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The aim of the LE is to present and share teaching methods and materials that can be used in eTwinning and Erasmus+ projects. We will focus on practical activities in our English language classroom to develop real-world skills.

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https://learninglab.etwinning.net/84077/

https://www.facebook.com/groups/630881827331342/

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Hello! I'm Emiliana Rufo.

I teach English as a Foreign Language in a Secondary School in Rome. I've been teaching English for 16 years. I'm specialized in developing ICT in the classroom.

I like learning new things, I think life-long learning is the aim of a good teacher.

I like trying new methods to make my lessons interactive and I believe this digital period forces us to keep up with technological progress and I want to be at the forefront.

My website: https://emilianarufo.wordpress.com/

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Beekast | Web and mobile application for your events, meetings and training sessions

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Beekast makes meetings, events and training sessions more productive and interactive.

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In this module we will:

discuss the characteristics of a great teacher;

share ways to create change;

outline some 21st century teaching approaches;

explore personal learning networks for English language teachers;

do Activity #1.

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“Teachers will not be replaced by technology but teachers who do not use technology will be replaced by those who do.”

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“Teachers will not be replaced by technology but teachers who do not use technology will be replaced by those who do.”

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Characteristics of a Modern Teacher:

vulnerable - a modern teacher chooses to be open to criticism, moral attacks and other signs of weaknesses in order to understand and learn better;

co-learner - they see themselves as the individual or group they are teaching, not as teachers;

courageous - they don’t wait until they’re experts before they introduce something new, they build the courage to be smart and creative;

dedicated - they are committed to their work whatever it takes, they run towards their area of weakness;

interactive - the modern teacher allows their students to teach each other, she/he makes it an interactive session rather than the old-fashioned teaching technique;

tolerant - they step outside their comfort zone and easily adapt. They do not let any challenge deter their target goal;

dynamic - a modern teacher embraces change. Using advancements in the world of learning, they move into their student’s world and help them build a better and brighter future;

inquisitive - the modern teacher questions everything and believe they can conform to anything, given the right attitude and effort.

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The Official FlexiSAF Blog - Edtech Company in Nigeria

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Innovators of educational technology in Nigeria. Bringing the best teaching and learning experiences to educators, students and parents across Africa through innovative software and technology offerings.

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present ideas to peers. Sharing an idea you care about can change the world. Sharing is caring;

share resources. Teach, encourage, mentor, praise, guide, inspire;

encourage others. Be confident enough to encourage confidence in others;

become a leader. Be the kind of leader you would like to follow;

observe colleagues. An invitation to share is an opportunity to growth;

utilize personal interests. Team greatness comes from good use of individual strengths.

http://meetingwords.com/LZbkUn3mwT
"I think life-long learning is the aim of a modern teacher. Trying new methods to make lessons interactive and facing this digital period which forces teachers to keep up with technological progress."

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Forbes is a global media company, focusing on business, investing, technology, entrepreneurship, leadership, and lifestyle.

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Many teachers prefer to base their lesson on the traditional PPP (Presentation, Practice, Production) approach because it is safe and takes less time to prepare. It is also usually the easiest way to cover the lexical areas and grammar points in the curriculum. The problem is that PPP does not fulfill the needs of all the learners.

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key knowledge, understanding and success skills. The project is focused on students’ learning goals, including standard based content and skills such as critical thinking, problem solving, communication, self-management and collaboration;

challenging problem or a question. At the beginning the project is framed by a meaningful problem to solve or a question to answer at the appropriate level of challenge;

sustained inquiry. Students are engaged in a process of asking questions, finding resources, and applying information;

authenticity. The project features real world context, tasks and tools, quality standards or impact – or speaks to students’ personal concerns, interests and issues in their lives;

student’s voice and choice. Students make decisions about the project including how they work and what they create;

students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of students’ work, obstacles and how to overcome them;

critique and revision. Students give, receive and use feedback to improve their process and products;

public product. Students make their project work public by explanation, displaying and presenting it to people beyond the classroom.

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Collaborative learning or group work is an instructional method that emphasizes students working together in small groups to complete a task or reach a common goal; in some cases students may be responsible for each other's learning.

The benefits of Collaborative learning are:

developing higher level of thinking skills;

enhancing student's satisfaction with the learning experience;

promotion of a positive attitude towards the subject matter;

developing communication and social interaction skills;

building student's self-esteem;

creating an environment of active, involved and exploratory learning.

