Visibility of eTwinning Projects Group Newsletter 8 Visibility of eTwinning Projects Newsletter 8 | Page 55

Visibility of eTwinning Projects Group July 2018 Newsletter ------------------------------------------------------------------------------------------------------ on the information exchanged during the videoconferences. The use of internet was forbidden for this production. For “Activity 4: Planet Exploration”, the instructions were given by the visiting pupils via the Discord application, by chat or directly by voice, with video sharing taken from the robot. A final videoconference was organised at the end of the project to communicate about the preferred activities during the project. To conclude, I can say that the comparison of the results of the two tests, before and after the project, clearly shows the improvement in knowledge in astronomy but also in English. You are kindly invited to visit our TwinSpace page: https://twinspace.etwinning.net/47471/home! Tatjana Gulic is a Maths, Physics, Astronomy and ICT teacher, an eTwinning ambassador and a Scientix ambassador in Slovenia. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Do you play with me? - Cultural heritage and inclusion giving hands by Glória Marçal and Manuela Baptista The eTwinning project “Do you play with me?” had on its basis the constitution of a school team, formed by the Librarian teacher (founder of the project), two Special Education teachers and an English teacher from the Portuguese school EB Infanta D. Mafalda, in Rio Tinto (integrated in Infanta D. Mafalda School Grouping, in Gondomar). “Do you play with me?” was the challenge released by the Portuguese Special Education students of this school to their European partners with the aim of promoting the share and revitalization of traditional games. Belgian, Greek, Portuguese (another school of the same geographical area), Romanian and Turkish schools accepted the challenge. The project based itself in the search, diffusion and execution of traditional games of the partner countries – subscribing, this way, in the European Year of the Cultural Patrimony – and promoted the inclusion of children / young people with Special Educational Needs. Moreover, it is important to say that this is one of the inclusive projects created within the scope of the challenge released by eTwinning in the beginning of the school year 2017- 18. It assumed an active and collaborative pedagogy, promoter of skills such as the search and treatment of information, the decision-making, the collaboration, the creativity, the communication, the use of information and communication technologies, and, even, the full inclusion, since it involved students with Special Educational Needs (the ones from Portugal, Belgium, and the students from one of the Turkish schools) and students with a regular curriculum, all participating in an equal level. By being based in the search and treatment of information, the project even allowed the students to acquire the following knowledges / abilities in the field of information literacy, fundamental nowadays (information society): enunciate the knowledges they had about the theme and ask questions (what they already knew and what they needed / wanted to know); identify, in group context, appropriate search terms to the topic; identify search tools and information sources; do searches based on the selected terms and evaluate sources, bearing in mind its relevance, authorship and pertinence; select the information that better answers to the questions on the subject; interact and collaborate with the peers, presenting their ideas and opinions. Several pedagogical modalities centered in the student were adopted, adapting them to the abilities and needs of each one, denoting care in conceiving effective ways to contribute to the education of all the students, including those who have difficulties, promoting favourable strategies to their emotional and socio-cognitive development. The work process was simple and creative, making tasks clear and meaningful. They started searching traditional games of their own countries, trying to understand how they are played; then, together, they decided which one they were going to share with the partners. They rewrote the rules and disclosed them in TwinSpace. Besides that, they created their own game (creativity and motricity) and a mascot associated with it, after collecting the necessary material resources (planning). Finally, they executed the game and filmed it, in order to share the video in TwinSpace, aiming a better explanation of how to play. The acquisition of knowledge / learning of the partners’ games was done by the careful observation of the shared 55