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Proiect on-line de cooperare scolara e-twinning

Communicare: pe platforma e-twinning a proiectelor europene

Titlul proiectului: Our country...tourism and nature

Perioada de implementare: Decembrie 2013-iunie 2014.

Scopul principal al proiectului a fost sa constientizeze copii si adolescenti din diferite

tari europene asupra diferitelor realitati si aspecte culturale, sa-i ajute sa cunoasca elevi din

alte tari europene, sa afle mai multe despre stilul lor de viata, sa faca schimb de idei despre

diferitele tipuri de traditii, specificul lor, sa-si promoveze valorile culturale partenerilor straini,

sa invete despre noi culturi, noi tari, punte turistice din Europa, importanta globalizarii,

mediul natural si problem legate de acesta.

Varsta elevilor :11-16 ani

Limba de comunicare: Engleza

Obiecte : limba engleza, cultura civica, geografia, istoria

Instrumente digitale folosite: e-mail, alt software( PowerPoint, scurt metraje,

fotografii si desene , Twinspace, conferinte video pe Skype, mediu de invatare virtual)

Tintele proiectului:

1. Schimbul informational intre tarile elevilor implicate, mai ales privind puncte turisticeinteresante,locuri de interes, peisajul european in general.

2) Discutarea problemelor legate de mediul natural privind diferite regiuni in incercarea de a

le rezolva si in acelasi timp favorizarea schimbului de idei prin activitati placate si relaxante..

3) Producerea de catre elevi a unor mateiale privind subiectele implicate prin folosirea

tehnologiei informationale.

Procesarea produselor si activitatilor: Echipele comunica conform unui grafic dinainte

stabilit folosind diferite mijloace de informare precum internetul, posta electronica, posta, etc.

Elevii produc texte, documente digitale, prezentari folosind engleza ca limba de comunicare

in situatii de comunicare reale si galerii foto pentru informarea despre eie insisi, viata lor

scolara, tarile lor, puncte turistice de interes, unele traditii si festivaluri, cele mai importante

locuri din localitatea lor si unele fapte istorice relevante ale tarii, natura tarii lor, creind astfel

un sentiment de anticipare si vizand produse inalt calitative. Aditional, rezultatele vor fi

postate pe spatiul virtual al proiecutlui ori TwinSpace ca si la avizierul scolii.


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Second on-line session on Skype Portugal -Turkey( photo presentation)

On-line session Romania-Turkey( photo presentation)

Our capital-our history( Powerpoint presentations made by students about history and

attraction of their capital city and the history of the country as a whole) Touristic attractions (Powerpoint presentations made by students about touristic

attractions of their countries)

The nature in our country( PowerPoint presentations made by students about the

natural landscape in their area, in their country as a whole, environmental issues in

their area/country).

CERTIFICATUL PROIECTULUI

IMAGINI DIN ACTIVITATILE SI PRODUSELE PROIECTULUI

1. Crerea avizierului proiectului de catre elevi


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2. Crearea albumului foto al proiectului " Hello... check out how we look like"

Romanian team

Portuguese team


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Danish team Turkish team


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3. Schimb de carti postale, scrisori si brosuri prin posta cu elevii straini


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4. Spatiul virtual al proictului


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5. Modele de prezentari create

de elevi


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6. Activitati in echipa pentru prezentarea finala


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7. Prezentarea orala


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8. Activitati in echipa- crearea produselor bazate pe tehnologie si postarea lor pe

spatial TwinSpace


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9. Skype meeting Romania-Turkey


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Students' Final Questionnaire

Name:........................................

Country:....................................

Age:..........................................

Class:.........................................

Codes: A- excellent

B-very good

C- good

D- not so good

E- unsatisfactory

1. Are you a boy or a girl?a. I am a boy

b. I am a girl

2. You took part in:

a. All the project activities

b. a part of the project activities

3. Did you like the use Project-based learning during the English classes this semester?

Point.

