Visibility of eTwinning Projects Group July 2014 Newsletter
-----------------------------------------------------------------------------------------------------Participation in the project has enabled us to
develop expressive skills, but also to hone soft
skills: the ability to diagnose, to report, problem
solving, decision making, communication,
organization of work, time management, adaptation
to different cultural environments, ability to work in
groups, flexibility, vision.
While using multiple languages and multiple
techniques, each student has been able to express
themselves according to their ability. Pupils have
been involved in the construction process of their
knowledge, have honed the expressivecommunicative skills due to interpersonal dynamics
and the willingness to work cooperatively.
Use of ICT
Different aspects of the technology were important:
use various ICT tools, learn basic rules of web
writing and graphic design, images and video; use
digital tools in the preparation of articles; use the
ICT tools in a collaborative way to publish, edit
functions, review and evaluate products; know how
to use information technology and communication
to study, do research, communicate. The use of ICT
as a tool for teaching innovation required to
respond to the complexity and heterogeneity of the
current school, which is useful to motivate young
people and to vary the forms of communication
thanks to the peculiarities of this language.
Collaboration
The collaboration between colleagues was very
important. The colleagues with whom I worked,
even outside of my school, were teachers of literary
subjects and philosophy to share practices and
methods. The Belgian colleague has followed the
work and contributed to the revision of the works of
the students.
Every week there was a meeting to verify the
learning curve of the students and possibly
teaching.
I believe that we have created viable mechanisms
to exchange knowledge and support. The online
social network has been useful to implement the
collaboration between colleagues even within the
class council, in order to share and discuss teaching
practices, provide and receive support, broaden
cultural horizons and extend their skills.
An interesting space reserved on the TwinSpace in
cooperative projects was dedicated to the
publication of a newspaper, the discussion on
dictionary of ancient Greek and some entries and
semantic fields concerning the theme of citizenship
"Politique et Constitution," the scope of the
etymology of some Italian and French words –
birth, marriage, medicine, psychology – derived
from the Greek and connected to the Latin
translation of passages of the History of Herodotus
and his reflections on the historical method.
One difficulty is the possible presence of a school
ally in supporting dynamic transversal and
multicultural and having a curriculum appropriate
also in terms of hours available. A curriculum with a
few hours and lack of deep motivation in
comparison may not allow the carrying out of a
project of this level.
It is helpful to recognize and value differences in
each class group, by processes of individualization
teaching, cooperative and metacognitive learning;
promote and enhance communication within, and
outside, the class group; offer insights over the
school hours.
Sustainability
The project can be easily transferred to another
class. It can be implemented, reduced with regard
to the type of school and programming.
This is possible due to the impact of selected topics
in the curriculum and programming for the relevant
connection with other disciplines. The transversal
level of the topics covered makes it
interdisciplinary.
Many of the topics covered are carried out in
curriculum planning. They were examined and
discussed in the presence and followed up on the
Twinspace, in which the discussion is not only open
to Italian class but also to the Belgian. The Belgian
colleague in a collaborative project may enter into
the merits and intervene. The same pupils, thanks
to the Twinspace, receive a continuous support by
teachers.
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