Tasks students could do on their own

Collaboration in digital times & blended mobility

Integration in the curriculum

Work process

Our Project in eTwinning

About us

PLANS

Where do we have to work on?

Successes

Project activities

Links and results

With a click to the information

First year: Project results

https://padlet.com/e_l_a/auv0cxgrxxwl

Our website

https://planserasmus2019.wixsite.com/plans

What we still need to work on

- project seen as a process

- more focus on the security and data in internet and digital apps use

-focus on the use of Free Source Software

-planning a Project Day across borders

-diffusion /sustainability of the project: open school (workshops, "You can be a teacher for one day"...)

-STEM subjects

-creating a homogenic collaboration of all partners

and we need...TIME

We do not want to give up the experience and the bonds that are established in direct, face-to-face contact. The exchange, the experiences and the intensity of being in a foreign country for 24 hours for a week with a different family, cannot be substituted.

For this reason: We applied for an extension of our project.

About me

• Spanish teacher born in the Canaries
• Since 2005 at the present school and coordinator exchange programs: Europagymnasium Kerpen (about 1.800 students)
  
• Since 2009 working on Erasmus+ Projects
  

Partnerschools

• Agrupamento de Escolas nº1 de Abrantes- Portugal (1827 students) - Primary and Secondary School
  
• Tyršova základní škola a mateřská škola Praha 5 – (360 students) - Primary and Secondary School Czech Republic
  
• Şcoala Gimnazială Ştefan cel Mare, Bistrita - Romania (1007 students) - General Secondary School
  
• IES Sierra de la Grana, Jamilena - Spain (128 students) Compulsory Secondary School

Participants

Students taking part in this project are between 10 and 17 years old. Some of the partner schools have involved the whole school in this project since they are small schools.

Project activities

-following the original timetable

-mostlly dealing with situations familiar to students and differents subjects

-including different applications or digital skills, starting with a lower degree of difficulty in its application and use and raising this level

Examples of activities

-radio programme

-ebook about cultural heritage (collecting the results of the mobilities)

-podcasts: European values and urban citizenship

-composing a project anthem

-digital toolbox related to STEM subjects

-European sports

-easy readers: Legends

-guide to Internet safety

Project activity "European Sports"

Integration of the project in curriculum

1) in terms of topic, skills and competences

• dealing with topics familiar to students: "My town, my city", "Sports from other cultures", "Digital tools", "A city guide", "Sustainability", "Festivals" etc.
  
• dealing with ICT skills to apply them in other lessons: the digital world
• fostering oral skills in a foreign language (podcasts, radio programm...)
• developing trained competences such as researching
  

2) following similar goals specified in curriculum

• fostering teaching which supports digital and media literacy
• learning to use tools that promote cooperation and digital communication
• analysing personal data for further use, i.e. selecting copyright photos
• dealing critically with the information students find
• promoting teamwork as preparation for their future professions

3) following goals described in the media concepts in the school: striving to acquire a minimum of digital skills and promote interdisciplinary work

Moreover

-integrating the CLIL and PBL lessons into the bilingual English class lessons

- link some science classes and STEM lessons with our project

That all means

-our project complements the regular lessons of the students

-it is not seen as an isolated project but part of the school process

Successes

• communication
  
• development of the activities and results
• cooperation between students and teachers
• fantastic collaboration with almost all the coordinators
• the first mobility in Spain is an unforgettable experience

Which tasks could the students do?

The students were able to independently perform the tasks which involved research, creation, filming, exchanging ideas

• exchange of ideas (Twinspace, framapad, padlet etc.)
• film videos
• interactive presentations EUROPEAN SPORTS
  
• working on an ebook OUR CULTURAL HERITAGE
  
• podcasts
• research to prepare an activity
• drawings
• quizzes and surveys for other partner students
  
• digital vocabulary tests, to be integrated in an activit
• photo project
  https://youtu.be/V9xHy1ZOLrA
  https://www.youtube.com/watch?v=TZJswNppEJ4
• A choreography for our anthem

Development and exchange

-in the Erasmus Club

-and/or in a class

-with a teacher mentor

-in collaboration with other classes

-via eTwinning: pages, forums, polls, chats, virtual meetings, collaborative apps

above all:

in a permanent learning-teaching process where

-student and their ideas play an important role

-get involved in planning different activities, making decisions which apps, organizing workshops, a Project Day etc.

Further use of the results

CLIL didactic units / PBL proposals

PROJECT ACTIVITIES

Diffusion and sustainability

-some results are presented in classes-school groups where the topic is also in the curriculum

Presentation of the activity in the bilingual class -Kerpen

“You can be a teacher for one day”

- "Project Day"

- "Workshops

- "mini-trainings"

LAUNCHING AN ACTIVITY

-ca. every two months

-following a general practical guide (outline)

-but also with flexible reference to the end results:

similar activities can have different results depending on

students' characteristics in the partner schools

Methodical-didactical aspects

• the Erasmus project complement students’ lessons
• working cross curricular way by applying needed and new methods of teaching-learning skills
• implementing modern pedagogies by means of ICT, CLIL, PBL, STEM
• different school classes work parallel with classes from other school forms: primary or secondary, comprehensive or vocational school
• older students teach the younger ones or work as a mentor
• talented students teach digitally-challenged children

Central question

How have the partner schools been working with the students in this project?

& Collaboration

Communication and collaboration before and planning the mobilities

-via virtual meetings

-message videos

-emails

-whatsApp

-paper letters

-via Twinspace, where all the apps we used are integrated and where students

• got to know each other
• exchanged ideas
• launched activities and interacted (blog, forums, polls…)
• collaborated (padlet, myframadpad, genial.ly...)
• collected experiences during and after the mobility using a portfolio-padlet
• chatted

2. Useful and modern digital tools

Introduction of useful and modern digital tools

- for creating interactive and animated products

- learning media to be applied and used even in a quarantine time

(presentations, infographics, interactive images quizzes...)

-evaluating and collaboration (i.e. padlet, genially, my pad, answergarden, mentimeter, book creator, learning apps and more…)

-INTERACTION

GATHERED IN OUR DIGITAL TOOL BOX

Some examples

CULTURAL HERITAGE

SURVEY ON SPORTS HABITS

DIGITAL CHASE

1. Central Management System

Twinspace as a managemet system

-eTwinning and Twinspace as a work and exchange management system

-to keep all of our digital materials in one place: assignments, development of activities, project agenda, improvements and more

-a perfect platform to structure all of our digital learning-teaching process,

-making our project visually attractive

-to upload materials and results

-to disseminate our project

Blended mobility

Digital teaching in corona times: Challenges and Chances

Digital teaching in corona times

Challenges

-Some schools were closed, a new situation, for which some were not prepared.

-There was a lack of resources and digital skills in some schools.

(some) Students only had their mobile phones, therefore they couldn’t work or had no connection.

-Many students left the Erasmus Club.

…but also, Chances

- we were obliged to apply digital solutions.

-we have gained digital experience working in this project, which was very useful because we could apply it on the online distance teaching.

-teachers have developed new digital competences which are important for the teaching process.

-we appreciate now more than ever before how important the communication with others is.