eTwinning Visibility Newsletter no. 4 eTwinning Visibility Newsletter no. 4 - Page 7

Visibility of eTwinning Projects Group July 2014 Newsletter -----------------------------------------------------------------------------------------------------The view through a pair of opera glasses is different though: successful itself, it has got 17 ratings and 107 projects have used it so far! The sequenced model views the curriculum in the project through eyeglasses: This view provides a close-up of the details, subtleties and interconnections within one teacher’s subject. The key to this connected model is the deliberate effort on the part of the teacher to relate ideas within the discipline, rather than assuming that students will automatically understand the connections. One topic, one concept, one skill is connected to the next. One day’s work, or even one semester’s effort, is connected to the next. One good example of the connected view when talking about integration of eTwinning project work into the curriculum is the project and kit entitled “Detective Stories”. It is easily integrated in the Language and Literature subject as books and movies about detectives are translated into almost every language and are accessible in all countries. The next level following intradisciplinary is the multidisciplinary level. At this level we can distinguish between subjects within the same curricular area, and subjects from different curricular areas. The nested model views the curriculum taught and learnt, reinforced, evaluated in the eTwinning project through 3 dimensional glasses, targeting multiple dimensions. The lenses are separate but connected by a common frame. Topics and themes are taught separately by 2 teachers in the same school involved in the project, but these topics or themes are rearranged and sequenced to provide a broad framework for related concepts. The teachers arrange topics so that similar units coincide. A good example is the project and kit entitled “Four Seasons”. Students collaborate on certain feast days that are celebrated across Europe because of their astronomical significance. Students collect information about the event, exchange it and compare the local differences. Then they create documentation and publish the results. Science (through Astronomy, Natural Sciences and Physics) and Society (through History, Social Studies and Religion) are synchronized, and combinations such as scientific data and religious topics give special inspiration, as these topics are normally perceived as contradictory or mutually exclusive. This is correlation, and it implies drawing connections and noting parallels between elements that remain separately taught. The shared model views the curriculum in the project through binoculars: Disparate elements are made compatible with, or promotive of, each other. Nested integration takes advantage of natural combinations. For example, the eTwinning project and kit “Our landscapes” combines together the follo v