Visibility of eTwinning Projects Group July 2013 Newsletter
-----------------------------------------------------------------------------------------------------Within a few days we discussed, explained and
agreed about the way we would work on the
project, the main issues & activities that the two
schools were going to have in common and the
form our final project outcome would have.
Before the ending of last school year we had
already finalized the project of the following one!
That helped us a lot during the implementation of
the project, because in some cases we had to
rearrange our schedule, without losing our goal!
Project implementation
7 students (6th grade) and 2 teachers were involved
in the project from the Turkish school who wrote
articles. The situation was a little bit different in
Greece: 31 students (8th and 9th grade – alone or in
groups) wrote the newspaper articles and worked
with the students’ group, who took part in a cultural
project named “scripta manent”, in which the
students wrote articles in Greek to create another
newspaper for our school AND an eBook about
incidents or/and significant memories of the
students’ grandparents and relatives about the WW
II. They interviewed them and the “results” would
be published in the eBook! We combined these two
projects and worked together with my colleague
from the “scripta manent”-project producing articles
in both Greek and German.
The “common” article
Our first step was to present the participants of the
project, our students, to start the project. The
Turkish students wrote a text about themselves
(name, age, hobbies, etc.) and sent it to the Greek
school. And after that the Greeks followed. The
Turkish students were younger than the Greeks,
but that was not a worth-mentioning problem for
either the project or the participants. The Greek
students were accustomed to using Web 2.0 tools in
small projects, which we did during the German
lesson since I insisted to include in their school
curriculum to learn the use and usefulness of some
Web 2.0 tools ; that is why they introduced
themselves by using such tools:
1)
http://www.thinglink.com/scene/372407633895751
681 (9th grade students) &
2)
http://www.thinglink.com/scene/372655327272763
394 (8th grade students)
Presentation of the schools and the city of each
participant followed. All the results were made by
the students (alone or in groups): 1) The school ->
http://www.thinglink.com/scene/372730191132229
632 & 2) The city from the students’ perspective >
http://www.thinglink.com/scene/372753727251021
824
The Greek students had also created exercises to
enable them to see if the students from Turkey
read their contributions (I gave them that idea,
because they kept on asking if the Turkish students
reacted on their work or if they had even read/seen
their work!):
1) http://learningapps.org/display?v=nrnc5w8j
(about the presentation of the 9th grade)
2) http://learningapps.org/display?v=zujf0d8a
(about the presentation of the 8th grade)
3) http://learningapps.org/display?v=bowjaomj
4) http://learningapps.org/display?v=b985d05k
[The exercises 3 and 4 were about the school
presentation].
Greek (and some German) & Turkish recipes were
also included in our newspaper. The Greek students
used again web 2.0-tool for their cooking
suggestions:
http://www.thinglink.com/scen