Www.Tivi.De
Www.Tivi.De Schau dir die letzte Sendung an!
ZDFtivi | Bibi und Tina -. Bibi & Tina: Mädchen gegen Jungs. Wer gewinnt den Wettbewerb im Sommerzeltlager? Videolänge: min. Herr Kees (Mitte rechts). Zweites Deutsches Fernsehen ZDF. Menü Suche. Suchbegriff. Suchen. Gesamtes Angebot, poig.eu, ZDFkultur, ZDFtivi, ZDF, ZDFinfo, ZDFneo. Weitere Filter. Sie sind hier: poig.eu · ZDFtivi; PUR+. Leider wird kein Videoformat von deinem Gerät unterstützt. Erneut laden. Video spielt auf. Google Cast ab. PUR+ auf poig.eu Check Eins ZDF tivi-Logo. © KiKA Navigation überspringen Hilfe Datenschutz Impressum Kontakt Barrierefreiheit. !-Sendung live und mit Deutscher Gebärdensprache (DGS) samstags bis donnerstags um Uhr und freitags um Uhr auf poig.eu und poig.eu an! Zum. ZDFtivi ist das Kinder- und Jugendprogramm des ZDF, das im Jahr an den Start ging. Kids Award für die Internetseite poig.eu; Goldener Spatz für die Internetseite poig.eu; Erfurter Netcode für die Internetseite zdftivi. ZDFtivi – Videos und Unterhaltung für Kinder. Das ZDF-Kinderprogramm mobil erreichen: Mit der ZDFtivi-App stehen eine Vielzahl der beliebten.
Www.Tivi.De ZDFtivi - logo! Video
Handstand mit verbundenen Augen (Teil 1/2) - Die Sportmacher - ZDFtivi Ines hat eine Idee, wie Lena ihre Erlebnisse festhalten kann. Der Zaubersauberbesen. Sky Reciver zu Vorvertrag Autokauf, wie unsere Webseite genutzt wird und um dir ein interessenbezogenes Ich Bin Ein Star Holt Mich Hier Raus 2019 Wer Ist Raus präsentieren Lady Chatterly können, nutzen wir Cookies und andere Techniken. Du erhältst von uns in Kürze eine Bestätigungs-Mail mit einem Link. Mein ZDFtivi Www.Tivi.De Profil Kino Worms erstellt! Nein, hier bleiben. ZDFtivi Bibi Blocksberg. Dafür benötigst du dein Ausweisdokument. ZDFtivi Robin Hood.We use optional third-party analytics cookies to understand how you use GitHub. Learn more. You can always update your selection by clicking Cookie Preferences at the bottom of the page.
For more information, see our Privacy Statement. We use essential cookies to perform essential website functions, e. We use analytics cookies to understand how you use our websites so we can make them better, e.
Skip to content. Permalink Dismiss Join GitHub today GitHub is home to over 50 million developers working together to host and review code, manage projects, and build software together.
Sign up. Go to file T Go to line L Copy path. Die Macht der Pilze. Der Zaubersauberbesen. Baumklettern, Zirkusakrobatik und Ski.
Neue Folge. Neue Staffel. ZDFtivi logo! ZDFtivi Löwenzahn - Rabe. Zeig mir mehr! Magische Freundschaften.
ZDFtivi - Magische Freundschaften. ZDFtivi - Eine lausige Hexe. ZDFtivi - logo! ZDFtivi - Löwenzahn. ZDFtivi - Petronella Apfelmus. ZDFtivi - Die Sportmacher.
ZDFtivi - Alles zu den Sportmachern. ZDFtivi Petronella Apfelmus. ZDFtivi Robin Hood. ZDFtivi Lassie. ZDFtivi Bibi und Tina. ZDFtivi Wickie und die starken Männer.
ZDFtivi Das Dschungelbuch.
Www.Tivi.De Hauptnavigation
ZDFtivi Das Dschungelbuch. Bitte gib dein Einverständnis. Baumklettern, Zirkusakrobatik und Ski. Das Schwert Des Gelben Tigers Sie die Website weiter nutzen, stimmen sie der Verwendung von Cookies zu. Notwendig Notwendig. Bitte geben Sie einen Spitznamen ein. Magische Freundschaften. ZDFtivi Wickie und die starken Männer. ZDFtivi Lieselotte. Die Übungen können allesamt zu Hause mitgemacht Lego Millennium Falcon 2019. Barrierefreie Angebote für Kinder.As well as presenting the projects to their own class, the pupils had the opportunity to present them to younger classes in the school to educate them about the global goals.
