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Interactive teaching is the most important thing to cross the borders

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When we use innovative methodologies to work with multicultural groups, all students learn better :)

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RespAct is very interesting. In my school the PE colleague organized a similar project. All students cooperated with the same and common interest. This project involved migrants and their parents too. It was funny and inclusive. It helps development of many emotional skills. Now we have been working since two months to program new projects. One of these deals with food in different cultures.

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Very interesting ideas from Erica and Alicia. To know for other personalities is interesting and inspire them. Also the role play give them the taste of feelings and the sence of other culture

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I do not teach the refugee students in my school, but one of my colleagues, she keeps a project on multiculturalism approach the various cultures through reading the great stories of faraway places that then meet in a school activity. I think it's a good way to start a business trying to get in touch with other cultures through food mondo.Spesso communicating the uniqueness of each culture.

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I do not teach the refugee students in my school, but one of my colleagues, she keeps a project on multiculturalism approach the various cultures through reading the great stories of faraway places that then meet in a school activity. I think it's a good way to start a business trying to get in touch with other cultures through food mondo.Spesso communicating the uniqueness of each culture.

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Using several methodologies is important for the inclusion of all students in all schools in the world. I think the methologies: video, blogs, lapbook, drama, google earth, visual games, stories, fairy tales, pictures, etc ... are very interesting to achieve good objectives within a class.

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I used Kahoot sometimes, it helps to increase team building, in some cases, also in presence of pupils who don't understand the language spoken by the others.

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I agree with ALICIA & ERIKA.
Diversity through: Projects, Events, Video recordings. Sometimes activities go anywhere, work in groups and share their opinions. (Like Padllet, Google Tools). How methodologies are important for an inclusion of all students.

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I think that is  very imprortant to create a sence of belonging to the school community and in the classroom. I sometimes use activities where everyone can work in group and share their opinions.

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The methodologies are important for inclusion of all students.
I think that the methologies: the videos,  blog, lapbook, drama, google earth, visual games, the stories, fairy tales, images, ecc... are very interesting.

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Starting with videos you can show differences and then reflect upon it and create collaborative groups in order to describe every difference in a poster or a blog

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Starting with videos you can show differences and then reflect upon it and create collaborative groups in order to describe every difference in a poster or a blog

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Anastasia Greece      I teach in students between 7 and 9 years old,who come from very differenet cultural background.I teach them how to respect the diversity  by using many interactive activities in my classes.Respect is a key-word in a class and in order to achieve it I use the following activities,which aim to strengthen the cooperation,the acceptance of the different and the mutual understanding among the students.For example,reading of books & fairytales,watching  videos,doing worksheets .

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Anastasia Greece      I teach in students between 7 and 9 years old,who come from very differenet cultural background.I teach them how to respect the diversity  by using many interactive activities in my classes.Respect is a key-word in a class and in order to achieve it I use the following activities,which aim to strengthen the cooperation,the acceptance of the different and the mutual understanding among the students.For example,reading of books & fairytales,watching  videos,doing worksheets .

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I think that the advices in the videos are very interesting.
In particular the explaining of inclusive methodologies the teachers can use  during the lessons; for example blog, lapbook, drama, google earth, visual games...
I often use the stories, fairy tales, images, videos because their can help the students to learn.
This methodologies are important for inclusion of all students, in particular for foreign kids.
In my classrooms there are a lot of this students.

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Maria Mantuano, Italy Very interesting video

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Maria Mantuano, Italy Very interesting video

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I TEACH IN A SECOND CLASS OF PRIMARY SCHOOL. IN MY CLASSROOM THERE ARE 3 FOREIGN STUDENTS: AN UKRAIN, A THAY AND A MAURITIAN. I HAVE A POSITIVE RELATIONSHIP WITH THEM AND THEIR PARENTS.

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The interaction is important to break down the cultural barriers. In my classroom we don’t have problems with language because my students speak Italian. A fanny way to work as a team is circle games or painting activities.

