Učenici su morali smisliti ime i logo za Projekt. Odabrani su ime i logo koji su dobili najviše glasova učenika a rezultat se nalazi iznad.

Students had to come up with a name and logo of the project. The name and the logo with most votes were chosen for the Project and a present above.

Učenici u dobi od 14 do 18 godina pisat će recepte svoje zemlje i dijelit će ih s partnerskim školama. Učit će o kulturi europskih zemalja, kako kuhati zadane recepte te će jedni druge učiti kako ih pripremiti. Na taj način, hrana će nas spojiti. Također ćemo se fokusirati na lokalnu glazbu, umjetnost, turističke i povijesne znamenitosti i poslovice!

Students aged between 14 and 18 will write the recipes of their own country and they will share them with the partner schools. They will learn about the European countries’ culture, how to cook the given recipes and they will teach how to cook them to one another. In this way, food will bring us together. We will also focus on local music, art, tourist and historical landmarks and proverbs!

Before engaging in the project, the students had to create a poster about internet safety. This is just one example.

Izrada avatara i predestavljanje

Creating avatars and presenting ourselves

https://padlet.com/tamaralapac/presentation-by-druga-srednja-kola-beli-manastir-croatia-qvfq65w2qqkiq7p9/slideshow

https://padlet.com/fernanda_moreira/presentation-class-12-b-teachers-agrupamento-de-escolas-de-p-ize0ivbi9owiqu2m

https://padlet.com/fernanda_moreira/presentation-by-the-10th-b-class-teachers-pinheiro-primary-a-8or8s4fcjovba7qu

https://padlet.com/adilia_brito/presentation-class-vet-students-teachers-agrupamento-de-esco-uxw9spmbghf0lkp2

https://padlet.com/onerfatma81/evliya-elebi-students-mersin-turkiye-zfa8pmwy5rxa48ax

https://padlet.com/mesutkaramaning52/presentation-of-erzurum-mehmet-akif-ersoy-anatolian-high-sch-valvhiwa6n2j347p

Razmjena božićnih i novogodišnjih čestitki. Iako se Božić ne slavi u Turskoj, ovo je bio način da se prikaže kulturološka raznolikost ovog projekta.

Exchaning Christmas and New Year greeting cards. Although Christmas is not celebrated in Turkey, this was the way to show the cultural diversity of this project.

Na prvom sastanku učenici su se međusobno predstavili. Na drugom sastanku učenici su nasumično bili podijeljeni u pričaonice u kojima su se izmjenjivali na svakih 15 minuta. Pričaonice su bile podijeljene po temama: 1. Da imaš supermoć, što bi to bilo i kako bi ju iskoristio; 2. Što te motivira u učenju i usavršavanju; 3. Koje su odlike pravog prijatelja; 4. Povezuje li nas moderna tehnologija ili nas još više udaljava; 5. Kako se zaštititi u online okruženju.

At the first meeting, the students introduced themselves to their peers. At the second meeting, the students were randomly divided into discussion rooms where they rotated every 15 minutes. The discussion rooms were divided by topics: 1. If you had a superpower, what would it be and how would you use it; 2. What motivates you in learning and self-improvement; 3. What are the qualities of a true friend; 4. Does modern technology connect us or distance us further; 5. How to protect yourself in an online environment.

Učenici se jedni druge učili kako skuhati tradicionalno jelo. Students tought each other how to cook traditional recipies.

https://padlet.com/adilia_brito/european-flavours-etwinning-project-cultures-in-harmony-r6f654s6mrpi8i34

https://padlet.com/maggysb/digital-mural-etwinning-project-cultures-in-harmony-d0vxe5u881e06wm

Play lista

https://padlet.com/fernanda_moreira/fusion-of-sounds-etwinning-project-cultures-in-harmony-tnyfom8av44xeub

http://linoit.com/users/FernandaPalharesMoreira/canvases/Cultural%20Proverbs

The students wrote folk sayings in their native language, described their meanings in English, and, if possible, found English equivalents. All the sayings were compiled on the Lino platform where students could compare them and see if there were sayings repeated in different cultures and languages.