Souces:
https://www.teachingenglish.org.uk/
http://www.curriculumdecisions.com/project-based-learning/
http://www.bie.org/
https://www.edutopia.org/

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PLNs are an essential part of lifelong learning for teachers. A PLN consists of the people you informally learn from and share ideas with, as well as the resources, tools, and materials that support your learning.

How to develop your PLN options?

1. Develop face to face connections.

2. Build your PLN through Professional Support Networks and Associations.

3. Develop your virtual PLN

What are the benefits of a Virtual PLN?

connecting anytime, anywhere, with anyone, using the web

opportunities to reflect: online discussion forums, blogs, and courses

finding information or support:  as a consumer of information in your network, your virtual PLN

sharing your expertise and ideas: as a producer of information in your virtual network

modeling how to be a master learner:  building an online presence and learning how to work with e-tools shows your colleagues and students that you are intellectually curious and willing to invest time in your own professional learning

developing your professional reputation and identity:  establishing an online presence and participating in virtual discussions and e-courses helps others in our field get to know you

Mindmap: https://www.mindmeister.com/it/883015076/possible-virtual-pln-components?fullscreen=1

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What is a PLN - Marc-André Lalande's take

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Compliting the Google Sheet:
https://docs.google.com/spreadsheets/d/1kTRE3LtqGuJsWsv_BuV26LO6Eb6Gqv0XFqXBhctd9zI/edit?pli=1#gid=0
Tool: Pearltrees to create a repository of materials and share/collaborate with others: https://www.pearltrees.com/

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Module 2: English with Flipped Classroom

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Module 2: English with Flipped Classroom

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Flipped Classroom is a kind of blended learning that transfers the homework before the classroom activities and allows children to learn with their own pace. In a traditional classroom, the new content is described by the teacher during the lesson. In a flipped classroom, teachers prepare videos to present the new content before the lesson. Children watch the videos at home and interact with the content in order to give feedback to the teacher. When children come to school, they are already familiar with the new content. They have time for discussions and practical activities, for exercising what they have learnt at home.

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I'm Flipped teacher Level 1. I attended a course in Italy to become certified Flipped teacher. I have experienced it with my students, and I can say that sometimes it worked well, others it wasn't so good as I thought. it depends on the target students and of course on the use students can do of new technologies. It happened that some students didn't watch videos at home and one of the excuses was about technologies.

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There are various ways to flip the classroom. Some of them are:

Create your own videos, explaining those small part of the lesson that you want to flip. To do this, you can use your own camera or screen capture software, for example Screencast - O - Matic.

Use videos, created by other educators who shared them as open educational resources (OER).

Adapt open educational resources created by other teachers: add questions, voice, discussions.

The videos for flipped classroom are short and focused on a specific topic rather than on a whole lecture. The visuals are prepared to interact with the students while they are watching the video. That's why before asking students to watch the video at home, teach them how to watch it. Students can pause the video, watch it as many times as they need to understand the content, discuss and give feedback.

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screencast-o-matic

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Screencast-O-Matic 2017 Tutorial Screencastomatic Screen Recording Tool

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TED-ED  is a category of TED talks that creates explanatory animation videos on various concepts for children. Many famous educators and animators collaborate with TED–Ed in order to create these short animated lessons.

The lesson usually has five parts:

Watch: Students are required to watch the video, selected by their teacher.

Think: They do a quiz with questions (multiple choice & open answer questions).

Dig Deeper: Students read some more information.

Discuss: They can also have a guided discussion or open discussion initiated by their teacher.

And Finally: Closing thoughts for the lesson.

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S T E P B Y S T E P G U I D E How to create TED-Ed lessons

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Educreations is an interactive whiteboard and screencasting tool.

Ezvid  is a fast and easy screen recorder and video creator.

Mysimpleshow allows you to create explainer videos.

Edpuzzle is easy-to-use video platform that helps teachers boost classroom engagement and improve student learning through video lessons.

PlayPosit is an online learning environment to create and share interactive video lessons.

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Here are some practical advice to keep in mind when you create your video lessons:

Start with a small part. If you don't have any experience of flipping the classroom, start with flipping a small part of your lesson.

