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openess and relativity to the real needs

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openess and relativity to the real needs

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getting them involved is an even better idea

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getting them involved is an even better idea

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Role for each student
Getting them involved

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inclussiveness so as to get in touch with the real needs of our students

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inclussiveness so as to get in touch with the real needs of our students

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using ICT to organize students and materials is very useful

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using ICT to organize students and materials is very useful

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find out what students are interested in, braistorming

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find out what students are interested in, braistorming

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Set the main ideas and goals of the project.

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ask the students if they want to work on this activity. If they find it interesting

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ask the students if they want to work on this activity. If they find it interesting

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meaningful projects and active participation/ team work of the students

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meaningful projects and active participation/ team work of the students

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Taking into account the interests of children

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Taking into account the interests of children

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THOMAI

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Discuss with students in order to decide on the project type

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Discuss with students in order to decide on the project type

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reflection and feedback work both ways to reorganise the next steps.

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reflection and feedback work both ways to reorganise the next steps.

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Dissemination of the results in order to let other people know about your activities. Still cooperating with the members of the schools participating in the project.

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Simpler targets. One step at a time. Making sure everyone contributes ideas because this will raise interest in the project

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Simpler targets. One step at a time. Making sure everyone contributes ideas because this will raise interest in the project

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THOMAI

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mindstorm - set the goals prepare action plan

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mindstorm - set the goals prepare action plan

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Practical tasks with collaborative tools that foster communication.

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Practical tasks with collaborative tools that foster communication.

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sharing and presenting knowledge and project with peers or other chlidren or adults/ parents

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sharing and presenting knowledge and project with peers or other chlidren or adults/ parents

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guide students into carrying out a survey relating to the project theme

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guide students into carrying out a survey relating to the project theme

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Communicate the project idea to the whole school community

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Communicate the project idea to the whole school community

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World cafe topic with parents and community members

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always ask in what point they are on their task, giving them encourage and motivation

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always ask in what point they are on their task, giving them encourage and motivation

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Periodical meetings to keep the cooperation active. 

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Periodical meetings to keep the cooperation active. 

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Discussing outcomes and reorganizing future interaction. 

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Discussing outcomes and reorganizing future interaction. 

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A rubric of expected outcomes + discussion to involve students and answer questions

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A rubric of expected outcomes + discussion to involve students and answer questions

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Discussion, evaluation and redirecting actions. Everything has to be meaningful and trigger students' interests

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Discussion, evaluation and redirecting actions. Everything has to be meaningful and trigger students' interests

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Netiquette rules, respecting other peoples' culture and background

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Netiquette rules, respecting other peoples' culture and background

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Students need to include the curriculum in interactive projects and the building of skills. So careful planning can intrigue them.

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Students need to include the curriculum in interactive projects and the building of skills. So careful planning can intrigue them.

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Encourage plurality and students' contribution in various forms.

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Encourage plurality and students' contribution in various forms.

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Agree on the aims, methods, materials and timeline with your teacher partners in other countries 

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Agree on the aims, methods, materials and timeline with your teacher partners in other countries 

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Depending on the students' age you can guide them a little (or more) before or at the beginning of the project to present themselves, their school and their town. This will also raise their cultural self-awareness and teach them about the multiple identities we have and the many perspectives things can be viewed from.

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Depending on the students' age you can guide them a little (or more) before or at the beginning of the project to present themselves, their school and their town. This will also raise their cultural self-awareness and teach them about the multiple identities we have and the many perspectives things can be viewed from.

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You can also have the students design some of the tasks and activities that they would like to work on with their peers in other countries.

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You can also have the students design some of the tasks and activities that they would like to work on with their peers in other countries.

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Encourage your students to take the initiative and ask questions about their fellow students' life in other countries.

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Encourage your students to take the initiative and ask questions about their fellow students' life in other countries.

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Ask for feedback from your students: what was most enjoyable and useful and what could be improved? Would they like to continue the collaboration? Have they made friends? What was most interesting/surprising?

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Ask for feedback from your students: what was most enjoyable and useful and what could be improved? Would they like to continue the collaboration? Have they made friends? What was most interesting/surprising?