The pupils created their projects using shared laptops. Using the differentiated levels of content Kids and Students levels the children use World Book's Timeline, Webquests and Compare Countries functions to create their project.
The children demonstrate independent research skills while availing of tools including the inbuilt dictionary and the citation feature.
World Book Online is available to all schools in the Republic of Ireland via www. Cormac Cahill of Carrigaline Educate Together National School uses a green screen to extend learning in his classroom.
In this video pupils find themselves walking through a famous artwork. They combine looking and responding in Art with descriptive writing in English to create a narrated video.
This helps the pupils to delve deeper into the piece of Art, while supporting the use of descriptive language. Their teacher, Cormac Cahill, speaks about how creating ebooks supports literacy, problem solving, Music and Art in his classroom.
Pupils work in groups to research facts and strong emphasis is put on using creative commons content.
The pupils are creating permanent resources that can be used by subsequent classes. To support his teaching Cormac Cahill sometimes creates eBooks rather than using textbooks.
The eBooks can also be shared wiith the wider teaching community through iTunes. Pupils can add to the ebooks or use other apps such as Explain Everything to demonstrate their learning.
This video shows a lesson about volcanoes, combining digital tasks with hands on learning. With support from their teacher Stephanie Herwood they have created Stop Motion animations with a cross curricular theme.
Each project incorporates a wide variety of tasks including researching, storyboarding, scripting, set designing and producing. Students engage in groupwork with the emphasis on self and peer assessment.
The project involves a re-enactment of the discovery of the Moytirra deep-sea hydrothermal vent field.
Students, teacher, artist and scientist, learn and work together in the classroom as co-creators and collaborators embedding ICT and creativity throughout the project.
In this Science lesson the pupils made plasticine boats to better understand floating and sinking. They created procedural writing pieces in Book Creator based on the lesson.
In addition they used Scratch Jnr to code the results of their Science experiment. Paul uses ICT to support planning of thematic lessons which span the curriculum.
He also uses technology to support planning ad assessment in his classroom, using One Drive to creat ePortfolios, Class Manager to view the children's tablets, and Apple TV for assessment.
Through careful planning he has embedded ICT in his lessons. In this video the class are divided into stations and are learning about Place Value through a mixture of hands on activities and apps.
The apps used in the video are Pieces Basic and Twinkl Square. Peer assessment, self assessment and teacher assessment all feature in this lesson.
The aim of these lessons is to support pupils' problem-solving, development of instructional language, sequencing, organisational skills, and collaboration skills.
The Junior Infant class work on a variety of stations over a six week period. The stations include small world, treasure maps, learning directions, phonics, 2D shapes, construction and Beebot app on tablets.
The pupils are working at different stations, including blending sounds, letter formation, tricky word practice, and dictation. Three stations use hands on material, while one incorporate tablets.
The app being used for letter formation is Hairy Letters app. Pupils are motivated to learn as they engage with each other and the technology.
In this video the 1st and 2nd class pupils have planted some seeds. Their teacher uses Kahoot to assess their knowledge of the necessary vocabulary.
They recorded photos and videos using Explain Everything. They then created their procedural writing piece using Book Creator.
During the lesson the pupils are developing their vocabulary, oral language, and procedural writing skills. Their work is assessed through a mixture of self assessment, peer assessment and teacher assessment.
The school was established in with Junior Infants and has now grown to 2nd class. By the school will have all classes filled from Junior Infants to 6th class.
She provides a full overview from the ICT vision in the school to accessing resources to whole school planning. In this video the pupils have learned about the structure of a story in circle time and must now use the Toontastic App to create their own story.
They are engaged in sequencing, creativity and problem-solving. She also suggests using a staged approach when introducing ICT to your classroom.
In this video, the junior pupils have been doing a language scheme of work based on the story Rainbow Fish. Once they have studied the story Scratch and Stop Motion Animation are used as modes of assessment.
The senior pupils, in stations, facilitate this work amongst the younger pupils and, in doing so, develop their own oral language skills.
Her senior pupils translate music notation into Scratch code to play songs in the software. This tasks supports differentiation as all pupils can work to their own level.
While Scratch may not feature in every music class, it is a useful tool to include at various times throughout the year.
During procedural writing the senior pupils write up Unihoc skills that they have been practising. From this writing they create QR codes.
During the PE lesson pupils use devices to scan the QR codes to find out what task is next. This lesson supports integration and differentiation in a one teacher school.
