LE: Quality Label criteria: How to achieve them by Irene Pateraki

Learning Event: “Quality Label Criteria: How to achieve them” Participants’ outcomes…

April 2014 1

Index 1. 2. 3. 4. 5.

Pedagogical innovation......................................................................................................5 Collaborative Activities for 4-11 age group......................................................................14 Collaborative Activities for 12-15 age group....................................................................30 Collaborative Activities for 16 -19 age group...................................................................43 Evaluating teachers and students: a selection of questions.............................................57

1. Pedagogical Innovation The first days of the Learning Event, participants were asked to think what pedagogical innovation is considered in general and what in eTwinning. Here, is a selection of the answers they have given in Tricider. What do you consider as "pedagogical innovation" in general? It's about looking at things from a different perspective, doing things in a different way, not just doing the same things in the same way again and again, but being prepared to experiment and letting our pupils get involved. Sally Ost It means to develop students' capabilities in problem solving, teamwork, learning to learn, and reflective thinking. Lucrezia Di Molfetta True. There's always some scope for improvement and we should experiment. Moreover, new things are interesting and memorable just because of their novelty. Tatiana Rebas My point is that our students could build up their own knowledge in the classroom using different resources not only their books but also ICT or others. Another way is using videoconferences, emails ...with students from other schools in their own countries or in other ones that means a co-operative work. Isabel AgĂşndez It is about implementing new methods and processes in teaching and education. Also, allowing students to engage actively and critically, and evaluate on what they have learnt! They engage in a non-stopping world of knowledge and materials! Georgina Virla Totally agree. Besides that need to admit that I decided to be a teacher also because each day is different. We can choose the way of teaching among variety of our methods, easily implement our ideas or needs for the topic of the week (especially in kindergarten), and , what is the most important, follow our students needs and interests! Anna KrzyĹźanowska Pedagogical innovation implies reaching the lesson's objectives by using new, interactive methods that would also get our students ready for the 21st century demands... Using ICT is of 5

utmost importance! We could make them use social media, online tools for the classes, not only for playing online or socializing... Tatiana I totally agree with you! The generations of students are changing and we, as teachers are changing according to society requests, so it`s vital for us to adapt, to experiment and to innovate! Monica Pedagogical innovation is a way of teaching by using different approaches to a subject in order to produce significant and meaningful learning. Carmen Aldama It could be considered as the combination of innovative and creative pedagogical methods, which involve students in an active way. By using them, the lesson can become more interesting and efficient for the students and the teachers. Maria Papavasilopoulou To my mind practicing a pedagogical innovation doesn't mean we have to use extraordinary technologies to make students or pupils work. It begins with sometimes just changing habits. For example, giving a lesson outside, on the grass during a nice day. It changes completely the pupilsâ&#x20AC;&#x2122; view of the education. Arnaud PERRIER Pedagogical innovation is a change of mind: you have to leave the children be protagonists and forget passing knowledge. This means a big capacity of helping the children to be actors of their education. Gabriella Livio As a teacher you have achieved pedagogical innovation when your students are eager to go to school in order to create, share and expand their horizons. When school is not another boring day of their life and an obligation that struggles their dreams. Litsa Malliarou For me is everything you, as a teacher, can do to change your traditional way of doing your work. Sometimes it works and others don't, but if you keep on searching how to improve your student's learning, you're innovating pedagogically. BelĂŠn GĂłmez 6

To bring real life into your educational practices, e.g. investigate, search, make argument, present, communicate, collaborate, etc Eirini Zazani Pedagogical innovation in my opinion refers the new teaching approaches we should adopt in order to help our learners develop their creativity, critical thinking, collaboration and communication skills as well as their ability to become independent learners and as a result lifelong learners. Maria Vassilopoulou The secret of innovation lies in the fact that it provides something new in comparison to the existing educational practice. As a practician I would say that any educational activity which brings understanding and learning together with fun in school could be considered innovating in school. Cornelia Melcu For me pedagogical idea is definitely showing students how to do excellent collaborative work, how to motivate each other. Students need to learn how to explore, be creative and take charge in their own learning. This needs to involve new methods of learning and use of technology. I noticed in my classes that technology makes them more creative and keen on a topic we study. Marijana SmolÄ?ec Innovation for me is when students get so wrapped in an activity that they forget about the mobile phones and stop checking their watches every 5 minutes waiting for the break to come. Innovation is never stopping to learn and trying new things in the classroom even if sometimes that brings about failure. Ana-Maria Ghioc I feel that when we discuss pedagogical innovation we refer mostly to HOW we are planning to do things rather than the content of the project itself. Technology is of course an integral part of our projects but it has to serve a pedagogical purpose and not be used for its own sake. So some basic principles (for me) would be: 1) Less is more 2) First concept, then design 3) Create synergy Dora Gkeniou Any activity involving creative thinking skills, students who take decisions and create products of any kind can be considered innovative from the pedagogical point of view. Students need to

become active in order to learn in a meaningful way, and not by heart. Rote learning is totally useless. Luisella Willingness to find new ways and put them into practice Kornelia Lohynova I think it's to find out what and how pupils are motivated and try to transfer knowledge "their way" using the means your background offers. Despoina Xomplaraki Pedagogical innovation? A very difficult task. It’s so easy to limit to the passing of knowledge and simply evaluate the level your pupils achieve. But when they share your suggestions or propositions or propose some themselves and everyone has got the feeling to contribute with his/her peculiar talent in a project, sharing each other their competence and information and seeing forward a common objective, maybe you’ve got it.(How many times did you succeed in that?) Giuseppina Martoriell Pedagogical innovation starts when we ask ourselves what the students are like, we learn their needs and interests and then experiment with methods - both old and new ones until we find the best combination. It means that the students got involved and willing to learn. Alina Mastalerek The sound alone of "innovation" has something magical connected to it. Unreachable, unique, extraordinary. My colleagues here showed me that it is only a… myth! Or am I wrong again? How can someone make an innovation nowadays, where everything has been analyzed to the… quark? Is it wrong to repeat “good and tested practices”? Not everybody can invent the wheel (it has been done once and that’s it) but all of us drive cars. Getting the attention of students in what you show and make them conscious about what they are doing and what is happening around them would be THE pedagogical goal for me (as you have noticed I am afraid even to mention the word “innovation”) Kostas Loukas

How do you understand "pedagogical innovation" in an eTwinning project? I think that eTwinning is a pedagogical innovation itself. It’s the best tool to achieve collaboration and communication. It is a safe platform for teachers and students where they can share ideas develop projects by using ICT and web 2.0 tools. It’s the best!!!!!!!!!!!!!!! Eugenia Adamopoulou It's about achieving results that could not be achieved by just working within our own class. It's about learning with and from our partners. Sally Ost Pedagogical innovation in eTwinning is originality in theme, creative responsible autonomous for students, interdisciplinary approach and using problem solving methods. In innovative projects, students are the main force, students are encouraged to make choices and they have creative responsible autonomous in project DENIZ SENGUL Pedagogical innovation in eTwinning is for me is possibility of changing the format of learning process and making learning really interactive. Andrzej If involving your students into a project that also involves students from other places of Europe to work together and share ideas, activities and life experiences is not innovating, what else could it be? Belén Gómez I believe that an eTwinning project is one of the best ways to ιimplement innovative ideas. First of all, pupils don't have to learn from books and they deal with tasks that they want to explore. Moreover, they have to think unconventional solutions and collaborate with new friends, in order to achieve their aim. Finally, no-one is afraid of doing mistakes and everybody is welcome to contribute, as he wants and can, for the team. Vasilis Stavropoulos An interdisciplinary project, which will be based on the principles of creativity and collaboration and will be realized with the aid of ICT. A project that will motivate learners to take the lead while the teacher's role will be that of supporter and facilitator when necessary. I believe this project will be pedagogically innovative.

