This document outlines a European creative writing project involving four schools from Portugal, Belgium, and Romania. The goals of the project are for students to collaboratively write stories exploring each other's cultures using ICT tools like a wiki. Students will develop their writing, collaboration, technology, and language skills. Teachers will guide students through brainstorming characters and plots, writing sections of shared stories online, and creating final multimedia presentations of the stories in their languages. The final products will be published online for all participants to experience different cultures and languages through the shared stories.
eTwinning Project Plan Example
Founder
Co-founder
Partners
ROVENA HOXHA, Albania
Ofeliya Gafarova , Azerbaijan
IRINA-AMELIA BARSAN, Romania
Natalja Varkki, Estonia
Title Rights of the Child for the Digital Age
Short Description
The project’s main objectives evolve around the idea of developing and improving student’s language skills. This is thought to be achieved throughout interesting activities amongst which I understandably highlight posters and collages, short movies and documentaries, paintings, drawings and photographs. While the peak is supposed to be reached through motivating students into creating objects using recycled materials and modern ICT resources. Learning to code and to program, observing and analyzing are our main goals. Participating actively on international initiatives like 'European Code Week' and 'Hour of Code' will also be preferred
Languages
English
Age of Pupils From 7 to 16
Subjects
Art, Chemistry, Design and Technology, Environmental Education, Geography, Informatics / ICT, Mathematics / Geometry, Physics
Aims
The project’s main goal is to develop and enrich their language, communicative and digital skills throughout engaging on the project. In addition project-based learning and on interesting international initiatives will be held regarding to the topic.
From eTwinning to "Step by step making a difference"stepbystep
This is a PowerPoint presentation we prepared for our students, not only to make them aware of the meaning of the eTwinning action, but also of what our own project, "Step by step making a difference", is about.
Presentation by Katarzyna Dumanska, Salesian Missionary Voluntary Service Youth for the World at TRIALOGs central training in Brno (Czech Republic) on February 19 and 20, 2008.
eTwinning Project Plan Example
Founder
Co-founder
Partners
ROVENA HOXHA, Albania
Ofeliya Gafarova , Azerbaijan
IRINA-AMELIA BARSAN, Romania
Natalja Varkki, Estonia
Title Rights of the Child for the Digital Age
Short Description
The project’s main objectives evolve around the idea of developing and improving student’s language skills. This is thought to be achieved throughout interesting activities amongst which I understandably highlight posters and collages, short movies and documentaries, paintings, drawings and photographs. While the peak is supposed to be reached through motivating students into creating objects using recycled materials and modern ICT resources. Learning to code and to program, observing and analyzing are our main goals. Participating actively on international initiatives like 'European Code Week' and 'Hour of Code' will also be preferred
Languages
English
Age of Pupils From 7 to 16
Subjects
Art, Chemistry, Design and Technology, Environmental Education, Geography, Informatics / ICT, Mathematics / Geometry, Physics
Aims
The project’s main goal is to develop and enrich their language, communicative and digital skills throughout engaging on the project. In addition project-based learning and on interesting international initiatives will be held regarding to the topic.
From eTwinning to "Step by step making a difference"stepbystep
This is a PowerPoint presentation we prepared for our students, not only to make them aware of the meaning of the eTwinning action, but also of what our own project, "Step by step making a difference", is about.
Presentation by Katarzyna Dumanska, Salesian Missionary Voluntary Service Youth for the World at TRIALOGs central training in Brno (Czech Republic) on February 19 and 20, 2008.
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The Competences of the Telecollaborative TeacherRobert O'Dowd
Presentation given at various workshops and conferences about a model of competences for the telecollaborative teacher. A paper has since been published about this. Contact me to receive a copy.
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The use of children’' literature for implementing intercultural projects is not so diffused in Europe. Besides, there is not an European network on pupils' literature, though several countries are active in this field. A fairy tale or a fable can enhance the intercultural approach as an active and creative processes...
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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2. EUROPEAN CREATIVE WRITING PROJECT
2010/2011
2
INTRODUCTION
ETwinning is the Community Schools of Europe. Teachers in all participating
countries can enroll and utilize online tools to eTwinning (the Portal and the
Desktop) to get to know each other, to meet virtually, to exchange ideas and
examples of practice, to gather in groups to learn together in Learning Events
and to engage in online projects.