A B C D E

4, What activities did you attend ? Point, please( you may point more options)

a. trips/visits

b. research

c. selecting information and creating technology-based materials

d. presentation

e. Others( please mention).......................................................................................................

5. Which of the activities mentioned above did you like best?

...


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.......................................................................................................................................................

.......................................................................................................................................................

6. Did you dislike any activities or do you consider there were activities that simply

missed? Please explain.

.......

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

7. What would you do in order to improve the project? Explain.

..

8. Would you like to visit one of the partner countries involved in the project ? If the

answer is yes, mention the name of the country and bring arguments for your choice ?

....................................................................................................................................................

9. Have you learnt anything about the importance of the European Union?

Explain what.

...............................................................................................................................................

10. The success of your school and class in implementing the project.- Point.

A B C D E

11. Grade the e-twinning projectas a whole.

A B C D E

10. Have you found any similarities and differences between your country and the partner

countries concerning the topics of the project? Explain which are these ?( refer to the school


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building, timetable, subjects at school, customs and traditions, food, tourism, nature and

history)

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

...

13. What did you find out about the students in the project? Do you know which countries

have been involved in the project?

List the name of the country and/or of the partner schools.

Country Town or school

.......................................

14. What language(s) did you use to communicate within the project?

...

.....................................................................................................................................................

15. How often did you access the Twinspace during the project.

a. once a week or more frequently

b. once at every two weeks or less frequently

c. never

16. What was the level of your commitment to the project activities ?

Low High

a. the use of technology in fulfilling tasks and designing materials


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b. the portfolio completion

c. the English language practice

d. the oral presentation

15. Would you like to get involved in a new E-twinning cooperation project( or other type of

multilateral school project like Erasmus+) ?

Yes

No

I don't know

THANK YOU FOR YOUR HELP!

RAPORTUL FINAL AL PROIECTULUI

Teacher post-project review( final report)

Project: Our country...tourism and nature Date: 7th June

Project idea, design and implementation

consideration

Reflections

Student engagement After I studied comparatively the

students answers to the self reflection

paper from the previous to the current

project I draw the conclusion that the

students were more engaged in the

project in the way that they became

more aware of the importance of

working in a team and enjoyed more

doing this and finding information

which they organized in their own way.

Even the students which before werenot involved in team work felt useful

and discovered their strengths, for

example with speaking in front of an

audience in English although they are

shy or working with technology. This

lead to the raise of their self-esteem and

consequently, they became more

interested in project work. Moreover,

the students ,ore proficient with both

use of English and school work as a

whole supported their peers byencouraging and them to do their best


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Overall idea for the project The idea came as a result of a team

work, first between the coordinator

teachers from the partner countries and

schools, but the idea was completed and

developed in every school involved in

the project and children came with theirown ideas during brainstorming

sessions and through learning logs and

the project work got its ownpersonality and specificity in each

school, underlying the main idea of the

Driving question originates in, namely:

Can we promote our cultural values

and heritage through an intercultural

dialogue with other European schools?

Overall results for student learning The students which were less proficient

with their English reinforced theirskills, so they got higher grades at least

one point over their previous results,

thing that can be proved by the study of

school documents

Moreover, students transferred and used

skills and knowledge from other school

subjects such as Geography, History,

civics and Information Technology

which raised their level ofunderstanding and use of concepts .

Authenticity of project tasks and products The culminating products consisted in:

-media products: PowerPoint slides,

web pages

- photographs and videos of displays,

exhibits, activity work, oral

presentations

- copies of the students' written

products in English

All these materials were made authentic

by student's work and personal

involvement.Quality and use of Driving Question The driving question was answered by

the students in each team by making

the authentic materials. They had the

opportunity to compare their work to

the other students from European

countries and observed the similarities

and differences between them and their

European peers in: -the way they used

technology to design their PowerPoint

presentations,

- the use of written English in them,-the way they behave in class through


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direct observation during the Skype

meeting,

-their pronunciation in English

- cultural values

-expressive gestures

Scope- length of time

-complexity

-number of subjects/people/organizations involved

-Use of technology

-The time was used as efficiently aspossible both by children and by

myself. I tried to integrate PBL during

my classes from a curricular perspective

meeting the objectives and standards

from the 7th grade syllabus for English

but at the same time children used

content, knowledge and skills acquired

during other subject in school.