Maria Vassilopoulou Pedagogical innovation in eTwinning is for me the possibility of going beyond the boundaries of traditional learning, leaving the students free to express their own creativity, leaving each student free to express his own creativity. GABRIELLA GASPERINI eTwinning is innovative because it provides our students with 21st century skills :-) Creativity, collaboration, use of technology, communication etc. There is no better way to teach and learn :-) Katarzyna Tymoszuk Pedagogical innovation in eTwinning is for me the possibility to let enough freedom or simply freedom to my students to work at their own pace and not being the teacher anymore. This is something new and motivating for both students and teachers. MichĂ¨le Pigret Taking students beyond the classroom boundaries, bringing the world into the classroom! Chiara The use of Web 2.0 to collaborate, interact and build relationships. As an ICT teacher the innovative way in which Web 2.0 can be used in E Twinning is hugely exciting and educational. Lindsay Jones The fact that the students act beyond curriculum is innovation, but the most pedagogical in eTwinning is the communication between the students among different countries and the opportunity students have to express their ideas and creativity!! Chara Liakou In eTwinning you feel more free to apply new concepts ,new approaches to things from broader perspectives, mostly due to the fact that when you design activities you do it collaboratively, so that new ideas, new tools are introduced and your mind works towards innovation .New ideas are presented both by teachers and pupils without pressure. so it is a "free process", without the anxiety of grades and curricula and it is also a process that evolves. ETwinning is a pedagogical innovation itself!!! Innovation is about interaction, creativity and developing familiarity with new ideas and technologies, believing that ICT can have a positive impact on education. Teachers have to 10

become familiar with and reflective users of ICT, giving it a pedagogical dimension. New technologies are not important for what they are but for what they can bring to education: connect with the imagination of the pupils and provide meaningful, engaged, autonomous learning. In order to have engaged learning, tasks need to be challenging, authentic, and multidisciplinary and eTwinning provides this type of learning experiences. AMPM eTwinning is pedagogical innovation all by itself because it enables schools all over the Europe (One day maybe world) to collaborate on interesting projects making strong bonds between themselves, provides channels through which information, ideas and innovation flow Jasna Pedagogical innovation in eTwinning is not necessarily related to the learning process for me. Mostly, it has to do with the ability to interact with students from other countries through creative forms. It is a matter of students trying to define their identity and express it through creative projects that require a more active role and -why not- their own pace, which would allow and encourage more students to participate. Anna Giannopoulou ETwinning is innovative itself as most of you have already supported. It is an ingenious environment which is based on creativity, communication and collaboration. It offers a wide range of opportunities for students to engage critically and collaboratively, share and exchange knowledge and ideas on different topics. Plus, students are involved in numerous activities through which they learn how to cultivate a collaborative spirit and respect towards differentiation, and develop their critical thinking and problem solving techniques. Besides, it an original environment for teachers who want to be updated as far as new teaching methods and processes are concerned and for those who want to share and exchange their ideas, knowledge and innovative practices they implement in their teaching. Georgina Virla An eTwinning project offers the opportunity for real life communication and collaboration among learners who come from a variety of cultural backgrounds and definitely enhances the development of 21st century skills. Marianna Martini I primarily associate innovation in eTwinning with the use of project work, which is interdisciplinary and allows for the development of creativity as well as problem solving and 11

other important skills including, among others, communication and collaboration via the use ICT. Tatiana Rebas In eTwinning it is essential that you try to be 'innovative' in a project. It is about thinking about how you work with others in each step of a project by making sure you are using interesting and different methods to engage pupils in the task. So instead of a PowerPoint to present the school you might send a picture jigsaw for the other school to do. For older children you might send research for them to do on your school or local area. Or use Google docs for children to collaborate. Pedagogical innovation is to support, lead and direct students while they are expanding their understanding about the world and developing skills for lifelong learning. Silvana J Binova I think that when you manage to get students from different schools-countries to work together in a task, to share ideas and thoughts, then you accomplished something really great and innovative! Triantafyllia Vrana Something which was surprising for me when I first got involved in the e-twinning project was the fact that the students were innovators and creators. The teachers acted as support, Iâ&#x20AC;&#x2122;d call it "helpful background". And this is the most innovative for me. Of course topic, methods and so on are important, but student in the centre is what I like. Beata I think eTwinning could be compared to some sort of Copernican revolution - both teachers and students involved in a project are supposed to collaborate and share with people from different countries, who have diverse views and cultural background - in the end they and their view of the world will change. Lina Pedagogical innovation in an eTwinning project making with special education needs students. eTwinning helps to look for new, creative ways how to work on a project with special education needs students. We know that SEN students' potential needs a lot of support for learning the world and skills for independent life. Thanks to projects and innovations that it brings, we can better learn together with mates from different countries. And it is more efficient, attractive and fun for all: students and teachers. Joanna Zalewska-Coldron 12

Nowadays with my 12-year olds I have come to consider self- and peer-evaluation as being pedagogically innovative when used in an eTwinning project. Daniela Bunea Pedagogical innovation in eTwinning projects aims to create a multidisciplinary environment and to combine different kinds of know-how that encourage both students and teachers from different cultural and educational environments to work and improve their skills together in a very pleasant, motivating and sake manner. Sorry, I forgot to write my name before. Monica Raducan

2. Collaborative Activities for 4-11 age group Participants formed groups of 6-7 teachers and worked together to organize a collaborative activity and suggest Web 2.0 tools for its implementation. Group 1 Title of the activity: “Our favourite toys” Age group: 6 years old Objectives: - to collaborate and to communicate using basic English language and mother tongue - to exchange information about favourite games in different countries - to provide critical thinking when evaluating games Subject: Languages, ICT, Art Detailed description: The students from each team will create a bingo game using a common pattern e.g. http://osric.com/bingo-cardgenerator/?title=our+toys&words=doll%2C+car%2C+train%2C+ball%2C+kite%2C+bow+and+arr ow%2C+dinosaur%2C+cards%2C+marbles%2C+teddy+bear%2C+freesbe%2C+bingo%2C+puzzle %2C+board+games%2C+puppet&freespace=true&freespaceValue=our+toys&freespaceRandom =false&width=5&height=3&number=10#results Each team will make drawings describing the activity written in each square to be glued on the back of the domino game. They will send the final game via internet or post it to the partner schools. The children could draw their favorite toys and then each class votes the 4/5 to put on the bingo card. The other classes do the same so the card will be a mix of the different classes’ choices. They scan their images and send them to the other classes. On the cards you fish from a box there are pictures, on the cards in front of the children there are written word (see the link above). All the classes play bingo with the bingo cards and then vote the activity or tell what they think about the game in their mother tongue and in English, using basic vocabulary so the children will evaluate it using different audio-video audio tools- slidebomb, voicethread, photobabble, voki, and polls. Look at the poll here: http://goo.gl/Vr2nTO Tools used: http://www.poll-maker.com/poll80185x5b4A4960-3 http://osric.com/bingo-card-generator/ Teachers: Gabriella Livio (Italy), Cornelia Melcu (Romania), Petros Michailidis (Greece)

Group 2 Title: “Water is fun” Age: 7/10 years old (classes 2 or-and 5) Objectives: -to explore different kind of water in nature in region where we live and compare it with partners; -discover what people do in/on/with water; -learn to respect water as a precious asset for life; -distinguish different types of water: sweet, salty, crisp, and smooth. Activities: -to make common poster: “WATER IS FUN ACCROSS EU”, with drawings, photos, video,… -students will discuss why clean water is important. At the end they will evaluate the ‘powers’ needed to improve water quality around the world. -exchange opinions with partners school in eTwinning space. -students can share descriptions and images of world-water superheroes either one at a time at the front of the class or in a gallery style display. -students create a poem on a separate sheet of paper. Once the poem is finished, ask students to carefully transfer the poem in writing onto the page with their illustration. -learn different uses of water making questionnaire to our family. -listen different sounds of the water and a classic piece of music. Subjects included: science, art, ICT, mother tongue, English, poetry, maths, music. Results: potentiate communication skills; reading for perspective; applying knowledge. Tools used: One of our Activities will also be a question: How do we say WATER in mother tongue? Here we make an example: https://voicethread.com/#u4416644.b5622907.i28667602 Fotor: http://d20uo2axdbh83k.cloudfront.net/20140405/34d80ac1bc57548976817f68ee74a033.jpg

To decided all details we used TitanPad: http://titanpad.com/VQ2g8lOkPw Teachers : Katrin Niedermeier (Germany);Marlena Bogdanovic (Croatia);Nicoletta Farina (Italy); Mihaela Cristina Ciofalca (Romania);Mirjam Vuga (Slovenia);Rosa Gaspar (Portugal)

Group 3

Title of activity: â&#x20AC;&#x153;Spring travels and sings around

Europeâ&#x20AC;?

Age Group: kindergarten students (4-6 years old) Objectives: - Children learn to collaborate in order to accomplish a

shared goal

- Children learn to share and exchange ideas on a specific

topic

- Children learn how to integrate web 2.0 tools in creating an collaborative poster or whiteboard

interactive

- Children learn songs of "spring" in different languages around Europe - Children learn about the changes in season and especially what changes occur during spring on earth, climate, environment and our mood - Children develop effective communication skills in a foreign language - Children develop skills and abilities to achieve a public and shared presentation

Subject: Environment, ICT, Language, Music Description of the activity: Students work in groups of 3 to 4 students to search for media files (video and audio files) of songs about "spring" in another language, the language of their partners. For instance, if 4 or 5 countries are participating in a project, each country finds songs

about spring of another country. Students can use titan pad to share information and to determine what they have found to peers. When all peer groups have come to a conclusion of which songs to use, they can create an interactive poster with all the representative songs of spring using Glogster. An example of the activity can be found on the following link: http://gvirla.edu.glogster.com/spring-travels-and-sings-around-europe/

Interactive poster using Glogster.edu

Students can also work in groups in order to create an interactive collaborative whiteboard using RealTime Board, a free online tool which also offers the opportunity for live chats. In the whiteboard students can upload songs, videos, images and make comments next to the videos (for instance who the singer is, when was written etc.), also add posters. Additionally, students can add a picture of how spring looks like in the home countries and their partnersâ&#x20AC;&#x2122; countries. An example of the activity can be found on this link: https://realtimeboard.com/app/31013310/Spring-travels-and-sings-around-Europe

Interactive whiteboard using RealTime Board

Finally, students working in groups can create presentations to say something about spring using Voki,Voicethread or Fotobabble.

