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Ambassadors in our schools: Abandoned animals Author: Ana Marini Description: This project is based on the identified local and national issue of abandoned animals, which are spending their lives in shelters, chained or wandering streets. Teaching young people about stated issue we can directly and progressively influenced the reduction of this problem in the future. This project affects and increases systematic education of young people and awareness of the local community, compares it with situation in other countries, all through cooperation with the local shelters. Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 4 = very much so Does the work follow the instructions set out in the course?: 4 = very much so Is the curricular integration of the project clearly outlined?: 4 = very much so Does the project include effective interactions between the students?: 4 = very much so Are the final project outcomes due to student collaboration?: 4 = very much so Are the tools proposed suitable for the project activities?: 4 = very much so How innovative is the project?: 3 = mostly How realistic is the implementation of the project?: 3 = mostly How likely is it that students will be engaged in the project activities?: 4 = very much so Kristina Mijandrusic Ladavac: The idea about volunteering in a local shelter could be somehow integrated in the project throughout the school year. One possible activity in the project could be a weekly or monthly visit to the local shelter and then students can share a report on the work they have done there and things they have learnt while helping in the shelter. The idea of raising funds is also a great one. However, I think fund raising could take more than two months to organize. José María Díaz Fuentes: I think it is a very nice and very sensitive eTwinning project, it is very well structured, it is viable and it can be very successful among the students. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. No se ha encontrado ninguna etiqueta.
Friends of Nature Author: Mazilu Gabriela Description: "The "Friends of Nature" project aims to actively involve pupils and teachers in environmental education activities. Ecological education is a long and competent process, so it is necessary to start it from the kindergarten and continue throughout the schooling period and even afterwards, hence the idea of applying this project at pre-school level and primary. Our goal is to create an active and responsible ecological attitude that allows for an appropriate conduct in relation to the environment" Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 3 = mostly Does the work follow the instructions set out in the course?: 4 = very much so Is the curricular integration of the project clearly outlined?: 3 = mostly Does the project include effective interactions between the students?: 3 = mostly Are the final project outcomes due to student collaboration?: 3 = mostly Are the tools proposed suitable for the project activities?: 3 = mostly How innovative is the project?: 4 = very much so How realistic is the implementation of the project?: 4 = very much so How likely is it that students will be engaged in the project activities?: 3 = mostly Tabitha Bilaniwskyj-Zarins: An environmental awareness project that can be developed through teacher collaboration to suit the needs of the students'stage of development. There is a very broad range of environmental subject material to draw from. Involvement with parents and the greater community will be a creative challenge to organise collaboration between countries. The project can also incorporate environmental language, science and technology, and art. A broad optimistic project outline, that with good planning, could have very effective and long-lasting values instilled in environmental awareness. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. environmental education field trip interaction learning environment primary school project tricider collaborative learning 5-11 years storytelling project-based learning experiential learning discovery learning below 5 years 6 month project twinspace padlet
Let’s have dinner – international style! Author: Eleonora Lesina Description: Let's have dinner - international style! This is a cross-curricular project (English, Domestic Science, Geography) for 4 schools from different countries, proposed age of the students - 9 - 14 years old. The students will learn about traditional food in different countries, exchange recipes and cook the meal. Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 4 = very much so Does the work follow the instructions set out in the course?: 3 = mostly Is the curricular integration of the project clearly outlined?: 4 = very much so Does the project include effective interactions between the students?: 4 = very much so Are the final project outcomes due to student collaboration?: 4 = very much so Are the tools proposed suitable for the project activities?: 3 = mostly How innovative is the project?: 3 = mostly How realistic is the implementation of the project?: 4 = very much so How likely is it that students will be engaged in the project activities?: 4 = very much so Tabitha Bilaniwskyj-Zarins: A practical project in researching cultural differences between countries through the application of cooking traditional recipes and eating new culinary dishes. New English words will be introduced through applied learning with the task of cooking a three-course meal. Written English will be applied in an online recipe e-book. Technology tools for publication of an e-book will need to be discussed as well as the length of the project. Timing of the project can be opportunistic as recipes will change depending on the season, therefore creating an opportunity to review the project seasonally with the same or different countries. Many aspects of interrelating subject matter can be developed in this project, eg Geography or Maths, with many opportunities arising for collaboration between students. Students can self-direct their tasks and create a complete project outcome. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. english language arts geography collaborative learning technology tools project-based learning 15-18 years experiential learning discovery learning 9-14 years domestic science multi-sensory learning publishing
