation : " Vashlovani reserve "; Presentation : " Dedoplistskaro Museum "; Vashlovani forest – park; Virtual Tour;

Student Collaboration and Communication Online   Provide examples of how the students work with other people, sharing responsibility while making substantive decisions for developing a joint product, a design, or an answer to a complex question. Students may be collaborating with their peers in the classroom, or with students or adults outside the classroom Cutting Edge Use of Technology for Learning Describe whether the use of technology helps students build knowledge/collaborate or learn beyond the classroom, and whether or not students could build the same knowledge/ collaborate or learn beyond the classroom in similar ways without using technology Student Collaboration and Communication Online Students can to do this anytime, anywhere through online tools. Through SkyDrive, students are able to organize and prepare for projects, share files with teachers and peers, and even create a group space for research projects. In addition, SkyDrive provides access to Office Web Apps for free. Students can provide peer reviews using Word, create personal and collaborative notebooks with OneNote, share PowerPoint presentations, or gather and manipulate data using the Excel Survey tool. During the project students of grade 10 worked in groups , they shared the responsibilities and worked productively in the museum of Dedoplistskaro culture department and with the staff of the Office of Vashlovani Reserve , they had lots of questions to which the answers were provided , which contributed to their independent orientation and learning skills. Pupils of grade 7 helped them to design the presentations , organized excursions, during which they communicated with people and found common language with them . They made the page on the blog : " Well known people from Dedoflistskaro."  Finally, using ICT they published the book "Dedoplistskaro” which was given as a present to the museum's greatly helped them in the construction of knowledge . After the completion of their work the pupils assessed as their own, as well as the other participants work in the activity . The drafting of theVideo footage Of the project blog " Dedoflistskaro „ Video recording using songsmith Animated presentation    Rubricexample Informational newspaper Assessment criteria Vashlovani Nature Reserve Office Presentation - Working on a project

The project won a local on forum of Georgia Project Evaluation Educator as Innovator and Change Agent   Describe if innovative teaching practices and technology have been used in instrumental ways to change how students learn? Does the educator demonstrate evidence of continuous improvement in their professional practice, model lifelong learning and exhibit leadership in their school and professional community by supporting other educator’s development and understanding of the impact on learning of the effective use of digital technologies? Progress in Educational system is almost unachievable without ICT which can be used in the development of innovative approaches and creativity. As the ICT enriches lessons and helps to increase pupils’ motivation , I decided to work on the project and integrate it with the different academic disciplines, providing it with extracurricular activities and give the pupils the opportunity to use their knowledge in real life situations. It helped pupils to set goals and find the solutions in groups. I wanted to increase the role of museums in education , because it is rarely seen today. I believe that they can learn a lot this way , it is much more productive . Since I am a certified teacher and involved in the scheme of professional development constantly try to grow in my career , and to create a variety of learning resources in order to make the learning process more attractive for students . I want my Activity and innovativeness to be a model for other teachers., I hope it will become a prerequisite for their development . I want every teacher to knower how to used technology in the educational process and thereby make it more appealing for students who learn. To this end I have created blog where I publish Microsoft learning resources, as well the blog where I publish the educational resources created by me, I have a Facebook group for teachers of Georgia, where I sharing my experiences of . I have created a blog, where the unite for Georgian language teachers all over georgia, in order to share experiences The project won a local on forum of Georgia Project Evaluation