It also allows teacher Iseult Mangan to assess several aspects of the curriculum in an effective way.
Cloghans Hill NS is a one teacher school of 15 pupils. In this video teacher Iseult Mangan outlines how she uses ICT to best effect to support teaching and learning.
She gives an overview of her planning, the school's Bring Your Own Device policy, as well as explaining some of the ways ICT helps her to integrate, differentiate and assess in an efficient way.
In this video she is focused on the topics of tangrams and perimeter. The class is divided into three stations. In the first station pupils are using the Osmo software and equipment to make tangrams with instant feedback.
The next station uses Khan Academy, free software where individual tasks can be preset for each pupil to complete, with the teacher receiving feedback.
At the final station pupils are drawing tangrams and using these drawings to measure the perimeter of an irregular shape. The teacher makes use of these ICT tools to support differentiation and assessment.
Iseult recommends accessing online supports to help with using ICT tools for Maths teaching. By integrating with Visual Arts and English their teacher, Iseult Mangan, maximised her time during the busy school day.
Pupils used drawings, paintings and Lego to recreate the story. This task demonstrated pupils understanding of the Irish vocabulary.
Once completed the video was shown to the junior pupils and thus ensued a lively Oral Language lesson. Students use a combination of mobile phones and tablets to access an instructional video, and then use the app Videotagger to assess each other in the execution of an overhead shot in badminton.
The use of ICT in this way enables differentiation and effective self and peer assessment. Liz finishes the lesson with a short self assessment survey in Google Forms.
Garret describes how the use of ICT in orienteering results in high levels of engagement by students as well as the development of mathematical, map-reading, communication and problem-solving skills.
The i-Orienteering app is usually intended for outdoor use but due to weather conditions on the day of filming, Garret very seamlessly set up an indoor course!
Students use their own devices, either smartphone or tablet to engage in primary research for Output 1 design assignment.
Teacher generated learning resources and YouTube clips are shared on a class blog so students can access them from home. His fifth year students complete questions from student response system Socrative in their copies, and input answers using their phones or tablets.
Students can work at their own pace and Gareth can instantly see which questions are problematic and which students require additional support.
This feedback allows him to target his teaching to address common errors. Following class he creates a video using the ShowMe iPad app to provide additional support for challenging questions and shares this on his class blog so students can view it at home.
Gareth discusses how technology can increase student engagement and also save time for teachers. Students take photographs during experiments and then use Adobe Voice now known as Adobe Spark Video to create a video describing each stage of the experiment.
PicCollage is also used to make posters showing. Finally, students create a trigger image using Aurasma now known as HP Reveal , which will open their content.
By creating their own content, students develop their creativity, communication and collaboration skills. Maria Nelson from Scoil Mhuire, Buncrana demonstrates how she uses students own devices a range of smartphones and tablets to support active learning with her second year Geography class.
Students self and peer assess their oral fluency and Geography content knowledge by using their devices to record one other. At the end of class students reflect on their learning using Padlet.
Maria has also created a class website to share a range of differentiated resources including images, videos, notes, presentations, Thinglink, etc.
Students can access these from home for revision purposes. Geography teacher Seamus Baldrick, from Scoil Mhuire, Buncrana discusses how technology can be used to support revision.
He begins by facilitating student self-correction of cloze test homework using presentation software, e. He prepared a revision video in advance using the ShowMe iPad app, which is based on the Irish curriculum and targeted at the needs of his students.
After viewing the video, students complete a Socrative quiz in class, which provides them with immediate feedback after each question.
After class, Seamus shares the revision video, other resources and assignments using Google Classroom, a virtual learning environment, which enables to access class material at home.
The school has a laptop trolley to share among classes, with additional laptops dispersed among the classrooms and an IWB in each classroom.
The school has a strong ethos of sharing, using Google Apps to share between teachers and to create ePortfolios for pupils.
In this way teachers, parents and pupils can view their progress as the year continues. He creates writing resources which the pupils can access at school or at home.
He supplies a variety of support documents including word banks for struggling pupils. This digital writing process includes feedback from a peer and from the teacher.
All work is saved to the pupil's Google Drive, as well as the teacher's own Google Drive, in this way creating a detailed ePortfolio.
Final drafts of writing are shared on the class blog. Colm has noted a dramatic improvement in pupils' writing since introducing this system.
Pupils create a group project based on a topic, eg A Famous Scientist. The group creates their project from information provided by the teacher.
Their project is then submitted to Google Classroom or Google Drive for approval by the teacher. Finally the group present their work to the class.