Teachers: Georgia Vyrla (Greece), Maria Perttula (Greece), Violeta Korkucyte (United Kingdom), Adoniou Vasiliki (Greece)

Group 4 Title of the activity:" What does your name mean?â&#x20AC;? Age: 4-11 Objectives: -To help pupils evaluate the richness of all Languages, -Learning to respect other cultures and traditions, -To practice writing (padlet) and speaking (voicethread), 18

-To gain confidence when talking on recording media, -To find (sometimes) similarities by cultures on how names were created, -To learn to introduce themselves in an innovative way, -To make friends with students from other countries (work with them not only during the project but - also keep up acquaintanceship after the project) Subject: English, Detailed Description: The power of a name and its value has long been immortalized in prose, poetry, and religious ceremony. Everyone recognizes himself or herself by name. There is energy in our names. The link between human intelligence, mind, language, and the order of the letters in the alphabet is the key to measuring human mind. Our students will discover themselves as well as their partners. Steps: (WITH COLLABORATION CLEARLY IDENTIFIED) 1. Introduction. Students have to get to know each other. In order to get to know each other students will describe themselves and create their own avatars. I will put the descriptions and avatars separately in TwinSpace. Then students from foreign school have to match the avatars to descriptions. They will learn new vocabulary and revise what they have already learnt. Then the students from foreign school will create their avatars and write their description and my students will match them. 2. One student finds the description of his name and set it in the TwinSpace. Students from other country read the description and try to prove that this description really suits to that name. For example he seeks for famous person with the same name (their activities and experience are closely connected with their character- students have only to read famous person's biography and decide whether it suits to name's description or not) 3. Student from one country can write his name and his star sign. Students from the other country can compare the description of the name to the description of the star sign and underline similar traits 4.Create a wall on padlet where pupils can make their presentations of their names. 5. If we have several students with the same or quite similar names, we are going to create a kind of book with Storybird. We as teachers will manage every group of students with the same name and each one will make one slide with their name, country, star sign and the main feature of their personality. Each one of them will have to choose one image among the big number of pictures that this ICT tool offers. They have to select one that fits better with their personality. Moreover, we will make the same with all of our students to share "Our namesÂ´ storytelling" with the other countries. 6. At the end we are going to create a project dictionary containing all the students' names who 19

have a contribution. Each school gives voice to their names in their native languages. Our tools: -http://tr.padlet.com/wall/kur4ol7lw -http://es.padlet.com/wall/75llb1pvqz -Storybird -VoiceThread -Twinspace http://titanpad.com/MKv05RbIrt

Teachers: Lamia Büşra YEŞİL (Turkey), José Ramón Jiménez (Spain), Elena Molasioti (Greece), Monika Studzińska (Poland), Angela Izquierdo Ferrández (Spain)

Group 5

Title of your activity: Internet safety Age group: 11-13 Objectives: to create an awareness of Internet safety need and some dangers of the virtual world among students Subject: ICT: How to use Internet safely? Detailed description: Lots of situations involving 'Internet Safety' can be explored using drama. How would the main character deal with each situation? How could the people around them (e.g. parents, friends, and teachers) help the person if... 

they joined a social network when they weren't old enough,

 

they posted personal photos online, somebody else had posted a photo of them online,



they shared their personal information with websites,

Students of partner schools are divided into mixed groups. They choose one of these situations. They write simulated situations using Titanpad or Primarypad http://primarypad.com / After writing the situations, they can act them out. Each group member takes on a part. A classmate films him/her, they edit it and they share their video piece online using media fire (http://www.mediafire.com ) Another member of the mixed team takes all the video pieces and puts them together following the script (situations text) and creates a movie. Last, another member of the mixed team adds opening and closing credits. They all use the same software, windows movie maker, possibly) Students comment on the videos expressing their point of view After creating the video, students from partner schools can prepare comprehension worksheets, for example they can ask questions about the video, write True / False sentences, matching activity etc. Afterwards all participants can exchange created worksheets and do them during their lessons. That way we can be sure that all the students understood the language on the video. Teachers: Magdalena, Carmen, Natalia, Elizabeta, Joanna

Group 6 Title: Spring is here Age group: 7 Objectives: Know vocabulary related to the spring, describe what things they see in spring time, write a story with those things Subject: English Description: One group of students from a school think in things that they see in spring time. The students from the other schools describe the words, as the task is more difficult than the first one, each group describe one word. The first group design the crossword on educaplay and then invite the others to play. 21

On one of the websites to create an e-book they write the story with the words that they’ve learnt. One group starts the story and the others go on. Tool used: http://www.storyjumper.com/book/index/14566352/Spring-is-Here Teachers: Rabia Goç, Marianna Martinni, Maite Ejalde, Isabel Agúndez Plano

Group 7 Title of the activity: “Easter traditions?”

Group age: 6-14 Objectives:  understanding of different customs and cultures  students’ active participation and collaboration  digital competence  English skills development Tools: • a padlet to share our ideas: http://padlet.com/Isabelleduf/zor04e6mjs  a google doc for the activity’s presentation  a scanner to scan draws pupils could produce Curricular integration:  language (the students can write the recipes)  ICT ( the students upload their work on a padlet)  Geography (locate other participants)  History (origins of the bell symbol during easter) 22



Maths if we decide to cook recipes (capacities, duration, mass unit)

Description: In this project, pupils will discover Easter through other countries. They will share recipes, customs, and draws. In a first part, they have to put in common work they produced (Padlet). In a second part, they have to write a short text about others recipe saying (if they have done it at home: do they like it?, was it easy or difficult to prepare?) and where the recipe is from… They could also take photos of their work and upload them. In a blog, they can discuss about recipes they cooked, give their opinion. Why not creating a poll to choose which was the best one. Teachers: Eugenia Papanikolaou, Mª Dolores Rafael, Vaia Miariti, Arnaud PERRIER

Group 8 Title: “Become an ICT pro” Age: 9-11 Objectives: -To develop fluency in English -to learn to learn -to get familiar with new application, -to learn how to use applications for other activities (such as sports, maths, science) Detailed description: 1) Meeting the other schools through Glogstter, skype,chat 2) Making transnational groups, students meet in small groups through chat or real time board or a wiki. 3) Deciding on a application 4) Learn how to make a tutorial 5) Make a tutorial for their applications individually 6) In small groups vote for the best tutorial 7) Evaluating the activity through surveymonkey Tools used: https://www.youtube.com/watch?v=kpyBhde_snA (Tutorial) https://www.blendspace.com/lessons/OYncC49kCMa5KQ/edit After we have presented our tutorials we will use the tool answergarden.ch so that we can write down our app we prefer and why: http://answergarden.ch/view/89522 23

Teachers: Florencia Guazzora(Spain), Lina Seliokiene(Lithouania), Agni Karagianni(Greece), Minka Micheva(Bulgaria), Maria kosmidou(Greece)

Group 9

Title: â&#x20AC;&#x153;Our Rightsâ&#x20AC;? Age: 10-11 years old (classes 4 or/and 5) Objectives: understand the human rights, realize the common ones in the EU, discover similarities and differences, express the opinion respectfully, vote in a democratic way, express words through art, picturing situations, develop the fantasy and promote productivity, foster the team work in class and collaboration with other nationalities Subjects: Citizenship Education, English, Art Activities: All partner schools should discuss in team work about human rights and then define the 10 most important rights, the small children think, all people should have. e.g. Sexual equality Free access to education Respect to diversity Freedom Multilingualism

Social inclusion Peace Justice Prosperity Access to food and medication

2. They present the rights in eTwinning. 3. All partner schools vote for 10 most rights, they agree more, for those of other schools. (Online vote) According to the results, 10 rights are representative for the common rights in EU, which are called “our rights” 4. All partner schools should design a logo for the project title, inspired also from the content of the chosen rights. All logos are presented in eTwinning; a vote is taken place (only by students!!). The best logo wins and become the logo of the project. 5. Students should draw a picture, that represents/icons each of the above 10 chosen rights (e.g. free access to education/freedom etc.). All partner schools have to prepare 10 drawings. 5. The drawings are uploaded in e Twinning. 6. An ebook is being made with all pictures of all partner schools on “our rights”. 7. The ebook is being presented to other two classes of each school. Students of each school vote for the best pictures of the students of the other schools (except theirs). The results are being presented in e Twinning (dissemination of the outcomes is being achieved). 8. Test the children knowledge about European rights, using the game “Check out your rights” on the European Union webpage http://ec.europa.eu/018/wrc_index_en.jsp?main=true&initLang=EN

9. Online evaluation, separate for teachers and students. 10. Create a poster to disseminate in each ones’ educational community, https://voicethread.com/share/5622626/ Continuing the use of web tools, after using the voice thread for presenting the 10 most important rights of each school, as the example of Spain shows: https://voicethread.com/share/5622626/ we comment also, what each right means for us with a voki, here an example from Romania: http://www.voki.com/pickup.php?scid=9666531&height=267&width=200

