Visibility of eTwinning Projects Group July 2025 Newsletter
-“ inverting” the traditional frontal lesson,- foster motivation by harnessing the interests and emotions of students- promoting the utilization of ICT for research and online production, as well as for interaction and collaborative endeavours. consistently monitored and supervised the initial program, making necessary adjustments throughout the process. A pivotal role was assumed by the 10 student " tutors "( 4 boys and 6 girls from 5th grade).
Throughout the various stages of the EAS- SLE implementation, each student exerted maximum effort: they progressively honed their organizational and planning skills, adapted to changes, collaborated effectively, embraced responsibilities( consistency, determination), and exhibited resilience, alongside mediation skills, by engaging in dialogue and discussion with their peers to implement necessary adjustments( reassessing their approaches, re-evaluating their ideas) to attain the shared objective. The transdisciplinary approach, a well-considered blend of indoor, outdoor, and online activities, the engagement of parents, and the resource of " tutors " as companions have defined the EAS-SLE initiative " Growing Together in Europe by Dancing ". This EAS-SLE functioned as a continuous laboratory for inclusive experimentation, where dance and folk dances facilitated learning, communication, and the sharing of diverse cultural expressions. They also offered an alternative means of expression and communication, effectively utilized to alleviate tension and anxiety while fostering academic achievement and practical life skills. The varied and potentially challenging behaviours of students with ADHD, oppositional-defiant, and / or neurodivergent traits were addressed and managed through a coteaching approach by the educators, who
They were entrusted with responsibilities and acted as positive role models for their peers. Concurrently, the 10 eTwinners( tutors) cultivated and / or enhanced their empathetic abilities, self-esteem, consolidated skills, developed resilience, and self-regulation, aided in diminishing problematic behaviours, improved academic performance, and contributed to fostering a genuinely inclusive environment. The 33 students in classes 4 and 5 engaged in an innovative approach to education, fostering the acquisition of knowledge and skills. They participated in physical activities, music, singing, dancing, art, online research, and utilized various applications and tools, all supported by their tutors in a nurturing and non-directive environment. The 33 students were organized into working groups for both the dance activity( 5) and for tasks related to online research, information and communication
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