Visibility of eTwinning Projects Groups July 2019 Newsletter Newsletter 9 | Page 79

Visibility of eTwinning Projects Group July 2019 Newsletter
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abilities and needs of each one, exemplifying care
to find effective ways to contribute to the education
of all students, including those who have
difficulties, promoting favourable strategies to their
emotional and socio-cognitive development.
It assumed an active and collaborative pedagogy in
order to promote skills integrated in the curriculum
and life skills aiming to the full inclusion of all
participants by involving students with Special
Educational Needs (the ones from Portugal and
Turkey) and students who follow a regular
curriculum, all participating to an equal extent with
similar responsibilities.
partners work and at the same time became aware
of democratic processes. Taking into account that
participation is the primary goal, the Portuguese
students who are more competent in crafts than
drawing made a mascot to represent our logo.
During videoconferences students sang songs from
their countries, discussed their progress and the
Portuguese group presented the mascot they had
created. To feel how many of their worries also
their partners share, the students talked about the
available equipment for disabled people in their
local attractions and the actions that could be taken
so as to let everyone enjoy those places.
In due course, the partner schools visited most of
the attractions they had selected, either in person
or digitally where access was not possible. During
their visits, they investigated and discussed the
accessibility of those sites to people with mobility or
sensory issues. Not only did they research what
measures can be taken to improve accessibility
further, but they also presented their views to the
local community and some of them sent their ideas
to the local council too.
The process
The work process was simple and creative, making
tasks clear and meaningful. They started by
presenting themselves and their schools to other
partners and sharing photos in TwinSpace. To be
more engaged in the project, they interacted with
each other with comments on a Padlet designed for
that purpose or on project TwinSpace. Then
students brainstormed on various places people
usually visit in their hometowns.
Having done that, each country tried to create a
logo for the project and put their creation online for
a vote. This creative exercise gave them the
opportunity to express themselves in a unique and
specific way. Students were amazed at their
After finishing the tasks, we started the process of
dissemination through the collaborative production
of the final product, a digital travel guide with
Flipsnack: http://www.flipsnack.com/yiotaefl/our-
travel-guide-ftkmg5amz.html
To the dissemination of the project, we also
resorted to QRcode and to online publications
(institutional sites of the schools, Facebook, Twitter
etc.).
Project Highlights: knowledge and skills
development
Some highlights from the 21st century skills
included in the project to achieve our collaborative
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