Teachers involved:

Ana Belén Gómez Muñoz (Spain), ANA MARIA PEREZ MARTINEZ (Spain),

Chara Liakou (Greece), Kostas Loukas (Greece), Violeta Solomon (Romania)

Group 24 Title: "You are what you eat" Age group: from 10 to 12 Objectives: to enhance our pupils' understanding and knowledge of different European countries, cultures and in particular eating habits and thus overcome their prejudices and increase tolerance. Discovering similarities and differences in habits and traditions among European countries. Approaching our pupils to a different way ofof studying other cultures. to 26

acknowledge the importance of learning other languages as a mean of communication. To enhance our pupils' ICT skills. Subjects: English, Science, Maths (for statistics ), Art, ICT

Make as an Arts&Crafts activity a Food Pyramid where to place the food that they have in their "healthy breakfast". Let pupils free to choose how to make it, but they should share their product in TwinSpacethrough photos, videos or presentations- explaining what materials they used (as a poster with paper and photos cut from magazines, on board with pieces of food made out of plasticine, drawed and coloured,...) Tools used: The pupils of different country partners work in collaboration on TitanPad and fill a table about meals in with healthy food taken from the Food Pyramid. Link: http://titanpad.com/AxITCAzEVk Example given in the following link: http://www.calameo.com/read/003035724d349affbb9b9 Pupils discuss about their meal habits in the TwinSpace forum. Then they recommend and describe some recipes of meals named in the table. Teachers: Giovanna Succio, Maria Kalavria, Nieves Sainz-Rozas, Marta Petryszak.

Title of activity:”MY BOUQUET OF EMOTIONS” Age group: 9 – 10 Teacher: Catherine Georgopoulou

Subjects: English / Language Arts / Emotional Intelligence / Objectives: Ss will develop their Emotional Intelligence skills that will help them acquire better self control, communication and collaboration and a better problem solving attitude at school.

COGNITIVE OBJECTIVES (according to Bloom’s taxonomy): Students will:  Report some familiar vocabulary concerning feelings.  Identify new vocabulary with the use of flascards or videos.  Examine the circumstances that lead to a specific feeling.  Discuss ways to avoid bad feelings and adopt positive feelings and attitudes.  Develop their Emotional intelligence through the cultivation of Intrapersonal and Interpersonal intelligences.  Recognise and follow instructions. AFFECTIVE OBJECTIVES: Students will:  Formulate work groups.  Create a pleasant atmosphere to work in.  Choose the emotions that depict their different sentimental moments.  Argue on the sources of these emotions.  Illustrate their feelings through painting and develop better communication and self control in class.  Develop an interaction with the foreign pupils.  Evaluate the task and demonstrate how much they liked it. PSYCHOMOTOR OBJECTIVES: Students will:      

Design the expressions of a face in several positive or negative circumstances. Create a collage of faces that depict their scale of emotions. Prepare material for their portfolio. Operate as instructed in L2. Dramatise some emotions taking roles. Evaluate the task and demonstrate how much they liked it.

Description: Step 1: The teacher shows flashcards or a video on different emotions for Ss to learn. Step 2: Students are recorded (on www.voki.com) talking about their emotions, e.g “I’m happy!”. Step 3. The teacher uploads the recordings on the Twinspace. Step 4: Ss of another partner country will be asked to paint the emotions of the student in another country (on www.DrawitLive.com . Step 6: (Optional) The teacher makes a Power Point presentation of an “Emotions Museum” with the Ss’ works.

Evaluation •

Was it easy and fun for the children to develop their Emotional Intelligence skills through the description and depiction of feelings?

DURATION: 3 school periods (140 min.) Tools used: Laptop/projector YouTube videos and flascards on Emotions, Recording tool (www.voki.com) Drawing tool (www.drawitlive.com) Sheets of white paper, Evaluation papers (Powerpoint presentation of a virtual Museum) http://www.voki.com/pickup.php?scid=9361515&height=267&width=200

3. Collaborative Activities for 12-15 age group

Group 10 Our project logos

Title: â&#x20AC;&#x153;The theater that unites usâ&#x20AC;? Age group: 12-15 Objectives: a) Knowledge about the code-language of theater, starting from the ancient Greece and moving to our era, b) Theater as a school and means of educating people. They could make a research why ancient tragedies and comedies are still very popular among people nowadays (e.g. is it because they express humanitarian values, what kind, what each partner thinks of these values today, do they still have some worth but in a different way or context?, etc). Proposed sites: http://www.komvos.edu.gr/masks/masks4.html http://www.whitman.edu/theatre/theatretour/home.htm http://www.whitman.edu/theatre/theatretour/dionysos/dionysos.htm http://www.netschoolbook.gr/eyliko/theatre-img/th-map.html http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/home_life/ http://www.ancientgreece.co.uk/festivals/explore/exp_set.html 30

c) theater in our countries. Our students could exchange information and thoughts about what theater means to them and their fellow citizens. Does it still educate? Or it is just a form of having a good time? d) language theatrical terms stemming from ancient tragedies and comedies, common in our native languages (making a glossary e-book collaboratively) e) writing a theatrical play (through titanpad or wiki) or making masks and exchange them, f) using Technologies in our project to communicate, such as skype, padlet, titanpad, twinspace, wiki, issue for the e-book, powerpoint or prezi or e-maze or powtoon for our presentations Subject: History, Drama Detailed description: a) Video conference about the organization of our actions, b) visiting different sites and collecting info, c) share the info in Twin space â&#x20AC;&#x201C;using presentation tools- and comment on the other partner's presentation, d) real time discussion â&#x20AC;&#x201C;use of the chat space in TwinSpace- between partner schools about the way they think of theater and if it has a "place" into their school curriculum, e) making drawings of costumes, theatrical stages, Dionysus (ancient Greek god of theater), etc, f) making masks and send them to the partner school, g) write collaboratively a small theatrical play, using titanpad or wiki (make it that later an ebook), h) act in the play students will write, make a video of it (using movie maker), and exchange experiences through skype, forum, comments. Tools used: http://padlet.com/maria_nikolova_/s7yo5l8vuy Teachers: Eirini Zazani (Greece), Tanja Pananis (Germany), Jasna Sojer (Croatia), Maria Nikolova (Bulgaria), Tank Mirela (Romania), Eugenia Adamopoulou (Greece)

Group 11 Title of the activity: “Say It with Graffiti” Subtitle: Hidden meanings of graffiti Age group: 11/15 Objectives:      

to learn what a graffiti is to understand social background hidden behind the picture to become aware of current problems in the world now and in the past to collaborate with other international teams to practise mediation and negotiation skills to improve foreign language skills

Subject: English, Art, ICT, Civil Education, History, Social Sciences.

Detailed description: Step 1. Theoretical part: all teams search the Internet to find out what graffiti is and what it can express. After they download the results on a Google doc, they read information and discuss via mails, Skype connections, e-twinning chatting, and forums. Step 2. Research Team 1 (Greece 1, Romania) - they find out about history of graffiti and what it is expressed, look for examples of pictures in museums or the net. Team 2 (partners from big cities - Germany, Greece 2, Italy 2) - they look for graffiti in their cities, take pictures and explore the hidden message studying articles and Internet material. Team 3 (partners from smaller towns - Poland, Italy, where there are not many examples of graffiti) - study current social problems and draw a graffiti illustrating these issues.

Step 3. Putting the results on a Padlet. All teams present pictures of their graffiti and a text for each picture describing the problem the graffiti refers to. Then, they are put separately and there is a matching exercise for all members to do. Step 4. Follow up: The students discuss which problem they want to express. Creation of the logo graffiti of the project by all partners using "Draw It Live" or the "Graffiti Creator". Teachers: Alina Mastalerek (Poland), Angela Metallinou (Greece 1), Chiara Torchia (Italy 1) Daniela Bunea (Romania), Katerina Kostaki (Greece 2), Nils Kersten (Germany) Provvidenza Martorana (Italy 2)

Group 12 Title of your activity: â&#x20AC;&#x153;European Easter traditionsâ&#x20AC;? Age group: 12-15 Objectives: -improving language skills, -developing intercultural awareness -improving ICT skills-drawing cards, prepare PPts,share ideas by using skype or chat -use mobile phones/cameras for taking pictures Subject: English Detailed description: -coordinator will launch the project in eTwinning -every school will establish project team -students describe Easter traditions during chat or video conference e.g. Each partner has to prepare questions connected with Easter in advance and during the conference ask and write the answers -students make traditional Easter cards and send them to their peers - cards have to contain at least one own made photo and a short text 33

-student cook traditional Easter dishes, take pictures while cooking, and later present them to their peers commenting the stages of cooking in English -students learn how to write and pronounce traditional Easter greeting in the languages of all countries taking part in the project -each country is going to combine the products of the students and send them to the website. Prepare PPTs , video films -making a video or some photos about a traditional event celebrated in our countries. e.g. a film "How to paint Easter eggs ?" Outcomes -films (also made using photos put together with captions and music in the background), digital album with cards, similarities and differences in traditions, questionnaire and survey which can be used in the future. -at least two meetings in RealTimeBoard /students introduce themselves, their schools and class/ an ebook created by Issuu to collect in different sections - traditions and recipes We will create project TwinSpace in eTwinning where we should use suitable instruments available there https://realtimeboard.com/app/37624104/Easter-Traditions http://titanpad.com/Ul34TS1riI