Create a short video. Students get bored easily. Most flipped educators recommend that videos shouldn't be longer than 10 minutes. Acording to them, the best video length is 5 - 7 minutes.

1:1 One video, one concept. Don't explain too much in one video. This way students will know what they are learning. It is better to have a few short videos instead of one long explaining the whole content.

Focus on production, not perfection. If you make a mistake while recording, keep on going as you will do if you teach in your classroom.

Check the sound. Make sure that students can hear your voice clearly.

Make it more accessible. Use as many pictures, diagrams or infographics as you need to explain the lesson in the best way. Visualize the content. A picture is worth that a thousand words.

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The Flipped Class: Overcoming Common Hurdles

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I like doing this activity with my students:
It is a CLIL lesson about The United Kingdom.
I share the video created with EdPuzzle: https://edpuzzle.com/media/5638e393bcac13e404dbfb80
Students can watch the video at home by using subtitles and the fluency button in youtube settings, while watching they can answer questions. I'll receive the answer in my EdPuzzle account (by assigning the video to the class with a code).
Then at school we discuss about the what students learnt by watching the video and then we'll have this lesson:
https://www.pearltrees.com/emilianarufo/the-united-kingdom/id16328811

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United kingdom map. The United Kingdom. QrcodetheUK. MY LONDON MAP by Marcella Vico. Tower Bridge is a combined bascule and suspension bridge in London built in

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Storytelling has existed since human beings started to communicate. People tell stories from the beginning of their life until its end. Storytelling is the life itself. We communicate and interact with other people through stories. Storytelling is also the oldest way of teaching. Stories help people to understand the Universe, relationships, to express their thoughts, values, fears, hopes, and dreams. Stories can change our mood and behaviour. Stories connect people, societies, generations and nations. Storytelling is a living art with the most vivid building materials: our words, gestures, mimics and intonation.

Stories can be about everything. Some stories are told for entertainment and others - for educational purposes.

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Pixar in a Box: Introduction to Storytelling

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I sometimes use storytelling to introduce some activities in class. I've used storytelling for eTwinning projects, creating stories with my students, such as this one for Halloween:
https://www.youtube.com/watch?v=Jvff4CRMLco

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A Creepy Halloween Story: A Ghost at School"

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In 1748, the British politician and aristocrat John Montagu, spent his free time playing cards. He liked to use one hand for the cards and the other for snacking. So he came up with the idea of putting his beef between slices of toast. This would allow him to eat and play cards at the same time.

John was the 4th Earl of Sandwich.

For over 27,000 years, since the first cave paintings were discovered, storytelling has been one of our most fundamental communication methods. We all enjoy a good story, whether it's a novel, a movie, a Facebook post. But why do we feel so engaged when we hear a narrative about events?

A little science. When we are presented with facts, the language processing part of the brain gets activated. This is where we decode words into meaning. That's all we do. Nothing else happens.

But when we are being told a story, activity in the brain changes dramatically. Not only are the language processing parts in our brain activated, but every other area in our brain that we would use when experiencing the events of the story are activated, too.

When the Earl selected a piece of rare roast beef, the juices ran down his arm as he layered it on the toast. Our sensory cortex lights up. We begin to salivate. There's vague aroma of garlic.

When Betsy reached marathon mile marker 17, she could barely lift her legs. They felt like they were stuck in the soft tar on the road. Our motor cortex kicks into gear. Our legs become heavy as our brain tries to connect to the feeling of being weighted down.

The brain, it seems, does not make much of a distinction between reading or hearing about an experience, and encountering it in real life. In each case, the same neurological regions are stimulated. When the reader or listener engages in a story, they're not only processing information-their brain is actually creating a simulation of the event.

By using storytelling, you're getting someone to literally experience the event you are describing.

One of the best parts about storytelling is that the stories don't have to be your own, they just need to be authentic. At a recent client meeting, we dedicated a 90-minute General Session to storytelling-then asked the attendees to use the kiosks in the lobby to record one of their own stories. The client's plan is to post these stories on a website where colleagues can view and use them-and create authentic "experiences" for the people listening.

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How to enhance your Presentations with Storytelling

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In 1748, the British politician and aristocrat John Montagu, spent his free time playing cards. He liked to use one hand for the cards and the other for snacking. So he came up with the idea of putting his beef between slices of toast.

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Storytelling as a teaching method in ELT

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Storytelling as a teaching method in ELT

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Why to use storytelling in ELT?

