When the project is over, there is the opportunity to disseminate the outcomes in the different school communities. Sharing project outcomes will also have a positive effect on the growth of eTwinning at the school and the expansion of the eTwinning Team.

Select some interesting activities, at school and online, then decide together the ones you prefer, specify:

Then post them in the column of your group with your name and surname.

The teacher will prepare the slides with every student name as the title and the pupils will be free to complete their own as they prefer.

We thought of developing this activity because we think that it's fundamental for each student to express him/herself freely and also we think that using this tool, they can have the opportunity  to develop their technological and digital skills, which are nowadays very important!

Ciaghi Chiara

Cogo Giulia

Derosas Eleonora

Marcia Ambra 

We have chosen to introduce and connect different cultures through food.

Food and the act of eating represent a time of conviviality and sharing and a lesson to be passed on to children. 

The aim is to teach children to respect every tradition and culture, to be curious and interested in otherness and diversity.

Each pupil will think about what comes to his/her mind with the word "Christmas". Afterward he/she will write it down on the computer in the classroom. At the end all that words will create a Christmas Tree (thanks to a function of WordArt).

Thanks to this activity students will be able to feel motivated, to have an active role in the creation of the Christmas tree made by the words and they have also the opportunity to practise their technological skills.
On the other hand, they can also start feeling the Christmas spirit!

Ciaghi Chiara

Cogo Giulia

Derosas Eleonora

Marcia Ambra

Pupils describe the recipe of their country's typical dish by means of a video recording. In this video, pupils read the recipe divided into stages and are also shown the preparation with photos or short video clips.

In the third stage, the political map of their state is hung in the classroom on the blackboard. The teacher pastes many photos of different traditional dishes of the country in the region of origin like pizza on Campania. In turn, pupils put a sticker on the dish they would like to present. In the end, the dish with the most stickers is chosen. The picture of the poster is sent to Etwinning colleagues so they can see the food chosen by the pupils. 

Then the pupils, divided into small groups, present a specific step of the recipe, both in terms of ingredients and process. The teacher takes a picture of each step. Then, together with the pupils, a book is created with Book Creator in which the pictures and explanations are included. The link to the presentation is shared with Etwinning colleagues.

One class, after having randomly chosen (with the extraction of cards) which meal to prepare, begins the preparation following the indications offered by the E-twinning's collegues. The class is divided into groups and everyone has to prepare the same dish.

The students, through an E-twinning's videoconference during the lesson, give a feedback on the preparation and the result. They also expose their opinions, emotions and thoughts about the progress of the activity, answering questions like: 

We chose this activity because it allows you to have a cultural exchange with your friends and also to put your language skills in a reality task. We also think it is interesting to bring into play the dexterity and practicality to make the children learn.

For this project we decided to collaborate with the pupils of a French class. In this way, English is L2 for everyone. 

For the introduction, we plan to use Canva to create a presentation about every child. Each pupil could introduce himself/herself by writing or uploading photos. At the end of the activity, children share, show, and explain to their classmates and European partners their work (with the eTwinning platform). We chose to project this activity because students can make their mates’ acquaintance. In addition, they can improve technological skills.

In this way, they also develop speaking skills. The Italian and French teachers ask children to think about a kind word to describe their mates. Children note these words on a Mentimeter, so they can see what are the most frequent kind words. At the end of the activity, these words will be written on a piece of paper and then, they will be placed in the “European kindness jar”. 

We think that this book presents many examples of kind words (e.g. kind, smile, thank you, bless you, good afternoon...) and actions related to kindness (e.g. making cookies, paying attention, listening to someone…).

This picturebook says that “We can do small things, but together we can do something that spill out the school, spread throughout town, travel across the country and go all the way around the world”: this could be important for interculturality, because kindness has no boundaries and unites people from all over the world.

Alternatively, we can use a video to tell this story (this is the link: https://www.youtube.com/watch?v=t6NUJ2JZz50 )

At the end of the reading or the video, teachers stimulate shared conversations and reflections. For example, we can start with the question “What does it mean to be kind?”, or “Be kind can change the world. Why?” Teachers should support children’s thinking and communication.

Then each group acts the story and creates a video. Students share the video with the children of the other school.

Finally, children work in pairs (Italian child with French child) and they play a memory game on Learning Apps. The memory game is created by the teachers. We think that it would be an important resource for the assessment and it is also very engaging and motivating.

 

In our opinion, summertime is an inclusive theme: every child  enjoys summer in different ways, for example holidays with parents or grandparents, summer camps, going to the beach, lakes, mountains, to the city park etc.. Not every child has the possibility to leave his town for the holidays, so in this way we take in account all kind of activities (e.g. play sports, listening music…etc).

According to our opinion, this introductive activity is inclusive because it permits the participation of all students. It stimulates creativity and it is not characterized by judgement. Voki motivates children, because it is an interactive way for presenting themself. Every child is enhanced because all can show himself. Furthermore, through this activity, they improve their speaking and writing abilities. Also they develop digital skills, by using apps. 

