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THE LIFE-CYCLE OF AN ETWINNING PROJECT
AND COLLABORATIVE ACTIVITY MODELS
Elizabeth Sauser-Monnig, French National Support ...
THE LIFE-CYCLE OF AN
ETWINNING PROJECT
STAGE 1: GETTING A PROJECT IDEA
STAGE 2: FINDING PARTNERS
Normally you go through the Desktop to find a partner.
Here, you can find your partner through t...
STAGE 3:
BUILDING THE PROJECT TOGETHER

1. Defining the project idea
2. Planning the project
3. Preparing the 1st activity...
STAGE 4: GETTING STARTED

Back home, you will …

1. Access your project Twinspace
2. Invite your pupils into the Twinspace...
STAGE 5: RUNNING THE PROJECT

1. Communicate often and efficiently
2. Follow your planned phases
3. Be ready to adjust and...
STAGE 6: EVALUATING THE PROJECT
1. Reflection
- between the teachers
- with the pupils
4. Benefits for the school and comm...
STAGE 7: SHARING AND DISSEMINATING
1. Presenting the project results+ benefits
2. Applying for a National Quality Label
3....
SETTING UP A PROJECT
1.

Teachers connect on the eTwinning Desktop

2.

They develop and register the project on Desktop

...
TYPES OF PROJECTS
Documentary : research, collaborative reports and
experiments, biographies, travel journals, …
 Collabo...
THEMES FOR PROJECTS ABOUT WATER
Water and citizenship : water consumption, waste,
lifestyles
 Interdependancy around the ...
WATER CONSUMPTION ACTIVITY
Activity suggested by Eric Vayssié, eTwinning ambassador
1.

2.

3.
4.

5.

Define time period,...
ACTIVITY MODEL
Choose theme and goal with partners
1.
2.

Observe local environment: water use, flora/fauna
Collect data
...
21ST CENTURY PEN PALS
« Picture yourself », a project
for and about teenagers
PICTURE YOURSELF
Claudine Coatanéa, English, Upper secondary
Project type: multimedia corresponspondance
 Theme: teenager...
PROJECT ACTIVITIES
A succession of activities over 8 months. For example :


Ice breaking activities, individual and grou...
« STORY OF MY DAILY LIFE »
1. Take 7 pictures at different times of day (school day
mostly), record sound
2. Small groups ...
« STORY OF MY DAILY LIFE »
3. Compare routines between countries: would you like to
be in my shoes? Whose life is easier /...
GOAL, « GO OUTSIDE AND LEARN ».
MATHS, ENGLISH
Siegfried Maillard (maths, lower secondary)
http://bit.ly/1ab0p8l

Concept:...
VIRTUAL TRAVEL JOURNAL
A Simple Collaborative Project
PROJECT IDEA…
Idea: Present our school, city,… to our partners, and
vice versa
Problem: a little disappointing because the...
INSTEAD …
 Each

class will make a Virtual Travel Journal for
their partner class

 Cooperation:

exchanging and transfo...
BOTH CLASSES :
1.

Gather information and send it to their partners (mixed
nationality small groups…)

2.

Organize, inter...
MOTIVATION
1.

Research + data selection about our own
environment. Necessary for the partners, mustn’t let
them down!

2....
MOTIVATION
3.

Creating Journals: discovering and understanding
information about partners’ environment, then
transforming...
ORGANIZATION


Length is up to you



Different possible focuses :


Environment: school/home/neighborhood/region…



...
2 KINDS OF INFORMATION


Objective, general, macrosocial
History, famous people+events, literature…
 Statistics, maps, p...
MATERIALS


Images: photos, maps, postcards, video



Texts: articles, collected data, literary texts



Objects: real ...
Have a great seminar!
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Tunisie prez activity-project_pleniere