The students collaboratively wrote a poem. Each country wrote one stanza, and then another country added the next.

Osim razvijanja jezičnih vještina, kako receptivnih i produktivnih tako i medijacije, učenici su sudjelovanjem u međunarodnom eTwinning projektu razvijali:

• Kulturnu svijest: učenici stječu dublje razumijevanje i uvažavanje različitih kultura, tradicija i perspektiva, potičući globalnu svijest i toleranciju.

• Suradnju i timski rad: učenici uče učinkovito raditi u raznolikim timovima, razvijajući sposobnost suradnje, pregovaranja i postizanja konsenzusa s ljudima iz različitih sredina.

• Digitalnu kompetenciju: korištenje raznih online alata i platformi poboljšava digitalnu pismenost učenika, učeći ih kako odgovorno i učinkovito koristiti tehnologiju za komunikaciju i suradnju.

• Kritičko razmišljanje i rješavanje problema: rad na zajedničkim projektima potiče kritičko razmišljanje, kreativnost i vještine rješavanja problema dok učenici rješavaju izazove i razvijaju inovativna rješenja zajedno.

• Komunikacijske vještine: učenici poboljšavaju svoje pisane i verbalne komunikacijske vještine, učeći kako jasno izraziti svoje ideje i aktivno slušati druge.

• Međuljudske vještine: interakcija s međunarodnim vršnjacima pomaže učenicima razviti empatiju, strpljenje i prilagodljivost, što je neophodno za izgradnju jakih međuljudskih odnosa.

• Upravljanje projektima: sudjelovanje u eTwinning projektima pruža praktično iskustvo u planiranju, organiziranju i upravljanju projektima, što su vrijedne vještine za buduće akademske i profesionalne pothvate.

• Samopouzdanje: uspješno sudjelovanje u međunarodnim projektima povećava samopouzdanje učenika i osjećaj postignuća, potičući ih da preuzimaju nove izazove.

• Globalno građanstvo: učenici razvijaju osjećaj globalnog građanstva, razumijevajući svoju ulogu u svijetu i važnost pozitivnog doprinosa globalnoj zajednici.

Evidento je da su učenici kroz ovaj projekt ostvarili veliki broj odgojno obrazovnih ishoda Nacionalnog kurikuluma iz sve tri domene a naročito iz domena međukulturna komunikacijska kompetencija i samostalnost u ovladavanju jezikom.

In addition to developing language skills, both receptive and productive as well as mediation, by participating in the international eTwinning project, students developed:

• Cultural awareness: Students gain a deeper understanding and appreciation of different cultures, traditions, and perspectives, fostering global awareness and tolerance.

• Collaboration and teamwork: Students learn to work effectively in diverse teams, developing their ability to collaborate, negotiate, and reach consensus with people from different backgrounds.

• Digital competence: Using various online tools and platforms improves students' digital literacy, teaching them how to use technology responsibly and effectively for communication and collaboration.

• Critical thinking and problem-solving: Working on joint projects encourages critical thinking, creativity, and problem-solving skills as students tackle challenges and develop innovative solutions together.

• Communication skills: Students improve their written and verbal communication skills, learning how to clearly express their ideas and actively listen to others.

• Interpersonal skills: Interaction with international peers helps students develop empathy, patience, and adaptability, which are essential for building strong interpersonal relationships.

• Project management: Participation in eTwinning projects provides practical experience in planning, organizing, and managing projects, which are valuable skills for future academic and professional endeavors.

• Self-confidence: Successfully participating in international projects boosts students' self-confidence and sense of accomplishment, encouraging them to take on new challenges.

• Global citizenship: Students develop a sense of global citizenship, understanding their role in the world and the importance of positively contributing to the global community.

It is evident that through this project, students achieved a large number of educational outcomes from the National Curriculum in all three domains, especially in the domains of Intercultural Communication Competence and Independence in Mastering the Language.

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