Lesson with Nearpod

nearpod-mynd.jpgBiology Grade 9
Learning goals: circulatory system, heart, veins, blood types, blood transfusion.
Learning skills: information, media and technology skills
Lesson time: 80 minutes
Application: Nearpod lesson https://share.nearpod.com/dnQMUkgriM

Student’s will participate in a biology lesson about the circulatory system. Every student will have an iPad supplied by the teacher. Student’s will open an app called Nearpod and the teacher will provide them with a code in the beginning of the lesson. In this lesson students will work at their own pace. In the project, they will find PowerPoint presentations, Sway presentations, YouTube videos and articles which some of them must read. There are some quizzes and open ended question that they must answer from the reading materials. They also have to draw a heart and write on a padlet wall. In the end, they must answer a poll about this project. The articles are in English so they are difficult for some students and therefor optional for students with more ability.

About Nearpod

Nearpod is an interactive presentation and assessment where the teacher can create presentations that can contain Quiz’s, Polls, Videos, Images, Drawing-Boards, Web Content and so on. Student can use iPads, computers or any device that connects to the internet and access a teacher’s presentation through a code.

The teacher can control the pace of the session or every student can go at his own pace. Nearpod also have ‘Open Ended Questions’ feature. The ‘Open Ended’ answers are then automatically logged in the reports.

Nearpod can be used as a substitute for other presentation tools where the presentations will be beamed to each iPad in the classroom. You can ‘drag and drop’ PowerPoint slides that you have into the app for it to instantly create a Nearpod presentation. You can also use ready or create a Sway that you can use in the app.

The app enables the teacher to connect with students digitally. Nearpod can be used in many different creative and innovative ways. The app has a feature called ‘Draw It’. It’s an interactive whiteboard. The teacher’s iPad will display each and every student’s ‘drawings’ when they have finished and submitted them. The teacher can then ‘share’ individual whiteboards with the entire class. Hitting share will cause the chosen ‘drawing’ to appear on every iPad. Teachers can share good work and model good progressions.

The app also has a Collaborate Padlet Wall, Fill in the Blanks and Memory Test. You can also easily insert 3D images, Phet Simulation, Field Trips around the world, YouTube or BBC Videos or add your own video or sound to it.

Teachers can insert a ‘Quiz’ into Nearpod presentation. They can create customized quizzes that can be used as assessment tools. The teacher’s iPad is then faced with the ongoing progress of the class in an ‘easy to analyze’ table. This assessment data can be read on the fly, whilst the children are engaged in the test. Teachers can gain a good idea of their classes overall understanding within any given subject straight away.

When students have finished a quiz, Nearpod will automatically create a report. Nearpod contains the option of inserting a ‘Poll’. The teacher can have a self-assessment when student’s opinions are questioned.

Students can engage with the presentations in their own time. Teachers can provide a ‘Homework’ code to students and they can access a pre-made presentation at home.

Nearpod has a library of pre-made Nearpod Presentations. Teachers can share their resources on this platform. You can find interactive presentations on almost anything for almost every year group but they are all in English. In non-speaking English countries teachers, which teach English as a second language can use pre-made Nearpod Presentations. Other teachers can get a lot of ideas for their Nearpod lessons.


Posted by Þóra Skúlad. Háteigsskóli Iceland

Miðja máls og læsis (Center of language and literacy )

We visited the centre with our guests in Reykjavik in March 2018.

Center of language and literacy is á team of educational specialists on language and literacy. The team works with all preschools, compulsory schools and leisure centers in Reykjavík. It opened August 1. 2016.

Goal for the center is:

  • to strengthen teachers and staff working in schools and leisure centers with counseling, professional development, continuing education and support
  • to ensure access for all staff and teachers in school and leisure centers to professional development, counseling and support for professional work with language and literacy.

The center offers micro or larger courses for teachers, staff in schools and leisure centers in Reykjavík on language, literacy and teaching Icelandic as a second language and for parents on language development and literacy. Offers consulting with language and literacy projects in schools and school districts within the city. Provides consulting and coaching for teachers and school leaders and holds workshops on any aspects of language development or literacy.

