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See all the wonderful things Laura Brazzabeni has made

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find in list.ly

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find in list.ly

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I am an Engish teacher. I teach english in a Vocational school in Mantova. I have been teaching for 30 years to beauticians, hairdressers, waiters and cooks. I love teaching and travelling and I took part in different international and European project with my school and also thanks to Esperanto language. I find eTwinning very interstin and useful for us as Teachers.

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www.formazionemantova.it

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Tell me and I forget, teach me and I remember, involve me and I learn. Xun Kuang, Chinese Confucian philosopher, 3rd century BC

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bie.org
- real world connection
- core to  Learning
- structured collaboration
- student driven (teacher is a facilitator)
- multifacet assessment
- problem solving, collaboration skills

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- initial idea,
- finding a partner,
- negotiations to design a common project,
- implementation and evaluation of the project.

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Understand the basic principles of project-based learning

Start their Personal Learning Environment (PLE)

First draft and then progress in the creation of a quality collaborative project, integrating the contents of the course

Reflect on their teaching practice to detect strengths and weaknesses

Find cases of good practice that can be an example and inspiration for them

Learn the basics of eTwinning

Get to know the eTwinning quality criteria for planning a project

Get to know tools and applications which enable online collaborative work

Integrate resources in the design of a collaborative activity

Get to know eTwinning Live and its possibilities as a community and professional development platform for teachers

Learn about the TwinSpace and the tools it offers for the development and publication of collaboration projects

Share and collaborate through digital technologies, using them creatively, and identifying possible uses in their professional life

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the community includes over 600,000 registered teachers, with approximately 200,000 schools participating

What is an eTwinning Ambassador?

They are enthusiastic teachers with extensive experience in the program who have participated in numerous projects and achieved the recognition of the National or European Quality Label one or more times, or have been awarded the European eTwinning National Award, which gives widespread publicity to the benefits of the programme and assists other teachers who are getting started in eTwinning, both on technical and educational matters.

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1.2 Start your Personal Learning Environment

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1.2 Start your Personal Learning Environment

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A Personal Learning Environment (PLE) defines the communities, services and tools that establish the educational platforms that each learner uses to work on their own learning and accomplish their educational goals.

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- twitter
- facebook

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OBJECTIVES:

To detect strengths and weaknesses in your teaching practice.

To find cases of good practice that can be an example and inspiration for you.

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list.ly

What needs or areas of improvement and learning have I detected in my teaching?

What projects have I found that might help me?

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I can improve being more collaborative and make my students collaborate. A project-based Learning could be more motivating and more challenging. I would like to try to teach the same things in collaboration with other teaachers of a vocational school. Now my students are very little motivated in Learning a foreign Language and in learnign subjects which are not laboratory.

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Objectives for Module 3:

To get to know the eTwinning quality criteria.

To draft a collaborative project.

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- innovation and creativity (use different techniques: videos, books, stories)
- curriculum integration (it is not an extra task)
- communication and interaction (everything has to be shared, ex. with videoconferences… emailx, ITC….)
- collaboration with partners
- use of technology
- results (posgters, calendar, e-book, video), impact (it has to be diffused in socials, newpapares, web site…) and documentation (questionnaires for families, students, everyone) and share everything.

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- project draft: it is not a final idea

IN THE PROJECT:
- name
- abstract
- goals
- work process
- expected results

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Objectives for Module 4:

To get to know tools and applications which enables online collaborative work.

To integrate these resources in the design of a collaborative activity.

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Key ideas in Module 4:

Collaboration as the main axis in an eTwinning project

What is collaboration? How can it be implemented in eTwinning?

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find a list list.ly
a roject must be done in collaboration, it must have a product, like dor example an e-book and it must be evaluable.

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find in list.ly
the project must be done in collaboration, it must have aa final product, for example an e-book or a video or something else, it must be evaluble.

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THE 9 GOLDEN RULES FOR A GOOD PROJECT:

1. Get to know your partners: share with your partners all the necessary information, such as the number of students participating in the project, your students’ age and interests, your students’ level in foreign languages and their ICT skills.

2. Create a detailed time schedule: set the starting dates for each task, mark the dates when one of the partner schools is on holidays, share it with your students, set deadlines and respect them.

3. Preparatory planning leads to a successful eTwinning project: plan a meeting, introduce the project to the children and inform the parents, the colleagues and the headteacher about the specific project; add more teachers from your school to the project and form school teams; announce the beginning of the project on the school website; create Twinspace accounts for all the participants, and invite students to the Twinspace; organise mini-courses for your students on ICT tools to be used, and on how to use the Twinspace; create Twinspace tutorials for students or partners who are beginners in eTwinning (if necessary).

4. Design your Twinspace carefully: create activity pages for each one of the planned tasks, add a short description for each one of the activities planned at the top of each activity page, agree with your partners about the most suitable tools for each one of the activities, and add them to your activity pages.

5. Break the ice and get to know each other: have students interact as much as possible, ask them to update their Twinspace profiles by adding a short description of themselves, and a representative avatar. Ask them to leave comments on their partners’ walls, and to vote for the best Twinspace profiles. Plan chat sessions and skype meetings regularly. Find creative ways to have your students introduce themselves and their school or country.

6. Team your students up in Transnational Groups: team students up in transnational groups, create a table with the newly formed transnational groups and add it to the Twinspace. Ask your students to work together and write a short description of their group members. Ask your students to also agree upon a name for their group and draw together a symbol or an emblem for each group.

7. Plan as many collaborative activities as possible: try to plan activities that need your partners’ contribution to be completed. Use as many collaborative tools as possible (Google suite, DrawitLive, Glogster, etc.). Try to avoid creating folders for each country in Twinspace (successful collaborative activities are the ones in which you cannot tell which of the partners did what!).

8. Assign responsibilities to your students: discover your students’ talents and skills and give them responsibilities. Team the students up in groups, according to their talents (the painting group, the photography group, the ICT group, etc.), and assign to some students the role of "student administrator" in Twinspace.

9. Set Evaluation Criteria: try to evaluate the quality of your project along with your partners. Recognize Key Strengths, and identify areas that need improvement. Plan ongoing evaluation activities (share opinions, make proposals, comment on each other’s work).