Visibility of eTwinning Projects Group July 2014 Newsletter
-----------------------------------------------------------------------------------------------------The view through a pair of opera glasses is different
though:
successful itself, it has got 17 ratings and 107
projects have used it so far!
The sequenced model views the curriculum in the
project through eyeglasses:
This view provides a close-up of the details,
subtleties and interconnections within one teacher’s
subject. The key to this connected model is the
deliberate effort on the part of the teacher to relate
ideas within the discipline, rather than assuming
that students will automatically understand the
connections. One topic, one concept, one skill is
connected to the next. One day’s work, or even one
semester’s effort, is connected to the next.
One good example of the connected view when
talking about integration of eTwinning project work
into the curriculum is the project and kit entitled
“Detective Stories”. It is easily integrated in the
Language and Literature subject as books and
movies about detectives are translated into almost
every language and are accessible in all countries.
The next level following intradisciplinary is the
multidisciplinary level. At this level we can
distinguish between subjects within the same
curricular area, and subjects from different
curricular areas. The nested model views the
curriculum taught and learnt, reinforced, evaluated
in the eTwinning project through 3 dimensional
glasses, targeting multiple dimensions.
The lenses are separate but connected by a
common frame. Topics and themes are taught
separately by 2 teachers in the same school
involved in the project, but these topics or themes
are rearranged and sequenced to provide a broad
framework for related concepts. The teachers
arrange topics so that similar units coincide. A good
example is the project and kit entitled “Four
Seasons”. Students collaborate on certain feast
days that are celebrated across Europe because of
their astronomical significance. Students collect
information about the event, exchange it and
compare the local differences. Then they create
documentation and publish the results. Science
(through Astronomy, Natural Sciences and Physics)
and Society (through History, Social Studies and
Religion) are synchronized, and combinations such
as scientific data and religious topics give special
inspiration, as these topics are normally perceived
as contradictory or mutually exclusive. This is
correlation, and it implies drawing connections and
noting parallels between elements that remain
separately taught.
The shared model views the curriculum in the
project through binoculars:
Disparate elements are made compatible with, or
promotive of, each other. Nested integration takes
advantage of natural combinations. For example,
the eTwinning project and kit “Our landscapes”
combines together the follo v