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  1. 1. THE LIFE-CYCLE OF AN ETWINNING PROJECT AND COLLABORATIVE ACTIVITY MODELS Elizabeth Sauser-Monnig, French National Support Service eTwinning Plus Contact Seminar Tunis, 22-24 November 2013
  2. 2. THE LIFE-CYCLE OF AN ETWINNING PROJECT
  3. 3. STAGE 1: GETTING A PROJECT IDEA
  4. 4. STAGE 2: FINDING PARTNERS Normally you go through the Desktop to find a partner. Here, you can find your partner through the Ice Breaking activity
  5. 5. STAGE 3: BUILDING THE PROJECT TOGETHER 1. Defining the project idea 2. Planning the project 3. Preparing the 1st activity for the pupils 4. Registering the project
  6. 6. STAGE 4: GETTING STARTED Back home, you will … 1. Access your project Twinspace 2. Invite your pupils into the Twinspace 3. Launch a pupil-centered activity as an ice-breaker
  7. 7. STAGE 5: RUNNING THE PROJECT 1. Communicate often and efficiently 2. Follow your planned phases 3. Be ready to adjust and adapt
  8. 8. STAGE 6: EVALUATING THE PROJECT 1. Reflection - between the teachers - with the pupils 4. Benefits for the school and community 3. Lessons learned and recommendations 4. Celebrating!
  9. 9. STAGE 7: SHARING AND DISSEMINATING 1. Presenting the project results+ benefits 2. Applying for a National Quality Label 3. Beyond the project: eTwinning teams, groups, ambassadors 4. Training colleagues
  10. 10. SETTING UP A PROJECT 1. Teachers connect on the eTwinning Desktop 2. They develop and register the project on Desktop 3. Both NSS approve project 4. Then teachers can start work on the Twinspace with pupils 10
  11. 11. TYPES OF PROJECTS Documentary : research, collaborative reports and experiments, biographies, travel journals, …  Collaborative Fiction Writing : fairy tales, detective stories…  Pen pal: exchanging messages about a theme.  Newspapers: writing about a theme. 
  12. 12. THEMES FOR PROJECTS ABOUT WATER Water and citizenship : water consumption, waste, lifestyles  Interdependancy around the Mediterranean: pollution, currents…  Water and economic, social development  Water in its different states (solid, liquid, gas) 
  13. 13. WATER CONSUMPTION ACTIVITY Activity suggested by Eric Vayssié, eTwinning ambassador 1. 2. 3. 4. 5. Define time period, measurements, parental agreement Pupils track water consumption daily/weekly using water meter Partners share data (on Twinspace, Google document) Compare data and ask questions: find explanation for similarities, differences [Extension] Brainstorm between classes : collaborative guidelines for responsible water use
  14. 14. ACTIVITY MODEL Choose theme and goal with partners 1. 2. Observe local environment: water use, flora/fauna Collect data  3. 4. Water meter, local weather, plant growth… Compare data with partner countries Find explanation for similarities, differences: Small scale, individual explanation: baths for the whole family vs. showers  Large scale : geography, climate, local industries 
  15. 15. 21ST CENTURY PEN PALS « Picture yourself », a project for and about teenagers
  16. 16. PICTURE YOURSELF Claudine Coatanéa, English, Upper secondary Project type: multimedia corresponspondance  Theme: teenagers’ lives  Countries: Spain, Poland, France  15-18 year old pupils  Language used: English  « Taking pictures as a starting point, the students write and interact about teenage related topics: their lifestyles, their background and environments, their icons, their worries and concerns. The idea is to share their experiences with other European teenagers while improving their English and reinforcing their ICT skills.”
  17. 17. PROJECT ACTIVITIES A succession of activities over 8 months. For example :  Ice breaking activities, individual and group : « e-show and tell », « our school »  « Story of my daily life » : photos montage, would you like to be in my shoes.  « Let me show you how to… »: video tutorials  « The music we like »: debates using interactive wall, collaborative European playlist
  18. 18. « STORY OF MY DAILY LIFE » 1. Take 7 pictures at different times of day (school day mostly), record sound 2. Small groups (3-4): choose 1 photo for each time of day, then explain why this photo, what moment it represents, what you do and how you feel at that time of day. A time you like? Why/why not? Groups produce powerpoint presentations (Fanny and Dina’s)
  19. 19. « STORY OF MY DAILY LIFE » 3. Compare routines between countries: would you like to be in my shoes? Whose life is easier / harder? What is the best/worst moment in our daily lives? http://bit.ly/176M8IF French schedule:  Step 1 (indiv): Nov 7-8th  Step 2 (groups): in class, Nov 21st  Step 3 (on TwinSpace, forum): in class, Nov 28th
  20. 20. GOAL, « GO OUTSIDE AND LEARN ». MATHS, ENGLISH Siegfried Maillard (maths, lower secondary) http://bit.ly/1ab0p8l Concept: using maths to solve real life problems, …like converting, translating and eating apple pie! Pupils: 13-15  Project type: documentary, problem solving  Language: English  Countries: France, Poland, Finland, Spain, Croatia, Slovenia 
  21. 21. VIRTUAL TRAVEL JOURNAL A Simple Collaborative Project
  22. 22. PROJECT IDEA… Idea: Present our school, city,… to our partners, and vice versa Problem: a little disappointing because there’s no cooperation
  23. 23. INSTEAD …  Each class will make a Virtual Travel Journal for their partner class  Cooperation: exchanging and transforming information about each other’s environments
  24. 24. BOTH CLASSES : 1. Gather information and send it to their partners (mixed nationality small groups…) 2. Organize, interpret partners’ information 3. Create a travel journal for their partners’ country 4. Send their journal and receive the partners’ journal
  25. 25. MOTIVATION 1. Research + data selection about our own environment. Necessary for the partners, mustn’t let them down! 2. Need to receive info : waiting, discovering partners’ environment
  26. 26. MOTIVATION 3. Creating Journals: discovering and understanding information about partners’ environment, then transforming it into something new 4. Curiosity : how will the partners perceive and present our environment? How will they perceive us?
  27. 27. ORGANIZATION  Length is up to you  Different possible focuses :  Environment: school/home/neighborhood/region…  Themes: history, environmental issues, music, literature…  Paths: daily path to school, local festivals, leisure…  Etc.
  28. 28. 2 KINDS OF INFORMATION  Objective, general, macrosocial History, famous people+events, literature…  Statistics, maps, press clippings   Personal, subjective, microsocial  Pupils themselves « What I like in my neighborhood… »  « The city when my grandmother was young… »   Drawings, photos, texts
  29. 29. MATERIALS  Images: photos, maps, postcards, video  Texts: articles, collected data, literary texts  Objects: real objects, scanned/photographed  Sounds: from pupils’ environment, music
  30. 30. Have a great seminar!

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