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This path is really interesting for pupils and Teachers because it helps to reflect about innovative teaching metods inspired by the civil society

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I agree with Alicia and Erica that  eTwinning helps to develop cross-cultural competencies by building a cultural bridge between students of different nationalities living in different countries. It offers a chance for realistic intercultural learning situations. Pupils will learn about friendships and different views, habits and cultural characteristics within a different culture. Thus, students may make friends, become tolerant and accept differences, they learn to adapt more easily, they learn “new ways” for solving a problem, and they share their culture.

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Angela maria Lanzo, Italy                            A culturally inclusive environment requires mutual respect, effective relationships, clear communication, explicit understandings about expectations and critical self-reflection. In an inclusive environment, people of all cultural orientations can:freely express who they are, their own opinions and points of viewfully participate in teaching, learning, work and social activitiesfeel safe from abuse, harassment or unfair criticism

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Angela maria Lanzo, Italy                            A culturally inclusive environment requires mutual respect, effective relationships, clear communication, explicit understandings about expectations and critical self-reflection. In an inclusive environment, people of all cultural orientations can:freely express who they are, their own opinions and points of viewfully participate in teaching, learning, work and social activitiesfeel safe from abuse, harassment or unfair criticism

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While listening to Alicia, I was thinking that a project about their personalities could make them learn that they have more in common despite what they think and even if they belong to different cultures. Sharing and showing each other their whatsapp profiles, for example, choosing an immage which can describe who they are, could be a simple but effective idea.

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I think working together in a project can make them collaborate and learn about each other.

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I believe producing audiovisual deliverables of the things they learn is a terrific way to engage students. This way, not only they put all themselves in learning as best as they can about the subject, doing research, confronting each others’ ideas, collaborating in producing and post-producing, but they also make use of those digital competences that nowadays youngsters are so good at and that are so valuable in the society on a practical level.

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Very interesting work with projects.

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Thanks to a Comenius project http://1stprimaryschoolpyrgoscomenius.weebly.com/
we explored with the other 8 partner countries different games we play or parents or even grandparents played. It was amazing how many similar games we discovered that we had and how many new games we learnt from each other!

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Very interesting.
I was wondering if it could be useful to make a project about a famous place or a famous painter: Each children could choose a different country and so foreigner students could choose their own country or their parents' country while all the others could choose one they like or are interested about. As I teach English I would ask them to prepare a power point or a simple speech with pictures of what or who they chose. It could also be interdisciplinary as well as intercultural and all of us could learn a lot.

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I have the grades 8-10 do presentations on inventors in Physics once a year. I think it would be interesting to adapt the presentations to having the students present a famous inventor from their country . This would help them see that not all inventors are from America, Russia and Germany. I would learn a lot myself by having them do this.
The suggestions were simple and effective for intercultural understanding.

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I found Alicia and Erika's suggestions really interesting.
While listening to the video I thought about how to put them into practice in my school and this is something I will do in the future!
I especially liked the work about famous personalities. I consider such a project quite challenging not only for students, but also for teachers (I was wondering about  my knowledge about famous Chinese personalities..). I agree that such a work would be very interesting for pupils since they are required to deepen their knowledge of their own culture  and to present it to peers from other cultural backgrounds. Experiences like this allow students to integrate many different skills and to think (and act) creatively and critically which is exactly what school should promote.

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I liked Alicia and Erika's suggestions very much, because they're simple and effective. The use of new tecnologies, like the use of educational platforms, social networks and blogs together with the old traditional interviews and letters to far relatives can help teachers to get a more inclusive educational environment where different cultures can coexist in a quite spontaneous way. In my personal experience I've used music as universal language to link different cultures and traditional dances and food to create a joyful intercultural climate. We've involved also families who are usually happy to collaborate with us.

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I find Alicia and Erika's ideas very interesting.

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Very interesting ideas by both Alicia and Erika! I believe we should all try some of these ideas so that children will be able to learn about other cultures.

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I agree with Alicia and Erika that Comenius and e-Twinning programs helps students develop intercultural competence. Each student has a unique personality and a specific cultural background. Children must learn each other in depth so they can build an honest relationship.  New technologies can helps us design a project so students could work collaboratively. A fanny way to work as a team is circle games or painting activities. It is a great way for children who have language difficulties.

