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Evaluating an eTwinning project: the QL criteria, Irene Pateraki, GR NSS

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workshop from the PDW for the eTwinning Ambassadors, Rhodes, Greece

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Evaluating an eTwinning project: the QL criteria, Irene Pateraki, GR NSS

  1. 1. Quality Label Criteria: How to assess an eTwinning Project Irene Pateraki GR NSS
  2. 2. Step 1:Minimum requirement for QL • The project must have common goals and a shared plan. • It must be finished or in its last stages. • The applying teacher must have done significant contributions to the project. • A certain degree of collaboration must appear. The minimum to be considered is using and reacting to partners’ materials. • Project results must be visible.
  3. 3. 6 Common indicators for NQL criteria 1. Pedagogical innovation 2. Curricular integration in one or many subjects 3. Communication and exchange between partner schools 4. Collaboration between partner schools 5. Use of Technology 6. Results, impact and documentation
  4. 4. NQL and EQL From October 2012 the EQL is awarded by the Central Support Service to schools in a project who: • Have been proposed for the European Quality Label by at least one National Support Service after a screening process. • And at least two partners have already received the National Quality Label for the project. The European Quality Label is awarded only once a year and is featured on the eTwinning Portal.
  5. 5. QL1: Pedagogical innovation https://www.youtube.com/watch?v=sJ6dWQaMchg
  6. 6. QL1: Pedagogical innovation • it has originality in theme • it uses a variety of pedagogical methods • pupils are the ones who take the lead • pupils interact with their partners and work collaboratively using different methods like information gathering, problem solving, research, comparative work • pupils take different roles: artists, journalists, technicians, scientists, actors etc .
  7. 7. QL2: Curricular Integration https://www.youtube.com/watch?v=x_yYc1cnFCE
  8. 8. QL2: Curricular Integration • the project is based on the school curriculum and sullabi • the main part of the project work is done during the school hours • the curricular integration in the project is clear • project work allows students develop their skills and competences • the project-based pedagogical framework has been explained and documented by the teacher.
  9. 9. QL3: Communication and exchange between partner schools https://www.youtube.com/watch?v=xSQ_vqTn3rY
  10. 10. QL3: Communication and exchange between partner schools • the information sharing has identifiable goals • the communication between pupils is a clear goal for the teachers • students can share the work, deal with the same topic, interact and come up with a final outcome • communication activities are designed to encourage students to read, listen and view the work of their partners
  11. 11. QL4: Collaboration between partner schools https://www.youtube.com/watch?v=y_ww4NMsFDg
  12. 12. QL4: Collaboration between partner schools • collaborative activities go beyond communication: the partners are not just recipients of information; they are team-- -members, co-- -authors and co-- - creators. • Collaboration means that both classes need the contribution of their partner class to complete the activity. • Mixed-- -nationality teams are a very effective best practice for collaborative work. (small group from one class + small group from another class = mixed- - -nationality team)
  13. 13. QL5: Use of Technology https://www.youtube.com/watch?v=gZalOkeV9fk
  14. 14. QL5: Use of Technology • good adaptation of tools used by the teachers and pupils to conduct collaborative activities and sharing information so that real communication and interactions take place between them. • The tools are used in such way that they ensure the success of the pedagogical objectives of the project • Full awareness of eSafety issues (pupils are not identifiable, copyright issues on images, music etc. are taken into account)
  15. 15. QL6: Results, Impact and Documentation https://www.youtube.com/watch?v=qcb0td_xtXc
  16. 16. QL6: Results, Impact and Documentation (1) • Visible -project results and/or how they are presented online -activity/involvement of pupils (in TwinSpace) -project documentation (planning, evaluation & reflection, feedback possibilities etc.) • Invisible • impact of the project • -on teachers' skills • -on pupils' skills and knowledge • -social, personal (teachers and pupils) • -on wider community The invisible part can only be evaluated indirectly by reading the project documentation and comparing it to the visible part
  17. 17. QL6: Results, Impact and Documentation (2) • A variety of project results presented • Project documentation with information on evaluation (of most or all parts of the project), on impact on pupils and their skills/knowledge, on impact on teachers' skills and impact on wider community • The material presented is consistent with the documentation
  18. 18. Task 1: Project Evaluation A • Split in teams of 4 (mixed nationality group) • Read the framework used for the evaluation of QL • Read the application of the project: “Portraits and emotions” • Have a look at the TwinSpace: https://twinspace.etwinning.net/3921/home • Discuss with your colleagues and evaluate the project for each of the criteria 0-5 (30 minutes) • Report to the plenary (3 minutes each group)
  19. 19. Task 2: Project Evaluation B • Read the application of the project: “Active Detective” • Have a look at the TwinSpace: https://twinspace.etwinning.net/705/home • Discuss with your colleagues and evaluate the project for each of the criteria 0-5 (20 minutes) • Report to the plenary (3 minutes each group)
  20. 20. Thank you!! eirpateraki@gmail.com

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