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  1.  
  2. Greece
  3. History of Storyline in Greece to 2000
« History of Storyline in the USA to 2000
History of Storyline in Thailand to 2000 »

History of Storyline in Greece to 2000

25 May 2000   | Greece

A young Greek teacher, Ifigenia Iliopoulou from Anilio, has used Storyline to gain a Master’s degree from Strathclyde University. Her main purpose is to adapt the ideas in the methodology for teaching environmental studies to children in the early stages of education in Greece. She was instrumental in my receiving an invitation to the University of Patras in May 2000 to present a Storyline Seminar organised by Professor Spiras Kriwas and to observe a course given by Ifigenia.

In 1999 Ifigenia gave the following courses:

  • A Seminar for Nursery Teachers of the prefecture of Kavala (city of Greece) concerning the implementation of Storyline in Environmental Education
  • A lecture in the Thessaly University addressed to nursery and primary teachers on Storyline as a method for teaching environmental concepts and issues
  • A Lecture in the First Hellenic Conference on Environmental Education
  • A Seminar for nursery teachers in the Centre of Environmental Education in Konitsa (prefecture of Ioannina)

In 2000:

  • A lecture in the International Conference for Environmental Education on the evaluation of Storyline method by teachers who experienced this method during their in-service training on Environmental Education
  • A Seminar for teachers of all levels of education in the University of Patras
  • She is going on to implement Storyline in her classroom this year. A new topic has been designed and will be described later
greek_large

An article written by Ifigenia Iliopoulou

 

« History of Storyline in the USA to 2000
History of Storyline in Thailand to 2000 »

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The impact of the Storyline approach on the young language learner classroom: a case study in Sweden | Sharon Ahlqhist

Teachers who initiate curriculum innovations: Motivations and benefits | Wendy Emo

An analysis of the Storyline method in primary school; its theoretical underpinnings and its impact on pupils intrinsic motivation. | Rhonda Mitchell-Barrett

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