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I’m totally agree with Alicia and Erika. Interaction is the key to break down the cultural barriers. In my classroom we don’t have problems with language because most of my students were born in Italy, so we can talk together, for example,  about  their home country mythology . The purpose is to analyse the differences but above all the contact points. The lessons have encouraged  the students  to talk each other about their own home country. All of them were curious and interested.

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Marina, Italy        The two videos have offered many insights on methodological approaches in teaching, such as the use of the theater and the Cooperative-Learning in support of migrant children.In the narrative of migration for me it has great value the role of the theater, as a representation of reality and fiction, which moves from the real life stories of migrants, their biographies personified by the pupils who undergo interviews by their companions.A theater which, if well managed and attentive more to the process that enabled to achieve the result, stimulates the identification of the spectators with the actors and promotes the elimination of prejudice and stereotypes. The strategies of the CIRCLE TIME and IMPROVISATION, the use of MASKS let you communicate something of themselves to the other, creates empathy, to activate channels of expression protected, respecting the privacy of everyone, the freedom to say and do not say , to get "naked" only if we want.The methodology of the Cooperative-Learning has as its main goal to educate to respect others, to dialogue and cooperation; a commitment from the perspective of sustainable development and peace.

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Marina, Italy        The two videos have offered many insights on methodological approaches in teaching, such as the use of the theater and the Cooperative-Learning in support of migrant children.In the narrative of migration for me it has great value the role of the theater, as a representation of reality and fiction, which moves from the real life stories of migrants, their biographies personified by the pupils who undergo interviews by their companions.A theater which, if well managed and attentive more to the process that enabled to achieve the result, stimulates the identification of the spectators with the actors and promotes the elimination of prejudice and stereotypes. The strategies of the CIRCLE TIME and IMPROVISATION, the use of MASKS let you communicate something of themselves to the other, creates empathy, to activate channels of expression protected, respecting the privacy of everyone, the freedom to say and do not say , to get "naked" only if we want.The methodology of the Cooperative-Learning has as its main goal to educate to respect others, to dialogue and cooperation; a commitment from the perspective of sustainable development and peace.

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Cinzia DM- The interview is a very good way to improve speaking and comprehnesion abilities ( I am teaching Italian L2), it is also useful to focus on the results of the interviews and do a kind of survey to analyze the cultural differences among people.

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Cinzia DM- The interview is a very good way to improve speaking and comprehnesion abilities ( I am teaching Italian L2), it is also useful to focus on the results of the interviews and do a kind of survey to analyze the cultural differences among people.

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I very much enjoyed working ideas implemented by Alisia and Erica. The school is in fact the most suitable environment where children can develop intercultural skills. Today thanks to new technology is also more simple. The possibility of cultural exchanges with the countries of origin of foreign students present is an outstanding idea. The possibility for example to make literature in comparative way, among the various nationalities present in the class could be significant.

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I strongly agree with most of the ideas expressed in the previous video, although I find quite difficult to apply them in the subjects I teach (Physics, Chemistry and, sometimes, Biology). I have participated sometimes in such activities organized by other colleagues and I also try to learn my students how to work together and understand each other better. I also try to make them aware of other cultures and civilizations (e.g. within Geography lessons, which I teach sometimes), which may be different but have some common things with us. Also, I try to help them understand Science, a multicultural language which is used I many applications worldwide.

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I agree with ideas in  bot videos. My class in involved in a musical project(chorus and instruments) as a way to join all with multicultural texts

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Gabriella, Italy  Erica's ideas can be very useful to promote multicultural diversity. The interview to grandparents is a good idea.

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Gabriella, Italy  Erica's ideas can be very useful to promote multicultural diversity. The interview to grandparents is a good idea.

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Secondo un vecchio adagio popolare, citato da Freud, l’insegnamento sarebbe uno dei tre mestieri impossibili: L’educare, il curare ed il governare.

