A dropA drop…… is traveling!is traveling!

General OutlineGeneral Outline

This project is a combination:This project is a combination:

�� of studying an environmental topic: water of studying an environmental topic: water

�� of developing creative skills, as writing and of developing creative skills, as writing and

drawing a fairytale. drawing a fairytale.

Students studied about water problems in their Students studied about water problems in their

area (Cyprusarea (Cyprus--water shortage, Greecewater shortage, Greece--water water

pollution) and produced a story in 6 chapters. pollution) and produced a story in 6 chapters.

Partners Schools used a collaborative Partners Schools used a collaborative

approach and developed creativity:approach and developed creativity:

in writing the storyin writing the story ……..

�� in making drawings after reading the part in making drawings after reading the part

of the story the other partner wroteof the story the other partner wrote ……

�� in making puppets out of the characters of in making puppets out of the characters of

the storythe story ……

�� In playing gamesIn playing games……

�� in making clipin making clip--art animations, games, art animations, games,

poems etc poems etc ……

Collaboration Collaboration –– InteractivityInteractivity

(1/2)(1/2)

Teachers and pupils collaborated in the Teachers and pupils collaborated in the twinspacetwinspace

with their partners: with their partners:

�� They exchanged emails, letters and cards They exchanged emails, letters and cards

�� the Greek school wrote the first chapter of the the Greek school wrote the first chapter of the

story and uploaded it in the story and uploaded it in the TwinspaceTwinspace

�� the Cypriot school wrote the second chapter the Cypriot school wrote the second chapter

and they continued this way until the 6th chapter and they continued this way until the 6th chapter

�� they exchanged ideas through chat rooms to they exchanged ideas through chat rooms to

decide how to continue and finish the story decide how to continue and finish the story

Collaboration Collaboration –– InteractivityInteractivity

(2/2)(2/2)

�� each class had to illustrate the part of the story each class had to illustrate the part of the story

the other class wrotethe other class wrote

�� Greece made the song and both countries sang it Greece made the song and both countries sang it

and put it in the and put it in the twinspacetwinspace. .

�� Drawings that one school made could be used by Drawings that one school made could be used by

the other school to make a game, a PowerPoint the other school to make a game, a PowerPoint

presentation, a clippresentation, a clip--art art

�� Different issues were discussed in the forum and Different issues were discussed in the forum and

children from both schools took part. children from both schools took part.

Curricular integrationCurricular integration(1/2)(1/2)

�� Language: exchanging letters, writing the Language: exchanging letters, writing the fairytale, the poems and the script.fairytale, the poems and the script.

�� Science: Studying water shortage and Science: Studying water shortage and water pollution water pollution

�� Home economics and design technology: Home economics and design technology: making the puppetsmaking the puppets

�� Art: making drawings for the illustration Art: making drawings for the illustration and the cover of the story, slogans about and the cover of the story, slogans about water problems and cards for their friendswater problems and cards for their friends

Curricular integrationCurricular integration(2/2)(2/2)

�� ICTICT: power point presentations, clip: power point presentations, clip--art art

animations, picture editor, games with the animations, picture editor, games with the

characters of the story, chatting with their friends characters of the story, chatting with their friends

about their everyday life and the storyabout their everyday life and the story

�� At the end of the school year celebration the At the end of the school year celebration the

they presented their work to peers and parents: they presented their work to peers and parents:

puppet show, power point presentation of the puppet show, power point presentation of the

story, song, drawings, games, and puppets. story, song, drawings, games, and puppets.

Creative use of ICTCreative use of ICT

�� TwinspaceTwinspace, where all pupils had usernames and , where all pupils had usernames and passwords. In their desktop partners developed their passwords. In their desktop partners developed their project focusing on project focusing on interaction.Studentsinteraction.Students used the chapter used the chapter that their partners wrote as an inspiration for that their partners wrote as an inspiration for continuation, for drawings, PowerPoint presentations, continuation, for drawings, PowerPoint presentations, clipclip--arts, etc. They used forums not only for arts, etc. They used forums not only for communication but also for planning their activities and communication but also for planning their activities and developing their assignments. Then a feedback was developing their assignments. Then a feedback was uploaded on the bulletin board. Chat room and email uploaded on the bulletin board. Chat room and email was used, providing a safe and synchronous way for was used, providing a safe and synchronous way for collaboration. collaboration.

�� Photoshop and Photoshop and photoeditorphotoeditor to change or resize to change or resize pictures. pictures. They scanned and stored their drawings on the They scanned and stored their drawings on the computers. computers.

Results Results ((11/2)/2)

The pupils The pupils

�� Became aware of waterBecame aware of water--related environmental related environmental problems in our planet. problems in our planet.

