Ε-twinning is a E.U.
initiative, aiming at the collaboration among schools in order to develop
cooperative projects with cultural, pedagogic and other benefits.
The projects that reach certain national and European standards are
awarded with the national and European quality label. The quality labels
prove the high standard of the project and strengthen students’ and
teachers’ efforts to continue doing cooperative, high quality work.
European
Perceptions of Human Values
Founding Schools
7th Primary School of Agii Anargiri, Greece (Ms Thalia
Hadzigiannoglou)
Osnovna sola Horiul, Slovenia (Ms Tadeja Drašler)
Partner
Schools
ICA
FRANCESCHI, Trezzano Sul Naviglio, Italy (Ms Anna Palumbo Vargas)
Scuola
Primaria Statale Rionero in Vulture, Rionero in Vulture, Italy (Ms Maria
Teresa Carrieri)
Battonyai Szent István Általános Iskola, Battonya, Hungary (Ms Orsolya
Lengyel)
Scoala
cu clasele I-VIII Nr.4 Nr.5 Gheorghe Magheru, Caracal, Romania (Mr Dan
Nicolaita)
“George Cosbuc" School, Baia Mare, Romania (Ms Gedut Otilia)
"Avram
Iancu" School Dej, Dej, Romania (Ms Hosu Iulia Corina)
Zespół
Szkół nr 3 Dąbrowa Górnicza, Dąbrowa Górnicza, Poland (Magdalena Kucharczyk)
Aim
Considering the important role of human values
in student personality development, we will attempt to use language, ICT
technology and art as a medium for developing our students´ affective,
artistic, as well as ICT skills. Our end product will be a presentation of
the human values, as perceived of the students of the participating
countries.
Objectives
Following Bloom΄s
taxonomy, the project΄s
objectives can be classified in:
Cognitive:Students
will be able to develop their native language and foreign language skills.
Affective:a) Students
will be able to value the importance of human values, b) Students will
acquire a positive stance towards the introduction of the European dimension
within the school setting, c) Students will develop their affective skills,
d) Students will increase their motivation towards native as well as foreign
language learning. e) Students will understand how human values are
expressed and perceived by other Europeans.
Psycho-motor:
Students will be able to: a) Draw and paint pictures reflecting specific
human values (Artistic skills), b) learn how to use the PC to find
information, draw and paint pictures of human values and make presentations
(ICT skills).
Methodology
Our methodology focuses on activities that develop students’ affective and
linguistic skills. In more detail:
We
create a beautiful word cloud with the human values in our language.
Using audio/visual prompts (photos/songs/videos) or linguistic material (eg.
short stories) students work cooperatively attempting to recognise a
specific human value.
A
discussion follows as how students perceive the vakue and how they would
describe it to an alien.
All opinions are collected by
the group secretary and recorded on a piece of paper. Then, in groups
students use create concept maps.
On
a worksheet, students write the value both in Greek and in English. Then,
they make a sentence in both languages to descibe it.
The following worksheet is distributed to the students. They search the
Internet and complete it in their mother tongue or in English or in both.
Finally, students paint a picture of the value. All worksheets are collected
and pinned on a large poster entitled with the Value’s name. They are
photographed, put in beautiful e-frames and published in the twinblog/twinspace/school’s
website.
It is important for our culture that children mature
into altruistic adults who are able and willing to contribute their share
and beyond for the common good. Thus, using ICT, we will attempt to make our
students realise that in all areas of human endevour, famous people have
shaped our understanding and practice of the field.
Objectives (Bloom’s taxonomy):
Cognitive
Students will:
Improve their native as well as foreign language skills.
Learn about famous people in other European countries.
Identify the principles of fame for people who contributed
positively to the society.
Affective
Students will:
Develop a positive stance towards ICT, native as well as EFL
language.
Value personality traits that contribute to the common good.
Be open to the introduction of the European dimension within the
school setting.
Psychomotor
Students will:
Develop their ICT and artistic skills.
Methodology
The steps descibed below will be used for the project
implementation:
In groups or in pairs students think about an area they have a
fascination for (eg. music, sports). Alternatively, an interest inventory might be used.
Students create concept maps of people they belong to their
favourite area.
They select one person to write about.
They make a beautiful word cloud with the names of people they are
going to work with.
Students search the Internet to collect information about the
person they selected.
Students use a specially developed graphic organizer to depict
information about the person.
Students complete a puzzle mural that lists the principles of fame
in the shape of puzzle pieces. On each puzzle piece, students write examples
of the principle from the famous person’s life.
Students make a slide show presentation of their work.
Tools
Computer
Camera
Worksheets
Puzzle Mural
Evaluation
The project evaluation will be based on Kirkpatrick’s
model.
Students will be given a questionnaire aiming at
providing answers to the following questions:
Did they like the project? (Reactions)
What did they learn? (Learning)
Will they use what they learnt? (Transfer of knowledge)
Will they change? What is the impact to the school setting? (Result)
ROI (Return on Investment). How will the school benefit from the
students’ involvement in the project?
7th Primary School of Agii
Anargyri, Greece
(Ms Thalia Hadzigiannoglou)
Zkoła Podstawowa nr 33 im. I.J. Paderewskiego w Kielcach, Kielce,
Poland (Ms Elżbieta Nieściur)
Partner Schools Kapukargin Ilkogretim Okulu, Dalaman, Turkey (Ms
Ayseguk Erdur)
3rd Primary School of Chaidari, Greece (Ms eleni Pappa)vSzkoła Podstawowa nr
3, Leżajsk, Poland (Ms Joanna Mazurek)
Miejski Zespół Szkół z Oddziałami Integracyjnymi im. Polskich Olimpijczyków w
Krośnie, Krosno, Poland (Ms Matylda Gronicka)
Matei basarab, Ploiesti, Romania (Ms Nicoleta Barac)
Aim To design worksheets of extinct
animals, working collaboratively with other teachers and teach them to
students to develop their skills in EFL, Geography, ICT, Ecological
Awareness. Objectives: (Following Bloom’s taxonomy) Cognitive: Students will develop their academic knowledge on EFL, ICT
use, Geography. Affective: Students will develop their ecological awareness (perceiving
the reasons animals become extinct) and acquire a positive attitude towards
EFL, geography, ICT. Psycho-motor: Students will develop their artistic skills (painting the
pictures of extinct animals) Subject: Foreign Language Class: 4th Grade (D1) Duration: 3-5 months (examination of 8-10 extinct animals)
Methodology
Teachers collaborate to design worksheets on extinct animals (The format is:
Picture of the extinct animal, general information, anatomy, diet, fossils,
Quiz).
They teach the material.
Students paint the picture of the extinct animal.
They stick the picture of the extinct animal on a global map (where its
fossils were found).
A glossary is developed with basic terminology.
Students play the on-line puzzle designed by the teachers to review their
knowledge on the extinct animals.
Tools
Computer
Camera
Worksheets
Products A multilingual glossary on extinct
animals.
Extinct animals worksheets (Available in the STAFF ROOM).
On line specially designed puzzle.
Scrap book with the students’ material and E-book with students’ photos
working on the material.
Evaluation
(The evaluation will be based on Kirpatrick’s model)
Student Questionnaire
Dissemination
Poster Presentation
Scrap Book exhibition
Founding Schools
Founding Schools
