eTwinning Visibility Newsletter no. 4 eTwinning Visibility Newsletter no. 4 - Page 8

Visibility of eTwinning Projects Group July 2014 Newsletter -----------------------------------------------------------------------------------------------------The shared model brings two distinct disciplines together into a single focused image. Using overlapping concepts as organizing elements, the shared model involves shared planning, teaching, reinforcement and evaluation in 2 disciplines. In the project and kit entitled “Emails from Barney – A little bear travels the world”, Geography and Foreign Languages come together as the 2 teachers in the school have already identified at the beginning of the project priorities in their key concepts, skills and attitudes and decided which contents overlapped. A stuffed animal, the little bear, travels the world or Europe or a country, and reports about his adventures with people and animals in foreign lands by e-mail or blog. The main gain of this project is seen as the fact that the "authentic" experiences of the stuffed bear have motivated the pupils to make progress in their foreign language and communicative competences. The webbed model of integration views the curriculum of the eTwinning project through a telescope: The interdisciplinary level is based on keycompetences, and can be centripetal or centrifugal. The threaded view stresses the use of subjects when interacting, the integrated view perceives what the learner learns as being utterly important. The centripetal or threaded view means everything is seen through a magnifying glass: The ‘big ideas’ are enlarged throughout all content with a metacurricular approach. This model threads thinking skills, social skills, study skills, graphic organizers, technology and a multiple intelligences approach to learning throughout many, if not all, disciplines. Good examples of such integration are “Clothing and Culture” and “Cooking and Culture”, two eTwinning projects and kits where thinking skills / and social skills are threaded into the content and teachers ask students: “How did you think about that?”, “What thinking skill did you find most helpful?”, “How well did your group work today?”. These processing questions contrast sharply with the usual cognitive questions such as “What answer did you get?”. Both these kits are extremely liked, used and commented upon by eTwinners. The integrated model views the curriculum in the project through a kaleidoscope: It captures an entire constellation of disciplines at once. Webbed curricula usually use a fertile theme to integrate subject matter, such as the use of Internet. Once the eTwinning school teams have chosen a theme, the members of each eTwinning school team (in each partner school) use this theme as an overlay to the different subjects. The use of Internet, for example, leads to a wide range of activities: reading comprehension tasks, listening comprehension tasks, multimedia presentations, virtual communication (videoconferences, forums), digital recordings. In the project and kit entitled “En la red, que no te pesquen (On the Net, don’t let be fished)” pupils dig deep into the problems of the use of Internet by teenagers around Europe. The curricular areas involved are: Language and Communication, Society, ICT and Technology, and Arts. Interdisciplinary topics are rearranged around overlapping concepts and emergent patterns and designs. A good example of this model is the 8