Visibility of eTwinning Projects Group July 2023 Newsletter
saw the pupils become the protagonists in this enterprise . Working together , learning one from the other , sharing one ’ s own experience with a colleague , the use of past experiences saw on the frontline our dyslexic pupils and our severely autistic pupil who drove the project forward . The experience of tutoring and peer tutoring were precious for everyone concerned ( tutor and tutee ), thanks to this the SEN pupils developed and / or boosted the sense of community , of mutual help , over knowledge exchange , shared taking the responsibility for making the compost ( the choice of food / vegetable waste ), taking care of the plants ( local vegetables and local fruit trees ).
The learning impact of this group learning and production All the pupils became more aware in a context that was not directed from above and that was experience-based , that their diversity meant uniqueness and richness for the other ; everyone works together and makes a commitment to achieve a shared and common goal . The operations undertaken , the doing ( tangible and intangible ) determined the timing for each stage of the project : the design and manufacture of mascots , of a puppet , of picture frames made from recycled materials stimulated their creativity , but also their organizational and reflective capacities , and developed the critical thinking skills of the pupils and of the autistic pupil in particular , who dedicated themselves with great commitment and attentiveness to the activities . Countless are the creative writings , the artefacts made from recycled materials , online production ( with Zaplicode , Chatterpix , WordArt …) in which he expressed and grown his eye to hand coordination abilities , his reading and writing and linguistic communicative abilities , working with
( didactic ) whole class ( settings ) and in small groups .
Communication with our international partners This was frequent and prolific : in the team there was and has always been a great understanding and collaboration , despite the difficulties associated with the school ( an absence of an Internet connection until March ) and the problems caused by the earthquake in Turkey or the continuing conflict in Ukraine , that has affected many of our partners in one way or another . In any event , after the first Chat , there were many more and over the last few months of the school year , from February to mid-April , the pupils made up for lost time in terms of knowledge collaboration and debate . Many projects were shared with our partners , via exchanges in chat and video chat , online meetings on specific themes that reinforced the main school curriculum ( Keeping safe online , dialogue with local experts in waste recycling , particularly significant was our meeting with the ACSE , the local municipal company for waste collection , on the theme of the ‘ Big Whites ’.
Conclusions All the work carried out , the knowledge obtained , the development and / or strengthening of linguistic competences in L1 and L2 but above all the decisive impetus given to the development of critical thinking skills , the powers of observation , of reflection , of comparison , the growing together by doing and learning one from the other , translated into a decisive growth of the personal and individual competence in the practical and social aspects of life : a conscious opening up towards each and everyone in the group with the knowledge that each one brings their own
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