La fatica e l’impegno necessari nel lavoro scolastico implicano la costruzione di una relazione personale forte tra allievo ed insegnante, in cui quest’ultimo si mette in gioco come persona.

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In these last 11 years I had more then 20 eTwinning projects with lots of countries in Europe and I had a Comenius assistant from Turkey. It has been very useful for intercultural activities and for inclusive projects.

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I strongly believe that working in groups or first in couples then in groups has a fundamental role to develop intercultural competencies. Working not individually but with others makes them know each other and uderstanding that diversities themselves are te key for a successfull work. There are hundeds of possibilities and technologies help us in many ways. The exchange helps developing strong awareness and our own identity.

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I prefer group activities to foster knowledge and exchange of views between students of different cultures.
All activities are anticipated from the circle time moments during which, with my help, you trigger various discussions on certain topics: family, food, games, fairy tales.
The exchange serves to build its own identity and an awareness of others

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I liked expecially the last ideas: I'm thinking how I can do it....dividing class in two ot three groups, each group can build a quiz with learningapps or kahoot. The quiz should be about the Country  the mates come from.In my last etwinning project students created in English a quiz using learning apps, a match with their photos and descriptions

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I use some of the mentioned activities like drama, internet research,  asking relatives and others for their upbringing and their culture.
I have currently entered an etwinning project wishing to offer my students the opportunity to exchange ideas with students from other cultures.

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So interesting ideas. I use to take part to e-twinning projects with my class using web 2.0 tools. It's amazing how students love to collaborate with students of other countries and learn about them.

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I like their ideas. The school offers many resources to develop the intercultural skills of the students.  In my classroom often we also make some comparisons between the different nationalities and cultures.

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I teach groups of students from 14 to 18 years old. A sense of calm and friendly atmosphere is an essential key to motivate and encourage them. Empathy, sensitivity, patience and self-consciousness is a way to improve their different learning styles. I agree with Alicia and Erika on intercultural competences and new strategies. Research of past generations, pictures, videos and so on, are exactly that and part of my job. I like ICT. My students are  familiar with them. When they work in group, they realize games, videos easily and emotions education becomes important too. I think cooperative learning can be an effective strategy to develop intercultural competences. Last year I organized a comedy with fifty pupils to raise money for charity. It was very fun and they helped one another to succe All parents and pupils were satisfied and happy to help children in Ghana.

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I experimented PBL approach in an Erasmus+ project with a group of 15 aged students, near the half coming form outside Europe. Working together about 5 topics and using the NT to collaborate and create products such a website, a blog and a book contributed to make the group members interdependent and able to solve conflicts , that in other classes I've noticed

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I believe Erika and Alicia's ideas can be very useful to promote multicultural diversity. In my own classroom I have made an activity quite similar to Erika's one: every child had to talk about their grandparents' games and traditional dances. All the different games were then played by the pupils, who appreciated this multicultural exchange

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I like the ideas presented by Alicia and Erika. The school offers many resources to develop the intercultural skills of the students. The activies that I like to suggest to my students are songs and dances from other countries trough videos on youtube and then carry a few easy choreography. This is important to learn about other cultures and developing cooperation, integration among them.

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I like their ideas a lot.
I teach in a school where there is, fotunately, internet, pc in all the classes and two informatic rooms. I often go there with my students, I leave them a subject as a riferiment, then I let them to look for something new and interesting.
Then, we also make some comparisons between the strange nationalities and cultures.

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I appreciate a lot the activity suggested by Alicia when she said to use some heroes of our time that is some important icones from different countries whose messages and values are universal .
Once we made a huge poster with the factfiles and the main messages of several celebrities from all over the world.

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I don't teach the refugee pupils in my school but one of my colleagues - she is an Art teacher -  asks them to play their music from their mobiles during the Art lesson. I think  it's a good way to start a activity trying to get in touch with other kinds of music of the world. The new pupils listen only to their music from  Syria so it would be nice if we could introduce them bit by bit to more music, to different music. This could mean combining a piece of art or a specific game with a new melody or song.

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Alicia and Erika's ideas are very interesting in the video.
I often suggest typical songs and dances from other countries to my students.
Music is also a very important means to facilitate integration and collaboration among all students.

