8/10/2019 etwining rezumat
1/34
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.
8/10/2019 etwining rezumat
2/34
8/10/2019 etwining rezumat
3/34
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
8/10/2019 etwining rezumat
4/34
8/10/2019 etwining rezumat
5/34
2. Crearea albumului foto al proiectului " Hello... check out how we look like"
Romanian team
Portuguese team
8/10/2019 etwining rezumat
6/34
Danish team Turkish team
8/10/2019 etwining rezumat
7/34
8/10/2019 etwining rezumat
8/34
3. Schimb de carti postale, scrisori si brosuri prin posta cu elevii straini
8/10/2019 etwining rezumat
9/34
4. Spatiul virtual al proictului
8/10/2019 etwining rezumat
10/34
8/10/2019 etwining rezumat
11/34
8/10/2019 etwining rezumat
12/34
8/10/2019 etwining rezumat
13/34
5. Modele de prezentari create
de elevi
8/10/2019 etwining rezumat
14/34
8/10/2019 etwining rezumat
15/34
8/10/2019 etwining rezumat
16/34
6. Activitati in echipa pentru prezentarea finala
8/10/2019 etwining rezumat
17/34
8/10/2019 etwining rezumat
18/34
7. Prezentarea orala
8/10/2019 etwining rezumat
19/34
8/10/2019 etwining rezumat
20/34
8. Activitati in echipa- crearea produselor bazate pe tehnologie si postarea lor pe
spatial TwinSpace
8/10/2019 etwining rezumat
21/34
8/10/2019 etwining rezumat
22/34
8/10/2019 etwining rezumat
23/34
8/10/2019 etwining rezumat
24/34
9. Skype meeting Romania-Turkey
8/10/2019 etwining rezumat
25/34
8/10/2019 etwining rezumat
26/34
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?
...
8/10/2019 etwining rezumat
27/34
.......................................................................................................................................................
.......................................................................................................................................................
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
8/10/2019 etwining rezumat
28/34
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
8/10/2019 etwining rezumat
29/34
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
8/10/2019 etwining rezumat
30/34
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
8/10/2019 etwining rezumat
31/34
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.
8/10/2019 etwining rezumat
32/34
- 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
8/10/2019 etwining rezumat
33/34
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.
8/10/2019 etwining rezumat
34/34
Recommended