Requests from schools and leisure centers sins the center opened have been:

  • Language and reading programs in schools and leisure activities
  • Language development and literacy in preschools
  • Literacy and reading instruction at the primary school level
  • Consulting on training in reading, reading comprehension and reading difficulties
  • Consulting on teaching children with Icelandic as a second language
  • Training for teachers on Language and Literacy
  • To empower teachers to work with language and literacy among children of all ages
  • Training for staff in kindergartens and primary schools and leisure centers on language and literacy
  • Education on language and literacy that is regularly available to new employees
  • Workshops and courses
  • Education for parents
  • Work with students with Icelandic as a second language

Last fall language facilitator started working for the center. They provide assistance and advice for children and families with second language with the purpose of supporting their mother tongue. They act as a bridge within the school by helping establish a connection between the child, the family and the school.

Examples of guidance and workshops Language and cultural mediators provide for schools:

  • Importance of mother tongue and language development of bilingual pupils.
  • About Icelandic as a second language
  • Role of schools
  • Rights and obligations of school parents
  • Examples of guidance/advice for teachers and school staff:
  • Cross-cultural workshops about cultures and languages in the Philippines and Poland
  • Educational counselling
  • Assistance and guidance for pupils
  • Those who have yet to be proficient in Icelandic
  • About their mother tongue
  • Act as a bridge between the languages and cultures

Examples of suport for teachers and staf:

  • Guidance and workshops for the staff at After School and Leisure Centres of the city on cultures and languages
  • Support the staff in communicating with children and parents
  • Support on mother tongue during after school hours

Examples of guidance and advice for parents with a foreign background:

  • how to register the child in preschools, compulsory schools and after school programmes
  • what to do when the children have to change schools
  • the use of Leisure Cards and other discounts
  • language and literacy development of bilingual children
  • rights and obligation of school parents
  • home-school communication and collaboration
  • advice on furhter assistance



Posted by Ragnheiður Valgerður







A project on seas at Armfelt school


One of the main topics of our Nordic Go! –project are the seas. We decided to do a sea project by using badges.


Oceans, seas and the Baltic sea


Goals of transversal competence or 21st century skills:

  • thinking and learning to learn
  • ICT competence
  • participation and influence
  • thinking of sustainable future

Goals of Geography and English:

  • to learn basic vocabulary on seas (the oceans, others seas, the Baltic sea)
  • to learn about the seas, the animals and the pollution of the seas
  • to develop English skills and improve communication in English
  • team work is a essential part of the project

Activity / Method

The pupils had different kind of tasks both in Finnish and English and the most badges had two different ”levels” or badges to achieve: a task on a basic level and another one that was on advanced/detailed level or the task was supposed to do in English. The original plan was to spend altogether eight lessons for the project, but some extra lessons were needed.

The tasks/badges were: Oceans and seas and the Baltic sea (both in Finnish and English); Presentation on any sea related topic; morning assebly as a video or via school’s tannoy; a video on any topic related to seas; blog; creating a bord game related to seas.

Pupils were supposed to do different kinds of tasks and ”collect badges” in other words get a stamp on their task papers.


  • study books
  • work sheets
  • paper, glue, crayons… Anything needed in creating a board game.
  • computers and phones for searching information

Learning environment:

  • classroom

Use of ICT, apps, websites

  • different kinds of websites for searching information
  • Power Point
  • Sway


Pupils get points depending on how many badges they have and on what level they have done them. E.g. a task done in English is (in most cases) more worth than a task done in Finnish. Based on the points they get it is possible to give a grade to each pupil. Also the ability to work in group and the overall achievement can be evaluated.

Students’ activity level:


New ideas / thoughts on this project:

It’s a great idea to do a project on specific area in co-operation of two subjects and two-three teachers. Especially the self-made board games seemed to motivate pupils.

Posted by Elisa Uotila, Armfelt school, Finland.

The Flying Carpet – intercultural encounters (menningarmot) in Háteigsskóli, March 2018.

By implementing the The Flying Carpet in the teaching students, parents and staff members get an opportunity to introduce their culture and interests in a fun and lively way within an encouraging environment.

The emphasis is to not only work with aspects of national culture or backgrounds, but also individual interests and those things that matter the most in each and every person’s life.