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I think that all the activities Erika and Alicia have described in the video are interesting and useful to create students' intercultural competence. I'm an English teacher and I've always tried to use the researches during my lessons.
The activities that I like most are quizzes, class projects and video presentations.

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We organized lessons in pairs with different countries such as Portugal, Finland, Italy, greece, Poland, via skype or facebook in an Erasmus+ project „S/he is Equal in Europe” where students talked about themselves, their hobbies, their culture.

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I have very much appreciated the ideas and proposed activities. For example, I'd try the twinning programs. I never used them in class. I think it's very useful to have a match with young people of other nationalities. Today, thanks to the Internet and to social networks, there are many more possibilities than when we were kids. But Bisongna do a controlled use of social. It would be a nice idea to make a cultural exchange between different classes. At my school, this would be very difficult because we do not have internet access in all classes and use cell phones is prohibited by the school regulation. A fun activity would be to RPG in which each student, after studying the characteristics, plays a role of different culture and maybe other students have to guess who it is. I believe there are many activities you can propose to the students, you just turn on the imagination and want it!

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I teach gymnastic and first students have to know their body and its possibility of making movements. They have to try different sports and different way to move their physique to perform a task.
I think that a good way to integrate them each other is a creative task. Everyone have to ideate  an exercise (a couple exercise or with a ball, or the step...) sometimes with an appropriate music on background . Initially  I show them examples and they  exercise them. I show them youtube videos Then they have to train their creativity assembling their routine. They collaborate each other exchanging inspiration and ideas. And they use they're phones making videos to improve their routine.
The final outcome is always representative of their background, of their past experience, of their family culture...

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At the moment i'm not teaching in classroom, because my work consist of integrate persons with disability, but sometimes i've to face different backgrounds and point of vues outcoming from some lessons...i personally encourage tellings and stories from foreign pupils to share with all. Where im' working now sometimes they use cooperative learning, i find it so usefull and i really appreciate all the suggestions of the video. Organize lessons in an envolved way, such as drama, role playng, investigation and technological tools is very important. I really like also the idea to use some famous persons like examples. i hope to improve in this direction.

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I think that all the activities suggested by Alicia and Erika are interesting and effective especially because they are based on the interaction between students through targeted actions for knowledge and the sharing of motivating and stimulating experiences. Even I, although with much younger students, use the personal past as hint of reflection about diversity and believe that activities aimed at achieving a common goal through cooperative learning strategies are the most appropriate field to develop relationships and encourage participation all each according to their inclinations.

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My class has already participated in several eTwinning and Comenius projects that included Turkey, a country with very different customs from ours. There is always sharing and comparison between different countries. These projects are great for valuing what is yours and to feel curiosity and respect for what is in others. In these projects they know that diversity is an essential wealth for all. We use various tools, from youtube, skip, videoconference, photo exchange, voky to understand each other and google translate.

But this competence is worked day by day, in the respect between them, in the empathy and inter-help that is instilled.

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I agree with Alicia when she said that the pupils learn more when they have to search and discover new information by themselves and after to use that information to create something. I use collage, Kahoot and drama with my students but I never heard about Mystery Skype. I try to use as much technology in my teaching as possible to create educative and instructive lessons.

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I really appreciated the idea for students to construct their knowldege. ALloyd the suggested activities are very good examples to use in the class.

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This video was very interesting for help us to create and to invent activities to develop intercultural competence.
I think that any activity that promotes this is of great value, especially the use of tools like Google Earth, Internet, or educational games. Important for me, is the cooperative learning made through group work in which everyone is engaged in the performance of a specific task which it is responsible. Very often use the LIM as a common working tool by interactive educational games or watch movies or listen to music that comes close to their tastes to start joint reflection.

