Projekte entdecken

Students and adults take turns guiding a partner from another class through a simple everyday task, such as making a paper plane or setting a table, using clear spoken steps. They then share with the partner class how it felt to be guided and to guide.

My project focuses on historical environment education. The idea is to create a platform where people can travel back in time and experience a specific historical period through all five senses. Rather than simply learning about history, participants experience real-life situations from the past, engaging with the sights, sounds, smells, tastes, and physical sensations of a different era. This concept is already being developed internationally through Bridging Ages, an organization I have been involved with for a long time. Unfortunately, we have been unable to secure sufficient funding to continue the project in my country. I am now looking for potential partners who share this vision and would be interested in working together. Through our collaboration, we could create meaningful historical experiences, bring the past to life, and offer people the opportunity to travel through time in a truly unique way.

Siswa siswa di sekolah sangat rendah kemampuan bahasa Inggris mereka.saya ingin menumbuhkan motivasi dan minat serta kemampuan bahasa inggris mereka melalui kolaborasi bersama siswa di negara lain

Students share short video introductions of themselves and what languages or subjects they enjoy learning. They compare how people in different countries learn Persian, English, French, or maths during a live video call.

Students learn simple Hindi greetings, numbers, and everyday words, then practise them in a live video call with a partner class. They take turns introducing themselves and sharing a favourite word, using pictures and gestures when needed.

Students read short passages of the Gospel together and share which stories feel most meaningful to them. They compare their favorite passages with partner classes abroad and discuss what they notice in common and different.

Students take photos or draw simple sketches of favourite places in their neighbourhood and share them with a partner class abroad. They compare what they notice and talk about what is similar and different.

Students survey classmates and partner-class peers about lessons they find boring versus exciting, then analyze the patterns in a shared chart. They evaluate which methods work best and why.

Students photograph and sketch shapes, patterns, and numbers they find in their own neighborhood in Qatar. They share these counts and drawings with partner classes abroad and compare what they notice.

Pairs build short sequences of block-based commands for a classroom robot and test which ones make it reach a target. They compare how the other class wrote the same route and discuss which instructions worked best and why.

Students create a bilingual reading comprehension guide with the strategies that worked best for them, using local examples from Ayacucho. They publish it for partner classes to test and give feedback, then revise it based on their comments.

Students research the history and outcomes of one local and one international manifestation, then discuss in the video call which strategies worked and why. They evaluate the role of manifestations in advancing social or environmental causes.