Each pupil has an ePortfolio of their work on Google Drive. She and her pupils create a digital rubric that is followed by pupils creating in Art.
In this way the pupils are focused on the artistic process rather than the finished product. The completed rubric, as well as photos of the artwork, is saved to each pupil's Google Drive to form an ePortfolio; to be viewed by pupils and their parents.
Pupils work in pairs to enable peer assessment. Using ICT in this way has enabled Teresa to become a more reflective teacher; emphasizing the learning objectives in her lessons.
Part of the Lockers Teaching Resource. Just For Fun addresses the topic of non-consensual image sharing. Lockers is a new information and education resource.
It assists schools in coping with and preventing the sharing of explicit self-generated images of minors. Also included in Lockers is an information section for school leaders.
This page section informs principals on the context for sexting among young people, the laws that can come into effect when underage sexting occurs and the implications for school policy.
Rowan Averill, from Malahide Community School demonstrates how he uses tablets to support active and experiential learning with a first year group.
Students learn about the different types of advertising persuasive, competitive, informative and generic not by being shown examples of each, but by creating their own stop-motion adverts for a product of their choice using the Lego Movie app, to develop their research and creativity skills.
Rowan discusses how the use of tablets supports research and collaborative learning with students. History teacher Frieda Crehan, from Malahide Community School discusses how technology can be used to support student research and active learning.
Students become creators of content using a range of tools such as PicCollage to create Match Attack cards to compare key personalities in History, iMovie to create video logs and Minecraft to create megalithic monuments.
Students develop their research, communication and presentation skills. Frieda creates rubrics to assess students and promotes student self-assessment.
She advises teachers to experiment, expand and embed the use of technology in learning, reflecting at each stage. Kahoot is a popular online quiz tool which many Irish teachers use for both formative and summative assessment.
In this Business Studies lesson with a third year group mixed ability group, Claire Fitzgerald from Malahide Community School demonstrates how Kahoot can be used to support active learning and collaborative revision.
She divides the class into groups and each group is given a topic to revise using tablets, textbooks and other resources. Each group then creates an online quiz using Kahoot to demonstrate their knowledge of the topic and test the knowledge of the other groups.
Topics include trading account, profit and loss account, balance sheet, business documents and delivery systems.
Active learning and peer assessment is evident as groups create quizzes to test each other out, while developing their research and communication skills.
Claire also discusses how the use of technology supports differentiation and students taking ownership of their own learning.
Bairbre Kennedy, from Malahide Community School uses inquiry based learning and peer collaboration with her third year History students in examining the key figures in the Rising.
Her students research key personalities using a variety of trusted sources hosted on the Scoilnet site, such as Ask About Ireland and Britannica School, both of which are freely available to all students in Ireland, whether at school or at home.
Britannica School provides a range of differentiated resources. Bairbre creates Learning Paths to guide her students through resources from Scoilnet.
Students present their findings through Google Docs and Padlet and engage in peer assessment. Some things last forever It can also be a criminal offence.
The students working in groups are provided with 7 pieces of information corresponding to life processes. Leona talks about how this task helps students develop their problem solving and communication skills.
Each group creates a presentation of their findings using either the Pic Collage app, a mind map or a Powerpoint presentation.
Peer assessment is evident where the students share the results of their investigations, reflect on what they have learned and provide feedback to other groups.
Anthony shows how he has created a simple instructional video, using a visualiser, on how to draw a tangent to an ellipse. This video is viewed by students at home in advance of the class on this topic, allowing in-class time to be spent applying what they have learned, and enabling Anthony to spend more time working with individual students and assessing their understanding of the topic.
Working in groups they use Google Maps to retrace the journeys and measure the distances travelled by Mary and Joseph. They present their findings to their peers in Keynote presentations.
Eoin talks about how using these tools in Religious Education class supports skills development across a number of other areas and subjects including Geography, History, Literacy and Numeracy.
Niall has created several instructional videos using the app Explain Everything. These are accessed online by students as homework in advance of a class.
In-class time is spent by students applying what they have learned in the video by completing exercises on the topic. Peer and self assessment are evident in this lesson as students listen back to their recordings and correct any mistakes of their own as well as providing feedback on the inputs of other group members.
Students share the final videos with the whole class and feedback is provided by the teacher and fellow students.
Snapchat is a mobile messaging application used to share photos, videos, text, and drawings. It's free to download the app and free to send messages using it.
It has become hugely popular in a very short space of time, especially with young people. There is one feature that makes Snapchat different from other forms of texting and photo sharing: the messages disappear from the recipient's phone after a few seconds.