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Adriana, Italy
I teach in a secondary school of a technological institute. My students come from different towns in tre nearby of tre school and have so different knowledge in each school subjects. They decide to attend this institute because of their passion for IT. We improve the use of all modern support in teaching, not only Lim but also linguistic exchange in EU countries. At the moment students attend a course with a Mexican teacher for Educhange. I use all methods useful to improve a powerful understanding in my subject, I' m an English teacher but I work at the moment in the field of students'support and inclusion. I'm teaching also in a course of Inclusion, to send so e students in Romania,  taking part to a meeting with other EU schools

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I appreciate the ideas of Alicia and Erika. I believe that it is helpful to use drama and role play to encourage integration and the acquisition of language, especially with the younger pupils.

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Cinema is my favorite tool to give the students remarkable examples involving them emotionally. I came across two astonishing DVD, "Vado a scuola" and "Malala". My younger students watched the first, that is about students who live very far away from their schools, in different parts of the world, and despite the distance they even risk their lives to go to school. I usually show Malala's story to 12-13-year-old students, 'cause there are some cruel stories inside. They understand the value of education (alla the people involved risk their life to get education) according to a very different point of view. They are important experience which also teach that what we have obtained so far shouldn't be taken for granted.

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I appreciate the ideas of Alicia and Erika. I believe that it is helpful to use drama and role play to encourage integration and the acquisition of language, especially with the younger pupils. I often use the LIM and all pupils are involved in intercultural activities.

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I agree with Alicia and Erika. The drama and the role play are very motivating for the students that learn easily. I think is very positive for the students work in groups

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As teaching to teenagers and have them using the social network or Skype or similar tools, I find the students' linguistic competence and perception of the diversity can be enhanced by finding suitable people on the Internet to talk to. Moreover, quite often I let them read or listen to stories about people from different countries and express/share their opinions/experiences. Besides that, I think that the activity about students asking their grandparents how life was in their home countries or asking themselves what they want to be in the future is terrific.

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In all the subjects that I teach I'm trying to use different methods. Once I teach in a frontal lesson , sometimes i give a magazine articles and then I let my pupils say or write what they think about; sometimes , specially in Englsh , I give them an argument and I say to them to make a work on it and after we're going to talk about it. In Math i'm going to make some simulation events like going in a supermarket and use the money, problems concerning everydaylife in geometry so they can really understand what we're talking about.
In science lots of experiments and as examinations lots of quizzes ;but above all I always try to let the pupils discuss about a topic, to motivate them to don't be shy or araid to talk underlining that we learn from mistakes.
Erika and Alicia 's ideas are useful and interesting.

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As an English teacher, I have always used the language as a way to present different customs or people from all over the world to my students. As Alicia suggested, I let my students work on famous people around the world, and encourage them to create a multimedia presentation to share with the whole class group. As Erika suggested, I participated in a partnership project with a foreign school: students exchanged messages, videos and had Skype meetings regularly. Now that I'm teaching to adults everything seems a bit more complicate to me. Running exchange or partnership projects is tougher , because usually schools take part in such projects but not associations for adult learning. Beside this, adults tend to be a bit less open than children when it comes to share personal information, or life experiences.
What I'm trying to do now is to encourage my students to share habits and customs of their countries with the class group, and - at the meantime - let them now about customs around the world. My students' cultural references are extremely limited, as their level of English, so I tried to use very simple materials and sources. The "Buzzfeed videos" for example fit the purpose: they usually have only pictures with short captions. During the unit on Present Simple of the verb 'to be', I used a video about beauties around the world. I showed a video about beautiful women around the world; I asked my students to guess where they were from and invited them to use the verb 'to be' to describe them. We had the chance to discuss the idea of beauty around the world and it was very interesting.

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As a student guidance counsellor I do quite a lot of career advising with my students. We have made personal collages with pictures, letters or words cut from magazines. The idea is "a head full of dreams". That´s why I found fascinating Erika´s activity about asking grandparents about their dreams at their teenage. I could combine this view towards family history and the view towards future. I´m sure it would be interesting for students to see and hear the dreams in different cultures.

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All the acitvities are interesting. I use Lim vero often and students are involved in intercultural acitvities.