The project should promote mutual respect and understanding between people in a concrete way and through different means of expressions. Everyone involved is received with acknowledgement, and through the cultural interaction that takes place the goal is to help developing life-skills that foster the view that diversity makes us richer, rather than seeing it as a cause for conflict.

Each individual is a participant and a spectator at the same time.

menningarmot 2018 1

Students in Háteigsskóli.


The Flying Carpet should create:

Frames in which different cultures meet in mutual respect and understanding through different means of expression; interaction between all cultures and all languages. This includes the world languages, both spoken and non-verbal ones.

Enthusiasm and understanding of differences and similarities in our cultures.

A frame in which individual children can preserve their cultural identity when coming into contact with a new society.

Awareness of the value of own culture by introducing it to others.

The goals are also:

That people of all origin should feel proud of their own culture and share those feelings with others.

To evolve children’s ability to be active members in society and for them to realize the fact that different cultures can enrich their own.

Support a respectful integration.

Stimulate the children’s fantasy, curiosity and creativity.

During the development of The Flying Carpet project an effort is made to make everybody involved feel an ownership to the project, children as well as adults. The experience is that through this project parents participate during the process and teachers often meet new faces among the parents at the gathering itself.

Kristín R. Vilhjálmsdóttir, intercultural project manager at Reykjavik City Library and educator, created The Flying Carpet after many years of experience as a teacher in Denmark and brought it to Iceland at the beginning of 2008. An introduction to the intercultural encounters project can be booked and if requested the project manager is ready to guide and take part in the preparation of the project. Workplaces can also book intercultural encounters – everyone can take part.


2010 and 2015: Nominated to the society price of “Fréttablaðið”, an Icelandic news paper, in the category “actions against prejudice”.

2017: The Icelandic contribution to The Nordic Language Festival in Aarhus.

2017: The Flying Carpet received The European Language Label.

More information: kristin.r.vilhjalmsdottir@reykjavik.is or Ragnheiður Valgerður


Posted by Ragnheiður Valgerður


Evaluation of the visit to Iceland

The teachers answered Forms feedback questionary about the visit to Iceland.

1 = I strongly disagree
2 = I disagree
3 = I don´t disagree or agree
4 = I agree
5 = I strongly agree                                                                                            Average of answers

The visit to Iceland  fulfilled the goals of the project.                                                   4,5

The content of the program was interesting and good.                                              4,33

The teachers had prepared their lessons well.                                                               4,17

I got new ideas on innovative teaching methods.                                                         3,83

I got new ideas on learning environments.                                                                      3,33

I got new ideas on ‘pupils as active learners’.                                                                 3,67

I know how the Icelandic school system works.                                                             4,17


The teachers gave Finnish school grade to the visit.

Teachers’ comments:

It was very interesting visit. I learned a lot about Iceland and got some new ideas. Some of the lessons were quite hard to follow because we did not have lesson plans  in advance. The outdoor activities were great!

 Posted by Kati Ahlqvist, Armfelt school, Salo, Finland.

Act and make an impact – task about plastic trash


Why I did the three days of trash challenge?

I did the three days of trash challenge where I collected all of the plastic trash at my home for three days. I got the idea from my geography lesson, where our teacher showed us a presentation that a boy had made of this challenge. I tought that it would be interesting to see that how much plastic trash would my family produce in three days (the end result was shocking). I also wanted to show a few examples how you can simply reduce the amount of plastic trash that ends up in your everyday life.

Henna Heinonen, Nordic Go – student in Perniön yhteiskoulu (PYK)

English, A movie about us!

We are going to work with the English language with the goal of making a movie about ourselves and a bit about the town we live in.

We can work together with someone, or by ourselves. We start with the strategy of making a mind map, or dots, so e have a plan about what we are going to show, say and how the movie is going to be filmed. We are going to look at some other movies where others have presented themselves and their towns, so we get ideas of what can be fun to watch and learn if you are the ones looking at your video.

When the plans are made, and the mind map is done, you start your work with practicing pronunciation and grammar, so you get it correct. You also decide what order your movie is going to have, and who is going to help you film it.

