Visibility of eTwinning Projects Group Newsletter no. 5 - July 2015 - Page 54

Visibility of eTwinning Projects Group July 2015 Newsletter -----------------------------------------------------------------------------------------------------opportunities in education about their individual learning and development of skills (2) as well as the importance of language use with respect to the great significance of development in their foreign language competence, which is an essential part of life in the European Union. Our pupils were educated on: (3) respecting others irrespective of sex, nationality, abilities and socioeconomic status, (4) enhancing their capability in their feelings of belonging to the European family, (5) recognizing that they are members of a multicultural society, (6) having all the abilities of joining working teams and form friendship on occasions of staying abroad, (7) being able to gain knowledge of cooperation with pupils of different backgrounds and abilities while applying Information Technology throughout Comenius partnerships. Our aim was also (8) to make pupils feel interested in becoming part of the society of the region where they are studying in other EU countries and (9) to teach pupils tolerance towards diversity. Teachers participating (1) enriched their expertise by exchanging ideas and professional experience with their colleagues working in EU countries, (2) had a picture of the education systems of the EU partner countries, (3) was motivated to maintain best practices and streamline their institutions, (4) applied inclusive pratices in a variety of educational and regional backgrounds, (5) visited to the partner schools and enhance their knowledge about the practice of inclusive education. who wish to communicate in basic with people from abroad or within their classroom. The EST base of Red Ball offers a wide range of ideas for similar projects. New partnerships can enrich their repertoire of ideas and activities by studying some of Red ball activities. The Evaluation Tool, which contains an initial and ongoing evaluation given to pupils of the partnership translated in 10 EU language can replace previous evaluations that co-existed and can support any new partnership's attempt for evaluating the procedure and knowledge of their students/pupils. The ideas of Non Formal Education Approaches for Educational Inclusion can enrich and assist on implementing more successful inclusive practices within the classrooms. The recipe Book of the partnership which contains New Years and Christmas recipes from all 9 schools can be used by local community and vocational schools for preparing Seasons' cooking. The general idea of collaboration between school unit and academics showed great results at the improvement of teaching techniques, since academics can support learning as critical friends. Conclusion Institutions (1) improved their European contacts, (2) hosted teachers working in the EU,