�� Developed the right attitude towards water waste Developed the right attitude towards water waste and water pollution. and water pollution.

�� Became familiar with using computers for Became familiar with using computers for communication and learning communication and learning

�� Learned about eLearned about e--safety (they covered their faces safety (they covered their faces in the pictures) and about not using somebody in the pictures) and about not using somebody elseelse’’s work (they made their own pictures and s work (they made their own pictures and clipclip--art).art).

Results Results (2/2)(2/2)

�� Got to know children coming from a very Got to know children coming from a very

different background, developed friendship different background, developed friendship

and learned to coand learned to co--operate with them. operate with them.

�� Developed their writing skills (story, script, Developed their writing skills (story, script,

poems, songs, letters, cards) poems, songs, letters, cards)

�� Became more creative and got the Became more creative and got the

satisfaction that someone was seeing their satisfaction that someone was seeing their

work.work.

Strong points!Strong points!

�� Interactivity!Interactivity!

Strong points!Strong points!

�� Evaluation!Evaluation!

�� Creative writing Creative writing –– CharacterCharacter--driven story driven story --

learning by doinglearning by doing

A drop is travelingA drop is traveling……

A' A' LatsiaLatsia Primary School (Cyprus) Primary School (Cyprus)

DimitritsioDimitritsio Primary School Primary School

http://www.schools.ac.cy/latsia%2Da%2Ddihttp://www.schools.ac.cy/latsia%2Da%2Ddi

m/etwinning/index.htmm/etwinning/index.htm

MIND THE GAP MIND THE GAP

General OutlineGeneral Outline

The purpose of this project is the bridging The purpose of this project is the bridging of the gap between the generation of of the gap between the generation of parents and their teenager children, parents and their teenager children, communication being the basis for the communication being the basis for the achievement of knowledge and achievement of knowledge and understanding between them. Also the understanding between them. Also the bridging of the gap between bridging of the gap between LodzLodz and and Barcelona as well, two towns located on Barcelona as well, two towns located on the edges of Europe, two towns unknown the edges of Europe, two towns unknown to each other...to each other...

SummarySummary

SStudentstudents from both countries from both countries studiedstudied the social, the social, cultural and political scenario in which their cultural and political scenario in which their parents lived their adolescence. Secondly, a parents lived their adolescence. Secondly, a personal dialogue was established between personal dialogue was established between parents and children about topics that unveiled parents and children about topics that unveiled aspects of the aspects of the parentsparents’’ life life for which for which students students were particularly interested in. Next, students were particularly interested in. Next, students presented (to their parents) their view about their presented (to their parents) their view about their own political, social andown political, social and cultural facts and they cultural facts and they compared it with the reality their parents compared it with the reality their parents livedlived while they were teenagers, namely the while they were teenagers, namely the decade of the 1970s decade of the 1970s

SummarySummary

Polish and Spanish Polish and Spanish studentsstudents studiedstudied different different

topics related to the time their own parents were topics related to the time their own parents were

teenagers in Poland and in Spain. The final teenagers in Poland and in Spain. The final

product product isis aa groupgroup ofof ""articlesarticles" presented under " presented under

the following headlines:the following headlines:

The History of Poland and SpainThe History of Poland and Spain

Cultural and Social EventsCultural and Social Events

Everyday LifeEveryday Life

Lodz and BarcelonaLodz and Barcelona

SummarySummary

This project is enhanced by This project is enhanced by the information and the information and

experiences exchanged by Spanish and Polish experiences exchanged by Spanish and Polish

students, thus widening all types of boundaries students, thus widening all types of boundaries

as well as increasing their knowledge from other as well as increasing their knowledge from other

distant but close realities... distant but close realities...

Curricular integrationCurricular integration

History,History,

Vision and Plasticity , Vision and Plasticity ,

Music and Technology, Music and Technology,

ICT and Drawing ICT and Drawing

ICT ToolsICT Tools

Students learned:Students learned:

the secrets of the videos (to record, the secrets of the videos (to record,

publish and edit), publish and edit),

Photo albums, Photo albums,

How to upload music in How to upload music in MySpaceMySpace, ,

what is a what is a podcastpodcast and how to use it. and how to use it.

ICT ToolsICT Tools

The results of this project can be seen in The results of this project can be seen in

an interactive an interactive blogblog and in their web page.and in their web page.

The web pageThe web page……

Strong points!Strong points!

The joint, systematic and coordinated work The joint, systematic and coordinated work

of both centres, which was a great benefit of both centres, which was a great benefit

for all the studentsfor all the students..

The cross curricular approach of The cross curricular approach of

knowledge knowledge

Strong points!Strong points!