Teachers:Andrzej Wasilczyk, Tatyana Mladenova-Dimitrova, Cinzia Fiorentini, Emanuela Leto

Group 13 Subject: English Age of students: 12 – 15 years old Objective: development of writing skills in English The activity: “Writing a story” 34

Description of the activity: One of the project participants (for example, the teacher) writes the first sentence of the story on a chosen topic. Then he / she gives a clue for the next author as a picture. This way all the members of the project can add something and have an influence on what will be next ď &#x160; It is a great collaborative activity ď &#x160; We did such an activity to check if it works. This is the link to our work: https://docs.google.com/document/d/1PramxUIB6_uxpMHiQx6fz_uzaDiZSMOdSFOBRKmNmw/edit#

Tools used: Our activity will be called 'writing relay-race'. We will use a popplet to start the ball rolling and brainstorm some ideas on the mind map. Then we will use a Google doc to write the story. Each student could write a paragraph or two (depending on how many groups in each school take part in the project).These are the links to our Google docs and our popplet: http://popplet.com/app/#/1790929 Teachers: Maria Vassilopoulou (Greece), Cristina Giuliani (Italy), Loredana Popa (Romania), Beata Sobiech (Poland), Rosa Boronat (Spain), Katarzyna Tymoszuk (Poland), Claudia Ferrara (Italy)

Group 14 Title of activity: "Ideas that feed"

Age group: 12-15 Objectives: 1. to develop students' intercultural competence 2. to improve creativity and problem-solving skills 3. to motivate students to use English language through the practice of the four skills with people of their age 4. to reinforce the students' practice of a foreign language through the use of ICT 5. to have the students work and communicate collaboratively through the use of appropriate technology 6. to raise awareness about the issue of Food Waste

Subject: English Detailed description: 1. Introduce schools and pupils - Ice-breaking activities, presentations (Voki, Photopeach, Kizoa ...) 2. Brainstorming session about the theme of the story to create. 2014 is the European Year against food waste. We have chosen this theme to have our students think about this world 36

issue and to find in their story possible solutions to fight against hunger and food waste in the world. For this session we can use TitanPad, Google Drive, RealTimeBoard similar or tools. 3. Pupils are randomly divided into transnational groups, using TeamUp, each one given a name for their team. 4. After teams have been formed, they are all given the same instructions, which could be uploaded on TwinSpace for future reference, as for the purpose of the activity and expected outcome as well as the ICT tools to be used. According to the instructions: • All students are given the same open-ended story in English (word-file). The story is related to the theme discussed before. It starts with a critical situation about the theme suggested and pupils have to find possible solutions for a happy ending. • Each group has to: a. Come up with an ending for the story and complete the word file with their version. (Deadline:-a week- ) b. Create an animated story based on the above using go.animate or Zimmer Twins which will have to be completed in 7 frames (Deadline:-4 days more) • Teams have to decide who will work on the completion of the word-file and who will work on the creation of the animated story, so that they start working on both parts of the activity. They are encouraged to decide on that based on their talents and knowledge of ICT tools. • Students working on the word file are advised to use Titanpad or Google Drive or RealTimeBoard in order to collaborate. • Students working on the animated story will use Zimmer Twins or the other tool mentioned above. 5. The presentations (animated stories) are put on a wiki/website to reach a wider audience 6. Students are asked to vote for their favourite story (they can't vote for their own one) on SurveyMonkey. (Deadline: -3/4 days- ) 7. After the voting has been completed, a videoconference is organised at which students explain what they liked about the stories they have voted for. The winning team is announced and explains their idea regarding the issue of Food Waste. Tools used: http://new-twinspace.etwinning.net/c/portal/layout?p_l_id=27967420 Teachers: Lucrezia Di Molfetta (Italy), Anna Giannopoulou (Greece), Müyesser Çevik (Turkey), Sally Ost (Germany), Marie Sturmova Czech Republic), Tatiana Rebas (Poland)

GROUP 15 Title of your activity: "Earth asks for help" Age group: 12-15 Objectives: - Understand the impact of Man in Mother Nature - Educate students for effective participation as citizens in a globalized world - Inform students about major environmental issues - Give students motivation to change habits Subject: Natural Sciences, French, ICT and Arts Detailed description: - Students search, in the media, for news about environment's destruction and about some of the results of that to the planet and also for the human being. The news collected by the different countries are shared in the same Padlet. - After, students say what we can do in order the life on earth be possible and share these ideas using the Stickymoose tool. - Having looked at the Padlet wall and the results on Stickymoose, students could then create a presentation on Prezi – “The Top 3 environmental problems on Earth”. The presentation should include: 1. What the problem is; 2. Statistics about the problem; 3.What action could be taken to solve the problem. The Prezis are then shared on the TwinSpace. Students could then choose a Prezi created by a student from another country and, on the TwinSpace forum, write to that student and explain what new facts they learnt from their presentation. ICT Using the application "Who wants to be a millionaire", play, learn and have fun After having searched for information about the top 3 environmental problems, we divide all students of all countries in 3 groups, using for example TeamUp. Each group will make questions about its environmental problem (3 groups-3 issues). They write their questions and the multiple choice answers in the game. Teachers using doodle, arrange for a videoconference meeting, during which students will play all together! It would be nice to use webex and record all the "play and learn" meeting! 38

ARTS Each group will create drawings or modelling with clay, they put all photos of them in a common wall such as padlet, or realtime board and they vote for the best. LANGUAGE Create a magazine, newspaper or e-book, using all the information about each environmental issue (previous activity) Tools used: http://pt.calameo.com/read/003346698eb97bb3f4db8 http://prezi.com/wb5yyugcchx6/edit/#148_13415665 Teachers: Manuela Baptista (Portugal), George Roungos (Greece), Lindsay Jones (England), Maria Georgiadou (Greece)

Group 16 Title: "An Interactive Sports Hero" Age group: 12-15 years old Objectives:  

written and oral production encourage students to express themselves using the target language



learn about sporting achievement



pupils learn to collaborate



create an interactive collaborative poster

Subject: French/ German/ English as second foreign language, ICT, Art.

Description: •

The students can create a moviemaker with some facts from the Olympic winter games, or other big events they know.



All schools can find a logo for the activity and then all together should vote for the one they choose.



http://answergarden.ch/create/ : Who is your favorite athlete? They can vote.



Then each school finds Athletes currently practicing sport and each child looks at the photos and picks one.



They write a simple sentence about them (describing their achievement) under their picture in the chosen language. They can also drawing. Then they present their Sport Hero to the others partners via videoconference. Pupils from each school asking questions about sport hero of the others schools. (photopeach)



Using Glogster or ThingLink, Padlet or Prezi, pupils create an interactive collaborative poster with their productions.



The students and the teachers should evaluate the activity.

Tool used: http://www.thinglink.com/scene/509042161598070785 Teachers: Valeria Viola (Italy), Eleni Hartzavalou(Greece), Mara Beretsou(Greece), Amy Coffey (Ireland)

Group 17 Title of your activity: "Eros in Art" Age group: 12-19 Objectives: - Skills development of media information and communication . - Inform students about Eros mythological significance.

- Provide information about the artistic approach of the same themes in different ways. - Develop effective communication skills in a foreign language - Develop skills and abilities to achieve a public presentation - Special education needs students learn how to use ITC tools Subject: Mythology, Picture, Music, Dance, ICT.., Astronomy, special education needs Detailed description: - Students will form teams of three to four students to search for media files in a particular period or type of image - painting, sculpture. They will use facebook or twitter or whatever else they want to share information and to determine the images they submit to peers. - Students will seek, in media, images of Eros representative of different eras and styles paintings and sculptures. Will be taken images mentioning the author, year or era and possibly style that fits. The information and images will be posted in two padlet http://de.padlet.com/wall/cbsd227pon, one for paintings and sculptures, or in Realtime Board. - Using PollDaddy students will decide which images will remain to put into a virtual museum. It will establish a limited number of images for each category. Will be posted first pictures rated, in descending order of the obtained scores. After that, students will make a virtual museum for paintings and sculptures chosen one (Popplet: http://popplet.com/app/#/1782367). Each image will have a short label containing the author and title. Some students could equally compose or find a soundtrack to that virtual museum. They will try to express the emotions that they have found contemplating the museum -or maybe, also, the emotions that other pupils founded; trying to depict them. -We will prepare an exhibition (paintings, drawings and collages) inspired by Eros and put it also to the virtual museum. - Students could represent a part of a play, for instance from Romeo and Juliet by Shakespeare, which will be combined with music or dance of their own choice. They would videotape the play and share it will their partners in the TwinSpace. Each partner will do the same for a different play and then students will vote the one they like best. (Maria, Greece) - We will create a dance performance where: the team of dance will dance, we would hear lyrics / texts about love by the students of literature team, music that has composed by the group of music and visualization of the poem with paintings from the group of Painting/sculpture.