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I find very interesting Erika idea of asking about families and dreams, collecting pictures and other documentary information about their family. all this material can be used to realize an exhibition

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I find very interesting the idea formulated by Erika that foreign students could present themselves and their origins by making a collage of photos, videos and descriptions of their family and their native country. in this way they could not only make their friens understand who they are, but also they could reflect about their past, their present and their future, in an intercultural point of view.

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very interesting activities!

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I find every suggestion above great and I'm going to try and use them with my students. I have already assigned them with research about important personalities, their families' past, legends and traditions from their countries and I always make reference to culture and history of other countries whenever happens to mention them during a lesson.

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I agree with Alicia and Erika. the activities they presented are very interesting. in particular drama and role play. I use during my lessons LIM and Padlet. now my students are finding information about food to create a book of recipes.

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I like the ideas Alicia mentions to use in the classroom. Maybe a good question to use for project based learning will be a good base for intercultural competences. Departing from different food could be a possibility. Creating a recipe book with classes around Europe in an eTwinning project, a common story of who came to live in their countries in former times, where these people came from, why they arrived.

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The activities Alicia and Erica presented are very interesting.Not only I am going to apply them but also to enrich them. In my opinion the most significant principle that every teacher should follow is to allow students to gain the knowledge themselves. The role of teacher is not forwarding. Especially I am a great supporter of the "obstetric method" of Socrates. What I mean is that teachers have to lead their students to find the truth-solution themselves. For this reason I totally agree with Alicia about the creation of engaging experiences through games, quizzes etc. By this way they learn more effectively through their research. They discover the world themselves. As a result this process includes the feeling of surprise. This is what I am trying to do in every class. I avoid giving answer directly but trying to make them find it. For example if they do not know a word, I indicate the relevant dictionary, if they do not remember a grammatical phenomenon the relevant grammar, a famous person the relevant source, the Internet etc. Furthemore teachers should provide students with the necessary tools in order to use them themselves. Technology for instance. We can encourage students to communicate and collaborate with others all over the world by proposing certain projects. To conclude I would like to mention interactive boards, a really interesting and useful tool, which offers a unique experience both teachers and students.

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I'm agree with the ideas shared in the video and I believe in the power of eTwinning project to develop and engage knowledge and learning. In it technologies are the engine to build learning like clil activities.

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The ideas presented by Alicia and Erika in the videos are of great interest. The activities suggested such as role plays, dramatization, together with the use of TIC, are  engaging and motivating and  all students (good or weak students, students who speak the language of instruction or migrants) can take advantage from them. As far as I am concerned, the most useful strategy  to develop students’ intercultural competence is the cooperative learning. As well as being an effective didactic method, it helps  face to face interaction making students work and learn together, exchange opinions and overcome or at least reduce prejudices. To sum up, both teachers’ and students’ attitude towards diversity  could  change and improve while working in such collaborative activities.

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- connect with other classes - eTwinning
- research the past of their family members -discussions
- find out about a specific person - challenge - present the findings
- problem based projects
- create videos, portfolio, blog, posters
- drama, dance, role play
- google earth/ maps
- create their own quizes
- construct their own knowledge

I allready do a lot of the stuff that was mentioned in the video and I know that so many other teachers are doing similar activities!!!

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I teach German in an high school and I think that studying of foreign languages is very important in order to develop intercultural competence. I always try to teach my students that each language is expression of a culture, that is sometimes different from ours. For this reason I try to give them opportunities to know these differences through real comparison with other cultures. I usually use PBL in my lessons, my students take part in eTwinning projects and in school exchanges. Through these experiences they can compare themselves to young people of other countries and cultures and they can understand that there are sometimes similarities and sometimes differences.

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I found all the ideas interesting and they can be applied in the classroom. Recently I have used articles with people from different countries I have also used material describing traditions and habits very different from our own way of life (songs, quizzes, poems).

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I agree with Alicia, mainly about the importance of drama, it allows a positive interaction, communication, collaboration. I frequently used drama to develop this kind of competences. It is also an activity that students like carring out

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Every activity that allows the children to express themselves and know about their cultural background are welcome! These activities let the world come into the class and it's an intresting way of knowing cultural differences. For a projct about food and a good  diet, we asked grandparents what they would eat for breakfast when they were nine ore ten, and it was interesting discovering  how different  were eating habits in the past and in other countries.