Social Science in Society Author: Michael Cunha Description: For most people, economics is all about money, finance and issues on supply and demand of the market, while History is about dates and facts that happened in the past and Geography is the capital of a country or what continent is it on, and these goes on with other social sciences. Social Sciences and especially Economics, History and Geography provide the background for understanding the actions and decisions of governments, businesses and especial individuals and to explain social phenomenas of the world. It provides the resources to understand several interactions in a market-driven society and for analyzing government policies that affect the businesses, families, jobs and the lives of citizens at a local, national and global standard. Although when we analyze some social phenomenon, especially the economic part, we use a diversity of areas. Commonly we concentrate on history and geography to help us explain some of these phenomenons. Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 3 = mostly Does the work follow the instructions set out in the course?: 4 = very much so Is the curricular integration of the project clearly outlined?: 4 = very much so Does the project include effective interactions between the students?: 3 = mostly Are the final project outcomes due to student collaboration?: 3 = mostly Are the tools proposed suitable for the project activities?: 4 = very much so How innovative is the project?: 3 = mostly How realistic is the implementation of the project?: 4 = very much so How likely is it that students will be engaged in the project activities?: 3 = mostly Mariapia Borghesan: The project is well designed and can become a KA2 collaboration. It includes several activities and a good variety of tools. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. english language arts learning activity project-basedlearning 15-19 years history geography economy collaborative learning inter-disciplinary learning development plan communicating in foreign language digital competence project-based learning
Stories to Sing Author: Sofronia Maravelaki Description: Stories to sing is a cross curricular etwinning project (english, music, art, ICT, history) suited to students interests and needs as it engages students in real-life collaborative activities with the aim of communicating, connecting and becoming a part of the wider European community. Stories and songs connected to the history of a local community constitute part of the intangible cultural heritage of the area. Students are acquainted with each others customs and traditions through the use of songs and storytelling and find out the common ground upon which they stand as European citizens. The final common product stands for the unity and coherence of the European culture. Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 3 = mostly Does the work follow the instructions set out in the course?: 4 = very much so Is the curricular integration of the project clearly outlined?: 4 = very much so Does the project include effective interactions between the students?: 4 = very much so Are the final project outcomes due to student collaboration?: 4 = very much so Are the tools proposed suitable for the project activities?: 4 = very much so How innovative is the project?: 4 = very much so How realistic is the implementation of the project?: 4 = very much so How likely is it that students will be engaged in the project activities?: 4 = very much so Eleonora Lesina: This is a very thoroughly planned project. There are some points I really appreciated. First of all, Ms. Maravelaki has thoroughly planned and described the preparatory activities, which must be carried out before introducing the project to the students. I also loved a point about the netiquette, it is really important and it's great that the students will have to revise it once more. The list of suggested ICT tools for every activity is also really helpful. However, there is one point which is not very clear to me. The students are supposed to "identify common traditional songs" and it is not really clear what they are. Are these the songs with the same melody and different words? Or is it something else? All in all, I thing the author has done an outstanding job and many teachers around Europe will benefit from this project plan. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. No se ha encontrado ninguna etiqueta.
Traditions of yesterday, customs today Author: Cristina Chihalău Description: Through the activities proposed in the project, the aim is to know and capitalize on folk customs and traditions, to stimulate creativity, to diversify the free time activities of children, giving them the opportunity to experience the feeling of admiration and respect for the aesthetic values of folk and traditional creation. Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 4 = very much so Does the work follow the instructions set out in the course?: 4 = very much so Is the curricular integration of the project clearly outlined?: 3 = mostly Does the project include effective interactions between the students?: 4 = very much so Are the final project outcomes due to student collaboration?: 4 = very much so Are the tools proposed suitable for the project activities?: 4 = very much so How innovative is the project?: 4 = very much so How realistic is the implementation of the project?: 4 = very much so How likely is it that students will be engaged in the project activities?: 4 = very much so Michael Anthony da Cunha: Very good project and very well described and structured. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. history development plan communicating in foreign language digital competence general studies languages cultural awareness and expression experiential learning 7-11 years 4 to 6 weeks discovery learning summative assessment learning to learn
Twinfeuilleton : love and prejudice beyond ages Author: Hélène Stavropoulou Description: Twinfeuilleton : love and prejudice beyond ages is a creative writing project taking as starting point the chivalric romance Aucassin and Nicolette in order to lead to the collective creation of a contemporary serial novel. Focusing on inclusion, the project aims to raise awareness of the values of fraternity, empathy and tolerance, to promote a society of solidarity and to live together despite our differences. Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 4 = very much so Does the work follow the instructions set out in the course?: 4 = very much so Is the curricular integration of the project clearly outlined?: 4 = very much so Does the project include effective interactions between the students?: 4 = very much so Are the final project outcomes due to student collaboration?: 4 = very much so Are the tools proposed suitable for the project activities?: 4 = very much so How innovative is the project?: 4 = very much so How realistic is the implementation of the project?: 4 = very much so How likely is it that students will be engaged in the project activities?: 4 = very much so Eleonora Lesina: A very detailed project plan, it is also a great idea how to get the students engaged with literature and reading. I am sure all the teachers could benefit from this project plan. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. No se ha encontrado ninguna etiqueta.