There are many reasons why to use storytelling in English foreign language classroom (EFL). For the English language teachers the goal is obvious: to develop the students’ linguistic skills: speaking, reading, listening and writing and  interaction. But you can find much more reasons why storytelling should be carried out in your English lessons. Here are some of them:

Storytelling introduces students to literature and folklore of all cultures.

Storytelling involves students with different learning styles.

Storytelling develops students’ imagination and creativity. Children become personally involved because they identify themselves with the characters.

Storytelling develops different types of thinking: social thinking, flexible thinking, humorous thinking, creative thinking, imaginative thinking, reflective thinking, investigative thinking, problem-solving thinking.

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8 Intelligences - Theory of Multiple Intelligences Explained - Dr. Howard Gardner

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Teachers are storytellers. They always tell stories about their lives, experiences, to tell facts in history, cultures, customs, habits. Teachers teach by storytelling, to create interests, to enhance reading and writing, to improve listening and they encourage students to do the same.

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What can storytelling offer?

Storytelling and intercultural understanding

Other benefits of using storytelling in the classroom

Commonalities of cultures around the world
Other benefits of using storytelling in the classroom
Children have an innate love of stories. Stories create magic and a sense of wonder at the world. Stories teach us about life, about ourselves and about others. Storytelling is a unique way for students to develop an understanding, respect and appreciation for other cultures, and can promote a positive attitude to people from different lands, races and religions.

Storytelling and intercultural understanding

There are a number of ways in which storytelling can enhance intercultural understanding and communication. Stories can...
Commonalities of cultures around the world

allow children to explore their own cultural roots

allow children to experience diverse cultures

enable children to empathise with unfamiliar people/places/situations

offer insights into different traditions and values

help children understand how wisdom is common to all peoples/all cultures

offer insights into universal life experiences

help children consider new ideas

reveal differences and commonalties of cultures around the world

Stories...

Promote a feeling of well-being and relaxation

Increase children's willingness to communicate thoughts and feelings

Encourage active participation

Increase verbal proficiency

Encourage use of imagination and creativity

Encourage cooperation between students

Enhance listening skills

Stories reveal universal truths about the world. Through stories we see how very different people share the same life experiences and how human nature can transcend culture.

Performance techniques
Performance skills
Telling a story can captivate an audience; that is, with the right techniques and a little practice.

Remembering and retelling the plot:
A last word...

map the plot as a memory technique

use story skeletons to help you remember the key events

think of the plot as a film or a series of connected images

tell yourself the story in your own words

create your own version of the story (adapt and improvise)

retell it numerous times until it feels like a story

Adapted from a workshop by Paula Stoyle, British Council, Jordan
Remember to...

vary the volume, pitch and tempo of your voice (enunciate clearly and exaggerate expression)

use your face, body and gestures (let your body speak)

make your body and face respond to the tale

have a clear focus and maintain concentration

maintain engaging eye contact with the audience/ individual listeners

create a charismatic presence (make the audience believe in you)

use different, exaggerated character voices

use your space/ be dynamic

remember to pace yourself

always remember to regain your style as a narrator

use silence and pauses to add dramatic effect

Young Learners share a remarkable variety of personal experiences, values and ways of understanding. The language they learn in the classroom is the tool they use to shape their thoughts and feelings. It is more than a way of exchanging information and extending ideas, it is their means of reaching out and connecting with other people. Stories can link not only between the world of classroom and home but also between the classroom and beyond. Stories provide a common thread that can help unite cultures and provide a bridge across the cultural gap.

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What can storytelling offer? Storytelling and intercultural understanding Other benefits of using storytelling in the classroom Commonalities of cultures around the world Other benefits of using storytelling in the classroom Children have an innate love of stories. Stories create magic and a sense of wonder at the world.

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Plot: The main events of the story.

Exposition: In this part we understand a little bit about the characters, the settings and the plot: Who are the main characters of the story? When does the story develop? Where?

Rising action: In this part characters face some obstacles. The conflict is presented.

Climax: The most suspenseful and intensive part of the story. The heroes go through the obstacles.

Falling action: It is a section of the plot following the climax in which the tension decreases.

Resolution: How does the story finish? The end is the resolution of all conflicts.

Characters: The people/animals/things the story is about. The author reveals the characters through their thinking, actions, feelings.