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I think develop multicultural skills in our students is necessary to fully exploit all the opportunities, formal and informal, that occur to know and understand cultural diversity. For example, travel reports, eating habits, religious holidays, diversity of languages, clothes, etc

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I agree with Erika and Alicia and I think their suggestions could be very useful and interesting. Anyway, being a Math teacher, it isn't easy for me to apply them. I'm just thinking about creating a class blog or preparing some activities on Edmodo in order to share knowledge, informations and so on, possibly about real life math problems.

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As a school we are running many projects that encourage the involvement of all students, their parents and the local community.
Also, in classroom, as we proceed with the everyday program, we find opportunities for discussing and recognising cultural diversity. As an example, recently, in greek lesson, we worked on a great story about diversity, entititled "the happy meadow", a story about different flowers, their fears and how they manage to live in the same meadow. One from the activities was a role-play in order to give students the opportunity to develop their empathy. They imagined that they were in the position of the different flower, noted their feelings and gave advice to their future ''flower-children''.

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I TEACH ENGLISH SO IN OUR BOOKS THERE ARE REFERENCES TO MANY PARTS OF THE WORLD AND ESPECIALLY GREECE'S NEIGHBORS. THEREFORE I OFTEN ASK MY STUDENTS TO DO PROJECTS AND PRESENT THEM EITHER INDIVIDUALLY OR IN TEAMS ABOUT DIFFERENT COUNTRIES AND CUSTOMS. AS A CONSEQUENCE  STUDENTS FROM DIFFERENT CULTURAL BACKGROUNDS PRESENT THEIR COUNTRY. MOREOVER ETWINNING PROJECTS ARE AN EXCELLENT WAY TO COMMUNICATE WITH STUDENTS FROM DIFFERENT CULTURAL BACKGROUNDS AND FROM EXPERIENCE THEY REALLY ENJOY IT.

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I've had the opportunity to do several activities described by Erika and Alicia in my classes: in past years, teaching Geography and History, I often make my students use Google Earth, I organised some cooperative learning activities about searching information on the net about people who were important for the respect of human rights (Mandela, M.L. King, R. Parks, M. Yousafzai, etc.), I organised interviews to students'grandparents studying 20th-century in History.

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I teach maths in the secondary education, so there is not a lot of room for me to do so different things. But even in maths, a project I was already thinking of doing and is pretty similar to what Alicia is proposing, is to get students to find about famous mathematicians in different parts of the world and in different times. Depending on the grade of the class, we could go more or less in what they provided to maths. In any case, it is a good start for students to find about the cultural background of those personalities, of the cultural environment in other places of the world and in other times.

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It has been years that I integrate eTwinning projects in my work: Pupils love them, as they allow them to work collaboratively among them and with their foreign mates (i.e. in videoconferences), to share their materials (on common Padlets) and to work on intercultural issues: for Easter I'm going to run a project about common and different traditions during the Lent and the Holy Week. Here is a sample of a very easy activity for an eTwinning Event about the Shoah: https://padlet.com/changeling/42aixftwyw08

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In my scool, every classrooms have LIM and then I use its every day for  Padlet and Edmodo. I participate in Etwinning projects that give students the opportunity to cooperate with other students all over Europe. I hope tu use soon Kahoots, it needs to be work a long time to prepare the questions!

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So do I, I have implemented projects on famous personalities. Students  have work very well togheter. They love different characters of the historical figures, not as heros, but as persons with strengths and weaknesses.
For exemple I remember how much they were fascinates by

the biography of Grigorij Efimovič Rasputin.

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I love using padlet walls as collaborative posters. They allow students share their different views and pictures and they are extremely dynamic. In my school we take part on an Erasmus+ project about refugees in Europe and we embed padlet walls on our Twinspace pages about celebrations, like Carnival or activities to raise awareness about different origins. Students love to participate, see themselves reflected on the activities, recognise their friends and foreign partners and cooperate with them.