Visibility of eTwinning Projects Group Newsletter no. 5 - July 2015 | Page 54

Visibility of eTwinning Projects Group July 2015 Newsletter

-----------------------------------------------------------------------------------------------------opportunities in education about their individual
learning and development of skills (2) as well as the
importance of language use with respect to the
great significance of development in their foreign
language competence, which is an essential part of
life in the European Union. Our pupils were
educated on: (3) respecting others irrespective of
sex, nationality, abilities and socioeconomic status,
(4) enhancing their capability in their feelings of
belonging to the European family, (5) recognizing
that they are members of a multicultural society,
(6) having all the abilities of joining working teams
and form friendship on occasions of staying abroad,
(7) being able to gain knowledge of cooperation
with pupils of different backgrounds and abilities
while applying Information Technology throughout
Comenius partnerships. Our aim was also (8) to
make pupils feel interested in becoming part of the
society of the region where they are studying in
other EU countries and (9) to teach pupils tolerance
towards diversity.
Teachers participating (1) enriched their expertise
by exchanging ideas and professional experience
with their colleagues working in EU countries, (2)
had a picture of the education systems of the EU
partner countries, (3) was motivated to maintain
best practices and streamline their institutions, (4)
applied inclusive pratices in a variety of educational
and regional backgrounds, (5) visited to the partner
schools and enhance their knowledge about the
practice of inclusive education.

who wish to communicate in basic with people from
abroad or within their classroom.
The EST base of Red Ball offers a wide range of
ideas for similar projects. New partnerships can
enrich their repertoire of ideas and activities by
studying some of Red ball activities.
The Evaluation Tool, which contains an initial and
ongoing evaluation given to pupils of the
partnership translated in 10 EU language can
replace previous evaluations that co-existed and
can support any new partnership's attempt for
evaluating the procedure and knowledge of their
students/pupils.
The ideas of Non Formal Education Approaches for
Educational Inclusion can enrich and assist on
implementing more successful inclusive practices
within the classrooms.
The recipe Book of the partnership which contains
New Years and Christmas recipes from all 9 schools
can be used by local community and vocational
schools for preparing Seasons' cooking.
The general idea of collaboration between school
unit and academics showed great results at the
improvement of teaching techniques, since
academics can support learning as critical friends.
Conclusion

Institutions (1) improved their European contacts,
(2) hosted teachers working in the EU,