WHAT IS A PROJECT ETWINNING?
Teachers from two schools from at least two different European countries and
create a project using the Information and Communication Technology (ICT) to
develop their work. How do schools communicate and collaborate via the
Internet does not provide subsidies, or administrative procedures exist and are
not required face meetings.
PRESENTATION OF THE PROJECT
The project involves four classes of four schools, two from Portugal, one from
Belgium and one from Romania. It seeks to involve various groups in the class
production of collaborative stories, to explore the cultures and countries from
each. This way they can also discover aspects of their own cultures that had
never previously thought. In parallel, we collect general information about the
cultures, countries and cities of origin of its partners.
3. EUROPEAN CREATIVE WRITING PROJECT
2010/2011
3
They will also have opportunity to become acquainted with three languages
(Portuguese, Flemish and Romanian), as is thorough knowledge of English as a
foreign language (as it will be the working language).
Simultaneously, the project also intends to work with different ICT tools,
especially one with students, other teachers with more, and still others with
both.
PRESENTATION OF THE PROJECT
Students learn to collaborate in a project using ICT, with colleagues from
another country;
Teachers learn to integrate projects with ICT in basic education;
All actors deepen knowledge of the English language in a context of
active learning;
Through sharing of experiences, all players develop or deepen their
European awareness.
SKILLS INVOLVED
This type of project allows students to:
Working within a truly collaborative project, using a concrete way,
knowledge relating to curriculum areas.
Develop collaborative skills and familiarize themselves with the maps of
ideas.
Develop critical thinking skills, to seek, select and organize information
relevant to the project.
Develop a creative mind.
Develop communication skills oral and written language (s) foreign (s).
4. EUROPEAN CREATIVE WRITING PROJECT
2010/2011
4
Learning to express themselves using different types of media - Web
design, digital photography, stories, video, etc..
Acquire knowledge about issues such as copyright, publishing, etc..
Enhance their ICT skills within a collaborative project.
Developing genuine intercultural skills.
PROCESS
The tool chosen for the realization of collaborative work between the four
schools is a WIKI.
Wiki is a collection of many interlinked Web pages and each can be visited and
edited by anyone, which makes it quite practical to reprint and future visits. Wiki
is today the most democratic and simple to anyone, even without technical
knowledge, contribute to the contents of a web page. The best known example
of wiki is Wikipedia.
Thus, the whole process can be followed
http://belgiumandportugalcreativewriting.wikispaces.com/
Preparatory work of teachers:
Teachers reach agreement with the (s) is (s) partner (s) abroad (s) on:
the educational objectives of the overall project
the nature of the final result,
the type of publication (Web publishing, video, photos, etc.)..
5. EUROPEAN CREATIVE WRITING PROJECT
2010/2011
5
DEVELOPMENT
Each teacher explores the wiki with your students;
The teacher helps students to identify potential cultural differences and
similarities between partners;
Each teacher develops with her students a map of ideas about how to
write a story;
In each class, the teacher asks a brainstorming session to find the
characters, scenarios and other aspects of the construction of the
narrative;
Established an outline of each story, the interaction begins;
Began to write his history. The story needs to be written collaboratively
online using the wiki;
Weekly on a rotational basis, each class group in each school, adds to
the narrative, according to what was pre-defined;
The school students write parts of the story that takes place in the
country in school B and so on;
Students organize the information, discuss it and use it to draft parts of
the story you're writing;
By Christmas, the stories must be completed. We will have four stories,
built collaboratively across four different schools;
Each group chooses a class presentation of the stories in their mother
tongue, recording an audio file;
The presentation of history may be in Digital Story Telling, using stop-
motion video, etc..
6. EUROPEAN CREATIVE WRITING PROJECT
2010/2011
6
FINAL PRODUCT
The final product will be published on a blog that will be created for this
purpose, the films may be placed on Youtube.
Classes in the language they hear the story of his companions and compare
the two languages. As we all know the stories will be an opportunity to hear
different languages in addition to the sharing of animation techniques.
EVALUATION
Ask students to present their project to other classes is a great way to assess
their general involvement in the project. The project can also be presented to
parents at a meeting with his presence.