It will be a combination of all the sub-subjects about Eros, and all the students will have the chance to present their work in a creative and collaborative way. We donâ&#x20AC;&#x2122;t see if the performance will be perfect, but that all students participate with their way(Basiliki,Greece) Tools used: To make a brainstorm we use AnswerGarden: http://answergarden.ch/view/89118 Website: http://cosmvan64.wix.com/erosinart

Teachers: Petronia Moraru (Romania), Diego Vigueras (Spain) Basiliki Kosmatou (Greece), Maria Papavasilopoulou (Greece), Joanna Zalewska-Coldron (Poland)

4. Collaborative Activities for 16 - 19 age group Group 18 Title of your activity: “A CRAZY TRIP TROUGH EUROPE” Age group: 16-19 Objectives: • to know and understant different cultures • to collaborate with other international teams • to practise mediation and negotiation skills· • to improve foreign language skills

Subject: storytelling

Detailed description: This would be the story of an extra-terrestrial being that comes from his / her planet to visit the Earth, and lands in Europe. So the ET will travel with you from one European place to the next: take him / her for a guided tour of your area!

Tools used: http://www.flipsnack.com/7C7AAE86AED/fuj0xs5i https://realtimeboard.com/app/37048415/Group-19---Quality-labels---how-to-achieve-them/ https://docs.google.com/document/d/1SXhzZjmmf3qcl9jV5rW8byxaMoQeonLGWLqR3kT8Jk/mobilebasic

(An example of our work ) Anador was finally on Earth. Her team was skeptical about the existence of the planet, but now she was here. Altough she didn’t really like what she saw. Where is she now? ET arrived in Romania and landed in the middle of nowhere in Bucharest. She was sitting there on a field and it was raining - raining hard - raining cats and dogs in fact. She was feeling alone and was frightened. She looked around her and saw green grass which looked really nice. But behind her she heard some noises - there was a metal clunk and a sound of chewing.

Carefully she opened her eyes - what would she see now? Where was she now? It didn't seem so bad - she saw two feet. They seemed quite big, so it must be what the earthmen call a man. She wore open shoes and some cloth wrapped around the feet. ET asked using his translator unit: "What is happened here?" As his translator unit did not understand what the man was saying, ET decided to walk around the city. Suddenly she heard some strange sounds... She saw The House of the People...You can never fail if you choose it to visit... Everybody wants to see it, no matter their political, cultural and artistic orientation. The largest building in the world after the Pentagon.

Anador was so overwhelmed by the dimensions of the colossus and by the information received from the guides via translator unit... Second place:The Museum of the Romanian Peasant... In a nutshell, it contains everything about Romanians... Unlike many museums of the world, every room becomes a living space, in which you breathe in the atmosphere of a part of the Romanian village: school, church, houseâ&#x20AC;Ś Once you have stepped in, time dilates and you are projected in a unique experience. Anador was mesmerized. Never before has she seen anything like it. She has been on so many distant planets; meet so many other civilizations, but never a place like it. Third place: Old City Lipscani. The Bucharest has also an historical center with old color streets, full of cafes, clubs, old buildings, terraces where people enjoy their spare time. The most representative is Lipscani Street which in the Middle Age was the most important commercial center of Bucharest and the whole Wallachia. It is located near the ruins of the old Princely Court built by Vlad III the Impaler, Stavropoleos Church and its beautiful stonemasonry and Antim Monastery. Stavropoleos church is one of the best restored monuments of the city, and the interior and exterior frescos from 1742 preserve the vitality of their initial colors. The refectory and the library of the monastery, which are two miniature museums that shelter

objects of cult and religious books, look over to the interior yard, with its arches built by the

architect Ion Mincu in a neo-Romanian style. Anador met a friend, a human who understand her helped by the translator and took her on a tour around Romania, explaining where it is in Europe, and what Romania is known for on the continent. Anador admitted there were not many continents on Aqua, as most of the planet is under water. -„Next on our list is Dracula’s castle!” said the human excited. -„Who is Dracula?” asked Anador. -„A historical impale who is remembered for his bloody character and cruel attitude, but worldwide is known as a vampire.” replied human, leaving Anador surprised. -„A vampire?” asked Anador. -„I take it you are not familiar with Twilight either.” said human, without skiping a beat. -„No.” responded Anador. -„Well, you’re better off not knowing!” replied the human. -„How long until we reach the castle?” asked Anador. -„It will take a few good hours.” -„Oh, I think we might use my vehicle right now, we will get there in no time, if I find the coordinates.” After long hours of chat and confusion for Anador, they finally reached the castle of Dracula. Bran Castle, situated near Bran and in the immediate vicinity of Braşov, is a national monument and landmark in Romania. The fortress is situated on the border between Transylvania and Wallachia, on DN73. Commonly known as "Dracula's Castle" (although it is one among several 45

locations linked to the Dracula legend, including Poenari Castle and Hunyad Castle), is now a museum open to tourists, displaying art and furniture collected by Queen Marie.

Anador said only for herself: ”Let’s halt and catch our breath and dream of a guide of Bucharest, doomed to remain unknown forever ...especially by my planet!” But I saw it before everyone! And I am going to say about it all I learned! Just WHAT did I understand? My own understanding of what a human is? I must see more...So, good bye, Romania! Suddenly, in a few seconds she was found in a city with ancient and modern buildings. Anador asked a passerby where she was, and he answered that she was in Athens, the capital of modern Greece. “ Where do I have to go now ?”, she thought. She saw, over a hill some ruins and in a few minutes she was on the sacred hill of Acropolis. She felt the real spirit of democracy, unconsciously understood the real meaning of freedom, being in the birthplace of philosophy and for several time was staring at the Parthenon. “What a harmony from so simplicity!” she whispered...Looking down from the hill, Anador saw an ancient theatre and heard a tour guide talking about Aeschylus, Sophocles, Euripides, tragedies, comedies, remembering to the tourists that these where the ancestors of art and modern theatre. Going down from the hill she got in front of a huge modern building. There was a sign “ New Acropolis Museum”. On the external glass frame was reflected Parthenon, it looks magic! Walking inside she saw a variety of objects, especially, superb statues and marbles which were attached on Parthenon. But some of them were missed…Anador asked a tourist, what happened to them, and she received for answer that they were in another museum far away from Athens. “How odd”, she thought, “on my planet, seems impossible to separate parts from such world famous monument. Humans are very strange beings…” Few blocks away the scene is totally different. A modern building is covering a huge area. She was in front of the museum of modern Art. “What a big change!” Getting in, she made a tour between investigations and quests of international contemporary art, individual 46

works commissioned by the Museum, mid-career retrospectives of contemporary artists and historical retrospectives on the fields of painting, installations, photography, video, new media and "experimental" architecture. “ I feel hungry” , she thought, after so much walking..., “something smells really good”. Our ET went nearby and sat in a restaurant watching many people eating with gluttony something called mousaka, souvlaki and salad (xoriatiki). She ordered the same foods and her face confirmed how delicious is the Greek cousin. “After all these, I need a rest” Anador said, a little bit loudly. “ I saw many luxurious hotels during my walk. Let’s go…”. Approximately in half an hour, she was sleeping on a comfortable bed resuming today’s experiences. “Goodbuy Athens, i will never forget you…” These were the last words in her mind. When she awoke, Anador , couldn’t believe her eyes , a confusion , a myriad of people , " But where are happened ? " she asked herself , " Don’t you know ? " said a little lady next her. "Today they elect the Pope, the most important man around the world and that you see in front of your eyes is the most important Church in Rome:St. . The little lady seeing the wonder in the eyes of Anador thought that she was arrived from far away and asked, "But I don’t believe this, have you never been in Rome? " «no", said Anador " But if Rome is as beautiful as this place I cannot miss any corner. Where do I start an unforgettable ride? " " Lady, I could go with you” said the old Lady, “but we cannot go on foot, Rome is so huge "" Do not worry" said Anador " I come from a place where the movement is not a problem . " And a flash loaded the old lady behind her and began the tour with teleportation: Piazza Navona, Trevi Fountain, Spanish Square, Venezia Square, Quirinale , Victorian

, Roman Forum,

Colosseum

, Seven Basilicals ....