Setting: When and where a story takes place.

Conflict: A problem character faces in the story and struggles with.

Theme: What is the story about?

1. Overcoming the Monster:  In this kind of stories the hero must fight and destroy an evil force.

2. Rags to Riches:  While in the beginning of the story the hero is insignificant and dismissed by others, at end he/she is respected by them.

3. The Quest: The hero of the story will go on a long and dangerous journey to obtain a great prize that is located far away.

4. Voyage and Return: The hero leaves the safety of his home and goes out into the unknown land, faces challenging obstacles and overcoming them.

5. Comedy: This story is made up of comic events caused by mistaken identity, confusion, misunderstanding and miscommunication.

6. Tragedy: As you can guess, this story plot doesn’t end happily.

7. Rebirth: In this plot type the hero falls under a dark spell. He/She is imprisoned in the state of living death until the redemption by another hero.

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https://www.storyjumper.com/
https://storybird.com/
https://app.edu.buncee.com
https://scratch.mit.edu/
https://www.scratchjr.org/
https://www.makebeliefscomix.com/
https://toontastic.withgoogle.com/
https://www.toonytool.com
http://www.toondoo.com/
https://www.storyboardthat.com
https://www.pimpampum.net
http://www.slidestory.com
http://https://www.pixton.com/
https://www.canva.com/
https://boomwriter.com/

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Collaborative writing in Twinning projects

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Collaborative writing in Twinning projects

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Transfer the plot development: from the present to the past, or from the present to the future.

Remix a story: Mix together characters from different films, books, comics, cartoons and create a new story. Children's favourite book hero could become a hero of their favourite video game, film or TV show.

Change the well known story: the end of the story or the whole story. In the following example, children from the eTwinning project "Think" in mixed international teams changed the fairy tale "The Little Match Girl" in order to have a better ending.

One team writes the beginning of the story. The second team writes the middle, the third one - the end of the story.

One team suggests 5 key words. The other team writes the story.

One team suggests a picture with a character (characters). The other team writes the story. What is the story behind the picture?

Writing a poem. The next example is from the eTwinning project "Inside the rainbow". Children were divided into seven international teams according to their favourite colour. Then each team continued several lines beginning with the setted verbs to express the voice of the colours  - "If the colours could speak, what would they say?". Children learned to express in Eglish their thoughts, feelings and states of mind.

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Tricider: Ideas for collaborative writings

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Tricider: Ideas for collaborative writings

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Creating stories by using pictures
This is one of the tasks I give my students to write collaboratively.
"You are being challenged to write a collaborative story using the input of pictures. The only rule is that you have to use all the pictures/words given.
Use a shared document.
Your story is not supposed to have more than 200 words.
Once you have written your story, you can display it as a written outcome, a speaking outcome through any online tool you decide".

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Ideas for collaborative writing - brainstorming and voting | tricider

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Let's do some brainstorming and vote for the best ideas. What do you think?

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Online tools for collaborative writing:

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Online tools for collaborative writing:

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http://meetingwords.com/

https://www.google.com/docs

https://www.storyjumper.com/

https://app.edu.buncee.com

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Create a digital story
Story to introduce direct-indirect speech
This is an introduction activity to start studying the use of direct and indirect speeches for lower-middle school students. The activity suggests possible sentences to transform from direct to indirect speech.

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Module 4 - English with eTwinning and Erasmus+

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Module 4 - English with eTwinning and Erasmus+

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Erasmus+ KA1 & KA2
The European Union's Erasmus+ programme is a funding scheme to support activities in the fields of Education, Training, Youth and Sport.

The Programme is made up of three main Key Actions (KA) and two additional actions. KA1 – Learning Mobility of Individuals, KA2 – Cooperation for innovation and the exchange of good practices, KA3 – Support for policy reforms, Jean Monnet and Sport. They are managed partly at the national level by National Agencies and partly at the European level by the Education, Audiovisual and Culture Executive Agency (EACEA). The European Commission is responsible for Erasmus+ policies and oversees the overall programme implementation.

Erasmus+ offers opportunities for:

individuals to spend a mobility or volunteering period abroad and to receive linguistic training;

organisations to collaborate in project partnerships in the fields of academic and vocational training, schools, adult learning and European sport events.