Moreover, students worked on their

tasks both during class time and after

school by completing work individuallyor in groups. The technology based

products were designed both in the

school computers laboratory and at

home by students. I alternated language

preparation classes with technology

classes and there were classes designed

especially for preparing the final

products and performance.

-The project was a complex one as itdeveloped topics concerning

geographical facts, historical facts,

cultural facts, communication which are

included in the seventh grade syllabus

for ESL during more than a school

semester. Children had the opportunity

to develop both their English skills of

reading, listening, writing and speaking

but also their 21st century skills as

collaboration, critical thinking,

creativity and use of technology.

-Concerning the number of subjectsthere were more than one subject

involved, children using knowledge

from other school subjects to perform

their tasks. Other teachers from school

had the opportunity to implement

projects in their classes so the skills and

content were transferred . The students

had the opportunity to make visits to

local organizations and talk to local

people for getting informed such as

Europe Direct Center, Ghika Museum,grandparents, etc.


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- Students used technology to design

their products and to communicate with

the other European students.

Selection of content objectives and standards I selected the objectives and standards

from the seventh grade syllabus for

ESL.Selection of appropriate 21st century skills Students developed 21st century skills

such as:

-collaboration by working in teams and

designing common products

-creative thinking by doing research and

making decisions

- use of technology

Selection of culminating products and

performances

The culminating products were put in

the students portfolios and analyzed

according to criteria from scoring

rubrics and the final presentation wasalso assessed through a specially

designed rubric.

Effectiveness of Entry Event The entry event had the role to

remember students their work during

the previous project and to raise their

interest in working again for improving

their skills by practising during the

tasks and creating valuable products of

their own. The students had the

opportunity to establish what are their

points of interest, how they can use

what they already know and how they

can promote cultural facts and values

about their country and region.

Quality of rubrics The rubrics were designed taking into

consideration the curricular objectives

and standards. I presented them to the

students in advance as they could meet

the specific requirements and to report

continuously their work to those

requirements. They represented a toolfor both students to self evaluate ant to

teacher to grade the students work.

Ability of student to work well in groups The students established specific tasks

within their group management log.

They switched tasks from one activity

to another, for example The one who

gathered images for the school

presentation in one activity was in

charge of finding information about

how affected the Second World War

our region in another activity.Ability of students to work well independently Some of the students could well work


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independently according to the tasks.

The others were involved in the

activities by their peers who gave them

easier tasks such as typing, inserting

photos or presenting smaller amounts of

informationAbility of students to use inquiry skills and think

deeply

The inquiry process refers to the

students' meta-cognitive skills meaning

asking questions investigating and

answering questions which help them

fulfill their tasks. For this, students

filled in learning logs and reflection

checklists as well as materials for

project planning.

My management of the process, coaching of

students, and providing the support

I used tools such as: The project

Teaching and Learning Guide to have a

clear view on the knowledge and skillsneeded by students in order to provide

the right materials and lessons in

accordance to these, the results

registered from the scoring rubrics to

see their progress and the effectiveness

of the approach. Whenever a student

needed support I organized mini-

conferences with him asking him open

questions in order to make him/her

realize what else he/she could do to

surmount the difficulty.

Involvement of other adults Parents were informed during meetings

about the approach before applying it in

order to support their children and

provide them the time and material

resources to fulfill the task. They were

also invited to the final presentation in

order to see the outcomes of their

children project work.

Adequacy of resources The good part of the project was that

students had the opportunity to usedivers materials and not only the school

textbook as before. They used media

resources such as educational sites,

Microsoft PowerPoint, Microsoft Word,

Microsoft Photo editor, the e-twinning

platform.


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