In small groups they have to use the computers to research pictures of Italy that represent their ideas of summer holidays. At the end they create a little presentation (for example they can use PowerPoint) where each group shares the chosen pictures and the cloud.

When they have completed the presentation they share it with the other class through the use of Etwinning.

Why have we chosen this activity? Because we think that it’s a good way to share ideas and it makes children active during learning. Also with the use of “Google Earth” children can see different landscapes of Italy (we think about Verona, a city near the lake and mountain and Cagliari, a city with a wonderful sea).

Why did we decide to do this activity?

Because it’s motivating, inclusive and all the pupils can participate ( for example if a pupil couldn’t take a picture of what he did on summertime, he could draw.)

Moreover the pictures and the drawing actively engage not only the pupils (they take pictures and bring them at school) but also their family.

For the evaluation we decided to observe the pupil’s presentation, they also are gonna reconstruct the informations of the other class, in this way we can confirm if our students understand what the other class did on summertime.

After having discussed on how to classify images, children will create small groups to create the presentation and they will finally bring the whole project together.

Next, to create the video containing the recipe demonstration, the children will use imovie or videomaker. These applications are very immediate and intuitive to use, especially for children of the younger generation who are very familiar with technology.

As was explained above, children will be on video call once the project is completed to share ideas, opinions and comments related to what they have done, and the zoom platform will be used.

To conclude the intervention the children from each country involved in the etwinning project, will play a game the same for all. The teachers will give them a memory, previously created with a specific application. in the memory will appear the names and respective pictures of all the dishes presented and known in these meetings. the children will have to join the figures with the correct spelling in order to check the students' understanding.

 

After listening to different recipes, children are divided into groups. They have to create a menu on storyJumper or bookcreator for an imaginary bar. Indeed, at the bar there is an international  breakfast menu with new recipes. Each group has to work with a group from one international class (for es. Italian group with Indian group) on a Google meet session. In the breakout rooms they have to create the new recipes starting from some ingredients, which are selected by the teacher. 

We think that it is a motivating activity to make children speak to each other and collaborate in an inclusive way. We also think that children can choose if use again the book creator app rather than a new one: storyJumper. In this way we involve them in the project and we take into account their needs an opinion. 

It is evaluated if the children are able to use in different contexts the knowledges they are learnt: the teacher show different pictures of different environments and the children have to reflect and tell which environment is positive and why. 

The teachers  give to children  a simple grid and they have to evaluate the project, and they evaluate themselves (partecipation, collaboration, interests, difficulties…)

Suggested tools: canva for the portfolio (learning diaries), google moduli (for the self-evaluation of the children), mentimeeter (evaluation of the project of the class)

Students have the opportunity through mentimiter to provide feedback to teachers (SWOT). Indicators could be:

- positive elements 

- items for improvement

- what worked best

We decided to propose a reality task because we asked ourselves: why not grade on the preparation of the dish?

In addition, an assessment rubric containing some indicators such as:

- active participation 

- motivation 

- collaboration with peers

- respect for rules

- consistency of the task 

The teacher can assess the whole project, evaluating motivation, collaboration, participation and interaction of every student in every activity they did. To do that, teacher observes what children do in every meeting and also check what children create to see if it respects the tasks.

SELF EVALUATION

After each meeting children can participate to a final activity, using Mentimeter, in which they have to write a word describing the meeting using three adjectives, giving a feedback to the teacher.

PEER EVALUATION

At the end of the project, the teacher gives a questionnaire to the pupils in which they can evaluate how they worked in groups and how their peers worked and collaborated.

We are addressing our activities to teachers and children that collaborate with eTwinning platform.

We are organizing this project for the word Kindness Day (on the 13^th of November). We are informing the local press because it is an interesting theme and it involves everyone. In the picturebook “Be kind” we have found a relevant expression “We can do small things, but together we can do something that spill out the school, spread throughout town, travel across the country and go all the way around the world”.

For this reason, we think that our project can be shared with other partners.

To include  all the parents and classmates, we decided to let the pupils create an exhibition with the app “virtual art gallery” where they can see all the photos.

All the activities will be also collected in a brochure that will be put in the public library, so everyone can see and check it when they want.

At the beginning of the project children have to play a memory game (it can be also digital on Wordwall) in which they have to associate the picture of the food to its name. In this way teacher can explore preknowledge about the vocabulary as a sort of pre-evaluation.

At the end of each activity children have to complete a Jamboard, in the first page they can write the things they liked and in the second one what they found difficult. It’s useful for the teacher to adapt the activities to children’s needs.

At the end of the project teacher prepares a Kahoot quiz in which children have to answer the questions about the strength and weak points of entire project. They can also suggest some improvements for the future. Teachers and parents can take part at this quiz, in order to involve all the partners. 

After the project the students create a portfolio about the experience, collecting the materials.

Children are also involved by teachers, through interviews to understand their level of interest.

Together with the teachers, the children also create a youtube class channel in which they will place the video of the recipes they made. This link will then be shared with the other classes in the institute.

The video alternatively can be put on the school website so that parents can also view their children's work product.