UNESCO WORLD HERITAGE SITES IN EUROPE Author: Renata Mihaljevic Description: Historical complex of my town, is inscribed on The UNESCO World Heritage list and this inspired me for the project, including the fact that the year 2018 is the European Year of Cultural Heritage, the year of events, activities and celebrations all around Europe to get people interested and involved in cultural heritage. So, the idea is that students from different countries exchange their knowledge about the topic and that they learn something new through Project Based Learning. The main aim of the project is that sudents who live in those places that have been on the World Heritage List become more aware of the value of their surroundings and that they learn about other protected places in Europe. In order to be included on the World Heritage List, sites must be of outstanding universal value and meet at least one out of ten selection criteria. The students will learn about those criteria and about The UNESCO itself. Furthermore, they will exchange their experience about living in a town or site of that category. Both, positive and negative experience should be included. They will be in position to suggest some ideas about changes in their surroundings if they notice something negative. Students will sharpen their critical thinking skills, collaborate with their peers across Europe and deepen their language knowledge. Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 3 = mostly Does the work follow the instructions set out in the course?: 3 = mostly Is the curricular integration of the project clearly outlined?: 3 = mostly Does the project include effective interactions between the students?: 3 = mostly Are the final project outcomes due to student collaboration?: 4 = very much so Are the tools proposed suitable for the project activities?: 4 = very much so How innovative is the project?: 3 = mostly How realistic is the implementation of the project?: 3 = mostly How likely is it that students will be engaged in the project activities?: 3 = mostly Elisabete Pires: i love the project, it promotes, an intercultiral awareneess, creativity and an work in the form of video and quizz, cooperatively not collaboratively. But such a rich project could be more wider and more interesting, challenging the students and promote more innovetive outcomes. Such richeness theme, as the world heritage and their preservation, and promotion could be more then the outcomes of a quizze. Let the students make a rich video with imagination and promotion of the richness of their homes lands. And show the world not "Wordl Heritage places" but amazing places that is everywhere and compare wit that. In thT point of view this could be a much more rich project, besides a quizzes, and so my 80%. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. No se ha encontrado ninguna etiqueta.
United in Diversity Author: LUZ ELENA MIRANDA VALENCIA Description: Many times students think they need an excellent memory and lots of patience, what is true-, but which can be build up with the support of well-known literature. On the other hand, although mother tongue affects how speakers interpret the world and what we see unconsciously, there are big pieces of literature known, even simply heard by most of our cultures as is the case of storytellers for children. In this project we will use the Bible as a famous resource that will help in the exploration of the Spanish and English languages and the openness of new insights that students do not have in the structure and cosmovision of their native language. Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 3 = mostly Does the work follow the instructions set out in the course?: 4 = very much so Is the curricular integration of the project clearly outlined?: 3 = mostly Does the project include effective interactions between the students?: 3 = mostly Are the final project outcomes due to student collaboration?: 3 = mostly Are the tools proposed suitable for the project activities?: 3 = mostly How innovative is the project?: 4 = very much so How realistic is the implementation of the project?: 2 = somewhat How likely is it that students will be engaged in the project activities?: 4 = very much so Tabitha Bilaniwskyj-Zarins: The project can be used simply as an exchange of reading and listening to stories in the Bible in bilingual English and Spanish depending on the study of the second language. It can be used as a practical example of vocabulary and pronunciation of the learned language. The project can also be adapted to inspiring major project works in the upper grades, incorporating electives that the student is majoring in. Electives can include students learning textiles, music, drama, woodwork, etc. The studied Bible abstract can be used to interpret costume design in textiles, modeling in woodwork, for example, to reinforce learning of the spoken foreign language. Student collaboration is possible to share major works progress, to exchange ideas and practice of language in both English and Spanish. The implementation of the project would require a lot of planning in co-ordinating many departments of learning if it was to involve major assignment works. Students will need mentoring and direction from their teachers in bringing together a whole learning plan. The project is quite ambitious involving many facets of pedagogical learning outcomes but with careful planning could result in a successful major collaboration for end of year studies. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. inter-disciplinary learning communicating in foreign language languages action plan communicating in mother tongue religious studies technology tools cultural awareness and expression project-based learning drama music whole-school approach multi-sensory learning 15 to 19 years school collaboration major assignment textiles woodwork four months
We live under the same Sky! Author: Gabriella Ricci Description: "We live under the same Sky Is a work that will help the students to "read" the sky using an on line planetarium: "stellarium.org". Working with Schools from different european countries, the students will understand that the leanguages, or the traditions could be different, buy the Sky Is the same" Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 4 = very much so Does the work follow the instructions set out in the course?: 3 = mostly Is the curricular integration of the project clearly outlined?: 3 = mostly Does the project include effective interactions between the students?: 4 = very much so Are the final project outcomes due to student collaboration?: 2 = somewhat Are the tools proposed suitable for the project activities?: 4 = very much so How innovative is the project?: 3 = mostly How realistic is the implementation of the project?: 4 = very much so How likely is it that students will be engaged in the project activities?: 4 = very much so Eleonora Lesina: The project is thoroughly planned and clearly outlined, the objects and the expected results are connected. It is great that the project focuses on astronomy, because usually middle school students do not have an opportunity to study it in-depth. I am sure the participants will enjoy both studying the stars and teaching their peers from other countries. Thank you for your work! If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. No se ha encontrado ninguna etiqueta.