When you are done filming you will edit the movie in Imovie, an app on our ipad. You can put music, sounds and effects in it if you would like. The goal is to show this movie to a 5th grade in Finland. We will also get to view their movies and learn how to understand others, communicate.

Knowledge that you will be developing and learn during the making of the movie:

You will develop your knowledge in talking about subjects that are familiar to you, everyday situations, your interests and school.

You will develop your knowledge about words, grammar and pronunciation of the English language when you are working with your movie.

You will develop your listening skills, whilst listening to others when they make their movies, and when its done.

You will learn about how students have it in finish school.

You will learn how to follow the instructions for the project.

You will learn strategies in how to make yourself understood, important words and how to adjust the film for your viewers.

You will develop your knowledge in how to present yourself, how to tell about things you know, and how to manage when the language skills aren’t enough.

Abilities that you will develop during the project:

You will develop the understanding of content in the videos you are watching.

You will develop your ability to communicate in both writing and speaking.

You will develop your ability to be understood, while you are adjusting your language for another class.

You will develop your understanding of other English speaking countries.

How will this be evaluated?

You will be evaluated when you work with the movies, your process and your strategies in the making.

You will also be evaluated on the finished movie, how it is done, your pronuncuation and content, and the order of the content.

In art you will be evaluated in how you use the ideas of the movies we are watching in your own movie, and how you relate to the pictures in the movie, how well the represent what you are talking about, or how well they enhance your fact.

(Written by Sweden)

Tillsammansdag – A day spent together

Main goals of the day:

During a day spent together we gather up in groups of about 15-20 students in each, with students from preschool up to 6th grade.

The 6th graders in each group act as a group leader, which practice the students social skills as well as leading skills. They gather the group, make sure everyone understands the different tasks and games, and take care of the young ones so they are a part as well. They also make sure that everyone does what is supposed to be done, and helps the leaders at each station with the tasks. They also practice following a schedule, and how to follow instructions, as well as giving instructions to the group.

The other participants in the group are being led by the 6th graders, and practice following other leaders than adults. They practice listening to instructions, and working together with other students that is not in their own class. Teamwork, social skills and learning about others is key during the day.

Knowledge that you will be developing and learning during these days:

A day spent together focuses on the first two chapters of our curriculum, at the same time as it brings up important goals from the other subjects. The first two chapters are about school values and assignment, and overall goals and guidelines.

Equality is a focus during these days, when students from all classes gather up to do things together. Equality is being learned hen getting to know new friends, and listening to their stories. When you listen you learn that not everyone has the same background as you, and that all people have their problems and issues, as well as strengths and skills. Our goal is to promote understanding about others as well as your self. Its a democracy we live in.

The schools goals is to promote individuals and their knowledge, and encourage different opinions. During these days spent together we can listen and learn about others opinions during the tasks we do. We have done a friend painting, where everyone could write how they thought about friendship, we have done a culture day where we learned about different languages and countries, where students from the other countries could tell about their language and culture. This also shows an international perspective of learning about the world around us, as important as it is with the many cultures we have in our school today.

These different tasks gives the students opportunities to communicate, learn and discuss with others than their own class, which we see as developing their communication. This is a big focus for the 6th graders who are the leaders and have to learn how to communicate so that everyone understands what to do.

To be a part of a bigger project also gives the feeling of belonging, a feeling that you are welcomed and important in school. You see your star on the tree, or your part of the long snake we made together, or your thought about friendship on the painting, and hopefully you learn the values and that you as a student is important. This promotes learning, creativity, curiosity and confidence.


Respect others.

Understand other student situations and act accordingly.

Develop their problem solving in different tasks.

Develop social skills to cooperate with others as a team.

Develop communication skills in both Swedish and English.

Develop student abilities to do ethical positions based on knowledge.

Develop student sense for democracy and how it works in school and in society.

How will this be evaluated?

The day spent together is a day that is included in many subjects, and the goal is that you take what you learn from this day to other subjects and show your skills there.

The day is mostly focusing on social skills, learning and understanding others, and for the 6th graders, learning how to take care of others and how to be a good leader. This is something that is useful in everyday life, and one of the main goals of our curricula.

(Written by Sweden)