​Erasmus+ also supports teaching, research, networking and policy debate on EU topics. There are other bodies that support Erasmus+, such as eTwinning and the European Commission's School Education Gateway portal.

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Erasmus+ programme 2014 2020 presentation

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Erasmus+ Key Action 1 (KA1): Learning Mobility of Individuals

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Erasmus+ Key Action 1 (KA1): Learning Mobility of Individuals

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KA1 supports mobility in the education, training and youth sectors and aims to bring long lasting benefits to the participants and the organisations involved.

EACEA manages the selection of projects under:

Large Scale European Voluntary Service Events;

Erasmus Mundus Joint Master Degrees.

Erasmus+ Key Action 2 (KA2): Cooperation for innovation and exchange of good practices

The Actions under KA2 make it possible for organisations from different participating counries to work togetherm develop, share and transfer practices and innovative approaches in the fileds of education, training and youth.

The following actions are managed by EACEA as part of the general call for proposals and described in details in the Programme Guide.

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EU programme for education, training, youth and sport

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eTwinning is part of Erasmus+. It is a free online community for schools in Europe. For some professionals it may be a step towards Key Action 1 Mobility and Key Action 2 Strategic Partnerships as eTwinning allows us to collaborate on classroom projects within a secured network and platform. There are questions about eTwinning in application forms of both KA1 and KA2.

Erasmus+ offers opportunities to study, train, gain work experience, volunteer abroad. Оne of its strategic objectives is to develop competences and strengthen linguistic skills.

To be competent means to be able to effectively apply a combination of knowledge, skills and attitudes to successfully react to a situation or solve a problem in the real world. The European Framework for lifelong learning includes the following key competences, which are considered essential for the personal fulfillment and development, active citizenship, social inclusion and employment of all individuals.

Sources:

https://www.erasmusplus.org.uk/

http://ec.europa.eu/education/policy/school/competences_en

http://files.eun.org/etwinning/EN_Developing%20pupil%20competences%20through%20eTwinning.pdf

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There are two types of awards in eTwinning - personal and institutional.

eTwinning Quality Labels are granted to teachers with excellent eTwinning projects. They indicate that the project has reached certain national and European standards. You can find more information on the criteria for quality labels:

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The National Support Service (NSS) in each country evaluates applications from schools for the National Quality Label. Labels are awarded throughout the year, however, in some countries, deadlines are fixed, so be sure to consult your NSS for information about the deadlines in your country.

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English with eTwinning and Erasmus+ - good practices

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English with eTwinning and Erasmus+ - good practices

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In eTwinning, there are Project Kits to help you generate new ideas and quickly set up and manage projects from start to finish. It is a selection of the best practice examples available, to inspire teachers to design and run eTwinning projects.

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https://www.tricider.com/brainstorming/2uaYDYQhet3;jsessionid=3JHY2Q9EA_LSoPJ19sT8Rg
One of the activities I like doing during eTwinning projects is creating online games by using digital tools, such as "Kahoot or LearningApps" and then share with partner school students. They can play our games and we can do the same. It is fun and students can learn about traditions, celebrations, countries, cities, food, habits by playing and having fun.
Here are some game links:
https://learningapps.org/watch?v=p99n8adw218
https://learningapps.org/watch?v=p338v3jm518
https://learningapps.org/watch?v=p2vg40gwj19

My answers to other participants:

Collaboration is the essential part of an eTwinning Project!

With live sessions other school students become real, they start feeling part of the project, they begin to get more involved.

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Activity #4/1 - your favourite ELT activity in an Erasmus+ or eTw project - brainstorming and voting | tricider

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Describe the activity. If possible, add a link with an outcome or picture

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https://www.tricider.com/brainstorming/2qqrNY5G3Vp;jsessionid=nal1G15A4AaA8P-ij8r9Sg

In my next eTwinning Project I would like to create activities to learn English Language by using online tools. According to different topics and students' levels of English, tools will be used to create online games, exercises, crosswords, quizzes, videos to enhance and develop English speaking, writing, listening, reading and comprehension. The aim will be to integrate ICT tools to English lessons. Students will meet new Web 2.0 tools and use them to create online materials to learn English.The project will raise students' awareness of the importance to learn English.

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Activity #4/2 - an interesting ELT activity you would like to do in your next project - brainstorming and voting | tricider

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My lesson Plan on Cultural Heritage: My city