Women in STEM Author: Mariapia Borghesan Description: My etwinning project is about women in STEM. The aims are to fight against stereotypes and to motivate students, both boys and girls, towards STEM related careers. Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 3 = mostly Does the work follow the instructions set out in the course?: 3 = mostly Is the curricular integration of the project clearly outlined?: 2 = somewhat Does the project include effective interactions between the students?: 4 = very much so Are the final project outcomes due to student collaboration?: 3 = mostly Are the tools proposed suitable for the project activities?: 3 = mostly How innovative is the project?: 3 = mostly How realistic is the implementation of the project?: 2 = somewhat How likely is it that students will be engaged in the project activities?: 3 = mostly Hélène Stavropoulou: This is an interesting project that deals with an up-to-date topic. It can actually motivate students. The Contents and the objectives of the project are related to the curriculum, although it is an extra task to it and it isn’t integrated into the evaluation of the subjects involved. In addition, learning methods are clearly identified. The project promotes interactive and collaborative pedagogical approaches. Tools planned are tailored to the activities and objectives, as well as the age of the pupils, who will use them regularly. There are many communication activities (voting, live events, contests, discussions) through varied tools, aiming at getting students in touch with their partners’ productions. Pupils will collaborate in international groups and will interact from the beginning of the work process. Moreover, the final products are related to the pedagogical objectives. There are rubrics of formative and summative evaluation. The dissemination plan of the project and its results inside the educational community is foreseen. All in all, the work is clear enough, but not so easy to implement if schools have no facilities. Mariapia Borghesan.docx (11 Kb) Descarga If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. No se ha encontrado ninguna etiqueta.
eSafety in the World of Teenagers Author: Marcela Urs Description: The work refers to the design of a collaborative project plan for the eTwinning platform. It focuses on the issue of eSafety in the world of teenagers, an authentic topic for our society nowadays. Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 4 = very much so Does the work follow the instructions set out in the course?: 4 = very much so Is the curricular integration of the project clearly outlined?: 4 = very much so Does the project include effective interactions between the students?: 4 = very much so Are the final project outcomes due to student collaboration?: 4 = very much so Are the tools proposed suitable for the project activities?: 4 = very much so How innovative is the project?: 4 = very much so How realistic is the implementation of the project?: 3 = mostly How likely is it that students will be engaged in the project activities?: 4 = very much so Kristina Mijandrusic Ladavac: It is a well-thought project. However, it would be OK to have a time span for each activity. Some activities with younger students can end up not as simple as it was thought - for example, making a poster in a multinational team or searching for information and writing an essay. Such tasks can take time if the students aren't experienced in using ICT or they can't make a quality presentation. It would need guidance. José María Díaz Fuentes: I think it is a very well structured, viable eTwinning project that can be very successful. Although I miss a clear temporal sequence, I suppose it will be remembered concretely when it is launched. PEER FEEDBACK AFTER IMPLEMENTING THE LESSON PLAN: What went particularly well when implementing the lesson plan? The versatile flexibility of our lab/classroom as it can be used for different pedagogical activities engaging all pupils. It included children with special needs, who gained new motivating learning experiences. What did not go so well? Bureaucracy was a great problem, because it delayed the purchase of materials, the arrangement of our learning environment and the economic reporting to our Ministry of Education, which granted us the necessary funds. What would you change if you had to implement the lesson plan again? I would like to support all the teachers in my school, but also all the interested teachers, with a short but effective course on the use of this lab and on project-based learning. What other advice would you give to someone who would like to use your lesson plan? The course for teachers is very important because it may motivate and support them. Then I would like to have more than one inclusive lab in every school in order to enhance research and promote high-quality instruction, interventions, and supports for all pupils. collaborative learning communicating in foreign language digital competence languages 60-120min storytelling action plan project-based learning learning to learn arts computer science