When evening came they stopped to eat in a typical eating house in Trastevere, and after eating out loud , Anador said to her amiable companion , " I can never repay you for the beautiful views today " "Oh yes, She has already paid off , I lived for ninety years and died tomorrow , teleportation is worth the time I have waited until now! " So they said goodbye and Anador thought to herself: This city is really the most exciting experience I've ever done.(to be continued…) After a very short nap, filled with dreams and vivid images of what she saw on her world tour, she woke up in the smallest street she has seen so far… She looked around but all she saw was a pair of wrinkled ladies, playing cards. They looked like they had all the time in the world, so they told her a story about their town called Hum, the smallest town in the world. There were 15 more inhabitants and they all knew each other`s names and life stories. They invited Ador for dinner and she tries clams and truffles, local mushrooms for the first time. She loved the peace and quiet after the streets filled with people in Rome. She played with sheep and enjoyed the scenery. She thought: “It would be nice to spend some more time on Earth, I can`t believe the beauty of it, and a few days ago we weren`t even sure it existed…” Teachers: CHIPER NICULINA (ROMANIA), MARAMOTTI MONICA (ITALY), STAVROPOULOS VASILIS (GREECE), TEA REZEK (CROATIA) LAURA GENTILI (ITALY)

Group 19 Title of the activity: creation of the front and back cover of the final e-book of our (virtual) project . In that project we were supposed to compare ecological footprints of schools throughout Europe by letting pupils gather information, deciding on what scale they would like to compare their findings (individual, class size, school size or other) and to visualize their findings. They would then have exchanged ideas about what categories or criteria to apply in order to chose the best or most adequate visualizations Age group 16-19 Objectives: to have all partners contribute in the design of the front and back cover for an ebook that would contain all the project work done. We split all the work needed into tasks. Each partner contributes to his/her part and joining the tasks we reach the final result. Subjects involved: (all) Detailed description: Scenario: In the end of the project, all the work is collected and an e-book is decided to be created. We need the front and back cover. What has to be done? We split the necessary work into simple tasks, and we assign them to the partners. Partner 1: is responsible of the title of the e-book (in a real project it can be done through a poll among all pupils involved) Partner 2: is responsible of the photo or design that will be put in the cover (in a real project situation it could be a collaborative drawing in Google paint or the winning drawing of a competition among pupils) Partner 3: is responsible for the creation of the front cover (in a Word file), using what partner 1 and 2 have completed. Partner 4: finds the flags of all the countries involved in jpeg format. Partner 5: is collecting names of contributors, schools, countries of the partners in a word file. Partner 6: is responsible for arranging the back cover(in a word file) , using what partner 4 and 5 have given. Partner 7: is responsible for the editor's letter that will be put in. Partner 1 and 2 should collaborate so that their work fits together. Partner 3 collaborates with partner 1 and 2, to finalize the front cover. Partner 6 collaborates with partners 4 and 5, to finalize the back cover. One partner should be the coordinator of all. Tasks can be attributed according to skills, availability, time at hand and many more. The tasks of the different partners are more or less collaborative, some of them are mere gathering tasks (partners 4 & 5) some more creative (partners 1,2 & 7) and some more deeply collaborative as the contributions from others are necessary to accomplish them (tasks 3 & 6). 49

Tool used: the forum in the LE platform

Teachers: Michael Dujardin, Belgium , Mari Jokela, Finland, Kornelia Lohynova, Slovakia, Maria Sourgiadaki, Greece, Triantafyllia Vrana, Greece, Despoina Xomplaraki, Greece

Group 20 Title of activity: â&#x20AC;&#x153;HOW GREEN IS MY SCHOOL ?â&#x20AC;? Age : 16 - 19 Objectives : - to collect information about the recycling (paper - bottles - cans - food -pens - cartridges computers ....) in our schools and to see how we can improve it ( making proper bins in classrooms and at the canteen - sensibilizing students ....), - to plant some trees or flowers if the school has that possibility, take photos, be a part of ENO Tree Planting Day. - state the awareness of the Earth Day... - make students more aware of the danger made to the environment - to improve creativity and problem solving - to improve written and spoken English language skills

Activities : - making a general survey and send it to all the participants on Google Drive or on SurveyMonkey for example - creating posters using Glogster. - Students comment on glogsters add their ideas - we could make a survey (8 items among which the melting of the polar ice cap, the disappearance of some species, climate changes ....) And students must choose the three most important issues about the environment - have a video conference where students explain what materials they used to make the bins, what have they learned about recycling or creating logos etc. Subjects : English, Art for the logo(s) to put on the bins, Technical Drawing for the creation and the design and finally Maintenance for the making and maintenance of the bins, ICT, Biology, Ecology

Web tools used in project: GoogleDrive, TitanPad, Audio-Visual (videos: animoto), Prezi,GoogleForms or SurveyMonkey, Glogster

Description: We could organize a contest with all the students for the logo(s) and organize a vote for the best one. Students would first try to create the logos in their own schools, drawing them or making digital logos for different type of bins (glass, plastic, paper...) students would then collect all the logos and share them in the online platform for collaboration (Twinspace, blog, wiki, Facebook site) COLLABORATIVE SUGGESTION among students: to match the team of students from partner countries to collaborate and work together on a logo of the project, bin's logos etc. They could collaborate in mixed nationality teams using a drawing tool like http://drawisland.com/ or using a website called Team Up, where teachers can create groups of students according to criteria like gender, nationality etc.http://teamup.aalto.fi/ ) We will also include '30 day challenges' as a short-time project. . What would challenges include? Example: cleaning the school environment, collecting garbage, colouring the school walls and of course taking photos of BEFORE - AFTER :) Students can use an online voting tool to 51

vote

for

which

challenge

they

want

take

each

month.

The Glogsters could be about a campaign to sensibilize other students not to drop the litter in the schoolyard, not to leave the computers or the lights on when they leave a room etc. Creating and making bins will take quite a long time. Students could take and send pictures to the other participants to see the advances in this making. Tools used: posters, Glogsters, and the bins and of course a greener school! We used TitanPad to plan the project: http://titanpad.com/a-green-school We used Google Docs to create an online survey collaboratively- Any group member can edit and add questions: http://bit.ly/1ehDw2l This is the live form: http://bit.ly/Ol7uM1 Teachers: Marijana Smolcec (Croatia), Luisella Mori (Italy), Michele Pigret (France), Theodora Gkeniou (Greece)

Group 21 Title: "Euroteens: from diversity to unity" Age group: – 16 Objectives:     

to reinforce language competence - particularly speaking and writing skills; to improve the students' ability to collaborate and work in groups; to raise awareness about differences and analogies between cultures; to raise awareness about being a European citizen. to learn to use new technologies through multimedia tools on an ICT- based project. 52

Subjects : English, history of culture, ICT, social studies Activities: 1. the students get to know each other - the teachers start threads in the twinspace forum - my best time of the day... 2. Then they are given a questionnaire where they state their name, age. Sex, interests (put an emoticon - like, dislike, boring, ok....) technology, friends, money, love, family, ... 3. After that they are divided into groups according to their answers and start working on the subject they think most important. 4. Each group, from each of the school involved, interview students from their school, same age, and their parents so as to compare, for example, the role of technology nowadays and in the past. 5. The results then will be discussed in the blog section - there can be different blog entries according to the subject. They also use the chat. 6. A live session will be organized - a sort of meeting in which delegations from different countries (our groups) present their view of the society. Some other group will act as journalists who take note and will then write articles about the discussion. Before the international conference they will prepare some publicity about it to be upoloaded in the TwinSpace. 7. The final product will be a small magazine or pdf document containing posters, articles... or a cartoon; the students will insert pictures of themselves, too; they will upload a video with a “funny” backstage” with their mistakes. Tools used: Titanpad - Realtime board – Twinspace http://litsamalliarou.edu.glogster.com/invitation-to-conference

Teachers: Tatiana Popa (Moldavia); Marina Persuric (Croatia); Ana-Maria Ghioc (Romania); Litsa Malliariou(Greece); Lina Marrazzo(Italy).

Group 22 Title of the activity: “Detective Jack in charge” Age group: 15-18 Objectives: -To create a story linked to each other, -To encourage students use their creativity, -to develop their writing skills, -to work collaboratively with the people from other nations, -to learn about other countries. Subject: Creating an e-book thriller story Detailed Description: According the number of your partners the story will be divided in parts. Think of you are a group of three schools so the parts are Setting, Climax and Resolution. Each partner will either choose or draw the parts to work on. In this part, Skype conference can be held to decide on the parts. After deciding on which team is going to write about which parts, the story begins. Each team needs to work collaboratively both within their groups and with their partners. Chats, brainstorming, polls and surveys can be done to both take feedback and develop new ideas. Furthermore name of the book and main character can be chosen or created by students using 'Answergarden' or 'Polls' Tool used: http://titanpad.com/uymSt9DX6r Teachers: Deniz Sengul, Laskarina Polemi, Ilona Lubczyska, Gabriella Gasperini Group 23 Title: “Add your Ad”

Age group: 15 -16 Objectives: to understand the world of advertising, distinguish between false and true information, and learn about persuasion and how to resist it. Subject: English Detailed description: 1) Students are shown different advertisements on bottled water. They compare how bottled water is advertised, commercialized and sold. 2) Students choose the adverts from their country and compare them with those from other 54

countries. Students can choose adverts for the same product by the same multinational company and also for the same product but by national companies. They compare the adverts, commercials or jingles. They also compare different techniques of using and creating ads according to the objects/goods or to the different countries. 3) Students answer the questions in the quiz “What character aspect do ads use to persuade us to their goal?' 4) They discuss their findings in the forum. 5) They take part in the debate on the forum on the topic of: “Which of the first two, i.e., music or stereotypes, is most important, why?” 4) Students are divided into international teams and each team chooses one product they want to sell. It can be a real product, or it can be something imaginary. They can prepare an advert about their school to convince the others to come to their school. Together they create an advert, a jingle, a commercial or a video. 5) Students publish their work on a Padlet board in TwinSpace. They vote for the best one in a poll created on Poll Daddy. Teachers: Elena Varola, Arjana Blazic, Georgia Wilhelmsson, Anna Drakotou, Çiğdem Bozkurt

