Author Archives: Chrysa

Children have the right to

This is a post about a fine resource I came across and how we used it in class. It is the  UNICEF’s Cartoons for Children’s Rights series, a treasure chest of a animation spots based on the articles of the … Continue reading

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First day at school: “I remember summer” poems

This was the first lesson of the new school year with my 6th grade groups, twelve years old primary school children (A2- level of English). We greeted each other exchanging wishes for a productive and interesting school year ahead. The … Continue reading

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Looking 10×2: Pushing beyond the obvious

In this post I will describe the Looking 10×2 thinking routine. It is a routine that helps learners slow down, concentrate, observe carefully and describe. The routine stems from the Artful Thinking programme, one of the programmes at Project Zero. … Continue reading

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Here I am, I used to have a home

This post is a report on a recent classroom project we had on refugees with a mixed ability A2+ group of twenty-five 12 year old students. The aims were to build thoughtful awareness, encourage empathy on the issue, foster open-mindedness … Continue reading

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Wake-up call: the true cost of our electronic gadgets

This post is a report on a series of lessons around the topic of consumerism, electronic gadgets, and their impact on Earth. It was sparked when during a course book unit on shopping I asked students “what do you like … Continue reading

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Know-ask-explore-learn: Independent inquiry & project work

We read a short text about Ukraine in our coursebooks. There was a reference in the text that aroused children’s interest and curiosity. It read: A nuclear power plant accident in Chernobyl, in 1986, is still causing serious environmental problems … Continue reading

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What makes you say that? Reasoning with evidence

We worked on the topic of urbanization with my 6th grade students (12 years old). The idea was to discuss the evolution of cities from antiquity to present time, urban growth around the world and relevant issues, and to deal with … Continue reading

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