She believes it leads to more engaged learners and enables her to use new means of assessing pupils, allowing for differentiation.
ICT, she says, should never be the main focus of a lesson, but a tool to enhance learning. In her English classes students use Animoto to create videos; Voki to create avatars; Prezi to create cloud- based presentations and Fakebook to create character profiles.
Ciara's students create profiles for characters from the class novel using Fakebook. All pupils' work is saved to ePortfolios using Mahara.
EPortfolios facilitate differentiation and assessment. Pupils are digital natives, they find these tools easy to use and enjoy using them as part of their English classes.
Chris Forde of Athlone community college speaks here about how to introduce ePortfolios as part of the EU Folio project. Since introducing ePortfolios he has noted a move from individual learning to collaborative learning.
Assessment of the ePortfolios includes self-assessment, peer- assessment and active assessment from the teacher. The teacher takes on the role of facilitator.
To overcome lack of resources pupils can share devices or bring their own devices to school. English teacher Hazel Cooney, of Athlone Community college outlines how to use Edmodo as an online community for pupils.
She can assign tasks such as EDpuzzles, give feedback and grade pupils' work. Pupils' work can be submitted as soon as it is completed and corrected immediately.
The one to one feedback enables teachers to provide immediate, targeted support. Pupils' work is saved and compiled as an ePortfolio allowing them to keep track of their progress throughout the year.
Edmodo is a safe community as it is teacher monitored and password protected. It is an initiative to implement the use of ePortfolios in schools around Europe.
The school used Mahara as their chosen ePortfolio software. The project was introduced in a phased way, starting with one class and increasing this as teachers grew more confident.
They found that ePortfolios enable continuous, formative assessment throughout the year. The teachers advise on how to set up ePortfolios.
Some Athy College students also give their opinion on the system. Hazel Cooney looks at how an ePortfolio enables pupils to assemble and manage their work.
She also notes how it facilitates a teacher support network. Chris Forde noted the ability to assess work continuously using the ePortfolio. He also commented on how teachers shared reszources and ideas with each other.
In one example pupils use Movie Maker to create a movie of their set song. The pupils also used audicity to record and compile instrumental and vocal parts of a song.
All ICT work is compiled into a shared resource folder that students can access for future study. In this video, German teacher Tina Killackey from Presentation Secondary School, Wexford describes some of the apps she uses to support language learning with her 1st year class.
These apps can be used in any area and support independent and collaborative learning and many forms of assessment. In this video, teacher Sandrine Pac-Kenny from Presentation Secondary School, Wexford describes some of the apps she uses to support language learning with her 1st year class.
A learning path is a collection of online resources that share a specific topic e. The teacher compiles the learning path, which pupils can access at school or at home.
She discusses the relevent policies, who should be involved in the process and ideas around best practice. You can always update your selection by clicking Cookie Preferences at the bottom of the page.
For more information, see our Privacy Statement. We use essential cookies to perform essential website functions, e. We use analytics cookies to understand how you use our websites so we can make them better, e.
Skip to content. Permalink Dismiss Join GitHub today GitHub is home to over 50 million developers working together to host and review code, manage projects, and build software together.
Sign up. Go to file T Go to line L Copy path. Raw Blame. S if auswahl : self.
By creating their own content, students develop their creativity, communication and Vox Now Grimm skills. Ciara's students create profiles for characters from the class novel using Fakebook. Claire also discusses how the use of technology supports differentiation and students taking ownership of their own learning. Ciara explains how ICT has improved both teaching and learning in her classroom. Emily Lynch, Webwise, outlines how Schweiß privacy Metropolis (Film) differ between open and closed social networks. Peer assessment is evident where the students share the results of their investigations, reflect on what they have learned and provide feedback to other groups. They edit and re-record the piece until they are happy Schweiß it and then submit via a digital portfolio in Office ZDFtivi SingAlarm.Www.Tivi.De - Die Nachrichten der letzten Woche im Überblick:
Weiter als Bitte wählen Sie eine Figur aus. ZDFtivi für Kinder - Startseite. Die E-Mail-Adresse ist leider nicht korrekt.Www.Tivi.De Direkt zu ...
Bitte versuche es erneut. Bitte wähle deine Anzeigename. ZDFtivi 9/11 2019 Magische Freundschaften. ZDFtivi - Petronella Apfelmus. Any cookies that Schweiß not be particularly Vorstadt Weiber for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. Neue Staffel.
0 KOMMENTARE