The variety of ICT tools that are used!The variety of ICT tools that are used!

MIND THE GAP MIND THE GAP

PublicznePubliczne GimnazjumGimnazjum nr 7 nr 7 imim. .

MikolajaMikolaja KopernikaKopernika w w LodziLodzi –– POLANDPOLAND

IES IES MenMenééndezndez y y PelayoPelayo

-- Barcelona (SPAINBarcelona (SPAIN

httphttp://barcelona_lodz.webs.com/://barcelona_lodz.webs.com/

Between the lines Between the lines

General OutlineGeneral Outline

�� Between the lines is an interactive teen Between the lines is an interactive teen

reading club with members from reading club with members from ElefsinaElefsina--

Greece and Greece and TargovisteTargoviste-- RomaniaRomania..

�� Partners read the same books and discuss Partners read the same books and discuss

them on line or do similar projects on them on line or do similar projects on

them.them.

SummarySummary

�� After lengthy emailing and chatting, the After lengthy emailing and chatting, the

teachers and students of both reading teachers and students of both reading

clubs started with Bram Stokerclubs started with Bram Stoker’’s Dracula, s Dracula,

in honour of the Romanian teamin honour of the Romanian team’’s s

hometown, which is linked to the book. hometown, which is linked to the book.

SummarySummary

�� Schools decided to do both Schools decided to do both ““mirrormirror”” ––

twinnedtwinned-- and individual and individual ––untwinneduntwinned-- work work

and started a and started a blogblog to publicise it. They to publicise it. They

kept close trail of the kept close trail of the webtoolswebtools, they , they

introduced to each other as teachers, and introduced to each other as teachers, and

prompted students to post comments on prompted students to post comments on

the the blogblog. Book discussion resulted in a . Book discussion resulted in a

TwinspaceTwinspace forum where they asked each forum where they asked each

other questions and answered them. other questions and answered them.

The The blogblog……

SummarySummary

�� Their second book, Oscar WildeTheir second book, Oscar Wilde’’s Picture of s Picture of Dorian Grey, was a common student choice and Dorian Grey, was a common student choice and it was seen in relation to the authorit was seen in relation to the author’’s overall s overall work. work. SkypeSkype sessions have become more sessions have become more frequent and focused on the books. The Greek frequent and focused on the books. The Greek chief of communication chatted with and chief of communication chatted with and emailed the Romanian students and their emailed the Romanian students and their teacher. Students did team work within their teacher. Students did team work within their countries and interactive team work was countries and interactive team work was practiced through a openpracticed through a open--source moviesource movie--maker maker webtoolwebtool..

SummarySummary

�� Chat about this bookChat about this book……

Curricular integrationCurricular integration

�� Apart from the basics of literature Apart from the basics of literature

analysis, social issues, religion and local analysis, social issues, religion and local

history came up. These two countries history came up. These two countries

have historical links and by presenting have historical links and by presenting

them history lessons had to be recalled. them history lessons had to be recalled.

English was used in real circumstances. English was used in real circumstances.

ICT ToolsICT Tools

�� Webcam sessions are the strong point of Webcam sessions are the strong point of

the project. the project.

�� EE--class tools such as class tools such as WebquestWebquest and tests and tests

were tried for the first time. were tried for the first time.

�� YoutubeYoutube trailers related to the books were trailers related to the books were

always attractive to the team. always attractive to the team.

�� WebtoolsWebtools, such as , such as VocisVocis, puzzles, , puzzles,

slideshows etc spurned student appetite slideshows etc spurned student appetite

and made the and made the blogblog appealing to appealing to

teenagers.teenagers.

�� Smaller and larger movies were created by Smaller and larger movies were created by

Romanian students and the Greek group. Romanian students and the Greek group.

Students worked with WIN word and Students worked with WIN word and pptppt

making presentationsmaking presentations..

�� In both countries, experienced students In both countries, experienced students

became the teachers' ICT tutors! became the teachers' ICT tutors!

Strong points!Strong points!

�� New New webtoolswebtools, that make a great effect in , that make a great effect in

an interactive and very popular an interactive and very popular blogblog..

�� A creative society of good A creative society of good ……learnerslearners……

Between the lines Between the lines

1 1 GENIKO LYKEIO ELEFSINAS GENIKO LYKEIO ELEFSINAS ––

GreeceGreece

COLEGIUL ECONOMIC "ION GHICA" COLEGIUL ECONOMIC "ION GHICA" --

TARGOVISTE, RomaniaTARGOVISTE, Romania

httphttp://draculabetweenthelines.blogspot.com://draculabetweenthelines.blogspot.com

//