Group 25 Title of your activity: "Teens and online world" Age group: 12-15 Objectives: •

improve pupils' skills in Information and Communication Technologies

•

improve pupils’ English skills

•

lead pupils to better real world and online habits

Subject: Investigate pupils' online habits

Detailed Description: Based on the EU NET ADB research project, our countries Greece and Romania have the

higher cyber bullying and gambling percentages. We will study the digital habits of our students (age group 12-15). First, a Skype videoconference will be held between participants. During the Skype meeting, students will get to know each other better and discuss ways to study teens’ habits on the use of the Internet and the risks to which they are exposed. We suppose that, students decide to create a wiki in order to share ideas on making a questionnaire. Google forms will be used to implement it. Finally, a TitanPad will be created and students will share ideas on creative ways to spend their time. Tools used: ❖ Skype ❖ Wiki ❖ Google forms ❖ TitanPad http://goo.gl/8wUuGJ Teachers: Evaggelia Kontopidi (Greece), Dumitra Balan (Romania)

5. Evaluating teachers and students: a selection of questions In the last criterion, teachers were asked to think questions they would include in a teachersâ&#x20AC;&#x2122; and studentsâ&#x20AC;&#x2122; evaluation at the end of an eTwinning project: What questions would you include in a teachers' evaluation? 1. If you did the same project, what would you change, how and why? 2. What did you learn in this project? Please name three important things for you. 3. Have you achieved the goals set at the beginning of the project?- "To what extent have you achieved the goals set at the beginning of the project?" And I would give three possibilities: To a full extent, only some goals have been achieved, Not at all. And I'd probably add a text box for further comments. 4. Did the project encourage your students to learn foreign language? 5. Do you think the project encouraged your students to use the foreign language in a more communicative and effective way than in a normal classroom setting? 6. Among the several activities, what did you like the most in the project? 7. Which ICT tool was the most successful in the project? Why? 8. To what extent did you manage to integrate the project in your curriculum? 9. Do you think working with eTwinning is helping you to improve your communication competence in a foreign language? Yes, a lot/Yes, a bit/ No at all 10. What didn't work and how can you improve in a future project? 11. Did you get any inspiration from your partners? Could you speak about an exchange of good practice? 12. Did you have fun at the time of project activities? 13. How important is to include ICT tools to make a successful European project? 14. Did your involvement in the project help you to look through a different perspective to your class, your students and the methods that you used to date? 15. Can you rate, from 1 to 5, the involvement of your European partners? 16. From your experience, would you invite colleague(s) from your school to join other future project(s) ? 17. Would you like to repeat an activity/experience like this? 18. How did the project enhance your skills and knowledge? 19. Do you assess collaboration with your partners as excellent/very good/good /unsatisfactory? 20. What were your reactions when some of your partners stopped working on the project? 21. Do you think it's essential to complete every single part of the project on time or remain flexible throughout regarding time deadlines? 57

22. Have you really been collaborative? 23. Did the project motivate you to learn more about ICT tools? Do you encourage other teachers to use ICT in their teaching? Why? 24. What were your expectations at the beginning of the project? 25. After this experience would you create another project next year? 26. Would you try to convince some of your school colleagues to take a part in the eTwinning project? 27. Do you think it is important to take part in new projects with schools from other countries? 28. How did you communicate your project in the school and local community? 29. Did you enjoy working with teachers from other countries? 30. Would you put forward the project proposal differently if you could have considered the experiences you had? If yes, what would the main differences be? 31. How would you assess your communication with your partners? 32. What new motivations did you find during the implementation of the project? 33. How many colleagues in your school collaborated with you? 34. Which countries would you like to collaborate with next time you take part in an eTwinning project? Name them and explain why? 35. Would you work in an eTwinning program again? 36. Was your project successful from the point of view of collaboration and sharing among teachers and students? 37. What was the best thing about this project? 38. I would offer a list of all activities we worked on, asking to:"Cross the three favorite activities of the project! (If needed, add other activities)" 39. Has e-twinning project helped you in your daily teaching practices? In what way have you integrated it in the school curriculum? 40. How did you manage time concerning deadlines? 41. Do you think that you've improved your knowledge of Europe and rest of the world with this project? 42. How have you improved the use of ICT in classroom teaching? 43. Did the ICT tools you used help you achieve your pedagogical goals? 44. In what ways did your school embrace the project? 45. Did you fulfill the objectives you established? 46. Overall, would you consider eTwinning projects more effective than typical school projects? 47. How this project helped you develop A)your communication skills, b)management skills, c)professional skills, d)ICT skills, e)social skills-with partners and your school and parent community? 58

48. Are you happy with the results you achieved in the project? If yes, what is your favourite activity / product? If not, what would you change and how? 49. Had communication been planned carefully in your project? Was there enough synchronous and asynchronous communication? 50. Did the project respect the plans you made before starting or did you change something on its way through? 51. To what extent did the project have an impact upon the teachers in the school who were not involved in the project? 52. Did all the students have the possibility of working at home or some of the children could only work at school? 53. How did you involve the children's parents in your project? 54. Do you think the time given is enough to complete all the tasks of the project? 55. What is the best thing which happened in this project (new friendship, new ICT tools, new idea for another project, and excellent collaboration with studentsâ&#x20AC;Ś)? 56. Did the project motivate you to learn and take part in learning events? 57. Do you feel that the project has altered your relationship with pupils? If yes, in what way? 58. How did this project contribute to your personal and professional development? 59. Your project has served to entice your reluctant colleagues to collaborate? 60. Did you manage to make students equal partners in your project? Or even better to make them the leaders? 61. If you used English as the last project language, would you consider using a different, even new EU language for a future project? 62. How did problems with the eTwinning platform (difficulties for students to log in) affect the steps, the deadlines, and the evolution of the project?

What questions would you include in a students' evaluation? 1. Do you think that your English level (or the main language of the project) has increased after the project? 2. Are you going to keep in touch with your new European eTwinning friends? 3. What did you learn in this project? Please name three important things for you. 4. Did you learn more about (life in) Europe through the project? 5. What was the most frustrating element in the project? And what elemant did you like the best? 6. Would you do it again? Why? 7. What was your favourite activity? 59

8. Which ICT tool did you like best? 9. What didn't work and how can you improve in a future project? 10. Has it helped you fight stereotypes concerning different cultures? In what sense? 11. Did you learn more during the project or during regular lessons? 12. Write tree words that expresses your impressions about the project. 13. Did you find difficulties in the project? How did you overcome? 14. Do you think now you know better your schoolmates? 15. Have you learned anything new thanks to the project? 16. Do you think it is important to take part in new projects with schools from other countries? 17. Through the project, did you become more active in the classroom? 18. Would you like to participate again in a similar project and why? 19. Do you think you've understood the aims of this project? 20. What did you prefer, individual or team tasks? Why? 21. What was the difficult part of your collaboration with your partners? 22. Would you like to visit any of the partner countries? Why? 23. Would you recommend other students to participate in a similar project? Tell three reasons to convince them 24. Would you like the project to be longer or shorter? 25. List 3 new things that you have learnt about another country or culture from taking part in this project. 26. Which collaborative tools did you like? 27. Now you've reached the end of the project, what is eTwinning for you? 28. Did you make new friends in the other European countries? How do you communicate with them? How do you plan to keep your friendship "alive"? 29. Which steps and/or materials kept you most interested during the project? 30. What was communication with teachers, schoolmates and partners like? 31. Did you work collaborative with your classmates or did you do the tasks alone? 32. What topics would you feel most interested in to take part in the next eTwinning project? 33. Which way did you like to socialize with your partners? TwinSpace chat/ Posting comments/ Facebook groups/Skype video conference? 34. What is your favourite activity and why? What is your least favourite activity and why? 35. Do you think you can use something from the experience gained in the project in your future life? 36. Are you satisfied with the time given to complete all the tasks of this project? 37. Did you take the initiative to organize any event, in collaboration with your teachers and the community, in order to present to the local society results of your program? 60

38. Was it very time-consuming to work on eTwinning project? 39. Do you think that eTwinning projects are necessary in school life or not? 40. Do you think that you can encourage other student to take part in eTwinning project after your activity? 41. Would you be interested in co-creating with the students you worked with an eTwinning project for next year? 42. Do you think teamwork is important? Why? 43. Did you understand all activities, in which you've taken a part? 44. Did you showed something of the project you participated to your parents? 45. Did you feel yourself working or was it sometimes like a game ? 46. Has the project helped learn new things about you? If yes, what? 47. What is your opinion about TwinSpace? It is educational, funny, easy to use, etc.... Why? 48. Will you join our eTwinning project next year? 49. Do you think that the use of ICT tool helped you to fulfill the tasks or not? To what extent? https://tricider.com/en/multiBrainstorming/CSrD